Strategie zvládání kázně u začínajících učitelů tělesné výchovy

Author(s): Vlado Balaban / Language(s): Czech Publication Year: 0

The challenges and problems faced by novice teachers at the beginning of their careers are numerous. Šimoník (1995) showed that a total of 75 % of novice teachers at primary school had problems with the pupils‘ discipline during teaching. Research from abroad shows that similar situation also applies to novice physical education teachers. The main aim of this paper is to present and analyze strategies for maintaining discipline among novice physical education teachers at primary school. Semi-structured interviews were used as the main research method. The grounded theory was used as a tool for analysis of acquired data.

Multiperspektívny prístup k analýze dokumentárnych filmov použiteľných pri výučbe dejepisu

Author(s): Petra Gereková / Language(s): Slovak Publication Year: 0

Nowadays, documentary film is one of the alternatives that could make the teaching lessons more attractive to students. At the same time, we consider it important to teach students that views of historical events and their interpretation sometimes differ. Therefore, the aim of this study is to point out the use of the documentary films in teaching the subject of history, while the emphasis is on a multiple-perspective analysis. In this study, we have created the theoretical foundations for the experimental research that we will carry out next year and we verify the effectiveness of this method. We see its contribution primarily in the fact that students will look at history in a broader connections.

Introduction

Author(s): Reinhard Hochmuth,Barbara Jaworski,Inés Gómez-Chacón / Language(s): English Publication Year: 0

Mathematical demands in university courses represent a considerable hurdle for many students and for quite a few this is known to lead to dropping out or changing studies. But even among students who successfully pass mathematics exams, there are many who do not achieve the intended teaching goals. Instead of a reflected understanding of mathematical concepts and their internal and external mathematical use, rote learning often dominates. Concepts such as complex numbers or derivatives of functions are technically mastered, which is certainly important, but meanings that go beyond this, for example, reasoning of properties or relationships, are not acquired. If one does not want to attribute these results one-sidedly to deficits in the students, such as a lack of talent or commitment, then one must question the dominant teaching and also the prevailing examination practices.

Spidercharts: A Tool for Describing and Reflecting IBME Activities

Author(s): Sarah Khellaf,Reinhard Hochmuth,Jana Peters,Johanna Ruge / Language(s): English Publication Year: 0

The main goal of PLATINUM was to strengthen IBME in university mathematics teaching within a collaborating network of European partner universities, which saw itself as a Community of Inquiry (CoI) (see Section 2.5). As the visions of IBME present among project partners as well as local conditions at the partner universities were very diverse, efforts were made to account for local specificities in the development and implementation of ideas and concepts of IBME|in accordance with the notion of CoI. In this process of community building, its diversity became a fruitful resource, which enriched interactions at jointly conducted workshops (cf., Chapter 7). A key factor for successful cooperation within the community was good project communication.

Origins and Implementation of the Project

Author(s): Josef Rebenda,Yuriy Rogovchenko / Language(s): English Publication Year: 0

The main theme of the book about the PLATINUM project is inquiry-based mathematics education and, in general, inquiry as a form of exploration and discovery in the classroom. In this chapter, we inquire into the following important issue: How did it happen that the project became the reality? How did the project evolve and what was its impact on the individuals who worked together on the project? It is not very common to see mathematicians and mathematics educators collaborate productively in a large-scale joint educational project (see Mohn, 2018). Therefore, we would like to provide the reader with an honest insiders' account of what might bring mathematicians and mathematics educators to the collaboration in a joint project about teaching and learning mathematics. Our narrative might surprise those who believe that a project should always start with a concrete idea|for us it did not begin with an idea, our starting point was a heterogeneous group of university teachers and researchers interested in the collaboration in a project on university mathematics teaching. At the outset, let us briefly review the key characteristics of the PLATINUM project.

Creating Teaching Units for Student Inquiry

Author(s): André Heck,Lukáš Másilko / Language(s): English Publication Year: 0

Tasks determine to a large extent how students develop mathematical thinking abilities and become fluent in applying mathematical methods and techniques. As Stein et al. (1996, p. 459) put it: \The mathematical tasks with which students become engaged determine not only what substance they learn but also how they come to think about, develop, use, and make sense of mathematics." They distinguish (p. 466) in mathematical tasks four increasing cognitive demands: (1) memorisation; (2) use of formulas, algorithms, or procedures without attention to concepts, understanding, or meaning; (3) use of formulas, algorithms, or procedures with connection to concepts, contexts, understanding, or meaning; and (4) \doing mathematics," including complex mathematical thinking and reasoning activities such as making and testing conjectures, framing problems, looking for patterns, and so on. Tasks at the highest level of cognitive demand are complex, possibly ill-structured, and require students to make strategic decisions, make connections between concepts and contexts, reason in a mathematical way, and explain their thinking. In other words, student are invited to work as a mathematician or as a professional using mathematics in her/his field.

Methods and Materials for Professional Development of Lecturers

Author(s): Inés Gómez-Chacón,Reinhard Hochmuth,Svitlana Rogovchenko,Nataša Brouwer / Language(s): English Publication Year: 0

Traditional lecturing in universities is still a common teaching practice, although research has shown that lecturing on its own is often not sufficient and leads under the existing examination conditions to surface learning (Biggs, 2003; Freeman et al., 2014). In many science and engineering programs, mathematics is still learned mainly procedurally instead of having a purposeful balance between procedural and conceptual learning (Mason et al., 2010). Occasionally there is the belief that being able to teach mathematics is automatically acquired along with years of teaching (Chalmers & Gardiner, 2015) and the unsuccessful learning results are more or less the necessary consequence of untalented students. In the professional development programmes that are organised together for university lecturers from different disciplines, there is usually no specific focus on mathematics education at university level.

Mathematical Modelling and Inquiry-Based Mathematics Education

Author(s): Mariia Astafieva,Yuriy Rogovchenko,Oksana Lytvyn,Paul Hernandez-Martinez,Zuzana Pátíková,Nataliia Morze,Josef Rebenda,Svitlana Rogovchenko / Language(s): English Publication Year: 0

Mathematical modelling (MM) is a powerful tool used by scientists and engineers to solve important problems for humankind. MM opens many possibilities for inquiry and has been included in the PLATINUM project as one of the Intellectual Outputs, IO5 (see Chapter 5 for the complete list). We consider MM an important part of the teaching and learning process. We believe that helping to develop students' modelling competencies we equip them with a valuable understanding of practical and theoretical concepts, prepare them for a life-long learning, and form them as critical citizens.

Epilogue

Author(s): Inés Gómez-Chacón,Barbara Jaworski,Reinhard Hochmuth / Language(s): English Publication Year: 0

The production of this book is the last stage in a journey which 31 authors, belonging to the 8 university institutions, partners of the PLATINUM Project, have shared focusing on Inquiry-Based Mathematics Education (IBME). The journey has been a recurring metaphor in an attempt to illustrate the meaning of life. We find the term in the displacement from one territory to another, the walk that separates a departure from an arrival, as a space to give meaning to what has been lived. The metaphor of the journey thus becomes a commonplace worth analysing and so we wish to use it to synthesise the lessons learned from the production of this book. In the following paragraphs we will take a brief tour, like someone moving her finger to find herself on a map, to analyse this commonplace that we recognise as valuable for the university community in mathematics.

XX. SZÁZADI NÉPTANÍTÓK ÉLETTÖRTÉNETE

Author(s): Vilmos Keszeg / Language(s): Hungarian Publication Year: 0

The author tries to follow how the figure of the schoolmaster had been represented in the literature of the 20th Century. In the years after the Treaty of Versailles the education in the schools of Romania was loaded with the official ideology of the state. The educators on the one hand were lamenting on their marginalized social positions, on the other they tried to fulfil the complex and seemingly unrequited duty of standing for their minority. The literature between the two world wars gave their effort a mythic colour. After the second War the state tried to bring the intellectuals on its side again, initiating their integration in administrative and ideological processes. In this epoch the educator ceased to be a literary character. This study presents the main topics of the research. Its key words are: epochal consciousness, life-history, walk of life, occurrence of destiny, turning point, adaptation, contextualized person.

A NÉPTANÍTÓ ALAKJA A XIX. SZÁZAD VÉGÉN KELETKEZETT REPREZENTÁCIÓKBAN

Author(s): Imola Ozsváth / Language(s): Hungarian Publication Year: 0

This paper investigates the character/figure and manner of speech of the elementary schoolmasters at the turn of the last century based on the first five volumes of the monthly educational publication Magyar Szemle founded in 1880. I was curious to find out more about the concepts and metaphors schoolmasters use to talk about themselves at the end of the 19th century, how they define their role in contemporary society, what questions/problems occupy their minds, what are the circumstances they live in, what duties do they take charge of and consider their own and how they represent these.

„AZ AKKORI TANÍTÓK (. . . ) A MOSTANIHOZ KÉPEST HŐSIES MUNKÁT VÉGEZTEK."

Author(s): Imola Ozsváth / Language(s): Hungarian Publication Year: 0

In my paper, I am trying to reconstruct the figure of the schoolmasters who is metaphorically labelled as the day-labourer of the nation. By studying the individual biographies and memories I am looking for answers to the following questions: How das the twentieth-century schoolmaster speak about himself, which are the motifs around which he organizes his life-story? Which are the roles that the intellectuals from villages play in the life of local communities? What kind of roles did the authorities assign to schoolmasters? How did the individual relate to the roles, to what extent did he want to comply with the expectations of the authorities, to what extent did he accept and feel as his own a task imposed on him, what kind of compromises was he willing to make? How did the local society see and judge the figure and the work of the schoolmasters who had served the community for long years.

„ÉLTANÍTÓ"

Author(s): András Vajda / Language(s): Hungarian Publication Year: 0

The dissertation is the reconstruction of a teacher's career from Dumbrăvioara, Béla Mihály, and through this, it assumes the introduction of the late schoolteacher's role(s). It tries to find answer to the question: in what degree does the life of the local society organize and work due to intellectuals who make culture work and form it as a service? In the background of the research stand the following questions: what areas of local life do rural teachers take in possession and cover? What is their circle of duties? How are they judged by (1.) the community of the village, (2.) the community of teachers ─ including the local minister as well, and the students involved in the process of education? What kind of living can their work ensure for their families?

TŰZFELELŐSÖK VAGYUNK. . .

Author(s): Réka Nagy / Language(s): Hungarian Publication Year: 0

The study was written on the explanation of a conversation with a retired teacher living in Szilágyság. The writer of the study is examining the characteristics of teachers' biography, the landmarks in teachers' life, the teachers' duties as well as the typical social position of teachers. The interpretation represents that in some cases the teachers' role can be duty forever, or it can be that kind of lifestyle which consists of expectations that are determined by different ideologies.

EGY TANÍTÓ ÉLETTÖRTÉNETE

Author(s): Levente Kolumbán / Language(s): Hungarian Publication Year: 0

The paper of Levente Kolumbán presents and analyses the life-story of István Köble, a former schoolmaster. After a short introductory part, the writing presents the written memories of the schoolmaster and the edited version of the life-history interview. The author preferred to emphasize the memorial voice over the discourse of the extensive ethnographic analysis. His work can be best read as a source material.

BEVEZETŐ GONDOLATOK EGY SZILÁGYSÁGI TANÍTÓNŐ ÉLETTÖRTÉNETÉNEK OLVASÁSÁHOZ. PORCSALMINÉ BALLA PIROSKA ÉLETTÖRTÉNETE

Author(s): Katalin Szabó / Language(s): Hungarian Publication Year: 0

In my paper I point out the self-image constructed in the stories, respectively its consolidation. The two versions ─ oral and written ─ of Piroska Porcsalmi's life story, the retired teacher from Sălaj County, as well as her poems, newspaper articles delineate her first generation intellectual possibilities, the difficulties she experienced in the second half of the 20th century, in the time when the ideological power was trying to subordinate the teachers' activities to the establishment of the atheist state. As a consequence of such measures the discrepancy between the educator's initial mentality, the worldview of the village, the medium that sent him/her out, and the official perspective became more and more accentuated. We can become aware of the possibilities of this gap bridging, respectively of the power's reaction from Mrs Porcsalmi's stories, who accepted the roles of the people's educator, and this is what she leaves behind through the different narratives as a legacy.

BEVEZETŽ GONDOLATOK EGY CSÍKSZENTDOMOKOSI NÉPTANÍTÓ ÉLETTÖRTÉNETÉNEK OLVASÁSÁHOZ. SZÁSZ KÁROLY ÉLETTÖRTÉNETE

Author(s): Judit Kedves / Language(s): Hungarian Publication Year: 0

Károly Szász's life story demonstrates the life and profession of the educator from Háromszék in chronological order from his childhood until the time of collection. Through the period of the life story interview he converse according to my interview what he thought significant as teacher from his educational activities and secondary activities. His story of life reveals the principles and values that formed his life and what attitudes did represent him.

A kötet szerzői

Author(s): / Language(s): Hungarian Publication Year: 0

Analýza názorů učitelů na úroveň implementace doplňujícího vzdělávacího oboru etická výchova do výuky na prvním stupni základních škol

Author(s): Michaela Pachelová / Language(s): Czech Publication Year: 0

This contribution is focused on the research of the level of implementation of teaching in the complementary educational field of Ethical Education in the environment at Primary school. The aim is to describe the opinions of teachers on the effectiveness of ways of implementing ethical education. Subjective opinions of teachers on selected topics are examined and analyzed on the basis of a survey that was conducted within this issue.

Pułapki (nie)dostępności – muzeum w dobie nowoczesnych technologii. Na przykładzie Muzeum Narodowego w Krakowie

Author(s): Iwona Parzyńska,Dorota Żuchowska-Skiba,Beata Cichy,Paulina Gajoch / Language(s): Polish Publication Year: 0

The museum plays an important educational role, providing knowledge and information while visiting museum collections. It is also a meeting space for people who have similar interests, contributing to building their networks and cultural capital. Today, the museum, like every cultural institution, has faced new challenges in the face of the emergence of modern technologies, which on the one hand open the museum to people with various types of disabilities, and on the other, constitute a new reason for excluding those for whom these technologies are not available. The law has imposed on public entities, including the museum, the need to adapt digital solutions to the standards of accessibility for people with disabilities. This means that today the museum offer more often includes virtual tours or solutions based on modern technologies that facilitate sightseeing. Our article shows how people with disabilities evaluate the solutions that facilitate accessibility introduced at the Princes Czartoryski Museum in Krakow. The interviews allowed to recreate the activities of the museum are most appreciated by the respondents with disabilities, from where they learn about the collection and what potential they see in new technologies used in museums to advertise events and / or share the collection.