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Stav a výhledy českého pedagogického výzkumu

100%
Janík T.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2010
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vol. 20
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issue 2
5-22
EN
The aim of the review study is to evaluate the current state of Czech educational research and to offer possibilities of its further development. The paper has three parts. In the first part, the author presents the context of the topic: the current changes in the financing of research and development in the Czech Republic; the avoiding of the term (social) science is discussed along with the issue of institutional financing of research and the various presently up-to-date methodologies of quality assessment in research. In the second part, the author analyses the current state of Czech educational research – previous analyses of J. Průcha, J. Mareš and E. Walterová and those carried out by the Educational Research Centre are briefly summarised. In the third part, possibilities of further development of Czech educational research are offered. Developing a knowledge base of educational sciences is used as an example. First the nature and subject of knowledge that is produced by research is analysed, then the difference between pedagogical research and research in education is discussed. Towards the end, relevant approaches are discussed along with research areas and types of knowledge acquired by research.
2
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Předškolní vzdělávání v České republice pohledem pedagogického výzkumu

100%
Syslová Z., Najvarová V.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2012
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vol. 22
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issue 4
490-515
EN
The study brings an overview of empirical research carried out in the field of pre-primary education in the Czech Republic between the years 2000 and 2010. The authors analysed research papers published in research journals and relevant conference papers. The main aims of the review paper were to analyse the topics of the pre-primary school education research and to sum up the main findings. The review shows that the foci of realised research projects often lied on collecting data about pre-school children and their parents. Large proportion of the research also focused on undergraduate education of kindergarten teachers and their needs concerning inservice ducation. The research areas are however not covered systematically. The research projects are often isolated attempts to answer narrow research questions. Moreover, some of the analysed research projects show indications of weak (or poorly described) methodology. In the given period (2000–2010), there was a complete lack of large-scale research that would help bring deeper understanding of the processes within pre-primary education.
3
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Neviditelná skupina aneb Co s postdoktorandy?

88%
Mareš J.
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
5-26
EN
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.
4
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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
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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.
5
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Empirický výzkum vzdělávání: vystačí naše stávající přístupy zítra?

63%
Prenzel M.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2012
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vol. 22
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issue 4
475-489
EN
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.
6
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‘Epistemological diversity’ in education: Philosophical and didactic considerations

51%
Horsthemke K.
Forum Pedagogiczne
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2017
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vol. 7
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issue 1
261-278
PL
Niedawno powstałe, ale już szeroko rozpowszechnione przekonanie utrzymuje, że grupy etniczne i kulturowe mają swoje własne, wyróżniające je epistemologie i że epistemologie także mają płeć, a fakt ten był dotąd przeważnie ignorowany przez dominującą grupę społeczną. Konsekwencją tego przekonania jest pogląd, że badania nad edukacją są prowadzone w ramach obejmujących pewne założenia na temat wiedzy i jej uzyskiwania, nakreślonych przez dominującą grupę i odzwierciedlających jej interesy i historyczne tradycje. Nawoływanie do epistemologicznego zróżnicowania staje się problematyczne, gdy łączy w sobie epistemologiczny pluralizm i relatywizm. Bardzo często argumentacja za innymi, zróżnicowanymi, alternatywnymi, zdekolonializowanymi czy zdemaskulinizowanymi epistemologiami nadal nie rozwiązuje, a czasem wręcz całkowicie pomija istotne kwestie filozoficzne. Co dokładnie oznaczają twierdzenia dotyczące epistemologicznego zróżnicowania? Czy te sposoby ustanawiania wiedzy są w stanie przetrwać próbę krytycznego badania? Ponadto, jaki jest ich związek z tradycyjnymi rozróżnieniami epistemologicznymi, np. między wiedzą a wiarą i między dociekaniami deskryptywnymi a normatywnymi oraz z takimi podstawowymi komponentami epistemologicznymi jak dowód/uzasadnienie i prawda? Niniejszy artykuł analizuje niektóre błędy i mylne pojęcia, które można odnaleźć w nawoływaniu do rozwijania zróżnicowanych epistemologii. Stawiane tu pytanie nie ma na celu jedynie ustalenia, czy słowo „epistemologia” jest lub nie jest poprawnie używane, ale także (co jest znacznie ważniejsze), czy zagadnienia, którymi się zajmuje ta dziedzina filozofii, nie są traktowane pobieżnie lub wręcz całkowicie pomijane.
EN
A recent but widespread view holds that ethnic or cultural groups have their own distinctive epistemologies, that epistemologies are also gendered, and that these have been largely ignored by the dominant social group. A corollary of this view states that educational research is pursued within a framework that represents particular assumptions about knowledge and knowledge production that reflect the interests and historical traditions of this dominant group. The call for epistemological diversity becomes problematic when it conflates epistemological pluralism and epistemological relativism. More often than not, in such arguments for different, diverse, alternative, decolonized or demasculinized epistemologies some relevant philosophical issues remain unresolved, if not unaddressed altogether. What exactly do these claims about epistemological diversity mean? Do these ways of establishing knowledge stand up to critical interrogation? Moreover, how do they relate to traditional epistemological distinctions, e.g. between knowledge and belief and between descriptive and normative inquiry, and to epistemologically essential components like warrant/justification and truth? This paper examines some of the mistakes and misconceptions involved in appeals to diverse epistemologies. The concern is not just whether or not a word (‘epistemology’) is being misused, but also (and importantly) whether or not the issues dealt with in epistemology (a complex field that has evolved over a long period of time) are being given short shrift, if not ignored altogether.
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