Pupil diversity in teacher preparation curriculum

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F22%3A00129118" target="_blank" >RIV/00216224:14410/22:00129118 - isvavai.cz</a>

Výsledek na webu

<a href="https://journals.ufs.ac.za/index.php/pie/article/view/5647/4438" target="_blank" >https://journals.ufs.ac.za/index.php/pie/article/view/5647/4438</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.18820/2519593X/pie.v40.i2.13" target="_blank" >10.18820/2519593X/pie.v40.i2.13</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Pupil diversity in teacher preparation curriculum

Popis výsledku v původním jazyce

This study focused on the concept of pupil diversity in the planned curriculum of teacher preparation programmes. The professional training of teachers influences the knowledge, skills and attitudes student teachers regarding diversity (Akiba, 2011); however, most research studies have utilised quantitative research focused on planned curriculum or learning outcomes. We chose a qualitative approach to uncover how pupil diversity is implemented within the planned curriculums of selected teacher education programmes. Based on a content analysis of syllabi and conceptual documents from teacher preparation programmes at a selected faculty of education, two conceptual approaches towards diversity within curriculums, one explicit and one implicit, are described. These concepts can be further interpreted in relation to the ideological, content and methodological dimensions of the curriculum.

Název v anglickém jazyce

Pupil diversity in teacher preparation curriculum

Popis výsledku anglicky

This study focused on the concept of pupil diversity in the planned curriculum of teacher preparation programmes. The professional training of teachers influences the knowledge, skills and attitudes student teachers regarding diversity (Akiba, 2011); however, most research studies have utilised quantitative research focused on planned curriculum or learning outcomes. We chose a qualitative approach to uncover how pupil diversity is implemented within the planned curriculums of selected teacher education programmes. Based on a content analysis of syllabi and conceptual documents from teacher preparation programmes at a selected faculty of education, two conceptual approaches towards diversity within curriculums, one explicit and one implicit, are described. These concepts can be further interpreted in relation to the ideological, content and methodological dimensions of the curriculum.

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/GA19-06763S" target="_blank" >GA19-06763S: Etnografie diverzity v pregraduální přípravě učitelů</a><br>

Návaznosti

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

Rok uplatnění

2022

Kód důvěrnosti údajů

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

Název periodika

Perspectives in Education

ISSN

0258-2236

e-ISSN

—

Svazek periodika

40

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

ZA - Jihoafrická republika

Počet stran výsledku

14

Strana od-do

175-188

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85132506234