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This book of interviews puts together views and opinions of three generations of educationalists on current issues in education, teaching and pedagogy. The authors aim to address educational issues from different time periods and discuss them in their wider contexts and with their possible further development in mind.
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University teachers of English for Specific Purposes go through a rather difficult period during the first years of their profession because within their studies at universities they are usually prepared for teaching English for General Purposes at secondary schools. Therefore, their previous education does not provide them with the necessary knowledge they could use to create their pedagogical content knowledge. The book aims to familiarize the reader with these teachers' subjective perceptions of their own professional beginnings, specifically from their retrospective view of the first three years of teaching English for Specific Purposes at universities. The novice teachers' professional development has been investigated on the basis of a mixed research design where the method of semistructured interviews carried out with several respondents has been supplemented with electronic questionnaires sent to all Czech university teachers of English for Specific Purposes.
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The presentation of the personality, work and influence of Jaroslav Foglar is not limited to a historical biographical sketch, but seeks, among other things, on the basis of an empirical survey (n = 1174), to provide a comprehensive professional treatment of a relatively complex social phenomenon. The evidence of the influence of the reading experience usually acquired in childhood on the whole future life, as well as the interest of several scientific disciplines (comic studies, literary science, religious studies, pedagogy) in the specific methods of the scout educator, writer of boys’ literature and editor of several children’s magazines is thus the first book venture going beyond theoretical considerations and hypotheses towards evidence based on surveys of readers and fans of Foglar’s texts.
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The monograph focuses on the mathematical disabilities of pupils with dyscalculia and their impact on the solving of learning tasks in physics was. Issues connected with dyscalculia are nowadays more and more frequently discussed. Difficulties arising from this disability influence not only the teaching of mathematics, but also the teaching of other subjects, mainly the sciences, where mathematics is used, which has impact especially on the success of the pupils in physics or chemistry. For these reasons, our publication focuses on solving learning tasks in mathematics and physics by pupils with dyscalculia. The research combines two research methodologies: case studies and didactic tests in mathematics and physics. Using the case studies, we examined pupils with mathematical disabilities who took the didactic test in physics or in mathematics. The research confirmed that pupils with dyscalculia have some perception, cognitive, and motor skills deficiency, while each pupil with dyscalculia who took part in the research had deficiency of a different kinds of skills, in different intensity, and in different combination. Most often, pupils with dyscalculia had disabilities in the partial area of cognitive skills related to pre-number and number notions. Through the didactic tests in physics and mathematics, we judged the level of ability to solve a learning task in physics and in mathematics for pupils with dyscalculia as well as for pupils without dyscalculia. Pupils without specific learning disability achieved the best results, while pupils with dyscalculia achieved the worst results. It is obvious from the results that not only pupils with dyscalculia, but also pupils with specific learning disabilities encounter significant problems in physics and in mathematics. Our research results show the need to change approaches to pupils with dyscalculia and with specific learning difficulties in the teaching of mathematics and physics and the need for changes in diagnostic and re-education care.
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The publication is revised version of the dissertation entitled “Porcelain as a Conceptual Medium” and has aims to analyze and describe contemporary tendencies and interpretations associated with the use of porcelain in the visual arts, not only as a utilitarian material but also as part of a conceptual art work. The work will be presented by the authors on the Czech art scene, with the emphasis on the youngest generation and its authentic expressions. It will also become acquainted with the work of renowned Chinese authors who are world leaders in this field. The whole research is presented in historical and pedagogical contexts.
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The main goal of the monograph is to show various ways of solving word tasks by gifted pupils of the elementary school. The first part of the monograph is theoretical and deals with the issues of gifted pupils. The practical part deals with analysis of solving strategies used by pupils.
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This book is an introduction to the field of education. It focuses on both the general as well as the academic public. Education can be found anywhere, where a person offers a helping hand to another one. It grows from the interpersonal solicitude and is expressed in helping another human being at work. Its essential tool is “agogia” – leading or accompanying others – initially children (paidos). The proclamation “Everything for pedagogy, education, school, curriculum, teaching, learning
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The publication presents the problems of solving construction problems at primary school. It shows ways of solving basic construction problems and complex construction problems that are given at primary or secondary school. It deals with problems of solving construction problems in Geogebra.
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Subjective theories are relatively stable cognitive structures, which guide approach to the educational process. Thee monograph presents four cases of civics teachers with the aim to illustrate their subjective theories concerning the meaning and goal of the subject taught and the psycho-didactic transformation of these goals into realised opportunities for pupils’ learning.
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The methodology introduces the specific features of the educational process of a pupil with a hearing disability. The structure of the text reflects the systematic summary of various types of hearing impairment. It includes the specifics of the principles of right communication with pupils with hearing disability during individual and also teamwork, organization of the educational process methods and forms of the teaching, professional support during the lessons and diverse ideas concerning the activities with pupils with hearing disability and the collective of the classroom. The book comprises a chapter presenting outcomes of a research, which was administered in a chosen school educating a pupil with hearing disability. The text contains examples of successful practice.
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The methodological handbook theoretically anchors and argues reflective conceived preparatory education of kindergarten teachers, an integral part of which is the provision of mentoring support by accompanying teachers. The whole publication thus aims to understand the role of the accompanying teacher and its place in supporting the development of the teacher as a reflective practice.
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The aim of the book is to define the inclusive school together with the specific approaches in primary education. It is focused on the supported planning during common education of pupils with special needs and the intact, on managing the individual support and enhancing learning environment. The book provides an analysis of the team work of a teacher, special needs teacher and a support teacher. It depicts the development of the learning competences, the teaching strategies and learning skills.
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Publications brings the topic of two years old children in preschool education from several angles. It deals with the theoretical basis of psychological and pedagogical concepts related to the education of two years old children as education, upbringing, learning, play and environment. It shows education of two years old children in Europe. One chapter is devoted to the specifics of development of two years old children. The penultimate chapter deals with modifying the framework of preschool educational for two years old children. Attention is also paid to teachers to working with the two-years old children. The publication combines theory and research results related to the two-years old children.
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This monography deals with the opportunities for development of learner autonomy that teachers provide in their English lessons at lower-secondary schools. The conducted research shows the opportunities that were provided, the nature of observed English lessons with regards to learner autonomy and also teacher beliefs about learner autonomy. Moreover, research findings discuss the connection between teacher beliefs and observed lessons. The monography also describes in detail the creation of a research instrument that can be used for indirect observation of these opportunities in class. The monography points out the importance and diversity of developing learner autonomy and the research results are relevant both for primary and secondary school teachers as well as for university teachers and researchers preparing students for teaching carreer.
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This book introduces findings that should lead to deeper understanding of the profession of a teacher and also to evaluation or self- evaluation of one’s teaching. Deals with different roles of a teacher, such as teacher as a creator of an educational environment, teacher as a diagnostician and self- diagnostician, and a reflective teacher. The main topics are mentoring, teaching strategies supporting differentiation and individual approach in teaching and assessing pupil’s achievement and individual development and pedagogical diagnosis in an inclusive class. Of the book is in presenting findings of an reflection realized with participant of the project “Developing personal and professional competences of primary and lower secondary teachers towards a higher quality of education” and experience results.
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The purpose of the Standard is to describe the expert knowledge of primary and secondary school teachers, and the academic staff of the Faculty of Education about what is well-prepared implemented and assessed teaching. The Standard is primarily used by student teachers for orientation in the demands of of the quality of teaching at primary and secondary schools, for assessing and monitoring the progress of their professional competencies. Last but not least, the Standard helps to create a shared understanding of the teaching quality in the community of prospective and current teachers, thus bringing together actors involved in undergraduate training of pre-service teachers.
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In the publication My teacher self: Professional self-concept of a student teacher, the results of the qualitative research into the professional self-concept of students at the Faculty of Education at the Masaryk University in Brno, Czech Republic are presented. The theoretical part of the publication studies the concepts of self-concept and professional self-concept, and explains the significance of positive self-concept for the work of the teacher. The research presented is a grounded theory research using a multimethod approach for collecting data. Thus, the free response was proven a valid tool for studying professional self-concept. The part of the publication in which the results are presented highlights the dominant aspects of professional self-concept of teacher students and their relationship to the concepts of the self-discrepancy theory – the ideal, ought and actual selves. Furthermore, it examines the possible selves, i.e. the wanted and unwanted expectations of students from their future development in the role of the teacher. Attention is paid to the process of development of the professional self concept – to its key factors and individual stages. The publication also suggests possible or desirable interventions that can help the faculty educating the future teachers support the process of development of professional self-concept of undergraduate student teachers.
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Illustrated textbook of listed words with regard to the needs of children with hearing impairment. The textbook was created as part of the student’s final thesis in cooperation with the Department of Special Education at Masaryk University.
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The publication summarizes the results of a survey conducted in Czech schools in May-June 2016. The survey’s aim was to investigate how environmental education is implemented, e.g. what instructional strategies are used for fulfilling its goals. A total of 645 questionnaires were collected from respondents at the participating schools, 11 interviews were conducted with experienced teachers, and 9 case studies were produced at schools that had been selected as examples of best practice. The study shows both the strengths and weaknesses of environmental education as practiced in the Czech Republic. It presents environmental education as a strong field, but also points out specific weaknesses in its implementation. In its conclusion, the publication discusses the most important findings and suggests recommendations for the future support and development of environmental education at schools.
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