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'I feel like I'm fighting fire': Teaching the young and educationally disadvantaged
Citation
Yeo, W. T., Tan, A. L., & Azilawati Jamaludin. (2022). 'I feel like I'm fighting fire': Teaching the young and educationally disadvantaged. Teaching and Teacher Education, 113, Article 103665. https://doi.org/10.1016/j.tate.2022.103665
Abstract
This paper explores the emotional realities of teaching educationally disadvantaged students between the ages of 7 and 8 in Singapore. Data was collected via semi-structured face-to-face interviews with 9 primary school Mathematics teachers and analysed using inductive, grounded theory approach and thematic analysis. From a Conservation of Resources theory lens, findings show that educationally disadvantaged students are far from a homogeneous group as there is great diversity in the sources of disadvantage and obstacles to learning, contributing to the emotional weight borne by teachers of educationally disadvantaged students. Possible recommendations are also discussed.
Publisher
Elsevier
Journal
Teaching and Teacher Education
Project
NRF2016-SOL002-003
Funding Agency
National Research Foundation, Singapore