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Univerzitetski zidovi - analiza stanja u oblasti transparentnosti rada visokoobrazovnih institucija u Crnoj Gori

Author(s): Mira Popović,Daliborka Uljarević,Matej Babič / Language(s): Montenegrine

U mozaiku crnogorskih visokoobrazovnih ustanova, koje ne prednjače niti u jednom od segmenata savremenog obrazovanja, (ne)transparentnost je jedna od oblasti koja izaziva dodatnu zabrinutost, a posebno imajući u vidu da je tendencija „podizanja zidova“ oko univerziteta sve uočljivija. Do sada u Crnoj Gori nijesu rađena istraživanja transparentnosti viskoobrazovnih ustanova koja bi na osnovu jasno određenih indikatora ukazala na odnos ovih ustanova prema otvorenosti, ali i na stepen dostupnosti podataka na njihovim websajtovima, kao ključnim izvorima informacija. Stoga se ovim istraživanjem, istovremeno, teži dati trenutni presjek stanja u dijelu dostupnosti informacija na njihovim sajtovima i obezbijediti polazni materijal za buduća slična istraživanja u praćenju napretka. Sve je to, naravno, u cilju unaprijeđenja kvaliteta obrazovanja, čiji je integralni dio i transparentnost. Visokoobrazovne ustanove imaju javno ovlašćenje da pružaju usluge obrazovanje, pa stoga nema nijednog razloga da se skrivaju bilo kakvi podaci o njihovom radu.

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Strategija Građanskog vaspitanja i Građanskog obrazovanja u osnovnim i srednjim školama u Crnoj Gori 2007- 2010

Author(s): Zorica Kotri,Vidosava Kašćelan,Anđa Backović,Zoran Lalović / Language(s): Montenegrine

Zavod za školstvo je stručna ustanova u sistemu obrazovanja u Crnoj Gori, koja se bavi predškolskim, osnovnim i gimnazijskim obrazovanjem. Osnovne oblasti rada Zavoda su: izrada i praćenje nastavnih programa, usavršavanje nastavnika/ca, utvrđivanje kvaliteta obrazovanja i istraživanje nastavne prakse. U svom četvorogodišnjem djelovanju, Zavod za školstvo je pokrenuo i niz aktivnosti koje su vezane za uvođenje novih predmeta u osnovne škole (građansko vaspitanje) i u gimnazije (građansko obrazovanje). Izrađeni su nastavni programi, započet je proces obuke nastavnika/ca, osnovan je Aktiv za građansko vaspitanje i građansko obrazovanje u Zavodu, ostvarena saradnja sa zainteresovanim partnerima, podržano je osnivanje Udruženja nastavnika/ca građanskog vaspitanja i građanskog obrazovanja, izrađena je i ova Strategija. Zašto nam je Strategija neophodna? I pored oslonca koji čine osnovna reformska dokumenta i velikog entuzijazma što se u naš obrazovni sistem uvode novine koje nas još više približavaju evropskim standardima obrazovanja, jasno je da nam nedostaje sveobuhvatan, strateški pristup u održavanju kvaliteta građanskog vaspitanja i građanskog obrazovanja.

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Metodološki priručnik za procjenu znanja u online nastavi istorije

Author(s): / Language(s): Montenegrine

Transformacija nastave sa klasičnog na online pristup rada predstavljala je veliki izazov za nastavni kadar i obrazovne institucije. U taj proces uložen je veliki napor kroz osmišljavanje novog sistema rada, a očito je da ćemo taj sistem u skorije vrijeme, minimum još jednom, morati primijeniti, a da tek treba da dobijemo konkretne rezultate njegove efikasnosti. Tokom kreiranja i realizacije tog sistema pojavilo se više izazova - kako preći iz klasične učionice u virtuelnu učionicu; kako uskladiti nastavu u realnom vremenu sa asinhronim učenjem; i kako pomoći nastavnicima i učenicima na tom putu? Međutim, poseban izazov predstavljala je procjena znanja. Ako su tehnička pomagala i pružala mogućnost za primjenu novog metoda rada, kod procjene znanja virtuelni svijet je samo zakomplikovao situaciju. Očekivano, kreiran je niz strategija i pomagala koji su za cilj imali da omoguće klasične provjere znanja u virtuelnom svijetu, ili da iskoriste tehničke prednosti i multimedijalni sadržaj da provjere budu pristupačnije, efikasnije i interesantnije. Međutim, ostala je realna sumnja kako u potencijal prenosa znanja i razvoj vještina u virtuelnom svijetu, tako i u njegovu procjenu, pogotovo kad se radi o procjeni razumijevanja. Ako govorimo o nastavi istorije, pogotovo kod nastave kompleksnih, osjetljivih i kontroverznih tema, potreba za razvojem razumijevanja naučenog umjesto prenosa znanja je od fundamentalnog značaja. Osim prihvatanja faktografije, mnogo značajnije je da učenik može pružiti objašnjenje, pronaći dokaz i pokazati primjer, pojednostaviti, primijeniti (naći upotrebu), koristiti analogiju, i izložiti temu na nove načine. Ovaj priručnik je kreiran s idejom da se pruži pregled izazova i metodologija kod online nastave istorije, a s ciljem procjene znanja zasnovane na ishodima i procjene znanja u nastavi istorije usmjerene ka razumijevanju. Autori se nadaju da će makar djelimično olakšati izazovan rad nastavnika istorije i drugih istorijskih edukatora.

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Metodološki priručnik za online nastavu istorije

Author(s): Miloš Vukanović,Igor Radulović / Language(s): Montenegrine

Izbijanje pandemije COVID-19 dovelo je do zatvaranja ili smanjenja obima rada crnogorskih škola. Kao prvu liniju odbrane, Ministarstvo prosvjete kreiralo je osnovna uputstva i uspostavilo online platformu učenja na daljinu u osnovnom i srednjem obrazovanju. Osnov elektronske nastave predstavljale su video lekcije u trajanju od 15 minuta, koje su, na kraju sortirane u bazu podataka, na zasebno kreiranoj platformi. Ove aktivnosti, zajedno s ogromnim naporom obrazovnog kadra, osigurale su kontinuitet procesa učenja. Međutim, to ne znači da ovakav vid nastave nema određenih izazova. Prije svega, smjernice nadležnog Ministarstva bile su ograničene na kratku listu prioritetnih tema koje će obuhvatiti svaki predmet. Nastavnici nijesu dobili smjernice o metodologiji online nastave koja bi im pomogla da učinkovitije prenose znanje, niti o metodologiji učenja na daljinu koja pomaže učenicima u razvijanju kompetencija. Slično, nijesu date smjernice o metodologiji ocjenjivanja učenja i ishoda učenja pomoću novog medija. Posljednji aspekt je posebno problematičan, jer nemaju svi učenici jednak pristup online materijalu, dok se nastavnici moraju pobrinuti da ne odustanu od obrazovnog procesa i zacrtanog plana. Takođe, praktično sav nastavni materijal snimljen je u glavnom gradu Podgorici. Online nastava u nastavi istorije dala je prioritet temama opšteg znanja, čime se ograničavaju napori nastavnika da podučavaju osjetljive i kontroverzne teme, pitanja manjina ili ona koja razvijaju kritičko mišljenje i analizu. Iako je prelazak na potpunu ili djelimičnu nastavu bio dio hitnih mjera tokom pandemije COVID19, na nju treba gledati i kao na priliku za veće uključivanje novih tehnologija u obrazovni proces. Da bi se to postiglo, sama nastava mora postati inkluzivnija, s brojnijim nastavnim kadrom koji je obučen i osnažen da razmišlja u tom smjeru i da prilagodi upotrebu online alata potrebama svoje učeničke zajednice. Projekat “Nastava istorije tokom COVID 19 pandemije – jednak pristup za sve”, koji CGO sprovodi uz finansijsku podrške Vlade SR Njemačke, teži da pruži crnogorskim nastavnicima nastavne alate, kao i online obuku, koja će ih osposobiti da ispune ishode učenja utvrđene nacionalnim nastavnim planom i programom, ali i omogućiti više glasova i odziv na lokalne obrazovne potrebe. Ova metodologija predstavlja rezultat inkorporiranja tog iskustva, ali i iskustva i savjeta kolega koji su učestvovali u procesu razvoja dodatnog online nastavnog materijala i pratećih seminara, na čemu su im autori izuzetno zahvalni. U iskrenoj želji da se obrazovni proces vrati u redovne okvire što prije, nadamo se da će i razvijeni nastavni materijal i metodologije koristiti nastavnicima istorije i društvene grupe predmeta u predstojećem radu, ali i daljem profsionalnom razvoju.

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Motivace k učení se němčině v kontextu výuky cizího odborného a akademického jazyka

Author(s): Eliška Dunowski / Language(s): Czech

The book discusses German learning motivation in the context of teaching a foreign specific and academic language. Gardner's model of motivation is the core of the theory of this study together with self-definition theory and attribution theory. Research was based on a foreign language for specific and academic purposes education at Masaryk University in Brno. The research design consisted of two research stages: qualitative and quantitative. Combining the results of the two research stages indicated a correspondence of almost all of the motivational identifiers. The crucial one in terms of German for specific and academic purposes learning motivation proved to be the element of relevance.

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E-learning jako prostředek pro rozvoj cizojazyčného akademického psaní v anglickém jazyce

Author(s): Gabriela Hublová / Language(s): Czech

The publication investigates the use of information and communication technology (ICT) in tertiary EFL instruction. It is inspired by three factors, namely the current emphasis on the internalisation of Czech universities, the ongoing search for opportunities for developing learners’ academic writing skills outside the classroom, and the potential that is commonly associated with the use of ICT in EFL instruction in terms of fulfilling current didactic principles. The main focus is placed on the evaluation of the effects of a 100% e-learning EFL academic writing course on the development of discourse competence in participating students. In addition, implications of the research findings in the form of didactic recommendations for syllabus design are presented.

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Proč školství a jeho aktéři selhávají: Kognitivní krajiny a nacionalismus

Author(s): Radim Šíp / Language(s): Czech

Why education reforms are often unsuccessful? Why is the school environment essentially toxic and systemically hindering the education process? Why, despite the sincere efforts of enlightened headmasters and teachers to change the face of the school, is it not actually transforming it? The book shows that reforms only affect the surface of schools. The core of the school institution is governed by rationality, which is associated with the industrial nationalist era. This rationality, at many levels – from state, to regional, to the level of everyday action of all actors – contradicts the structure of the globalizing world, its networking and non-hierarchical nature. In this new world, the institution of the school is still an institution that systematically norms and homogenizes the population and excludes all “inadaptable”. We are on the threshold of a whole new era, but schools sound with the rhythm of the 19th century.

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Netradiční studenti pedagogických oborů na českých vysokých školách

Author(s): Dana Knotová,Katarína Rozvadská,Libor Juhaňák,Milada Rabušicová,Karla Brücknerová,Petr Novotný / Language(s): Czech

This publication is devoted to the topic of non-traditional students in tertiary education. The key criteria for our definition of this group are age and a break in the formal educational trajectory after high school. From among all the non-traditional students in Czech higher education, we selected those who chose university studies in study programs that qualify them for work in education (e.g., teachers, counsellors, youth workers, teacher assistants, social educators, and adult educators). The book is divided into 11 interconnected chapters presenting theoretical background, methodology and results of mixed design research conducted by the team of authors.

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Multimediální technologie a jejich využití u žáků se speciálními vzdělávacími potřebami v inkluzivním prostředí školy

Author(s): Lenka Gajzlerová / Language(s): Czech

The monograph is focuses on the use of multimedia technologies in special education. Its research includes two researches. The quantitative research offers analyse of the use of digital technologies (PC), including information and communication technologies, for pupils with special educational needs (SEN) at mainstream primary schools. The following qualitative research focuses on ICT, namely the use of tablets in education of pupils with SEN in mainstream education from teachers‘ perspective. The theoretical part of the monograph are focused on inclusive education, multimedia and digital technologies and their place in education of pupils with SEN.

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Studenti učitelství mezi tacitními a explicitními znalostmi

Author(s): Petr Svojanovský,Jan Nehyba,Vlastimil Švec,James Lawley,Eva Minaříková,Blanka Pravdová,Jan Slavík,Radim Šíp,Barbora Šimůnková / Language(s): Czech

The book focuses on pre-service teachers’ tacit knowledge in the second stage of their studies (Master’s study programme). It deals with the theoretical background and highlights the need for a radical turn in the methodology when we want to explore this concept. Drawing on this, a qualitative method of data collection which was used in the presented research, so called clean language, is described in detail. The empirical part of the book presents studies concerning topics connected to pre-service teachers’ tacit knowledge – unexpected situations, student teachers’ beliefs or explicit and tacit knowledge sharing.

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Setkání studentů a učitelů matematiky IX: Učitelé sdílejí své zkušenosti

Author(s): / Language(s): Czech

The proceedings consists of contributions of teachers which were introduced at the annual seminary Meeting of students and teachers of mathematics. The common topic was sharing the experience of actual problems.

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Vzdělávání žáků s Aspergerovým syndromem v inkluzivní třídě

Author(s): Barbora Bazalová / Language(s): Czech

The methodological guide focuses on developing social, emotional, and communication skills of students with Asperger syndrome and their classmates, teachers, assistant teachers, and the school staff. We aim to extend knowledge on the specific approaches to students with AS in the inclusive classroom. We offer coping strategies in situations arising from the interaction between the school actors. A classroom adaptation and fostering positive relationships between classmates are the critical factors for positive school experiences of everybody. We present specific cases from the participatory classroom observation. Furthermore, we discuss the difficulties in the inclusive classroom and offer incentives to prevent these situations. We provide the readers with the specific activities for the groups with the students with AS.

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Leading Learning Networks in Education: Theoretical Framework and School Leaders’ Perspectives across Europe

Author(s): Bohumíra Lazarová,Ruud Lelieur,Wouter Schelfhout,Kristin Vanlommel,Jan Vanhoof,Justina Erčulj,Mateja Brejc,Kristina Malmberg,Torbjörn Hortlund,Linda Devlin,Rachel Morgan-Guthrie,Tracy Wallis,Daniel Cebrián,Manuel Cebrián / Language(s): English

This study is one of the main outcomes of Leading Learning by Networking, an Erasmus+ project. It concerns the management of learning networks in schools with regard to the mission of these networks in the context of growing diversity. The text consists of three main parts. The opening chapter is of theoretical study, dealing with the term Professional learning networks and various factors that facilitate this form of collaboration in schools. Attention is also paid to the role of headteachers in the creation of and support for learning networks. The second part is a summary of the results of a qualitative research, which was carried out by means of interviews, aimed at recognition of some aspects of networking in selected schools in the partner countries. Part three describes a range of data obtained from a questionnaire survey on headteachers’ needs and experience in the management of learning networks.

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Profesní vidění učitelů a jeho rozvíjení prostřednictvím videoklubů

Author(s): Tomáš Janík,Eva Minaříková,Michaela Píšová,Klára Uličná,Miroslav Janík / Language(s): Czech

Members of various professions differ not only in their knowledge, skills, and activities they perform but also in how they perceive – or see – the situations that are part of their professional practice: they differ in their professional vision. This book aims to introduce the concept of professional vision into Czech educational science discourse and set up and empirically evaluate videoclubs as a means of developing teachers’ professional vision. The empirical part of the paper describes English teachers’ professional vision and its changes after videoclubs. The book aims to contribute to the discussion on professional vision as part of teachers’ professionality and on the possibilities of using learning communities and videos in teacher education.

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Řízení inkluze ve škole

Author(s): Bohumíra Lazarová,Lenka Hloušková,Kateřina Trnková,Milan Pol,Josef Lukas / Language(s): Czech

The book is focused on the management and leadership of inclusion in Czech schools. The opening part is an analysis of the international and national political discourse on inclusive education as it has been developed over the last 20 years. The second part of the book is focused on themes related to the practice of management and leadership of inclusion in Czech schools and presents an analysis of the results of a multiple case study conducted in Czech basic schools (6–15) in the years 2013 to 2015.

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Somatopedické simulační techniky a intervence: Metodické texty k projektu MUNI 4.0. Pedagogická fakulta, studijní program Logopedie (Bc.)

Author(s): Dagmar Opatřilová / Language(s): Czech

Limited and disordered movement or ability to move has an impact on the educational process and vocational training of the people with physical disability. Together with the inclusive trends in the society it is necessary to create resources which enable to teachers, assistants and leisure time teachers to work with people with physical disability. The base of presented e-book is aimed on the support including the educational process and the aim is to summarise and present possible intervention and compensation. The studying text should make the orientation in the presented field easier and provide support to students and special needs teachers and to other specialists to solve the problems in the sphere of support of people with physical disability.

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Speciálněpedagogická diagnostika somatopedická: Metodické texty k projektu MUNI 4.0. Pedagogická fakulta, studijní program Logopedie (Bc.)

Author(s): Dagmar Opatřilová / Language(s): Czech

Limited and disordered movement or ability to move has an impact on the educational process and vocational training of the people with physical disability. It is not always possible to be educated at the place of living, because all schools have non barrier access and are not able to ensure optimal conditions for inclusive education. Immobility often means limited participation of pupil in some lessons, limits the choice of the leisure time activities and complicates independent movement (on a wheelchair) in the social environment due to the lack of the non-barrier access to pavements, shopping centres and cultural centres and offices. In some cases, persons with severe disability have limited life space and are often socially isolated. Together with the inclusive trends in the society it is necessary to create resources which enable to teachers, assistants and leisure time teachers to work with people with physical disability. The base of presented e-book is aimed on the support including the educational process and the aim is to summarise and present possible intervention and compensation. The studying text should make the orientation in the presented field easier and provide support to students and special needs teachers and to other specialists to solve the problems in the sphere of support of people with physical disability.

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Z posluchárny za katedru: Mocenské vztahy ve výuce studentů učitelství

Author(s): Kateřina Vlčková,Kateřina Lojdová,Josef Lukas,Jan Mareš,Zuzana Šalamounová,Tomáš Kohoutek,Jarmila Bradová,Stanislav Ježek / Language(s): Czech

The monograph presents research findings on establishing and organizing power relations in classes taught by student teachers who come to their long term practice to lower secondary schools as beginning teachers. The background is constituted by traditional theory of relational power by French and Raven (1959). The authors (on the bases of video recordings of lessons, interviews with student teachers, their reflective diaries from practice and survey of student teachers based on the responses of their students) describe how student teachers work with legitimate, coercive, reward, expert, and referent power in the interaction with their students. The monograph introduces typical situations that student teachers are confronted with on their practice and therefore, they can be useful for student teachers as well as for those who help them to prepare for the profession.

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Metodika práce s třídním kolektivem v inkluzivní třídě se zaměřením na žáky s narušenou komunikační schopností: Metodická příručka

Author(s): Petr Kopečný,Barbora Chleboradová / Language(s): Czech

The theoretical part describes the bases for the communication process and its disruption in a broader context, focusing on school age and reflection in the current and educational communication situation. The research part offers the results of the survey, which results from long-term cooperation with two primary schools of inclusive type, in which pupils with different forms of special educational needs are educated. In these schools, precisely, in these classrooms in which pupils with impaired communication ability were educated, the activities aimed at strengthening communicative competence and social ties were carried out at regular intervals during one school year.

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