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The school system in the Slovak Republic, as in
other post-communist countries, was first reformed at the
beginning of the 1990s. It was not until 2008, when an
education law was adopted to set out new parameters for
creating a national curriculum at all levels, that fundamental curricular reforms were made. Thus the law also
meant that preschool educational institutions could be fully
incorporated into the school system and that an entirely
new national curriculum could be developed for these
schools (nursery schools). The ten-year national Education
Programme for Nursery Schools ceased to be valid and
nursery schools were faced with the task of implementing
the new 2008 national programme. The national curriculum
soon began to exhibit fundamental flaws and so a new
version had to be produced in 2013. Within a short period
of time, teachers were faced with the pressures of having
two new national curricula. This study captures the way in
which teachers dealt with this process when first encountering the 2013 national curriculum. This was accomplished by intentionally using Facebook as a contextual
platform alternative to face-to-face research; as a unique
research tool, and as data source. The data collected and
analysed from the Facebook platform was based on discussion topics created by teachers. The discussion platform
provided access to the emotional side of teachers’ reactions
to the changes taking place, which must be considered a
significant factor in implementing reform. The article
describes the various emotional states preschool teachers
experience while accepting or resisting the various forms
of the national curriculum.
other post-communist countries, was first reformed at the
beginning of the 1990s. It was not until 2008, when an
education law was adopted to set out new parameters for
creating a national curriculum at all levels, that fundamental curricular reforms were made. Thus the law also
meant that preschool educational institutions could be fully
incorporated into the school system and that an entirely
new national curriculum could be developed for these
schools (nursery schools). The ten-year national Education
Programme for Nursery Schools ceased to be valid and
nursery schools were faced with the task of implementing
the new 2008 national programme. The national curriculum
soon began to exhibit fundamental flaws and so a new
version had to be produced in 2013. Within a short period
of time, teachers were faced with the pressures of having
two new national curricula. This study captures the way in
which teachers dealt with this process when first encountering the 2013 national curriculum. This was accomplished by intentionally using Facebook as a contextual
platform alternative to face-to-face research; as a unique
research tool, and as data source. The data collected and
analysed from the Facebook platform was based on discussion topics created by teachers. The discussion platform
provided access to the emotional side of teachers’ reactions
to the changes taking place, which must be considered a
significant factor in implementing reform. The article
describes the various emotional states preschool teachers
experience while accepting or resisting the various forms
of the national curriculum.
Ketersediaan
| J148 | Perpustakaan FITK Pusat | Tersedia |
Informasi Detil
Judul Seri
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No. Panggil
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Penerbit
New York:Springer : New York., 2016
Deskripsi Fisik
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Bahasa
English
ISBN/ISSN
1573-1707
Klasifikasi
NONE
Informasi Detil
Tipe Isi
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Tipe Media
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Tipe Pembawa
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Edisi
(2016) 44:573–580 DOI
Info Detil Spesifik
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Pernyataan Tanggungjawab
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Tidak tersedia versi lain
Lampiran Berkas
