Diversity and Principles of Inclusion in Preschool Education from the Perspective of Kindergarten Teachers

DENGLEROVÁ, Denisa. Diversity and Principles of Inclusion in Preschool Education from the Perspective of Kindergarten Teachers. In European Conference on Educational Research. 2018.

Základní údaje

Originální název

Diversity and Principles of Inclusion in Preschool Education from the Perspective of Kindergarten Teachers

Název česky

Diverzita a principy inkluze v předškolním vzdělávání z pohledu učitelů MŠ

Autoři

DENGLEROVÁ, Denisa ORCID

Vydání

European Conference on Educational Research, 2018

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Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Itálie

Utajení

není předmětem státního či obchodního tajemství

Označené pro přenos do RIV

Ne

Organizační jednotka

Pedagogická fakulta

Klíčová slova česky

inkluzivní vzdělávání; učitel v MŠ; diverzita ve vzdělávání

Klíčová slova anglicky

inclusive education; preschool teacher; diversity in education

Příznaky

Mezinárodní význam, Recenzováno

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Anotace

V originále

Within the research we interviewed 34 teachers from various kindergartens across the Czech Republic. The interviews had a form of focus group discussion. During the spring 2017 we compiled 4 discussion groups, each with 8 to 9 participants. Research participants (32 females and 2 males) were aged 22 to 58 years. Current employment in a kindergarten and at least 2 years of experience on the position of kindergarten teachers were criteria for participation. The discussion took approximately 120 minutes and focused at how the participants perceive and evaluate the term "diversity" within the context of their own kindergarten. Other discussion topics included the way participants understand the term "inclusion" in their kindergarten, what are benefits and limits of inclusive process and what participants consider the largest obstacles of the inclusion process. All respondents in our survey have experiences with inclusion; their kindergartens are attended by pupils with specific educational needs. 80 % respondents work with such child or children in their own class, 20 % reported having met an integrated child in their kindergarten in past. Data were analysed in the context of grounded theory, we used the first phase and detected categories in the open coding process.

Česky

Within the research we interviewed 34 teachers from various kindergartens across the Czech Republic. The interviews had a form of focus group discussion. During the spring 2017 we compiled 4 discussion groups, each with 8 to 9 participants. Research participants (32 females and 2 males) were aged 22 to 58 years. Current employment in a kindergarten and at least 2 years of experience on the position of kindergarten teachers were criteria for participation. The discussion took approximately 120 minutes and focused at how the participants perceive and evaluate the term "diversity" within the context of their own kindergarten. Other discussion topics included the way participants understand the term "inclusion" in their kindergarten, what are benefits and limits of inclusive process and what participants consider the largest obstacles of the inclusion process. All respondents in our survey have experiences with inclusion; their kindergartens are attended by pupils with specific educational needs. 80 % respondents work with such child or children in their own class, 20 % reported having met an integrated child in their kindergarten in past. Data were analysed in the context of grounded theory, we used the first phase and detected categories in the open coding process.