文章基本信息

标题：Teachers’ Subjective Definition of a Family-frequency Conceptual Analysis
本地全文：下载
作者：Jana Marie Havigerová ; Jana Marie Havigerová ; Jiří Haviger 等
期刊名称：Procedia - Social and Behavioral Sciences
印刷版ISSN：1877-0428
出版年度：2015
卷号：171
页码：425-432
DOI：10.1016/j.sbspro.2015.01.142
语种：English
出版社：Elsevier
摘要：AbstractThe family as a topic is an essential part of primary school curriculum in the Czech Republic. The present study describes the expressions used by teachers (N=219) to define the term family and the possible implicit theories behind the definitions. A total of 513 expressions were used by the respondents to definefamily, the ten most frequent ones being:člověk, ten, dítě, skupina, spolu, žít, blízký, rodič, myarád(man/human being, this, child, group, together, live, close, parent, weandlike). The initial analysis suggests that the teachers’ implicit understanding of the concept of family is associated with 1) parenthood and blood kinship, 2) emotional relations (love each other), 3) the co-existence in the household. The teachers’ implicit understanding is based on egocentric and pedocentric view (the family equals mainly me-child and my parents or me-parent and my children). The lexical trace makes it evident that the implicit understanding is deeply embodied in language (the expressions that occur to us are commonly used ones, which restricts the final concept) and that it reflects the changing socio-cultural discourse (for example, the modern concept of family is typically nuclear, based on partnership, which is a result of the postponement of parenthood, other phenomena include emancipation, economic independence, independent housing with variable individualized features, such as pets as a part of family structure). Czech teachers do not use in their definitions concepts like education, nation, culture or religion which sometimes appear in theoretical academic concepts of family.
关键词：Family;implicit theory;teachers;frequency analysis