Teachers’ Attitudes Towards Early Tracking and Their Experiences with Pupils Transition to Selective „Multi-year gymnázia“
Abstract
In this paper, we briefly presents development of early tracking in region of Central Europe, we review the literature on the effects of early tracking on student achievement and inequality (mainly based on research from USA and England), we also review the research till date in the region and particularly stress the research on attitudes of different stakeholders towards tracking. The main part of the text however presents results from qualitative research based on in-depth interviews with 10 teachers (5 teachers teaching in 5th grade "basic school" and 5 teachers teaching the 6th graders at selective "multi-year gymnázia").
The analysis stress the teacher attitudes towards early tracking, their evaluations of (dis)advantages of "multi-year gymnázia", their attitudes towards and their experiences with pupils transitions to these selective schools. The testimonies of teachers from "basic school" and selective "multi-year gymnázia" are put into contrast, where this is useful.