Critical Areas in the Teaching of Philosophy at GrammarSchools From the Teachers' Perspective
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F25%3A73627492" target="_blank" >RIV/61989592:15410/25:73627492 - isvavai.cz</a>
Result on the web
<a href="https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12855" target="_blank" >https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12855</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1111/ejed.12855" target="_blank" >10.1111/ejed.12855</a>
Alternative languages
Result language
angličtina
Original language name
Critical Areas in the Teaching of Philosophy at GrammarSchools From the Teachers' Perspective
Original language description
The paper deals with the issue of critical areas in the philosophy as part of the subject Basics of Social Sciences in the CzechRepublic from the perspective of teachers. The critical areas are components of the curriculum that are difficult, challenging andproblematic for educational practice. They can be on the side of both teachers and students and cause problems with teachers'didactic transformation and students' understanding. We investigated how teachers perceive the causes of critical areas on theirown side and also on the side of their students. We chose the subject of philosophy in general grammar schools because of its hugetime consumption in relation to other social science disciplines taught in Basics of Social Sciences. And we also chose it becauseof the difficulties in mastering the philosophy curriculum cited by students and teachers. We applied qualitative research basedon the grounded theory to analyse the causes of the critical areas from the viewpoint of teachers. To achieve our results, we ap-plied content analysis concerning relevant curricular documents and conducted interviews with 11 teachers. For the analysis ofrespondents' interviews, open, axial and selective coding methods of grounded theory were applied. The process of obtaining themost general axial codes is introduced, and each axial code is specified in detail. Finally, we applied selective coding to providea theory for a deeper description of the relationships between axial codes that detected causes of critical areas. The proposedtheory may serve for a better understanding of the critical areas origin and understanding of the educational process regularities.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
European Journal of Education
ISSN
0141-8211
e-ISSN
1465-3435
Volume of the periodical
60
Issue of the periodical within the volume
1
Country of publishing house
GB - UNITED KINGDOM
Number of pages
9
Pages from-to
"leden 2025"
UT code for WoS article
001370453400001
EID of the result in the Scopus database
2-s2.0-85210955512