Životní a profesní zkušenost jako skryté determinanty jednání učitelů
| Title in English | Life and professional teachers‘experience: underlying determinants of teachers‘conduct |
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| Authors | |
| Year of publication | 2016 |
| Type | Article in Periodical |
| Magazine / Source | Civilia |
| MU Faculty or unit | |
| Citation | |
| Web | Civilia - odborná revue pro didaktiku společenských věd |
| Field | Pedagogy and education |
| Keywords | case study; the subjective teacher’s theory; teachers’ professional development; teacher-expert; the underlying determinants of teacher conduct |
| Description | The study presents a partial outcome of two years collaboration with two civics teachers practising at two different second level Prague elementary schools. It intercepts them at the top of professional development (Mareš, 2013, pp. 437-438), therefore, as experienced and expert teachers (Gudmundsdottir & Shulman, 1987; Píšová et al., 2013). The chosen teachers have got certain professional and closer branch insight, teaching in comparable terms (the "inclusive" elementary schools with a strong, publicly known vision). The research was aiming at capturing a portrait of underlying determinants of their actions through contrasting their subjective teachers’ theories and their classroom behaviour. It was indicated that the origins of their underlying determinants concerning teaching content, setting of teaching objectives and a subject philosophy roots most likely in their professional experience and formal education. The study enlightens the relationship and connection between thinking, acting and professional and personal life in two cases. The study uses a methodology adapted from the research program Subjective Theories and related research tradition (Groeben et al., 1988; Koubek & Janik, 2015). Methodological research symptom, but a problem deserving attention as well, is the emic perspective (Švaříček & Šeďová, 2007, pp. 15-18): the research including the interpretation and validation of its results proceeds in two distinct, complementary perspectives of the researcher and the researched subjects. This principle, if implemented consistently – and it has been described and documented in the study – clarifies results and strengthens desired triangulation of the data collection and interpretation in mainly qualitative research design (Švaříček & Šeďová, 2007). |
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