摘要：The aims of the present theoretical and methodological study are 1) to introduce the characteristics of school ethnography and its applications in Czech educational research,2) to summarize the theoretical background and analyze different approaches for investigating diversity in pre-service teacher education,and 3) to discuss the potential of multi-sited ethnography. We conclude that multi-sited ethnography represents a research design that is suitable for investigating diversity in pre-service teacher education as it emphasizes the need for interconnecting and contrasting findings from various sites under scrutiny. It follows that findings from both higher education classes,where student-teachers are educated,and schools,where student-teachers are placed to do their teaching practice,can be integrated. Thus,the study contributes to theoretical and methodological discussions in educational sciences.
其他摘要：Cílem předkládané teoreticko-metodologické studie je 1) představit základní charakteristiky školní etnografie a její aplikace v českém pedagogickém výzkumu;2) shrnout teoretická východiska a analyzovat přístupy k výzkumu diverzity v pregraduální učitelské
关键词：school ethnography;multi-sited ethnography;diversity;teacher education;educational research
其他关键词：školní etnografie;vícemístná etnografie;diverzita;učitelské vzdělávání;pedagogický výzkum
