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1

Gender aspects of male homelessness

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Kliment P., Braumová Z.

Przegląd Historyczno-Oświatowy

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2023

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vol. LXVI

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issue 3-4

100-107

EN

Aim: The text focuses on the differences between male and female homelessness in the Czech Republic. Homeless men exhibit different characteristics in some respects compared to homeless women, and the above also applies to their chosen strategies of action in the context of living on the streets. Firstly, the known facts concerning the observed differences are presented in this paper in order to subsequently identify them in the statements of individual respondents. Methods: The data are collected through semi-structured interviews with homeless men. A total of 7 male respondents were contacted, and additionally 2 homeless women to illustrate the topic under study. Results: Attention was focused on the reasons that led to the interviewees becoming homeless, as well as on practices related to living on the streets and finally on possible barriers that prevent them from returning to the centre of society. Conclusions: The text is intended to lead to an understanding of the perspectives of homeless men that may be a barrier to help from society. At the end of the text, several recommendations are put forward which could help in the process of providing assistance.

2

Inclusion naturally – emotions in stories for children as a possible way to understand oneself and others (biblioeducation in pre-primary and primary school)

100%

Braumová Z., Kliment P.

Przegląd Historyczno-Oświatowy

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2024

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vol. LXVII

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issue 1-2

78-103

EN

Aim: The text focuses on the development of emotional and social literacy in the educational process. Theoretically, it tries to capture one of the possibilities of natural support for inclusive thinking. It introduces which books for children’s listeners and readers facilitate understanding of their own emotions, build a sense of belonging and acceptance in preschool and younger school-age children, and which are suitable for working with children at the beginning of school. Methods: The qualitative research investigation was conducted in two phases. The data have been collected through the text analysis of children’s books, the participant observation of educational activities (lessons) with selected books in kindergartens and primary schools, and the semi-structured interviews with teachers. 23 books were included in the second phase of the study and 47 teachers were observed and interviewed. Results: Attention was focused on establishing criteria for selecting suitable books, their practical verification and the final selection of books in the Czech language (the original title is also given). The article presents 16 titles that can stimulate an inclusive mindset. Conclusions: The purpose of the text is to lead to an understanding of the importance of storybooks for children and teachers. It seeks to encourage and help teachers to develop the educational area of emotional and social skills by presenting specific titles from which to draw, thus entering the world of emotions.

3

Interpersonal Interaction as the Source of Reflexive Knowledge: Insights from Introspective Dialogue in the Teaching Context

100%

Braumová Z., Nádvorníková L.

Studia z Teorii Wychowania

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2025

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vol. XVI(2(51))

119-142

PL

Artykuł analizuje znaczenie dialogu introspektywnego dla rozwoju wiedzy refleksyjnej w zawodzie nauczyciela. Badanie miało charakter jakościowy i składało się z dwóch etapów: w pierwszym respondenci tworzyli zapisy introspektywne dotyczące swojej praktyki zawodowej, które posłużyły jako podstawa do dalszego badania – pogłębionych wywiadów. Analiza wywiadów wykazała, w jaki sposób interakcje interpersonalne przyczyniają się do kształtowania wiedzy doświadczeniowej i refleksyjnego wglądu. Podstawy teoretyczne badania opierają się na koncepcjach uczenia się przez doświadczenie, sociality oraz roli wewnętrznego dialogu w procesie zawodowego samopoznania i orientacji. Wyniki pokazują, że dialog introspektywny sprzyja głębszemu postrzeganiu relacyjnych aspektów praktyki zawodowej, wzmacnia zdolność do dzielenia się wiedzą doświadczeniową oraz podnosi jakość współpracy zespołowej. Autorki postulują systematyczne wdrażanie technik refleksyjnych do praktyki edukacyjnej.

EN

The authors analyze the role of introspective dialogue in the development of reflexive knowledge within the teaching profession. The study employed a qualitative research design consisting of two phases: in the first, participants produced introspective records of their professional interactions, which served as the basis for the second phase-semi-structured in-depth interviews. The analysis of these interviews revealed how interpersonal interaction contributes to the formation of experiential knowledge and reflexive insight. The study is theoretically grounded in concepts of experiential learning, sociality, and the function of internal dialogue in professional self-understanding and orientation. The findings show that introspective dialogue supports a deeper awareness of relational aspects in professional practice, enhances the ability to share and integrate experiential knowledge, and improves the quality of team collaboration. The authors advocate for the systematic implementation of reflective techniques in educational practice.

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2 Przegląd Historyczno-Oświatowy

1 Studia z Teorii Wychowania

3 Braumová Z.

2 Kliment P.

1 Nádvorníková L.

1 2025

1 2024

1 2023

Gender aspects of male homelessness

Inclusion naturally – emotions in stories for children as a possible way to understand oneself and others (biblioeducation in pre-primary and primary school)

Interpersonal Interaction as the Source of Reflexive Knowledge: Insights from Introspective Dialogue in the Teaching Context