Implementation of pedagogical means of differentiation and individualization as a basic condition for an inclusive approach in teaching heterogeneous collectives in primary education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F24%3A10487723" target="_blank" >RIV/00216208:11410/24:10487723 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=puQomtEr5y" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=puQomtEr5y</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.18355/PG.2024.13.2.1" target="_blank" >10.18355/PG.2024.13.2.1</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Implementation of pedagogical means of differentiation and individualization as a basic condition for an inclusive approach in teaching heterogeneous collectives in primary education

Popis výsledku v původním jazyce

The research focuses on the current trend of increasing the quality ofeducation, which brings with it increased demands on teacher competences inthe implementation of differentiated instruction for primary students from thevery beginning of schooling. The key subject of the research investigation isthe inclusive concept of differentiated instruction, which represents acomplex modification of the educational content, process, product andevaluation of the educational process. According to the Strategies ofEducational Policy of the Czech Republic until 2030+, ensuring comparableand high-quality teaching in primary schools by introducing internaldifferentiation and individualization is a key strategy for improving thequality of teaching of heterogeneous collectives. However, teachers are notsufficiently prepared for this reality and there is very little relevant literature.Using a qualitative research design that includes participant observation andsemi-structured interviews with seven teachers from three regions of theCzech Republic, this paper seeks to systematically map the implementationof these pedagogical strategies in the years 2021-2023 with first and secondyear primary students in the subjects of Czech language and mathematics. Amulti-case study of seven teachers presents a longitudinal study of theimplementation of differentiated teaching strategies with a focus on itsinclusive concept, which is reflected in all components of the educationalprocess. This dissertation highlights the urgent need for further research inthis critically important area, especially in light of the lack of exploration ofpedagogical means of differentiation and individualization in the Czechresearch field.

Název v anglickém jazyce

Implementation of pedagogical means of differentiation and individualization as a basic condition for an inclusive approach in teaching heterogeneous collectives in primary education

Popis výsledku anglicky

The research focuses on the current trend of increasing the quality ofeducation, which brings with it increased demands on teacher competences inthe implementation of differentiated instruction for primary students from thevery beginning of schooling. The key subject of the research investigation isthe inclusive concept of differentiated instruction, which represents acomplex modification of the educational content, process, product andevaluation of the educational process. According to the Strategies ofEducational Policy of the Czech Republic until 2030+, ensuring comparableand high-quality teaching in primary schools by introducing internaldifferentiation and individualization is a key strategy for improving thequality of teaching of heterogeneous collectives. However, teachers are notsufficiently prepared for this reality and there is very little relevant literature.Using a qualitative research design that includes participant observation andsemi-structured interviews with seven teachers from three regions of theCzech Republic, this paper seeks to systematically map the implementationof these pedagogical strategies in the years 2021-2023 with first and secondyear primary students in the subjects of Czech language and mathematics. Amulti-case study of seven teachers presents a longitudinal study of theimplementation of differentiated teaching strategies with a focus on itsinclusive concept, which is reflected in all components of the educationalprocess. This dissertation highlights the urgent need for further research inthis critically important area, especially in light of the lack of exploration ofpedagogical means of differentiation and individualization in the Czechresearch field.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

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

Projekt

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Návaznosti

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

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název periodika

Slavonic Pedagogical Studies Journal

ISSN

1339-8660

e-ISSN

1339-9055

Svazek periodika

13

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

SK - Slovenská republika

Počet stran výsledku

21

Strana od-do

2-22

Kód UT WoS článku

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EID výsledku v databázi Scopus

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