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Mylné představy žáků II. stupně základních škol: Možnost jejich zkoumání na příkladě tématu Ptáci

100%
Kubiatko M., Vaculová I., Pecušová E.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2010
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vol. 20
|
issue 2
93-109
EN
Wrong ideas of pupils about animals have been the focus on many research papers. This study concentrates on investigating of basic school pupils’ wrong ideas. The age of the pupils was from 10 to 16. The research tool included 30 open-ended and multiple choice questions, one question was pictorial. The total number of 719 questionnaires from 7 Slovakian basic schools was included in the analyses. The items were divided into five categories, namely: 1. Identification of birds; 2. Reproduction of birds; 3. Food of birds; 4. Birds senses; 5. Migration of birds. The study is focused on finding differences in results of pupils in different age groups. The large amount of wrong ideas was found in all age groups and categories.
2
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Žáci se smějí učitelům: podoby a funkce školního humoru zaměřeného na učitele

88%
Šeďová K.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2012
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vol. 22
|
issue 1
41-65
EN
The article is related to the issue of pupil humor aimed at teachers in the setting of lower secondary schools and is based on an analysis of pupils’ written narratives. The data are categorized according to various situational modes in which the teachers find themselves as objects of humor – unintended comic mode, mode of pupil snare and mode of teacher joke. The analysis shows a number of functions of the school humor, especially in terms of acceptable expression of hostile feelings among pupils and teachers.
3
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Techniky změny chování a jejich využití ze strany žáků

88%
Makovská Z.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2011
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vol. 21
|
issue 1
85-103
EN
The paper investigates the ways in which Czech secondary school pupils participate in power negotiating which takes place in the classroom between them and their teachers. The paper draws on a qualitative study of 32 video recorded classes in order to illustrate which behavioural alteration techniques (active resistance strategies carried out through communication)pupils choose to apply in order to influence the teacher’s behaviour and how. The paper also illuminates the broader context in which the said techniques were applied and what influences the outcomes of such actions.
4
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The role of a teacher-leader in slovak schools

63%
Pašková L.
Zagadnienia społeczne
|
2020
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vol. 2
|
issue 14
36-48
PL
Przywództwo w szkole jest obecnie szeroko dyskutowane. Środowisko szkolne charakteryzuje się specyficznymi warunkami, częstymi interakcjami społecznymi i zwykle minimalnym rozróżnieniem między obciążeniem pracą kierownika (rozumianego przede wszystkim w sensie administracyjnym) a pracą nauczyciel-lidera. Nauczyciele-liderzy to osoby, które chcą dzielić się swoją specyficzną wiedzą, specjalistycznymi umiejętnościami i doświadczeniami z kolegami, wspierając w ten sposób ciągły rozwój szkolnictwa. Pod ich wpływem w klasach tworzy się środowisko, w którym uczniowie sami angażują się w proces edukacyjny. Artykuł omawia niektóre ważne funkcje liderów w szkołach, koncentrując się na nauce uczniów, wsparciu dyrektora oraz relacjach i współpracy między ludźmi.
EN
Currently, school leadership is a high-profile issue. A school environment is characterized by specific conditions, frequent social interactions and often, by minimal distinction between the workload of a manager (meant in an administrative sense above all) and that of a leader. Teacher-leaders are people willing to share their specific knowledge, specialised skills and experiences with their colleagues, thus supporting and maintaining the constant development of education. Under their influence, classes are transformed into an environment in which pupils engage themselves in a relevant educational process. The following article is concerned with some important tasks of leaders in schools. It focuses on pupils’ learning skills, support from the school director, interpersonal relationships and cooperation in school environments.
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