Teacher educators' beliefs of different types of universities about schools in poverty contexts

Abstract

The beliefs and concepts of vulnerable school of 22 teacher educators from universities were explored. These actors are important because they consciously or unconsciously model their beliefs and pass them to their student teachers. A qualitative study of the construction of metaphors was carried out using the Lego® Serious Play™ methodology, which was analyzed through thematic analysis and semantic fields, to then build narratives about vulnerable school. Different narratives were found in the educators and differences regarding: identity, causal factors attributed and their possible modifiability. It is concluded that there are great differences in their professional characteristics such as graduate studies, age, gender distribution and contract type. Those teacher educators without entry requirements identify themselves as classroom teachers and possess prejudiced beliefs towards families and towards policy makers. The trainees of the traditional university mention policies and social contradictions, and all agree on that teaching staff must be educated on concepts related to vulnerable schools.