Přechod dětí z preprimární do primární školy v pojetí učitelek a učitelů mateřských a základních škol
| Title in English | Transition from pre-primary to primary schools: the role of teachers’ beliefs |
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| Authors | |
| Year of publication | 2016 |
| Type | Conference abstract |
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| Citation | |
| Description | Results were presented of the first phase of research that aims to bring new knowledge concerning pre-primary and primary school teachers' beliefs about the curriculum and contexts of pre-primary and primary education with emphasis on the transition. We also focused on the data-collection tool used (interview). For the purposes of this research, teacher beliefs are viewed as teachers’ personal practical knowledge about different aspects of education (curriculum, teaching, learning, contexts, organisation). Research has shown that teacher beliefs (or what some researchers refer to as preconceptions, implicit theories, conceptual systems, action strategies, ideologies, etc.) are defining for how individual teachers conceptualise and organise tasks and problems that they encounter in their teaching. We also take into account various institutional frameworks (i.e., kindergartens and basic schools within the same institution and as separate institutions). We seek to find out what beliefs pre-primary teachers hold about primary education and vice versa, what beliefs primary teachers hold about pre-primary education. In the first phase, interviews with four teachers were carried out to pilot the research tools and give first glimpse of possible answers to the research questions. Axial coding was applied to the interview transcripts. |