¿Buenos profesores? La voz de los estudiantes de escuelas secundarias en contextos urbanos marginales

Abstract

This article explores the attributes of “good” teachers working at high schools serving disadvantaged populations in the Province of Buenos Aires, Argentina. The research methodology used is “pupil’s voice” (Rudduck & McIntyre, 2007). Through an empirical study of 5 urban high schools and 167 students, this paper investigates: What characteristics do urban high school students mention when they describe “good” teachers in high schools in marginal urban areas? The study describes the importance of relational attributes in shaping teacher ability. Interestingly, the relational sphere remains absent in Argentine national curricular guidelines. Hence, exploring ways to foster relational attributes of prospective teachers would seem to be a relevant issue to promote learning.