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The book emphasizes the important role of political and parliamentary issues in contemporary education, it contains suggested history lesson scripts on this subject, as well as the examples of tools and materials which can be used when working with students as they develop the ability to analyse historical sources, critical thinking and group work.
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Transformimi i mësimdhënies nga qasja klasike në qasje online ka qenë sfidë e madhe për stafin mësimor dhe institucionet arsimore. Përpjekje e madhe është bërë në këtë proces përmes krijimit të sistemit të ri të punës dhe është e qartë se këtë sistem do ta zbatojmë në të ardhmen e afërt, të paktën edhe një herë, dhe se ende nuk kemi marrë rezultate konkrete të efikasitetit të tij. Gjatë krijimit dhe zbatimit të këtij sistemi u shfaqën disa sfida - si të kalohet nga klasa klasike në klasë virtuale; si të koordinohet mësimi në kohë reale me mësimin asinkron; dhe si të ndihmonin mësuesit dhe nxënësit në këtë rrugë? Sidoqoftë, sfidë e veçantë ishte vlerësimi i njohurisë. Nëse ndihmat teknike ofruan mundësinë për zbatimin e metodës së re të punës, në vlerësimin e njohurisë bota virtuale vetëm e ndërlikoi situatën. Siç pritej, u krijua varg strategjish dhe ndihmash që synonin të mundësonin teste klasike të njohurisë në botën virtuale, ose të përfitonin nga avantazhet teknike dhe përmbajtja multimediale për t’i bërë testet më të arritshme, efikase dhe interesante. Sidoqoftë, mbeti dyshim si në potencialin për transferimin e njohurive dhe zhvillimin e aftësive në botën virtuale, ashtu edhe në vlerësimin e tij, veçanërisht kur bëhet fjalë për vlerësimin e të kuptuarit. Nëse flasim për lëndën e historisë, veçanërisht në mësimin e temave komplekse, të ndjeshme dhe kontroverse, nevoja për zhvillimin e të kuptuarit të asaj që është mësuar në vend të transferimit të njohurisë është një nga rëndësitë themelore. Përveç pranimit të fakteve, shumë më e rëndësishme është që nxënësi të mund të japë shpjegim, të gjejë dëshmi dhe të japë shembull, të thjeshtojë, zbatojë (gjejë përdorim), të përdorë analogjinë dhe ta paraqesë temën në mënyra të reja. Ky manual u krijua me idenë për të siguruar një pasqyrë të sfidave dhe metodologjive në mësimin e historisë online, me qëllim të vlerësimit të njohurive të bazuara në rezultate dhe vlerësimit të njohurisë në mësimin e historisë që synonë të kuptuarit. Autorët shpresojnë që të paktën të lehtësojnë punën sfiduese të mësuesve të historisë dhe edukatorëve të tjerë të historisë.
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Shpërthimi i pandemisë COVID-19 ka sjellë mbylljen ose zvoglimin e ngarkesës së punës në shkollat malazeze. Si vijën e parë të mbrojtjes, Ministria e Arsimit ka krijuar udhëzimet bazë dhe një platformë online për mësimin në distance në shkollat fillore dhe të mesme. Baza e mësimit elektronit ishte e përbërë nga mësimi nëpërmjet videove, të cilat kan zgjatur 15 minuta dhe të cilat ne fund u renditën në një baze të dhënash në një platforme krijuar veçmas. Këto aktivitete dhe përpjekja e madhe e stafit arsimor, siguruan vazhdimëshinë e procesit arsimor. Megjithatë, kjo nuk do të thotë se ky lloj i mësimit nuk ka sfida të caktuara. Para se gjithash, udhëzimet e Ministrisë të Arsimit ishin të kufizuara. Ministria e Arsmit në një liste të shkurtër ka japur temat prioritare që do të mbulojë secila lënd. Mësimdhënësit nuk fituan as udhëzime mbi metodologjinë mësimore online që do t›i ndihmonte ata të transferojnë njohuritë ne mënyrë me efektive, as për metodologji të mësimit në distancë që do i ndihmonte nxënësit të zhvillojnë kompetenca. Gjithashtu mësimdhënësit nuk fituan as udhëzime për metodologjinë e vlerërismit të nxënësave dhe rezulatet e mësimit duke përdoruar mjete të reja. Aspekti i fundit është veçanarisht problematik, sepse jo të gjithë nxënësit kanë qasje të barabarta në materialin online, ndërsa mësimdhënësit duhen të sigurojne që ata mos te heqin dorë nga procesi arsimor dhe plani i përcaktuar. Gjithashtu, i gjithë materiali arsimor u regjistrua në kryeqytetin e Podgoricës. Mësimi online ne lënden e historisë i ka dhënë përparësi temave të njohurive të përgjithshme, duke kufizuar përpjekjet e mësimdhënësve për të mësuar tema të ndjeshme dhe kontroverse, si për shembull çështjen e pakicave, ose ato tema që zhvillojnë të menduarit kritik dhe analizën. Edhe pse kalimi në mësimdhënie të plotë ose të pjesshme ishte pjesë e masave emergjente gjatë pandemisë COVID-19, kjo gjithashtu duhet parë si një mundësi për përfshirje më të madhe të teknologjive të reja në procesin arsimor. Për ta arritur këtë, vetë mësimi duhet të bëhet më gjithëpërfshirës, me më shumë staf mësimor të trajnuar dhe të fuqizuar për të menduar në atë drejtim dhe për të përshtatur përdorimin e mjeteve online me nevojat e grupit të tyre nxënësor. Projekti “Mësimdhënia e Historisë gjatë Pandemisë COVID 19 - qasje e barabartë për të gjithë”, i zbatuar nga QAQ me mbështetjen financiare të Qeverisë së Republikës Federale të Gjermanisë, tenton t’u sigurojë mësimdhënësve malazezë mjete mësimore dhe trajnime online, me qëllim që t’ia mundësojn atyre që të përmbushin rezultatet e mësimit të përcaktuara në kurrikulën kombëtare por gjithashtu të mundësojnë më shumë zëra dhe përgjigje ndaj nevojave arsimore lokale. Kjo metodologji është rezultat i përfshirjes së asaj përvoje, por edhe përvojës dhe këshillës së kolegëve që morën pjesë në procesin e zhvillimit të materialit mësimor shtesë në internet dhe seminareve shoqërues, për të cilët autorët janë jashtëzakonisht mirënjohës. Me dëshirën e sinqertë për ta kthyer procesin arsimor në kuadrin e rregullt sa më shpejt që është e mundur, ne shpresojmë që materialet dhe metodologjitë mësimore të zhvilluara do të përdoren nga mësimdhënësit e historisë dhe lëndëve shoqërore në punën e ardhshme, por edhe në zhvillimin e mëtejshëm profesional.
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Altar service, formation functioning as part of the youth liturgical service of the altar in the Roman Catholic Church, considered in the socio-pedagogical context, is part of the mainstream of the thematic area of social Sciences and issues concerning the community of adolescent young people who seek life paths for themselves and shape their identity in a group of people. with similar beliefs and ideals. Among the problems considered in this study, one of the most important is the problem of youth in the service of the altar, focused on belonging to the community of altar boys, a group of people who "serve" in the church, identity in a special way with Christian education rooted in the stream of personalism. Therefore, the study tries to show a fragment of the social reality of young people from the perspective of personalistic pedagogy, "service" understood as "giving" to others the personal resources of an individual, selected educational concepts revealed in the Polish Church in the 20th century and the assumptions of Vatican II. The authors express their hope that the reading will become a contribution to reflection on the values important for the upbringing of young people, which - according to the authors - seem to be slowly recognized as less important than material goods in the contemporary world. At the same time - researchers want to point out that they have different worldviews, and thus want to emphasize that in the process of constructing this monograph, they paid attention to the values that connect beyond divisions.
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The reviewed proceedings present twenty-five contributions from the international conference 'Current Issues of Education in Ph.D. Students' Researches XV: Challenges for Teachers in the 21st Century, held at the Faculty of Education, Palacký University Olomouc, on November 6-7, 2019. The contributions are focused on the field of education, namely the issue of personality of a teacher, didactic questions, psychological aspects of education and other actual issues.
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The publication deals with the topic of measuring metacognition, with special emphasis on a specific group of intellectually gifted children. It briefly presents the construct of metacognition itself, its relation to intellectual giftedness, together with a taxonomy of metacognitive phenomena. Next, the most important methods developed to assess metacognition are discussed and critically appraised. The monography covers both the methods, in which the data are registered during the execution of the stimulus task (on-line methods), and the methods, where the data are recorded with some time lag (off-line methods). The most extensive part of the publication is devoted to the topic of various measures, used to express the level of metacognitive monitoring.
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The monograph presents and reflects the results of a specific research project of the same name (MUNI/A/1423/2018) carried out by a team of academic staff and students of the doctoral program of the Department of Music at the Faculty of Education, Masaryk University. The folklore song scope represents an important didactic basis, permeates music education at elementary, partly also secondary schools and specialized instrumental or singing education at elementary art schools. Due to the influence of multilayered cultural expressions and the influence of multimedia means, however, the question of how to present the musical and folklore heritage to school youth is more prominent. The object of investigation was the application of folk music to school education.
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This publication deals with the topic of adaptation of immigrant children to school, from Czech and Norwegian perspectives. The ambition of the monograph is to inspire and provide feedback to educational policymakers, teachers, and researchers, as well as to reveal in more detail the practices of one more experienced state in supporting the school adaptation of immigrant children. The author divides the text into two parts. Firstly, she looks at the topic from the theoretical perspective and in the context of existing pedagogical research. In the second part, the author presents her research survey, which looks at the topic from the perspective of three levels: state, region, and school. The survey was conceived as a qualitative comparative study based on content analysis of case studies at Czech and Norwegian primary schools. The main result is the creation of a model to support the school adaptation of immigrant children. Among other things, it points to the need to strengthen support for cooperation between the school and immigrant parents in the Czech and Norwegian environments. It also points to the regional level as a critical link mediating communication of information, knowledge, and needs between the state and school levels in the field of support for foreign children. The regional level, especially in the Czech environment, proves to be insufficiently represented in the whole process under current conditions. These and other findings prompt reflections on the importance of both so-called symbolic policy and substantive policy in the field of support for school adaptation of immigrant children, and their specific implementation in the Czech and Norwegian environments. The publication also discusses the current state of assimilation and multicultural tendencies in Czechia and Norway.
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A university without its own publishing house is like a cathedral without an organ: wild-growing and silent. Masaryk University has got its publishing house, which even ranks among the largest in Central Europe by the number of publications, tirelessly spreading university knowledge and ethos not only through books, but on all present-day conceivable media. This jubilee publication brings a colourful panorama of the Munipress publishing house activities together with a historical overview. It is dedicated to the centenary of the Masaryk University and to all the silenced authors in its history.
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As the subject of consideration in the monograph, I have made the image of school, represented in the narratives of children at risk (10-14 years), living in one of the cities of Upper Silesia. "Cultural optics" of the perception of school by children from the system of risk, who are, as it were, ambassadors of its potentials and limitations, allows for the exploration of new research perspectives, including undertaking work towards searching/discovering assumptions, norms of co-creation of a positive school culture, taking into account the "compromise" between the quality of the didactic work of the school and the sense of well-being of students, teachers, and parents. The theoretical considerations are inspired by J. S. Bruner's concept of psychocultural approach to education.
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Tłumaczenie publikacji czołowego badacza inteligencji, twórczości i mądrości, Roberta J. Sternberga z Uniwersytetu Cornella w USA oraz austriackiej badaczki z Uniwersytetu w Klagenfurcie, Judith Glück. Czytelnicy, szukający mądrych odpowiedzi na trudne pytania, znajdą tu pełen zestaw zagadnień związanych z mądrością: od uzasadnienia, dlaczego w dzisiejszych trudnych czasach ta tematyka jest ważna, poprzez przegląd głównych podejść teoretycznych, aż po postulaty jak rozwijać kompetencje mądrościowe, a także jak je rozpoznawać i kultywować u siebie. Lekturą z pewnością zainteresują się nie tylko badacze zdolności poznawczych i mądrości, profesjonalni psychologowie i pedagodzy oraz studenci tych kierunków, filozofowie i edukatorzy, ale także wszyscy, którzy pragną wieść mądre życie. Prezentujemy dzieło, jakiego jeszcze w polskiej psychologii i pedagogice nie było; dzieło, które uzupełnia dotkliwą lukę w badaniach nad tym jednym z najważniejszych i najcenniejszych przymiotów ludzkiego życia, jakim jest mądrość. Prof. dr hab. Krzysztof J. Szmidt Publikacja wpisuje się w dyskusję dotyczącą kształtu i sensu edukacji we współczesnym świecie, kompetencji kluczowych i możliwości przygotowania młodych ludzi na wyzwania jutra. Napisana jest w sposób zachęcający do polemiki i głębokiej refleksji – nie pozostawia czytelnika neutralnym. Dr Tomasz Knopik
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Često ističemo kako imamo dobre propise, ali se oni ne primjenjuju. Da bi se nasilje među djecom smanjilo, potrebno je sistemski provoditi odgoj za nenasilno rješavanje sukoba i toleranciju kroz sve odgojno-obrazovne nivoe, od vrtića do srednjih škola. Također je važno pravovremeno primijeniti odgovarajuće intervencije s djecom koja počinju pokazivati određene probleme u ponašanju, a to obavezno uključuje i rad s njihovim roditeljima. Vodič kroz Protokol o postupanju u slučaju nasilja u školi, odnosno 0% tolerancije nasilju u školi, namijenjen je prije svega djeci i mladima, roditeljima i nastavnom osoblju, a nastao je iz potrebe da se pokušaju afirmirati već postojeći mehanizmi i zakonske obaveze na koje su se škole u Hercegovačkoneretvanskom kantonu već obavezale. Cilj je sistemska zaštita djece i mladih koji su izloženi nasilnom ponašanju svojih vršnjaka i vršnjakinja, ali ujedno i pomoć onoj djeci koja se nasilno ponašaju. Prepoznavanjem, zaustavljanjem i sprečavanjem nasilja ne samo da pružamo djeci i mladima pomoć da prevladaju posljedice nasilja, već im šaljemo jasnu poruku da nam je njihova dobrobit važna i da želimo da živimo u društvu koje ne tolerira nasilje ni u kom obliku. S tim u vezi, TPO Fondacija i Ministarstvo obrazovanja, nauke, kulture i sporta HNK odlučili su iskoristiti već postojeće resurse, mogućnosti, ali i zakonske obaveze koje su nadležni organi uredno propisali.
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The book contains a presentation of ministerial curricula for ethical education subjects in France, Spain and Portugal. Ethical education in these countries is carried out in the form of citizenship education. The common denominator of the curricula for the subjects presented in the book is the belief that the very institution of citizenship and the idea of human rights expressed in subsequent declarations from the Declaration of the Rights of Man and of the Citizen of 1789 to the Universal Declaration of the Rights of the Citizen is a source of ethical values that are worth promoting in school education. The book composes of three chapters. In each chapter there is a brief outline of the history of debates held in the public sphere, which accompanied the introduction of subsequent forms of ethical education in selected countries. In the second part of each chapter, there are translations of the core curriculum documents for subjects in the field of ethics and citizenship education in France, Spain and Portugal respectively.
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The scientific monograph "Murders in schools - analysis of case studies from the point of view of social pedagogy" resulted from the author's desire to use scientific analyzes of numerous tragic events that happened in schools to draw the attention of the educational system, but also to society as a whole, to the need to much more attention must be paid to the personality of each student, his attitudes, thoughts, behavior, interests, needs, outlook on life and environment. Today, children under the influence of social networks live in a virtual world, living for instant gratification without empathy for others. Youth violence is on the rise. The consequences of violence are often tragic. Violence in schools is often linked to murders in schools. The crimes they commit are much more brutal, aggressive and cold-blooded, and the perpetrators are often children under the age of 14. From individual case studies, we will see that the violence at school was in many cases only a preliminary stage of later mass murders. Social pedagogy deals with behavioral disorders, and from the scientific aspect of this pedagogical discipline we will try to give some possible answers as to why and what are the motives of these tragic events. In the many case studies presented, this book will not provide definitive answers as to the causes that led to numerous tragic murders in schools, but it will encourage, stimulate and direct the greater attention of parents, teachers, school pedagogues and psychologists, social workers, trainers in cultural and sports sections and clubs and others who communicate and work with children on a daily basis to pay more attention if something is happening with the children and if there is a problem that they may be skillfully concealing.
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The textbook introduces students to diagnostic assessment and the theory of educational assessment. Students get acquainted with the basic methods and tools of educational assessment, learn about the process of diagnostic activities and the importance of cooperation with experts during diagnostic activities in practice. The study text is supplemented by practical examples and links to further resources that can help students understand teachers' diagnostic work.
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The research presented in this book strives to answer how test versions equivalence – a necessary condition for meaningful and fair interpretation and comparison of students’ results – could be achieved in the context of high-stakes examination. The research was carried on the Slovak upper-secondary school leaving examination in English at B1 level, namely on the tests of receptive skills operationalized between 2012 and 2015. Theoretical research on the methods and procedures and the application of some of them on the Slovak examinations in the empirical part provided deep insight into the degree of comparability of the test versions used between 2012 and 2015 and made it possible to identify problem areas in terms of test versions comparability. The research helped to identify suitable methods and approaches that might enable to develop equivalent test versions and subsequently, to interpret meaningfully the test results and the measured construct, i.e. students’ language proficiency.
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This conceptual monograph responds to insufficient support for developing geoinformation skills in Czech lower and upper secondary schools. It aims to create an interconnected system for developing geoinformation skills in teaching in lower and upper secondary schools, emphasizing the implementation of GIS tools and proposing principles for the development of geoinformation skills in teaching. For this purpose, a matrix of learning tasks is created, arranged according to individual geoinformation skills – reading, selection, use, creation, and sharing. The monograph is intended mainly for pre-service and in-service geography teachers at lower and upper secondary schools, the leaders of school educational programmes, and teachers in non-formal education. The monograph, including learning tasks and other materials, is available online at https://gitdoskol.ped.muni.cz.
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The intention of this resource pack is to contribute to the language education of Deaf, deaf and hard of hearing (D/d/hh) students in post-secondary education. In general terms, the materials provide theoretical background for teaching languages to D/d/hh students and their engagement in study stays abroad as well as practical booklets, which focus on the possibilities of teaching reading, writing and developing study skills in D/d/hh learners.
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The book deals with the topic of students’ errors, which are considered an important educational phenomenon. The goal of this text is to introduce teacher error management behavior during whole-class interaction. From a theoretical point of view, the book pays attention to the conception of mistakes, error climate, and the role of teacher feedback during error situations. The book also presents qualitative research, that is focused on teachers’ approaches to mistakes and activities implemented during handling students’ mistakes. The results could be useful not only for teachers to reflect on their work with students’ errors but can also be inspiring material for undergraduate students.
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The presented instrument is a contribution to the issue of teacher education evaluation for faculties preparing teachers across disciplines. The purpose of the instrument is to provide teacher educators an simple summative tool to allow them to measure and compare the current state and development of the level of the professional preparation of students and graduates in field of teaching.
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