Komparace vzdělávacích dokumentů se zaměřením na tělesnou výchovu v České republice, Nizozemsku, Švédském království a Anglii
| Title in English | Comparison of educational documents focusing on Physical Educa-tion in the Czech Republic, the Netherlands, the Kingdom of Sweden and England |
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| Year of publication | 2020 |
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| Description | The dissertation thesis deals with the issue of projected physical education curriculum (PE) in selected European countries at ISCED level 1. Within the parts of educational documents dealing with PE, it monitors the content of the educational field of PE and the degree of instructional quality, internal coherence and current concept of PE according to Naul's vector diagram of PE concepts (2011, p. 9). Selected findings are compared with the FEP EE (2017) and relate to current revisions of educational do-cuments. The thesis is divided into three parts. The first part presents the theoretical background, the definition of the research problem, the objectives of the research and the methodology used. The second part contains auxiliary analyzes and a compilation of previously pu-blished articles dealing with the development of a research tool (Part A) and analysis of educational documents in the Netherlands (Part B), Sweden (Part C) and England (Part D). The third part offers a final comparison and synthesis of the obtained results, from which the conclusions of the work are drawn. The analysis of educational documents was carried out at their formal and content levels. The formal aspect of the educational documents was examined on the basis of selected formal characteristics, the content non-quantitative analysis of the texts was used to compare the content of the educational documents, for which a categorical sys-tem divided into four main topics was developed. The degree of internal coherence was examined through the content interrelation-ship of the characteristics of the PE field, its educational objectives, curriculum and the subsequent expected outcomes, which in some cases were in line with standards. The level of instructional quality has been assessed on the basis of the breadth and depth of the educational documents' content, as well as the existence, quantity and qua-lity of methodical procedures and other supporting means (eg pictures) that would faci-litate the usage of educational content in the desired concept of PE. The conceptual direction of the documents was assessed on the basis of the con-tent of individual components of the educational document. The research sample consisted of a total of six educational documents valid in the Czech Republic, the Netherlands, Sweden and England at the time of the dissertation. Educational documents focused on ISCED level 1 and the focus of the analysis was in the part devoted to the educational field of PE. The results suggest that there are some differences between the curriculum in educational documents, which are due to the historical and cultural development of the states. The Dutch system of educational documents and the Swedish educational document seem to be the most internally coherent. Czech and English educational documents are set at a lower but mutually similar level. From the point of view of instructional quality, Dutch educational documents were evaluated as the most compelling, while Swedish and Czech educational documents were evaluated as less (but at a similar level). The English educational document was evaluated as the least instructive. In terms of the concept of PE recorded in educational documents, I note that educational documents in the Czech Republic are directed to the Health-Movement Education, in the Netherlands to the Movement Education, in Sweden to the Health-Movement Education and in England to the Sport Education. The results outlined above suggest that Dutch and Swedish educational documents could become a suitable source of inspiration in potential revisions of FEP EE. |
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