Teachers’ Acceptance of Curriculum Reform in the Czech Republic: One Decade Later

This publication doesn't include Faculty of Arts. It includes Faculty of Education. Official publication website can be found on muni.cz.

Authors

PEŠKOVÁ Karolína SPURNÁ Michaela KNECHT Petr

Type Article in Periodical
Magazine / Source Center for Educational Policy Studies Journal
MU Faculty or unit

Faculty of Education

Citation
WWW https://ojs.cepsj.si/index.php/cepsj/article/view/560/327
Doi http://dx.doi.org/10.26529/cepsj.560
Keywords curriculum reform; teachers’ attitudes; acceptance; resistance; curriculum documents
Description Similarly to other Visegrád Group countries, the most recent curricu-lum reform in the Czech Republic brought substantial changes in the curriculum documents for schools. The purpose of this study is to in-vestigate Czech primary and lower secondary teachers’ current attitudes towards curriculum reform. The results of a survey (n = 701) indicate that teachers have adopted rather negative attitudes. The acceptance of reform tends to increase among the teachers who use curriculum docu-ments regularly and among the teachers with higher self-efficacy. In ad-dition, teachers with system-centred/curriculum-oriented approaches are willing to accept the reform. There is no significant difference be-tween teachers’ gender, their length of teaching experience, and their involvement in school management. Within the general frame of the Concern-Based Adoption Model (CBAM), the study draws on data from one country, but the implications for further educational develop-ment are potentially applicable across countries with similar educational policy backgrounds.
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