Publication details
Zur Implementierung der Curriculumreform in der Tschechischen Republik: Akzeptanzstudie unter Lehrpersonen und Schulleitung
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| Year of publication | 2017 |
| Type | Appeared in Conference without Proceedings |
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| Description | The article presents ongoing research on the acceptance of curricular reform in the Czech Republic. We will build on our previous contribution, which was presented in 2016 at the ÖFEB Congress (Janik et al., 2016). The paper focuses on monitoring the early stage of implementation of a curricular reform that aims to unify the system of primary schools in the country. This school change was implemented in connection with the amendment of the School Act No. 82/2015 Coll., And should enable the creation of a unified primary school. At the beginning of the paper, the theoretical background of the curriculum changes that an "inclusive" school should allow, including for students with different levels of risk and disadvantaged socio-economic family environment, will be highlighted. The brief introduces a new curriculum that allows diffuse delivery of the curriculum to each elementary school, as well as a system of supportive measures designed to educate students together with respect for individual, specific educational needs. The monitoring of the reform has its theoretical background (1) in the model of implementation of curricular changes (Altrichter & Wiesinger, 2005), which Birzea (2008) developed on the basis of Fullan's 'Triple I Model' for the post-socialist countries, and (2) in the Wide experience with analyzes, interpretations and discus- sions of the Comprehensive Research Program School Quality which was undertaken in 2009-2011 in cooperation of the National Educational Institute & School of Education, Faculty of Education Masaryk University. In order to operationalize the curricular change from a selective to an integrative elementary school, a research tool was developed and used during a lifelong learning course for principals at the Faculty of Education of the Karl University in Prague in the fall of 2016. This article will present in its third part an analysis of the first sample survey of the research tool. The last part of the paper describes a model of monitoring the reform, which is planned throughout the next stages of the reform implementation. The monitoring model will be implemented in cooperation between organizations of the Ministry of Education, regional authorities, school counseling institutions, universities and research institutions over the next 5 years. |
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