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3 Pedagogická orientace (Journal of the Czech Pedagogical Society)

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Neviditelná skupina aneb Co s postdoktorandy?

100%

Mareš J.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

2013

tom 23

nr 1

5-26

The paper aims 1. to draw attention to the situation in the Czech Republic, where universities „produce“ tens of PhD graduates every year and are little interested in their future; 2. to clarify the term „postdoc“ and introduce research studies that deal with this group of university graduates; 3. to present some information about PhD graduates in the field of educational sciences in the Czech Republic; 4. to discuss the Czech context that influences the employment of postdocs; 5. to summarize findings from abroad about systematic work with postdocs. In the first part we describe the current situation in the Czech Republic and abroad. In the second part we introduce the research study about the number of successful graduates from educational sciences doctoral programmes. The third part focuses on the Czech context that influences the employment of postdocs. The fourth part summarizes the experience from other countries considering systematic work with postdocs. In our research study we found that 549 people successfully completed a doctoral programme in educational sciences in 1999–2011. Systematic work with postdocs has been initiated at three universities (Charles University, Masaryk University, Palackého University) but is at its outset. From the above mentioned it follows that in the Czech context it will be necessary to monitor where postdocs work, to what degree they focus on research, and what their career path looks like. Besides this, it will be crucial (based on experience from abroad) to devise a system that will allow postdocs to follow various paths when it comes to broadening their knowledge and improving their skills.

Empirický výzkum vzdělávání: vystačí naše stávající přístupy zítra?

72%

Prenzel M.

tom 22

nr 4

475-489

Empirical educational research as a relatively new field has developed significantly in recent years. The trustworthiness of its findings is rooted in consistent use of sound research methods. The findings are followed and discussed even outside the small community of researchers and taken into account by educational policy makers and in day-to-day practice. Empirical research has to stay on this path and continue to fulfil the demands of critical examination of theory in practice. However, from time to time we must ask ourselves whether the research agenda still corresponds with the current needs and what empirical research should look like in the future. These are the questions we pursue in this paper, which can be read also as a plea for a wider use of various research methods, including mixed methods. After a short review of success of empirical educational research, its financing and expectations that come with it, we will pursue the issue of what research approaches and methods help us gain descriptive knowledge, explanatory knowledge and knowledge for change. Attention is also paid to the significance of knowledge about aims and purposes.

Etický kodex české pedagogické vědy a výzkumu

72%

Průcha J. , Švaříček R.

2009

nr 2

89-105

The paper describes the issue of ethical guidelines and code of conduct which is not an integrated part of Czech educational science yet. Growing number of publications of research outcomes and a number of application of new techniques and methods are seen as a risk of breaking the ethical norms and principles during both research, and reporting of outcomes. It is argued that Czech educational science needs to create and adopt ethical code of conduct. Authors draw up first ethical guidelines for Czech educational science with the use of foreign ethical codes of conduct.