Wyniki wyszukiwania - Biblioteka Nauki

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Routinen der Vielfalt: Praktiken der Anerkennung im pädagogischen Feld

100%

Czejkowska A.

Horyzonty Wychowania

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2016

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tom 15

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nr 33

67-83

EN

RESEARCH OBJECTIVE: The aim of the paper is to show that the concept of diversity has much more implications for schools and education than commonly assumed. THE RESEARCH PROBLEM AND METHODOLOGY: Based on an evaluation research study (formative and summative) involving 20 schools at the elementary and secondary level, which have undergone a federal process of professional development findings are presented, which indicate that we need to be more strategic in terms of our research practices and dissemination when it comes to diversity. THE PROCESS OF ARGUMENTATION The paper introduces the concept of a critical theory of professional development in education, which includes the conceptual history approach and post structural points of view. The findings of an evaluation research study are then analysed. The exploration of the connections between diversity discourses and the challenges of the daily organisational and pedagogical routines completes the analysis. RESEARCH RESULTS: For the results show that diversity management is becoming more and more of an issue. Further crucial points seem to be media relations and the competition between schools. CONCLUSIONS, INNOVATION AND RECOMMENDATIONS: Strengthening the competence of everybody involved and enabling transfer of knowledge is the key. Instead research tends to confront players with what they don’t know and can’t handle, often classifying their working approaches in an offensive way rather then supporting them by acknowledging their expertise in first place. The approach of a Critical Professional Development in Education could be the key

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Učedník už není mučedník. Příprava mládeže pro dělnická povolání a pozdněsocialistická stabilita jako generační problém.

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Keller F.

Prager wirtschafts- und sozialhistorische Mitteilungen - Prague Economic and Social History Papers

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2017

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nr 26

34-61

EN

The paper deals with the preparation of young people for blue-collar occupations in Czechoslovakia in the 1970s. The topic is set in the context of exploring the dynamics of the duration and the fall of the state-socialist dictatorship, which is conceived primarily as a generational problem. Its focus of attention is on ideological tools (especially the formation of a specific collective memory) for the construction of the workers’ ‘class’ identity and social practice associated with career choices, theoretical, vocational and ‘political’ training of apprentices. Through their analysis, the paper raises the question of the possibilities and limits of the process of renewal and reproduction of basic ideological formulas at the time of political and social ‘normalization’, and their changes in the emerging ‘scientific and technological revolution’ and ongoing generational renewal. It seeks an answer to the question whether the Communist Party, traditionally resting its position of power on the workers, is able to secure this support in view of these new historical and social conditions.

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Malá škola: případová studie vzdělávání

86%

Dvořák D. , Starý K. , Urbánek P. , Chvál M.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

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2010

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tom 20

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nr 3

5-23

EN

A major educational reform of the primary and lower secondary schools started in the Czech Republic in 2007. Shortly after the launch of the reform, we studied the actual picture of teaching, learning, and instructional leadership in one Czech comprehensive school, using the design research of a case study. Both qualitative and quantitative methods were used to describe the educational processes in the school – predominantly questioning, observation, and documentary analysis. Using qualitative data analysis we have sketched a narrative that highlights the role of structural factors – the small size of the school, the co-existence of primary and lower secondary schools within one organisation, as well as its unique history. The research results describe a case of schooling at the very beginning of educational reform, and guide the design of our next case studies of schools.

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Proces eliminowania nauczania religii w szkołach publicznych Polski Ludowej w latach 1945-1961

72%

Różański M.

Biuletyn Stowarzyszenia Absolwentów i Przyjaciół Wydziału Prawa Katolickiego Uniwersytetu Lubelskiego

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2024

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tom 19

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nr 21 (2)

221-235

EN

After World War II, Poland became a country ruled by communists, who were opposed to, among other things, the presence of religious instruction in public schools. During the Second Republic, according to Article 120 of the 1921 Constitution, religion was a compulsory subject. The purpose of this article is to show in what legal acts the state authorities removed religious instruction from school. The first legal act of 1945 - circular issued by the Minister of Education restricted the teaching of religion, and subsequent ones from the 1950s increasingly depreciated this school subject, abolishing its compulsory nature, creating schools without religious instruction under the secular Society of Friends of Children, until its complete removal in the 1961 Law on the Education System.

PL

Polska po II wojnie światowej stała się państwem rządzonym przez komunistów, którzy byli przeciwni m.in. obecności nauczania religii w szkołach publicznych. W okresie II Rzeczpospolitej zgodnie z art. 120 Konstytucji z 1921 r. religia była przedmiotem obowiązkowym. Celem artykułu jest pokazanie jakimi aktami prawnymi władze państwowe usuwały naukę religii ze szkoły. Pierwszy akty prawny z 1945 r. - Okólnik wydany przez Ministra Oświaty ograniczał nauczania religii, a kolejne z lat 50-tych coraz bardziej deprecjonowały ten przedmiot szkolny, znosząc jego obowiązkowość, tworząc szkoły bez nauki religii podległe pod świeckie Towarzystwo Przyjaciół Dzieci, aż do jego całkowitego usunięcia w ustawie o systemie oświaty z 1961 r.