Researching Computing Teachers’ Attitudes Towards Changes in the Curriculum Content – an Innovative Approach or Resistance?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F17%3A73582458" target="_blank" >RIV/61989592:15410/17:73582458 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1109/IAC.2017.8280531" target="_blank" >http://dx.doi.org/10.1109/IAC.2017.8280531</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1109/IAC.2017.8280531" target="_blank" >10.1109/IAC.2017.8280531</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Researching Computing Teachers’ Attitudes Towards Changes in the Curriculum Content – an Innovative Approach or Resistance?

Popis výsledku v původním jazyce

The content of the teaching subjects focussing on computing equipment, informatics and information and communication technologies (in general as well as digital technologies), has undergone continual changes, in particular in response to society’s needs and fresh technological developments. New requirements declared by state authorities, interest organisations and school founders need to be translated into school practice. An important role in this is played by teachers, who are the designers of specific instruction procedures which they subsequently implement together with their pupils. However, how do computing teachers cope with changing requirements and are they willing to implement them or capable of doing so? Are they more likely to be innovative or will they be resistant and continue with business as usual? We have sought answers to the above posed questions through a research survey implemented at 58 basic schools in the Czech Republic. Eightyseven teachers participated in the research. Although it is a minor research survey, it was successful in proving statistically that there are three groups of computing teachers. The first indicated group can be described as provocative innovators who pro-actively change the teaching content of their own accord in compliance with new trends and come up with new ideas regardless of external impulses in the form of new curricular syllabi. The second identified category is made up of reactive innovators who carry out changes only on the basis of certain regulations, new syllabi, etc. The third category comprises opponents to change who actually enjoy being stuck in a rut. The conclusions of the research develop the theory of computer education and, in addition, can also be applied in more comprehensive transformation processes in education or partial curricular innovations. It was proven that teachers are significant agents of changes in education.

Název v anglickém jazyce

Researching Computing Teachers’ Attitudes Towards Changes in the Curriculum Content – an Innovative Approach or Resistance?

Popis výsledku anglicky

The content of the teaching subjects focussing on computing equipment, informatics and information and communication technologies (in general as well as digital technologies), has undergone continual changes, in particular in response to society’s needs and fresh technological developments. New requirements declared by state authorities, interest organisations and school founders need to be translated into school practice. An important role in this is played by teachers, who are the designers of specific instruction procedures which they subsequently implement together with their pupils. However, how do computing teachers cope with changing requirements and are they willing to implement them or capable of doing so? Are they more likely to be innovative or will they be resistant and continue with business as usual? We have sought answers to the above posed questions through a research survey implemented at 58 basic schools in the Czech Republic. Eightyseven teachers participated in the research. Although it is a minor research survey, it was successful in proving statistically that there are three groups of computing teachers. The first indicated group can be described as provocative innovators who pro-actively change the teaching content of their own accord in compliance with new trends and come up with new ideas regardless of external impulses in the form of new curricular syllabi. The second identified category is made up of reactive innovators who carry out changes only on the basis of certain regulations, new syllabi, etc. The third category comprises opponents to change who actually enjoy being stuck in a rut. The conclusions of the research develop the theory of computer education and, in addition, can also be applied in more comprehensive transformation processes in education or partial curricular innovations. It was proven that teachers are significant agents of changes in education.

Druh

D - Stať ve sborníku

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

2017

Kód důvěrnosti údajů

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

Název statě ve sborníku

2017 Second International Conference on Informatics and Computing (ICIC)

ISBN

978-1-5386-2985-7

ISSN

—

e-ISSN

neuvedeno

Počet stran výsledku

6

Strana od-do

1-6

Název nakladatele

IEEE Computer Society Press

Místo vydání

New York

Místo konání akce

Jayapura, Papua

Datum konání akce

31. 10. 2017

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—