Abstract:

The concept of the paradox of education is known mainly from a philosophical point of view. However, very often teachers encounter them in practice without knowing it. By paradox we can understand something unexpected or new. In our paper, however, we approach paradoxes as something contradictory. Many teachers find themselves in these conflicting situations, for which they may not be fully prepared or which are at odds with their beliefs. At the same time, they may be confronted by their pedagogical practice, which can often conflict with the theory they have learned in undergraduate training. At least that's how it may be perceived by the teachers entering practice. It is often a matter of adhering to the dogmas that have been established by society for years, but at the same time the desire to accept new things and adapt to them.

This paper deals with the question to what extent are teachers acquainted with the issue of the paradoxes of education and how they perceive their influence on the educational process as being an integral part of it. We are also interested in their attitudes to these educational antinomies and especially how they perceive their influence during their longer pedagogical practice. The paper aims to present partial results of the pilot study. This study is focused on experienced teachers who have been engaged in the teaching profession for more than five years in the Moravian-Silesian and Olomouc regions. We chose a semi-structured interview as a research tool. This qualitative survey was evaluated by the method of grounded theory.

Keywords:

Novice teacher, experienced teacher, undergraduate study, paradoxes of education, practice, education.