Czech teachers' attitudes towards curriculum reform implementation

JANÍK, Tomáš, Tomáš JANKO, Karolína PEŠKOVÁ, Petr KNECHT and Michaela SPURNÁ. Czech teachers' attitudes towards curriculum reform implementation. Human Affairs-Postdisciplinary Humanities Social Sciences Quarterly. Berlin: WALTER DE GRUYTER GMBH, 2018, vol. 28, No 1, p. 54-70. ISSN 1210-3055. Available from: https://dx.doi.org/10.1515/humaff-2018-0006.

Basic information

• Original name: Czech teachers' attitudes towards curriculum reform implementation
• Name in Czech: Postoje českých učitelů k implementaci kurikulární reformy
• Authors: JANÍK, Tomáš (203 Czech Republic, guarantor, belonging to the institution), Tomáš JANKO (203 Czech Republic, belonging to the institution), Karolína PEŠKOVÁ (203 Czech Republic, belonging to the institution), Petr KNECHT (203 Czech Republic, belonging to the institution) and Michaela SPURNÁ (203 Czech Republic, belonging to the institution).
• Edition: Human Affairs-Postdisciplinary Humanities Social Sciences Quarterly, Berlin, WALTER DE GRUYTER GMBH, 2018, 1210-3055.

Other information

• Original language: English
• Type of outcome: Article in a journal
• Field of Study: 50301 Education, general; including training, pedagogy, didactics [and education systems]
• Country of publisher: Germany
• Confidentiality degree: is not subject to a state or trade secret
• WWW: URL
• RIV identification code: RIV/00216224:14410/18:00100823
• Organization unit: Faculty of Education
• Doi: http://dx.doi.org/10.1515/humaff-2018-0006
• UT WoS: 000425913800006
• Keywords (in Czech): kurikulum; kurikulární reforma; implementace; postoje učitelů
• Keywords in English: curriculum; curriculum reform; implementation; teacher attitudes
• Tags: International impact, Reviewed

Abstract

The study focuses on the implementation of curriculum reform in grammar schools in the Czech Republic. The purpose of this study was to explore the attitudes of grammar school teachers towards the reform and its implementation. The perceived benefits of and problems with the curriculum reform were measured using closed-ended items (on a Likert scale). The research sample of this questionnaire survey consisted of 1,098 teachers from 58 schools. The results indicate that the reform has been more readily accepted in pilot schools than in non-pilot schools. In general, it can be concluded that although there was support for the main ideas behind the reform, the majority of teachers have not accepted the reform as a whole. The multiple regression analysis revealed that gender, position, length of teaching experience, and knowledge of specific characteristics of curriculum reform did not significantly contribute to teachers’ acceptance of the curriculum reform.

Abstract (in Czech)

Studie se zaměřuje na implementaci kurikulární reformy na gymnáziích v České republice. Cílem studie bylo popsat postoje učitelů gymnázií k reformě a její implementaci. Vnímané výhody a problémy související s kurikulární reformou byly zjišťovány pomocí uzavřených položek na Likertově škále. Výzkumný soubor dotazníkového šetření zahrnoval 1098 učitelů ze 58 gymnázií. Výsledky naznačují, že reforma byla více přijata na pilotních školách než na nepilotních. Celkově vzato lze konstatovat, že většina učitelů reformu nepřijala. Regresní analýza odhalila, že proměnné pohlaví, pozice na škole, délka učitelské praxe a povědomí o specifických charakteristikách reformy nemají na přijetí reformy signifikantní vliv.

Links

• GA15-05122S, research and development project: Name: Mezi akceptací a resistencí: Vnímání kurikulárních změn učiteli v období deseti let implementace reformy

Investor: Czech Science Foundation, Between acceptance and resistance: Teachers' perceptions of curriculum changes 10 years into the reform implementation