Reference : Teachers’ images of the ideal student as a marker for school culture and its role in ...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Sociology & social sciences Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/40134

Title :	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
Language :	English
Author, co-author :	Grecu, Alyssa Laureen [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Hascher, Tina []
	Hadjar, Andreas [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Publication date :	2019
Journal title :	Studia Paedagogica
Publisher :	Masaryk University
Volume :	24
Issue/season :	2
Pages :	85-108
Peer reviewed :	Yes
Audience :	International
ISSN :	1803-7437
e-ISSN :	2336-4521
Country :	Czech Republic
Keywords :	[en] school alienation ; transitions ; theory of school culture ; teacher ; Luxembourg
Abstract :	[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.
Research centres :	University of Luxembourg, Institute of Education and Society
Funders :	Fonds National de la Recherche - FnR ; Swiss Science Foundation
Name of the research project :	SASAL
Permalink :	http://hdl.handle.net/10993/40134
DOI :	10.5817/SP2019-2-4
Other URL :	https://www.phil.muni.cz/journals/index.php/studia-paedagogica/article/view/1956
FnR project :	FnR ; FNR9857103 > Andreas Hadjar > SASAL > School Alienation in Switzerland and Luxembourg > 01/09/2015 > 31/08/2018 > 2015

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