Teachers’ Inclusive Core Practices and All Students’
Perspectives

J 2025

Teachers’ Inclusive Core Practices and All Students’ Perspectives

OBROVSKÁ, Jana; Petr SVOJANOVSKÝ a Umesh SHARMA

Základní údaje

Originální název

Teachers’ Inclusive Core Practices and All Students’ Perspectives

Autoři

OBROVSKÁ, Jana; Petr SVOJANOVSKÝ a Umesh SHARMA

Vydání

TEACHING AND TEACHER EDUCATION, ENGLAND, PERGAMON-ELSEVIER SCIENCE LTD, 2025, 0742-051X

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

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

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 3.900 v roce 2024

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14410/25:00144337

Organizační jednotka

Pedagogická fakulta

Klíčová slova česky

inkluzivní vzdělávání pro všechny; hlasy žáků; etnografie; jádrové inkluzivní praktiky;

Klíčová slova anglicky

inclusive education for all; student voices; ethnography; inclusive core practices

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 18. 11. 2025 13:46, Mgr. Daniela Marcollová

Anotace

V originále

Although there is widespread agreement that inclusive practices should address the needs of all students, research still tends to emphasise certain groups of students over others. This study explores how lower-secondary teachers in highly inclusive Czech schools support all learners and how students perceive these practices. Using extensive ethnographic data - hundreds of teaching observation hours and interviews with six teachers, two assistants, and 42 students - we establish a new framework of inclusive practices. We identify five core practices with ten key strategies and highlight challenges from students’ perspectives. The findings offer insights for educators, researchers, and policymakers on enhancing inclusive teaching.

Návaznosti

GA23-04764S, projekt VaV

Název: Adresování individuálních vzdělávacích potřeb všech žáků: Etnografie tříd na druhém stupni základních škol

Investor: Grantová agentura ČR, Adresování individuálních vzdělávacích potřeb všech žáků: Etnografie tříd na druhém stupni základních škol

Citovat

OBROVSKÁ, Jana; Petr SVOJANOVSKÝ a Umesh SHARMA. Teachers’ Inclusive Core Practices and All Students’ Perspectives. TEACHING AND TEACHER EDUCATION. ENGLAND: PERGAMON-ELSEVIER SCIENCE LTD, 2025, roč. 165, article number 105120, s. 1-14. ISSN 0742-051X. Dostupné z: https://doi.org/10.1016/j.tate.2025.105120.

@article{2501998,
   author = {Obrovská, Jana and Svojanovský, Petr and Sharma, Umesh},
   article_location = {ENGLAND},
   article_number = {article number 105120},
   doi = {https://doi.org/10.1016/j.tate.2025.105120},
   keywords = {inclusive education for all; student voices; ethnography; inclusive core practices},
   language = {eng},
   issn = {0742-051X},
   journal = {TEACHING AND TEACHER EDUCATION},
   title = {Teachers’ Inclusive Core Practices and All Students’ Perspectives},
   url = {https://www.sciencedirect.com/science/article/pii/S0742051X25001970?ref=pdf_download&fr=RR-2&rr=954b55ee9b30b190},
   volume = {165},
   year = {2025}
}

TY  - JOUR
ID  - 2501998
AU  - Obrovská, Jana - Svojanovský, Petr - Sharma, Umesh
PY  - 2025
TI  - Teachers’ Inclusive Core Practices and All Students’ Perspectives
JF  - TEACHING AND TEACHER EDUCATION
VL  - 165
IS  - article number 105120
SP  - 1-14
EP  - 1-14
PB  - PERGAMON-ELSEVIER SCIENCE LTD
SN  - 0742051X
KW  - inclusive education for all
KW  - student voices
KW  - ethnography
KW  - inclusive core practices
UR  - https://www.sciencedirect.com/science/article/pii/S0742051X25001970?ref=pdf_download&fr=RR-2&rr=954b55ee9b30b190
N2  - Although there is widespread agreement that inclusive practices should address the needs of all students, research still tends to emphasise certain groups of students over others. This study explores how lower-secondary teachers in highly inclusive Czech schools support all learners and how students perceive these practices. Using extensive ethnographic data - hundreds of teaching observation hours and interviews with six teachers, two assistants, and 42 students - we establish a new framework of inclusive practices. We identify five core practices with ten key strategies and highlight challenges from students’ perspectives. The findings offer insights for educators, researchers, and policymakers on enhancing inclusive teaching.
ER  -

OBROVSKÁ, Jana; Petr SVOJANOVSKÝ a Umesh SHARMA. Teachers’ Inclusive Core Practices and All Students’ Perspectives. \textit{TEACHING AND TEACHER EDUCATION}. ENGLAND: PERGAMON-ELSEVIER SCIENCE LTD, 2025, roč.~165, article number 105120, s.~1-14. ISSN~0742-051X. Dostupné z: https://doi.org/10.1016/j.tate.2025.105120.

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