The International Maritime Organization (IMO) has promoted the cybersecurity or maritime cyber risk management in raising awareness across the industry on how to tackle the extent to which a technology asset is threatened by a potential circumstance or event, which may result in shipping-related operational, safety or security failures brought about by information or systems being hacked, breached, or compromised. Survey says that among all industries, the education sector ranked as the least secured with 87% having experienced at least one attack. Hence, Cybersecurity for MET is indispensable for the protection of networks, devices, and data from unauthorized or unintended access or illegal use. This paper shall be using quantitative and quantitative methods of research. Fortunately, ISO has published ISO/IEC 27001:2022 Information security, cybersecurity and privacy protection – Information security management systems – Requirements and MAAP has its Cybersecurity Incident Response Plan. This paper shall use a historical research method related to MAAP Cybersecurity traditions and perspectives to align with the new international standard.
{"title":"Maritime Education and Training (met) Cybersecurity and iso/iec 27001:2022 from Maritime Academy of Asia and the Pacific (maap) Perspectives and Traditions","authors":"Eduardo Santos, Michael Amon","doi":"10.53656/ped2023-6s.08","DOIUrl":"https://doi.org/10.53656/ped2023-6s.08","url":null,"abstract":"The International Maritime Organization (IMO) has promoted the cybersecurity or maritime cyber risk management in raising awareness across the industry on how to tackle the extent to which a technology asset is threatened by a potential circumstance or event, which may result in shipping-related operational, safety or security failures brought about by information or systems being hacked, breached, or compromised. Survey says that among all industries, the education sector ranked as the least secured with 87% having experienced at least one attack. Hence, Cybersecurity for MET is indispensable for the protection of networks, devices, and data from unauthorized or unintended access or illegal use. This paper shall be using quantitative and quantitative methods of research. Fortunately, ISO has published ISO/IEC 27001:2022 Information security, cybersecurity and privacy protection – Information security management systems – Requirements and MAAP has its Cybersecurity Incident Response Plan. This paper shall use a historical research method related to MAAP Cybersecurity traditions and perspectives to align with the new international standard.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136349417","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}
One of the important aspects of organizational functioning is the adaptation process. Classically, the process is seen as adaptation to changes in the environment. and a factor for effective functioning. The publication presents the adaptation process as a cause of organizational aging – a classic problem of organizational development. As social systems, organizations go through stages analogous to biological systems. This presentation examines the specifics of the development process of organizations using a model representing the life cycle of an organizational system. The organization faces daily problems of different nature. In the stages of its life cycle, when it succeeds in dealing with problems, we see organizational growth. Over time, as a result of a declining ability to make adequate decisions, the organization reaches decline. There are a number of techniques for returning organizations to their creative period. In this context, this publication presents entrepreneurship as a tool for organizational renewal and modernization of educational systems. The conclusions drawn are supported by a study of a model organization Nikola Vaptsarov Naval Academy. The main research method applied is statistical analysis.
{"title":"Entrepreneurship – a Tool for Renewal and Modernization Ofthe Educational System","authors":"Zhaneta Kalinova","doi":"10.53656/ped2023-6s.13","DOIUrl":"https://doi.org/10.53656/ped2023-6s.13","url":null,"abstract":"One of the important aspects of organizational functioning is the adaptation process. Classically, the process is seen as adaptation to changes in the environment. and a factor for effective functioning. The publication presents the adaptation process as a cause of organizational aging – a classic problem of organizational development. As social systems, organizations go through stages analogous to biological systems. This presentation examines the specifics of the development process of organizations using a model representing the life cycle of an organizational system. The organization faces daily problems of different nature. In the stages of its life cycle, when it succeeds in dealing with problems, we see organizational growth. Over time, as a result of a declining ability to make adequate decisions, the organization reaches decline. There are a number of techniques for returning organizations to their creative period. In this context, this publication presents entrepreneurship as a tool for organizational renewal and modernization of educational systems. The conclusions drawn are supported by a study of a model organization Nikola Vaptsarov Naval Academy. The main research method applied is statistical analysis.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136349409","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}
As of the beginning of 2021, a set of new requirements has been introduced by the International Maritime Organization (IMO), necessitating established rules and measures about the cybersecurity of the ship’s systems. That is to ensure a certain level of cybersecurity onboard, as well as re-occurring training of onboard staff, is required, to maintain cybersecurity measures. That leads to a new vector of postgraduate certification and namely – ships’ system cybersecurity and cybersecurity management. Its purpose is to provide the necessary knowledge and skills, related to fulfilling the requirements of the IMO. This paper examines some aspects of education and training of the ship’s crew regarding cybersecurity.
{"title":"Maritime Cybersecurity Education and Training at Nikola Vaptsarov Naval Academy","authors":"Borislav Nikolov","doi":"10.53656/ped2023-6s.05","DOIUrl":"https://doi.org/10.53656/ped2023-6s.05","url":null,"abstract":"As of the beginning of 2021, a set of new requirements has been introduced by the International Maritime Organization (IMO), necessitating established rules and measures about the cybersecurity of the ship’s systems. That is to ensure a certain level of cybersecurity onboard, as well as re-occurring training of onboard staff, is required, to maintain cybersecurity measures. That leads to a new vector of postgraduate certification and namely – ships’ system cybersecurity and cybersecurity management. Its purpose is to provide the necessary knowledge and skills, related to fulfilling the requirements of the IMO. This paper examines some aspects of education and training of the ship’s crew regarding cybersecurity.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136349415","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 existence of sophisticated and integrated cyberspace aboard ships with information technology (IT) and operational technology (OT) makes cybersecurity a crucial concern for the maritime sector. The marine sector has benefited greatly from information and communication technologies, but they have also made ship systems and maritime infrastructure more susceptible to cyberattacks. Cyberattacks on ships have the potential to result in fatalities, severe financial losses, environmental damage, and other negative effects. A model course or specification for maritime cyber security education and training through the International Convention on Standards of Training, Certification, and Watchkeeping for Seafarers (STCW) 1978 has not yet been published by the International Maritime Organization (IMO), despite the fact that MSC.428 mandates cyber security risk management in the safety management system on ships to combat cyber-attacks and improve cyber resistance in maritime environments. The Analytic Hierarchical Process (AHP) technique is used in this work to offer a model for a curriculum for cyber security in the Maritime Education and Training (MET) system. It is possible to identify each competency’s priority in the MET system’s cyber security curriculum by comparing the relative weights assigned to each one. The results of the research provide the Met Institutions with the ability to be proactive and include cyber security knowledge and abilities into proposed curricula.
{"title":"Modelling of Maritime Cyber Security Education and Training","authors":"Gizem Kayisoglu, Pelin Bolat, Emre Duzenli","doi":"10.53656/ped2023-6s.07","DOIUrl":"https://doi.org/10.53656/ped2023-6s.07","url":null,"abstract":"The existence of sophisticated and integrated cyberspace aboard ships with information technology (IT) and operational technology (OT) makes cybersecurity a crucial concern for the maritime sector. The marine sector has benefited greatly from information and communication technologies, but they have also made ship systems and maritime infrastructure more susceptible to cyberattacks. Cyberattacks on ships have the potential to result in fatalities, severe financial losses, environmental damage, and other negative effects. A model course or specification for maritime cyber security education and training through the International Convention on Standards of Training, Certification, and Watchkeeping for Seafarers (STCW) 1978 has not yet been published by the International Maritime Organization (IMO), despite the fact that MSC.428 mandates cyber security risk management in the safety management system on ships to combat cyber-attacks and improve cyber resistance in maritime environments. The Analytic Hierarchical Process (AHP) technique is used in this work to offer a model for a curriculum for cyber security in the Maritime Education and Training (MET) system. It is possible to identify each competency’s priority in the MET system’s cyber security curriculum by comparing the relative weights assigned to each one. The results of the research provide the Met Institutions with the ability to be proactive and include cyber security knowledge and abilities into proposed curricula.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136349413","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}
As a result of the rapid technological development and the introduction of digitalization, a radical change occurs in the functioning and operation of the maritime industry. Digitalization places new demands on human resources in the sector. As a result, there is a gap between the demand and the supply of knowledge, skills and opportunities. In this context, this paper aims to justify the new role, tasks and instruments for forming a new educational environment of the maritime education in accordance with the current digitalization of maritime universities. The research proves that digitalization is not only a collection of technological solutions and software products, but also comprises design, management and control of the educational process in an innovation environment with the help of management tools – entrepreneurial hubs, active interactions and talent management of the organization. The research uses the multimethod approach. The systems approach, analysis and synthesis are the main research methods.
{"title":"The Role of Maritime Education in Digitalization","authors":"Kamelia Narleva, Yana Gancheva","doi":"10.53656/ped2023-6s.12","DOIUrl":"https://doi.org/10.53656/ped2023-6s.12","url":null,"abstract":"As a result of the rapid technological development and the introduction of digitalization, a radical change occurs in the functioning and operation of the maritime industry. Digitalization places new demands on human resources in the sector. As a result, there is a gap between the demand and the supply of knowledge, skills and opportunities. In this context, this paper aims to justify the new role, tasks and instruments for forming a new educational environment of the maritime education in accordance with the current digitalization of maritime universities. The research proves that digitalization is not only a collection of technological solutions and software products, but also comprises design, management and control of the educational process in an innovation environment with the help of management tools – entrepreneurial hubs, active interactions and talent management of the organization. The research uses the multimethod approach. The systems approach, analysis and synthesis are the main research methods.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136349560","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 Training Record Book (TRB) is an essential document cadets use during their shipboard training. The TRB guides the student and the shipboard training officer, ensuring cadets attain the necessary competencies under the STCW Tables A-III/1 and II/1. The limitation of the TRB is that it is dominated by the psychomotor domain of learning. At a forum of the International Association of Maritime Universities (IAMU) in 2020, the most in-demand skill by 2050 is soft skills, followed by technological skills. This entails the development of not only psychomotor, but also cognitive and affective domains. In addition, the skills and competencies needed will go beyond the technical competencies stated in the STCW. The methodology utilized a qualitative design with an exploratory concept wherein the Book of Knowledge (BoK) was incorporated in the cross-referencing of the learning outcomes, and the TRB tasks develop a more holistic, comprehensive, and future-proof shipboard training.
{"title":"Enhancing the Globalmet Training Record Book with the Infusion of the Book of Knowledge","authors":"Mao Tze Bayotas","doi":"10.53656/ped2023-6s.09","DOIUrl":"https://doi.org/10.53656/ped2023-6s.09","url":null,"abstract":"The Training Record Book (TRB) is an essential document cadets use during their shipboard training. The TRB guides the student and the shipboard training officer, ensuring cadets attain the necessary competencies under the STCW Tables A-III/1 and II/1. The limitation of the TRB is that it is dominated by the psychomotor domain of learning. At a forum of the International Association of Maritime Universities (IAMU) in 2020, the most in-demand skill by 2050 is soft skills, followed by technological skills. This entails the development of not only psychomotor, but also cognitive and affective domains. In addition, the skills and competencies needed will go beyond the technical competencies stated in the STCW. The methodology utilized a qualitative design with an exploratory concept wherein the Book of Knowledge (BoK) was incorporated in the cross-referencing of the learning outcomes, and the TRB tasks develop a more holistic, comprehensive, and future-proof shipboard training.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136349561","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}
Pub Date : 2023-08-08DOI: 10.14712/23362189.2022.2261
Stanislav Štech
{"title":"32. mezinárodní kongres psychologie v Praze – zrcadlo stavu pedagogické psychologie","authors":"Stanislav Štech","doi":"10.14712/23362189.2022.2261","DOIUrl":"https://doi.org/10.14712/23362189.2022.2261","url":null,"abstract":"","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90334932","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}
Pub Date : 2023-08-08DOI: 10.14712/23362189.2022.2266
J. Říčan, O. Pesout
Epistemic beliefs are gaining increasing importance in social science education in Czechia. Recent literature has demonstrated findings linking epistemic beliefs with various academic skills, including achievement and reading comprehension. The present study aims to explore the epistemic beliefs of adolescents specific to the domain of history. The study reviews research literature on ontological changes in students’ epistemic beliefs and their reasoning within the domain of history since the 1950s, with a particular focus on various models and measurement. The empirical part of the study investigates adapted self-report questionnaires on the epistemic beliefs of adolescents in Czech history classes in the upper grades of middle school. In the first step, the selected questionnaires were back-translated and refined by iterative sets of cognitive interviews. The finalised sets of items were administered in seventh-, eighth-, and ninth-grade classes (N = 303) in May and June 2021. The confirmatory factor analysis and follow-up correlational analysis demonstrated various degrees of support for the dimensions of the Epistemic and Ontological Cognition Questionnaire, for the dimension of Value of Integration Information, and for the dimension of Historical Methodology in Generating Historical Knowledge. Reading comprehension correlated positively with epistemic belief dimensions related to epistemic criteria of justification by multiple sources, the value of integration information, and historical methodology. Academic achievement in the form of the end-of-grade marks obtained in the subjects of history and Czech language did not show a consistent relationship with the epistemic beliefs. The potential practical and research uses of the self-report questionnaires that were investigated in regular classroom instructions are discussed. The presented study aimed to explore the domain of history that witnessed ontological changes in students’ reasoning since the 50’s (Committee on the Study of History, 1969), that gave rise to more systematic empirical studies on epistemology about history knowledge. In the 21st century, Maggioni and her colleagues (2004, 2009) constructed their self-reported questionnaire on epistemic stances on history knowledge. Ever since, following researchers further modified, advanced, and developed new measurement tools to identify student epistemic beliefs in history. Ontological theories (Kuhn et al., 2000) posited the epistemic development in college population, however, the new evidence demonstrated rudiments of epistemic reasoning in even younger population and presented its nonlinear growth (VanSledright & Reddy, 2014) contingent upon the characteristics of the learning domains (ill-structured x well-structured; Frederiksen, 1984). Since history can be viewed as an ill-structured domain, there is more room for learners to express and exchange their higher levels of epistemic beliefs compared to domains that belong among hard
认识论信仰在捷克社会科学教育中越来越重要。最近的文献证明了认知信念与各种学术技能(包括成就和阅读理解)之间的联系。本研究旨在探讨青少年在历史领域的认知信念。本研究回顾了自20世纪50年代以来在历史领域内关于学生认知信念及其推理的本体论变化的研究文献，特别关注各种模型和测量。本研究的实证部分是对中学高年级捷克历史课青少年的认知信念进行适应性自我报告问卷调查。第一步，通过认知访谈的迭代集对选定的问卷进行回译和提炼。最终的项目集于2021年5月和6月在七年级、八年级和九年级班级(N = 303)进行。验证性因子分析和后续相关分析显示，对认识论与本体论认知问卷维度、整合信息价值维度和历史知识生成方法论维度均有不同程度的支持。阅读理解与多元来源证明的认知标准、整合信息的价值和历史方法论相关的认知信念维度呈正相关。在历史和捷克语科目中获得的期末成绩形式的学术成就与认识论信念没有一致的关系。讨论了在常规课堂教学中调查的自我报告问卷的潜在实际和研究用途。本研究旨在探索自50年代以来学生推理的本体论变化的历史领域(历史研究委员会，1969年)，这导致了对历史知识认识论的更系统的实证研究。在21世纪，Maggioni和她的同事(2004,2009)构建了关于历史知识认知立场的自我报告问卷。此后，研究者们进一步修改、改进并开发了新的测量工具，以确定学生对历史的认知信念。本体论理论(Kuhn et al.， 2000)假设了大学人口的认知发展，然而，新的证据表明，在更年轻的人口中，认知推理的基本原理，并呈现出其非线性增长(VanSledright & Reddy, 2014)，这取决于学习领域的特征(结构不良x结构良好;Frederiksen, 1984)。由于历史可以被视为一个结构不良的领域，与属于硬科学的领域相比，学习者有更多的空间来表达和交流他们更高层次的认知信念(Barzilai & Weinstock, 2015;库恩和温斯托克，2002)。因此，历史课堂为调查初中学生的认识论立场提供了一个极好的机会。本研究调查了捷克历史课堂中认知信念测量的潜力。研究者在西方国家历史领域的中学到大学学生样本中选择了评估自我报告问卷(Greene et al.， 2010;Stoel等人，2017;Wiley et al.， 2020)。第一步，对被检查的测量进行反向翻译(Klassen et al.， 2009)，并通过9/2020-5/2021的认知访谈迭代集进行改进(Karabenick et al.， 2007)。最终的项目集在7年级、8年级和9年级的教室(N = 303) 5 / 6/2021进行管理。验证性因子分析和后续相关分析证明了对认识论和本体论认知问卷维度(Greene等人，2010)、整合信息价值维度(Wiley等人，2020)和关注历史知识生成的历史方法论维度(Stoel等人，2017)的支持。学生的阅读理解与多来源证明的认知标准相关的认知信念维度相关。本文还讨论了在常规历史课堂教学中使用调查自我报告问卷的潜在实际和研究用途。
{"title":"Evaluation of Epistemic Beliefs Self-Report Questionnaires in the Czech Middle School History Classroom","authors":"J. Říčan, O. Pesout","doi":"10.14712/23362189.2022.2266","DOIUrl":"https://doi.org/10.14712/23362189.2022.2266","url":null,"abstract":"Epistemic beliefs are gaining increasing importance in social science education in Czechia. Recent literature has demonstrated findings linking epistemic beliefs with various academic skills, including achievement and reading comprehension. The present study aims to explore the epistemic beliefs of adolescents specific to the domain of history. The study reviews research literature on ontological changes in students’ epistemic beliefs and their reasoning within the domain of history since the 1950s, with a particular focus on various models and measurement. The empirical part of the study investigates adapted self-report questionnaires on the epistemic beliefs of adolescents in Czech history classes in the upper grades of middle school. In the first step, the selected questionnaires were back-translated and refined by iterative sets of cognitive interviews. The finalised sets of items were administered in seventh-, eighth-, and ninth-grade classes (N = 303) in May and June 2021. The confirmatory factor analysis and follow-up correlational analysis demonstrated various degrees of support for the dimensions of the Epistemic and Ontological Cognition Questionnaire, for the dimension of Value of Integration Information, and for the dimension of Historical Methodology in Generating Historical Knowledge. Reading comprehension correlated positively with epistemic belief dimensions related to epistemic criteria of justification by multiple sources, the value of integration information, and historical methodology. Academic achievement in the form of the end-of-grade marks obtained in the subjects of history and Czech language did not show a consistent relationship with the epistemic beliefs. The potential practical and research uses of the self-report questionnaires that were investigated in regular classroom instructions are discussed.\u0000The presented study aimed to explore the domain of history that witnessed ontological changes in students’ reasoning since the 50’s (Committee on the Study of History, 1969), that gave rise to more systematic empirical studies on epistemology about history knowledge. In the 21st century, Maggioni and her colleagues (2004, 2009) constructed their self-reported questionnaire on epistemic stances on history knowledge. Ever since, following researchers further modified, advanced, and developed new measurement tools to identify student epistemic beliefs in history. Ontological theories (Kuhn et al., 2000) posited the epistemic development in college population, however, the new evidence demonstrated rudiments of epistemic reasoning in even younger population and presented its nonlinear growth (VanSledright & Reddy, 2014) contingent upon the characteristics of the learning domains (ill-structured x well-structured; Frederiksen, 1984). Since history can be viewed as an ill-structured domain, there is more room for learners to express and exchange their higher levels of epistemic beliefs compared to domains that belong among hard","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"13 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75377372","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}
Pub Date : 2023-08-08DOI: 10.14712/23362189.2023.2841
I. Smetackova, J. Simons, P. Pavlík
Many studies report that sexual and gender minority youth face homonegativity at school. Today schools are expected to uphold the principle of inclusive education for all students, including LGBT+ students. It is well established that LGBT+ students often encounter negative experiences. This has negative eff ects on their well-being and cognitive learning. Teachers, therefore, should support LGBT+ students. Th is study presents findings from a survey taken by 548 teachers in Czech lower secondary and higher secondary schools. The teachers described the climates intheir schools, responded to statements about educational requirements, and evaluated three school case scenarios. Most of the teachers indicated that respect and the safety of all students, including LGBT+ students, are paramount. However, attitudes toward sexual and gender minorities werefound to vary among the teachers. As a result, it appears that more training about sexuality and gender topics in Czech schools is warranted.
{"title":"Czech Teachers’ Attitudes Towards LGBT+ Students","authors":"I. Smetackova, J. Simons, P. Pavlík","doi":"10.14712/23362189.2023.2841","DOIUrl":"https://doi.org/10.14712/23362189.2023.2841","url":null,"abstract":"Many studies report that sexual and gender minority youth face homonegativity at school. Today schools are expected to uphold the principle of inclusive education for all students, including LGBT+ students. It is well established that LGBT+ students often encounter negative experiences. This has negative eff ects on their well-being and cognitive learning. Teachers, therefore, should support LGBT+ students. Th is study presents findings from a survey taken by 548 teachers in Czech lower secondary and higher secondary schools. The teachers described the climates intheir schools, responded to statements about educational requirements, and evaluated three school case scenarios. Most of the teachers indicated that respect and the safety of all students, including LGBT+ students, are paramount. However, attitudes toward sexual and gender minorities werefound to vary among the teachers. As a result, it appears that more training about sexuality and gender topics in Czech schools is warranted.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"35 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74632566","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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