Teachers' Attitudes Towards Tracking: Testing the Socialization Hypothesis
Identifikátory výsledku
Kód výsledku v 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>
Výsledek na webu
<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>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Teachers' Attitudes Towards Tracking: Testing the Socialization Hypothesis
Popis výsledku v původním jazyce
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.
Název v anglickém jazyce
Teachers' Attitudes Towards Tracking: Testing the Socialization Hypothesis
Popis výsledku anglicky
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.
Klasifikace
Druh
J<sub>SC</sub> - Článek v periodiku v databázi SCOPUS
CEP obor
—
OECD FORD obor
50602 - Public administration
Návaznosti výsledku
Projekt
—
Návaznosti
S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2017
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Teacher Development
ISSN
1366-4530
e-ISSN
—
Svazek periodika
21
Číslo periodika v rámci svazku
2
Stát vydavatele periodika
GB - Spojené království Velké Británie a Severního Irska
Počet stran výsledku
16
Strana od-do
346-361
Kód UT WoS článku
000396707900010
EID výsledku v databázi Scopus
2-s2.0-84992127788