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Wyższe instytuty wiedzy religijnej

100%
Gałkowski T.
Seminare. Poszukiwania naukowe
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2010
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vol. 27
51-62
EN
The author discuss the Instruction of Congregation of Catholic Education regarding Higher institutes for the religious sciences which will come into the force from the beginning of new 2009/2010 academic year. He analysis the changes which have been implemented by now with reference to the previous law regulations.
2
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Zkoumání a rozvíjení kvality výuky v oborových didaktikách: metodika 3A mezi teorií a praxí.

88%
Slavík J., Janík T., Jarníková J., Tupý J.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2014
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vol. 24
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issue 5
721-752
EN
The theoretical-methodological study introduces a specific approach to research on the quality of instruction in the field of subject matter didactics, which is based on annotating – analysing – suggesting alternatives (3A model). The model follows from a practical turn in social sciences and humanities, which is represented by two theories: (1) Practice forms the basis for theory. (2) Theory should be practice-based and oriented. The paper introduces the philosophical background, main ideas and conceptual sources of the 3A model. It also explains a research approach based on Peschl’s knowledge sharing cycle. The link between 3A model and reflective practice in teacher education is clarified and the theoretical model for evaluating the quality of instruction through 3A (Deep structure of instruction model) is explained. This model allows us to assess the integration of the content of instruction, its aims and concrete pupils’ activities when completing tasks. Based on this theoretical background, main categories and procedures of the 3A model are introduced and the broader context of its application in teachers’ professional development (and the professionalization of teaching).
3
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Vnímaná zdatnosť (self-efficacy) učiteľa: oblasť vyučovania a oblasť spolupráce s rodičmi

88%
Gavora P., Majerčíková J.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2012
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vol. 22
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issue 2
205-221
EN
The study investigated self-efficacy of a sample of Slovak primary school eachers in two areas: area of instruction and area of parent involvement. Two instruments were used: the 16-item Slovak version of Teacher Efficacy Scale of Gibson and Dembo, and ZdUR, a 24-item scale to measure self-efficacy of teacher in parents’ involvement, developed by authors of the present study. The correlation between scores of personal teaching efficacy dimension of TES and ZdUR was 0.58 and between general teaching ef􀏐icacy of TES and ZdUR was only 0.01. Teachers in this sample had better scores in all dimensions of ZdUR than those of TES, with the exception of engaging parents in school activities. Scores of four teachers in TES and ZdUR were analysed to document the possibility of making the individual profiles of teacher self-efficacy.
4
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Příležitosti k učení: odlišná/různá pojetí konceptu a jeho výzkumné využití

75%
Knecht P.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2014
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vol. 24
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issue 2
163-184
EN
The aim of this review study is (a) to define the concept of opportunities to learn (OTL) as a theoretical category, (b) to present selected research tools that are most commonly used for investigating opportunities, and (c) to compare differences in deβining and using opportunities to learn as a theoretical category in the Czech Republic and in the U.S., where the concept originated. In the first part of the study, a specific historical development of defining opportunities to learn is presented. Initially, the opportunities to learn were viewed as a theoretical category comprising the coherence between content of teaching and content requirements of (standardized) tests or curricula. Later, the scope of opportunities to learn expanded towards examining school-dependent variables and school-independent variables related to school performance of students. In the second part of the study opportunities to learn are operationalised, including examples of methods and techniques used for their investigation. On an example of selected research, the study shows that the concept of opportunities to learn in the U .S. primarily covers complex research-based analyses of the relationship between teaching and learning. This contrasts with the use of opportunities to learn as a theoretical concept in the Czech Republic, where opportunities to learn mainly represent a theoretical basis for conducting microanalyses of teaching.
5
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Mezi praxí a teorií v učitelském vzdělávání: na okraj českého překladu knihy F. A. J. Korthagena et al.

75%
Slavík J., Janík T., Najvar P., Píšová 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 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.
6
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Cesty ke zkoumání výuky tělesné výchovy: význam Analýzy didaktické interakce (ADi) a její modifikace (madi)

63%
Mužík V., Šafaříková J., Süss V., Marvanová 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 2
195-223
EN
Instruction in Physical Education has been analysed from various perspectives since 1950‘s. Research attention has been paid to the amount of physical activities during instruction, making use of teaching time for pupils’ active exercise and didactic teacher-pupil(s) interaction. A considerable proportion of the research focuses on interaction and on quantitative as well as qualitative characteristics of teaching. Numerous analytical procedures and techniques were developed that mostly build on observation. One of these techniques is ADI – Analysis of didactic interaction; that helps to explain the relationship between the teacher-pupil(s) interactions and the learning outcomes of pupils. A simplified version of ADI is called MADI – Modified analysis of didactic interactions, which is most often used for the purposes of pre-service teacher education of Physical Education teachers. This method provides teacher students with objective feedback information about how they performed during their teaching practice. ADI and MADI are therefore tools that can be used not only to analyse Physical Education instruction but also to influence it and improve upon it.
7
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Inštrukcia Brnianskej diecézy o vystúpení z Cirkvi v kontexte univerzálneho kánonického práva

63%
Vladár V.
Studia theologica
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2018
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vol. 2
209-226
EN
New instructions on proceedings in case of requests on leaving the Church were promulgated on 15 November 2013 for the Diocese of Brno. They contained, apart from the theological bases and procedural-law regulations, the specification of the relevant institutions of substantive law. This was a reaction to the growing number of requests of such a character in the Czech Republic which were otherwise very wide-spread in the countries with the Church tax. The uncertainty and cautiousness of the lawgiver and the need for eventually making provision for a still developing dispute in this actual issue in the future, is primarily evident from its publication ten years after the date of its signature. This document is characterized by several theological-legal aspects, particularly within the context of the abrogated institution of defection from the communion with the Catholic Church by formal act which was part of universal canon law in the years 1983 to 2010. The main goal of this article is to point out the theological, as well as legal, bases of this instruction which lay in particular in universal penal and marriage canon law and its valuation after three years of practical application.
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