Petr Svojanovský
Biographic Data
| ID | 5945350 |
|---|---|
| NAME | Petr Svojanovský |
| GIVEN NAMES | Petr |
| FAMILY NAME | Svojanovský |
| SIGNATURE | SVOJANOVSKÝ P |
| AFFILIATIONS | Masaryk University |
| ORCID | 0000-0003-2520-4838 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Teachers' inclusive core practices and all students’ perspectives
Although there is widespread agreement that inclusive practices should address the needs of all students, research still tends to emphasise certain groups of students over others. This study explores how lower-secondary teachers in highly inclusive Czech schools support all learners and how students perceive these practices. Using extensive ethnographic data - hundreds of teaching observation hours and interviews with six teachers, two assistants…
Modelling individuality but advising universality
Student diversity in the classroom represents a significant professional challenge for pre-service teachers. The goal of this study is to explore how mentor teachers support pre-service teachers in addressing student diversity during their practicum. Eight pre-service teachers and their six mentor teachers were participants in a multi-sited ethnographic study conducted in the Czech Republic. Data collection took place at lower secondary schools a…
Promises and challenges of differentiated instruction as pre-service teachers learn to address pupil diversity
This multi-sited ethnographic study explores how pre-service teachers (PSTs) address pupil diversity during their practicum at lower secondary schools and how this is facilitated by their participation in university courses. This investigation’s focus on diversity is grounded in the concept of differentiated instruction. We found out that university teaching contributes to PSTs having a positive approach towards pupil diversity and that in their …
The Whole Class First and Individuals Second? The Ethnography of Pre-Service Teachers' Learning to Address Student Diversity during Their Practicum
Social inequalities can be reproduced or levelled through education.Czech schools tend to increase social inequalities, which is why discussion has increasingly turned to approaches that address the individual educational needs of every student.Such approaches include the concept of differentiated instruction.However, differentiation in teaching can be a professional challenge, especially for pre-service teachers, who during their practicum in lo…
Supporting student teachers’ reflection as a paradigm shift process
Supporting student teachers’ reflection as a paradigm shift process
Teachers' inclusive core practices and all students’ perspectives
Although there is widespread agreement that inclusive practices should address the needs of all students, research still tends to emphasise certain groups of students over others. This study explores how lower-secondary teachers in highly inclusive Czech schools support all learners and how students perceive these practices. Using extensive ethnographic data - hundreds of teaching observation hours and interviews with six teachers, two assistants…
Supporting student teachers’ reflection as a paradigm shift process
The Whole Class First and Individuals Second? The Ethnography of Pre-Service Teachers' Learning to Address Student Diversity during Their Practicum
Social inequalities can be reproduced or levelled through education.Czech schools tend to increase social inequalities, which is why discussion has increasingly turned to approaches that address the individual educational needs of every student.Such approaches include the concept of differentiated instruction.However, differentiation in teaching can be a professional challenge, especially for pre-service teachers, who during their practicum in lo…
Modelling individuality but advising universality
Student diversity in the classroom represents a significant professional challenge for pre-service teachers. The goal of this study is to explore how mentor teachers support pre-service teachers in addressing student diversity during their practicum. Eight pre-service teachers and their six mentor teachers were participants in a multi-sited ethnographic study conducted in the Czech Republic. Data collection took place at lower secondary schools a…
Promises and challenges of differentiated instruction as pre-service teachers learn to address pupil diversity
This multi-sited ethnographic study explores how pre-service teachers (PSTs) address pupil diversity during their practicum at lower secondary schools and how this is facilitated by their participation in university courses. This investigation’s focus on diversity is grounded in the concept of differentiated instruction. We found out that university teaching contributes to PSTs having a positive approach towards pupil diversity and that in their …
Teachers' inclusive core practices and all students’ perspectives
Although there is widespread agreement that inclusive practices should address the needs of all students, research still tends to emphasise certain groups of students over others. This study explores how lower-secondary teachers in highly inclusive Czech schools support all learners and how students perceive these practices. Using extensive ethnographic data - hundreds of teaching observation hours and interviews with six teachers, two assistants…
Mathematics education (5 works) · Pedagogy (5 works) · Psychology (5 works) · Sociology (4 works) · Teacher education (4 works) · Collaborative Teaching and Inclusion (3 works) · Computer Science (3 works) · Ethnography (3 works) · Teacher Education and Leadership Studies (3 works) · Critical Race Theory in Education (2 works)