Modernisation and Social Transformation in the Czech Republic

Machonin, Pavel

doi:10.13060/00380288.1996.32.12.08

Cited by 7 publications

(3 citation statements)

References 4 publications

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“…Historical and cultural patterns facilitate social transformation by developing change and resistance agents (Castles, 2010). This leads to structural change of culture at institutions (Machonin, 1996), as institutional and cultural changes are incorporated in social transformation (Khondker & Schuerkens, 2014). From social transformation theory, the study mainly focuses on critical reflection done by student teachers on the curriculum structure and change that is needed if identified in the curriculum structure.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Curriculum Structure and its Influence on Content Knowledge of Economics Student Teachers

Msimanga

2020

IJLTER

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This study explored how the curriculum structure of the Bachelor of Education in economics teaching qualification at one South African university impacts on content knowledge of economics student teachers. Document analysis was undertaken on the university’s Faculty of Education prospectus. Due to meetings restrictions during lockdown, email focus group interviews were conducted. Ten fourth year economics student teachers participated in the study. The study adopted social transformation theory as a theoretical framework. Data was thematically analysed. Data revealed that economics student teachers study the subject content that is meant for economists and other economics related careers. The subject content that is not relevant to school curriculum economics negatively affects content knowledge needed during work-integrated learning and in in their teaching career. For this reason, the curriculum is unfairly structured. To strengthen the content knowledge of economics student teachers, the study recommends that a relationship between economics content in academic major modules and school curriculum economics content be formed. Secondly, economics academic major modules should expose economics student teachers to an introduction in economics content as a way of advancing their subject content knowledge but the focus should be more on school curriculum economics content.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Curriculum Structure and its Influence on Content Knowledge of Economics Student Teachers

Msimanga

2020

IJLTER

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“…The modernisation theory of transformation that is dominant today sees the fundamental change in Eastern European societies as based in the introduction of modern institutions allowing increasing political pluralisation and the introduction of market economy systems in society [e.g. Zapf 1991Zapf , 1993Machonin 1996;Machonin, Tuček et al 1996]. This implementation comes up against government officials and economists, who under-estimate the problem of varying tempos and the interconnectedness of changes in the legal-administrative, political, economic and cultural domains [e.g.…”

Section: How Can Fundamental Changes In Society Be Viewed?mentioning

confidence: 99%

A General Interpretation of Transition in the Czech Republic (1989-1993)

Kabele¹

1999

Czech Sociological Review

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General interpretations of societal transition provide overall pictures of fundamental changes, their basic trends, their time scales, and the clashes between the main players. These interpretations allow both participants and analysts to focus on the important historical facts and the key social processes. The fundamental changes in the Czech Republic since November 1989 are shown here as a transition brought about by the interplay of the drama of the erosion of the old regime with that of the birth of a new order. The old order was partly dismantled and society found itself in transitional anomie, which made it possible to gradually build a new one. This transitological view sees a transition as a provisional state of affairs constructed by many different persons (individuals, groups, communities and organisations). This provisional situation is characterised by a rich dynamic of social problems, together with an unbalanced and changing distribution of gains and losses. The resulting conflicts become -in successful cases -part of the universe of myth. In this universe of myth these conflicts are seen as a series of crises/tests which push the society indirectly from the old order to the new. The originally open transition comes to a close when the participants cease to see the current events as provisional. The main task then becomes the normalisation of the new order, the enforcement of its regime and coping with the formerly provisional arrangements which were in many ways 'justified' by the apparent anomie.

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“…The French sociologist Bourdieu brought the above approaches closer to each other by defining inequalities as a social position of people where they can be placed in mutual relationships and where inequalities are understood as relationships between social positions in the sense of "above" and "below". This concept was also applied in the research studies on Czechoslovak and later Czech society by Machonin (Machonin & Tuček, 1996, Machonin, 2004. Like Bourdieu, he also stressed the importance of leisure time, including sport, in terms of individuals' position in the society social structure and their place in the life style of the population.…”

Section: Introductionmentioning

confidence: 99%

A Comparative Study of primary school teachers’ attitudes and opinions towards inclusive education in the South Moravian Region and Split-Dalmatian County

Stračárová¹

2020

Proceedings of the 12th International Conference on Kinanthropology

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The research is focused on teachers‘ approaches, opinions, and visions concerning inclusive education in the South Moravian Region and the Split-Dalmatian County. Further to that, it analyses the degree of Inclusion in these areas. The relationship of pedagogues towards Inclusion, due to a steep increase of specific disorders, is extremely important. The research was made in the year when the inclusive education bill was passed in the Czech Republic. Data was collected in the first school year when schools in Czech Republic functioned as in-clusive. Data collection took place in Split-Dalmatian county in 2016 and the South Moravian Region in 2017. The research is qualitative, an open-question questionnaire was made, and a non-structured interview was made when visiting schools. We set the following hypothe-ses. We assume that teachers of selected schools of the Split-Dalmatia County evaluate Inclusion more negatively than teachers of selected primary schools in the South Moravian Region. This hypothesis is not confirmed. We expect that Inclusion will take place in selected elementary schools in the South Moravian Region more than in selected elementary schools in Split-Dalmatia County. This hypothesis is not confirmed. This research is based on the methodology and data from the diploma thesis of Nikola Stračárová 2017 (Stračárová, 2017).

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Modernisation and Social Transformation in the Czech Republic

Cited by 7 publications

References 4 publications

Curriculum Structure and its Influence on Content Knowledge of Economics Student Teachers

Curriculum Structure and its Influence on Content Knowledge of Economics Student Teachers

A General Interpretation of Transition in the Czech Republic (1989-1993)

A Comparative Study of primary school teachers’ attitudes and opinions towards inclusive education in the South Moravian Region and Split-Dalmatian County

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