Teachers’ Acceptance of Curriculum Reform in the Czech Republic: One Decade Later

PEŠKOVÁ, Karolína, Michaela SPURNÁ and Petr KNECHT. Teachers’ Acceptance of Curriculum Reform in the Czech Republic: One Decade Later. Center for Educational Policy Studies Journal. vol. 9, No 2, p. 73-97. ISSN 1855-9719. doi:10.26529/cepsj.560. 2019.

Basic information

• Original name: Teachers’ Acceptance of Curriculum Reform in the Czech Republic: One Decade Later
• Name in Czech: Akceptace kurikulární reformy učiteli v ČR: deset let poté
• Authors: PEŠKOVÁ, Karolína (203 Czech Republic, guarantor, belonging to the institution), Michaela SPURNÁ (203 Czech Republic, belonging to the institution) and Petr KNECHT (203 Czech Republic, belonging to the institution).
• Edition: Center for Educational Policy Studies Journal, 2019, 1855-9719.

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: Slovenia
• Confidentiality degree: is not subject to a state or trade secret
• WWW: URL
• RIV identification code: RIV/00216224:14410/19:00107534
• Organization unit: Faculty of Education
• Doi: http://dx.doi.org/10.26529/cepsj.560
• Keywords (in Czech): kurikulární reforma; učitelé; postoje; akcptace; rezistence; kurikulární dokumenty
• Keywords in English: curriculum reform; teachers’ attitudes; acceptance; resistance; curriculum documents
• Tags: International impact, Reviewed

Abstract

Similarly to other Visegrád Group countries, the most recent curriculum reform in the Czech Republic brought substantial changes in the curriculum documents for schools. The purpose of this study is to investigate Czech primary and lower secondary teachers’ current attitudes towards curriculum reform. The results of a survey (n = 701) indicate that teachers have adopted rather negative attitudes. The acceptance of reform tends to increase among the teachers who use curriculum documents regularly and among the teachers with higher self-efficacy. In addition, teachers with system-centred/curriculum-oriented approaches are willing to accept the reform. There is no significant difference between teachers’ gender, their length of teaching experience, and their involvement in school management. Within the general frame of the Concern-Based Adoption Model (CBAM), the study draws on data from one country, but the implications for further educational development are potentially applicable across countries with similar educational policy backgrounds.

Abstract (in Czech)

Podobně jako v ostatních zemích V4 přinesla kurikulární reforma v ČR zásadní změny týkající se kurikulárních dokumentů. Cílem této studie je zjistit, jaké jsou postoje českých učitelů ZŠ k této reformě. Výsledky dotazníkového šetření (n = 701) poukazují na spíše negativní postoje učitelů. Akceptace má tendenci se zvyšovat u učitelů, kteří používají kurikulární dokumenty pravidelně, a u učitelů s vyšší mírou subjektivně vnímané zdatnosti. Neprokázal se statisticky významný rozdíl mezi učiteli s ohledem na pohlaví, délku učitelské praxe a post ve vedení školy. Studie sice staví na modelu CBAM použitého v kontextu ČR, implikace je však možné vztahovat i pro jiné země s podobným vzdělávacím kontextem.

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