Curriculum design and content in Czech pre-primary education: approaches and experiences of student teachers

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F23%3A10467102" target="_blank" >RIV/00216208:11410/23:10467102 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=FuIiglTsCH" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=FuIiglTsCH</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/1350293X.2023.2234111" target="_blank" >10.1080/1350293X.2023.2234111</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Curriculum design and content in Czech pre-primary education: approaches and experiences of student teachers

Popis výsledku v původním jazyce

The aim of the research was to investigate the methods used by preschool student teachers when developing their educational programmes at pre-primary level (ISCED 02). Data were collected between 2020 and 2021 using a questionnaire with 355 part-time students from nine universities across the Czech Republic. Most of the respondents were also working as preschool teachers while studying for a bachelor&apos;s or master&apos;s degree in preschool education. The research not only highlighted different approaches to curriculum planning but also that many of the respondents preferred an approach characterised by child-centredness and teacher autonomy. However, the research also found that many respondents still plan educational content a long time in advance of their teaching and without considering the current needs and interests of children. Curriculum design and content in Czech preschools is in a process of transformation and the authors discuss the need for a more principled and consistent approach in support of high-quality provision.

Název v anglickém jazyce

Curriculum design and content in Czech pre-primary education: approaches and experiences of student teachers

Popis výsledku anglicky

The aim of the research was to investigate the methods used by preschool student teachers when developing their educational programmes at pre-primary level (ISCED 02). Data were collected between 2020 and 2021 using a questionnaire with 355 part-time students from nine universities across the Czech Republic. Most of the respondents were also working as preschool teachers while studying for a bachelor&apos;s or master&apos;s degree in preschool education. The research not only highlighted different approaches to curriculum planning but also that many of the respondents preferred an approach characterised by child-centredness and teacher autonomy. However, the research also found that many respondents still plan educational content a long time in advance of their teaching and without considering the current needs and interests of children. Curriculum design and content in Czech preschools is in a process of transformation and the authors discuss the need for a more principled and consistent approach in support of high-quality provision.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

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

Název periodika

European Early Childhood Education Research Journal

ISSN

1350-293X

e-ISSN

1752-1807

Svazek periodika

32

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

15

Strana od-do

7-21

Kód UT WoS článku

001026775600001

EID výsledku v databázi Scopus

2-s2.0-85165179251