Abstract
The paper focuses on Czech teachers’ attitudes toward tracking (separating pupils into groups with different curricula on the basis of their abilities and school results). The analysis is based on secondary data set from 2009 covering 1002 Czech teachers.
The survey was realized on spring 2009 by Factum Invenio agency to order of Czech Ministry of Education, Youth and Sports. Teahers’attitudes to both low track and high track are compared and confront with other teachers’attitudes and beliefs (such as aproach to pupils and evaluation of pupils, reasons for pedagogical career chice etc.).
Four ideal-typical sets of teachers’ attitudes are introduced: traditional, enthusiastic, helpful and easy-going. Each of them is connected to a specific combination of attitudes towards the high and low tracking.