Eroding trust in teacher professionalism: An ethnomethodological analysis of radio interviews with Czech experts on education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216275%3A25210%2F20%3A39916100" target="_blank" >RIV/00216275:25210/20:39916100 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216224:14210/20:00116498

Výsledek na webu

<a href="https://www.phil.muni.cz/journals/index.php/studia-paedagogica/article/view/2147" target="_blank" >https://www.phil.muni.cz/journals/index.php/studia-paedagogica/article/view/2147</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5817/SP2020-2-3" target="_blank" >10.5817/SP2020-2-3</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Eroding trust in teacher professionalism: An ethnomethodological analysis of radio interviews with Czech experts on education

Popis výsledku v původním jazyce

Schools and teachers have been subject to a number of debates and often face contradictory demands. In this study we analyse radio interviews with three Czech experts on education. Building on ethnomethodology, namely conversation analysis and membership categorisation analysis, the study was guided by two research questions: (1) What practices and membership categorisation devices do the experts employ when speaking of Czech education and schools? and (2) How do the experts relate to teacher professionalism when characterising Czech education? The analysis shows how the expert’s credibility is negotiated, how they problematise gaining fundamental knowledge and skills at schools and situate the learning of “important things” outside school, and how they claim that Czech teachers teach badly while downgrading positive results of Czech schooling. This way the experts cast doubt on basic characteristics of teacher professionalism and thus undermine trust in the professional project in teaching.

Název v anglickém jazyce

Eroding trust in teacher professionalism: An ethnomethodological analysis of radio interviews with Czech experts on education

Popis výsledku anglicky

Schools and teachers have been subject to a number of debates and often face contradictory demands. In this study we analyse radio interviews with three Czech experts on education. Building on ethnomethodology, namely conversation analysis and membership categorisation analysis, the study was guided by two research questions: (1) What practices and membership categorisation devices do the experts employ when speaking of Czech education and schools? and (2) How do the experts relate to teacher professionalism when characterising Czech education? The analysis shows how the expert’s credibility is negotiated, how they problematise gaining fundamental knowledge and skills at schools and situate the learning of “important things” outside school, and how they claim that Czech teachers teach badly while downgrading positive results of Czech schooling. This way the experts cast doubt on basic characteristics of teacher professionalism and thus undermine trust in the professional project in teaching.

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

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

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

Název periodika

Studia paedagogica

ISSN

1803-7437

e-ISSN

—

Svazek periodika

25

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

23

Strana od-do

47-69

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85091157121