Učitelé dějepisu a badatelská výuka na příkladu testování učebnice dějepisu pro 9. ročník ZŠ

Abstract

The article is a probe into the transformation of teachers’ attitudes towards research-oriented teaching. Five teachers tested a research-oriented textbook during one school year. Their approach to teaching gradually changed during the testing, from the initial uncritical enthusiasm to a more reserved, more critical attitude. Their methodological competencies also transformed (grew) complementary to the change of their epistemic beliefs. The article captures some problems associated with the implementation of research-oriented teaching in school practice.

Keywords

• didactics of history
• research instruction
• textbook
• teachers’ attitudes