Teachers' Attitudes Towards Tracking: Testing the Socialization Hypothesis
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11230%2F17%3A10139195" target="_blank" >RIV/00216208:11230/17:10139195 - isvavai.cz</a>
Result on the web
<a href="http://dx.doi.org/10.1080/13664530.2016.1243572" target="_blank" >http://dx.doi.org/10.1080/13664530.2016.1243572</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/13664530.2016.1243572" target="_blank" >10.1080/13664530.2016.1243572</a>
Alternative languages
Result language
angličtina
Original language name
Teachers' Attitudes Towards Tracking: Testing the Socialization Hypothesis
Original language description
The paper examines how teachers' attitudes towards tracking (separating pupils into groups with different curricula on the basis of their abilities and results) differ among various generations of teachers, Fundamental and quick changes in the educational system occured in the Czech Republic after the Velvet Revolution in 1989 as a unified educational system moved to a system strongly accenting tracking practices. We use this ""natural experiment"" to validate teacher socialization theory and test three alternative socialization hypotheses based on different key periods in teachers' development: the pupil experience hypothesis, the pedagogical preparation hypothesis and the pedagogical experience hypothesis. We work with a data set from 2009 covering 1002 Czech teachers. The mean tests and the logistic regression analysis support the socialization theory, however only the pedagogical experience hypothesis has been confirmed as statistically significant.
Czech name
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Czech description
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Classification
Type
J<sub>SC</sub> - Article in a specialist periodical, which is included in the SCOPUS database
CEP classification
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OECD FORD branch
50602 - Public administration
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2017
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Teacher Development
ISSN
1366-4530
e-ISSN
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Volume of the periodical
21
Issue of the periodical within the volume
2
Country of publishing house
GB - UNITED KINGDOM
Number of pages
16
Pages from-to
346-361
UT code for WoS article
000396707900010
EID of the result in the Scopus database
2-s2.0-84992127788