Proč vyučující realizují program Začít spolu : Strukturální a procesuální přínosy programu
| Title in English | Why teachers implement the Start Together program : Structural and procedural benefits of the program |
|---|---|
| Authors | |
| Year of publication | 2025 |
| Type | Peer-reviewed scientific article |
| Magazine / Source | PEDAGOGIKA |
| MU Faculty or unit | |
| Citation | |
| web | https://ojs.cuni.cz/pedagogika/article/view/4954 |
| Doi | https://doi.org/10.14712/23362189.2025.4954 |
| Keywords | Start Together program; educational structure; change processes; safe environment; didactical level; organizational level; democracy |
| Description | Goals – The study analyzes the reflections of teachers working in the Začít spolu program and the reasons why they consider this program valuable. Methods – The text is based on a data set obtained through focus groups, individual interviews, and open-ended questionnaire responses from teachers involved in the program. The analysis uses situational analysis procedures and, through elements of structure and change processes, tracks how teachers perceive their personal and professional growth. Results – The fixed structure of the program and the processes of change that the implementation of the program causes form a background that alters and reconstructs the behavior of all actors (students, teaching staff, parents, etc.). It is precisely this change in behavior that forms the central category – the environment. However, the environment of the Start Together program is dynamic, the quality of relationships determines the quality of the environment, and this process dynamic positively influences the functioning of the entire program at the didactic, organizational, and value levels. Conclusions – We interpret the research results against the background of Bronfenbrenner's theory of ecological systems, which we use to explain both the pedagogical effectiveness of the program and its possible impacts on the democratization of civil society. |