The dissertation addresses the issue of death education. It represents the concept of this education as it was created and is realized in the United States (Levinton, 1977; Wass, 2003; Doka 2015). The aim of qualitative research is to map the experiences of teachers with the theme of school death. It follows experiences of interventions in cases of death in the closest family of pupils or the death of a member of the school community, experience with topics related to death in teaching, as well as conditions for education related to death. The data were obtained through semi-structured interviews with ten teachers. Part of the work on based on teacher intervention in 11 cases, six of which were concerned with deaths in the pupil's family, in three a pupil died. In two cases, deaths were related to teachers. In the interviews, teachers paid much attention to the situation regarding the classroom reporting, usually choosing a factual announcement after which the pupils were recommended how to behave to the mournful classmate. In this recommendation, there was an emphasis on empathy or on the preservation of common behavior. If the event was communicated by a pupil or the teacher perceived their interest, a discussion in which the pupils communicated their reflections, experiences followed. No teacher noticed a strong emotional response from pupils. To the grieving pupil, teachers usually expressed their participation outside the classroom. In their further negotiations with him, they either sought to maintain the order or considered different options. These included both the demands on the pupil and the choice of topics in the classroom respecting the sensitivity to family issues or devoting attention to death issues (often through reading). Part of the work on the subject of death in teaching presents school subjects where teachers can deal with death related topics. It is the Czech language, Elementary studies, Natural sciences, History or Ethical and Dramatic Education. Although the themes of death in the curriculum appear, only some teachers are giving them attention. Most often it is then the case for a wide range of discussions or essay writing of pupils, which usually follows common reading. Teachers perceive pupils' interest in these topics. In some cases, teachers have sought to counterbalance the numbing impact of contemporary death mediation by making pupils feel through reading or film watching. The theme of death has sometimes been raised by the pupils themselves. Teachers perceived support from their personal experience (for five their parents died in childhood or adolescence). In their professional training, they perceived courses such as Critical Thinking or Philosophy for Children superior providing them with tools for work with demanding themes. Many teachers apply a personal approach to their pupils which naturally forms an appropriate framework for interventions as well as teaching on the theme of death.
| Identifer | oai:union.ndltd.org:nusl.cz/oai:invenio.nusl.cz:387589 |
| Date | January 2018 |
| Creators | PLACHÁ, Veronika |
| Source Sets | Czech ETDs |
| Language | Czech |
| Detected Language | English |
| Type | info:eu-repo/semantics/doctoralThesis |
| Rights | info:eu-repo/semantics/restrictedAccess |
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