Učitelský pohled na školní ne/úspěšnost na 1. stupni základní školy: potřeba nové definice

Title: Učitelský pohled na školní ne/úspěšnost na 1. stupni základní školy: potřeba nové definice
Variant title:
  • Teacher's perspectives on school failure and success in primary education: the need for a new definition
Source document: Studia paedagogica. 2023, vol. 28, iss. 1, pp. [9]-34
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
License: Not specified license
Rights access
open access

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

Výzkumy ukazují vysokou souvislost školní úspěšnosti a celkového pozitivního vývoje jedince. Na úspěšnost žáků a žákyň mají klíčový vliv vyučující, a to svými požadavky, pedagogickými postupy a hodnoticími kritérii. Tento článek představuje výsledky výzkumu učitelského pojetí školní neúspěšnosti ve 2. ročníku ZŠ. Prostřednictvím 29 učitelských rozhovorů jsme zjistili, že vyučující jsou k pojmu "školní neúspěšnost" kritičtí. Identifikovali jsme tři pojetí školní neúspěšnosti. Ta byla porovnána s tím, jak vyučující hodnotili děti ve svých třídách (n = 652). Navzdory deklarované nefunkčnosti pojmu "školně ne/úspěšný žák" jej vyučující používají, a to diferencovaně, a vnímají skupiny žáků jako odlišné zejména v subškále kognitivní schopnosti a školní výkony. V závěru proto argumentujeme pro redefinici pojmu školní ne/úspěšnost tak, aby byl vyučujícími akceptován a zohlednil opomíjené dimenze.
Research has shown a high correlation between school success and the overall positive development of an individual. Teachers (through their requirements, pedagogical procedures, and evaluation criteria that are based on their concept of school success and failure) are a key influence on whether students are successful. The article presents the results of research on teachers' ideas of unsuccessful pupils in the second year of primary (ISCED 1) school. Through 29 teacher interviews, it was found that teachers are critical of the concept of school failure and are reluctant to use it. However, three concepts of school failure were identified. Those were compared with how teachers assessed the children in their classes (n = 652). Despite the declared non-functionality of the terms "school failure" and "unsuccessful pupil", teachers use the terms differently and perceive those groups of pupils as different, especially in cognitive abilities and school performance. Therefore, we argue for the redefinition of the concepts of school failure and success so that they are accepted by teachers and take into account the neglected dimensions in the old conceptions.
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