Abstract

Social representations of teenage boys and girls were analyzed, compared and interpreted by fifteen apprentice teachers in Mexico City. Jodelet's procedural perspective (1986) was used to visibilize their voices based on in-depth interviews with male and female apprentice teachers who discussed conflicts, attitudes and interactions observed during their practice sessions with the teenage student body. Social representations were found to be comparable to the grade of the teenager. For example, seventh graders (first year high school students) were described as displaying a childish behavior with a tendency with attachment to teacher guidelines. Eight graders (second year high school students) who are in a “sandwiched” grade, are more associated with being rebellious to any sort of authority figure. Lastly, ninth graders (third year high school students) are linked to exhibiting a more serious approach to schoolwork and aspiring to advance to upper secondary education. It is concluded that social representations by apprentice teachers regarding teenagers are varied but intrinsically associated with the grade of the student.

Keywords Social Representation; Teenagers; Adolescents; High School; Apprentice Teacher; Teaching Practice