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Modifikace kurikula jako „příležitost“ k elitářství nadaných žáků

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dc.title Modifikace kurikula jako „příležitost“ k elitářství nadaných žáků cs
dc.title Modification of the school curriculum as an opportunity for the elitism of gifted students en
dc.contributor.author Klimecká, Eva
dc.relation.ispartof Orbis Scholae
dc.identifier.issn 1802-4637 Scopus Sources, Sherpa/RoMEO, JCR
dc.identifier.issn 2336-3177 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2021
utb.relation.volume 15
utb.relation.issue 2
dc.citation.spage 45
dc.citation.epage 69
dc.type article
dc.language.iso cs
dc.publisher Karolinum - Nakladatelstvi Univerzity Karlovy
dc.identifier.doi 10.14712/23363177.2022.1
dc.relation.uri https://karolinum.cz/casopis/orbis-scholae/rocnik-15/cislo-2/clanek-10061
dc.relation.uri https://karolinum.cz/data/clanek/10061/OS_15_2_0045.pdf
dc.subject nadaný žák cs
dc.subject elitářství cs
dc.subject postoje učitelů k nadaným žákům cs
dc.subject kurikulum pro nadané žáky cs
dc.subject pedagogická situace cs
dc.subject kvalitativní výzkum cs
dc.subject gifted student en
dc.subject elitism en
dc.subject teachers' attitudes towards gifted pupils en
dc.subject curriculum for gifted pupils en
dc.subject pedagogical situation en
dc.subject qualitative research en
dc.description.abstract Elitism in education is often applied by a different and prefered approach to students belonging to the so-called elite. This elite is segregated and developed, often at the expense of the needs of other students. Can elitism be one of the problems of pedagogical practice with intellectually gifted students in ordinary inclusive primary schools? We carried out qualitative research in the environment of ordinary primary schools by observing school lessons and interviews with teachers. We spent 70 hours in eight schools, tracking 24 gifted students. The aim was to identify and describe the pedagogical situations leading to the elitism of gifted pupils. We focused on teachers as the creator of a modified curriculum for gifted pupils, which gives space for the emergence of elitism. We analyzed the data using open and axial coding. We found that teachers apply pedagogical situations leading to the elitism of gifted pupils, in all components of the modified curriculum, but especially in pedagogical strategies such as extracurricular activities, gifted as a teacher's assistant, complementary tasks and group work. Finally, the features of the curriculum leading to elitism are defined. Research highlights one of the negative consequences of increasing formal support of giftedness. © 2021 Charles University in Prague - Karolinum Press. All rights reserved. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1011093
utb.identifier.obdid 43883431
utb.identifier.scopus 2-s2.0-85135039528
utb.source j-scopus
dc.date.accessioned 2022-08-17T13:17:26Z
dc.date.available 2022-08-17T13:17:26Z
dc.rights Attribution 4.0 International
dc.rights.uri https://creativecommons.org/licenses/by/4.0/
dc.rights.access openAccess
utb.ou Research Centre
utb.contributor.internalauthor Klimecká, Eva
utb.fulltext.affiliation Eva Klimecká Univerzita Tomáše Bati ve Zlíně, Fakulta humanitních studií Mgr. Eva Klimecká (roz. Machů), Ph.D., Centrum výzkumu FHS Fakulta humanitních studií, Univerzita Tomáše Bati ve Zlíně Štefánikova 5670, 760 01 Zlín klimecka@utb.cz
utb.fulltext.dates zveřejněno: 30. 03. 2022
utb.fulltext.sponsorship Článek vznikl s podporou projektu FSR-ST-2020/006 „Příprava a fungování Centra podpory vzdělávání“ (Univerzita Tomáše Bati ve Zlíně, Fakulta humanitních studií).
utb.scopus.affiliation Centrum vyzkumu FHS, Fakulta humanitnich studii, Univerzita Tomase Bati ve Zline, Stefanikova 5670, Zlin, 760 01, Czech Republic
utb.fulltext.projects FSR-ST-2020/006
utb.fulltext.faculty Faculty of Humanities
utb.fulltext.ou Research Centre
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Attribution 4.0 International Kromě případů, kde je uvedeno jinak, licence tohoto záznamu je Attribution 4.0 International