Proč se chci stát učitelkou v mateřské škole? Pohled kvalitativního výzkumu

Wiegerová, Adriana; Gavora, Peter

doi:10.5817/pedor2014-4-510

Cited by 24 publications

(16 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Ty se zaměřují primárně na přípravné a další vzdělávání učitelů a s ním spojené vzdělávací potřeby (ibid.). V poslední době se začínají objevovat studie zaměřené na profesní činnosti učitelek mateřských škol (Burkovičová & Kropáčková, 2014), jejich profesní vidění (Syslová, 2016), kvalitu reflexe v profesním myšlení (Syslová & Hornáčková, 2014) a důvody výběru učitelské profese v mateřské škole (Wiegerová & Gavora, 2014). Nicméně studie, která by mapovala postoje učitelek MŠ k poslání a problémům před-školního vzdělávání, dosud v ČR chybí.…”

Section: Teoretická Východiska a Přehled Dosavadních Zjištěníunclassified

Poslání a aktuální problémy předškolního vzdělávání – postoje a názory ředitelek mateřských škol

Simonová¹,

Potužníková²,

Straková³

2018

Orbis Scholae

View full text Add to dashboard Cite

Abstrakt: Zavedení povinné předškolní docházky jako prostředku pro zlepšení školní připravenosti především znevýhodněných dětí vzbuzuje v České republice řadu kontroverzí. Relativně malá pozornost je věnována postojům a názorům aktérů této významné změny − pedagogickým pracovníkům mateřských škol. Cílem empirické studie je představit výsledky výzkumu zaměřeného na postoje a názory ředitelek mateřských škol na poslání a aktuální problémy před-školního vzdělávání. V dotazníkovém šetření odpovídaly ředitelky 383 mateřských škol vybraných náhodným dvoustupňovým stratifikovaným výběrem. Odpovědi na uzavřené otázky byly zpracovány deskriptivními statistickými metodami, otevřené otázky byly vyhodnoceny metodou kvalitativní obsahové analýzy. Téměř všechny ředitelky mateřských škol nepovažují přípravu na školní docházku za primární cíl předškolního vzdělávání, dvě třetiny ředitelek nepovažují za prioritu vyrovnávání rozdílů mezi dětmi s různým socioekonomickým zázemím. Největší problémy ředitelky mateřských škol spatřují v administrativní zátěži, nízkých kapacitách mateřských škol, financování a problémech s rodiči a dětmi. U dětí zaznamenaly významné změny v jejich připravenosti na pobyt v MŠ, chybějí-cích sociálních návycích a ve výskytu diagnostikovaných vad a poruch. Tyto výsledky jsou diskutovány vzhledem k zvažovaným a zaváděným opatřením vzdělávací politiky.Klíčová slova: předškolní vzdělávání, mateřská škola, cíle předškolního vzdělávání, školní připravenost, ředitelka mateřské školy, názor, postoj, vzdělávací politika Mission and Current Issues of Preschool Education − the Attitudes and Opinions of Nursery School PrincipalsAbstract: The introduction of compulsory pre-school attendance as a means to improve readiness for school, especially among disadvantaged children, has raised a series of controversies in the Czech Republic . Relatively little attention has been paid to the opinions and attitudes of an important group of actors in this important change − kindergarten teachers. The aim of this empirical study is to present the results of a research study focused on the views of kindergarten principals on the mission and current problems of preschool education . The principals of 383 kindergartens selected in two-stage stratified random sampling responded to a questionnaire. Their answers to closed-ended questions were analysed by descriptive statistical methods, while open-ended questions were analysed using qualitative content analysis . Almost all the kindergarten principals do not consider readiness for school to be the primary target of preschool education; two-thirds of them do not see reducing differences between children from different socioeconomic backgrounds as a priority . The biggest problems are seen as lying in the administrative burden, low capacities of kindergartens, funding, and problems with parents and children . The principals noticed significant changes in children's readiness for kindergarten, a lack of social skills, and the prevalence of diagnosed disorders . These results are discussed...

show abstract

Section: Teoretická Východiska a Přehled Dosavadních Zjištěníunclassified

Poslání a aktuální problémy předškolního vzdělávání – postoje a názory ředitelek mateřských škol

Simonová¹,

Potužníková²,

Straková³

2018

Orbis Scholae

View full text Add to dashboard Cite

show abstract

“…The data from the teachers was gathered by a method of thematic writing (according to Wiegerová & Gavora, 2014). In the survey, we capitalized on the potential of free writing on an assigned topic, when the given "testimony" originates in time according to the tempo, interest, opportunities and other dispositions of the author, while also offering the option to reflect and fine-tune already stated ideas.…”

Section: Research -Objectives Methods Samples and Limitsmentioning

confidence: 99%

Extracurricular Education Diversity in Czech Nursery Schools

Majerčíková

2018

Journal of Language and Cultural Education

View full text Add to dashboard Cite

This empirical study contributes towards a better understanding of the educational reality in kindergartens. It explores the after-school activities and interests of Czech nursery schools (NS) children. The topic focuses on the disharmony and subsequent fine-tuning of interests of both the family and the kindergarten, set against the background of parents’ requirements and the kindergarten’s reaction to them. The goal is to shed light on how kindergartens reflect parents’ requirements pertaining to their children’s extracurricular activities, the kindergarten’s perception and interpretation of this situation, and what sort of approach is used for implementation. The research and survey method used is content analysis. Fifteen kindergarten teacher thematic reports, 3,000-5,000 words each, and forty inspection reports, the results of Czech kindergarten inspections, were analyzed. The analytical techniques of Grounded Theory - open and axial coding - were used in the processing of the source materials. The results of the analysis set in a paradigm model depict the state of administration and relationships between variables, which determine after-school activities in kindergartens. It was demonstrated that kindergartens select various approaches when negotiating a solution to extracurricular activities. The educational reality then includes kindergartens that do organize after-school activities as well as those that do not. Kindergartens which do offer after-school activities, however, differ in the degree of acceptance of such programs in terms of need for child development and how they perceive the benefits of such an above-standard approach towards their customers.

show abstract

“…In this case it was thematic writing. Usage of written texts appeared to be an interesting choice when planning the data collection, as it had a potential to demonstrate personal opinion and mediate participants' own beliefs (Wiegerová & Gavora, 2014). We chose unrestricted authorial writing, teachers created texts on a given topic and the extent and time, dedicated to writing, was not limited in order to provide space for personal statement.…”

Section: Methods Of Data Collection and Data Processingmentioning

confidence: 99%

Joint Child Custody as a New Kindergarten Teachers’ Experience

Majerčíková

2017

Acta Educationis Generalis

View full text Add to dashboard Cite

Introduction: The possibility of joint child care after divorce in which parental responsibilities are distributed equally among parents has been implemented in the Czech Republic since 1998. Under certain circumstances, joint custody is considered to be the best solution with regard to further prospects of individual children and also their relationships with their divorcing parents. The solution of joint custody issues happens between parents and/or their family members. Lawyers, psychologists, doctors, and social workers adopt a legitimate attitude to each individual case. Primarily, psychologists provide empirical proofs of the beneficial effect of joint custody concept. In Czech conditions, teachers are the least heard group in this respect. Methods: A research was carried out in which we utilized the method of thematic writing. Twenty-seven written products, written by the kindergarten teachers were analyzed (the length ranged from 2000 to 2500 words). The content analysis was used with the research aim to reveal their point of view of the joint child custody concept and their experience with children in joint custody. Results: The teachers’ attitude to joint custody was negative, they more leaned towards the opinion that joint custody is not an optimal solution. They perceived the concept of joint custody as beneficial but, on the other hand, as problematic and hardly feasible by divorced people as they often remain in conflict. Based on their experience with children in joint custody, it is fully dependent on the ability of parents to agree on it and to fulfil their children’s interests together. However, these are not, according to the teachers, very often taken into consideration in joint custody. Discussion: In their reflections, kindergarten teachers confirmed the generally accepted controversial conclusions and experience related to primarily practical side of joint custody. They underlined the accepted opinion that it is always necessary to assess joint custody in its relations to a particular case and in respect to its inability to substitute normally functioning and complete families. Limitaitons: The main research limit concerns the choices of research sample and amount of material based on 27 written products. The first version of the report underwent a participant validation in order to reduce possible distortion during the interpretation of empirical data. Conclusions: The research results have the potential to introduce further valuable and pedagogical perspective into the discussion about joint custody issues. It can even serve as a stimulus to optimize the content of teacher education with the aim to encompass various elements of educational reality of current kindergarten.

show abstract

Proč se chci stát učitelkou v mateřské škole? Pohled kvalitativního výzkumu

Cited by 24 publications

References 12 publications

Poslání a aktuální problémy předškolního vzdělávání – postoje a názory ředitelek mateřských škol

Poslání a aktuální problémy předškolního vzdělávání – postoje a názory ředitelek mateřských škol

Extracurricular Education Diversity in Czech Nursery Schools

Joint Child Custody as a New Kindergarten Teachers’ Experience

Contact Info

Product

Resources

About