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Využití pojmových map ve výuce pedagogiky

100%
Bendl S., Voňková H.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2010
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vol. 20
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issue 1
16-38
EN
This article deals with the concept mapping method. The method has not yet received much attention in educational publications in the Czech language. The authors describe principles, functions, advantages and limitations of this method and discuss its use in different areas. Use of concept mapping in educational situations is demonstrated on concept maps made by students of Charles University in Prague, Faculty of Education during a course on „Authority in Education“. At the beginning of the course, students learned about the concept mapping method and created their first concept map with key concept „teacher authority“. During the course, they studied authority in education and discussed about their first concept maps with the teacher and other students. At the end of the course, the students tried to improve their maps. The concept map helped the students to represent the complexity of the studied issue very clearly. The students said that they were going to use concept mapping in their further study and classwork with children. The authors show the problematic aspects of creating the maps and also examples of (in)appropriately chosen concepts and (cross-)links between them.
2
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Impact of the Bologna process two-cycle implementation on teacher education in the Czech Republic

81%
Bendl S., Voňková H., Zvírotský M.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2013
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vol. 23
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issue 6
767-785
EN
As a consequence of the Bologna process, five-year master’s teacher education programmes have been divided into three-year bachelor’s and two-year master’s studies in the Czech Republic. The aim of this paper is to describe the development of the two-cycle implementation in teacher education programmes in the Czech Republic and present survey results about the opinions of both the academic staff and students at the Faculty of Education of Charles University in Prague on the implementation. In the first and second parts, we summarize Bologna goals and reaction to the two-cycle implementation in general. In the third part, we analyze the two-cycle system implementation from its introduction into the Czech legal system to a recent successful re-accreditation of a one-cycle programme at one faculty of education and strengthening voices for reintroduction of a one-cycle system for teacher education. In the fourth part, we present the survey results. It has been shown that about nine out of ten staff members had disagreed with the two-cycle implementation at the time of its introduction in 2006, and there has been no significant change of their opinions over time. Moreover, more than sixty percent of the academic staff do not agree with the co-existence of the two systems. On the contrary, students prefer the two-cycle system to the one-cycle system (7:3). Most bachelor’s students intend to continue in the follow-up master’s study suggesting that the division is more or less formal.
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The Bologna Process and Teacher Training in the Czech Republic: Opinions of Academic Staff and Students about the Two-cycle System Implementation at the Faculty of Education of Charles University in Prague

81%
Bendl S., Voňková H., Zvírotský M.
The New Educational Review
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2013
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vol. 32
301-312
EN
One goal of the Bologna process is to restructure European university programs from monolithic five-year programs into two cycles, bachelor’s and master’s. In this paper, we ask academic staff (n=52) and students (n=126) at the Faculty of Education of Charles University in Prague about their opinions on the implementation of the two-cycle system at their faculty. Nine out of ten academic staff and three out of ten students prefer the old five-year programs, arguing that the two-cycle system is not suitable for teacher training, subject courses are not sufficiently linked with teaching courses and that bachelor’s graduates cannot find jobs at schools. Students tend to prefer the two-cycle system, mostly because they get the bachelor’s degree. Our results can be used as empirical evidence in discussion about possible changes of teacher training programs.
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