No abstract

In March 2020 a state of emergency was declared in the Czech Republic in response to the COVID-19 pandemic, which that resulted in the closures of schools. The provision of education continued through mandatory remote home-based education. The aim of this study is to use in-depth interviews to show how Czech families with children at the primary levels of education have coped with this situation. Based on a qualitative analysis, it is possible to state that the families who participated in the research were coping well with the situation and had come up with effective arrangements both for providing education and for fulfilling other responsibilities. The research also revealed that many families consider this to be very demanding time. At the same time, we identified that the way how families tackled the situation of home-based education depended on several factors. The key role was played by the school factor, namely the quality of remote education offered by school and the communication between the school and the parents. The analysis showed that although the quality of communication and remote education offered by school improved between spring 2020 and autumn 2020, schools still have much room to improve the education provided.

The worldwide crisis caused by the COVID-19 pandemic forced many states to adopt strict anti-COVID measures aimed at social distancing. In the field of education, this involved closing schools and the continuation of education at home. In the Czech Republic, schools first closed in March 2021; the school closures lasted, with a few interruptions, for more than a year. Some educational functions that were traditionally performed by schools were temporarily transferred to parents of school-age children. This fact was a challenge for both schools and families and led to a temporary change in the distribution of educational responsibilities between the school and the family. From March to September 2021, we conducted a series of semi-structured interviews with the parents of children in primary schools who participated in their children's education during the school closures. The data were analysed by means of a thematic analysis. The aim of the study was to shed light on the nature of parents' educational involvement, describe new pedagogical aspects of parenthood that were not a part of it before the mass introduction of remote learning, and understand the reconfiguration of the relationship between school and family. The analysis of the data showed that the transfer of some educational responsibilities onto the shoulders of parents led to a quantitative and qualitative expansion of 'pedagogical' interventions in society, the (auto) didacticisation of parental identities, and a strengthening of parents' ability to engage in pedagogical reflexivity.

Článek přináší poznatky o oborových a profesních preferencích sociálních pedagogů v České republice. Pracujeme s daty z dotazníkového šetření, kterého se zúčastnilo 333 studentů a absolventů oboru sociální pedagogika z celé České republiky. Cílem výzkumu bylo zjistit, s jakým pojetím oboru se respondenti ztotožňují, jaké poslání profesi přisuzují a jaké pojetí výkonu profese preferují. K hlavním výsledkům patří, že sociální pedagogové upřednostňují praktické pojetí sociální pedagogiky jako pomoci klientům v životních situacích. Dále významně preferují demokratizační společenské poslání oboru a výkon profese založený na vztahu. Proměnné jako pohlaví, věk, zkušenost s praxí, zastávaná pozice, absolvované univerzitní studium aj. nemají na tyto volby ve většině případů vliv. Zajímavým výsledkem je, že studenti a absolventi jsou obecně spokojení s volbou oboru (profese), nicméně absolventi, kteří zůstali pracovat v oboru, jsou s jeho volbou spokojenější než studenti. Také se ukázalo, že sociální pedagogové se v ČR uplatňují v celé řadě sociálních a pedagogických profesí.