Keď zasadací poriadok funguje, alebo, Učiteľsko-žiacke preferencie pri obsadzovaní priestoru školskej triedy

Title: Keď zasadací poriadok funguje, alebo, Učiteľsko-žiacke preferencie pri obsadzovaní priestoru školskej triedy
Variant title:
  • When seating plan works, or, Teacher-pupil preferences when occupying classroom space
Source document: Studia paedagogica. 2012, vol. 17, iss. 2, pp. [71]-92
Extent
[71]-92
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
Language
License: Not specified license
Rights access
embargoed access
 

Notice: These citations are automatically created and might not follow citation rules properly.

Abstract(s)
Predmetom tejto štúdie sú pozičné preferencie aktérov školského vzdelávania, teda učiteľov a žiakov, premietnuté do zasadacieho poriadku školských tried druhého stupňa českých základných škôl. Podkladom pre výskum sa stali dáta z priameho pozorovania na dvoch českých základných školách, vidieckej a mestskej, ktorého sa spolu zúčastnilo 56 žiakov a 13 učiteľov. Výsledky výskumu poukazujú na to, že akt rozsadzovania žiakov vo výuke je dynamický viacfaktorový činiteľ, prechádzajúci štyrmi štádiami vývoja – adaptačným, disciplinačným, stabilizačným a liberalizačným. V závislosti od týchto štádií sa menia jeho funkcie, vplyv učiteľov a žiakov na tvorbu zasadacieho poriadku, ako aj preferencie, ktorými sa pri obsadzovaní jednotlivých miest v školskej triede riadia.
This study aims to describe positional preferences of teachers and pupils that are reflected in development and creation of the seating plan in Czech lower secondary classrooms. The research is based on direct observations at two lower secondary schools, one of which is rural and the other urban, which involved altogether 56 pupils and 13 teachers. The research results showed the act of position of pupils within classroom space is a dynamic multi factorial element that develops through four stages – adaptation, disciplinary, stabilization and liberalization. The stages simultaneously predestinate the functions of the seating plan, influence of teachers and pupils when creating it, as well as the preferences teachers and pupils apply when occupying the seating positions.
Note
Tento článok vznikol v rámci projektu Škola: výzkum vnitřních procesů a vnějších podmínek jejího fungování (GA406/09/H040) financovaného Grantovou agenturou České republiky.
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