Undergraduate Preparation of Future Teachers in the Context of Reading Literacy in the Czech Republic

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F23%3A73622087" target="_blank" >RIV/61989592:15410/23:73622087 - isvavai.cz</a>

Result on the web

<a href="https://czasopisma.ujd.edu.pl/index.php/PE/article/view/1881/1520" target="_blank" >https://czasopisma.ujd.edu.pl/index.php/PE/article/view/1881/1520</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.16926/pe.2023.16.08" target="_blank" >10.16926/pe.2023.16.08</a>

Result language

angličtina

Original language name

Undergraduate Preparation of Future Teachers in the Context of Reading Literacy in the Czech Republic

Original language description

The present paper focuses on the undergraduate preparation of future teachers in the context of reading literacy. The paper consists of a theoretical part and an empirical part. The theoretical part describes and defines the basic concepts closely related to the topic, including undergraduate preparation of future teachers, reading literacy, etc. The empirical part describes an analysis of the current study programs at the Faculty of Education, Palacký University Olomouc, Czech Re-public. The objective of the present paper was to analyse the study programs and perform a com-parison with expiring study programs aimed at reading literacy. The authors performed a qualita-tive research study to answer whether undergraduate preparation of future teachers at Palacký University Olomouc in the context of reading literacy is sufficient and ifstudy plans of educational programs reflect the requirements of pedagogical practice.The research was performed usingdocument analysis.Secondary document analysis refers to data already collected (Donnellan, Lucas, 2013). Ac-cording to Hendl (2005), the purpose of qualitative analysis is non-numerical data organisation in order to reveal topics, regularity, relationships, and quality. In this context, the term non-numeric applies not only to the data but also to data handling. According to the preliminary research, a relatively large proportion of future teachers lack practical teacher training aimed at subject-specific didactics, which is also based on reading literacy. Due to the ongoing pandemic in COVID-19,it was necessary to respond to the methods and forms of work to develop reading literacy throughThe present paper focuses on undergraduate preparation of future teachers in the context of reading literacy. The paper consists of a theoretical part and an empirical part. The theoretical part describes and defines the basic concepts closely related to the topic, including for example undergraduate preparation of future teachers, reading literacy, etc. The empirical part describes an analysis of the current study programs at the Faculty of Education, Palacký University Olomouc, Czech Republic. The objective of the present paper was to analyze the study programs and perform a comparison with expiring study programs aimed at reading literacy. The authors performed a qualitative research study the purpose of which was to answer the research question whether undergraduate preparation of future teachers at Palacký University Olomouc in the context of reading literacy is sufficient and if do study plans of educational programs reflect the requirements of pedagogical practice? The research was performed by means of document analysis. Secondary document analysis refers to data that has already been collected (Donnellan, Lucas, 2013). According to Hendl (2005), the purpose of the qualitative analysis is non-numerical data organization in order to reveal topics, regularity, relationships, and quality. In this context, the term non-numeric applies not only to the data but also to data handling. According to the preliminary research, a relatively large proportion of future teachers lack practical teacher training aimed at subject-specific didactics, which is also based on reading literacy. Due to the ongoing pandemic in Covid, it was necessary to respond to the methods and forms of work for the development of reading literacy, through distance learning. The authors of the present paper believed it was important to analyze the study programs in the context of reading literacy and answer the question whether undergraduate preparation of future teachers is sufficient and if do study plans of educational programs reflect the requirements of pedagogical practice in terms of reading literacy, using the above-mentioned content analysis of documents. It followed from the results of the research investigation, that the study plans of the educational programmes reflect the requirements of educational practice. Despite the fact that we have described the fact in contribution, we believe, based on the analysis of study plans in the field of teaching for the 1st stage of primary school, that the issue of the development of reading literacy is paid sufficient attention to. Although the term “reading literacy” in mentioned in the curricular documents FEP PE only marginally, in the study plans for future primary school teachers the term “reading literacy” appears in several disciplines. It is certainly debatable to what extent the above disciplines will respond to the development of reading literacy in students. Judging by the content of the plans, their purpose is to provide future teachers with the competences that support the development of reading literacy in primary school children, following pre-literacy in pre-primary education. The disciplines are purely of a didactic focus because they appear in the third grade of study and in higher grades after the students had completed relevant theoretical preparation.

Czech name

—

Czech description

—

Type

J_ost - Miscellaneous article in a specialist periodical

CEP classification

—

OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

—

Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2023

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Podstawy Edukacji

ISSN

2081-2264

e-ISSN

2658-2848

Volume of the periodical

2023

Issue of the periodical within the volume

16

Country of publishing house

PL - POLAND

Number of pages

12

Pages from-to

109-120

UT code for WoS article

—

EID of the result in the Scopus database

—