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Čo spája zrkadlo a biliard

Author(s): Darina Stachová / Language(s): Slovak Publication Year: 0

In order to improve explanation, to increase the clarity of the teaching material, and to stimulate pupils’ imagination, we often use examples from the real (physical) world when presenting a new topic. In this paper, we discuss problems that require focusing on using reflected angles in order to be successfully solved. Who works with reflected angles and where? Most often we encounter them in theoretical disciplines - acoustics, optics, ballistics, criminology, but also in other areas - in sports when describing the movement of an athlete or sports equipment.

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Mentoring and other consultations as a way to peer learning

Author(s): Bohumíra Lazarová / Language(s): English Publication Year: 0

The previous chapters referred to selected activities that support learning processes in schools. In this chapter, attention will be paid to specific persons whose mission is to promote such changes in school that will lead to development of the main tasks: education and training. These are the experts who have been contributing to the development of quality of teaching through the work with adults–in particular teachers and school leaders. They support learning processes and, more generally, they advocate changes in culture of schools. Such people are often referred to as change agents (Erchul & Martens, 2010; Lapsley & Oldfield, 2001; Tomala, Schilling, & Trybus, 2013 and others). An agent, respectively change agent, is perceived as the one who acts and supports people and organizations in shifting their work in favor of higher quality and better results. His/her position in schools can take many forms – but abilities to initiate and manage changes are important (see e.g. Bolam, 1975). It is obvious that the people in the roles of change agents have various foci and specializations. These may be school leaders, teachers (Badley, 1986; Lukacs & Galluzzo, 2014), young students and the aforementioned internal and external cooperators and specialists such as facilitators, mentors (Thornton, 2014), educational consultants, coaches and researchers with the competence to work with data. This chapter focuses only on the work of consultants and especially mentors in schools since the subsequent research from the Czech environment concerns mainly their work.

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JAK SE UTVÁŘEJÍ TACITNÍ ZNALOSTI STUDENTKY UČITELSTVÍ JAROSLAVY V PRŮBĚHU JEJÍ UČITELSKÉ PRAXE?

Author(s): Vlastimil Švec / Language(s): Czech Publication Year: 0

Studenti učitelství vstupují v 1. ročníku navazujícího magisterského studia do učitelské praxe, která je významnou etapou v rozvoji jejich pedagogických zkušeností a znalostí. Vstupují do ní se svými očekáváními, svým pojetím výuky, ale i s určitými tacitními znalostmi. V průběhu učitelské praxe u nich tacitní znalosti dále krystalizují a utvářejí se tacitní znalosti nové. Jak k tomu dochází, se pokusíme nastínit v této kapitole na příkladu studentky, kterou označujeme jako Jaroslavu. V době výzkumu (podzim 2014 až jaro 2015) byla studentkou 1. ročníku navazujícího magisterského studia učitelství přírodopisu a chemie. Jaroslava již disponovala pedagogickými zkušenostmi z vedení mladších žáků v přírodovědném kroužku. V době zahájení našeho výzkumu udávala, že se této zájmové aktivitě dětí věnuje již třetím rokem.

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JAK SDÍLÍ TACITNÍ ZNALOSTI STUDENTKA UČITELSTVÍ MILADA SE SVOU CVIČNOU UČITELKOU

Author(s): Vlastimil Švec / Language(s): Czech Publication Year: 0

Sdílení znalostí je v posledních letech opakovaně používaný pojem, a to zejména v oblasti znalostního managementu. Na tomto místě však nebudeme analyzovat studie, které se vztahují k této oblasti. Jen připomeneme, že sdílení se v manažerském pojetí často chápe jako přenos znalostí (přesněji řečeno – informací) od určitého jedince k jinému jedinci v rámci jedné organizace nebo v rámci různých organizací, popřípadě mezi organizacemi (například fi rmami). Do sdílení znalostí v tomto pojetí pronikají stále častěji informační a komunikační technologie, které přenos informací usnadňují, např. zrychlují a umožňují přenášet informace i z geografi ckých oblastí od sebe velmi vzdálených.

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Practical training of the candidates for teachers in their own opinion (based on Polish researches)

Author(s): Maria Kocór / Language(s): English Publication Year: 0

Effectiveness of the teacher’s work depends to a great extent on their competence gained during their initial and permanent education and improved while teaching. Practical training plays an important role in acquiring various types of competence. This article is an attempt to find out how the said education is appraised by students of teachers’ departments in selected schools in Poland. The researches have been carried out in a few stages since 2008. A group of a few hundred students was asked, among others, about: their satisfaction with selected studies, self-assessment as regards their preparation in various scopes, duration and usefulness of practical training and about their supervisors at schools and universities, about training schools, perceived problems and proposed changes. Students’ opinions were supplemented with my own observations and experience as a university teacher and supervisor of practical training. The collected data let us come to a conclusion that practical training of candidates for teachers in Poland is insufficient in many aspects. Most of all, there are no training schools, theory is not joined with practice and there are no researches carried out for the benefit of such schools with participation of university personnel, students and teachers. There is little critical reflection on practical training, little explanation and understanding of it to take effective actions. Universities offer less and less practical classes, tutorials, workshops, projects developing initiative, subjectivity, emancipation as well as critical and artistic approaches. There is little discussion about knowledge and results of scientific researches, experiments are hardly made and teams are rarely formed to look for changes. Students are often taught to follow orders, play roles, though they are not always convinced that it is needed in terms of factual knowledge. Thus, a reform of education provided for candidates for teachers is needed. I will present more in-depth arguments for the reform in the paper.

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Spolupráce studentů učitelství s cvičnými učiteli v průběhu vyučování

Author(s): Kateřina Lojdová / Language(s): Czech Publication Year: 0

This paper is based on qualitative analysis of videorecords and in-depth interviews with 8 student teachers. It describes metaphorical forms of cooperation between student teachers and their mentors. In these roles of cooperation, autonomy of student teacher and control of mentor differs. We introduce three complementare roles of student teachers and their mentors: partner-partner, drowning person-rescuer, fare dodger-inspector.

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O vyučovaní matematiky s dôrazom na interdisciplinaritu

Author(s): Lýdia Kontrová / Language(s): Slovak Publication Year: 0

Mathematics occupies a very important position in the Modern World. It may be remarked that Mathematics plays a vital role in technical professions and latest researches. Years ago, people believed that Mathematics is a classroom discipline. Now we realize Mathematics is a tool, rather than a discipline. This argument comes because; Mathematics is now the main ‘ingredient’ of any Applied Sciences. The paper emphasizes a growing need to develop such teacher`s skills which enable him/her to perceive and subsequently present a discussed issue in a broader context, and implement facts and knowledge from various scientific fields into science teaching. A teacher’s didactic mastery lies in his/her ability to see and point out the possibilities of interdisciplinary connections in teaching-learning process.

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Modelování chemických pojmů

Author(s): Jiří Šibor / Language(s): Czech Publication Year: 0

Modeling of chemical terms was prepared. Processing and utilization of an elementary school terms was used. The system approach to the chemistry was used. The execute subjects are role and distribution of chemistry, mass, atom composition including radioactivity, chemical bonds, chemical reactions, periodic system, mixtures, inorganic or organic compounds and natural compounds.

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K Patočkově reflexi pedagogických myšlenek J. A. Komenského

Author(s): Radim Štěrba / Language(s): Czech Publication Year: 0

The article seeks to outline Patocka’s contribution to the interpretation of Comenius pedagogical legacy, especially in connection with contemporary issues concerning the further direction of pedagogy as a theory of education. Here, on the basis of content analysis of the selected Patocka’s texts devoted to Comenius’s pedagogical ideas, the article brings a new perspective on Patocka’s concept of openness of the soul and so-called pedagogy of turnover as inspiration for next development of pedagogical ideas. In individual parts, it gradually analyzes the main Patocka’s texts of comeniology, and notes the problems faced by Comenius and Patocka in connection with the realization of the concept of openness of the soul. It emphasizes the importance of a fundamental change in attitudes based on the harmonization of individual aspects of human personality, a comprehensive approach to the human being through education. The paper concludes on the necessity of an authentic conversion to the open soul, a deep internal transformation towards real humanity, which can now be one of the few possibilities to escape from the crisis of today’s society.

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Závěr III

Author(s): Dan Roger Sträng / Language(s): Czech Publication Year: 0

Zdá se, že ke způsobům, jak zlepšovat učení žáků, patří autoevaluace školy a reflektivní praxe zahrnující dialog.

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Veiledning og annen rådgivning som vei til kollegalæring

Author(s): Bohumíra Lazarová / Language(s): Norwegian Publication Year: 0

De foregående kapitlene viser til utvalgte aktiviteter som støtter læringsprosesser i skolen. I dette kapittelet vil oppmerksomheten rettes mot særskilte personer hvis oppdrag er å fremme endringer i skolen som vil føre til utvikling av hovedoppgavene: utdanning og opplæring. Det er disse som er ekspertene som har bidratt til å utvikle kvaliteten på undervisningen gjennom arbeid med voksne – spesielt lærere og skoleledere. De støtter læringsprosesser og fremmer mer generelt endringer i skolekulturen. Disse menneskene refereres ofte til som endringsagenter (Erchul & Martens, 2010; Lapsley & Oldfield, 2001; Tomala, Schilling, & Trybus, 2013 og andre). En agent, i dette tilfellet en endringsagent, oppfattes som en som handler og støtter mennesker og organisasjoner idet de endrer arbeidet sitt til fordel for høyere kvalitet og bedre resultater. Hans eller hennes posisjon i skolen kan arte seg ulikt, men evnen til å igangsette og håndtere endring er viktig (se for eksempel Bolam, 1975). Det er åpenbart at folk i rollen som endringsagent har ulikt fokus og ulike spesialiseringer. De kan være skoleledere, lærere (Badley, 1986; Lukacs & Galluzzo, 2014), unge elever og de tidligere nevnte interne og eksterne samarbeidspartnerne og spesialistene, som tilretteleggere, veiledere (Thornton, 2014), utdanningskonsulenter, coacher og forskere med kompetanse i arbeid med data. Dette kapittelet fokuserer bare på arbeidet til konsulenter, og da spesielt veiledere, i skolen, siden nyere forskning fra det tsjekkiske miljøet hovedsakelig dreier seg om deres arbeid.

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Zvyšování zdravotní gramotnosti dětí v Nemocnici Pelhřimov

Author(s): Pavlína Fridrichovská / Language(s): Czech Publication Year: 0

Hospital Pelhřimov is a member of the Health Promoting Hospitals since 2011. Improving of the health literacy of the population is one of the aims of the program. Children population needs the specific approach, we implement the activities through the school educational program as well. Pilot project was in 2011 and it is divided to the 4 age categories nowadays. It is realised throught interactive seminars and it is for the preschool children and basic school children. We have educated more than 2500 children.

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Pokolenie jutra w dzisiejszej polskiej szkole: charakterystyka, priorytety i wyzwania nie tylko w klasie językowej.

Author(s): Katarzyna Zalisz / Language(s): Polish Publication Year: 0

The article will delineate the characteristics of Generation Alpha (Post-Gen-Z); children who were born after 2010, students at Polish schools today. The author will try to answer several questions related to Generation Alpha teaching environment – what the priorities and potential challenges there are, how they learn, what kind of school and teachers they need. In the article, issues such as new technologies and innovations in foreign language education as well as key competencies and XXI century skills of the Alpha students will be described.

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(R)ewolucja w klasie szkolnej. O potrzebie (re)organizacji przestrzeni edukacyjnej.

Author(s): Marta Grześko-Nyczka / Language(s): Polish Publication Year: 0

The contemporary world is characterized by dynamic changes and progress in almost every area of life, while education, which is the engine for all development, is still carried out in the Prussian model, with a history of two centuries. The necessity to undertake activities aiming at adapting education to the requirements of the 21st century reality seems indisputable. The article attempts to show how the reorganization of classroom space can mark the beginning of revolutionary changes in the functioning of primary schools. It highlights the need to transform the ‘old’ one-way teaching model into a „new” approach based on learning from each other. This is going to be achieved through the change of desk arrangement, which, in a way, forces the need to remodel both the role of the teacher and the student. An appropriate organization of classroom space allows teachers to implement the methods which break with the traditional pattern of knowledge transmission and enable the development of competences that are important today. The teacher then becomes the organizer of a learning process, and the students are its important subjecs – active participants. The article also contains a list of good teaching practices, which can be implemented in a modern public school in order to minimize the importance of frontal teaching.

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Zastosowanie terapii integracji sensorycznej jako formy wsparcia małego dziecka

Author(s): Tomasz Dobrowolski / Language(s): Polish Publication Year: 0

Working with young children, we must bear in mind their multilateral development needs. Currently, in kindergartens there are a lot of pupils with various disorders. Recently, there is a significant increase of those who need sensory integration therapy. In the following study, I present the process of conducting the aforementioned therapy and present practical solutions aimed at developing communication skills.

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Teatralizacja w edukacji początkowej. Kreatywny nauczyciel, kreatywny uczeń

Author(s): Anna Matecka / Language(s): Polish Publication Year: 0

The subject of the considerations undertaken in this article is the presentation of the theatrical method that I used during the classes at the stage of initial education. The first part of the article presents the genesis of the term theatralization; and attempts to formulate a definition of this term in relation to the space of educational activities. This part also presents theatricalisation as an activating didactic and educational method along with tools that allow it to be studied. The second part of the article presents the benefits that can be gained by students thanks to learning through the theatrical method. The last part of the article is a description of the author’s experiences in this area and some examples of suggestions for use during the classes.

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NENÍ ZAPOTŘEBÍ VŠECHNO VĚDĚT, STAČÍ KDYŽ VÍTE, KDE TO NAJDETE

Author(s): Karl-Heinz Dammer / Language(s): Czech Publication Year: 0

Není zapotřebí všechno vědět, stačí když víte, kde to najdete – to je oblíbená fráze z horkovzdušné trouby současného vzdělávacího diskursu. Často se objevuje zároveň s pojmem společnost vědění, který implicitně odůvodňuje užití této fráze. Ve společnosti vědění se údajně stav vědění a poznatků každých pět let zdvojnásobí (někdy i každé tři roky), a proto je zbytečné zatěžovat mozek: stačí vědět, kde si můžeme vědomosti opatřit.

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ZAKONITOSTI U OBRAZOVANJU PRI UVOĐENJU ONLINE NASTAVE S OSVRTOM NA ANALIZU POSTOJEĆEG STANJA

Author(s): Biljana Knezović / Language(s): Croatian Publication Year: 0

The transition from classical classes to online classes took place not only in primary and secondary schools, but also in universities. The simplest was achieved by those who tried and tested network teaching systems already before the time OF THE CIVIL-19. The pandemic shows that in just a few days life on the whole planet can undergo fundamental changes affecting all aspects of society. Therefore, everyone must have their vision and plan, but they must also develop the ability to react quickly and adapt to new situations. These changes clearly show the importance and importance of quality and timely preparation. For example, primary and secondary schools that had one week in online learning extended such education to a month 482or even a year. Faculties that have previously established online teaching systems continue to operate smoothly, while faculties are still dealing with them without prior experience. In this case, the future of education has a completely new meaning. However, the basic problem of this process is the result, which is the purpose of initiating and maintaining the process, and the progress and development of students that will be supported by legislation that will clearly define online learning. The complex education system and the transferred authority to the county education ministries clearly indicate the non-reciprocity of values within individual counties. If a balance in educational relations is to be achieved, it is necessary to actively operate and promote the values that will be maintained by the online system.

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PROFESIONALNA DIGITALNA KOMPETENCIJA KAO POSEBNA KOMPETENCIJA NASTAVNIKA

Author(s): Amela Medar,Enisa Gološ / Language(s): Bosnian Publication Year: 0

Digital competence is one of the most requested skills which includes, among other aspects, the use of technological, informational, multimedia, and/or communication skills and knowledge. Digital technologies have become an essential segment of life in the domain of 492learning, communication, business organization, and leisure. The ability to use them properly and to establish control over working with digital tools is one of the key competencies for the 21st century. The development of digital literacy is becoming an imperative of the time in which we live and work, along with the digitalization of society. Furthermore, it is a popular topic in academic and educational-political circles where the potential benefits of digital literacy for society and individuals are considered. In such circumstances, the importance of developing a competence that meets the requirements of a digital, networked and knowledgebased society is being pointed out, giving digital literacy the status of ‘life skill’, which along with reading and mathematical literacy, is becoming a “requirement but also a right”of all citizens ( OECD, 2001). In the context of education, the mentioned circumstances open several questions for educational policies and science, researchers and practitioners and lead to new knowledge and redefinition of the existing ones. Accordingly, this paper discusses what new skills and competencies are necessary for full participation in the digital society, what has led to redefining the concept of literacy, and how to develop new skills and competencies, i.e. digital literacy.

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METODIČKA RAZNOLIKOST KAO ODGOVOR NA IZAZOVE INKLUZIVNE NASTAVE

Author(s): Sandra Bjelan,Lejla Kafedžić / Language(s): Bosnian Publication Year: 0

Inclusion is the active, intentional and continuous engagement about diversity. Inclusive education is a process that aims to overcome barriers to participation and learning, and to respond to diversity by creating situations in which all children and young people can learn and experience competence, autonomy and belonging. The essence of inclusive education is to ensure that everyone has access, participation and achievement. In practice, inclusive education refers to a wide range of processes that seek to achieve the universal right to quality, relevant and appropriate education. Inclusive education is not about teaching a person how to deal with an education system that does not respond to a person's needs, but inclusive education, teaching forms, methods and techniques, curricula, teaching staff and pedagogical support are adapting to learning of all. Removing or reducing barriers to learning and student participation applies to all teaching resources. It is important to recognize them and use them purposefully, because there are always more resources than are used in teaching, precisely from a narrow understanding of what and who can be a resource in providing opportunities for participation and learning. Differentiation in teaching should be based on the competencies of teachers to recognize and respond to the needs of students through learning processes, while providing different ways and tools to achieve the set goals. In this process, teachers can apply the principles of universal design in education, which consists of adaptive teaching methods, forms, materials, techniques and strategies that enable effective achievement of learning outcomes for as many students of different educational needs. Universal design in education does not preclude additional adaptations for some students with disabilities. The aim of this paper is to rethink the teaching competencies of teachers at all levels of education in order to ensure quality inclusive education for all.

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