Teachers' beliefs and expectations towards marginalized children in classroom setting: A qualitative analysis

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Abstract

This paper examines issues concerning teachers' beliefs and expectations towards children of marginalized groups. The aim of the study was to examine teacher's beliefs and expectations from children of marginalized group. Schools were randomly selected and therefore, 8 local government primary schools were taken for the study. A total of 35 teachers were randomly selected for the sample of the study. A structured interview schedule and observation of behaviour in natural classroom setting were used. Findings reveal that primary school teachers double marginalize children of disadvantaged groups in the classroom settings. Most of the teachers negatively perceived and therefore, they had no expectations from them. It recommends for inclusive and sensitive teacher training programmes. © 2011 Published by Elsevier Ltd.

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APA

Namrata. (2011). Teachers’ beliefs and expectations towards marginalized children in classroom setting: A qualitative analysis. In Procedia - Social and Behavioral Sciences (Vol. 15, pp. 850–853). https://doi.org/10.1016/j.sbspro.2011.03.197

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