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Učitelé dějepisu a badatelská výuka na příkladu testování učebnice dějepisu pro 9. ročník ZŠ

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Pinkas J.
Historie – Otázky – Problémy (History, Issues, Problems)
|
2021
|
vol. 13
|
issue 2
97-112
EN
The article is a probe into the transformation of teachers’ attitudes towards research-oriented teaching. Five teachers tested a research-oriented textbook during one school year. Their approach to teaching gradually changed during the testing, from the initial uncritical enthusiasm to a more reserved, more critical attitude. Their methodological competencies also transformed (grew) complementary to the change of their epistemic beliefs. The article captures some problems associated with the implementation of research-oriented teaching in school practice.
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