Teacher Appraisals of Pupil Difference

Abstract

Research indicates that teachers form appraisals of their pupils based on their perceptions of pupils’ characteristics. The purpose of this qualitative study was to explore the process of the formation of such appraisals. Data were collected through interviews carried out with seven educators: three class teachers, two Learning Support Educators (LSEs), and two Nurture Group (NG) teachers. The participants, who were working with Year 1 pupils, were recruited from the same primary state school. The findings from this study highlight how appraisals tend to be formed at the beginning of the scholastic year. During this process, perceived differences in pupil attributes have been found to exert a decisive influence. Important differences regarding the nature of the appraisals made were noted amongst the participants. Lastly, the data revealed that educators draw on their appraisals to change their pedagogy and practice. Recommendations are made for future research.