Teoretický model pro výzkum vnímání kurikulárních změn učiteli ZŠ

Pešková, Karolína; Spurná, Michaela; Knecht, Petr

doi:10.14712/23363177.2018.271

Cited by 5 publications

(10 citation statements)

References 16 publications

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“…The questionnaire was piloted in seven schools; consequently, a component analysis was carried out (including reliability analysis and construct validity assessment). The final version of the questionnaire after minor adjustments included 91 items (for more detail regarding the development and description of the research tool, see Pešková, Spurná, & Knecht, 2017).…”

Section: Research Questions and Data Collectionmentioning

confidence: 99%

“…To better understand teachers' attitudes towards curriculum reform in a broader context, and to theorise about the areas of the teachers' attitudes, this study independently follows the comprehensive Concern-Based Adoption Model ("CBAM") as proposed by George, Hall, and Stiegelbauer (2013), which has been further elaborated by other researchers (for more detail, see Kwok, 2014). This model allows us to view the attitudes not as a single construct as is common in similar studies in this field (e.g., Kwok, 2014;Vrabcová, 2016) but in relation to other vital variables connected to the practical use of the new curriculum documents, for example, the length of teaching experience, or teachers' involvement in school management (for more detail, see Pešková, Spurná, & Knecht, 2017). The study aims to respond to calls for more comprehensive research on the implementation process (Altinyelken, 2010) by examining the experience from the Czech Republic.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Acceptance of Curriculum Reform in the Czech Republic: One Decade Later

Pešková

Spurná²,

Knecht³

2019

CEPSj

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Similarly to other Visegrád Group countries, the most recent curriculum reform in the Czech Republic brought substantial changes in the curriculum documents for schools. The purpose of this study is to investigate Czech primary and lower secondary teachers’ current attitudes towards curriculum reform. The results of a survey (n = 701) indicate that teachers have adopted rather negative attitudes. The acceptance of reform tends to increase among the teachers who use curriculum documents regularly and among the teachers with higher self-efficacy. In addition, teachers with system-centred/curriculum-oriented approaches are willing to accept the reform. There is no significant difference between teachers’ gender, their length of teaching experience, and their involvement in school management. Within the general frame of the Concern-Based Adoption Model (CBAM), the study draws on data from one country, but the implications for further educational development are potentially applicable across countries with similar educational policy backgrounds.

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Section: Research Questions and Data Collectionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teachers’ Acceptance of Curriculum Reform in the Czech Republic: One Decade Later

Pešková

Spurná²,

Knecht³

2019

CEPSj

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“…the implemented model of curriculum (Janík, Maňák & Knecht, 2009). That's why an important aspect of each curriculum reform is its acceptance by teachers (Maňák, Janík & Švec, 2008;Pešková, Spurná & Knecht, 2017;Roter, 2003). Dvořák (2015) points out the problem of conceptual framework of the national curriculum in a participative model of curricular policy.…”

Section: Discussionmentioning

confidence: 99%

Comparison of Lower Secondary School Education of Mathematics in the Czech Republic and Selected Countries with Respect to Curriculum Documents

Moravcová¹,

Surynková²,

Hromadová³

2019

sciED

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Results from the PISA international surveys in 2012 and 2015 show that the performance of Czech pupils in mathematics was statistically comparable with the OECD average. However, in the long-term comparison, the results appear to have statistically worsened in the Czech Republic. The PISA score of other European countries with similar economies in terms of GDP and common historical-cultural development, namely Estonia, Poland, and Slovenia, was higher or even significantly higher. The search for the causes of this leads, among other things, to the study of the mathematics curricula of these states. Our paper gives a brief overview of the education systems of the selected countries, while also conducting a qualitative comparative analysis of relevant curriculum documents for lower secondary education. We place emphasis on the differences between the Czech curriculum and the curricula of the other countries. This is explored with the overall aim of formulating educational objectives pertaining to mathematics learning, the subject matter and its division, and required learning outcomes. In the last chapter we present the most significant differences (the lowest number of mathematics lessons, the absence of general mathematical goals and competencies, the lack of emphasis on home preparation of pupils, the absence of unified testing and insufficiently detailed learning content and outcomes), which could be an inspiration for improving the Czech mathematics curriculum.

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“…V posledních letech jsou rámcové vzdělávací programy podrobovány kritice, že neposkytují dostatečné podklady k naplňování cílů vzdělávání (Janík et al, 2010). Důležitým aspektem kurikulárních reforem je postoj učitelů ke změnám, které s reformou souvisejí (Maňák, Janík & Švec, 2008;Pešková, Spurná & Knecht, 2017). Názor učitelů na reformu kurikula v souvislosti s RVP ZV však není konzistentní (Straková, 2007).…”

Section: Závěr a Diskuseunclassified

Vývoj matematického vzdělávání v České republice po roce 1989

Robová¹,

Moravcová²

2019

sciED

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Výuka matematiky na základních i středních školách v České republice prošla za posledních třicet let výraznými změnami, které ovlivnily vzdělávání žáků a jejichž příčiny byly převážně vnějšího charakteru. Na přelomu 80. a 90. let minulého století u nás dochází k odklonu od množinového pojetí matematiky a s tím souvisejícímu následnému vydávání nových učebnic. Pro 90. léta je charakteristický pokles hodinové dotace výuky matematiky, změny v pojetí učiva (odklon od exaktních definic, snížení důrazu na používání symbolických zápisů či na zapamatování základních vztahů aj.). Ve vyučovacích metodách lze zaznamenat rostoucí příklon ke konstruktivismu, podporu projektového vyučování a masivní nástup digitálních technologií. Po roce 2000 výuku matematiky významně ovlivnily školské reformy, a to zejména zavedení rámcových, resp. školních vzdělávacích programů, zřízení státních maturit s výhledem na povinnou maturitu z matematiky na vybraných typech škol a zavedení jednotných přijímacích zkoušek na střední školy. Příspěvek se na základě kvalitativní analýzy zejména kurikulárních dokumentů, učebnic matematiky a studia odborné literatury zabývá nejen příčinami a následky uvedených změn v uplynulých letech, ale zamýšlí se rovněž nad současným stavem i vývojovými tendencemi.

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Teoretický model pro výzkum vnímání kurikulárních změn učiteli ZŠ

Cited by 5 publications

References 16 publications

Teachers’ Acceptance of Curriculum Reform in the Czech Republic: One Decade Later

Teachers’ Acceptance of Curriculum Reform in the Czech Republic: One Decade Later

Comparison of Lower Secondary School Education of Mathematics in the Czech Republic and Selected Countries with Respect to Curriculum Documents

Vývoj matematického vzdělávání v České republice po roce 1989

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