Developing a safe learning environment in primary-level innovative schools in the Czech Republic

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60460709%3A41600%2F24%3A98702" target="_blank" >RIV/60460709:41600/24:98702 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/03004279.2024.2410482#abstract" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/03004279.2024.2410482#abstract</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/03004279.2024.2410482" target="_blank" >10.1080/03004279.2024.2410482</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Developing a safe learning environment in primary-level innovative schools in the Czech Republic

Popis výsledku v původním jazyce

This study examined how teachers in the Czech primary schooly create a safe learning environment, and identified key strategies they employ to foster a supportive and respectful classroom climate. Particular emphasis was placed on methodological analysis due to new requirements set by the Ministry of Education, which, within the new Competency Framework for Teaching Graduates, demands that teachers be capable of effectively establishing a safe educational setting. Innovative schools serve as crucial sources of inspiration for fulfilling this competence, as they implement progressive pedagogical approaches and methods that can be effectively adapted and applied across various educational contexts. The research was conducted through observations of teachers during classroom instruction and notes taken in field journals using a log. The results revealed that teachers utilise participatory rule-making, promote cooperation over competition, engage in open and non-violent communication, and adopt an individualised approach to teaching. These practices not only contribute to a safe classroom climate but also support the overall personal and academic development of students. The research also uncovered challenges faced by teachers, including maintaining discipline in an environment with high student autonomy and diversifying educational needs. Teachers overcome these challenges with flexible and expert approaches that support safe and inclusive education.

Název v anglickém jazyce

Developing a safe learning environment in primary-level innovative schools in the Czech Republic

Popis výsledku anglicky

This study examined how teachers in the Czech primary schooly create a safe learning environment, and identified key strategies they employ to foster a supportive and respectful classroom climate. Particular emphasis was placed on methodological analysis due to new requirements set by the Ministry of Education, which, within the new Competency Framework for Teaching Graduates, demands that teachers be capable of effectively establishing a safe educational setting. Innovative schools serve as crucial sources of inspiration for fulfilling this competence, as they implement progressive pedagogical approaches and methods that can be effectively adapted and applied across various educational contexts. The research was conducted through observations of teachers during classroom instruction and notes taken in field journals using a log. The results revealed that teachers utilise participatory rule-making, promote cooperation over competition, engage in open and non-violent communication, and adopt an individualised approach to teaching. These practices not only contribute to a safe classroom climate but also support the overall personal and academic development of students. The research also uncovered challenges faced by teachers, including maintaining discipline in an environment with high student autonomy and diversifying educational needs. Teachers overcome these challenges with flexible and expert approaches that support safe and inclusive education.

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

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název periodika

Education 3-13

ISSN

0300-4279

e-ISSN

0300-4279

Svazek periodika

53

Číslo periodika v rámci svazku

9

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

11

Strana od-do

1-11

Kód UT WoS článku

001325629000001

EID výsledku v databázi Scopus

2-s2.0-85205509218