Wyniki wyszukiwania - Biblioteka Nauki

1

K předmětu didaktik v estetických oborech vzdělávání

100%

Slavík J.

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nr 2

207-225

EN

The article deals with the object of didactic research and theory in aesthetics education. It strives after such generalization, which allows one to think out interdisciplinary relations between didactics within the field of aesthetics as well as to other educational areas. Goodman’s aesthetics theory of symbolization and its focusing on denotation, exemplification and expression is the main source for explanations in this approach. Expression is analyzed as a symptomatic and aggregate type of representational activities in the aesthetic disciplines of education.

2

Obory ve škole a jejich enkulturační funkce

63%

Janík T. , Slavík J.

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2009

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nr 2

5-21

EN

One of the key functions of the school is the enculturative function. The school presents one of the systematic organizations in which the members of the society meet cultural contents. These cultural contents take the form of subject matter which is systematised through curricular documents into educational fields, areas, subjects, etc. The overview study concentrates on the relationship between (scientific) fields and school subjects. The authors discuss selected curricular issues, namely the problem of (non)correspondence between intended, realised and achieved curriculum. They also consider possible causes of the success/failure of Czech pupils in the international comparative surveys TIMSS and PISA. Towards the end of the paper, the necessity is argued to perceive educational research as the “critical friend” of the current curricular reform.

3

Voice Development for Educational Communication - between Reflection and Experience

63%

Nohavová A. , Slavík J.

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tom 2

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nr 1

92-106

4

Mezi praxí a teorií v učitelském vzdělávání: na okraj českého překladu knihy F. A. J. Korthagena et al.

51%

Slavík J. , Janík T. , Najvar P. , Píšová M.

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tom 22

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nr 3

367-386

EN

This theoretical paper follows the publication of the Czech translation of the book by F. A. J. Korthagen et al. Linking practice and theory: The pedagogy of realistic teacher education. The paper consists of two parts. In the first part, the key (leading) ideas of Korthagen’s approach are introduced; the text is descriptive without the ambition to provide a critical analysis. Such analysis is the topic of the second part of the text. The authors revisit some of the ideas of Korthagen’s approach, analyse them and discuss them in a wider context of some newer approaches. They focus on three problem areas: (1) The nature of the relationship between practice and theory – underestimating Theory with capital T? (2) The importance of reflection in teachers’ professional development – deemphasising content? (3) Supporting professional learning – a limited view on supervision? Towards the end of the paper, the authors discuss how the presented ideas could inspire the practice of teacher education in the Czech Republic.

5

Konceptová analýza výuky: didaktické poznatky z výzkumu reflexí studentů učitelství výtvarné výchovy

51%

Slavík J. , Lukavský J. , Hajdušková L.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

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2010

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tom 20

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nr 4

69-91

EN

The paper focuses on the linking pedagogical theory to teaching practice with the aim to improve quality of education through its analytic reflection by teachers or student teachers. The text deals with the original method of didactic reflection – concept analysis. Concept analysis is characterized as a methodical instrument for reflection and evaluation of the instruction. It is based on investigation of didactic content transformation in educational processes and it is oriented to creative approach and experiential learning in the instruction. The explanation uses the results of research (2009–2010) on the state of didactic skills and pedagogical content knowledge of art education teachers during their didactic training.

6

Kurikulární reforma na gymnáziích: výzkumná zjištění s doporučení

45%

Janík T. , Knecht P. , Najvar P. , Píšová M. , Slavík J.

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nr 4

375-415

EN

The paper presents the main research findings and recommendations concerning the implementation of curricular reform in upper-secondary comprehensive schools. The authors analyse ten problem areas of curricular reform, as they were captured in the Kvalitní škola research project. (1) There is no (shared) understanding of the key ideas and concepts of the reform; (2) Discussing the reform: participants and their non-voices; (3) The problem of language, of ’understanding’; (4) Doubts about what is being reformed; (5) When what-is-being-implemented has been implemented: the problem of coordination; (6) Conditions of implementation; (7) Ambiguous acceptation of the reform on the part of teachers; (8) Two-level curriculum: state-level and school-level curriculum as the key elements of the reform; (9) Teachers making a curriculum: doubts and hesitation; (10) Realising curriculum: formalism or a route to the new culture of teaching and learning. Towards the end of the paper, the authors summarise recommendations for the participants on different levels of the reform. They also suggest an outlook for future research in this area.