Název: Prožívání státních závěrečných zkoušek studenty a reflexe tohoto prožívání jejich učiteli
Variantní název:
- Students' experience of the final state exams and their teachers' perception of this experience
Zdrojový dokument: Studia paedagogica. 2024, roč. 29, č. 1, s. [107]-136
Rozsah
[107]-136
-
ISSN2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2024-1-5
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.81274
Type: Článek
Jazyk
Licence: Neurčená licence
Přístupová práva
otevřený přístup
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Ve studii vycházíme z analýz odpovědí na uzavřené i otevřené otázky vlastního dotazníkové šetření na vzorku 50 studentů učitelství pro 1. stupeň ZŠ na Pedagogické fakultě Univerzity Karlovy bezprostředně po vykonání státní závěrečné zkoušky (SZZ). Vedle výzkumu prožívání SZZ studenty předkládáme i výzkum toho, jak toto prožívání reflektovali jejich zkoušející. Zde vycházíme z analýzy skupinových rozhovorů s 12 vysokoškolskými učiteli. Výsledky ukazují, že většina studentů při SZZ prožívala nervozitu a strach; značnou část z nich se podařilo examinátorům uklidnit. Studenti pro zvládání stresu užívali různé copingové strategie. Mnozí očekávali výraznou emocionální podporu a spravedlivý a profesionální přístup zkoušejících. Někteří měli tendenci odmítat možnost stres samostatně a aktivně řešit a do značné míry jeho existenci přisuzovat zkoušejícím. Naopak examinátoři se cítili stresovými projevy studentů znejistěni, stres studentů při SZZ vnímali jako adekvátní, nadměrný stres spojovali s jejich nepřipraveností či nízkou odolností. To kontrastuje s výpověďmi studentů, že pro přípravu udělali své maximum. Výsledky výzkumu tak vedou k úvahám, zda jsou očekávání vyučujících týkající se vysoké míry autonomního učení současných studentů reálná, zda a případně v čem jsou studenti učitelství pro 1. stupeň specifičtí a jaké změny v průběhu studia a pojetí SZZ jsou žádoucí ke zvýšení spokojenosti obou stran.
In this study, we examine the experience of state final exams. We draw on analyses of responses to closed and open-ended questionnaire items from 50 primary school teacher training students at the Faculty of Education, Charles University, immediately after taking the state final exams. We complement the research on students' experiences with research on how their examiners reflected on these experiences. Here we draw on the analysis of group interviews with 12 university teachers. The results show that while most students experienced anxiety during these exams, a significant proportion of them could be reassured by the examiners. Students used a variety of coping strategies. Many expected strong emotional support and a fair and professional approach from the examiners. Some tended to reject the opportunity to actively deal with the stress themselves and largely attributed responsibility for it to the examiners. The latter felt distressed by students' expressions of stress, perceived students' stress in state final examinations as normal, and associated excessive stress with students' unpreparedness. This contrasts with the fact that most students stated they had done their best to prepare. The results make one wonder whether university teachers' expectations for high levels of autonomous learning among current students are realistic, whether and in what ways the students of primary school teaching are unique and what changes in the study and final examinations are desirable and would increase the satisfaction of both parties.
cze
eng
Reference
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[26] Kumari, A., & Jain, J. (2014). Examination stress and anxiety: A study of college students. Global Journal of Multidisciplinary Studies, 4(1), 31–40.
[27] Larson, E. A. (2006). Stress in the lives of college women: 'Lots to do and not much time'. Journal of Adolescent Research, 21(6), 579–606. https://doi.org/10.1177/0743558406293965 | DOI 10.1177/0743558406293965
[28] Lindqvist, H. (2019). Strategies to cope with emotionally challenging situations in teacher education. Journal of Education for Teaching, 45(5), 540–552. https://doi.org/10.1080/02607476.2019.1674565 | DOI 10.1080/02607476.2019.1674565
[29] Lopes, J., & Stará, J. (2022). Reflective portfolios as decolonial pedagogical practices. Educar em Revista, 38, 85774. https://doi.org/10.1590/1984-0411.85774-T
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