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This paper presents ways and forms of anchoring the term Shoah in normative educational documents.&nbsp;The partial results of a research investigation are presented to find out the preconceptions of students of teaching in the field, including the phenomenon of the Shoah in the educational process. The quantitative research survey was conducted through a non-standardized, twenty-four-question questionnaire. The first eight were aimed at obtaining information about the respondents (e.g., year and form of study, study program, etc.).&nbsp;We presented the results as a comparison of partial results of research investigations, i.e., the research partial results and the results of a survey we conducted among practicing teachers. Based on the results of the questionnaire item concerning their opinion on the normative framing of the concept of the Shoah in Framework Educational Program for Primary Education, it can be stated that both groups of respondents would have welcomed it; however, a higher percentage of positive answers came from future teachers (55% versus 77.04%). &nbsp;We perceive the presented research as a first step towards a possible targeted intervention in the field of teacher training in possible work with the topic of the Shoah and its possible cross-cutting inclusion in the educational process. On the other hand, it must be stated that the young generation, i.e., student teachers, are aware of the necessity to apply the problems of the contemporary world to teaching, with or without the support of its curricular anchoring.&nbsp;

sem.2024.16.03.pdf

Original Research 

sem.2024.16.03.xml

Teacher Students' Views on the Anchoring of the Shoah into the Czech Normative Educational Curriculum

In the paper, we present the current Czech educational legal norms that set certain boundaries in the operation of Czech primary and secondary schools. In the first part of the article, we present the role of the current school principal in relation to his/her competencies in the context of basic Czech educational norms and present a competence model of school principals, the fulfilment of which by school principals can lead to stabilization and a greater degree of effective education in the context of the educational challenges of the 21st century. In the second part of the paper, we propose the possibilities of optimization of legal norms in education and its possible effective integration into the real educational process. In summary, we can conclude that it should be a matter of greater transparency in the training of teaching staff and school principals, the introduction of an optional direct teaching obligation for school principals, the introduction of mechanisms that would lead to a greater degree of familiarity of teachers and principals with the current legal educational norms and their changes, or the development of a unified and comprehensive concept of teaching within one school. We are aware that the proposed solutions have their limits. The most significant is the increase in the administrative burden on school principals: however, we believe that without the introduction of transparent and verifiable mechanisms to check the fulfilment of certain obligations, it will not be possible to check the obligations in question.

sem.2023.14.03.pdf

sem.2023.14.03.xml

The Role of the School Principal in the Context of Possible Transformation of the Educational Curriculum