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

100%
Slavík J., Lukavský J., Hajdušková L.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2010
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vol. 20
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issue 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.
2
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Kompetence k učení a možnosti jejího rozvíjení a hodnocení: vymezení pojmu a přehled současných přístupů

86%
Lokajíčková V.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2013
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vol. 23
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issue 3
318-341
EN
This theoretical study aims to provide an overview of knowledge concerning learning competencies and the possibilities for their development during instruction. The study is divided into two parts. The first one is concerned with defining the concept of learning competencies with regards to the concept of (key) competencies. Following selected authors, learning competencies are structured into (sub)dimensions, and so the approach to learning competencies as a multidimensional construct is highlighted. Further on, we point out how particular dimensions and (sub)dimensions are classified by selected authors, which brings further questions regarding this construct. Three approaches to defining learning competencies are identified – definitions according to: (1) qualities – characteristics, (2) components – elements, and (3) combination of qualities and components (combined approach). In the second part of the study, four Czech approaches to developing learning competencies in the instruction are introduced. The first two (of The Research Institute of Education) see learning competencies through the „wide“ perspective (macroscale). The other two (of Chvál and Kasíková and The institute for Research in School Education) see learning competencies more „in focus“ (microscale) and also allow for its evaluation.
3
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Cesty ke zkoumání výuky tělesné výchovy: význam Analýzy didaktické interakce (ADi) a její modifikace (madi)

72%
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.
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