Synergy between parents and teachers – joint responsibility for the development of an inclusive environment.

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F20%3A73606219" target="_blank" >RIV/61989592:15410/20:73606219 - isvavai.cz</a>

Výsledek na webu

<a href="https://obd.upol.cz/id_publ/333186105" target="_blank" >https://obd.upol.cz/id_publ/333186105</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Synergy between parents and teachers – joint responsibility for the development of an inclusive environment.

Popis výsledku v původním jazyce

The aim of the paper is to describe the aspects of synergy between primary school teachers and parents with a focus on situations in which these two actors experience identical or different advantages (or disadvantages) in their mutual communication. This issue is of special importance because the teacher-parent synergy can be used to support the inclusive environment as declared in the amendment to the Education Act as of 1 September 2016. The first part of the paper defines the theoretical background as defined by various authors and research studies by both domestic and foreign professionals, where selected research outcomes are accepted by the Czech scientific community. The second part presents the results of a research study on the issue, which was performed by means of a questionnaire method. The respondents were primary school teachers, parents, and an additional category of respondents, whose reflections were rather hypothetical. The responses were analysed by respondent categories. The paper is part of the international project – Inclusive Education – Institute for Research and Development at the Faculty of Education, Palacký University, Olomouc, Czech Republic.

Název v anglickém jazyce

Synergy between parents and teachers – joint responsibility for the development of an inclusive environment.

Popis výsledku anglicky

The aim of the paper is to describe the aspects of synergy between primary school teachers and parents with a focus on situations in which these two actors experience identical or different advantages (or disadvantages) in their mutual communication. This issue is of special importance because the teacher-parent synergy can be used to support the inclusive environment as declared in the amendment to the Education Act as of 1 September 2016. The first part of the paper defines the theoretical background as defined by various authors and research studies by both domestic and foreign professionals, where selected research outcomes are accepted by the Czech scientific community. The second part presents the results of a research study on the issue, which was performed by means of a questionnaire method. The respondents were primary school teachers, parents, and an additional category of respondents, whose reflections were rather hypothetical. The responses were analysed by respondent categories. The paper is part of the international project – Inclusive Education – Institute for Research and Development at the Faculty of Education, Palacký University, Olomouc, Czech Republic.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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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 knihy nebo sborníku

CLICKED : Diverse Approaches and National Perspectives in the Field of Primary and Pre-primary Education

ISBN

978-963-334-355-5

Počet stran výsledku

12

Strana od-do

69-80

Počet stran knihy

110

Název nakladatele

University Press, University of Sopron

Místo vydání

Sopron

Kód UT WoS kapitoly

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