Teachers’ Perceptions of Early Tracking : A Comparative Study between Teachers from the Netherlands and Sweden

Abstract: Early tracking is an educational practice where students are divided into separate groups of ability. Despite many studies linking early tracking with increased inequality in education, it is a prevalent feature of education systems. This research uses a qualitative approach to study the perceptions of teachers regarding early tracking and the effects that it has on equality of education. Furthermore, it compares these perceptions between teachers from the Netherlands and Sweden. By means of thematic analysis a number of themes were identified from the interview data: the teaching-learning process; self-confidence and image forming; selection process and flexibility between tracks; labour-market transitions; opportunities for self-development; socio-economicstatus; and immigrant students. Comparative analysis showed that generally, the Swedish teachers had stronger negative perceptions of early tracking. They were more worried about the possible negative side-effects of dividing students at such a young age. Moreover, they felt that by adapting their teaching methods they were able to cope with the range of abilities in their classroom. The Dutch teachers did agree that the negative sides of tracking existed, but mostly they thought that these did not outweigh the benefits that they felt early tracking has for the quality of education. A number of the Dutch teachers worried especially that if some of the low-performing students would not be able to keep up with the rest of the class, they would lose their motivation and become disruptive to the lesson. Class size was found to be an important factor here: teachers from both countries strongly expected that smaller classes might make teaching in a mixed-ability group more manageable. Increasing the flexibility between the tracks was also seen as an important factor by the teachers from the Netherlands.