Název: Přísliby a výzvy vícemístné etnografie ve výzkumu diverzity v pregraduální učitelské přípravě
Variantní název:
- Promises and challenges of multi-sited ethnography in research in diversity in pre-service teacher education
Zdrojový dokument: Studia paedagogica. 2020, roč. 25, č. 1, s. [155]-177
Rozsah
[155]-177
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2020-1-7
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/142407
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Cílem předkládané teoreticko-metodologické studie je 1) představit základní charakteristiky školní etnografie a její aplikace v českém pedagogickém výzkumu; 2) shrnout teoretická východiska a analyzovat přístupy k výzkumu diverzity v pregraduální učitelské přípravě; 3) diskutovat o potenciálu tzv. vícemístné etnografie. Vyvozujeme, že vícemístná etnografie představuje vhodný výzkumný design pro zkoumání diverzity v pregraduální učitelské přípravě, protože zdůrazňuje potřebu propojení a kontrastování poznatků z různých zkoumaných prostředí. Je tedy možné integrovat poznatky jak z prostředí vysokoškolské výuky, kde jsou studenti a studentky učitelství připravováni, tak z prostředí škol, kam jsou umisťováni na praxe. Studie tak přispívá k teoretické a metodologické diskusi v pedagogice.
The aims of the present theoretical and methodological study are 1) to introduce the characteristics of school ethnography and its applications in Czech educational research, 2) to summarize the theoretical background and analyze different approaches for investigating diversity in pre-service teacher education, and 3) to discuss the potential of multi-sited ethnography. We conclude that multi-sited ethnography represents a research design that is suitable for investigating diversity in pre-service teacher education as it emphasizes the need for interconnecting and contrasting findings from various sites under scrutiny. It follows that findings from both higher education classes, where student-teachers are educated, and schools, where student-teachers are placed to do their teaching practice, can be integrated. Thus, the study contributes to theoretical and methodological discussions in educational sciences.
Note
Text vznikl při řešení projektu Etnografie diverzity v pregraduální přípravě učitelů (19-06763S). Děkujeme Grantové agentuře České republiky za poskytnutou podporu.
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