Abstract

VILLALONGA PENNA, María Micaela. Teacher’s representations about grade repetition in the first grade of primary school: a qualitative approach of the phenomenon. Ajayu [online]. 2011, vol.9, n.1, pp.193-228. ISSN 2077-2161.

This work presents research advances referred to teacher’s representations about grade repetition in the first grade of primary school. A qualitative boarding was chosen for this study. Interviews were realized in depth to teachers of the first grade of sub-urban and urban schools of Tucumán. The analysis of the information was realized chording to the Based Emergent Theory, in order to construct an explanation of the phenomenon. The results show that: teachers who define education as an association of aspects demonstrate to agree with grade repetition and directed classroom interactions; and those ones who consider education as a complex process, define grade repetition as a negative situation and prefer directed and non-directed interactions. This shows the need of considering these representations, because of their implications in school trajectories.

Keywords : teachers; representations; grade repetition.

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