No prejudice-free society means no prejudice-free teachers, but better times are coming: Teachers and cultural diversity

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F15%3A43873154" target="_blank" >RIV/70883521:28150/15:43873154 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1515/humaff-2015-0025" target="_blank" >http://dx.doi.org/10.1515/humaff-2015-0025</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1515/humaff-2015-0025" target="_blank" >10.1515/humaff-2015-0025</a>

Jazyk výsledku

angličtina

Název v původním jazyce

No prejudice-free society means no prejudice-free teachers, but better times are coming: Teachers and cultural diversity

Popis výsledku v původním jazyce

Multicultural education tends to be automatically associated with pupils but in practice it places demands on all those involved in the teaching process. Of these the most predominant role is allocated to the teacher who mediates multicultural competence. Pupil attitudes towards foreigners and cultural diversity are not only influenced by multicultural education but also by teachers' beliefs-and teachers' beliefs are largely influenced by personal opinions and attitudes. The author presents the resultsof qualitative analysis performed on the unrestricted responses of 86 Czech teacher trainees and teachers on the topic of their experiences of foreigners. The analysis indicates their personal attitudes to foreigners, foreign cultures and diversity generally, the level of reflection in relation to cultural diversity, and discusses the results in relation to the wider sociocultural context.

Název v anglickém jazyce

No prejudice-free society means no prejudice-free teachers, but better times are coming: Teachers and cultural diversity

Popis výsledku anglicky

Multicultural education tends to be automatically associated with pupils but in practice it places demands on all those involved in the teaching process. Of these the most predominant role is allocated to the teacher who mediates multicultural competence. Pupil attitudes towards foreigners and cultural diversity are not only influenced by multicultural education but also by teachers' beliefs-and teachers' beliefs are largely influenced by personal opinions and attitudes. The author presents the resultsof qualitative analysis performed on the unrestricted responses of 86 Czech teacher trainees and teachers on the topic of their experiences of foreigners. The analysis indicates their personal attitudes to foreigners, foreign cultures and diversity generally, the level of reflection in relation to cultural diversity, and discusses the results in relation to the wider sociocultural context.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

—

Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2015

Kód důvěrnosti údajů

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

Název periodika

Human Affairs

ISSN

1210-3055

e-ISSN

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Svazek periodika

25

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

DE - Spolková republika Německo

Počet stran výsledku

15

Strana od-do

302-316

Kód UT WoS článku

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EID výsledku v databázi Scopus

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