Social Representations About School and Learning in Different Groups of Participants of the Educational Process

Abstract

The article presents the results of an empirical study of social representations about school and learning among the main participants of the modern school educational process: students themselves, their teachers and parents.The study, conducted in the 2018/2019 academic year, involved 480 teenagers, pupils of 5—11 classes of several Moscow secondary schools, 145 of their parents (mostly mothers) and 147 teachers (of which also the majority are women).To identify social representations, respondents were asked to write five consecutive associations for the following words: "school" (for teenagers), "school of my childhood" and "modern school" (for teachers and parents), "learning" and "Unified state exam (USE)" (for all groups of participants).In the logic of the theory of "core and periphery" obtained for each of the groups of participants of the study associations were subjected to prototypical analysis (according to P.Verges).We tested the hypothesis on the difference in social representations about school and learning in different groups of participants of the educational process.Social representations were indeed different in the studied groups when it came to school and learning, but they turned out to be quite close when the associations to the word "Unified state exam (USE)" were analyzed: apart from the frequently occurring ascertaining (and in this sense emotionally neutral) association "test", the rest had a negative emotional, evaluative connotation.

Understanding The Career Of Students Receiving Secondary Vocational Education

“…This is necessary for tracking educational results, understanding the basis of actions of educational subjects, and reasonable design of its optimization (Belinskaya, 2017, Tolstykh, Ter-Avanesova & Chernyak, 2019. When conducting such research, along with the productive aspects of representations, specific contradictions and tendentiousness are found, the understanding of which can form the basis for the development of appropriate innovative technologies (Grebennikova et al, 2017;Lukyanchenko et al, 2019).…”

Sociocultural Dynamics Of The “Education” Concept In Social Representations Of Russian People

“…Their ideas about education are the subject of our study. The comparison of the results will be carried out with modern studies (Dobryakova, 2018;Martikainen, 2019;Pirttilä-Backma et al, 2017;Tolstykh, 2019).…”

Teachers’ social representations of inclusive education: A systematic review of literature 2010-2020

“…In this context, the pedagogical practices that teachers deploy in regular classrooms are conditioned by beliefs, values, models, and symbols that circulate in them and that social psychology calls social representations [33]. The analysis of these representations allows us to reflect on the pedagogical practice developed in schools, and, more specifically, in the classrooms, allowing the teachers involved in the process to question their practices and the possible effects of their pedagogical work in terms of students' learning [34], [35]. The relevance of the theory of social representations lies in the possibility of understanding what meanings teachers attribute to inclusion because social representations serve as guides to action, modeling and constituting the elements of the context in which they occur [36], [37].…”