当政策与实践相冲突:捷克共和国助教的案例

Q3 Social Sciences
K. Slezáková, Lenka Kissová, Lenka Felcmanová
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引用次数: 0

摘要

自2010年代中期以来,捷克共和国一直在广泛实施全纳教育措施。政府推出了五个阶段的支援措施,包括为有特殊教育需要的学生指派助教。在主要改革后的四年里,助教的分配已成为实施最多的支持性措施,尽管他们在促进全纳教育方面的作用在学术文献中受到质疑。我们的研究结果基于对小学的实证研究和相关的政策文件。本文的重点是政策意图与将助教纳入课堂的实践之间的冲突。我们将调查结果分为四类政策/实践冲突:(1)不明确的助教职位描述;(2)助教资质不足;(3)因资金不足而合并TA合同;(4)助教任命不一致。我们的研究结果表明,在实践中,政策调控的措施往往不符合学校的实际需求。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
When policy clashes with practice: The case of teaching assistants in the Czech Republic
Abstract Since the mid-2010s, Czech Republic has been implementing inclusive education measures on a wide scale. Five stages of supportive measures have been introduced, including the assignment of teaching assistants (TAs) for students with special educational needs. In the four years since the main reform, the assignment of TAs has become the most implemented supportive measure, even as their role in promoting inclusive education has been questioned in the scholarly literature. We base our findings on empirical research in primary schools and relevant policy documents. This paper focuses on the clashes between policy intentions and the practice of incorporating TAs into classrooms. We organise the findings into four categories of policy/practice conflicts: (1) ambiguous TA job descriptions; (2) insufficient TA qualifications; (3) combined TA contracts due to lack of funding; and (4) inconsistencies in TA appointments. Our findings suggest that, in practice, policy-regulated measures often do not correspond to the actual needs of schools.
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来源期刊
Journal of Pedagogy
Journal of Pedagogy Social Sciences-Education
CiteScore
1.10
自引率
0.00%
发文量
5
审稿时长
20 weeks
期刊介绍: The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.
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