Teachers’ Acceptance of Curriculum Reform in the Czech Republic: One Decade Later

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F19%3A00107534" target="_blank" >RIV/00216224:14410/19:00107534 - isvavai.cz</a>

Výsledek na webu

<a href="https://ojs.cepsj.si/index.php/cepsj/article/view/560/327" target="_blank" >https://ojs.cepsj.si/index.php/cepsj/article/view/560/327</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.26529/cepsj.560" target="_blank" >10.26529/cepsj.560</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Teachers’ Acceptance of Curriculum Reform in the Czech Republic: One Decade Later

Popis výsledku v původním jazyce

Similarly to other Visegrád Group countries, the most recent curriculum reform in the Czech Republic brought substantial changes in the curriculum documents for schools. The purpose of this study is to investigate Czech primary and lower secondary teachers’ current attitudes towards curriculum reform. The results of a survey (n = 701) indicate that teachers have adopted rather negative attitudes. The acceptance of reform tends to increase among the teachers who use curriculum documents regularly and among the teachers with higher self-efficacy. In addition, teachers with system-centred/curriculum-oriented approaches are willing to accept the reform. There is no significant difference between teachers’ gender, their length of teaching experience, and their involvement in school management. Within the general frame of the Concern-Based Adoption Model (CBAM), the study draws on data from one country, but the implications for further educational development are potentially applicable across countries with similar educational policy backgrounds.

Název v anglickém jazyce

Teachers’ Acceptance of Curriculum Reform in the Czech Republic: One Decade Later

Popis výsledku anglicky

Similarly to other Visegrád Group countries, the most recent curriculum reform in the Czech Republic brought substantial changes in the curriculum documents for schools. The purpose of this study is to investigate Czech primary and lower secondary teachers’ current attitudes towards curriculum reform. The results of a survey (n = 701) indicate that teachers have adopted rather negative attitudes. The acceptance of reform tends to increase among the teachers who use curriculum documents regularly and among the teachers with higher self-efficacy. In addition, teachers with system-centred/curriculum-oriented approaches are willing to accept the reform. There is no significant difference between teachers’ gender, their length of teaching experience, and their involvement in school management. Within the general frame of the Concern-Based Adoption Model (CBAM), the study draws on data from one country, but the implications for further educational development are potentially applicable across countries with similar educational policy backgrounds.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

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

2019

Kód důvěrnosti údajů

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

Název periodika

Center for Educational Policy Studies Journal

ISSN

1855-9719

e-ISSN

2232-2647

Svazek periodika

9

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

SI - Slovinská republika

Počet stran výsledku

25

Strana od-do

73-97

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85069500176