Publication details

Učitelé základních škol a proměna jejich postojů ke kurikulární reformě: tři příběhy

Title in English Primary and Lower Secondary School Teachers and the Development of Their Attitudes towards the Curriculum Reform: Three Stories


Year of publication 2018
Type Article in Periodical
Magazine / Source Lifelong Learning
MU Faculty or unit

Faculty of Education

Keywords attitudes to the curriculum reform; primary and lower secondary school teachers; change of attitudes
Description The aim of the study was to clarify the impact of teachers’ own experiences connected to the implementation of the curricular reform on their attitude toward the reform. Based on the previous research in the same field, the authors decided to focus on the state of the teachers’ attitudes during three stages. The analyses dealt with the expectations of teachers before the implementation of the reform; critical moments during the implementation of the reform into praxis; and final teachers’ attitudes toward the reform today. For this purpose, three qualitative case studies were concluded with a focus on three primary school teachers who were chosen based on their different attitudes trajectories. The data which was gathered through the method of in-depth interviews was analysed by means of qualitative content analysis. Initial expectations of all three respondents can be characterized as positive because the reform was perceived as an opportunity to deepen teaching, enable specialization of a certain school, and improve communication among teachers. Even though critical moments of one of the teachers had positive connotations and led to her positive attitude, the other teachers experienced mostly negative moments that included weak organisation support, not fulfilling the potential of the reform, and underappreciation of teachers’ work. The negative moments led to the resistance toward the whole reform and its current form or to the search for compensation strategies which would allow the teacher to cope with the reform as it is.
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