Beliefs of Czech Teachers as a Prerequisite for Effective Teaching
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F15%3A10321881" target="_blank" >RIV/00216208:11410/15:10321881 - isvavai.cz</a>
Výsledek na webu
<a href="http://www.phil.muni.cz/journals/index.php/studia-paedagogica/article/view/1208/1480" target="_blank" >http://www.phil.muni.cz/journals/index.php/studia-paedagogica/article/view/1208/1480</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.5817/SP2015-4-4" target="_blank" >10.5817/SP2015-4-4</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Beliefs of Czech Teachers as a Prerequisite for Effective Teaching
Popis výsledku v původním jazyce
Educational effectiveness research has shown a relationship between teacher beliefs and attitudes and student outcomes. This paper studies the extent to which the academic optimism of Czech teachers has proved to be meaningful in explaining student outcomes, and how different components of academic optimism relate to the cognitive and non-cognitive outcomes of Czech primary school students. Academic optimism is studied with reference to the TIMSS 2011 data using multilevel modelling. The results show that Czech teachers demonstrate relatively low levels of academic optimism. Multilevel modelling showed that in the Czech Republic, cognitive outcomes are related to teachers' career contentment, and non-cognitive outcomes are related to trust and self-efficacy. The operationalization of academic optimism in TIMSS is discussed, along with the implications of the findings that are presented for education policy.
Název v anglickém jazyce
Beliefs of Czech Teachers as a Prerequisite for Effective Teaching
Popis výsledku anglicky
Educational effectiveness research has shown a relationship between teacher beliefs and attitudes and student outcomes. This paper studies the extent to which the academic optimism of Czech teachers has proved to be meaningful in explaining student outcomes, and how different components of academic optimism relate to the cognitive and non-cognitive outcomes of Czech primary school students. Academic optimism is studied with reference to the TIMSS 2011 data using multilevel modelling. The results show that Czech teachers demonstrate relatively low levels of academic optimism. Multilevel modelling showed that in the Czech Republic, cognitive outcomes are related to teachers' career contentment, and non-cognitive outcomes are related to trust and self-efficacy. The operationalization of academic optimism in TIMSS is discussed, along with the implications of the findings that are presented for education policy.
Klasifikace
Druh
J<sub>x</sub> - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)
CEP obor
AM - Pedagogika a školství
OECD FORD obor
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Návaznosti výsledku
Projekt
<a href="/cs/project/GBP402%2F12%2FG130" target="_blank" >GBP402/12/G130: Vztahy mezi dovednostmi, vzděláváním a výsledky na trhu práce: longitudinální studie</a><br>
Návaznosti
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Ostatní
Rok uplatnění
2015
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Studia paedagogica
ISSN
1803-7437
e-ISSN
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Svazek periodika
20
Číslo periodika v rámci svazku
4
Stát vydavatele periodika
CZ - Česká republika
Počet stran výsledku
18
Strana od-do
53-70
Kód UT WoS článku
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EID výsledku v databázi Scopus
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