Organizační učení jako předpoklad

Author(s): Roald Jensen / Language(s): Czech Publication Year: 0

Vedení k organizačnímu učení musí vycházet jak z teorie učení, tak z teorie organizační, která se zabývá fungováním organizace. Úspěšnost vedení lidí závisí na mnoha faktorech, ale schopnost přimět příslušníky organizace k práci na společných cílech je zásadní. V této kapitole si všímáme vybraných teorií vztažených k organizačnímu učení a ukážeme, jak se s tímto tématem pracovalo v projektu LOV/LaA, který je blíže popsán v 9. kapitole. Vedení lze chápat jako procesy, které probíhají mezi členy organizace (Møller, 2006), přičemž ve škole je hlavní pozornost zaměřena k její hlavní činnosti, tedy ke vzdělávání a učení. V interakci mezi lidmi v organizaci se mění jejich postoje, povědomí o problémech a způsobech jejich řešení. Dochází tak k individuálnímu i ke skupinovému učení. Vedení, kdy dochází k učení, lze nahlížet jako formu odborného vedení, odlišného od plnění běžných administrativních úkolů, které také spadá do odpovědnosti vedoucího pracovníka. V našem kontextu – podpory učení ve školách – je tedy odborné vedení hlavním tématem a v tomto textu se budeme držet termínu pedagogické vedení (educational leadership). Wadel (1997) tvrdí, že pedagogické vedení se namnoze týká učení a rozvoje školy: Pedagogické vedení je spojeno s výsledky učení v organizaci. Hraje tedy významnou úlohu pro rozvoj a změnu její kultury. Pro výkon pedagogického vedení je nezbytné nastavení takových předpokladů pro učení a rozvoj učebních systémů, jaké zajistí učení v organizaci a její rozvoj. Znamená to, že pedagogické vedení má mimořádný význam pro rozvoj té součásti organizační kultury, kterou můžeme nazvat kulturou učení v organizaci. (Wadel, 1997, s. 39)

Mentoring a jiné konzultace jako cesty ke kolegiálnímu učení

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

V předchozích kapitolách jsme se odkazovali k vybraným aktivitám, které podporují procesy učení ve školách. V této kapitole budeme věnovat pozornost vybraným osobám, jejichž posláním je podporovat takové změny ve škole, které směřují k rozvoji hlavního procesu: vzdělávání a výchovy. Jde o odborníky, kteří se o rozvoj kvality výuky zasluhují skrze práci s dospělými – tedy zejména s učiteli a vedením školy. Podporují procesy učení a obecněji se zasazují o změny v kultuře škol. Nezřídka se o takových lidech hovoří jako o činitelích změny (change agents) (Erchul & Martens, 2010; Lapsley & Oldfield, 2001; Tomal, Schilling, & Trybus, 2013 aj.). Agent, resp. činitel změny je vnímán jako ten, který jedná a podporuje lidi nebo organizace tak, aby měnili svou práci ve prospěch vyšší kvality a lepších výsledků. Jeho postavení a role ve školách může nabývat řady podob – důležité jsou však jeho schopnosti iniciovat a řídit změny (srov. např. Bolam, 1975). Je zřejmé, že lidé v rolích agentů změny mají různá zaměření a specializace. Může jít o lidi z vedení škol, učitele (Badley, 1986; Lukacs & Galluzzo, 2014), žáky a již zmíněné interní či externí spolupracovníky a specialisty, jako např. facilitátory, mentory (Thornton, 2014), pedagogické konzultanty, kouče a výzkumníky s kompetencí pracovat s daty. V této kapitole se zaměříme pouze na práci konzultantů a zejména mentorů ve školách, neboť následující výzkum z českého prostředí se týká především jejich práce.

Summary

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

Support for learning in schools is a subject based on efforts to develop schools towards openness and quality. It is a topic that reacts to the changing appearance of Europe and is becoming a focus of attention in various European and national documents of educational policy and strategy. Evoking a number of co-subjects such as organizational learning, peer support, school counselling, mentoring and reflection of practice, the processes of learning in schools apply to both children and adults. The efforts of education politicians, researchers and, obviously, people working in schools are interwoven in these themes.

Rejstřík

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

Didaktické aktivity v odbornom vzdelávaní manažérov

Author(s): Silvia Barnová,Jaroslav Absolon / Language(s): Slovak Publication Year: 0

The authors of the paper focus on opportunities for the application of didactic games in vocational training as one of the effective means of increasing students’ motivation to learn. Alongside with that, using didactic games in teaching economic subjects can help to create a link between theory and practice and provide students with an opportunity to work on practical tasks in real situations. In the paper, two examples of didactic games are presented.

Motivace ve výuce matematiky – dva náměty z teorie čísel

Author(s): Jaroslav Beránek / Language(s): Czech Publication Year: 0

The article describes the possibility of rational and irrational numbers approximation with the help of continued fractions. Based on this approximation, there are derived approximate values of goniometric functions of some angles with the aid of fractions and consequently such formulation is used for the introduction of quasi-Pythagorean triples. Thus it is possible to construct a triangle which is not a rectangular one, but does not nearly differ from a rectangular one.

Pedagóg ako determinant poskytovanej úrovne odborného vzdelávania žiakov

Author(s): Alexander Bilčík,Jana Bilčíková / Language(s): Slovak Publication Year: 0

The authors in the article are based on the recommendation of the European Commission aimed at more accessible and flexible vocational education. They present the current offer and the primary focus of secondary vocational schools in Slovakia. Subsequently, they point out the function of the didactic system in the work of teachers and masters of vocational training. Emphasis is placed on their active and conscious mutual cooperation as well as the interest in lifelong learning and the development of their professional competencies in accordance with the digital and green transitions of the economy.

Projekt digitální laboratoře

Author(s): Radmila Dytrtová,Jana Jaklová Dytrtová,Kateřina Bělonožníková,Daniel Kavan / Language(s): Czech Publication Year: 0

The forthcoming Digital Laboratory Project is focused on the use of e-Learning for the purpose of teaching laboratory practice. The main goal is to digitize laboratory exercises to enable distance learning of university students in the event of situations such as the COVID19 pandemic. The digital laboratory, i.e., a web application with audiovisual and interactive materials, will make it possible to simulate practical teaching in the laboratory.

Dištančné vzdelávanie v matematike s akcentom na referenčné rámce rozvíjania kompetencii učiteľov a žiakov stredných škôl

Author(s): Lívia Hasajová / Language(s): Slovak Publication Year: 0

The paper deals with the possibilities of researching online education in the framework of distance education in secondary schools. Based on a theoretical analysis of educational platforms and educational systems in the domestic and foreign environment, we present the results of relevant research. We specifically address the aspect of distance education in mathematics with an emphasis on the relationship to teachers and students at home and abroad in the context of secondary schools.

Edukačné aktivity na ekonomických odborných predmetoch

Author(s): Slávka Krásna,Lenka Kloknerová / Language(s): Slovak Publication Year: 0

Educational activities carried out in vocational schools have the potential to increase students’ ability to remember theoretical knowledge better and to activate their skill to apply it in practical activities. In the final part of the proposed paper, two examples of activities are presented.

Simulace a vizualizace dat ve výuce fyziky a chemie – revival?

Author(s): Lubomír Prokeš,Jana Horská,Jan Nekvapil / Language(s): Czech Publication Year: 0

As a result of the coronavirus epidemics, the importance of distance forms of teaching and learning increase. It leads to more extensive application of simulation and visualization methods in teaching and preparation of study materials, or in learning and self-studying. Software tools like MS Excel, Python and R were found to be promising platforms for these purposes. The usage of these tools enables to integrate mathematical and computer science skills with physics and chemistry.

Vzdělávání dospělých při pandemii COVID-19 a jeho specifika

Author(s): Helena Zelníčková,David Vorel,Petr Sládek,Nikola Straková / Language(s): Czech Publication Year: 0

The paper addresses the issue of adult education with regard to the current situation with Covid - 19. Adult education is designed to acquire or develop already acquired skills. The participation of an individual in his / her educational process and the active use of his / her personal experience is crucial in adult education. This directly increases the motivation of adults to complete their studies and continue their education. The education system is also adapted to the peculiarities of adult education. As interest in lifelong learning increases, there are many offers for adults in both formal and nonformal education. The main goal of the paper is to describe the peculiarities of adult education and describe the most important principles of access to online adult education. Due to the situation that is new in education, there is not yet enough research that would directly address adult education.

Landscape Fragmentation Around Us – Integrating the Issue into Educational Processes at Primary and Secondary Schools

Author(s): Ivo Dostál,Petr Anděl,Marek Havlíček,František Petrovič / Language(s): English Publication Year: 0

The steadily increasing landscape fragmentation and the reduction of permeability for wildlife are among the most negative impacts of human activity on the environment. In terms of education, these problems appear to be rather demanding, with the difficulty corresponding to secondary school standards. Considering the multiple interdisciplinary connections, the entire process cannot be sufficiently understood without a relevant amount of preliminary knowledge. Such a corpus of information is acquired especially through biology/ecology, geography and history classes, but links to other subjects can be found too.

Comparison of map reading skills and geographical knowledge of future officers and geography teachers

Author(s): Martin Hubáček,Jaromír Čapek,Eva Mertová / Language(s): English Publication Year: 0

Map reading is an important skill of the human population which varies from person depending on the age, education and many other circumstances. It is expected that some groups of adult population have higher skills in this area. Soldiers, architects, geography teachers and others belong to this group of people. The skills in reading paper maps are disappearing in current digital world. This is also observed in the case of students of the University of Defense in Brno. 228 students were tested in map reading and geographical knowledge of the Czech Republic to verify this fact. The examination of the map reading skills took place over a standard topographic map at a scale of 1 : 25 000 from the production of the Geographic Service of ACR. Testing of geographical knowledge of the Czech Republic was focused on drawing the map of district towns, rivers and geomorphological units of the Czech Republic. The results confirmed the initial assumptions about the decreasing level of these skills. In addition, there were also significant differences between individual groups of students caused mostly because of previous education as well as the currently studied specialization. The same testing was done on students of the Faculty of Education of Masaryk University in Brno to confirm these conclusions. This group students achieved worse results in map reading, but on the other hand, they have better knowledge of the geography of the Czech Republic.

Regional Geography Education in Poland

Author(s): Agnieszka Świętek,Wiktor Osuch / Language(s): English Publication Year: 0

Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in concept of education in the field of regional geography. The subject of the authors’ article is education in geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geography at the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes.

Didactic Aspect of Teaching Environmental Geography (The Draft of Environmental Geography Textbook for Primary Schools)

Author(s): Michaela Strišková,Daša Oremusová,Magdaléna Nemčíková / Language(s): English Publication Year: 0

Nowadays, we can observe that there is still not sufficient amount of textbooks in various areas of Education. One of these areas is also Environmental geography which is an important part of geography lessons at primary school. Therefore, our main intention in this contribution is to introduce design of the textbook for Environmental geography. Textbook that we have created introduces and solves environmental problems on global, regional and local level in a very detailed way. The aim of the textbook is to applicate all of the dimensions of environmental geography into each class at the second grade of primary schools in Slovakia. We have created didactic material which helps teachers during their teaching, as well as material interesting and engaging for students. The proposed textbook could be motivating because of many additional illustrations, various games and tasks using not only classical, but also modern didactic methods.

Environmental visualization of selected Czech regions: analysis of geography textbooks

Author(s): Petr Trahorsch,Roman Kroufek / Language(s): English Publication Year: 0

The aim of this paper is to evaluate the quality of environmental visualization of selected regions in Czech geography textbooks for primary and lower secondary schools. The method of quantitative content analysis of visuals was used. The categories of quantitative analysis were defined based on the content of the environmental and geographical curriculum, for example landscape type, emotional charge etc. The results show a relatively similar structure of environmental visualization between textbooks: emotionally positive visuals showing the protection of cultural-historical heritage and protection of nature dominate. The exception is the Moravskoslezský kraj, which is visually presented in a negative way compared to other regions. In textbooks there are a minimum of abstract visuals or visuals showing the tendencies of environmental components.

Inquiry-based learning and its using in geography at the second level of primary schools

Author(s): Katerina Vilinova,Veronika Kabátová / Language(s): English Publication Year: 0

Current social needs emphasize the education of a person with creative thinking, capable of not only finding problems but also solving them. Different strategies are applied in the educational process according to the society’s requirements for an educated individual. On this basis, the appropriate content of education, organizational forms, didactic methods and the use of the latest didactic techniques are also determined. One way to achieve this is to introduce other teaching methods, such as inquiry-based teaching, into the teaching process. Inquiry-based learning aims to make science lessons more effective, especially at primary schools, and at the same time seeks to attract students to study them. It has an irreplaceable role in new, modern and successful ways of teaching science. The aim of the paper is to design methodological sheets in the 5th year of elementary school in terms of inquiry-based learning and their application to the teaching process.

Secret potential of the ecosystem services in lower secondary education in Slovakia

Author(s): Gréta Vrbičanová,Lucia Szabová,Matej Močko,Dominika Kaisová,Imrich Jakab / Language(s): English Publication Year: 0

Declines in biodiversity have corroborated view of scientists to promote ecosystem services to gain support for conservation of the nature from people of all ages all over the world. The ecosystem services are sparsely characterized in education literature and they are not included in the most recent iteration of Slovak standards for lower secondary education. In this paper we are introducing the concept of ecosystem services and discuss why it is an important idea to teach in lower secondary education. Main aim is to present set of conceptual ideas of how to include interdisciplinary field of ecosystem services into geography. Our approach provides an opportunity to use several teaching methods to help students make connections between modern technology and ecological, geographical and social systems. Simultaneously, it is a brand-new approach of connecting students through modern technology and ecosystem services with landscape and improve their perception in the regional geography.

Perspektivy utváření pohybového a výživového režimu dětí

Author(s): Leona Mužíková,Vladislav Mužík / Language(s): Czech Publication Year: 0

The paper points out the importance of developing physical and nutrition literacy in children and forming their nutrition habits and physical activity patterns. The paper also comments on the latest findings and evaluates real possibilities schools have in forming physical activity patterns and nutrition habits in pupils. The paper mentions the outcome of experimental educational program Physical Activity and Nutrition which was run between 2013 and 2015 under the auspices of the Ministry of Education, Youth and Sports, Czech Republic. Based on verified findings, the authors conclude that children’s physical and nutrition literacy is not formed only in schools but also via a range of educational stimuli, information sources and family life patterns. The authors emphasize that it is necessary to enhance the content of basic education with respect to physical activity and nutrition, especially within educational areas Humans and Health, and Humans and their World. In the conclusion the authors suggest measures leading to increased efficiency of children’s nutrition habits and physical activity patterns.