Brücknerová, K., Novotný, P. (2019). The influence of principals on the hidden curriculum of induction. Educational Management Administration & Leadership, 47(4), 606–623.
The aim of this study is to describe the influence that principals have on the hidden curriculum of induction (HCI). Our findings are based on a comparison of two case studies undertaken in primary schools in the Czech Republic, whose principals have different approaches to leadership and the management of induction. The data analysis leads to the conclusion that principals shape the HCI through mentor selection, management and development of the explicit curriculum of induction, creation of a social context in the school, and induction evaluation. The HCI is shaped by the specific realizations of these influences with content covering the meaning of induction, professional development, school context, and the principals themselves.
Plný text článku je dostupný zde: https://doi.org/10.1177/1741143217745878
Švaříček, R. (2024). Sceptical teacher and silent students: a case study of teacher changes during a teacher professional development programme. Journal of Education for Teaching, 1-19. https://doi.org/10.1080/02607476.2023.2296459
