摘要：The aim of the present paper is to reveal and describe the individual ways in which curricular documents are used by Czech lower secondary teachers in their teaching practices. We operationalized the concept of use with Johnson’s typolog y of utilization,which we describe in the first section of the paper. The second part of the paper describes the results of a qualitative study in which we applied Johnson’s typolog y to the statements of 18 teachers obtained through semi-structured interviews. We identified three types of use of curricular documents in respondents’ statements: conceptual,instrumental,and symbolic. The results indicate that most of the teachers used curricular documents instrumentally. This means that they ensured that their practice included all of the formal and content features listed in curricular documents without feeling the need to innovate them. Teachers who used curricular documents symbolically showed doubt regarding their usefulness and efforts not to use them. In contrast,teachers who used curricular documents conceptually thought about them,felt the need to innovate and change them,and wanted to use them to further increase teaching quality at their schools.
其他摘要：Cílem předkládaného příspěvku je odhalit a popsat jednotlivé typy využívání kurikulárních dokumentů v praxi učitelů základních škol v Česku. Koncept využívání jsme operacionalizovali s využitím Johnsonovy typologie,kterou představujeme v první části textu
关键词：curricular reform;utilization;curricular document;school educational program
其他关键词：kurikulární reforma;využívání;kurikulární dokument;školní vzdělávací program
