Critical Areas in the Teaching of Philosophy at GrammarSchools From the Teachers' Perspective

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F25%3A73627492" target="_blank" >RIV/61989592:15410/25:73627492 - isvavai.cz</a>

Výsledek na webu

<a href="https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12855" target="_blank" >https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12855</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1111/ejed.12855" target="_blank" >10.1111/ejed.12855</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Critical Areas in the Teaching of Philosophy at GrammarSchools From the Teachers' Perspective

Popis výsledku v původním jazyce

The paper deals with the issue of critical areas in the philosophy as part of the subject Basics of Social Sciences in the CzechRepublic from the perspective of teachers. The critical areas are components of the curriculum that are difficult, challenging andproblematic for educational practice. They can be on the side of both teachers and students and cause problems with teachers&apos;didactic transformation and students&apos; understanding. We investigated how teachers perceive the causes of critical areas on theirown side and also on the side of their students. We chose the subject of philosophy in general grammar schools because of its hugetime consumption in relation to other social science disciplines taught in Basics of Social Sciences. And we also chose it becauseof the difficulties in mastering the philosophy curriculum cited by students and teachers. We applied qualitative research basedon the grounded theory to analyse the causes of the critical areas from the viewpoint of teachers. To achieve our results, we ap-plied content analysis concerning relevant curricular documents and conducted interviews with 11 teachers. For the analysis ofrespondents&apos; interviews, open, axial and selective coding methods of grounded theory were applied. The process of obtaining themost general axial codes is introduced, and each axial code is specified in detail. Finally, we applied selective coding to providea theory for a deeper description of the relationships between axial codes that detected causes of critical areas. The proposedtheory may serve for a better understanding of the critical areas origin and understanding of the educational process regularities.

Název v anglickém jazyce

Critical Areas in the Teaching of Philosophy at GrammarSchools From the Teachers' Perspective

Popis výsledku anglicky

The paper deals with the issue of critical areas in the philosophy as part of the subject Basics of Social Sciences in the CzechRepublic from the perspective of teachers. The critical areas are components of the curriculum that are difficult, challenging andproblematic for educational practice. They can be on the side of both teachers and students and cause problems with teachers&apos;didactic transformation and students&apos; understanding. We investigated how teachers perceive the causes of critical areas on theirown side and also on the side of their students. We chose the subject of philosophy in general grammar schools because of its hugetime consumption in relation to other social science disciplines taught in Basics of Social Sciences. And we also chose it becauseof the difficulties in mastering the philosophy curriculum cited by students and teachers. We applied qualitative research basedon the grounded theory to analyse the causes of the critical areas from the viewpoint of teachers. To achieve our results, we ap-plied content analysis concerning relevant curricular documents and conducted interviews with 11 teachers. For the analysis ofrespondents&apos; interviews, open, axial and selective coding methods of grounded theory were applied. The process of obtaining themost general axial codes is introduced, and each axial code is specified in detail. Finally, we applied selective coding to providea theory for a deeper description of the relationships between axial codes that detected causes of critical areas. The proposedtheory may serve for a better understanding of the critical areas origin and understanding of the educational process regularities.

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

2025

Kód důvěrnosti údajů

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

Název periodika

European Journal of Education

ISSN

0141-8211

e-ISSN

1465-3435

Svazek periodika

60

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

9

Strana od-do

"leden 2025"

Kód UT WoS článku

001370453400001

EID výsledku v databázi Scopus

2-s2.0-85210955512