Czech teachers' attitudes towards curriculum reform implementation

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F18%3A00100823" target="_blank" >RIV/00216224:14410/18:00100823 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.degruyter.com/view/j/humaff.2018.28.issue-1/humaff-2018-0006/humaff-2018-0006.xml" target="_blank" >https://www.degruyter.com/view/j/humaff.2018.28.issue-1/humaff-2018-0006/humaff-2018-0006.xml</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1515/humaff-2018-0006" target="_blank" >10.1515/humaff-2018-0006</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Czech teachers' attitudes towards curriculum reform implementation

Popis výsledku v původním jazyce

The study focuses on the implementation of curriculum reform in grammar schools in the Czech Republic. The purpose of this study was to explore the attitudes of grammar school teachers towards the reform and its implementation. The perceived benefits of and problems with the curriculum reform were measured using closed-ended items (on a Likert scale). The research sample of this questionnaire survey consisted of 1,098 teachers from 58 schools. The results indicate that the reform has been more readily accepted in pilot schools than in non-pilot schools. In general, it can be concluded that although there was support for the main ideas behind the reform, the majority of teachers have not accepted the reform as a whole. The multiple regression analysis revealed that gender, position, length of teaching experience, and knowledge of specific characteristics of curriculum reform did not significantly contribute to teachers’ acceptance of the curriculum reform.

Název v anglickém jazyce

Czech teachers' attitudes towards curriculum reform implementation

Popis výsledku anglicky

The study focuses on the implementation of curriculum reform in grammar schools in the Czech Republic. The purpose of this study was to explore the attitudes of grammar school teachers towards the reform and its implementation. The perceived benefits of and problems with the curriculum reform were measured using closed-ended items (on a Likert scale). The research sample of this questionnaire survey consisted of 1,098 teachers from 58 schools. The results indicate that the reform has been more readily accepted in pilot schools than in non-pilot schools. In general, it can be concluded that although there was support for the main ideas behind the reform, the majority of teachers have not accepted the reform as a whole. The multiple regression analysis revealed that gender, position, length of teaching experience, and knowledge of specific characteristics of curriculum reform did not significantly contribute to teachers’ acceptance of the curriculum reform.

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

<a href="/cs/project/GA15-05122S" target="_blank" >GA15-05122S: Mezi akceptací a resistencí: Vnímání kurikulárních změn učiteli v období deseti let implementace reformy</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2018

Kód důvěrnosti údajů

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

Název periodika

Human Affairs-Postdisciplinary Humanities Social Sciences Quarterly

ISSN

1210-3055

e-ISSN

1337-401X

Svazek periodika

28

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

DE - Spolková republika Německo

Počet stran výsledku

17

Strana od-do

54-70

Kód UT WoS článku

000425913800006

EID výsledku v databázi Scopus

2-s2.0-85042066343