Understanding the accuracy of teachers' perceptions about low achieving learners in primary schools in rural India: An empirical analysis of alignments and misalignments
Understanding the accuracy of teachers' perceptions about low achieving learners in primary schools in rural India: An empirical analysis of alignments and misalignments
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了解印度农村小学教师对成绩不佳学生的看法的准确性：对一致性和错位的实证分析
DOI：
10.1016/j.ijedro.2022.100198
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发表时间：
2022
影响因子：
--
通讯作者：
Wadmare P
中科院分区：
文献类型：
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作者：
Wadmare P
教师对学生学术技能的看法对于在适当的水平上进行教学和塑造学习过程至关重要。我们使用从印度农村848所学校的大约1,800名小学教师收集的数据，研究了教师对成绩差的学生的看法有多准确。我们发现，大约40%的教师不准确地认为，在他们的课堂上表现不佳的学生已经获得了基本的识字，当他们没有。女教师、辅助教师和工作负担较轻的教师更容易对学业不良学生有准确的感知。我们的研究强调，需要与教师合作，以确保更现实的看法，以便教学方法，如教学在正确的水平，以达到其预期的影响。
Teachers' perceptions of their students’ academic skills are crucial in enabling teaching at the appropriate level and shaping learning processes. We examine how accurate are teachers’ perceptions for low achieving students using data collected from around 1,800 primary school teachers across 848 schools in rural India. We find that around 40% of teachers inaccurately perceive that the low performing students in their classroom had already acquired foundational literacy, when they have not. Female teachers, para-teachers, and teachers with lower work burden are more likely to have accurate perceptions of low performing students. Our study highlights the need to work with teachers to ensure more realistic perceptions in order for pedagogical approaches like teaching at the right level to reach its intended impact.