Title: Virtuálne zdieľané učiteľstvo matiek domškolákov
Variant title:
- Virtual shared teaching of mothers of homeschooled children
Source document: Studia paedagogica. 2023, vol. 28, iss. 1, pp. [83]-112
Extent
[83]-112
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2023-1-4
Stable URL (handle): https://hdl.handle.net/11222.digilib/digilib.79346
Type: Article
Language
License: Not specified license
Rights access
open access
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Inštitucionálne vzdelávanie nie je vždy schopné reagovať na potreby, záujmy a predstavy všetkých rodín, čo vytvára priestor aj pre rozširovanie domáceho (individuálneho) vzdelávania. Postupný nárast počtu domškolákov na Slovensku naznačuje posuny v rodičovských prístupoch k vzdelávaniu svojich detí. Štúdia prezentuje výskum, ktorého cieľom bolo porozumieť matkám ako primárnym domácim vzdelávateľom, odkryť pedagogickú dimenziu materstva a preskúmať potenciál komunikácie o domácom vzdelávaní na internete. Pre tento účel bol analyzovaný obsah komunikácie matiek detí v domácom vzdelávaní, verejne dostupný na internete, v otvorenej diskusnej skupine. Pri spracovaní dát bola využitá reflexívna tematická analýza. Generované boli tri hlavné témy: Zdieľaná identita matky domškoláka, Obrazy o mainstreamovom vzdelávaní a Didaktika domácej školy. Matky sa v témach javili ako odhodlané, podporujúce, angažované, ochotné zdieľať a pomáhať. Na pozadí kritického prístupu k školám a vzdelávaniu, ktoré poskytujú, sa snažia učiť svoje deti tak, aby boli čo najlepšie zohľadnené ich osobitosti, potenciál a možnosti domáceho prostredia. Zaujímavo im pri tom pomáha komunikácia a podporujúce zdieľanie na internete.
Institutional education is not always able to respond to the needs, interests, and visions of all families, creating space for the expansion of home (individual) education. The gradual increase in the number of homeschoolers in Slovakia indicates shifts in parental approaches to their children's education. This study presents research aimed at understanding mothers as primary homeschool educators, uncovering the pedagogical dimension of motherhood, and exploring the potential of online communication about homeschooling. For this purpose, the content of communication among mothers of homeschooled children, publicly available on the Internet in an open discussion group, was analyzed. Reflexive thematic analysis was used in data processing, leading to three main themes: Shared Identity of Mothers of Homeschooled Children, Perceptions of Mainstream Education, and Home Education Didactics. Within these themes, mothers appeared determined, supportive, engaged, and willing to share and help. Against the backdrop of a critical approach to the schools and education they provide, these mothers strive to teach their children in a way that best reflects their unique characteristics, potential, and the possibilities of their home environment. Interestingly, Internet communication plays a significant role in assisting them in this endeavor.
Note
Príspevok vznikol s podporou projektu VEGA 1/0303/2022 Descholarizácia a domáce vzdelávanie v nových sociálnych a pedagogických situáciách a kontextoch.
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[3] Beláňová, A., Machovcová, K., Kostelecká, Y., & McCabe, M. (2018). Justifying homeschooling in Czech Republic: How "good parents" and their children use time. Childhood, 25(4), 530-543. https://doi.org/10.1177/0907568218793517
[4] Bertrand, Y. (1998). Soudobé teorie vzdělávání. Portál.
[5] Braun, V., & Clarke, V. (2023). Toward good practice in thematic analysis: Avoiding common problems and be(com)ing a knowing researcher. International Journal of Transgender Health, 24(1), 1-6. https://doi.org/10.1080/26895269.2022.2129597
[6] Braun, V., & Clarke, V. (n.d.). Understanding TA. University of Auckland. https://www.thematicanalysis.net/understanding-ta/
[7] De Singly, F. (1999). Sociologie současné rodiny. Portál.
[8] Dvořáková, I. (2010). Obsahová analýza / formální obsahová analýza / kvantitativní obsahová analýza. Antropowebzin, 2, 95-99. http://www.antropoweb.cz/webzin/index.php/webzin/article/view/97
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[10] Fadjukoff P., Pulkkinen L., Lyyra, A-L., & Kokko K. (2016). Parental identity and its relation to parenting and psychological functioning in Middle Age. Parenting, 16(2), 87-107. https://doi.org/10.1080/15295192.2016.1134989
[11] Fargion, S. (2023). Representations of parenting and, the neo-liberal discourse: parents' and professionals' views on child-rearing practices in Italy. Journal of Family Studies, 29(1), 188-204. https://doi.org/10.1080/13229400.2021.1905049
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[16] Hrčková, A., & Adamčíková, J. (2014). Motivácie pre zdieľanie poznatkov v diskusných fórach. In L. Lichnerová & J. Steinerová (Eds), Knižničná a informačná veda: zborník Filozofickej fakulty Univerzity Komenského XXV (s. 41-54). Univerzita Komenského. https://fphil.uniba.sk/fileadmin/fif/katedry_pracoviska/kkiv/Publikacie/KaIV/KIV25_41.pdf
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[18] Jandourek, J. (2001). Sociologický slovník. Portál.
[19] Johnson, S. A. (2015). 'Intimate mothering publics': Comparing face-to-face support groups and Internet use for women seeking information and advice in the transition to first-time motherhood. Culture, Health & Sexuality, 17(2), 237-251. https://doi.org/10.1080/13691058.2014.968807
[20] Jolly, J. L., & Matthews, M. S. (2017). Why we blog: Homeschooling mothers of gifted children. Roeper Review, 39(2), 112-120. https://doi.org/10.1080/02783193.2017.1289579
[21] Jolly, J. L., & Matthews, M. S. (2020). The shifting landscape of the homeschooling continuum. Educational Review, 72(3), 269-280. https://doi.org/10.1080/00131911.2018.1552661
[22] Karsten, L. (2015). Middle-class childhood and parenting culture in high-rise Hong Kong: On scheduled lives, the school trap and a new urban idyll. Children's Geographies, 13(5), 556-570. https://doi.org/10.1080/14733285.2014.915288
[23] Kaščák, O., Kostelecká, Y., Komárková, T., & Novotná, V. (2022). Rodina jako substituce školy? K distribuci vzdělávací zodpovědnosti ve dvou vlnách pandemie covidu-19 v České republice. Sociologický časopis, 58(5), 509-532. https://doi.org/10.13060/csr.2022.028
[24] Kašparová, I. (2020). Skloňování vybraných forem domácího vzdělávání v Česku (aneb kdo v Česku potřebuje domácí vzdělávání). In Y. Kostelecká, A. Beláňová, D. Hána, I. Kašparová, J. Pivarč, & Z. Svobodová. Domácí vzdělávání (s. 15-34). Univerzita Karlova.
[25] Kollender E. (2021). 'Then you just have to perform better': Parents' strategies for countering racial othering in the context of neoliberal educational reforms in Germany. Race Ethnicity and Education. https://doi.org/10.1080/13613324.2021.1997973
[26] Kostelecká, Y., Kaščák, O., Komárková, T., & Klapálková, V. (2023). Motivace rodičů k domácímu vzdělávání v českém kontextu. Sociológia, 55(5), 496-521. https://doi.org/10.31577/sociologia.2023.55.5.18
[27] Kunzman, R., & Gaither, M. (2013). Homeschooling: A comprehensive survey of the research. Other Education: The Journal of Educational Alternatives, 2(1), 4-59.
[28] Liss, M., Schiffrin, H. H., Mackintosh, V. H., Miles-McLean, H., & Erchull, M. J. (2013). Development and validation of a quantitative measure of intensive parenting attitudes. Journal of Child and Family Studies, 22, 621-636. https://doi.org/10.1007/s10826-012-9616-y
[29] Lois, J. (2006). Role strain, emotion management, and burnout: Homeschooling mothers' adjustment to the teacher role. Symbolic Interaction, 29(4), 507-529.
[30] Machovcová, K., Beláňová, A., Kostelecká, Y., & Mccabe, M. (2021). Homeschooling mothers: Precarious by choice? Human affairs, 31(1), 73-88. https://doi.org/10.1515/humaff-2021-0007
[31] Matejková, A. (2019, 8. března). Výskum SÚ SAV: tradičné delenie rodových rolí u nás stále pretrváva. Slovenská akadémia vied. https://www.sav.sk/index.php?lang=sk&doc=services-news&-source_no=20&news_no=8130
[32] Morton, R. (2010). Home education. Construction of choice. International Electronic Journal of Elementary Education, 3(1), 45−56. https://www.iejee.com/index.php/IEJEE/article/view/238/234
[33] Nemer, K. M. (2002). Understudied education: Toward building a homeschooling research agenda. Occasional Paper. National Center for the Study of Privatization in Education, Teachers College, Columbia University. https://files.eric.ed.gov/fulltext/ED480142.pdf
[34] Nešporová, O., & Šťastná, A. (2022). Rodičovství - plány, formy a zkušenosti. Sociální studia, 19(2), 7-11. https://journals.muni.cz/socialni_studia/issue/view/2185
[35] Ostertágová, A., & Rehuš, M. (2021). Správa z reprezentatívneho prieskumu o priebehu a dopade dištančnej výučby v školskom roku 2020/2021. Centrum vzdelávacích analýz. https://www.vzdelavacieanalyzy.sk/sprava-z-reprezentativneho-prieskumu-o-priebehu-a-dopade-distancnej-vyucby-v-skolskom-roku-2020-2021/
[36] Podmanická, Z. (ed.). (2015). Štatistika vsúvislostiach. Rodinné správanie populácie Slovenska. Štatistický úrad Slovenskej republiky.
[37] Popper, M. (ed.). (2021). Analýza diskurzov o tradičných a alternatívnych rodičovstvách na Slovensku. Veda.
[38] OZ DV. (2020). Prieskum situácie domácich školákov na Slovensku 2020 (vlastný prieskum OZ DVS). Občianske združenie Domáce vzdelávanie na Slovensku. https://www.domacaskola.sk/statistiky-dv/
[39] OZ DV. (2023a, 20. marec). Školy pre DV. Občianske združenie Domáce vzdelávanie na Slovensku https://www.domacaskola.sk/kmenoveskoly/
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