Nástroj zjišťující epistemická přesvědčení učitelů v kontextu výuky historie
DOI:
https://doi.org/10.14712/23362189.2021.1960Klíčová slova:
vyučování dějepisu, vzdělávání učitelů, vzdělávání studentů učitelství, epistemická přesvědčení, faktorová analýzaAbstrakt
Předkládaná výzkumná studie je zaměřena na měření epistemických přesvědčení praktikujících učitelů a studentů učitelství v kontextu výuky historie.
Cílem šetření bylo přezkoumat faktorovou strukturu přeloženého nástroje Beliefs about History Questionnaire (BHQ) adaptovaného na české prostředí. Nástroj vychází z rámců historického myšlení podpořených kognitivními výzkumy zasazenými do sociálně konstruktivistického přístupu a výzkumů explicitně usouvztažňujících problematiku epistemických přesvědčení (vývojové modely) ve vyučování dějepisu, historie a vlastivědy.
Z výsledků vyplývá, že teoreticky navržené dimenze dotazníku BHQ tvoří psychometricky samostatné faktory. Nástroj dobře rozlišuje dimenze subjektivistického a kriteriálního přístupu k povaze historických znalostí. Naopak dimenze napodobujícího přístupu nedisponuje přesvědčivými psychometrickými vlastnostmi.
Zjištěné závěry je třeba interpretovat vzhledem k vybrané populaci. Výsledky jsou diskutovány ve vztahu se zahraničními výzkumy jak v doménově obecném kontextu výzkumů epistemických přesvědčení, tak i v doménově specifickém. Na základě uvedených výsledků jsou navrženy potenciální možnosti optimalizace nástroje, především položková úprava napodobujícího přístupu, a potenciální možnosti dalších výzkumných směřování. Modifikovaný nástroj disponuje potenciálem k uplatnění jak v pregraduální přípravě studentů učitelství historie (včetně dějepisu a vlastivědy), tak i učitelů z praxe. Na základě předložených výsledků empirického šetření a kontextu výzkumů zahraniční provenience autoři této studie diskutují význam epistemických přesvědčení napříč vzdělávacími stupni.
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