Potreba špeciálnopedagogickej praxe v pregraduálnej príprave študentov Pedagogickej fakulty Prešovskej univerzity v Prešove

Author(s): Tatiana Čekanová / Language(s): Slovak Publication Year: 0

Special-educational practice is an integral part of the undergraduate training of the special education program students. The paper brings an overview of individual forms of the special-education practice within the bachelor and master study level in the study program Special education. Moreover, paper raises the importance of the qualitative and good practical teachers and the active students’ participation during the practice realization; highlights the need for the enlargement of the special-educational practice also for the students from the study programs because of the rising amount of the pupils with special educational needs in the elementary schools who are individually integrated.

Pojmové mapy a ich využitie vo vyučovacom procese

Author(s): Andrej Vanko / Language(s): Slovak Publication Year: 0

In this article, we are describing history of mind maps, usage in real world and at last how they can be applied for teaching geometry in high school. We will be describing who first thought about idea of mind maps and why mind maps were figured out, what was purpose of mind maps. Than we will speculate about how people perceive the world and how they can so easily remember so much things, understand patterns in the world and add new terms to already learned pool of terms and understand these terms. After this we will show some examples of mind maps and what needs to be done to create good mind map. In the end of article, we will show mind map created from concrete theme in geometry and way how to explain this map for students.

Intergrating Geography and Physical Education through Mountain oriented Education – Formal integration of MOE into Geography school curricula and Geography textbooks in Slovenian primary schools

Author(s): Mojca Ilc Klun / Language(s): English Publication Year: 0

Paper presents results of two research studies regarding formal integration of mountain-oriented education into Geography school curricula and Geography textbooks for primary schools. First study focuses on quantitative and qualitative analysis of Geography school curricula for primary schools, within which we searched for references, learning objectives, competencies and teaching methods, which are connected to mountain-oriented education. The second study focuses on analysis of Geography textbooks for primary schools, where we analyzed text and photographs, which are connected to mountain-oriented education. The paper presents important findings of how mountain-oriented education is currently presented within Geography lessons in Slovenian primary schools.

Effectiveness of the swimming education of children with autism spectrum disorder

Author(s): Irena Čechovská,Vladimír Süss,Jan Carboch,Kristýna Hubená / Language(s): English Publication Year: 0

Introduction (basis): Like the common population, also children with autism spectrum disorders (ASD) should be swimming literate – they should be equipped with such skills to be able to safely handle the aquatic environment and consequently to be able to make use of the swimming locomotion as of a lifelong motional activity for maintaining their health. Regarding the content of the swimming education for children with ASD, it is based on the preparatory and on the elementary swimming education programmes. However, it is distinguished by many specialities (suitable material conditions, use of specific methods, teacher-pupil interaction) – all this must be considered while creating such programmes. Aim: Applying structured learning on the concept of common preparatory and elementary swimming education for children with autism spectrum disorders. Methods: Five probands (boys) aged 6–10 years took part in this study. medical diagnosis: Asperger syndrome, infantile autism, atypical autism. The interventional programme lasted for 10 months (school year 2016/2017) and it was divided into two blocks (1st and 2nd term). Each block (term) consisted of 18 lessons once a week. Each lesson was 30 minutes long. In the first lessons, an entry diagnostic was performed by the help of Štochl Scale of swimming skills assessment. At the end of the first block, an output diagnostic was performed by using the same scale. The 3rd assessment took place at the end of the 2nd block. The final assessment of the interventional programme took place three months after the third measurement at the end of the 2nd block (in September 2017). Results: From the assessment of the results of the scale by the help of the sign test all probands have experienced an overal improvement in all swimming skills between the measurements 1 and 2, 3 and 4, 1 and 4. Discussion: According to the above presented results of this study, it can be said that structured learning was a well-chosen technique for the swimming education of children with ASD. Thanks to the structuralisation, the children have obtained basic swimming skills and they have built up a solid ground for a training of swimming styles. We consider the achieved results for very valuable for other swimming education of children with ASD.

AUTONOMIE ŽÁKA V CIZOJAZYČNÉ VÝUCE NA PRIMÁRNÍM A SEKUNDÁRNÍM STUPNI VZDĚLÁVÁNÍ

Author(s): Adam Zeisek / Language(s): Czech Publication Year: 0

This mapping review deals with research focused on developing learner autonomy in pre-tertiary schools. It reviews five pieces of research which deal with learner autonomy in connection with other areas. In four cases the described research is qualitative (two of which are examples of action research) and one quantitative. The author also briefly describes the current state of knowledge concerning learner autonomy.

Multimedia and Music Software in Music Theory Classes in Elementary Art Schools in the Czech Republic – Research Outcomes of the Department of Music at the Masaryk University’s Faculty of Education in 2018

Author(s): Ondřej Musil / Language(s): English Publication Year: 0

The main aim of the contribution is to familiarize those who are interested in multimedia and modern technologies in music education with the current state of using multimedia in music education, which follows the research of the Department of Music at the Masaryk University's Faculty of Education in 2018. This research focuses on teaching music theory in elementary art schools in the Czech Republic. One section of the questionnaire, which was intended for the music teachers, focused on the area of modern technologies and music software. The submitted text presents the outcomes of teachers' answers and tries to explain them.

Folk Song in Czech Schools: A Challenge for Music Education and Ethnomusicology

Author(s): Judita Kučerová / Language(s): English Publication Year: 0

The authoress bases her paper on a belief in the values of the Czech traditional folk music, representing an organic part of the national culture and the need for the presentation this heritage at schools. In the historical section, it deals with development of the care of musically-folklore heritage at schools on territory of the Czech Republic, from the end of the 19th century to the present. This development has affected different personalities of the artistic, scientific and educational sphere. Part of the treatise is Janáček´s approach to the folk songs in teaching process. In the area of presenting folklore heritage to the youth is necessary the cooperation between music educators and ethnomusicologists. The results of research and edition activities of ethnomusicologists might help music pedagogy. The author gives examples of musically-educational and cultural practice in the field of folklore heritage presentation to the youth and possibilities of interdisciplinary cooperation. She bases on historical sources and current researches at schools.

Jazyková specifika výuky českého jazyka bilingvních dětí mladšího školního věku v česko-francouzském prostředí

Author(s): Veronika Tinková / Language(s): Czech Publication Year: 0

Příspěvek se zaměřuje na jazyková specifika výuky českého jazyka bilingvních dětí mladšího školního věku v česko-francouzském prostředí. Stěžejním bodem příspěvku je bližší analýza vybraných jazykových jevů, které jsou problematické při výuce češtiny u bilingvních dětí. Pracujeme s konkrétními pracemi žáků, ve kterých dané jevy popisujeme a navrhujeme možnosti procvičování. Podstatné jsou pro nás také konkrétní názory bilingvních dětí na jejich dvojjazyčnost.

ROLE PROINKLUZIVNÍ KULTURY EDUKAČNÍCH INSTITUCÍ V ZAČLEŇOVÁNÍ DĚTÍ S PORUCHOU EMOCÍ A CHOVÁNÍ

Author(s): Karel Červenka / Language(s): Czech Publication Year: 0

The text deals with the inclusion of children with emotional and behavioural disorders in the view of their conditions on the microsocial level, i.e. interaction. There is considered the role of the inclusive school culture and educational institutions in the inclusive process of children with emotional and behavioural disorders. The partial results of the qualitative research represent factors which potentially support the development of pro-inclusive culture in educational institutions

DIALOG MEZI UČITELEM A ŽÁKEM V PROSTŘEDÍ ŠKOLY

Author(s): Martin Fiala / Language(s): Czech Publication Year: 0

This chapter deals with a dialogue between teacher and pupil in the elementary school environment. The mutual relationship makes basic communication lines which fulfil the educational process. Both participants‘ actions create the given environment as well as the environment shapes and affects the participants. The text draws readers‘ attention to disharmonic aspects of the mutual communication, especially regarding school discipline. There is important to focus on barriers which are related to the figure of the teacher. The personal attitude of the teacher and his prejudice against the pupils‘ risk behaviour are in particular considered one of the possible barriers. The main aim of the text was to carry out the research related to the topic of teacher-student dialogue in the available literature and point to information resources for further study.

POZITIVNÍ VLIV INSTITUCIONÁLNÍ VÝCHOVY NA KLIENTY S RIZIKOVÝM CHOVÁNÍM V ANAMNÉZE

Author(s): Petr Kachlík / Language(s): Czech Publication Year: 0

A stimulating and harmonious family environment is a necessary condition for the child‘s healthy development. Institutional care takes over the responsibility for the care of children whose families are not able to provide them with relevant services. The chapter presents 5 educational institution clients coming from families with a positive family history of behaviour and substance use disorders. The qualitative survey uses a method of case studies, interviews and observations to analyse their life stories. The aim of the study was to clarify whether children who have undergone institutional care have a chance to integrate into the society and succeed in the labour market. The results show that clients who take responsibility for their future life are able to develop real-life goals, study and get a job. Clients who have undergone institutional care consider the years spent in the facility with joy and highly appreciate the interest and effort of pedagogical employees.

PŘEHLEDOVÁ STUDIE VÝZKUMŮ STYLŮ UČENÍ SE CIZÍMU JAZYKU

Author(s): Petra Langerová / Language(s): Czech Publication Year: 0

The paper presents current international research studies on foreign language learning styles. The studies apply learning styles questionnaires on university, secondary and elementary school students, including students of a language institute, mostly with the aim of making language instruction more effective, or for identifying learning styles used in a particular skill.

Příloha 1

Author(s): Author Not Specified / Language(s): Czech Publication Year: 0

Literatura

Author(s): Author Not Specified / Language(s): Czech Publication Year: 0

Aktivizujúce metódy v práci učiteľa strednej odbornej školy

Author(s): Zuzana Geršicová,Jana Absolonová / Language(s): Slovak Publication Year: 0

The proposed paper focuses on the issues of activating methods and opportunities for their application in the work of vocational school teachers when teaching economic subjects. An emphasis is placed on the acceptance of group work and team work in groups of students. In the second part of the paper, three activities are presented.

Metódy formatívneho hodnotenia na stredných odborných školách

Author(s): Igor Marks,Viola Tamášová / Language(s): Slovak Publication Year: 0

In this paper, we focus on the benefits of formative assessment for all participants in the educational process. Formative assessment is currently a topical issue and offers the teacher as a teaching manager many opportunities to get feedback on their practices and also allows students to get feedback on how they are learning. The paper also presents the basic methods of formative assessment, which can be applied to all types and levels of schools.

Kort oversikt over utfordringer for skolen de siste tiårene

Author(s): Roald Jensen,Dag Sørmo / Language(s): Norwegian Publication Year: 0

I denne delen av boka beskrives ulike tendenser som viser at utviklingen i skolen og i lærerutdanningen er krevende prosesser. Her pekes på ulike sider som bakgrunn for behovet for kontinuerlig veiledning i et yrke som til enhver tid skal tilpasse seg et komplisert samfunn som utvikler seg raskt. Ettersom skolen har sitt oppdrag fra myndighetene, skal den reflektere og forberede elevene til et samfunn som gjennomgående er rettet mot fremtiden. En lærer har ved oppstart av sin karriere en grunnutdanning som skal hjelpe ham eller henne til å takle situasjoner langt inn i fremtiden. I en slik utfordring er det viktig at læreren har en innstilling til at oppdateringer og justeringer av både kompetanse og samhandlingssituasjoner må skje som en kontinuerlig prosess som utvikler seg underveis. Det er krevende å være samfunnsborger i den nye moderne verden, men kanskje enda mer krevende å være en lærer som skal forholde seg til alle disse endringene. Samfunnets forventninger er ofte at læreren skal være i forkant av det som skjer. Samtidig skal læreren også ta ansvar for den retning myndighetene ønsker at skolen til enhver tid skal bevege seg. Ofte kan dette også være i konflikt med faglige begrunnelser og avgjørelser (Garbo, 2014).

CONCEPTUAL LEARNING IN OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS

Author(s): Jan Činčera,Bruce Johnson / Language(s): English Publication Year: 0

In this chapter, we summarize the relevant literature on conceptual development and link it with the practice of the programs we analyzed in our study. While we found many examples of good practice, we also identified certain limitations. Based on these findings, we discuss potential opportunities for connecting outdoor environmental education programs more closely with school curricula and for sharing some level of control over the programs between program leaders and school teachers.

OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS FROM THE PERSPECTIVE OF THE PARTICIPATING STUDENTS AND THE ACCOMPANYING TEACHERS

Author(s): Jan Činčera,Roman Kroufek,Bruce Johnson / Language(s): English Publication Year: 0

This chapter returns to some of the issues mentioned in the previous parts of the book, reflecting on them from the perspective of the participating students and accompanying teachers. We found that students’ and teachers’ perceptions of the programs sometimes differ from what program leaders and designers might expect. Regardless of the high level of students’ and teachers’ satisfaction with the programs, the chapter opens a discussion of how their expectations need to be balanced with the programs’ aims.

DISCUSSION AND CONCLUSION: WEAVING THE THREADS TOGETHER

Author(s): Jan Činčera / Language(s): English Publication Year: 0

This chapter weaves together all the threads defined in the Real World Learning Model and discussed in this book. It goes back to some of the questions tackled in the previous chapters, highlighting the main crossroads. In particular, the chapter reviews how decisions made about outdoor environmental education programs’ aims, distribution of power, framing of the learning experience, communication of values, and facilitation of experiential learning influence one another, and what impact they have on the other aspects of designing these programs.