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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 &apos; 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 &apos; 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