Comparison of Preferred Didactic Forms and Methods in Homeschooling

Abstract

Th e research dealt with opinions of homeschooling parents on preferred homeschooling methods and forms. Using the questionnaire method, it mapped opinions of 78 parents from Slovakia, the Czech Republic and Poland. It examined the infl uence of selected variables, i.e. age of parents and number of homeschooled children, on the preference for methods and forms of education. On the basis of research fi ndings it could be stated that younger respondents preferred unschooling more than older respondents. Th e older respondents, on the other hand, preferred classical teaching methods and forms more. It was also found that the number of homeschooled children had no infl uence on parents' choice of homeschooling methods and forms.

Compulsory Examination of Homeschoolers in Poland, the Czech Republic, and Slovakia From the Perspective of Parents of Homeschooled Children

“…It can be stated that in Poland, the Czech Republic, and Slovakia the issue of compulsory examination in the umbrella school is not examined in sufficient detail and the ambition of this research is to contribute to solving the issue. The research problem was formulated on the basis of several realized research dealing with the given topic Mazur et al, 2019;Kašparová, 2012;2015;Rochovská et al, 2020;Porubčanová, 2021;Severini et al, 2021).…”

“…In post-communist countries with a similar educational tradition, such as Poland, the Czech Republic and Slovakia, homeschooling has been studied by reseachers: e.g., Kostelecká (2010), Kašparová (2012;2015), Giercarz-Borkowska, (2019), Hána (2017), Hána and Kostelecká (2019), , , Mazur et al (2019), Rochovská et al (2020), Porubčanová et al (2021), Severini et al (2021).…”

Two Centuries of Educational Innovation in Spain. Alternative Pedagogies: Are They Neo or Retro?

“…Moreover, they proclaim themselves as alternative models which try to improve Spanish education. Th ese alternative movements are not exclusive in Spain, but spread throughout the world, in response to the needs of parents and members of the educational community to respond to dissatisfaction with the offi cial school, the eff ort to provide a better educational and discontent with offi cial pedagogical methods (Rochovská et al, 2020).…”

“…Spanish education must abandon traditional pedagogical practices, as we have described them in this article, and adopt democratic models in which, from a critical perspective, they foster among students the ability to face challenges and seek novelty, training students to be autonomous and capable of facing problems on their own. Recent research shows the need for a change in the educational paradigm, where education is conceived as a place of lifelong learning, and not a rigid school that conceives educational success as performance of exams (Rochovská et al, 2020).…”

Design and Validation of an Instrument to Measure Educational Innovations in Primary and Pre-Primary Schools

“…Citizens of the 21st century need to develop competences so that they can participate in social inclusion, and evolve, both personally and professionally, in a digital society (Rodríguez, Cantabrana, & Cervera, 2021), bearing in mind, that digital competence is one of the key competences (Muñoz-Repiso, Martín, & Gómez-Pablos, 2020). Recent research shows the need for a change in the educational paradigm, where education is conceived as a place of lifelong learning, and not a rigid school that conceives educational success as performance of exams (Rochovská, Droščák, & Šilonová, 2020).…”