Publication details
Začínající učitelé jako informátoři o klimatu školy prizmatem tří metod
| Title in English | Novice teachers as informants about school climate |
|---|---|
| Authors | |
| Year of publication | 2009 |
| Type | Article in Periodical |
| Magazine / Source | Orbis scholae |
| MU Faculty or unit | |
| Citation | |
| Field | Pedagogy and education |
| Keywords | school climate assessment; school representations; specific informers; themetic analysis; journals; novice teachers |
| Description | Different school participants (stakeholders) may be viewed as informants able to provide us with different aspects of the school environment that they are familiar with. Whether we define school climate as an institutional intersubjective characteristics, or as a subjective individual construct, in both cases we are interested in the specific perceptions of the different categories of informants. The study looks at what kinds of infoirmation relevant to school climate assessment can be expected form novice teachers. Three methods are used: individual structured interviews, focus groups and diaries. The conceptual framework of schools as learning communities was used for thematic analysis. Only a small proportion of statements fit in the coding scheme, i.e. novice teachers reflected mostly themselves, much less their school. Statements that could be coded fell mostly in the categories of deprivatisation of practice, communication structures and shared reflecting. Such reflections can be very valuable for school climate assessment. Novice teachers can inform well about the more formal communications structures, how practice is reflected and shared among teachers. They are less able to form general evaluations at the school level, such as those frequently included in school climate assessment questionnaires. |
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