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The most common myths about the ideal teacher – prejudices and reality

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Červenková I., Vališová A., Václavík M.
Przegląd Historyczno-Oświatowy
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2023
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vol. LXVI
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issue 1-2
94-100
EN
The professionally popular article reflects on the issue of prejudice in general. However, it analyzes the most common myths related to the teaching profession in more detail. It points to the danger of myths in the context of current efforts for a clear and often simplistic quantitative evaluation of professional performance in the sense of good – better – the best. The text is based on the content analysis of publications and strategic educational documents.
2
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Ways of Using Textbooks and Digital Resources by Teachers and Students in the Lower Secondary Schools

100%
Červenková I., Václavík M., Sikorová Z.
The New Educational Review
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2023
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vol. 71
24-34
EN
The paper presents a research study on using teaching resources at lower secondary schools in the Moravian-Silesian Region. With regard to the massive inclusion of digital resources and learning materials of an electronic nature, the research aimed to find out which educational resources are used in teaching and how. The methods of use were deduced based on the activities the teachers induce in the lessons through these resources. A qualitatively oriented research design was used, based on in-depth semi-structured interviews with 15 lower secondary school teachers who had different lengths of experience and taught different subjects. It was found that all teachers still used the core textbook but supplemented it with other printed or digital textual resources. It was possible to describe how the teachers worked with textbooks and digital resources and capture specific styles in which they initiated instructional activities with printed and digital texts.
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Czech University Students‘ Use of Study Resources in Relation to the Approaches to Learning

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Sikorová Z., Barot T., Václavík M., Červenková I.
The New Educational Review
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2019
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vol. 56
114-123
EN
The paper reports on an empirical survey aiming to find out what study resources university students use and whether the frequency of the use of specific resources is related to deep and surface approaches to learning. An exploratory survey was carried out using two instruments - the ASSIST questionnaire adapted for Czech students and a newly designed questionnaire The Use of Study Resources. The sample consisted of 2,671 students from six faculties. Results showed that the most frequently used resources were students’ own notes from lectures and seminars, presentations created by teachers and course readers. Statistical analysis proved that there is a relation between the frequency of the use of study resources and the student’s approach to learning.
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