Czech Teacherś Attitudes to Contemporary School Curricular Reform: Current View

Abstract

The paper focuses on the issue: What are the current Czech teacherś attitudes to the school curricular reform in 2015? The first part describes some of the most dominant documents as well as issues or aspects of educational change/s initiated in 2001 by the key White Paper (National Programme for Education Development). The focused aspects include: framework educational programmes (FEPs), school educational programmes (SEPs), pupilś key competences, electronic evidence of pupils, state-level of maturita examination, school optimization (merging and closing down of schools), school self-evaluation, teaching standards, innovative teaching technology. The latter part specifies 2015 survey, including key methodological aspects as well as key empirical findings (main technique: questionnaire, SPSS, sample: secondary education teachers). The survey monitors teacherś attitudes to selected aspects of the educational change. There are employed descriptive, analytical and comparative views. Teacherś attitudes are viewed as inner components of subjective evaluation substituting also key element of school culture; the survey is based on Concerns Based Adoption Model (CBAM). The paper provides an insight into the current view of teacherś attitudes to the contemporary school curricular reform (2015).