Abstract
The paper presents the findings of a multiple case study exploring the way primary school teachers work with learning objectives in social studies teaching. The study has shown that learning objectives do not occur in an explicit form in the Czech primary school teaching. While observing teaching and learning, implicit objectives did emerge – in the beginnings of lessons, during the lesson in the process of solving learning tasks, and most of all, in the evaluatiion processes including the final reflection. In many lessons, there were differences between the learning objectives, teaching methods and evaluation of pupils’ learning.
Highlights
Je uporaba učnih ciljev pri poučevanju v čeških osnovnih šolah dejstvo ali fikcija? Članek predstavlja večstransko študijo primera, ki proučuje način, kako učitelji v osnovni šoli pri poučevanju družboslovnih predmetov delajo z učnimi cilji
We focus on primary school teachers and their teaching of social studies
The general aim of the research was to describe the way teachers think about learning objectives, what objectives they set in teaching, how they communicate these to the pupils and how they revisit these objectives in lessons
Summary
Je uporaba učnih ciljev pri poučevanju v čeških osnovnih šolah dejstvo ali fikcija? Članek predstavlja večstransko študijo primera, ki proučuje način, kako učitelji v osnovni šoli pri poučevanju družboslovnih predmetov delajo z učnimi cilji. Based on our preliminary analysis of didactic materials used in teacher training by us and our colleagues from Faculties of Education in the Czech Republic, we note that in the Czech environment, the findings of influential international theories about setting objectives, aims and objectives are generally applied (Anderson & Krathwohl, 2001; Marzano & Kendall, 2007) It has not yet been studied how these approaches suit Czech teachers. The main research method of our study was lesson observation, because in our opinion, it is necessary to know the reality of working with learning objectives in schools This knowledge can later help to plan innovations in the education of teachers and their subsequent support, so that these can be based on the conditions and needs of practice and are acknowledged as acceptable by the participants.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
