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Teachers' Beliefs about Socially Disadvantaged Pupils in the Czech Republic

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dc.title Teachers' Beliefs about Socially Disadvantaged Pupils in the Czech Republic en
dc.contributor.author Petr Šafránková, Anna
dc.contributor.author Hrbáčková, Karla
dc.relation.ispartof Procedia - Social and Behavioral Sciences
dc.identifier.issn 1877-0428 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2016
utb.relation.volume 217
dc.citation.spage 738
dc.citation.epage 747
dc.event.title Future Academy Multidisciplinary Conference (ICEEPSY)
dc.event.location Istanbul
utb.event.state-en Turkey
utb.event.state-cs Turecko
dc.event.sdate 2015-10-13
dc.event.edate 2015-10-17
dc.type conferenceObject
dc.language.iso en
dc.publisher Elsevier Science BV
dc.identifier.doi 10.1016/j.sbspro.2016.02.136
dc.relation.uri https://www.sciencedirect.com/science/article/pii/S1877042816001610
dc.subject Socially disadvantaged pupils en
dc.subject Teachers' beliefs en
dc.subject Attitudes en
dc.description.abstract One of the significant factors influencing education of socially disadvantaged pupils is the teachers' beliefs about the group of pupils. Teachers' beliefs can influence teachers' judgements and teaching approach. The aim of this study is to determine if there is any relation between teachers' beliefs of socially disadvantaged pupils and selected determinants. In the context of the sociocognitive theories the study presents the results of the survey which point out the impact of the selected determinants to teachers' beliefs about socially disadvantaged pupils. We suppose that the determinants can significantly affect teachers' beliefs about the group of pupils. The research sample comprised 245 teachers who work at the educational level ISCED 1 and 2 in three regions of the Czech Republic. For the research was used variety of the research methods: questionnaire and Semantic differential (containing 12 scales with bipolar adjectives). Within the survey it was found that teachers' beliefs are influenced by the sociocultural context of the locality where the teachers work and length of practice. It was also found that teachers' beliefs about socially disadvantaged pupils are not influence by, experience with education of socially disadvantaged pupils and positive perceptions of pupils' diversity. Presented study by using various research methods, tries to point out the significant determinants of education of socially disadvantage pupils. The focus of the research is the teachers' beliefs of socially disadvantaged pupils, which might be according to our findings influenced by the socio-cultural context and length of practice. (C) 2016 Published by Elsevier Ltd. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1006875
utb.identifier.obdid 43875829
utb.identifier.wok 000387478700092
utb.source d-wok
dc.date.accessioned 2017-02-28T15:11:37Z
dc.date.available 2017-02-28T15:11:37Z
dc.rights Attribution-NonCommercial-NoDerivs 4.0 International
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.access openAccess
utb.contributor.internalauthor Petr Šafránková, Anna
utb.contributor.internalauthor Hrbáčková, Karla
utb.fulltext.affiliation Anna Petr Safrankova a *, & Karla Hrbackova a a Department of Pedagogical Science, Faculty of Humanities, Tomas Bata University in Zlín, nam. T.G. Masaryka 5555, 760 01 Zlín, Czech Republic * Corresponding author. Tel.: +420 576 037 423 E-mail address: safrankova@fhs.utb.cz
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