Od modelu ke vzdělávací praxi

Author(s): Dagmar Dvořáková,Jitka Cholastová,Petr Kuběnský / Language(s): Czech Publication Year: 0

Ramcovy vzdělavaci program (RVP) je vyrazem stejnych zaměrů jako snaha nabidnout k užiti ve školnim prostředi metody a techniky tvůrčiho psani. Jde o dvě současti tehož procesu proměny česke školy. Na skutečnost, že ideova platforma školskych dokumentů se vyrazně prolina s metodologii tvůrčiho psani, poukazala ve sve diplomove praci Karla Brucknerova,1 když se zamyšlela nad cestami tvůrčiho psani do českych škol: „[Dokumenty] jsou velmi blizke tvůrčímu psaní, neboť pravě ono vyhledava variabilnějši organizaci a individualizaci vyuky, potřebuje a pomaha spoluvytvařet přiznive socialni, emocionalni i pracovni klima, je mu bližši spiše slovni hodnoceni a navic některe jeho vystupy (školni časopis, autorske čteni) mohou pomahat větši učasti rodičů na školnim děni. Brana vedouci do česke školy se tedy po aplikaci těchto dokumentů stane pravděpodobně tvůrčímu psaní otevřenějši“ (2004: 70).

Tvůrčí analýza a interpretace básní

Author(s): Pavla Kopečná / Language(s): Czech Publication Year: 0

Na počatku bylo ticho. Pak pohled docenta vyloudil z poslucharny několik nesmělych vět. Podobne, poměrně frekventovane povzdechy jsou důkazem, že analyza a interpretace basnickeho textu způsobuje problemy i vysokoškolskym studentům literatury. „Basnicky jazyk“ je pro některe čtenaře nesrozumitelny, jako kdyby byl jazykem cizim. Pedagog v recepčnim procesu sehrava roli zprostředkovatele – jeho ukolem je sbližit indiferentni strany, studenta a baseň, a timto spřatelenim zjednodušit cestu k pochopeni a interpretaci basnickych textů.

Malé projekty aneb Prožít vlastní zážitek literárně

Author(s): Zbyněk Fišer / Language(s): Czech Publication Year: 0

Projekt Jak vzniká literatura si klade za cil ukazat a ve spojeni s reflexi ozřejmit studentům, jak lze ze zaznamu drobne skutečne udalosti pomoci literarnich postupů a vybranych stylistickych prostředků vytvořit fikčni text s estetickymi kvalitami. Studenti mohou pozorovat, jak jim pod rukama z jednoducheho zažitku vznika (kvazi)umělecky text. Cvičeni lze použit pro vyspělejši žaky a studenty přibližně od patnacti let, a to s přiměřenymi variacemi.

Výhledy

Author(s): Zbyněk Fišer / Language(s): Czech Publication Year: 0

Tvůrči psani prokazalo svou životaschopnost v českem prostředi jak na školach, od zakladni po vysokou, tak i mimo ně. Etablovalo se ovšem nejen v oblasti oborovych didaktik a metodik vychovně-vzdělavacich programů a instituci, ale v univerzitnim prostředi se stalo uznavanym vědnim oborem zabyvajicim se textovou komunikaci. Obor s takto vymezenym předmětem vyzkumu a aplikace ma v civilizovane lidske společnosti nekonečny program podobně jako vědy o jazyce, o uměni nebo o člověku. Poznavanim komponent, faktorů, činitelů a zakonitosti mezilidske komunikace se zabyva široke spektrum věd a jejich oblasti zajmu se stykaji, překryvaji a doplňuji. Vyzkum komunikace prostřednictvim textů zkouma jak obecne i dilči a detailni podminky komunikačniho aktu, tak i nastroje teto komunikace: jazyk a texty, a zaroveň i způsoby jejich užiti. A protože subjekty textove komunikace jsou lide, souvisi badani s poznavanim lidske osobnosti, osobnosti člověka v roli mluvčiho a posluchače a člověka v roli pisatele a čtenaře. Toto poznavani, usměrňovani a zdokonalovani lidskych dovednosti komunikovat je stejně nekončici proces, jako se neustale rozvijeji dalši faktory komunikace: rozviji se přirozeny jazyk, rozvijeji se technicke podminky fixace a předavani textů. Souběžně s tim, jak se vyviji společnost a člověk coby tvor společensky, rozšiřuji a prohlubuji se i naše poznatky o zakonitostech komunikace.

Základní publikace oboru – komentovaný přehled

Author(s): Dagmar Dvořáková,Jitka Cholastová,Pavla Kopečná,Petr Kuběnský / Language(s): Czech Publication Year: 0

Review of: Kožmín, Zdeněk. Tvořivý sloh: malé traktáty a malé scénáře. Praha: Victoria Publishing, 1995. Fišer, Zbyněk. Tvůrčí psaní. Malá učebnice technik tvůrčího psaní. Brno: Paido, 2001 Studený, Jiří. Drama jazyka. Teorie a praxe tvůrčího psaní. Pardubice: Univerzita Pardubice, 2003. Studený, Jiří. Dramata jazyka. Teorie literatury a praxe tvůrčího psaní. Červený Kostelec: Pavel Mervart, 2010. Hrdlička, František. Průvodce po literárním řemesle. Základy tvůrčího psaní. Praha: Votobia, 2004. Dočekalová, Markéta. Tvůrčí psaní pro každého. Jak psát pro noviny a časopisy, jak vymyslet dobrý příběh, praktická cvičení. Praha: Grada, 2006. Dočekalová, Markéta. Tvůrčí psaní pro každého 2. Naučte se vyprávět příběhy, jak se píše povídka, novela a román, praktická cvičení. Praha: Grada, 2009. Dočekalová, Markéta. Tvůrčí psaní pro každého 3. Co je to televize?, dramatická tvorba, zábavná tvorba. Praha: Grada, 2010. Skorunka, František. Úvod do tvůrčího psaní. České Budějovice: Jihočeská univerzita, Pedagogická fakulta, 2006 Hník, Ondřej. Hravá interpretace v hodinách čtení a literární výchovy. Jinočany: Nakladatelství H&H, 2007. Novotný, David Jan. Budování příběhu aneb demiurgie versus dramaturgie. Praha: Karolinum, 2007. Musilová, Eva. Kurs tvůrčího psaní aneb jak psát hezky česky. 1. díl průvodce začínajícího spisovatele. Kralice na Hané: Computer Media, 2007. Fišer, Zbyněk – Havlík, Vladimír – Horáček, Radek. Slovem, akcí, obrazem: příspěvek k interdisciplinaritě tvůrčího procesu. Brno: Masarykova univerzita, 2010.

Realita učitelských praxí v posledním desetiletí: posuny, stagnace, regres?

Author(s): Jitka Jursová,Helena Picková,Petr Urbánek / Language(s): Czech Publication Year: 0

Teaching practicum is a substantial topic in teacher education. The reality shows, nonetheless, that there are plenty of limitations to it on conceptual, organizational and personnel level. The key problem remains the realization of teaching practicum, which is determined by (internal) possibilities of faculties and (external) conditions created by educational university policy. The text summarizes the problems of teaching practicums and compares evaluations of the practicum from the beginning of the millennium and confronts these evaluations with present day. The aim of the text is to answer a crucial question: What is the present state of teaching practicum and what have been the qualitative developments of its realization at pedagogical faculties within the almost 15 years?

Profesijná príprava budúcich učiteľov a cvičný učiteľ vo svetle medzinárodných trendov

Author(s): Beáta Kosová / Language(s): Slovak Publication Year: 0

Teaching Studies and their practical professional preparation (training) in Slovakia are not conceptually created in the spirit of international trends. Teaching experience in the world is designed with an emphasis on the student as part of the two approaches. Competence approach emphasizes increasing development of designated teaching competencies; it is oriented on outputs. Reflexive (phase) approach builds teaching experience according to the phases of gradual transformation of the role of a student into the role of a teacher with the crucial role of permanent reflection of professional practice; it is oriented on the process. The main trends are: intensifying character of teaching school experience, reflective character of practical training, student portfolio, reasoned out cooperation between universities and training schools, highlighting the role of the mentor (trainer teacher) and increasing requirements for the implementation of this function, the growth of importance of evaluation of teaching practice for successful completion of study, increase of the proportion of teaching experience within the study, the tendency to standardization of the teaching practice. A further trend is a model of clinically oriented teacher preparation (training) which begins with clinical experience of students acquired during continuous clinical teaching experience gained within the study. An integral part of higher education institutions are clinical university schools with specially prepared mentoring teachers. These schools cooperate with universities not only in providing for mutual instruction, but also in research and development of teaching innovations.

Koncepcia pedagogickej praxe v študijnom programe učiteľstvo pedagogiky v kombinácii na Pedagogickej fakulte UK v Bratislave

Author(s): Renáta Tóthová,Dušan Kostrub / Language(s): Slovak Publication Year: 0

The article deals with the concept of teaching practice within the framework of preservice teachers’ education in study specialization “Teacher training in pedagogy in combination” at Comenius University. Graduates will be qualified as teachers of pedagogy in upper secondary education, namely pedagogical and social academies, conservatoires, etc. The article also presents a design of lesson plan for teaching pedagogy which is designed according to inductive paradigm, i.e. the inductive and participative instruction which we consider an up-to-date concept of schooling. The authors include an overview of students’ views regarding the pre-service teaching practice which is reflected in their diaries; pointing out positives, negatives as well as future perspectives.

Reflexia modelu pedagogickej praxe Pedagogickej fakulty Prešovskej univerzity v Prešove ako apel ku kolaborácii zúčastnených strán

Author(s): Erika Novotna / Language(s): Slovak Publication Year: 0

The aim of this paper is to introduce a model of pedagogical training in the bachelor study program – pre-school and elementary pedagogy – on the Faculty of Education on the University of Prešov in Prešov. Students in this study program are prepared for work as tutors in children school clubs. The author characterizes model of pedagogical training in children school clubs in individual semesters. The paper describes the type, content and system of pedagogical training management in children school club. The author also presents data obtained from a survey in the form of a questionnaire. The questionnaire was completed by 131 respondents. The survey was oriented towards the reflection and evaluation of an alternative model of the introductory pedagogical training from the point of view of first-year students. The aim of this survey was to obtain opinions and attitudes of students, who took part in this model, on form, content, organization, course and character of the introductory pedagogical training. In conclusion, the author identifies limitations of pedagogical training and formulates recommendations for pedagogical practice.

Študent Pedagogickej fakulty Prešovskej univerzity v Prešove a jeho pedagogická prax v materskej škole

Author(s): Monika MIŇOVÁ / Language(s): Slovak Publication Year: 0

The paper is focused on student and future teacher of kindergarten. The teaching profession is not simple and easy. Being a teacher in kindergarten means accountability and continuous learning. Preschool period is more senzibilite from all periods and, therefore, a teacher focuses on the pre-school education, developmental psychology, educational diagnostics, methodologies of individual subjects, etc. Knowledge in theory, students verify the pedagogical practice. Theoretical knowledge to students to determine the pedagogical practice. In this article, we will primarily focus on different kind of practice, that student must complete during his studies at the Pedagogical Faculty of Prešov University. We will discuss in more detail a time subsidy, content focus, portfolio and assessment of students undertaking teaching experience while studying for bachelor and master study. We compare the practice of catching and at the same time accredited study programs. Compare the practices in convergent and parallel study programs. As an example results of a survey realized between students and extramural studies looked at the skills of the students during teaching practice and comparison of different types of practice of student perspective.

Evaluácia praxe študentmi ako nástroj zvyšovania jej kvality na PdF TU v Trnave

Author(s): Bizová Naďa,Žaneta Gubricová / Language(s): Slovak Publication Year: 0

The contribution reflects final analyses from continuous practice course as the part of closing study portfolio of students of teacher programs for low secondary education. Main attentions is devoted to the qualitative indicators of continuous practice according to its content, organization and evaluation of the quality in the context of personal improvement of students, their abilities and possibilities for analysis and interpretation of educational process and evaluation of practice organization. The analyses imply that students frequently value as the benefit the practice course conception (hospitations at lessons due study subjects, hospitations at after school club and extracurricular class, meeting with school representatives), excellent attitude and qualification of teachers at practice schools, possibility of comparison of school climate and teaching approaches at different schools (the practice was realized at the “best school” in Trnava, at the school with high rate of students from disadvantage environment and religious school). As the weak aspects of the practice course were identified frequent schedule changes, placing course after education basic state exam and absence of masculine teacher models at schools. The contribution outline according to the findings the possibilities of improvement continuous practice course as the important component of undergraduate teacher preparation.

Koncepcia pedagogickej praxe študijného odboru Učiteľstvo praktickej prípravy na DTI v Dubnici nad Váhom v podmienkach súkromnej vysokej školy

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

This article deals with the problem of implementation and ensuring the teaching practise of the students – future teachers of vocational education and practice training schools according to visiting practise ascent the perspective of key discipline of pedagogy in terms of DTI in Dubnica nad Váhom. In adition we deal with a problem of teacher trainer – teacher of practical training – his position, his attitude towards the students and practise teacher as well as the attitude of the school management to his role. We present the examination of pros and cons of the status of the teacher trainer at the school and the possibility of improving the cooperation with him in terms of the DTI in Dubnica nad Váhom. Part of the paper is an analysis of reflection students of bachelor degree studies.

Neformálne aktivity v príprave budúcich učiteľov informatiky na Pedagogickej fakulte Katolíckej univerzity v Ružomberku

Author(s): Janka Majherová,Václav Králík / Language(s): Slovak Publication Year: 0

In this paper we analyze a preparation of students of the Faculty of Education at the Catholic University in Ružomberok through a teaching practice. We show a distribution of individual types of practices together with their aims and objectives. We describe a teaching experience of the future teachers studying at the department of informatics in connection with non-traditional activities. A scope for the informal educational activities was created at the Children’s University during the summer holidays. The students also gain a valuable experience while organizing the informatics competitions Baltie or iBobor for pupils at the primary schools. Moreover, theses and students’ scientific works focusing on the teaching methodology in the subject of Informatics are beneficial for teaching competencies of the students.

Portfólio v pedagogickej praxi študenta

Author(s): Dušan Kostrub,Eva Severini / Language(s): Slovak Publication Year: 0

This paper focuses on the creation and management of portfolio for the needs of students in higher education. It presents using of a student’s portfolio in educational practice in the field of pre-primary education study teaching. It also focuses on issues facilitate students’ learning in higher education through the use of the portfolio as a diagnostic tool in educational practice. This paper brings knowledge about the concept of portfolio and the use of portfolio at self-evaluation of the students and evaluation of the teachers. Thus in contemporary educational practice still prevalent constant, one-sided a method of evaluating a students. Portfolio like as an indication of trajectory cognitive process of students, as the ways of student’s progress, as an indication of student’s development and activity. Portfolio as a tool for supporting further learning and development of students also mean products for a university lecturer in analyzing and evaluating students and its development in relation to educational practice.

Motivace a sebe-regulace v přípravě budoucích pedagogů

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

This article deals with Theory of self-determinations by Edward L. Deci and Richard M. Ryan of the University of Rochester, which we used in the interpretation of summarized conclusions from interviews conducted by a group of students after a compulsory practice in schools. This article has been elaborated within the project no. VEGA 1/0635/15 supported by the Grant Agency of the Ministry of Education, Science, Research and Sports SR.

Funkcie a úlohy pedagogickej praxe v pregraduálnej príprave optikou vysokoškolských študentov

Author(s): Mariana Sirotová,Eva Frýdková / Language(s): Slovak Publication Year: 0

The paper deals with identification of roles and tasks of teaching practice carried out by students within teacher training in the current sense. It presents taxonomy of individual functions and tasks that emerge from teaching practice of teacher trainees of academic subjects. Teaching practice is an integral part of undergraduate teacher training and it is seen as a bridge between theoretical and practical training. It is also a tool for development of professional competencies of future teachers and therefore it is necessary to pay attention to the feedback from students – trainees. In conclusion the paper presents the results of the survey conducted: students’ opinions on teaching practice that is an obligatory part of undergraduate education.

How to support student teachers to learn through reflection: Systemic modelling as a useful tool

Author(s): Caitlin Walker / Language(s): English Publication Year: 0

In this article we introduce the background to our organisational coaching process, Systemic Modelling, outlining where it comes from, how it works as a cornerstone of organisational development work and some practical examples.

Professional readiness of the candidates for teachers – research and assessment

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

This article is an attempt to show a theoretical and empirical analysis of the teachers’ readiness to effective execution of pedagogical activities of various scope. Based on the carried out initial diagnosis with a survey carried out among the students of teaching departments at selected higher education schools of the Podkarpacie Region, we may speak of partial readiness of the candidates to that profession and of the need to further develop it. Most of all, the respondents do not feel ready to write their own programmes, diagnose needs of their pupils, develop their potential, organize help and support, solve disputes between and conflicts of the pupils, implement changes and innovations at schools. This is why it is so important to carry out a systematic research with specified methods and tools to assess professional readiness according to the determined criteria so that institutions providing education for teachers could be critical in assessing their work, apply job-related selection and get reformed effectively.

Závěrem aneb pedagogické praxe jako nekonečný příběh

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

19. listopadu 2015 jsme se s některými z vás setkali v Brně na konferenci Učitelské praxe: současné poznatky a perspektivy. Příjemně nás překvapil zájem o tuto konferenci, na kterou přijelo celkem 90 účastníků z České i Slovenské republiky. Celou konferencí se prolínala myšlenka, že pedagogické praxe jsou staronový problém a jejich řešení je v podstatě nekonečným příběhem. Opakují se témata, z nichž mnohá stále nejsou uspokojivě dořešena. Tato témata můžeme rozdělit do čtyř kategorií. První se vztahuje ke studentům učitelství, druhá k fakultním školám, třetí k cvičným učitelům, kteří jsou stále častěji akcentováni jako stěžení partneři fakult v realizaci praxí. Čtvrtou kategorii tvoří vysokoškolští pedagogové, kteří se podílejí zejména na reflexi praxí na fakultě.

Příloha: Pozvánka na konferenci

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