Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Content available remote

Sporné aspekty úzkych vzťahov rodiny a školy na začiatku vzdelávania

100%
Majerčíková J.
Studia paedagogica
|
2015
|
issue 1
29-44
EN
Theoretical study reflects the relationship between family and school at the beginning of institutionalized education from the perspective of limitations that such a close relationship may bring. To explain these limitations study summarizes evidences that a tight relationship between family and nursery school or family and primary school may not be beneficial under all circumstances. One of the main reasons is that a childpupil may loose some of incentives which are peculiar to family or school because of the continuity of both backgrounds. Likewise, some parents could be discriminated to a certain extent when the school initiates to build partnerships, too. Finally, there is a teacher whose educational autonomy may be weakened in such a relationship.
SK
Text, ktorý má charakter teoretickej štúdie, reflektuje vzťah rodiny a školy na začiatku inštitucionalizovaného vzdelávania z perspektívy obmedzení, ktoré môžu ich úzke väzby prinášať. Jej hlavným záverom je, že tesné vzťahy medzi rodinou a materskou školou, rodinou a primárnou školou nemusia byť za každých okolností prospešné. Dieťa-žiak môže pri kontinuite oboch prostredí prichádzať o podnety, ktorými špecificky disponuje len rodina alebo škola. V iniciatívach školy budovať partnerský vzťah môžu byť nevýhodňovaní i rodičia. Nakoniec je tu pedagogická autonómia učiteľa, ktorá môže byť v takýchto väzbách oslabovaná.
2
Content available remote

Vnímaná zdatnosť (self-efficacy) učiteľa: oblasť vyučovania a oblasť spolupráce s rodičmi

63%
Gavora P., Majerčíková J.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2012
|
vol. 22
|
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.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.