Reference : Teachers’ images of the ideal student as a marker for school culture and its role in ...
Scientific journals : Article
Social & behavioral sciences, psychology : Sociology & social sciences
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/40134
Teachers’ images of the ideal student as a marker for school culture and its role in school alienation during the transition from primary to secondary education in Luxembourg
English
Grecu, Alyssa Laureen mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Hascher, Tina []
Hadjar, Andreas mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
2019
Studia Paedagogica
Masaryk University
24
2
85-108
Yes
International
1803-7437
2336-4521
Czech Republic
[en] school alienation ; transitions ; theory of school culture ; teacher ; Luxembourg
[en] Particularly in highly stratified educational systems, the transition from primary to secondary school involves a substantial alteration of school culture as students leave their familiar environment of primary school and encounter a fundamentally different, initially strange school context. The transition to a new secondary school culture is presumably one cause of students’ increasing school alienation as the students face specific expectations from their secondary teachers. The main aim of this paper is to shed light on the association between the change
in school culture represented by the teachers’ image of the ideal student and school alienation in the educational context of Luxembourg. The methodolog y follows a qualitative approach: in-depth interviews and group discussions with teachers from primary and secondary schools were analysed applying a qualitative reconstructive approach. The results confirmed the importance of the transition for students’ educational trajectories and indicated its challenges concerning the changes in demands and values students are expected to meet. Various risk and protective factors concerning the development of school alienation over the course of the transition were identified according to the specific demands of a single school’s cultures.
University of Luxembourg, Institute of Education and Society
Fonds National de la Recherche - FnR ; Swiss Science Foundation
http://hdl.handle.net/10993/40134
10.5817/SP2019-2-4
https://www.phil.muni.cz/journals/index.php/studia-paedagogica/article/view/1956
FnR ; FNR9857103 > Andreas Hadjar > SASAL > School Alienation in Switzerland and Luxembourg > 01/09/2015 > 31/08/2018 > 2015

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