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2019 | 31 | 1(61) | 125-134

Article title

Grammars of Schooling in the Post-Authoritarian Context: A Comparative Study of Changing Teaching Practices in Elementary Education in Czech, Polish and Portuguese Schools

Content

Title variants

PL
Gramatyki szkolnictwa w postautorytarnym kontekście: studium porównawcze zmiany praktyk nauczania w edukacji wczesnej w szkołach w czechach, polsce i portugalii

Languages of publication

Abstracts

PL
Artykuł przedstawia raport z badań fenomenograficznych podjętych w ramach pracy doktorskiej analizującej, jak nauczyciele edukacji wczesnej wpisują zmiany swych praktyk w procesy transformacji kulturowej i społecznej. Dane pochodzą z pogłębionych wywiadów przeprowadzonych z 28 nauczycielami z Polski, Czech i Portugalii. Tytułowa koncepcja “gramatyki szkolnictwa” (Tyack i Tobin, 1994) została tu wykorzystana do pogłębienia rozumienia wpływu przestarzałych podstaw celów i funkcji szkolnictwa na praktyki nauczania.
EN
This paper reports on my dissertation research, a phenomenographic analysis of how elementary teachers in three countries did or did not change their teaching practices in response to the transformations of their cultures and societies. Data come from in-depth interviews with 28 elementary teachers from Poland, the Czech Republic and Portugal. The concept of the “Grammar of Schooling” proposed by Tyack and Tobin in 1994 was used to understand and explain how outdated conceptions of the aims and functions of school can exert a durable influence on teaching practices.

Year

Volume

31

Issue

Pages

125-134

Physical description

Dates

published
2019

Contributors

  • Early Stage Researcher, MCS Fellow, University of Lower Silesia

References

  • Bowden, J., and Walsh, E. (Eds.) (2000). Phenomenography. Melbourne: RMIT University Press.
  • Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed). Boston et al.: Pearson.
  • Dortins, E. (2002). Reflections on phenomenographic process: Interview, transcription and analysis. In A. Goody, J. Herrington, and M. Northcote (Eds.), Proceedings of the 2002 Annual International Conference of the Higher Education Research and Development Society Australia (HERDSA) (pp. 207–213). Canberra: HERDSA.
  • McEwan, H. (1995). Narrative understanding in the study of teaching. In H. McEwan and K. Egan (Eds.), Narrative in teaching, learning, and research (pp. 166–183). New York: Teachers College Press.
  • Freire, P. (1993). Pedagogy of the oppressed. New York: Continuum Books.
  • Freire, P. (2005). Teachers as cultural workers: Letters to Those Who Dare Teach. Boulder: Westview Press.
  • Fullan, M., and Levin, B. (2009). The fundamentals of whole-system reform: A case study from Canada. Education Week, 28(35), pp. 30–31.
  • Linz, J.-J. (2000). Totalitarian and authoritarian regimes. London and Boulder: Lynne Rienner Publishers.
  • Tyack, D., and Tobin, W. (1994). The “Grammar of Schooling”: Why has it been so hard to change? American Educational Research Journal, 31(3), pp. 453–479.

Document Type

Publication order reference

Identifiers

Biblioteka Nauki
2139311

YADDA identifier

bwmeta1.element.ojs-doi-10_34862_fo_2019_1_8
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