KALEJA, Martin and Eva ZEZULKOVÁ. Preparedness of Czech Primary School Teachers for Inclusive Primary Education. Multidisciplinary Journal of School Education. Krakow: Jesuit University Ignatianum in Krakow, Abat Oliba CEU University in Barcelona, 2016, vol. 9, No 1, p. 101-132, 34 pp. ISSN 2543-8409.
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Basic information
Original name Preparedness of Czech Primary School Teachers for Inclusive Primary Education
Authors KALEJA, Martin (203 Czech Republic, guarantor, belonging to the institution) and Eva ZEZULKOVÁ (203 Czech Republic, belonging to the institution).
Edition Multidisciplinary Journal of School Education, Krakow, Jesuit University Ignatianum in Krakow, Abat Oliba CEU University in Barcelona, 2016, 2543-8409.
Other information
Original language English
Type of outcome Article in a journal
Field of Study 50302 Education, special
Country of publisher Poland
Confidentiality degree is not subject to a state or trade secret
WWW Avaliable at: Preparedness of Czech Primary School Teachers for Inclusive Primary Education (Martin Kaleja, Eva Zezulková)
RIV identification code RIV/47813059:19510/16:A0000086
Organization Fakulta veřejných politik v Opavě – Slezská univerzita v Opavě – Repository
Keywords in English preparedness; teacher; primary school; child and pupil with special educational needs; inclusive education; research; social exclusion
Tags International impact, Reviewed
Changed by Changed by: Martin Kaleja, učo 2117. Changed: 12/4/2018 20:22.
Abstract
Preparedness of teachers to work with pupils with a need of supportive measures and especially with pupils who live and grow up in socially excluded localities, is very low. Quantitatively oriented research investigation8, carried out in 13 regions of the Czech Republic with the sample size of 2005 respondents, offers results that raise doubts towards the inclusively oriented primary education. The teachers are not ready for the phenomenon. This paper focuses on attitudinal constructs of the teachers which can be understood as evaluative relationship towards the observed phenomenon, whose form reflects the subjectively perceived preparedness. It concerned the orientation in the context of questions of social exclusion and school education, actual form of school environment and, ultimately, their own perception of school inclusion.
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