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

This paper presents ways and forms of anchoring the term Shoah in normative educational documents. 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.). 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%). 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.