The authors focus on the educational reform proposals in the context of the perestroika policy in Czechoslovakia. In particular, they analyze the archival records reflecting the ongoing issues of the educational system from the perspective of state power. Problems with applying a united school policy led to several analyses of the educational system and the subsequent preparation of amendments to the school laws. The study examines the balance between communist ideology and the practical issues of schooling that limited the opportunities to effectively push more fundamental reforms. The authors also reflect possible parallels with the post-socialist transformation (e.g., in efforts to decentralize school management). The most recent perspective of contemporary history focused on possible continuities – the authors deepen this in terms of education and try to answer whether the proposed reforms could be successful, taking account of the parallels abroad.
{"title":"Vzdělávací systém a československá verze přestavby (1987–1989): analýza, kritika a návrhy na reformy v kontextu ideologie a krize","authors":"Oto Polouček, Jiří Zounek","doi":"10.5817/sp2021-3-4","DOIUrl":"https://doi.org/10.5817/sp2021-3-4","url":null,"abstract":"The authors focus on the educational reform proposals in the context of the perestroika policy in Czechoslovakia. In particular, they analyze the archival records reflecting the ongoing issues of the educational system from the perspective of state power. Problems with applying a united school policy led to several analyses of the educational system and the subsequent preparation of amendments to the school laws. The study examines the balance between communist ideology and the practical issues of schooling that limited the opportunities to effectively push more fundamental reforms. The authors also reflect possible parallels with the post-socialist transformation (e.g., in efforts to decentralize school management). The most recent perspective of contemporary history focused on possible continuities – the authors deepen this in terms of education and try to answer whether the proposed reforms could be successful, taking account of the parallels abroad.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48803784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Similarity-Attraction Theory and Feedback-Seeking Behavior at Work: How Do They Impact Employability?","authors":"D. Froehlich, Simon Beausaert, M. Segers","doi":"10.5817/sp2021-2-4","DOIUrl":"https://doi.org/10.5817/sp2021-2-4","url":null,"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.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49039066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jennifer M. Langer-Osuna, Rosa D. Chavez, Faith Kwon, James Malamut, Emma C. Gargroetzi, K. Lange, Jesse Ramirez
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.
{"title":"“I’m Telling!”: Exploring Sources of Peer Authority During a K-2 Collaborative Mathematics Activity","authors":"Jennifer M. Langer-Osuna, Rosa D. Chavez, Faith Kwon, James Malamut, Emma C. Gargroetzi, K. Lange, Jesse Ramirez","doi":"10.5817/sp2021-2-5","DOIUrl":"https://doi.org/10.5817/sp2021-2-5","url":null,"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.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44642348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The importance of positive leadership for school and district improvement is receiving increased attention (e.g., Cherkowski, 2018; Seashore Louis & Murphy, 2018). In particular, it is suggested that positive leadership, when implemented effectively, can influence behavioural outcomes (e.g., collaboration among school staff), attitudinal outcomes (e.g., job satisfaction), leader-related outcomes (e.g., trust for leadership), performance outcomes (e.g., collective efficacy) as well as a wide variety moderating and mediating variables for these outcomes (Murphy & Seashore Louis, 2018; Eva, Robin, Sendjaya, van Dierendonck, & Liden, 2019). At the same time, 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. The mobilisation of such practices is of increasing importance in education systems that are ‘self-improving’: i.e. which rely on teachers and schools understand what effective practice comprises and then sharing this practice widely (Brown, 2020). Correspondingly, this paper reports on a study which examined the associations between perceptions of positive school leadership, their behaviours as regards to innovative practices, and their connections to others within a multi-school network. The overarching research question guiding our work is, “How do perceptions of positive leadership alongside information about their school roles and social connections influence the potential for mobilizing innovative practices?” We begin the paper by outlining several principles of positive leadership that are important for understanding the development of social capital in support of well-being and positive mental health. Following this we next introduce the notion of networks in education and how networks represent opportunities for channeling embedded social capital towards achieving school improvement targets, particularly in relation to mobilizing effective practices. We then posit several hypotheses about the mobilization of innovative teaching and learning practices related to well-being within the framework of positive leadership and education networks.
{"title":"Exploring the Role of Positive Leadership for Mobilizing Innovative Practices: A Social Network Approach","authors":"Stephen MacGregor, Christopher R. Brown, J. Flood","doi":"10.5817/sp2021-2-2","DOIUrl":"https://doi.org/10.5817/sp2021-2-2","url":null,"abstract":"The importance of positive leadership for school and district improvement is receiving increased attention (e.g., Cherkowski, 2018; Seashore Louis & Murphy, 2018). In particular, it is suggested that positive leadership, when implemented effectively, can influence behavioural outcomes (e.g., collaboration among school staff), attitudinal outcomes (e.g., job satisfaction), leader-related outcomes (e.g., trust for leadership), performance outcomes (e.g., collective efficacy) as well as a wide variety moderating and mediating variables for these outcomes (Murphy & Seashore Louis, 2018; Eva, Robin, Sendjaya, van Dierendonck, & Liden, 2019). At the same time, 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. The mobilisation of such practices is of increasing importance in education systems that are ‘self-improving’: i.e. which rely on teachers and schools understand what effective practice comprises and then sharing this practice widely (Brown, 2020). Correspondingly, this paper reports on a study which examined the associations between perceptions of positive school leadership, their behaviours as regards to innovative practices, and their connections to others within a multi-school network. The overarching research question guiding our work is, “How do perceptions of positive leadership alongside information about their school roles and social connections influence the potential for mobilizing innovative practices?” \u0000We begin the paper by outlining several principles of positive leadership that are important for understanding the development of social capital in support of well-being and positive mental health. Following this we next introduce the notion of networks in education and how networks represent opportunities for channeling embedded social capital towards achieving school improvement targets, particularly in relation to mobilizing effective practices. We then posit several hypotheses about the mobilization of innovative teaching and learning practices related to well-being within the framework of positive leadership and education networks.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43878964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kateřina Zábrodská, Jiří Mudrák, Eva Rozumová, L. Takács
{"title":"Očekávání úspěchu, hodnota výkonu a seberegulace: typologie výkonové motivace studentů pedagogických oborů založená na klastrové analýze dotazníku motivace k výkonu","authors":"Kateřina Zábrodská, Jiří Mudrák, Eva Rozumová, L. Takács","doi":"10.5817/SP2021-1-6","DOIUrl":"https://doi.org/10.5817/SP2021-1-6","url":null,"abstract":"","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41584715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the last ten years, tertiary education in the Czech Republic has balanced between the phases Trow described as “mass” and “universal”. Thus, a wide range of beginning students come to colleges and are integrating into the college environment for the first time. These students include a group for whom the integration process is more demanding than for their colleagues. This group is the first-generation university students whose family members do not have a college degree. First-generation students go through the process of integration as the first in their family, This experience involves certain specific characteristics of the integration process, in both the academic and social spheres. This review summarizes the knowledge, mostly from foreign research, that addresses the problems of academic and social integration, and specifically that addresses the issue of firstgeneration university students. This text aims to answer the following questions: (1) What is the process of academic and social integration into university studies? (2) Who are first-generation university students, and why should we focus on this group of newcomers?, and (3) What specific characteristics affect the academic and social integration of first-generation university students? An analysis of the texts shows the attributes of first-generation college students that influence the process of their academic and social integration. These attributes are the socioeconomic status of the student and their family, personal identity and role conflict, and lack of experience with the tertiary education system. According to Cross, these individual factors influencing the entry process into tertiary study can be interpreted as institutional, situational, and dispositional barriers.
{"title":"Akademická a sociální integrace do studia na vysoké škole u první generace vysokoškoláků: přehledová studie","authors":"Tereza Vengřinová","doi":"10.5817/SP2021-1-7","DOIUrl":"https://doi.org/10.5817/SP2021-1-7","url":null,"abstract":"In the last ten years, tertiary education in the Czech Republic has balanced between the phases Trow described as “mass” and “universal”. Thus, a wide range of beginning students come to colleges and are integrating into the college environment for the first time. These students include a group for whom the integration process is more demanding than for their colleagues. This group is the first-generation university students whose family members do not have a college degree. First-generation students go through the process of integration as the first in their family, This experience involves certain specific characteristics of the integration process, in both the academic and social spheres. This review summarizes the knowledge, mostly from foreign research, that addresses the problems of academic and social integration, and specifically that addresses the issue of firstgeneration university students. This text aims to answer the following questions: (1) What is the process of academic and social integration into university studies? (2) Who are first-generation university students, and why should we focus on this group of newcomers?, and (3) What specific characteristics affect the academic and social integration of first-generation university students? An analysis of the texts shows the attributes of first-generation college students that influence the process of their academic and social integration. These attributes are the socioeconomic status of the student and their family, personal identity and role conflict, and lack of experience with the tertiary education system. According to Cross, these individual factors influencing the entry process into tertiary study can be interpreted as institutional, situational, and dispositional barriers.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48438733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study is based on the fact that student participation in educational communication influences their academic achievement and that the extent of student participation is influenced by their position among their peers in the classroom. Therefore, this study inquires as to how students with the lowest and the highest level of dominance, as ascribed to them by their peers, participate in classroom discourse. Based on a sociometric rating-scale measure of dominance, this study investigates the participation of 12 Czech ninth grade students, out of which four have the highest and eight the lowest individual index of dominance. Our findings show that the participation of these students differs greatly, both in their choice of whether to participate and in their interpretations of why they do so. Our study also shows that teachers influence whether some students will participate by setting up beneficial conditions for participation. This study presents a significant finding: students who participate with argumentation and open the “dialogic space” are students who have a high index of dominance and the lowest academic achievement. We use this finding to propose implications for teaching and for emphasizing that teachers and how they establish regulative discourse in the classroom are important factors in deciding whether students participate with argumentation.
{"title":"Žáci jako spolužáci: participace žáků na výukové komunikaci v kontextu jejich vlivu ve třídě","authors":"Z. Šalamounová, Jana Navrátilová","doi":"10.5817/SP2021-1-2","DOIUrl":"https://doi.org/10.5817/SP2021-1-2","url":null,"abstract":"This study is based on the fact that student participation in educational communication influences their academic achievement and that the extent of student participation is influenced by their position among their peers in the classroom. Therefore, this study inquires as to how students with the lowest and the highest level of dominance, as ascribed to them by their peers, participate in classroom discourse. Based on a sociometric rating-scale measure of dominance, this study investigates the participation of 12 Czech ninth grade students, out of which four have the highest and eight the lowest individual index of dominance. Our findings show that the participation of these students differs greatly, both in their choice of whether to participate and in their interpretations of why they do so. Our study also shows that teachers influence whether some students will participate by setting up beneficial conditions for participation. This study presents a significant finding: students who participate with argumentation and open the “dialogic space” are students who have a high index of dominance and the lowest academic achievement. We use this finding to propose implications for teaching and for emphasizing that teachers and how they establish regulative discourse in the classroom are important factors in deciding whether students participate with argumentation.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48679335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Článek prezentuje výsledky dotazníkového šetření mezj rodici 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, rodičovsképraktiky při pomoci s učením a komunikace se školou. Analýzy 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 mezj technickými, výchovně-vzjahovými 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 spocitem 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.Alternate abstract:The article presents the results of a questionnaire survey of parents of elementary school pupils in which they commented on the course of education during school closures in spring 2020 due to the Covid-19 pandemic. The questionnaire mapped family facilities, parental time and competencies, and parenting Covid practices in helping with learning and communicating with the school. The analysis focused on the question of whether the parents assessed the home education as managed and whether they felt concerned about their child's further school results. At the same time, we understand the parents evaluations as the result of the interaction between technical, educational-relational, and competence conditions in families on the one hand and requirements on the part of schools on the other. The analysis showed that most parents rated home education positively. However, almost a third of the parents gave a negative evaluation, which was mainly related to concerns about the child's school success and feelings of uncertainty resulting from communication with the school. These were mainly parents with lower education, who had less time, technical equipment, and competence to help the child with learning.
{"title":"Obavy rodičů žáků 1. stupně základních škol: co ukázalo uzavření škol?","authors":"Irena Smetáčková, Stanislav Štech","doi":"10.5817/SP2021-1-1","DOIUrl":"https://doi.org/10.5817/SP2021-1-1","url":null,"abstract":"Článek prezentuje výsledky dotazníkového šetření mezj rodici 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, rodičovsképraktiky při pomoci s učením a komunikace se školou. Analýzy 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 mezj technickými, výchovně-vzjahovými 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 spocitem 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.Alternate abstract:The article presents the results of a questionnaire survey of parents of elementary school pupils in which they commented on the course of education during school closures in spring 2020 due to the Covid-19 pandemic. The questionnaire mapped family facilities, parental time and competencies, and parenting Covid practices in helping with learning and communicating with the school. The analysis focused on the question of whether the parents assessed the home education as managed and whether they felt concerned about their child's further school results. At the same time, we understand the parents evaluations as the result of the interaction between technical, educational-relational, and competence conditions in families on the one hand and requirements on the part of schools on the other. The analysis showed that most parents rated home education positively. However, almost a third of the parents gave a negative evaluation, which was mainly related to concerns about the child's school success and feelings of uncertainty resulting from communication with the school. These were mainly parents with lower education, who had less time, technical equipment, and competence to help the child with learning.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46341471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
David Macek, Michal Jabůrek, Edita Chvojková, Šárka Portešová
{"title":"Problematika měření socio-emočních schopností u dětí: srovnatelnost faktorové struktury posuzovací škály mezi otci, matkami a pedagogy","authors":"David Macek, Michal Jabůrek, Edita Chvojková, Šárka Portešová","doi":"10.5817/SP2021-1-3","DOIUrl":"https://doi.org/10.5817/SP2021-1-3","url":null,"abstract":"","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43074361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study deals with the transformation of theories explaining the participation of adults in education. Its main goal is to map and critically evaluate the development of the existing theoretical concepts from the 1960s to the present as an evolution and mutual critical interaction of three consecutive waves of theories. Each wave is connected with a different generation of researchers, as well as with a different dominant theoretical and methodological approach and a specific socio-cultural context in which it was formed. The first wave (1960 to 1989) is represented by theories focused on micro-educational determinants of adult participation in lifelong learning (LLL). The second wave(1990 to 2009) is represented by approaches focused primarily Studia paedagogica vol. 26, n. 1, 2021 www.studiapaedagogica.cz https://doi.org/10.5817/SP2021-1-4
本研究涉及解释成人参与教育的理论转变。它的主要目标是描绘和批判性地评价从20世纪60年代到现在的现有理论概念的发展，作为三个连续的理论浪潮的演变和相互批判的相互作用。每一波浪潮都与不同一代的研究人员联系在一起，也与不同的主流理论和方法方法以及形成它的特定社会文化背景有关。第一波(1960年至1989年)以关注成人参与终身学习的微观教育决定因素的理论为代表。第二波浪潮(1990年至2009年)的代表方法主要集中在Studia paedagogica vol. 26, n. 1, 2021 www.studiapaedagogica.cz https://doi.org/10.5817/SP2021-1-4
{"title":"Tři vlny: vývoj teorií účasti dospělých ve vzdělávání (1960 až 2019)","authors":"Jan Kalenda","doi":"10.5817/SP2021-1-4","DOIUrl":"https://doi.org/10.5817/SP2021-1-4","url":null,"abstract":"The study deals with the transformation of theories explaining the participation of adults in education. Its main goal is to map and critically evaluate the development of the existing theoretical concepts from the 1960s to the present as an evolution and mutual critical interaction of three consecutive waves of theories. Each wave is connected with a different generation of researchers, as well as with a different dominant theoretical and methodological approach and a specific socio-cultural context in which it was formed. The first wave (1960 to 1989) is represented by theories focused on micro-educational determinants of adult participation in lifelong learning (LLL). The second wave(1990 to 2009) is represented by approaches focused primarily Studia paedagogica vol. 26, n. 1, 2021 www.studiapaedagogica.cz https://doi.org/10.5817/SP2021-1-4","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47936427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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