The outlooks for p 4 c curriculum in czech primary schools
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The outlooks for P 4 C Curriculum in Czech Primary Schools. A Teacher-Training Perspective NAACI 2006: Democracy and Ethics in Philosophical dialogue Québec, 27-29 June 2006. Population : approx. 10, 000 ,000 growth only thanks to immigration Inflation rate: approx. 2 %

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The outlooks for P 4 C Curriculum in Czech Primary Schools

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The outlooks for p 4 c curriculum in czech primary schools

The outlooks for P4C Curriculum in Czech Primary Schools

A Teacher-Training Perspective

NAACI 2006: Democracy and Ethics in Philosophical dialogue Québec, 27-29 June 2006


Basic facts about the c zech r ep

Population:approx. 10,000,000growth only thanks to immigration

Inflation rate:approx. 2 %

Unemployment:approx. 9 %

GDP per capita:approx. USD 17,400 (45% of U.S. purchasing power parity)

GDP growth:6 %

Basic schools (primary+lower secondary, age 6-15)

Total:3,870

Pupils per school:247

Pupils per class:21

Pupils per teacher:15

Basic facts about the Czech Rep.


Brief history of primary education in c zech lands

Brief history of primary education in “Czech lands“

  • 1774:compulsory school attendance (CSA) 6-12

  • 1866: both German and Czech languages declared equal

  • 1868: the influence of the Church limited to RE

  • 1869: CSA 6-14

  • 1918: foundation of the Czechoslovak Republic

  • 1920: Minor School Act, looking for ways of „new schooling“

  • 1946: School Act on Unified Education, CSA 6-15

  • 1960: more school unification

  • 1989: velvet revolution (the fall of communist regime)

  • 1993: foundation of the Czech Republic

  • 1995: more teaching plans approved (incl. alternative pedagogies)

  • 2001:The White Book (National Program of Education Development)

  • 2004: New School Act – Legislative foundations of the education reform

  • 2007: 1 Sept. = deadline for new SEPs to be implemented


Education system of the cr i

Education system of the CR – I.

http://www.nvf.cz/publikace/pdf_publikace/euroguidance/eng/leaflet.pdf

Primary schools according to their teaching program:

Source: Czech Institute for Information on Education


The outcomes pisa 2003

Problem-solving

Mathematics

Reading

Science

The outcomes... (PISA 2003)

source: OECD


But the attitudes pisa 2003 source oecd

Index of attitudes towards school

Index of students' sense of belonging at school

But... the attitudes... (PISA 2003)source: OECD

Results based on students' self-reports


The education reform i

The education reform – I.

What should we change in our schools? ...Why?

According to: The Research Institute of Education in Prague

  • attitudes towards pupils‘ needs and capabilities

  • the ways of motivating pupils

  • discrepancy between schools and the outside world

  • teaching efficiency based on the development of the pupils‘ individual dispositions in the natural group of pupils

  • selection of appropriate teaching methods and ways of classroom management

  • selection of curriculum; its relevance to practical needs

  • healthy social environment

  • evaluation of pupils

  • relationship with pupils as partners and active participants in the education process


The education reform ii

The education reform – II.

How? (Education reform = Curricular reform)

  • Shift from acquiring knowledge to developing key competences:

    • learning competences

    • problem-solving competences

    • communicative competences

  • More time spent at school:

    • grades 1 to 5 in total: 118 hours per week instead of 114

    • grades 6 to 9 in total: 122 hours per week instead of 115

  • Framework Educational Programs instead of pre-defined Teaching Programs

  • Areas and fields of study instead of individual subjects

  • Thematic links, cross-cutting themes

  • More flexible time allocation:

    • grades 1 to 5: 7 „free“ teaching periods instead of 0

    • grades 6 to 9: 12 „free“ teaching periods instead of 6

  • social competences

  • civic competences

  • work competences


The education reform iii

The education reform – III.

The present situation...

Approved teaching programs

State

level

other...

School

level

Schools chose one of the teaching programs...


The education reform iv

The education reform – IV.

The future... (from 1 September 2007)

The National Educational Program

State

level

Framework Educational Programs

FEP P-S

FEP PS

FEP SS

FEPx

School Educational Programs

School

level

SEP1

SEP2

SEP3

SEP4

SEPx


The education reform v teaching plan s old new

The education reform – V.Teaching Plans: “Old & New“


The education reform vi

The education reform – VI.

The mission...

According to: The Research Institute of Education in Prague

  • The curricular reform gives schools the chance to solve their educational situation in a creative way; it is up to school whether they will take it or miss it.

  • FEP PE and SEPs are important documents representing the program fundamentals; yet, they are not the main purpose of the curricular reform: the purpose lies in introducing changes in schools – changes in relationships with pupils, relationships among teachers, motivation, methods of work, ways of evaluating pupils and schools, etc.


Who is going to carry out the reform

Source: OECD

Who is going to carry out the reform?

  • The „statistical in-service teacher“:

    • a lady in her forties (teaching experience > 20 years)

    • feeling rather underpaid...

  • Only approx. 1/3 of FE graduates end up teaching…


P4c in czech schools

P4C in Czech Schools?

How to motivate teachers to take up P4C courses AND start doing / do philosophy with their children?


The curricular reform p 4 c i

The Curricular Reform & P4C – I.

  • The same aims

  • “Cross-cutting themes“ within the P4C curriculum

  • Community of Inquiry pedagogy = connection between the curriculum and the aims

 P4C should not be considered an „alternative pedagogy“: it may be presented as a „mainstream approach“ helping achieve the declared aims


The curricular reform p 4 c ii

The Curricular Reform & P4C – II.

A sample teaching plan(time allocation allowing P4C practice as well as extended teaching of foreign languages)


The curricular reform p 4 c iii incorporating p4c curriculum into specific areas of study isced1 2

The Curricular Reform & P4C – III.Incorporating P4C curriculum into specific areas of study (ISCED1+2)


The curricular reform p 4 c iv

The Curricular Reform & P4C – IV.

  • P4C & the Cross-cutting Themes


A few practical considerations

A few practical considerations...

  • How to evaluate the outcomes?

  • Who should carry out the reform/innovations?

    • In-service teachers:

      • motivation?

      • background in philosophy? („communist graduates“)

    • Student teachers:

      • efficiency?

  • Should in-service teachers pay for taking courses in P4C or should they be paid for it?

  • The deadline for School Educational Plans: 1 September 2007 (will the schools be willing to re-design SEPs ?)


Thank you for your attention

Thank you for your attention...

PaedDr. Petr Bauman

Dept. of Education

Faculty of Theology

University of South Bohemia

Kněžská 8

370 01 České Budějovice

CZECH REPUBLIC

e-mail: [email protected]

phone: +420 387 773 527

: +420 775 619 337


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