Sociální Pedagogika (Nov 2017)
Sociocultural handicap of foreign pupils and professional qualification of teachers
Abstract
The presented text shows the results of research carried out within the dissertation thesis. The main topic is the phenomenon of sociocultural handicap of foreign pupils (pupils with a different mother tongue). The research is based on the expert belief that integration of foreign pupils (pupils with a different mother tongue) into Czech schools and the training of teachers in this field is still somewhat marginal, even though there is a growing debate about increasing cultural diversity, increasing heterogeneity of schools and introduction of inclusive measures. The aim of the research was to analyze professional training of teachers in relation to the sociocultural handicap of foreign pupils (pupils with a different mother tongue). The goal was refined by the formulation of research questions: What possible problems (difficulties) reflect teachers in the teaching process of foreign pupils? What procedures and strategies do teachers use to help these pupils to be integrated successfully? How do teachers assess their professional readiness for education of foreign pupils (whether they were sufficiently prepared to work with foreign pupils in the course of their undergraduate studies, where they find benefits, deficiencies in this training)? How do students assess their undergraduate education for foreign-pupil teaching (whether they were ready to work with foreign pupils in their previous undergraduate education, where they find benefits, deficiencies in this training)? The research used questionnaire survey techniques for teachers and students and semi-structured interviews for teachers. The partial technique was the analysis of study subjects focused on the education of foreign pupils at the Faculty of Education at West Bohemian University in Pilsen (hereinafter WBU). The research group was made up of teachers of the 1st grade of primary schools of the Pilsen and Karlovy Vary regions and students of the 4th grade of the field of Teaching for the First Level of Primary School of the Faculty of Education of the University of West Bohemia in Pilsen. Based on the experiences and testimonies of the respondents, key areas of pre-school education in the field of foreign-pupil education were presented. There was also space for discussion on the following questions: What should be the content of the undergraduate training of teachers in the field of foreign-pupil education? Which parts should eventually be strengthened? Or what changes in graduate training would improve working with foreign pupils?
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