Informace o kvalifikační práci A Comparison Study of Preparing Kindergarten Teachers in bachelor- level teacher education programs between Czech Republic and China: Focus on the Field of Kindergarten Arts Education
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Hlavní téma
Dissertation Defense: A Comparison Study of Preparing Kindergarten Teachers in bachelor- level teacher education programs between Czech Republic and China: Focus on the Field of Kindergarten Arts Education
Hlavní téma v angličtině
A Comparison Study of Preparing Kindergarten Teachers in bachelor- level teacher education programs between Czech Republic and China: Focus on the Field of Kindergarten Arts Education
Název dle studenta
A Comparison Study of Preparing Kindergarten Teachers in bachelor- level teacher education programs between Czech Republic and China: Focus on the Field of Kindergarten Arts Education
Název dle studenta v angličtině
A Comparison Study of Preparing Kindergarten Teachers in bachelor- level teacher education programs between Czech Republic and China: Focus on the Field of Kindergarten Arts Education
Comparative research is not only about comparing the similarities and differences between two countries on a particular research topic, but also about trying to find better educational solutions through the results of the comparison between the two countries. This study attempts to provide a reference for the problems of arts education in Chinese kindergartens through a comparative study between the Czech Republic and China on this research topic.Since the researcher conducted field observations in several kindergartens in the Czech Republic, the researcher found that kindergarten teachers in the Czech Republic have the flexibility to carry out kindergarten activities without writing lesson plans. This is in stark contrast to the situation in China, and given that English, rather than Czech, was used during the collection of the research data in the Czech Republic, the researcher focused on the field of kindergarten arts education in kindergartens to facilitate further communication and exploration of the details of the process based on the artwork. Furthermore, based on the convenience of the researcher's current university in the Czech Republic, the researcher framed the study in relation to preparing kindergarten teachers in the bachelor-level kindergarten teacher education programs, the researcher found four potential key dimensions of the teacher education process: subject courses; professional guidance from teacher educators; field practice; and teachers' reflection. Based on these four dimensions, the researcher looked for details of the processes of university-trained kindergarten teachers (related the field of kindergarten arts education) in the two countries, using a variety of data collection methods such as textual analysis, participant observation and group interviews, combined with data processing software to analyse and summarise the data, and then compared the two countries to find similarities and differences. Finally, based on the differences in the comparative study, the researcher provides reflective answers to the educational questions identified and gives reflected conclusions. It is worth mentioning that through the comparative study between the Czech Republic and China under the theme of this study, the researcher gives advice to the teacher education institutions in Chinese universities and kindergartens: observe and discover the artistic elements in surrounding objects in the current environment, and then on this basis inspire the student teachers/children to create their own personal style in the arts field; guide the educational aim is to help children to express themselves through artistic elements, not as an end in itself but as a tool; to guide teaching objects in their surrounding environment, to inspire them to think about potential themes and to personalise their teaching, etc.
Anotace v angličtině
Comparative research is not only about comparing the similarities and differences between two countries on a particular research topic, but also about trying to find better educational solutions through the results of the comparison between the two countries. This study attempts to provide a reference for the problems of arts education in Chinese kindergartens through a comparative study between the Czech Republic and China on this research topic.Since the researcher conducted field observations in several kindergartens in the Czech Republic, the researcher found that kindergarten teachers in the Czech Republic have the flexibility to carry out kindergarten activities without writing lesson plans. This is in stark contrast to the situation in China, and given that English, rather than Czech, was used during the collection of the research data in the Czech Republic, the researcher focused on the field of kindergarten arts education in kindergartens to facilitate further communication and exploration of the details of the process based on the artwork. Furthermore, based on the convenience of the researcher's current university in the Czech Republic, the researcher framed the study in relation to preparing kindergarten teachers in the bachelor-level kindergarten teacher education programs, the researcher found four potential key dimensions of the teacher education process: subject courses; professional guidance from teacher educators; field practice; and teachers' reflection. Based on these four dimensions, the researcher looked for details of the processes of university-trained kindergarten teachers (related the field of kindergarten arts education) in the two countries, using a variety of data collection methods such as textual analysis, participant observation and group interviews, combined with data processing software to analyse and summarise the data, and then compared the two countries to find similarities and differences. Finally, based on the differences in the comparative study, the researcher provides reflective answers to the educational questions identified and gives reflected conclusions. It is worth mentioning that through the comparative study between the Czech Republic and China under the theme of this study, the researcher gives advice to the teacher education institutions in Chinese universities and kindergartens: observe and discover the artistic elements in surrounding objects in the current environment, and then on this basis inspire the student teachers/children to create their own personal style in the arts field; guide the educational aim is to help children to express themselves through artistic elements, not as an end in itself but as a tool; to guide teaching objects in their surrounding environment, to inspire them to think about potential themes and to personalise their teaching, etc.
Klíčová slova
Comparative research, kindergarten teachers education, kindergarten arts education.
Klíčová slova v angličtině
Comparative research, kindergarten teachers education, kindergarten arts education.
Rozsah průvodní práce
168 p.(54318 characters)
Jazyk
AN
Anotace
Comparative research is not only about comparing the similarities and differences between two countries on a particular research topic, but also about trying to find better educational solutions through the results of the comparison between the two countries. This study attempts to provide a reference for the problems of arts education in Chinese kindergartens through a comparative study between the Czech Republic and China on this research topic.Since the researcher conducted field observations in several kindergartens in the Czech Republic, the researcher found that kindergarten teachers in the Czech Republic have the flexibility to carry out kindergarten activities without writing lesson plans. This is in stark contrast to the situation in China, and given that English, rather than Czech, was used during the collection of the research data in the Czech Republic, the researcher focused on the field of kindergarten arts education in kindergartens to facilitate further communication and exploration of the details of the process based on the artwork. Furthermore, based on the convenience of the researcher's current university in the Czech Republic, the researcher framed the study in relation to preparing kindergarten teachers in the bachelor-level kindergarten teacher education programs, the researcher found four potential key dimensions of the teacher education process: subject courses; professional guidance from teacher educators; field practice; and teachers' reflection. Based on these four dimensions, the researcher looked for details of the processes of university-trained kindergarten teachers (related the field of kindergarten arts education) in the two countries, using a variety of data collection methods such as textual analysis, participant observation and group interviews, combined with data processing software to analyse and summarise the data, and then compared the two countries to find similarities and differences. Finally, based on the differences in the comparative study, the researcher provides reflective answers to the educational questions identified and gives reflected conclusions. It is worth mentioning that through the comparative study between the Czech Republic and China under the theme of this study, the researcher gives advice to the teacher education institutions in Chinese universities and kindergartens: observe and discover the artistic elements in surrounding objects in the current environment, and then on this basis inspire the student teachers/children to create their own personal style in the arts field; guide the educational aim is to help children to express themselves through artistic elements, not as an end in itself but as a tool; to guide teaching objects in their surrounding environment, to inspire them to think about potential themes and to personalise their teaching, etc.
Anotace v angličtině
Comparative research is not only about comparing the similarities and differences between two countries on a particular research topic, but also about trying to find better educational solutions through the results of the comparison between the two countries. This study attempts to provide a reference for the problems of arts education in Chinese kindergartens through a comparative study between the Czech Republic and China on this research topic.Since the researcher conducted field observations in several kindergartens in the Czech Republic, the researcher found that kindergarten teachers in the Czech Republic have the flexibility to carry out kindergarten activities without writing lesson plans. This is in stark contrast to the situation in China, and given that English, rather than Czech, was used during the collection of the research data in the Czech Republic, the researcher focused on the field of kindergarten arts education in kindergartens to facilitate further communication and exploration of the details of the process based on the artwork. Furthermore, based on the convenience of the researcher's current university in the Czech Republic, the researcher framed the study in relation to preparing kindergarten teachers in the bachelor-level kindergarten teacher education programs, the researcher found four potential key dimensions of the teacher education process: subject courses; professional guidance from teacher educators; field practice; and teachers' reflection. Based on these four dimensions, the researcher looked for details of the processes of university-trained kindergarten teachers (related the field of kindergarten arts education) in the two countries, using a variety of data collection methods such as textual analysis, participant observation and group interviews, combined with data processing software to analyse and summarise the data, and then compared the two countries to find similarities and differences. Finally, based on the differences in the comparative study, the researcher provides reflective answers to the educational questions identified and gives reflected conclusions. It is worth mentioning that through the comparative study between the Czech Republic and China under the theme of this study, the researcher gives advice to the teacher education institutions in Chinese universities and kindergartens: observe and discover the artistic elements in surrounding objects in the current environment, and then on this basis inspire the student teachers/children to create their own personal style in the arts field; guide the educational aim is to help children to express themselves through artistic elements, not as an end in itself but as a tool; to guide teaching objects in their surrounding environment, to inspire them to think about potential themes and to personalise their teaching, etc.
Klíčová slova
Comparative research, kindergarten teachers education, kindergarten arts education.
Klíčová slova v angličtině
Comparative research, kindergarten teachers education, kindergarten arts education.
Zásady pro vypracování
In Chapter 1, the researcher outlines the motivation for the study based on the perceived differences between China and the Czech Republic related the field of kindergarten arts education, pointing out two questions that the researcher wishes to further reflect on through the results of this study. This chapter also presents the relevant background of the two countries, the research framework, the research aims and research questions, etc.
In Chapter 2: the researcher compiles a literature review on "Preparing to be a kindergarten in the Czech Republic/China”, including: qualifications for kindergarten teachers, bachelor-level kindergarten teacher' education, the role of the kindergarten teacher, and the competencies of the kindergarten teacher. In Chapter 3, the researcher outlines the research design and methodology of the study,including how the study was sampled in China and the Czech Republic, as well as data collection and data analysis. In Chapter 4, the researcher analyses and organizes the data from the Czech Republic from the four dimensions and summarises the characteristics of the Czech Republic in relation to this research questions. In Chapter 5, the researcher analyses and organizes the data from China from the four dimensions to draw out the relevant characteristics of China in relation to this research questions. In Chapter 6, the researcher compares and analyses the data from China and the Czech Republic across the four dimensions to figure out the similarities and differences between the two countries in this research theme. In Chapter 7, the researcher attempts to use the comparative findings of China and the Czech Republic under this research theme to provide reflective answers to the questions posed in the motivation section of the study, in an attempt to try to solve educational problems through comparative research.
Zásady pro vypracování
In Chapter 1, the researcher outlines the motivation for the study based on the perceived differences between China and the Czech Republic related the field of kindergarten arts education, pointing out two questions that the researcher wishes to further reflect on through the results of this study. This chapter also presents the relevant background of the two countries, the research framework, the research aims and research questions, etc.
In Chapter 2: the researcher compiles a literature review on "Preparing to be a kindergarten in the Czech Republic/China”, including: qualifications for kindergarten teachers, bachelor-level kindergarten teacher' education, the role of the kindergarten teacher, and the competencies of the kindergarten teacher. In Chapter 3, the researcher outlines the research design and methodology of the study,including how the study was sampled in China and the Czech Republic, as well as data collection and data analysis. In Chapter 4, the researcher analyses and organizes the data from the Czech Republic from the four dimensions and summarises the characteristics of the Czech Republic in relation to this research questions. In Chapter 5, the researcher analyses and organizes the data from China from the four dimensions to draw out the relevant characteristics of China in relation to this research questions. In Chapter 6, the researcher compares and analyses the data from China and the Czech Republic across the four dimensions to figure out the similarities and differences between the two countries in this research theme. In Chapter 7, the researcher attempts to use the comparative findings of China and the Czech Republic under this research theme to provide reflective answers to the questions posed in the motivation section of the study, in an attempt to try to solve educational problems through comparative research.
Seznam doporučené literatury
Anderson, G. (1990). Fundamentals of educational research. London: The Falmer Press. Auty, R., Osborne, Richard H., Blazek, Miroslav , Hauner M., Carter, Francis William and Zeman, .
Arsenault, N. (2002). Fundamentals of Educational Research (2nd ed.). Routledge.
Act No. 563/2004 Coll. (2004).About teaching staff and changing some laws.[online]. Available from:http://www.msmt.cz/dokumenty/platne-zneni-zakona opedagogickych-pracovnicich-k-1-lednu.
Argyris, C., & Schön, D.A. (1974). Theory in Practice: Increasing Professional Effectiveness. The Journal of Higher Education, 47, 113-115.
Bang, E. (2013). Hybrid-mentoring programs for beginning elementary science teachers. Online Submission, 1, 1-15.
Baistow, K. (2000). Cross-national research: What can we learn from inter-country comparisons. Social work in Europe, 7(3), 8-13.
Bezděková, L, Markéta K, Zuzana K and Hana V.(2016). Developing children's artistic skills and imagination. Prague: Raabe. Burnard P.& Hennessy S.(2006).Reflecttive practices in arts education. Springer.
Bray M. Adamson B. & Mason M. (2014). Comparative education research : approaches and methods (Second). Springer.
Holt Rinehart & Winston. Choi, J., & Hannafin, M.J. (1995). Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology Research and Development, 43, 53-69.
Chen Yiting. (2019). Exploration of innovative practical teaching in bachelor-level preschool education based on regional characteristics. Proceedings of the 2019 South China Expo Symposium (IV).
Cassell, C., & Symon, G. (1994). Qualitative methods in organizational research : a practical guide.
Cohen, L., Manion, L. and Morrison, K. (2000) Research Methods in Education. 5th Edition, Routledge Falmer, London.
Crotty, M. (2003). The foundations of social research: Meaning and perspective in the research process. SAGE.
Casey, M.A. & Kueger, R.A. (2000). Focus groups: A practical guide for applied research. (3rd ed.). Thousand Oaks, CA: Sage.
Dörnyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University Press.
DeWalt B. R. & Wayland C. B. (1998). Participant observation. Handbook of Methods in Cultural Anthropology S. 259-299.
Denzin, N.K., & Lincoln, Y.S. (1994). Handbook of Qualitative Research. British Journal of Educational Studies, 42, 409.
Denscombe, M. (2007). The good research guide for small-scale social research projects. (3rd ed.). New York: McGraw-Hill.
Dewey, J. (1923). Democracy and education: An introduction to the philosophy of education. macmillan.
Dimitriadis, G., & Kamberelis, G. (2006). Theory for Education: Adapted from Theory for Religious Studies, by William E. Deal and Timothy K. Beal (1st ed.). Routledge.
Eleanor, R., Sandra, D.O.J., Ragins, B.R., & Kram, K.E. (2008). The roots and meaning of mentoring. In Belle Rose Ragins & Kathy E. Kram (Eds.). The handbook of mentoring at work: Theory, research, and practice. Los Angeles, CA: Sage Publications, Inc.
Zhu Xudong.(2010) The establishment of teacher education standard system: the direction of future teacher education. Education Research, (6): 30-36. Zepeda, S.J. (2008). The Instructional Leader's Guide to Informal Classroom Observations (1st ed.). Routledge.
Seznam doporučené literatury
Anderson, G. (1990). Fundamentals of educational research. London: The Falmer Press. Auty, R., Osborne, Richard H., Blazek, Miroslav , Hauner M., Carter, Francis William and Zeman, .
Arsenault, N. (2002). Fundamentals of Educational Research (2nd ed.). Routledge.
Act No. 563/2004 Coll. (2004).About teaching staff and changing some laws.[online]. Available from:http://www.msmt.cz/dokumenty/platne-zneni-zakona opedagogickych-pracovnicich-k-1-lednu.
Argyris, C., & Schön, D.A. (1974). Theory in Practice: Increasing Professional Effectiveness. The Journal of Higher Education, 47, 113-115.
Bang, E. (2013). Hybrid-mentoring programs for beginning elementary science teachers. Online Submission, 1, 1-15.
Baistow, K. (2000). Cross-national research: What can we learn from inter-country comparisons. Social work in Europe, 7(3), 8-13.
Bezděková, L, Markéta K, Zuzana K and Hana V.(2016). Developing children's artistic skills and imagination. Prague: Raabe. Burnard P.& Hennessy S.(2006).Reflecttive practices in arts education. Springer.
Bray M. Adamson B. & Mason M. (2014). Comparative education research : approaches and methods (Second). Springer.
Holt Rinehart & Winston. Choi, J., & Hannafin, M.J. (1995). Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology Research and Development, 43, 53-69.
Chen Yiting. (2019). Exploration of innovative practical teaching in bachelor-level preschool education based on regional characteristics. Proceedings of the 2019 South China Expo Symposium (IV).
Cassell, C., & Symon, G. (1994). Qualitative methods in organizational research : a practical guide.
Cohen, L., Manion, L. and Morrison, K. (2000) Research Methods in Education. 5th Edition, Routledge Falmer, London.
Crotty, M. (2003). The foundations of social research: Meaning and perspective in the research process. SAGE.
Casey, M.A. & Kueger, R.A. (2000). Focus groups: A practical guide for applied research. (3rd ed.). Thousand Oaks, CA: Sage.
Dörnyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University Press.
DeWalt B. R. & Wayland C. B. (1998). Participant observation. Handbook of Methods in Cultural Anthropology S. 259-299.
Denzin, N.K., & Lincoln, Y.S. (1994). Handbook of Qualitative Research. British Journal of Educational Studies, 42, 409.
Denscombe, M. (2007). The good research guide for small-scale social research projects. (3rd ed.). New York: McGraw-Hill.
Dewey, J. (1923). Democracy and education: An introduction to the philosophy of education. macmillan.
Dimitriadis, G., & Kamberelis, G. (2006). Theory for Education: Adapted from Theory for Religious Studies, by William E. Deal and Timothy K. Beal (1st ed.). Routledge.
Eleanor, R., Sandra, D.O.J., Ragins, B.R., & Kram, K.E. (2008). The roots and meaning of mentoring. In Belle Rose Ragins & Kathy E. Kram (Eds.). The handbook of mentoring at work: Theory, research, and practice. Los Angeles, CA: Sage Publications, Inc.
Zhu Xudong.(2010) The establishment of teacher education standard system: the direction of future teacher education. Education Research, (6): 30-36. Zepeda, S.J. (2008). The Instructional Leader's Guide to Informal Classroom Observations (1st ed.). Routledge.
Přílohy volně vložené
Table 3.1 Classroom Observation Form in University
Table 3.2 Classroom Observation Form in Kindergarten
Table 4.1.1 The first academic year of subject courses related the field of kindergarten arts education at nine universities from Czech Republic(Bachelor-level kindergarten teacher education programs)
Table 4.1.2 The second academic year of subject courses related the field of kindergarten arts education at nine universities from Czech Republic(Bachelor-level kindergarten teacher education programs)
Table 4.1.3 The final academic year of subject courses related the field of kindergarten arts education at nine universities from Czech Republic(Bachelor-level kindergarten teacher education programs)
Table 5.1.1 The first academic year of subject courses related the field of kindergarten arts education at nine universities from China(Bachelor-level kindergarten teacher education programs)
Table 5.1.2 The second academic year of subject courses related the field of kindergarten arts education at nine universities from China(Bachelor-level kindergarten teacher education programs)
Table 5.1.3 The third academic year of subject courses related the field of kindergarten arts education at nine universities from China(Bachelor-level kindergarten teacher education programs)
Table 5.1.4 The fourth academic year of subject courses related the field of kindergarten arts education at nine universities from China(Bachelor-level kindergarten teacher education programs)