Specifika začínajících učitelů coby informátorů o klimatu a kultuře školy – metodická sonda
| Title in English | Beginning teachers as specific informers about school climate and culture - methods comparison |
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| Authors | |
| Year of publication | 2006 |
| Type | Article in Proceedings |
| Conference | Současné metodologické přístupy a strategie pedagogického výzkumu; sborník anotací 14 konference ČAPV |
| MU Faculty or unit | |
| Citation | |
| Field | Psychology |
| Keywords | beginning teacher; school climate; school culture; interview; focus group; diary method |
| Description | The paper deals with the measurement of school climate as an intersubjectively perceived and reflected school environment. Different school participant may be viewed as informants able to provide us with different aspects of the school environment that they are familiar with. The whole of climate is then triangulated from the information from various categories of informers. The paper compares two such categories - beginning teachers and their mentors, i.e. experienced teachers. The copmarison aims at which aspects of school environment these informers reflect and which they do not. Three data collection methods are compared: structured interview, focus group and diaries. |
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