Teacher´s conceptions about educational outcomes
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Abstract
The study offers the results of a teacher´s conceptions investigation; about students with economic poverty’s good educational outcomes and the educational activities that are suggested to achieve it. 158 teachers that work at basic education schools in Chihuahua participated. A qualitative approach was used to categorize the open questions’ answers and a qualitative approach to contrast the comparison between the frequency of answers. The results indicated the expectation of possibility that children in poverty conditions can obtain excellent results, it is related with the ones that express educational actions in a classroom context, while the ones that express non or low possibility of achievement from these students propose strategic actions that are not directly related with teaching or learning. The results base intervention programs from the theoretical framework about change (e.gWayzlawick, Weakland and Fish, 1989), resilience and Radical Constructivism (Glasersfeld, 1996), prove the importance of modify teacher paradigms to improve students in poverty conditions’ educational results.