Preschool teachers’ beliefs in practices with 2-year old children

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F17%3A63518403" target="_blank" >RIV/70883521:28150/17:63518403 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.tojet.net/special/2017_12_1.pdf" target="_blank" >http://www.tojet.net/special/2017_12_1.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Preschool teachers’ beliefs in practices with 2-year old children

Popis výsledku v původním jazyce

Enrolment of 2-year old children in preschool has generated disputes among professionals and parents in the Czech Republic. This study tests two hypotheses: (1) Preschool teachers who teach 2 year old children have higher scores on pedagogical beliefs in the care area than on other areas. (2) These teachers have higher scores on pedagogical beliefs in the care area than those who teach children of ages 3-6. Two samples of teachers from the eastern part of the Czech Republic were recruited: those who teach 2-year old children and those who teach 3-6 year old children. A self-rate questionnaire was used to assess the level of beliefs. The data revealed that teachers in both samples have very high level of pedagogical beliefs. Those who teach 2-year old children believe that care is the strongest component in their practices in classes (hypothesis 1 supported), however, their scores on care does not prevail over teachers who teach 3-6 year old children (hypothesis 2 not supported). Teachers who teach 3-6 year old children significantly prevail over their colleagues who teach 2-year old children in self-help, autonomy, and cognitive learning.

Název v anglickém jazyce

Preschool teachers’ beliefs in practices with 2-year old children

Popis výsledku anglicky

Enrolment of 2-year old children in preschool has generated disputes among professionals and parents in the Czech Republic. This study tests two hypotheses: (1) Preschool teachers who teach 2 year old children have higher scores on pedagogical beliefs in the care area than on other areas. (2) These teachers have higher scores on pedagogical beliefs in the care area than those who teach children of ages 3-6. Two samples of teachers from the eastern part of the Czech Republic were recruited: those who teach 2-year old children and those who teach 3-6 year old children. A self-rate questionnaire was used to assess the level of beliefs. The data revealed that teachers in both samples have very high level of pedagogical beliefs. Those who teach 2-year old children believe that care is the strongest component in their practices in classes (hypothesis 1 supported), however, their scores on care does not prevail over teachers who teach 3-6 year old children (hypothesis 2 not supported). Teachers who teach 3-6 year old children significantly prevail over their colleagues who teach 2-year old children in self-help, autonomy, and cognitive learning.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

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

2017

Kód důvěrnosti údajů

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

Název periodika

Turkish Online Journal of Educational Technology

ISSN

2146-7242

e-ISSN

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Svazek periodika

2017

Číslo periodika v rámci svazku

December

Stát vydavatele periodika

TR - Turecká republika

Počet stran výsledku

6

Strana od-do

614-619

Kód UT WoS článku

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EID výsledku v databázi Scopus

2-s2.0-85044706646