New Perspectives in Science Education

The Communist era was instrumental in the educational systems in the Czech Republic and the Slovak Republic and played a vital role in designing and shaping their educational institutions. Even though the initial creation of the public school system in the nineteenth century was different and happened at various times in these two countries, their involvement in the same eastern block between 1945 and 1989 resulted in their mutual acceptance of the national educational system in terms of management approach, political incentives, and general organisation [1]. However, the end of communism in Czechoslovakia in 1989 led to the beginning of significant political, social, cultural and economic changes to a democratic political system and market economy. These changes also significantly impacted the educational system in these countries [2]. More importantly, the involvement of the Czech Republic and the Slovak Republic in the TALIS survey of OECD countries and participating economies has created opportunities for these countries with similar histories and legacies to evaluate their educational systems among other OECD countries through the TALIS surveys [3]. Therefore, this study compares the feedback methods used by secondary school teachers and their classroom practices in the Czech Republic and the Slovak Republic using the TALIS data 2018. Preliminary findings show that most teachers in the Slovak Republic experienced a more positive impact of feedback (84%) than those in the Czech Republic (73%). The feedback methods used by teachers in both countries were mainly similar; however, survey responses to the teachers’ teaching by students were used only in the Czech Republic schools. Additionally, more teachers (85%) in the Slovak Republic assess their students' progress by observing and providing immediate feedback than Czech Republic teachers. This is higher than the OECD average of 79%. Nevertheless, more teachers in the Czech Republic reported having worked in schools where training was common after assessment (99%) compared to 69% in the Slovak Republic.

Keywords: feedback, teachers, classroom practices, TALIS 2018.

REFERENCES 

[1] Herbst, M., & Wojciuk , A. (2017). Shared legacy, different paths: the transformation of educational systems in the Czech Republic, Slovakia, Hungary, and Poland. Compare: A Journal of comparative and international education. 47 (1), 118-132.

[2] Kosova, B, Porubsky, S. (2007). Educational transformation in Slovakia: The ongoing search for a solution. ORBIS SCHOLAE.  1 (2), 109–130.

[3] Perry, L. B. (2005). “The Seeing and the Seen: Contrasting Perspectives of Post-Communist Czech Schooling.” Compare: A Journal of Comparative Education. 35 (3), 265–283.