Attitudes of Serbian and Slovenian student teachers towards causes of learning underachievement amongst Roma pupils

• Published in: International journal of inclusive education Vol. 17; no. 6; pp. 629 - 645
• Main Authors: Macura-Milovanovic, Suncica, Pecek, Mojca
• Format: Journal Article
• Language: English
• Published: Routledge 01-06-2013
• Subjects: attitudes; Child Rearing; Colleges and universities; Cultural Influences; Curriculum; Education; Educational Attainment; Elementary School Teachers; Ethnic Groups; Foreign Countries; inclusive education; Language Minorities; learning underachievement; Ljubljana, Slovenia; Minority Group Students; Parent Background; Parent Influence; Parent Teacher Cooperation; Parents; Poverty; Questionnaires; responsibility; Roma; Roma pupils; Serbia; Slovenia; Social Attitudes; Social Bias; Student Diversity; Student Motivation; Student Teacher Attitudes; student teachers; Students; Teacher Competencies; Teacher Responsibility; Teachers; Underachievement; Serbia; Slovenia
• ISSN: 1360-3116; 1464-5173
• DOI: 10.1080/13603116.2012.703247

The task of initial teacher education is to prepare student teachers (ST) to accept responsibility for improving the education of all pupils, including Roma pupils. Thus, knowledge of ST's attitudes regarding such pupils at the onset of initial teacher education is a key for the creation of teacher education programmes that challenge implicit beliefs and biases. The main focus of this paper, therefore, is ST's perceptions concerning the causes of learning underachievement amongst Roma pupils and who is primarily responsible for these pupils' learning achievement. Research was conducted at the Faculty of Education at the University of Ljubljana in Slovenia and the Teacher Training Faculty at the University of Belgrade in Serbia. The results suggest that ST do not consider themselves likely contributors to Roma pupils' learning achievement, which leads to an attitude of minimal responsibility. The majority of ST attribute Roma pupils' learning underachievement to their parents' disinterest in schooling, Roma pupils' lack of motivation, and their non-acceptance by peers. The implications of these findings for teacher education programmes are subsequently discussed.