Pre-service Teacher Subjective Responsibility for Pupil Outcomes: Pilot Study

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F18%3A63521576" target="_blank" >RIV/70883521:28150/18:63521576 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.pdf.upol.cz/fileadmin/userdata/PdF/ePedagogium/e-Pedagogium_4-2018online.pdf" target="_blank" >https://www.pdf.upol.cz/fileadmin/userdata/PdF/ePedagogium/e-Pedagogium_4-2018online.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Pre-service Teacher Subjective Responsibility for Pupil Outcomes: Pilot Study

Popis výsledku v původním jazyce

Although teacher responsibility is a rather frequently investigated topic, less attention has been paid to teacher personal perception of responsibility for pupil outcomes. This study presents results of a pilot quantitative questionnaire investigation of pre-service primary teachers at a Czech university with the aim to reveal teacher trainees’ approach to their subjective responsibility for pupil success or failure. The preliminary findings suggest that pre-service teachers tend to assume a greater responsibility for pupil success than for his or her failure. Since the results of our quantitative questionnaire research do not provide a more complex insight into pre-service teachers’ perception of responsibility in a broader sense, the study sets goals for further mixed methods research combining longitudinal quantitative and qualitative strategies.

Název v anglickém jazyce

Pre-service Teacher Subjective Responsibility for Pupil Outcomes: Pilot Study

Popis výsledku anglicky

Although teacher responsibility is a rather frequently investigated topic, less attention has been paid to teacher personal perception of responsibility for pupil outcomes. This study presents results of a pilot quantitative questionnaire investigation of pre-service primary teachers at a Czech university with the aim to reveal teacher trainees’ approach to their subjective responsibility for pupil success or failure. The preliminary findings suggest that pre-service teachers tend to assume a greater responsibility for pupil success than for his or her failure. Since the results of our quantitative questionnaire research do not provide a more complex insight into pre-service teachers’ perception of responsibility in a broader sense, the study sets goals for further mixed methods research combining longitudinal quantitative and qualitative strategies.

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

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Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2018

Kód důvěrnosti údajů

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

Název periodika

e-Pedagogium (on-line)

ISSN

1213-7499

e-ISSN

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Svazek periodika

IV/2018

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

13

Strana od-do

27-40

Kód UT WoS článku

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EID výsledku v databázi Scopus

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