The Attitudes of Teachers towards Disadvantaged Young Students: Israel–Romania Comparative Analysis

The aim of this article is to identify and analyze the attitudes of teachers toward disadvantaged young students (DYS) in two different social, economic, and cultural contexts: Israel and Romania. In terms of methodology, we used a qualitative method—focus group—for data collection. Focus groups wer...

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Bibliographic Details
Published inSustainability Vol. 14; no. 19; p. 12468
Main Authors Levi-Sudai, Pazit, Neagu, Gabriela
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.09.2022
Subjects
Attitudes
Comparative analysis
Data collection
Education
Multiculturalism & pluralism
Qualitative analysis
Socioeconomic factors
Structural members
Students
Teachers
Romania
Israel
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Summary:The aim of this article is to identify and analyze the attitudes of teachers toward disadvantaged young students (DYS) in two different social, economic, and cultural contexts: Israel and Romania. In terms of methodology, we used a qualitative method—focus group—for data collection. Focus groups were organized around open-ended questions that were designed to encourage teachers to reflect on the situation of DYS and their attitudes towards them. From a theoretical point of view, our analysis began with the description of the meanings of four central concepts: attitude, educational integration, inclusive education, and DYS. The results of our research confirmed the fact that knowledge, feelings, and behaviors are widely recognized as the three pillars of teachers’ attitudes towards DYS. Through the comparative analysis of two different educational systems, we highlighted that teachers’ attitudes towards DYS can be influenced by structural elements—level of socioeconomic development, and historical and cultural specificity—but also by individual elements: the training of teachers to work in different educational contexts, the level of support received, and the type of school. The results of this research can represent a source of relevant information for the policies and practices of quality education for all.
ISSN:2071-1050
2071-1050
DOI:10.3390/su141912468