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Moje cesta k pedagogickým znalostem

100%
Švec V.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2007
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vol. 17
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issue 4
43-60
EN
The author reflects important landmarks on his road to pedagogical knowledge. At its the beginning there was a research of student’s and teacher’s conception (theory) of teaching and developing professional skills of students which led to the research of pedagogical skills and implicit pedagogical knowledge. At present, in his research the author (with his fellow workers) deals with the problems of developing pedagogical condition of future teachers and social pedagogues. The majority of author’s research and published studies has been connected with solving grant projects. In these projects the author cooperated with his colleagues form a number of universities and institutions and with his PhD students.
2
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Tacitní znalosti jako most mezi teorií a praxí v pedagogické přípravě budoucích učitelů

100%
Švec 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 3
387-403
EN
The paper deals with tacit knowledge in the pedagogical component of teacher education. Tacit knowledge is seen – metaphorically – as a bridge between theory and practice. In the paper, the concept of tacit knowledge is characterised; it is a concept that has not been much discussed in Czech literature on education. Tacit knowledge is seen as personal and individual; it is developed through the subject’s experience and has the following characteristics: it is procedural in nature and can be difficult to express, it is relevant for achieving aims that are considered important, it is developed with just little help of others or without such help whatsoever, it is bound to a specific context. In teacher education, a student teacher develops tacit knowledge through dealing with practical situations. In order for tacit knowledge to develop and improve in students, it must first be made explicit. One of the tools that help make tacit knowledge explicit is self-reflection, which however by itself is not enough for the student to realise what his or her behaviour is and how it can be improved. Such aim can be achieved through sharing experience and tacit knowledge between students and teacher educators (mentors, field didacticians, etc).
3
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Sdílení znalostí ve školním prostředí

100%
Švec V.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2009
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issue 2
22-37
EN
Sharing knowledge is a concept that is developed within different fields: computer science, sociology, psychology, management, etc. It is however a new phenomenon in pedagogy: in educational research in educational theory and practice. Knowledge is shared in various school environments. It is the teachers who share knowledge as well as the pupils. Teachers may share knowledge with other teachers; pupils may share knowledge with each other. In schools, sharing is the mean of developing teacher competences and therefore a prerequisite to innovation. Sharing is also reflected in the quality of school. Prospective teachers learn to share knowledge from teacher educators. An important role in sharing knowledge between teacher students and teacher educators is played by the intertwining of educational theory and practice. Shared aims and cooperation form the basis of sharing. Subjects enter sharing with knowledge that is common as well as with knowledge that is specific to the particular subject, and thus common and individual aims are formulated and cooperation takes place.
4
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Sdílení znalostí v interdisciplinárním sociálně zdravotnickém týmu

100%
Švec V.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2008
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vol. 18
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issue 4
19-33
EN
The article aims at a phenomenon that lies outside the usual scope of educational research – sharing knowledge within a team. The author presents the phenomenon on the basis of qualitative research of sharing knowledge within a social/medical team that focuses on elderly citizens. Theoretical background of the topic is established, and aim and research questions are formulated. Research-method triangulation is described (semi-structured interviews, participative observation, analysis of team members’ journals). The accumulated data were analyse. Towards the end of the paper, partial results are integrated and hypotheses for further phases of the research are formulated.
5
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Implicit Knowledge – a New Phenomenon in Teacher Education

100%
Švec V.
The New Educational Review
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2006
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vol. 10
183-194
EN
This paper draws attention to the significance of implicit pedagogical knowledge in the educational process of future teaching staff. Implicit pedagogical knowledge is here understood to be the “hidden” knowledge of students of teaching, which originates on the basis of their prior experience, is derived from a student’s implicit theories of learning and teaching, is interlinked with their explicit knowledge – and which influences the behaviour of the student in a pedagogical situation. In the process of creating and developing implicit pedagogical knowledge, the author considers the following to be key elements: self-reflection and the publicising and sharing of pedagogical experience. He indicates that it is absolutely essential that the traditional understanding (such as has been handed down to-date in the literature) be enriched by a new dimension – and especially by the dimension of one’s personality. He offers a newly-coined term “pedagogical condition”, which is understood to describe the ability and flexibility of a student to behave proactively under a variety of pedagogical situations.
6
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Pojetí tacitních znalostí v paradigmatu sjednoceného pole

63%
Šíp R., Švec 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 5
664-690
EN
The aim of this theoretical study is to clear the concept of tacit knowledge. In the first part of the text, the authors show where the confusion comes from. If we take knowledge as a mental representation we will not, in fact, be able to inquire it. In the second part, an alternative, which has been alive for more than a hundred years, is detected in works on knowledge and knowing by scholars such as Dewey and Piaget. Then, in the third part, the authors depict the hesitation of specialists that could not abandon the old traditional understanding of knowledge (in the study connected with the “paradigm of separated objects”) and their need to across it. Thus they stay between the old and the new paradigm (the new one is in the text referred to as the “paradigm of a unified field”) and therefore, their theories are very often confusing and unusable in praxis. For better understanding of the two – traditional and alternative – paradigms, the authors offer a short introduction to both in the fourth and fifth parts. The study ends by the conclusion that if we are able to understand knowledge not as a representation, but as a dynamic structure of a unified field, we will be able to grasp tacit knowledge as atacit dimension of the structure and thus we will be able to study it more properly.
7
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The Impact of Metacognitive Strategies on Reading Comprehension in an Early Literacy Workshop

63%
Hrbáčková K., Švec V.
The New Educational Review
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2005
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vol. 5
69-78
EN
This preliminary study investigates metacognitive strategies displayed by young children and their impact on increasing reading comprehension during their involvement in a reading intervention programme from February to July 2004. The purpose of this study is (a) to explore the nature of existing metacognitive experience in the second, third and fourth grade classrooms and (b) to determine whether children who had participated in an early literacy workshop demonstrate reading comprehension achievement. To document and reflect metacognitive awareness of reading strategies students engaged in a literacy workshop. The teacher in this workshop provides instrumental support to student’s awareness and regulation comprehension strategies before, during and after reading. This metacognitive intervention was observed and videotaped by the research assistant and compared with reading achievement.
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