Podrobný výpis o publikaci

KALEJA, Martin a 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, roč. 9, č. 1, s. 101-132, 34 s. ISSN 2543-8409.

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Základní údaje
Originální název	Preparedness of Czech Primary School Teachers for Inclusive Primary Education
Autoři	KALEJA, Martin (203 Česká republika, garant, domácí) a Eva ZEZULKOVÁ (203 Česká republika, domácí).
Vydání	Multidisciplinary Journal of School Education, Krakow, Jesuit University Ignatianum in Krakow, Abat Oliba CEU University in Barcelona, 2016, 2543-8409.

Další údaje
Originální jazyk	angličtina
Typ výsledku	Článek v odborném periodiku
Obor	50302 Education, special
Stát vydavatele	Polsko
Utajení	není předmětem státního či obchodního tajemství
WWW	Avaliable at: Preparedness of Czech Primary School Teachers for Inclusive Primary Education (Martin Kaleja, Eva Zezulková)
Kód RIV	RIV/47813059:19510/16:A0000086
Organizace	Fakulta veřejných politik v Opavě – Slezská univerzita v Opavě – Repozitář
Klíčová slova anglicky	preparedness; teacher; primary school; child and pupil with special educational needs; inclusive education; research; social exclusion
Příznaky	Mezinárodní význam, Recenzováno
Změnil	Změnil: Martin Kaleja, učo 2117. Změněno: 12. 4. 2018 20:22.

Anotace
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.

Anotace

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.