Wyniki wyszukiwania - Biblioteka Nauki

1

Úvodní fáze profesní dráhy ředitelů základních škol

100%

Pol M. , Hloušková L. , Novotný P. , Sedláček M.

Studia paedagogica

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2009

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nr 1

109-126

EN

The text covers the first stages of the headteacher function: becoming a headteacher. Presented are the specific phases of the career of each headteacher, specifically the decision to make a career change (to become headteacher), the assumption of the headteacher function, and the adaptation to the new professional role. The reserach on which the contribution is based was conceived as a qualitative investigation. Through the method of life history, important life events in the start of headteachers’ professional careers are outlined. The framework design for data collection and interpretation was the narrative approach in the form of a comprehensive method of life history. The retrospective view makes it possible to grasp the interaction between the image of important life events and the vertical shifts in the hitherto career. Also, the text supports the hypothesis that such stages not only shape the future development of the headteachers’ professional careers but significantly affect school management.

2

Profesní dráha ředitelů základních škol: od fáze profesní jistoty k novým výzvám

100%

Pol M. , Hloušková L. , Novotný P. , Sedláček M.

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2010

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nr 1

85-105

EN

The text represents some of the results of a qualitative research aimed at the recognition of the life and professional careers of basic school headteachers. Attention is mainly focused on the presentation and interpretation of the advanced stages in headteachers’ careers. Following the previous explanatory study about the accession to the headteacher function and the stage of adaptation, the newly identified career stages are interpreted in relation to the developments in headteacher’s attitude to the execution of his/her function. This text brings empirically substantiated arguments explaining the direct relation between headteachers’ professional careers and school management and leadership.

3

Internal setting and organisational learning in schools

88%

Sedláček M. , Pol M. , Hloušková L. , Lazarová B. , Novotný P.

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nr 4

75-92

EN

This article is one of the outcomes of a research project in which we focused on the recognition of the processes of organisational learning in Czech basic schools (6-15). In this article, we deal with the dimension of the systematic way of organisational learning. In agreement with many other authors we consider the systematic way of organisational learning in schools an important condition for the depth and, therefore, efficiency of organisational learning. We look for an answer to the question of how much influence is exerted by factors in the internal school setting on the systematic way of organisational learning. For this analysis, we use data of a representative survey conducted in two Regions of the Czech Republic.

4

Organizační učení v realitě života školy: impulzy, témata, strategie řízení

88%

Sedláček M. , Pol M. , Novotný P. , Hloušková L. , Lazarova B.

Studia paedagogica

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2012

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nr 2

27-49

EN

This paper investigates organizational learning at schools. We use empirical data that were gathered in 2011 in three primary and lower secondary schools. The paper describes the characteristic features of the schools and it discusses the impulses for organizational learning in schools, its topics, applied strategies of managing of organisational learning and also the factors that support or undermine it. The paper concludes by explaining the connected nature of the qualitative phase of the research with a related phase that is designed as a quantitative one.

5

School Culture as an Object of Research

88%

Pol M. , Hloušková L. , Novotný P. , Václavíková E. , Zounek J.

The New Educational Review

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2005

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tom 5

147-165

EN

Though it is laborious to examine the culture of the school, researchers have been endeavouring to empirically apprehend it since the 1960’s. A variety of research jobs have been carried out, of various starting points, ways of materialisation, and conclusions. The present text indicates a way of classifying these studies according to the purposes they had been assigned. Though the list of examples is not entirely complete nor is the classification definite, a conclusion is clear and evident: in most cases, the culture of the school is not examined in order to grasp this culture itself. Much more often, the culture of the school is examined as a starting point, a pre-condition, or a tool to explore another object of the researcher’s interest outside the culture itself, such as the quality and evaluation of the school’s overall performance, the quality of the learning process, or the school’s developmental potential.

6

School as a Professional LEARNING Community: A Comparison of the Primary and Lower Secondary Levels of Czech Basic Schools

88%

Novotný P. , Pol M. , Hloušková L. , Lazarová B. , Sedláček M.

The New Educational Review

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2014

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tom 35

163-174

EN

This article deals with two subjects which form an inevitable part of the discussion on Czech basic schools. First, there is school development from the inside, individual and group learning and organizational development in schools. Second, there is the double task of Czech basic schools to provide pupils with primary and, subsequently, lower secondary education. The aim of the analysis is to compare evidence given by teachers at the primary and lower secondary levels of basic schools about processes which create the dimensions of a professional learning community. Analysis of the data obtained from this research, which was carried out in Czech basic schools, leads to the conclusion that despite a relatively large conformity in the adult actors’ perception of systematicity in handling the subjects of learning, this perception cannot be considered homogeneous.