«Οι αντιλήψεις των εκπαιδευτικών Δευτεροβάθμιας Εκπαίδευσης του Δήμου Κερατσινίου-Δραπετσώνας αναφορικά με τις κοινωνικο-εκπαιδευτικές ανισότητες των γηγενών και αλλοδαπών μαθητών ως προς την εισαγωγή τους στην Τριτοβάθμια Εκπαίδευση».

The perceptions of the Secondary Education Teachers of the Municipality of Keratsini Drapetsona regarding the social inequalities of native and foreign students regarding their admission to higher education. (english)

  1. MSc thesis
  2. Τσιώλη, Ιωάννα
  3. Επιστήμες της Αγωγής (ΕΚΠ)
  4. 11 September 2022 [2022-09-11]
  5. Ελληνικά
  6. 337
  7. Πανταζή, Βασιλική
  8. Πανταζή, Βασιλική | Βασιλικού, Αικατερίνη
  9. κοινωνικές ανισότητες social inequalities | εκπαιδευτικές ανισότητες educational inequalities | Τριτοβάθμια Εκπαίδευση University | Εκπαιδευτικοί Teachers.
  10. 1
  11. 69
  12. 28
  13. Περιέχει: 2 πίνακες
    • Η παρούσα έρευνα εξετάζει κατά πόσο επηρεάζεται η πιθανότητα εισαγωγής στην Τριτοβάθμια Εκπαίδευση των υποψηφίων του Δήμου Κερατσινίου-Δραπετσώνας από παράγοντες κοινωνικο-οικονομικούς και πολιτισμικούς. Μέχρι σήμερα έχουν διενεργηθεί πολλές έρευνες με αντικείμενο τις κοινωνικές και εκπαιδευτικές ανισότητες αναφορικά με την πρόσβαση στο Πανεπιστήμιο. Η πρωτοτυπία της παρούσας έρευνας έγκειται στο γεγονός ότι επικεντρώνεται στον συγκεκριμένο δήμο που συγκεντρώνει δημογραφικά, κοινωνικά και ιστορικά χαρακτηριστικά ιδιαίτερα και επιπλέον αποτελεί απομακρυσμένη περιοχή του νομού Αττικής. Ειδικότερα, η παρούσα έρευνα εξετάζει τις απόψεις των εκπαιδευτικών που υπηρετούν στα δημόσια Γενικά Λύκεια της περιοχής αναφορικά με τους παράγοντες εκείνους που πιστεύουν ότι επηρεάζουν την επιτυχία ή αποτυχία των μαθητών τους στις Πανελλαδικές εξετάσεις, όπως επίσης και τη γνώμη τους για την υφιστάμενη εκπαιδευτική πολιτική. Ως μεθοδολογική προσέγγιση επιλέχθηκε η ποιοτική, σε δείγμα δώδεκα εκπαιδευτικών που διδάσκουν μαθήματα προσανατολισμού στα Γενικά Λύκεια του δήμου, προκειμένου να αναδειχθεί το βαθύτερο νόημα των σκέψεων και βιωμάτων τους. Διαπιστώθηκε ότι πράγματι, η κοινωνική προέλευση αποτελεί καθοριστικό παράγοντα τόσο για την εισαγωγή στην Τριτοβάθμια Εκπαίδευση, όσο και για την επιλογή σπουδών, καθώς επίσης ότι το υφιστάμενο εξεταστικό σύστημα αποτελεί μηχανισμό αναπαραγωγής κοινωνικών ανισοτήτων και στους υποψηφίους του συγκεκριμένου Δήμου. Προκειμένου να αμβλυνθούν οι κοινωνικές και εκπαιδευτικές ανισότητες που εντοπίζονται στον Δήμο, οι καθηγητές θεωρούν πως θα πρέπει να διατεθούν πόροι στην Εκπαίδευση και να ληφθούν μέτρα κοινωνικών και εκπαιδευτικών παροχών, ιδίως σε δήμους όπως ο Δήμος Κερατσινίου-Δραπετσώνας. Ως προς τον ρόλο τους, πέρα από την εμπειρία, τη συνέπεια, το φιλότιμο και την αγάπη για το αντικείμενο, θεωρούν ότι δεν μπορούν από μόνοι τους να λειτουργήσουν αντισταθμιστικά. Προτείνουν αλλαγές κεντρικά δεδομένου ότι το εκπαιδευτικό σύστημα είναι συγκεντρωτικό. Στις προτάσεις τους συγκαταλέγονται, τα ολιγομελή τμήματα, η ενισχυτική διδασκαλία, η αλλαγή των αναλυτικών προγραμμάτων και βιβλίων, χορήγηση φοιτητικών επιδομάτων και η ελεύθερη πρόσβαση στην Τριτοβάθμια Εκπαίδευση.
    • Abstract The present study examines whether the possibility of admission to the higher education of the candidates of the Municipality of Keratsini-Drapetsona is affected by socio-economic and cultural factors. To date, many surveys have been conducted on social and educational inequalities regarding access to the University. The originality of this research lies in the fact that it focuses on the specific municipality that brings together demographic, social and historical characteristics, in addition to being a remote area of the district of Attica. In particular, the present study examines the views of teachers who serve in the state Senior Secondary schools of the region regarding those factors which they believe affect the success or failure of their students in the Panhellenic Examinations, as well as their opinion on the existing educational policy. The qualitative approach was chosen as a methodological approach, in a sample of twelve teachers who teach orientation courses in the Senior Secondary schools of the municipality, in order to highlight the deeper meaning of their thoughts and experiences. It was found that, indeed, the social origin is a determining factor for both admission to higher education and choice of studies, as well as that the existing examination system is a mechanism for reproducing social inequalities in the candidates of the municipality. In order to alleviate the social and educational inequalities found in the municipality, the teachers believe that resources should be allocated to education and measures of social and educational benefits should be taken especially in municipalities such as the Municipality of Keratsini-Drapetsona. In terms of their role, in addition to the experience, the consistency, the dignity and the love for the subject, they believe that they cannot act as a compensator on their own. They propose changes centrally as the education system is centralized. Their proposals include small classes, remedial teaching, changing the curricula and textbooks, providing student grants and free access to higher education. Keywords: social inequalities, educational inequalities, University, Teachers. Abstract The present study examines whether the possibility of admission to the higher education of the candidates of the Municipality of Keratsini-Drapetsona is affected by socio-economic and cultural factors. To date, many surveys have been conducted on social and educational inequalities regarding access to the University. The originality of this research lies in the fact that it focuses on the specific municipality that brings together demographic, social and historical characteristics, in addition to being a remote area of the district of Attica. In particular, the present study examines the views of teachers who serve in the state Senior Secondary schools of the region regarding those factors which they believe affect the success or failure of their students in the Panhellenic Examinations, as well as their opinion on the existing educational policy. The qualitative approach was chosen as a methodological approach, in a sample of twelve teachers who teach orientation courses in the Senior Secondary schools of the municipality, in order to highlight the deeper meaning of their thoughts and experiences. It was found that, indeed, the social origin is a determining factor for both admission to higher education and choice of studies, as well as that the existing examination system is a mechanism for reproducing social inequalities in the candidates of the municipality. In order to alleviate the social and educational inequalities found in the municipality, the teachers believe that resources should be allocated to education and measures of social and educational benefits should be taken especially in municipalities such as the Municipality of Keratsini-Drapetsona. In terms of their role, in addition to the experience, the consistency, the dignity and the love for the subject, they believe that they cannot act as a compensator on their own. They propose changes centrally as the education system is centralized. Their proposals include small classes, remedial teaching, changing the curricula and textbooks, providing student grants and free access to higher education. Keywords: social inequalities, educational inequalities, University, Teachers. Abstract The present study examines whether the possibility of admission to the higher education of the candidates of the Municipality of Keratsini-Drapetsona is affected by socio-economic and cultural factors. To date, many surveys have been conducted on social and educational inequalities regarding access to the University. The originality of this research lies in the fact that it focuses on the specific municipality that brings together demographic, social and historical characteristics, in addition to being a remote area of the district of Attica. In particular, the present study examines the views of teachers who serve in the state Senior Secondary schools of the region regarding those factors which they believe affect the success or failure of their students in the Panhellenic Examinations, as well as their opinion on the existing educational policy. The qualitative approach was chosen as a methodological approach, in a sample of twelve teachers who teach orientation courses in the Senior Secondary schools of the municipality, in order to highlight the deeper meaning of their thoughts and experiences. It was found that, indeed, the social origin is a determining factor for both admission to higher education and choice of studies, as well as that the existing examination system is a mechanism for reproducing social inequalities in the candidates of the municipality. In order to alleviate the social and educational inequalities found in the municipality, the teachers believe that resources should be allocated to education and measures of social and educational benefits should be taken especially in municipalities such as the Municipality of Keratsini-Drapetsona. In terms of their role, in addition to the experience, the consistency, the dignity and the love for the subject, they believe that they cannot act as a compensator on their own. They propose changes centrally as the education system is centralized. Their proposals include small classes, remedial teaching, changing the curricula and textbooks, providing student grants and free access to higher education.
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