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Obsahová analýza v pedagogickom výskume: Pohľad na jej súčasné podoby

100%
Gavora P.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2015
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vol. 25
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issue 3
345–371
EN
A range of methodological influences caused that content analysis obtained various forms and that its current concept is complicated. The aim of this methodological paper is to describe its current forms as identified in relevant literature. In the chapters of the paper, constitutive components of content analysis are characterized. These components are as follows: types of content, types of sampling, depth of analysis, direction of analysis, types of control of coding, and modes of presentation of findings. The paper shows how these components are manifested and how they relate. The main conclusion of the paper is confirmation of inadequacy of division of content analysis into two counterparts, quantitative and qualitative. Rather it is worthwhile to assess the specific manifestation of constitutive components in each study in which content analysis was used.
2
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Proč se chci stát učitelkou v mateřské škole? Pohled kvalitativního výzkumu

63%
Wiegerová A., Gavora P.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2014
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vol. 24
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issue 4
510–534
EN
The paper reports on investigation of motives of choosing preschool teacher profession by young people. The sample consisted of 29 students of bachelor programme in preschool education at a university in Moravia who did thematic writing on motives of wanting to be a preschool teacher, on circumstances that influenced their decision as well as about their notion of the child and childhood and conception of performance of the preschool teacher. The thematic writing was conducted twice, in the first and the third semesters of the study. The texts were analysed to obtain concepts and themes that explained the research questions. The findings show that the decision of becoming a preschool teacher is the result of previous complex interactions between personal characteristics of the subject and external factors which, however, are not perceived passively but are filtered through previous attitudes and beliefs. The two most important personal factors are feminity and emotionality. As concerns the external determinants, a strong factor is the subject´s family which provides opportunities for participation in plays with children of family members and others, as well as role models. These pre-professional experiences resulted in the concept of preschool teaching as a prolonged childhood. The educational philosophy of the subjects rests on three teacher’s roles, i.e. protector of the childhood, usher of the child to life, and guide of the child to school life.
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