DOES THE IMPLICIT MAKE A DIFFERENCE? A STUDY ON TEACHERS IN CONTEXTS OF MARGINALITY

Carmen Lucia Moccia, Fausta Sabatano

Abstract


The research aims to investigate teachers' implicit knowledge (Bruner, 1996) regarding student motivation in multi-problematic contexts. The hypothesis is that motivation, conceptualized as a "relational force" and "dynamic process" (Lewin, 1961), may represent an autonomous area of development, potentially resilient to environmental adversities, especially when supported by targeted educational interventions. Investigating teachers' implicit knowledge about student motivation is therefore crucial for promoting the implementation of appropriate educational practices. The research, which is part of a broader project (Moccia, Sabatano, Aiello, 2025), focuses on an area in the Campania region characterized by high rates of early school leaving (INVALSI, 2023) and adopts an interactive design approach (Maxwell, 2013). Data collection involves semi-structured interviews; these interviews are subjected to qualitative analysis through MAXQDA software, employing multiple levels of coding (Maxwell, 2013).


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DOI: https://doi.org/10.32043/gsd.v9i2_Sup.1549

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