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Výukové strategie a potenciál diverzity ve třídě

100%

Kasíková H.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

2009

issue 3

5-23

This theoretical study combined with empirical probes is focused on the key issue of educational theory and practice: How to use students’ diversity for effective learning of all? The core of the study describes and interprets some instructional strategies based on working with cognitive conflict in the cooperative context – cooperative strategies, academic controversies, drama strategies. The strategies are interpreted in the frame of 1) the whole school concept, 2) conflict-based educational concept – in the social-constructivist paradigm and 3) views on heterogeneity and homogeneity in educational environment. The key issues are seen in the processes of implementation, in the broader space for the strategies which are elaborated theoretically and tested empirically, but limited in our school practice.

Spolupráce učitelů: od větší k menší neznámé

63%

Kasíková H., Dubec M.

Studia paedagogica

2009

issue 1

67-86

From the viewpoint of educators in teacher training, we focus on in-service teacher training for cooperation and the learning of cooperative skills. A theoretical framework and three empirical studies are presented, based on projects of teacher training for cooperation. Such projects were aimed at the implementation of personal/social education, the creation of teams of mutual assistance, and the evaluation of the quality of teaching. The text should open a discussion over new attitudes to the study of teacher cooperation, possibly offering a deeper insight into the questions of how to learn collegial cooperation.

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1 Pedagogická orientace (Journal of the Czech Pedagogical Society)

1 Studia paedagogica

2 Kasíková H.

1 Dubec M.

2 2009

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Výukové strategie a potenciál diverzity ve třídě

Spolupráce učitelů: od větší k menší neznámé