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THE ATTITUDE OF SLOVAK TEACHERS AS A PROBLEMATIC ISSUE TOWARDS CURRICULAR REFORM CHANGES AT SLOVAK ELEMENTARY SCHOOLS
Abstract
The paper publishes the results of the qualitative research that analysed the attitudes of the Slovak teachers towards the fundamental curriculum reform in primary and lower secondary education. The research was realized after 10 years from the curriculum reform that had been realized according to ISCED classification in 2008. The authors of the paper interpreted the research findings how Slovak teachers understood their role as creators of the framework of content learning. The paper clarifies and take measures teachers’ attitude towards basic ideas and values in the context of the decentralized education in Slovakia. The results were obtained through structurally led interviews with the school managers and the elementary school teachers. The research methodology is based on the content analysis of transcripted interviews. Procedurally, the results are derived from the analytic-inductive approach to text content analysis resulted into generalized basic theses valid for the whole research sample.
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