Studia paedagogica

Journal Information
ISSN / EISSN : 1803-7437 / 2336-4521
Published by: Masaryk University Press (10.5817)
Total articles ≅ 322
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DOAJ
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Latest articles in this journal

Jennifer M. Langer-Osuna, Rosa Chavez, Faith Kwon, Jim Malamut, Emma Gargroetzi, Kimiko Lange, Jesse Ramirez
Published: 8 August 2021
Studia paedagogica, Volume 26, pp 97-111; https://doi.org/10.5817/sp2021-2-5

Abstract:
This article draws from a study on the construction of authority relations among K-2 students across 20 videos of collaborative mathematics partnerships, from three classrooms in one elementary school. Drawing on positioning theory, we explore how authority relations between children affected collaborative dynamics. In particular, we trace how children drew on both adult and peer sources of authority and the effects on peer interactions during collaboration. Through three vignettes, we show how students' deployment of adult authority through the perceived threat of getting in trouble can overpower peer resistance and shut down possibilities for shared work. We also show how peer resistance was productively sustained when the threat of getting in trouble was less directly connected to the teacher, and instead students positioned themselves and one another with intellectual authority.
María Angélica Mejía-Cáceres, Laísa Maria Freire
Published: 8 August 2021
Studia paedagogica, Volume 26, pp 139-163; https://doi.org/10.5817/sp2021-2-7

Abstract:
This study aims to recognize which political guidelines operate at the educational level and influence the pre-service education of teachers in science and environmental education. The research question concerns which political discourses influence the curriculum of the pre-service education of teachers in science and environmental education in Colombia. To address this question, we conducted exploratory research regarding educational policies from 1886 to 2017; these consisted of eight laws, nineteen decrees, and eight resolutions. Additionally, we made use of the document of the Colombian System of Educator Education and Policy Guidelines. Finally, in the Universidad del Valle, we studied five resolutions that guided the pre-service education of teachers in science education from 2002 to 2017. In our introduction, we discuss a range of theoretical influences, such as of the World Bank and Western European thought, in education policy discourses that are subsequently supported by the results of our research. Our findings help to understand how scientific and environmental education knowledge could, in response to the educational policy, co-exist or compete with each other for placement.
Tomáš Lintner, Zuzana Šalamounová
Published: 8 August 2021
Studia paedagogica, Volume 26, pp 49-76; https://doi.org/10.5817/sp2021-2-3

Abstract:
The aim of this explorative research study was to identify the relationship between the positions of individual students in their peer social networks and their classroom seating arrangement through sociometry and social network analysis. We examined the social networks of 17 classrooms comprising 363 students (183 boys, 180 girls) attending lower secondary schools (ISCED 2A). We found that positions in social networks could not be connected with single specific seating positions. Nonetheless, certain tendencies can be observed. Students who are perceived as more likeable sit in the middle column of the classroom and are seated close to each other. Locations inhabited by dominant students are positioned further from teachers and further apart from each other. The increase of the values of degree centrality, closeness centrality, and eigenvector centrality is noticeable in desks positioned further away from the teacher. By comparing these results with studies examining seating arrangements as a means of distributing learning opportunities through student participation, specific zones can be observed in the classroom that could benefit the children seated there in their roles as students and at the same time in their roles as classmates.
Kateřina Lojdová, Kateřina Vlčková, Jan Nehyba
Published: 8 August 2021
Studia paedagogica, Volume 26, pp 113-137; https://doi.org/10.5817/sp2021-2-6

Abstract:
Teacher identity is one of the key factors influencing the form and quality of educational processes. The aim of our literature review is an analysis of research on teachers' narrative identity in primary and secondary education. We used the Web of Science database and selected studies from 2010–2020 in English. The analysis shows that the area of teacher identity can be viewed from the points of personal and professional identity and their interplay. The data about teacher identity were collected mostly as narratives showing teachers' experience of their profession and their selves. Professional identity is investigated in terms of diversity in classroom discourse, curriculum, and professional development. Research on a teachers' personal identity focuses primarily on gender, parenting, sexual orientation, ethnicity, culture, political orientation, and national identity. The study illustrates an interplay of professional and personal identity.
Femke Van der Wilt, Dominik E. Froehlich, Chiel Van der Veen
Published: 8 August 2021
Studia paedagogica, Volume 26, pp 11-29; https://doi.org/10.5817/sp2021-2-1

Abstract:
Engaging in positive relationships with peers is highly important for children's learning and development. In the present study, social network analyses were used to investigate how children's language competence affects their peer relationships in the context of early childhood classrooms. A total of 13 classrooms (N = 248 children) participated. Children's language competence was measured using tests for oral communicative competence and receptive vocabulary knowledge. Furthermore, a sociometric method was used to obtain network data. Outcomes of social network analyses showed that children are more likely to form relationships with children with high and similar levels of receptive vocabulary knowledge. In addition, weak support was found for the hypothesis that children form relationships with children with high levels of oral communicative competence.
Dominik E. Froehlich, Simon Beausaert, Mien Segers
Published: 8 August 2021
Studia paedagogica, Volume 26, pp 77-96; https://doi.org/10.5817/sp2021-2-4

Abstract:
Employees' feedback-seeking networks at work are important for employees' learning and employability. Earlier studies often neglected the specific characteristics of the different relationships an individual employee has at work. We conduct social network analyses in seven samples to study inter-individual differences in feedback-seeking relationships in detail. We investigate 2,058 feedback-seeking relationships of 118 employees to study how similarity-attraction affects the composition of feedback-seeking networks at work and how the composition of these feedback-seeking networks influences employees' employability. This research study aims to contribute by taking into account both the mechanisms that shape feedback-seeking networks and the effects of this on employability. The results show that similarity-attraction affects feedback-seeking in the workplace and that having a largely homogeneous feedback-seeking network has detrimental effects on employability.
Stephen MacGregor, Chris Brown, Jane Flood
Published: 8 August 2021
Studia paedagogica, Volume 26, pp 31-48; https://doi.org/10.5817/sp2021-2-2

Abstract:
An emerging body of literature suggests the importance of positive leadership for school and district improvement (e.g., Cherkowski, 2018; Louis & Murphy, 2018). A number of lines of evidence have converged upon how positive leadership principles can influence behavioral outcomes (e.g., collaboration among school staff), attitudinal outcomes (e.g., job satisfaction), leader-related outcomes (e.g., trust for leadership), and performance outcomes (e.g., collective efficacy), as well as a wide variety of moderating and mediating variables for these outcomes (Murphy & Louis, 2018). At present, there is little evidence about the role of positive leadership in relation to the mobilization of innovative teaching and learning practices, particularly practices that advance well-being and positive mental health for students and teachers. This article reports on a study that examined the associations between school staff perceptions of positive school leadership, their behaviors related to innovative practices, and their connections to other staff within a multi-school network. The question guiding our work was, "How do school staff perceptions of positive leadership alongside information about their school roles and social connections influence the potential for mobilizing innovative practices?" A cross-sectional survey methodolog y combining traditional and social network data collection methods (Carolan, 2014; Groves et al., 2009) was employed to generate an understanding of the interconnectedness of relational patterns within schools, perceptions of positive leadership, and individual efforts toward innovation. The case for this study was a federation comprising three infant schools in Hampshire, England. In total, 31 teaching staff completed the survey: a response rate of 84%. Our analysis suggests that well-being and positive mental health leadership roles are important not only for mobilizing advice about teaching practices and classroom management, but also in galvanizing the expressive social networks that promote self-governance in school staff. Furthermore, expert uses of innovative practices related to well-being appear to be concentrated on the staff holding well-being leadership positions. Although it is intuitively beneficial to have this concentration of expertise in individuals explicitly charged to promote and support well-being, comparisons between the instrumental and expressive networks suggest that some school staff were not strongly influenced by these leaders. We view this finding as reflecting the importance of paying attention to how practices are mobilized throughout school networks. Against the backdrop of positive leadership, mobilizing practices requires that leaders have an authentic understanding of their staff, an attentiveness to their needs, and an ability to attune their behaviors to those needs.
Irena Smetáčková, Stanislav Štech
Published: 15 April 2021
Studia paedagogica, Volume 26, pp 9-38; https://doi.org/10.5817/sp2021-1-1

Abstract:
Článek prezentuje výsledky dotazníkového šetření mezi rodiči žáků na 1. stupni základních škol, v kterém se vyjadřovali k průběhu vzdělávání v období uzavření škol v důsledku pandemie Covid-19 na jaře 2020. Dotazník mapoval vybavení rodin, časové možnosti i kompetence rodičů, průběh výuky, rodičovské praktiky při pomoci s učením a komunikace se školou. Analýza se zaměřila na otázku, zda rodiče hodnotili vzdělávání doma jako zvládnuté a zda pociťovali obavy o další školní výsledky svého dítěte. Hodnocení přitom chápeme jako relační vztah mezi technickými, výchovně-vztahovými a kompetenčními podmínkami v rodinách na jedné straně a požadavky ze strany škol na straně druhé. Analýza ukázala, že dvě třetiny rodičů hodnotily vzdělávání doma kladně. Téměř třetina rodičů ale uvedla negativní hodnocení, které souviselo zejména s obavami o školní úspěšnost dítěte a s pocitem znejistění vyplývajícím z komunikace se školou. Jednalo se zejména o rodiče s nižším vzděláním, kteří častěji docházeli do zaměstnání, měli nedostatek technického vybavení a vnímali slabší kompetence pomáhat dítěti s učením.
David Macek, Michal Jabůrek, Edita Chvojková, Šárka Portešová
Published: 15 April 2021
Studia paedagogica, Volume 26, pp 69-90; https://doi.org/10.5817/sp2021-1-3

Abstract:
Cílem studie je s použitím české adaptace metody Škály emoční inteligence (Emotional Intelligence Scale) amerických autorů Vallerové a Pfeiffera z roku 2015 ověřit faktorovou strukturu přeložené verze dotazníku a její srovnatelnost napříč různými skupinami hodnotitelů. Sběru výzkumných dat se zúčastnilo celkem 87 učitelů, 251 matek a 117 otců, kteří s pomocí uvedené metody hodnotili socio-emoční schopnosti 315 dětí z 51 škol. Výsledkem byla identifikace dvoufaktorového modelu české verze dotazníku s faktory Prosociální chování a Emoční sebeuvědomění a seberegulace. Zároveň jsme z jistili, že daný model vykazuje dobrou shodu s daty matek a otců, v případě pedagogů však není akceptovatelný. Výsledky a implikace z jištění jsou diskutovány v kontextu dalšího využití metody a dopadu na budoucí výzkumy socio-emočních dovedností pomocí dotazníkových metod.
Karla Brücknerová
Published: 15 April 2021
Studia paedagogica, Volume 26, pp 125-144; https://doi.org/10.5817/sp2021-1-5

Abstract:
Cílem článku je z jistit, na základě jakých kritérií konstruují zralí studenti (nad 26 let) kombinovaného studia pedagogických (učitelských i neučitelských) oborů hodnocení kvality svého vysokoškolského studia. K naplnění cíle využívám 28 narativních rozhovorů, v nichž kombinovaní studenti popisují svoji cestu studiem. Na základě tří kol kvalitativní analýz y (iniciální kódování, identifikace a analýza hodnoticích výpovědí, analýza významu jednotlivých hodnoticích výpovědí pro jednotlivé respondenty) představím čtyři pilíře kvality, které mají hlavní slovo v hodnoticích soudech zralých studentů pedagogických oborů. Prvním pilířem je partnerský přístup ke studentům indikovaný vnímavostí učitele a z působem nastavení pravidel. Druhým pilířem je vnímaná smysluplnost na úrovni kurikula předmětů a celkové koncepce studijního programu. Třetím pilířem je optimální náročnost studia indikovaná na jedné straně důstojnými standardy a na straně druhé podřízeností náročnosti cíli studia. Čtvrtým pilířem je didaktická kvalita prezenční výuky i online podpory. V závěru textu navrhuji postup, jak kvalitu studia v očích kombinovaných studentů efektivně zvyšovat.
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