Title: Fluktuace učitelů: vybrané zahraniční teorie a výzkumné přístupy
Variant title:
- Teacher fluctuation: selected foreign theories and research approaches
Source document: Studia paedagogica. 2017, vol. 22, iss. 3, pp. [25]-40
Extent
[25]-40
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2017-3-3
Stable URL (handle): https://hdl.handle.net/11222.digilib/137153
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Předkládaná studie vymezuje téma fluktuace učitelů terminologicky a seznamuje čtenáře se třemi teoriemi k fluktuaci učitelů, které nalézáme v textech zahraničních autorů v pořadí, jak se postupně rozvíjelo předmětné téma. Jedná se o teorii atrice, organizační teorii a teorii čtyř kapitálů. Inspirace pro českou realitu nacházíme v příkladech pojetí fluktuace učitelů a výzkumných přístupů ve vybraných zemích. Fluktuace učitelů je z působována vlivy multifaktoriální povahy, a proto ji nelze z jednodušeně přisuzovat jednomu nebo jen několika vybraným důvodům. Téma fluktuace učitelů nebylo dosud v České republice longitudinálně a systematicky zkoumáno. Zjištěné zahraniční nálezy mohou být inspirativní pro český pedagogický výzkum a užitečné pro školský systém a vzdělávací politiku.
The paper provides a terminological definition of teacher fluctuation and introduces its readers to three relevant foreign theories in the order of their conception. These are the attrition theory, the organizational theory, and the four-capital theoretical model of teacher retention. We find these foreign conceptions of teacher fluctuation (along with possible ways to research it) particularly inspiring for the Czech educational reality. Since teacher fluctuation is brought about by multifactorial causes, it is not possible to simplify its origin and attribute it to just one cause or the other. Teacher fluctuation has not been researched systematically or longitudinally in the Czech Republic and hence foreign approaches and findings can be inspirational for the Czech educational system as well as educational policy.
Note
Článek vznikl v rámci řešení projektu GA ČR 16-10057S Stabilita a proměny učitelských sborů ZŠ. Autoři děkují za poskytnutou podporu.
References
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[4] Buchanan, J., Prescott, A., Schuck, S., Aubusson, P., Burke, P., & Louviere, J. (2013). Teacher retention and attrition: Views of early career teachers. Australian Journal of Teacher Education, 38(3), 112–139. | DOI 10.14221/ajte.2013v38n3.9
[5] Cooper, J. M., & Alvarado, A. (2006). Preparation, recruitment, and retention of teachers. Educational Policy Series #5. Dostupné z http://unesdoc.unesco.org/images/0015/001520/152023e.
[6] pdf
[7] Dvořák, D., Chvál, M., Starý, K., Urbánek, P., & Walterová, E. (2010). Česká základní škola: Vícepřípadová studie. Praha: Karolinum.
[8] Feng, L., & Sass, T. (2011). Teacher quality and teacher mobility. Working paper 57. Washington, D.C.: National Center for Analysis of Longitudinal Data in Education Research.
[9] Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534. | DOI 10.3102/00028312038003499
[10] Ingersoll, R. (2003). Is there really a teacher shortage? Research report. Washington, D.C.: The Consortium for Policy Research in Education and The Center for the Study of Teaching and Policy.
[11] Ingersoll, R., Merrill, L., & Stuckey, D. (2014). Seven trends: The transformation of the teaching force. CPRE Research Report # RR-80. Philadelphia: Consortium for Policy Research in Education. DOI: 10.12698/cpre.2014.rr80 | DOI 10.12698/cpre.2014.rr80
[12] Kartsenti, T., & Collin, S. (2013). Why are new teachers leaving the profession? Results of a Canada-wide survey. Education, 3(3), 141–149. DOI: 10.5923/j.edu.20130303,01 | DOI 10.5923/j.edu.20130303,01
[13] Keigher, A., & Cross, F. (2010). Teacher attrition and mobility: Results from the 2008–09 Teacher Follow-up Survey. Washington, D.C.: National Center for Education Statistics.
[14] Lindquist, P., Nordänger, U. K., & Carlsson, R. (2014). Teacher attrition the first five years – A multifaceted image. Teacher and Teacher Education, 40, 94–103.
[15] Macdonald, D. (1999). Teacher attrition: A review of literature. Teaching and Teacher Education, 15, 835–848. | DOI 10.1016/S0742-051X(99)00031-1
[16] Mason, S., & Matas, C. P. (2015). Teacher attrition and retention research in Australia: Towards a new theoretical framework. Australian Journal of Teacher Education, 40(11), 44–66. | DOI 10.14221/ajte.2015v40n11.3
[17] McKenzie, P. (2008). Staff in Australia's Schools. Research Developments, 19(19), 10–13.
[18] McKenzie, P., Rowley, G., Weldon, P., & Murphy, M. (2011). Staff in Australia's Schools 2010: Main report on the survey. Melbourne: Australian Council for Educational Research.
[19] McKenzie, P., Weldon, P., Rowley, G., Murphy, G., & McMillan, J. (2014). Staff in Australia's schools 2013: Main report on the survey. Melbourne: Australian Council for Educational Research.
[20] Píšová, M., & Hanušová, S. (2016). Začínající učitelé a drop-out. Pedagogika, 66(4), 386–407. | DOI 10.14712/23362189.2016.353
[21] Pol, M., Hloušková, L., Novotný, P., & Zounek, J. (Eds.). (2005). Kultura školy. Příspěvek k výzkumu a rozvoji. Brno: Masarykova univerzita. OECD. (2013). TALIS 2013 Results: An international perspective on teaching and learning. DOI: 10.1787/9789264196261-en | DOI 10.1787/9789264196261-en
[22] Trnková, K., Chaloupková, L., & Knotová, D. (2009). Pedagogičtí pracovníci na málotřídkách – izolovaní a nekvalifikovaní? Studia paedagogica, 14(2), 51–68.
[23] Weldon, P. R. (2015). The teacher workforce in Australia: Supply, demand and data issues. Policy Insights, (2), 1–18.