Czech preschool teachers' contrasting beliefs about inquiry-based activities
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F22%3A63556678" target="_blank" >RIV/70883521:28150/22:63556678 - isvavai.cz</a>
Výsledek na webu
<a href="https://www.eriesjournal.com/index.php/eries/article/view/536" target="_blank" >https://www.eriesjournal.com/index.php/eries/article/view/536</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.7160/eriesj.2022.150303" target="_blank" >10.7160/eriesj.2022.150303</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Czech preschool teachers' contrasting beliefs about inquiry-based activities
Popis výsledku v původním jazyce
Using a self-reporting measure, the study examined IBA-related beliefs of Czech preschool teachers (n = 1,004). In addition, it explored the beliefs of teachers who strongly agreed (n = 564) and those who strongly disagreed (n = 67) with the implementation of IBA in preschool classes. The findings show that teachers within the full sample, as well as those within the contrasting subsamples, hold considerably strong beliefs about the potential of IBA for children ' s cognitive development. At the same time, teachers are aware of the challenges associated with implementing IBA. Teachers who strongly favour IBA have significantly stronger beliefs in the benefits that IBA bring to children and also have stronger beliefs about the knowledge and skills teachers need for IBA planning and implementation than has the group that strongly rejects IBA. In contrast, teachers who strongly reject IBA have stronger beliefs that IBA cause problems in preschool classes. The group of teachers who strongly favour IBA have higher levels of education and fewer years of practice than the contrasting group. They are mostly younger teachers who received a modern professional education and who are more open to newer instructional strategies such as IBA.
Název v anglickém jazyce
Czech preschool teachers' contrasting beliefs about inquiry-based activities
Popis výsledku anglicky
Using a self-reporting measure, the study examined IBA-related beliefs of Czech preschool teachers (n = 1,004). In addition, it explored the beliefs of teachers who strongly agreed (n = 564) and those who strongly disagreed (n = 67) with the implementation of IBA in preschool classes. The findings show that teachers within the full sample, as well as those within the contrasting subsamples, hold considerably strong beliefs about the potential of IBA for children ' s cognitive development. At the same time, teachers are aware of the challenges associated with implementing IBA. Teachers who strongly favour IBA have significantly stronger beliefs in the benefits that IBA bring to children and also have stronger beliefs about the knowledge and skills teachers need for IBA planning and implementation than has the group that strongly rejects IBA. In contrast, teachers who strongly reject IBA have stronger beliefs that IBA cause problems in preschool classes. The group of teachers who strongly favour IBA have higher levels of education and fewer years of practice than the contrasting group. They are mostly younger teachers who received a modern professional education and who are more open to newer instructional strategies such as IBA.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2022
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Journal on Efficiency and Responsibility in Education and Science
ISSN
2336-2375
e-ISSN
1803-1617
Svazek periodika
15
Číslo periodika v rámci svazku
3
Stát vydavatele periodika
CZ - Česká republika
Počet stran výsledku
12
Strana od-do
156-167
Kód UT WoS článku
000868601400003
EID výsledku v databázi Scopus
2-s2.0-85139260371