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1

COMPARISON OF EXPERIENCED VS. NOVICE TEACHERS IN COGNITIVE REFLECTION AND RATIONALITY

100%
Čavojová V., Jurkovič M.
Studia Psychologica
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2017
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vol. 59
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issue 2
100 – 112
EN
Relatively little is known about actual cognitive skills and thinking dispositions of teachers, despite their possible importance. In the current paper we examined two predictions related to rational performance of teachers. First, we expected that more experienced teachers have more rational thinking dispositions, are more cognitively reflective and discount the future less in comparison to novice teachers. Second, we expected that cognitive reflection is related to options involving more patience. 109 novice teachers (undergraduate students) and 55 experienced teachers participated in the study. Thinking dispositions were measured by Rational-Experiential Inventory, cognitive reflection was measured by CRT, to measure future discounting we used intertemporal choice tasks and Consideration for Future Consequences questionnaire. We found that teachers differed significantly from undergraduate students in CRT and all subscales of these measures in the expected direction, with the exception of CFC-Immediate and REI-Experiential Engagement, but we found no significant differences between teachers and students (with one exception) on intertemporal choice tasks. The results also confirmed the expected relationships between CRT, CFC and REI. These results pose some important implications for educating future teachers.
2

NOVÉ ÚLOHY UČITEĽOV NA SLOVENSKU V OBDOBÍ VRCHOLIACEHO STALINIZMU (1948 – 1953)

100%
Gabzdilová S.
Studia Historica Nitriensia
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2017
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vol. 21
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issue 1
137 – 154
EN
The paper analyse a new situation of teachers in Slovakia during the period of culmination of communist dictate, when the whole educational process on all levels of schools was subordinated by direct dictated of the one political subject – the Communist Party of Czechoslovakia (CPC). To the ideology of CPC – Marxism-Leninism was subordinated also all activity of teachers. The pedagogues were exposed to the strong ideological pressure. The paper is offering a picture about strategy applied toward teachers, who were not conforming to the requirements of CPC. The pedagogues who were unwilling to comply with the new conditions, were released, or transferred to schools in the remoted regions situated in small villages. The leadership of CPC was fully aware of deep influence which teachers have upon pupils and students. The paper is mapping the strategy of school authorities in pursuance of education in line with ideology of Marxism-Leninism. Teachers were obliged to attend various ideological and political lectures and classes. At the same time they were obliged to increase their qualification via study in addition to their teaching duties. The paper also elaborates on various activities performed by pedagogues, which were not connected to their professional duties.
3
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Nauczyciele i kształtowanie kompetencji międzykulturowej uczniów

100%
Szczurek-Boruta A.
Pogranicze. Studia Społeczne
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2013
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vol. 21
155-170
EN
Shaping learners’ intercultural competence has been slowly paving its way to a due rank in education. Developing intercultural competence results from familiarization with culture, which may take place in a direct or indirect way. What is essential here is the role of the teacher, who functions as a mediator between cultures. The presented study aims at indicating the growing significance of intercultural aspects of education in Europe - a united multiculturalness bothered by the crisis, as well as presenting (in reference to bilingual teaching) theoretical and practical solutions for intercultural education, providing inspiration for pedagogical practice. Bilingual teaching, as one of the most innovative forms of foreign language teaching, is a manifestation of practical implementation of the intercultural approach to education and it enhances shaping intercultural competence.
4

SUCCESSES AND OBSTACLES IN THE WORK OF UPPER-SECONDARY SCHOOLS WITH NEWLY ARRIVED STUDENTS: A CONSTRUCTIVIST-INSPIRED ANALYSIS OF TEACHERS’ VERBAL ACCOUNTS REGARDING THEIR SCHOOLS’ ORGANIZATIONAL AND PRACTICAL WORK

100%
Medegår E., Henrixon K., Basic G.
Pedagogický časopis (Journal of Pedagogy)
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2022
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vol. 13
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issue 1
5 - 29
EN
This study presents new knowledge arising from teachers’ verbal accounts of successes and obstacles in the organizational and practical work of upper-secondary schools with newly arrived students. The analysis reveals several dimensions contributing to the construction and reconstruction of successes and obstacles in the teachers’ accounts. Teachers are constructed as actors with a power advantage relative to the “newly arrived student.” They set the agenda for student behaviour, with an inclusive approach that is crucial to achieving success and counteracting obstacles. The approach imposes demands on how upper-secondary schools organize their work with newly arrived students and plays a role in determining supports and room for maneuvering that teachers have. Through the presented analysis, the study contributes to the development of knowledge in terms of four areas. First is the narrative processing of the combination of success and obstacles in the work with newly arrived students. Second is the importance of these stories for the representation of social pedagogical recognition and lack of recognition in the school context. The third area is identity creation and re-creation of professional actors (teachers), and the fourth area of knowledge involves alternative approaches to analysis compared to the typically expected didactic perspective. The study also contributes to the development of knowledge regarding the question of how a school’s morals function in relation to the previous and current experiences of teachers and newly arrived students.
5

PEDAGOGIES OF DIFFERENCE: UNKNOWING IMMIGRANT TEACHERS AS SUBJECTS FOREVER IN PROCESS

88%
Arndt S.
Pedagogický časopis (Journal of Pedagogy)
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2015
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vol. 6
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issue 2
119 – 132
EN
Immersed in the bicultural, increasingly globalized, yet uniquely local, Aotearoa New Zealand early childhood landscape, immigrant teacher subjects are shaped in complicated, entangled ways. This paper attempts to open fresh spaces for re-thinking knowable teacher identities by drawing on Julia Kristeva’s work on the foreigner and the subject-in-process. It explores the immigrant teacher subject as “infinitely in construction, de-constructible, open and evolving” (Kristeva, 2008, p. 2). In a sector that is grappling with the complexities of outcomes driven expectations of productivity, mass participation and often homogenized indicators of ‘quality’, this paper elevates insights into the subject formation of the Other, to expose cracks in this veneer, through the notions of the semiotic and revolt. In this critical philosophical examination, the author reconceptualises the idea of knowing immigrant teacher subjects, and their confrontation and (re)negotiation of social, political and professional expectations and unknowable foreignness.
6
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TRUANCY AS A SOCIAL PRACTICE OF POZNAN ELITE AND NON-ELITE SECONDARY SCHOOL PUPILS (Wagarowanie jako praktyka spoleczna mlodziezy elitarnych i nieelitarnych liceów poznanskich)

88%
Cylkowska–Nowak M.
Rocznik Lubuski
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2008
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vol. 34
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issue 1
109-131
EN
Truancy is a phenomenon concomitant with school since its early dawn. Children and youth oppose teachers, parents and state authorities by undertaking that form of resistance. Unexplained absence is often accompanied by the infraction of the compulsory education legal rule. Most researches concerning the phenomenon of truancy show its 'dark side'. This consolidates quite a typical perception of the consequences of truancy: it leads to difficulties in learning, revealing aggressive behaviour, petty larcenies, robberies, as well as contracting bad habits and addictions. The image of pupils playing truant constructed on the basis of the mentioned information is negative. Is it the right image? What do present-day secondary school pupils think of truancy? What are their activities during unexplained absence from school? What do they gain and lose through truancy? And the main question of the research - what is different in practising truancy by the Poznan elite and non-elite secondary school pupils? The research is an attempt at answering the above questions. A meta-analysis of chosen western authors' researches on truancy and an interview with the Poznan secondary school pupils exhibiting permanent truancy are used.
7

CHARAKTER A ZÁKLADNÉ PROBLÉMY VZDELÁVACIEHO PROCESU NA UKRAJINSKÝCH NÁRODNOSTNÝCH ŠKOLÁCH V ROKOCH 1945 – 1949

75%
Virostková A.
Motus in verbo: časopis mladej vedeckej generácie
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2013
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vol. 2
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issue 1
27 – 36
EN
Ethnic politics after the liberation and restoration of the Republic of Czechoslovakia in 1945 was to a large extent determined by the results of the Second World War, and the overall course of liberation struggle. Compared to other national minorities in Slovakia Ruthenians and Ukrainians were created relatively favourable political conditions. Possess civil rights and some specific minority rights, as shown, inter alia, the development of national education. With the restoration of war-torn economy after the liberation, however, began to successfully advance the development of the Ukrainian minority schools. Their further growth was hampered by the lack and poor condition of school buildings, lack of qualified teachers in many schools lacked basic textbooks and teaching aids, which were characterized by the fragmented language of instruction etc.
8

TEACHERS' ATTITUDES TOWARDS EARLY TRACKING AND THEIR EXPERIENCES WITH PUPIL'S TRANSITION TO SELECTIVE 'MULTI-YEAR GRAMMAR SCHOOL' (Postoje ucitelu k casnemu rozdelovani zaku a jejich zkusenosti s prechodem zaku do viceletych gymnazii)

75%
Greger D., Holubova M.
Pedagogický časopis (Journal of Pedagogy)
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2010
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vol. 1
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issue 1
85-101
EN
Early selection has been re-introduced in the Czech education system during the first years of post-socialist transformation after 1989. The same development may be observed in other countries in the region, namely in Hungary and Slovakia (earlier part of Czechoslovakia), during the re-unification of two Germanies also in 'East Germany' early tracking has been re-introduced and in Austria it has a long tradition with no interruption. Early between-school tracking as it is practiced in the Central European region already at the stage of lower-secondary education has been subject to criticism (international as well as national) and some alternative reform plans have been formulated. Nevertheless, for understanding tracking phenomena in the region we shall look at it as a result of following parent's demands and decentralization of education followed by widening school autonomy. For this reason, understanding the attitudes of different stakeholders towards early tracking is condicio sine qua non to understand this phenomenon and/or to plan further reforms. In this paper, the authors briefly present development of early tracking in the region, review the literature on the effects of early tracking on student achievement and inequality (mainly based on research from USA and England) and they also review the research till date in the region and particularly stress the research on attitudes of different stakeholders towards tracking. The main part of the text however presents results from qualitative research based on in-depth interviews with 10 teachers (5 teachers teaching in 5th grade 'basic school' and 5 teachers teaching the 6th graders at selective 'multi-year grammar school'). The analysis stress the teacher attitudes towards early tracking, their evaluations of (dis)advantages of 'multi-year grammar school', their attitudes towards and their experiences with pupils transitions to these selective schools. The testimonies of teachers from 'basic school' and selective 'multi-year grammar school' are put into contrast, where this is useful.
9

NEW ZEALAND PERSPECTIVES ON EARLY CHILDHOOD EDUCATION: NĀKU TE ROUROU NĀU TE ROUROU KA ORA AI TE IWI

75%
Tesar M.
Pedagogický časopis (Journal of Pedagogy)
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2015
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vol. 6
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issue 2
9 - 18
EN
This special issue focuses on histories, pedagogies, policies, philosophies and alternative perspectives in early childhood education. Te Whāriki is heralded as the first bicultural curriculum not only in New Zealand, but in the world. Its importance is reflected in national and international research and early childhood discourses. Despite this, there is simultaneous critique of neoliberal policy, globalised practices and public and private investment in early childhood education in this region. Some lessons from New Zealand, of curriculum building, policy implementation, philosophies and sociologies of children and childhood are explored by New Zealand scholars, and focus on these broad New Zealand perspectives of ECE, to address the diverse interests of an international audience.
10

CATHOLIC SCHOOLS AND UNIVERSITIES AS THE CENTERS OF FORMATION OF LAY CATHOLICS (Katolickie szkoly i uniwersytety osrodkami formacji katolikow swieckich)

75%
Fialkowski M.
Roczniki Pastoralno-Katechetyczne (Pastoral and Catechetical Annals)
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2011
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issue 3(58)
379-393
EN
The Catholic school and the Catholic university are important milieus of formation of lay Catholics. The article shows specific elements defining them, and it distinguishes them from other academic-educational centers. Both these institutions realize one of the basic elements of the Church's mission, that is the education of man, leading him to a full maturity by the subsequent stages in his life and development. Forming young people's minds and hearts, aiding them in winning wisdom and in using the riches of cultures, forming sensibility to good and beauty in them, and supporting them in getting professional competences is the most important task of schools and universities.
11

PERCEPTIONS OF CONTEXTUAL ACHIEVEMENT GOALS: CONTRIBUTION TO HIGH SCHOOL STUDENTS’ ACHIEVEMENT GOAL ORIENTATION, STRATEGY USE AND ACADEMIC ACHIEVEMENT

75%
Rončević Zubković B., Kolić-Vehovec S.
Studia Psychologica
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2014
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vol. 56
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issue 2
137 – 153
EN
The current study had two aims: 1) to explore the effects of contextual goals, defined as perceived parents' and teachers’ goals, and classroom goal structures, on high school students’ personal achievement goal orientations and 2) to examine the effects of personal and perceived contextual goals on reading and learning strategies, and self-handicapping behaviour, as well as their effect on academic achievement. High school students (n = 403) completed questionnaires assessing goal orientations and strategies. Their GPA at the end of the school year was also recorded. The results of the study showed that perceived contextual goals were significant predictors of students’ corresponding personal goal orientations, although the results were not clear cut. Perceived contextual performance goals also predicted students’ work-avoidance goal orientation and self-handicapping behaviour that was related to lower academic achievement. On the other hand, contextual mastery goals, especially parents’ mastery goals, had significant effects on employment of deep learning and reading strategies.
12

ODBORNÁ HISTORICKÁ A MEMOÁROVÁ SPISBA K DEJINÁM STREDNÝCH A ODBORNÝCH ŠKÔL V KOŠICIACH V MEDZIVOJNOVOM OBDOBÍ

75%
Kopčányiová M.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
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2013
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vol. 16
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issue 3
-
EN
Košice was the centre of culture and education not only in eastern Slovakia, but also in the whole territory of the Czechoslovak Republic in the interwar period. Every secondary or vocational school in Košice overcame a number of problems despite their own way of development since 1918 until dissolution of the Czechoslovak Republic. Their history has been processed in several monographs. They reported detailed history including several aspects of their lives or focus on certain section or issue of their development.
13

INTERACTION STYLE OF TEACHERS OF VOCATIONAL SUBJECTS

75%
Heldáková L.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
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2022
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vol. 25
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issue 4
-
EN
The aim of the study is to analyse the interaction styles of teachers in a selected secondary school in Poprad through the use of a standardised questionnaire adapted in Slovakia. To determine the interaction style, we will use an adaptation of the Teachers’ Interaction Style Questionnaire (Gavora et al., 2003). The research was carried out in the selected school, as work at this school includes the teaching of adolescents with the predominance of male students. The findings of the research show that the self-perception of the interaction style by the teachers themselves and their students is different. There is no significant relationship between the interaction style of the teacher and the student’s achievement and the frequency of student’s satisfaction with the teacher. In our opinion, the lack of relationship between teachers’ interaction style and students’ achievement and the frequency of students’ satisfaction with their relationship with teachers may be due to the nature of the school and its students. Effective management of such an environment is characterized by the need for increased pedagogical skills, so we also focus on the teacher’s interaction style, which we consider to be a key element of a quality pedagogical process. The study can also be the foundation for support programmes for teachers, for example in the context of their innovative training. The main purpose of the study is to compare the results between teachers’ own perception of their interaction style and students’ perception thereof. The research also included an analysis of the relationships of teachers’ interaction styles with students’ achievement and the frequency of students’ satisfaction with their relationship with their teachers. The main contributions include conducting a probe into the analysis of the interaction styles of the selected teachers, which may have practical benefits for them.
14
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SENSE OF LIFE CHANCES AND ITS CONNECTIONS WITH MOTIVATION - AN EXAMPLE OF STUDENTS OF A PRIVATE UNIVERSITY (Poczucie szans zyciowych i jego zwiazki z motywacja na przykladzie studentów szkoly wyzszej niepublicznej)

63%
Chyla M.
Rocznik Lubuski
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2008
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vol. 34
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issue 1
153-168
EN
This article describes the mechanics that can influence social (especially professional) mobility of graduates of private universities and the school's position. It is about the connection of students' sense of social chances with their motivation to act. Contemporary theories of motivation recognize the human being as an active person, not a passive object of influences. An individual is capable of self-control, an active search for information about the surrounding world and autonomous decision-making. These theories also emphasize the essential value of subjective meaning of acting for an individual. We can presume that the sense of social chances will be influencing motivation to act in a sense that it will increase when this sense is high/good and decrease when this sense is low/bad. This article is based on research conducted in May 2006 and 2007 among students of private universities.
15
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SOCIALIZATION INTO GENDER AS A FACTOR OF MARGINALIZATION AND DIFFERENTIATION OF EDUCATIONAL POSSIBLITIES (Socjalizacja w plec kulturowa jako czynnik róznicowania mozliwosci edukacyjnych i marginalizacji)

51%
Kluczynska U.
Rocznik Lubuski
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2008
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vol. 34
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issue 1
133-151
EN
Nowadays the concept of gender is analysed more often and more widely. Studies on gender touch upon various aspects which have previously been neglected or trifled. Gender is decoded in relation to as well as through many relationships and phenomena including education. It can be suggested that school reduces gender to its biological aspect or, to be more precise, does not go beyond biological differentiation trifling the social description of differences. Femininity and masculinity in our culture are perceived and defined by a dichotomic division. During their lives individuals realise that this gender binarism is a major feature diversifying people, neglecting other more important factors (e.g., habitus). This category of division makes individuals go through the process of socialisation in a specific way dependent on their gender. During this process an individual is socialized into a given gender; moreover, gender stereotypes become reinforced. School is an institution strengthening gender stereotypes (mainly in a hidden curriculum). This is due mainly to expectations towards abilities and skills connected with gender - girls are expected to be conscientious, to have humanistic abilities and a high level of verbalization. Boys, in turn, are expected to have predispositions to the sciences. Such expectations result in the marginalization of girls/women in subjects, skills and occupations defined as masculine. This phenomenon is a result of two factors: firstly, the mechanism of the internalization of expectations and the diminishing of abilities performed by the girls themselves, and, secondly, the attitude of teachers, who influence and shape their students' educational choices via their expectations and by using gender stereotypes connected with skills and abilities.
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