{"id":1128,"date":"2026-10-08T22:14:58","date_gmt":"2026-10-08T20:14:58","guid":{"rendered":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/2026\/10\/08\/self-efficacy-ucitelu-v-kontextu-integrovane-vyuky-prirodovednych-predmetu-vysledky-analyzy-balancnich-kruhu-a-fokusnich-skupin-2\/"},"modified":"2026-10-08T22:19:46","modified_gmt":"2026-10-08T20:19:46","slug":"self-efficacy-ucitelu-v-kontextu-integrovane-vyuky-prirodovednych-predmetu-vysledky-analyzy-balancnich-kruhu-a-fokusnich-skupin-2","status":"publish","type":"post","link":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/2026\/10\/08\/self-efficacy-ucitelu-v-kontextu-integrovane-vyuky-prirodovednych-predmetu-vysledky-analyzy-balancnich-kruhu-a-fokusnich-skupin-2\/","title":{"rendered":"Self-efficacy u\u010ditel\u016f v kontextu integrovan\u00e9 v\u00fduky p\u0159\u00edrodov\u011bdn\u00fdch p\u0159edm\u011bt\u016f: v\u00fdsledky anal\u00fdzy balan\u010dn\u00edch kruh\u016f a fokusn\u00edch skupin"},"content":{"rendered":"<p><em>Luk\u00e1\u0161 Rokos, Helena Koldov\u00e1<\/em><br \/><small>Jiho\u010desk\u00e1 univerzita v \u010cesk\u00fdch Bud\u011bjovic\u00edch, Pedagogick\u00e1 fakulta,<br \/>katedra biologie a katedra matematiky<\/small><\/p>\n\n\n<p class=\"wp-block-paragraph\">P\u0159\u00edsp\u011bvek se zam\u011b\u0159uje na anal\u00fdzu vn\u00edman\u00e9 self-efficacy u\u010ditel\u016f ve vztahu k&nbsp;implementaci integrovan\u00e9 v\u00fduky p\u0159\u00edrodov\u011bdn\u00fdch p\u0159edm\u011bt\u016f, a to jak v&nbsp;r\u00e1mci p\u0159\u00edstupu \u201escience\u201c, tak \u0161ir\u0161\u00edho konceptu STEM. V\u00fdzkum kombinuje kvantitativn\u00ed data z\u00edskan\u00e1 prost\u0159ednictv\u00edm tzv. balan\u010dn\u00edch kruh\u016f a kvalitativn\u00ed data z fokusn\u00edch skupin realizovan\u00fdch se 75 u\u010diteli vybran\u00fdch aprobac\u00ed (p\u0159\u00edrodopis, matematika, fyzika a chemie). Balan\u010dn\u00ed kruhy umo\u017enily zachytit subjektivn\u00ed m\u00edru jistoty u\u010ditel\u016f v oblastech obsahov\u00fdch znalost\u00ed, didaktick\u00fdch kompetenc\u00ed a institucion\u00e1ln\u00ed podpory, zat\u00edmco fokusn\u00ed skupiny poskytly hlub\u0161\u00ed porozum\u011bn\u00ed zku\u0161enostem, bari\u00e9r\u00e1m a&nbsp;pot\u0159eb\u00e1m u\u010ditel\u016f.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V\u00fdsledky ukazuj\u00ed, \u017ee \u00farove\u0148 self-efficacy je v\u00fdrazn\u011b determinov\u00e1na oborovou identitou u\u010ditel\u016f. Nap\u0159\u00ed\u010d v\u0161emi skupinami se jako stabiln\u011b siln\u00e1 dimenze ukazuje didaktick\u00e1 kompetence, kter\u00e1 m\u016f\u017ee \u010d\u00e1ste\u010dn\u011b kompenzovat nedostate\u010dnou obsahovou jistotu. Naopak kl\u00ed\u010dov\u00fdmi bari\u00e9rami implementace integrovan\u00e9 v\u00fduky jsou p\u0159edev\u0161\u00edm obsahov\u00e1 nejistota, \u010dasov\u00e1 n\u00e1ro\u010dnost a nedostate\u010dn\u00e1 institucion\u00e1ln\u00ed podpora.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Kvalitativn\u00ed anal\u00fdza odhalila ambivalentn\u00ed postoje u\u010ditel\u016f k integrovan\u00e9 v\u00fduce: na jedn\u00e9 stran\u011b je vn\u00edm\u00e1na jako smyslupln\u00fd a motivuj\u00edc\u00ed p\u0159\u00edstup podporuj\u00edc\u00ed hlub\u0161\u00ed porozum\u011bn\u00ed a rozvoj STEM kompetenc\u00ed \u017e\u00e1k\u016f, na stran\u011b druh\u00e9 je spojov\u00e1na s organiza\u010dn\u00edmi, kurikul\u00e1rn\u00edmi a evalua\u010dn\u00edmi obt\u00ed\u017eemi. V\u00fdznamnou roli p\u0159i utv\u00e1\u0159en\u00ed self-efficacy hraj\u00ed zku\u0161enosti z praxe, kolegi\u00e1ln\u00ed spolupr\u00e1ce, dostupnost metodick\u00fdch materi\u00e1l\u016f a podpora veden\u00ed \u0161koly.<\/p>\n\n\n\n<h5 class=\"wp-block-heading\">Teachers\u2019 Self-Efficacy in Integrated Science Education: Results of Analysis of Balance Wheels and Focus Groups<\/h5>\n\n\n\n<p class=\"wp-block-paragraph\">The paper focuses on analysing teachers\u2019 perceived self-efficacy in relation to the implementation of integrated science education, both within the science approach and STEM. The research combines quantitative data obtained through balance wheels and qualitative data from focus groups conducted with 75 teachers of selected specialisations (biology, mathematics, physics and chemistry). Balance wheels made it possible to capture teachers\u2019 subjective sense of confidence in areas of content knowledge, pedagogical competencies and institutional support, while focus groups provided deeper insight into teachers\u2019 experiences, barriers and needs.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The level of self-efficacy is strongly determined by teachers\u2019 subject identity. Across all groups, pedagogical competence emerges as a consistently strong dimension that can partially compensate for insufficient content confidence. In contrast, the key barriers to implementing integrated teaching are mainly content-related uncertainty, time demands and insufficient institutional support.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The qualitative analysis revealed ambivalent attitudes of teachers towards integrated teaching: on the one hand, it is perceived as a meaningful and motivating approach that supports deeper understanding and the development of students\u2019 STEM competencies; on the other hand, it is associated with organisational, curricular and assessment-related challenges. Professional experience, collegial collaboration, the availability of methodological materials and support from school leadership play a significant role in shaping teachers\u2019 self-efficacy.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Luk\u00e1\u0161 Rokos, Helena Koldov\u00e1Jiho\u010desk\u00e1 univerzita v \u010cesk\u00fdch Bud\u011bjovic\u00edch, Pedagogick\u00e1 fakulta,katedra biologie a katedra matematiky P\u0159\u00edsp\u011bvek se zam\u011b\u0159uje na anal\u00fdzu vn\u00edman\u00e9 self-efficacy u\u010ditel\u016f ve vztahu k&nbsp;implementaci integrovan\u00e9 v\u00fduky p\u0159\u00edrodov\u011bdn\u00fdch p\u0159edm\u011bt\u016f, a to jak v&nbsp;r\u00e1mci p\u0159\u00edstupu \u201escience\u201c, tak \u0161ir\u0161\u00edho konceptu STEM. V\u00fdzkum kombinuje kvantitativn\u00ed data z\u00edskan\u00e1 prost\u0159ednictv\u00edm tzv. balan\u010dn\u00edch kruh\u016f a kvalitativn\u00ed data z fokusn\u00edch skupin realizovan\u00fdch [&hellip;]<\/p>\n","protected":false},"author":35,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[25],"tags":[],"class_list":["post-1128","post","type-post","status-publish","format-standard","hentry","category-prezentace"],"_links":{"self":[{"href":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/wp-json\/wp\/v2\/posts\/1128","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/wp-json\/wp\/v2\/users\/35"}],"replies":[{"embeddable":true,"href":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/wp-json\/wp\/v2\/comments?post=1128"}],"version-history":[{"count":2,"href":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/wp-json\/wp\/v2\/posts\/1128\/revisions"}],"predecessor-version":[{"id":1131,"href":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/wp-json\/wp\/v2\/posts\/1128\/revisions\/1131"}],"wp:attachment":[{"href":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/wp-json\/wp\/v2\/media?parent=1128"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/wp-json\/wp\/v2\/categories?post=1128"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/wp-json\/wp\/v2\/tags?post=1128"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}