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1
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Čas, vzpomínky a řečnické figury v rozhovoru

100%
Švaříček R.
Studia paedagogica
|
2010
|
issue 1
147-176
EN
This contribution is a theoretical study of the figures of speech used by speakers during qualitative in-depth interviews. The aim of the text is, first, to explore the procedures and figures speakers use when narrating and, second, how such figures can be developed later in a specialist text or article. How memories are presented by the narrator and how it can be used by the researcher in a text, is the two main questions this article is about. Using the author’s own empirical material, fourteen figures of speech are described in detail, showing which figures may enhance the credibility of a high quality research report.
2
Content available remote

Pomluvy jako mikropolitická strategie učitelů základní školy

100%
Švaříček R.
Studia paedagogica
|
2009
|
issue 1
87-108
EN
This text deals with gossip in basic schools. Once clarified various forms of gossip and rumours, the author describes the outcome of an empirical research with expert teachers. The results are based on a research of experienced teachers, using the qualitative approach and the narrative and biographical designs. The study primarily comments on how gossip can influence the expert teacher’s work and his/her identity and position within the school. As such, school gossip is not considered as a random phenomenon but rather a micro-political strategy used by teachers to gain influence and protection.
3
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Funkce učitelských otázek ve výukové komunikaci na druhém stupni základní školy

100%
Švaříček R.
Studia paedagogica
|
2011
|
issue 1
9-46
EN
This paper presents the results of an investigation of the function of teacher questioning in selected humanities subjects at the lower secondary school. The data set comprises video recordings of 32 taught lessons which are analysed using both quantative and qualitative procedures. The main aim of the research was to establish the functions performed by teacher questioning in educational communication. Further we were interested in the kinds of questions teachers use in selected subjects, how teachers use open and closed questions, and how questions differ in terms of the cognitive demand factor. The first part of the paper specifies what teacher questioning is, describes types of questions, and indicates their frequency in the lessons observed. In the second part of the paper we describe teacher questions in respect of their function in educational communication. Four types of educational sequences (reproduction, memorizing, discussion and production) are analysed in detail; by means of these sequences the effects are shown of the following: the use of closed and open questions with a lower cognitive demand factor, the absence of questions with a lower and higher cognitive demand factor, pauses in educational dialogue. In the conclusion we summarize the impact of teacher questioning on educational communication and formulate rules for the putting of teacher questions in respect of pupils’ cognitive work.
4
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Konec pedagogiky: kritický esej

100%
Švaříček R.
Studia paedagogica
|
2013
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issue 2-3
55-72
EN
This critical essay describes three contemporary discourses which threaten the essential principles of educational sciences to such a degree that it is possible to start talking about the end of educational sciences, albeit with a hint of exaggeration. The end of educational sciences is understood to herald a change in educational constants and their replacement with different elements. We understand discourse as a way of perception in a given fi eld at a given time which is mirrored both in language and in the framing of debates in the fi eld. We progressively analyse three discourses (evidence-based discourse, discourse of practical research and technological discourse) and describe in detail the individual concepts and thoughts from which the discourses stem. The essay concludes with a summary of infl uences of the described discourses and also with showing how the discourses can replace some educational concepts, if the fi eld is not consolidated.
5
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Verbal and Visual Strategies of Teachers’ Work on Identity

100%
Švaříček R.
The New Educational Review
|
2014
|
vol. 38
141-151
EN
The paper describes qualitative research which studied six teachers from their professional beginnings to the present position of an experienced - expert - teacher. The research method used is life story, through which the teacher’s career is reconstructed. The key research question is: What strategies of work on identity did a teacher use to become an expert teacher? The most important motor of change and particularly of a teacher’s development was his/her decision and commitment to the development of his/her identity (Pittard, 2003). Snow and Anderson (1987) labelled this process as work on one’s identity. I will discuss only verbal and visual strategies, which the teacher uses to influence the environment at school in general (verbal distancing, gossip, and strategy of uniqueness). The paper concludes with a discussion of how necessary the verbal and visual strategies directed towards the school space are for the teacher’s professional identity. Had they no power, teachers could not influence decision-making processes.
6
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Zamlčené hodnocení: zpětná vazba ve výukové komunikaci na druhém stupni základní školy

63%
Šeďová K., Švaříček R.
Studia paedagogica
|
2010
|
issue 2
61-86
EN
Based on a field research, this contribution is an empirical study describing the mechanisms of providing the feedback in educational communication in lower secondary (11-15) education. It reveals that the feedback holds its place in the communication structure but there is a certain blankness in it, for teachers seem to deliberately avoid making explicit evaluation statements.
7
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Etický kodex české pedagogické vědy a výzkumu

63%
Průcha J., Švaříček R.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2009
|
issue 2
89-105
EN
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.
8
Content available remote

Vizuální akty ve výukové komunikaci

63%
Švaříček R., Šalamounová Z.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2013
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vol. 23
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issue 1
48-71
EN
This empirical study describes the functions of visual acts of meaning in the educational communication between teachers and their pupils. The study understands visual acts to be visual messages that have meaning for participants of communication. The data was gathered through direct observation of 32 classes of humanities subjects at lower secondary schools. Visual acts were firstly divided into topic visual acts (which convey events, objects or thoughts directly related to the topic of conversation) and interactive visual acts (which can be characterized as contact messages). In the context of lessons, topic visual acts are presented as a tool for conceptualisation of educational content. On the other side, interactive visual acts are described as a mechanism which participates in establishing the setting of educational communication. Although visual acts of meaning often have the same functions and structure, it transpires that their nature is highly individualized and it can be seen as a sign of a teacher’s professional identity.
9
Content available remote

Angažovanost žáků ve výukové kombinaci na druhém stupni základní školy

63%
Šeďová K., Švaříček R.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2010
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vol. 20
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issue 3
24-48
EN
The paper deals with the question of pupils’ willingness to communicate and is based on an empirical field research of the educational communication in secondary schools. The text shows the extent to which pupils are involved in communication in the classroom and how it relates to the effectiveness of their learning. At the same time explores the perspective of teachers who treat spontaneous pupils’ engagement in order to achieve the fulfilment of their objectives, among which is dominated by a continuous and smooth running of the lesson on the one hand, and the pedagogical imperative of an activation of all students on the other hand.
10
Content available remote

Jak psát kvalitativně orientované výzkumné studie. Kvalita v kvalitativním výzkumu

63%
Šeďová K., Švaříček R.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2013
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vol. 23
|
issue 4
478-510
EN
The aim of this methodological study is to define basic rules of a good qualitatively oriented empirical study, that means a research report presenting results of qualitative research which is intended for publication in a scientific journal. At the same time we share a distance from explicitly formulated quality criteria of qualitative research that might limit the autonomy of researcher when choosing own research methods and procedures. Our rules should therefore be seen as framework recommendations which enable authors to retain control over the quality of their own research. Presented rules apply to the four key areas of the research report: we address (1) theoretical part of the study, (2) description of the plan and conduct of the research, (3) outcomes of analysis and interpretation of data, and (4) language and style of writing the research report. Gradually we define 16 basic rules of quality writing that we interpret with the aid of methodological literature and annotated examples from published and unpublished qualitative studies. We believe that these rules can be recommended as basic guidelines to beginning authors of scientific texts intended for peer-reviewed journals.
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