Glass ceiling as a limit for learning and self-development

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F25%3A73631071" target="_blank" >RIV/61989592:15410/25:73631071 - isvavai.cz</a>

Výsledek na webu

<a href="https://e-pedagogium.upol.cz/artkey/epd-202404-0002_skleneny-strop-jako-limit-pro-uceni-a-seberozvoj.php" target="_blank" >https://e-pedagogium.upol.cz/artkey/epd-202404-0002_skleneny-strop-jako-limit-pro-uceni-a-seberozvoj.php</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5507/epd.2025.004" target="_blank" >10.5507/epd.2025.004</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Glass ceiling as a limit for learning and self-development

Popis výsledku v původním jazyce

This theoretical paper explores the &apos;glass ceiling&apos; concept in education, defined as the plateau learners reach in their development, with language learning used as an example. It argues that traditional language teaching methods, with their reliance on textbooks, teacher-led instruction, and a focus on grammar and vocabulary, can contribute to this plateau by overlooking individual student progress and personal development. The study examines how the school and classroom environment, including pedagogical approaches like creating a safe learning space, providing feedback, and incorporating peer assessment, can influence this phenomenon. Using language learning as a primary example, the paper analyses the factors contributing to the glass ceiling effect and concludes with practical recommendations for teachers to address this challenge and foster student growth.

Název v anglickém jazyce

Glass ceiling as a limit for learning and self-development

Popis výsledku anglicky

This theoretical paper explores the &apos;glass ceiling&apos; concept in education, defined as the plateau learners reach in their development, with language learning used as an example. It argues that traditional language teaching methods, with their reliance on textbooks, teacher-led instruction, and a focus on grammar and vocabulary, can contribute to this plateau by overlooking individual student progress and personal development. The study examines how the school and classroom environment, including pedagogical approaches like creating a safe learning space, providing feedback, and incorporating peer assessment, can influence this phenomenon. Using language learning as a primary example, the paper analyses the factors contributing to the glass ceiling effect and concludes with practical recommendations for teachers to address this challenge and foster student growth.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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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

2025

Kód důvěrnosti údajů

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

Název periodika

e-PEDAGOGIUM, nezávislý odborný časopis pro interdisciplinární výzkum v pedagogice

ISSN

1213-7758

e-ISSN

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Svazek periodika

2024

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

12

Strana od-do

21-32

Kód UT WoS článku

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EID výsledku v databázi Scopus

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