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Tacitní znalosti jako most mezi teorií a praxí v pedagogické přípravě budoucích učitelů

100%
Švec V.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2012
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vol. 22
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issue 3
387-403
EN
The paper deals with tacit knowledge in the pedagogical component of teacher education. Tacit knowledge is seen – metaphorically – as a bridge between theory and practice. In the paper, the concept of tacit knowledge is characterised; it is a concept that has not been much discussed in Czech literature on education. Tacit knowledge is seen as personal and individual; it is developed through the subject’s experience and has the following characteristics: it is procedural in nature and can be difficult to express, it is relevant for achieving aims that are considered important, it is developed with just little help of others or without such help whatsoever, it is bound to a specific context. In teacher education, a student teacher develops tacit knowledge through dealing with practical situations. In order for tacit knowledge to develop and improve in students, it must first be made explicit. One of the tools that help make tacit knowledge explicit is self-reflection, which however by itself is not enough for the student to realise what his or her behaviour is and how it can be improved. Such aim can be achieved through sharing experience and tacit knowledge between students and teacher educators (mentors, field didacticians, etc).
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A student teacher on the pathway to teaching profession: Reviewing research and proposing a model

100%
Svatoš T.
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
786-809
EN
There has been a long tradition of research aimed at teachers and their professional development in educational and social contexts conducted continuously by both international and Czech research community. In terms of frequency and intensity of the research interest, two areas or stages of teachers’ professional development are most focused on: a novice teacher and an expert teacher. The fact that studies on future teachers and the transformation of students of teaching into teachers are only few and far between deprives teacher education, both its theory and practice, of much needed in-depth insight into these stages. This study highlights two points: Firstly, the evidence of Czech researchers’ low interest in conducting research into teacher education from within, and secondly, the fact that individual stages of professional development of future teachers can be examined and described. It is particularly vital to encompass the early professional development stage when substantial changes in the attitude of beginner students of teaching to themselves as well as to teacher education and practice take place; a student role is redefined. Pointing research interest to this direction results in two outcomes. It leads to recognising a human being within a teacher student; moreover, it provides grounds for authentic and individualised interventions into students’ professional development at faculties of education.
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Mezi praxí a teorií v učitelském vzdělávání: na okraj českého překladu knihy F. A. J. Korthagena et al.

86%
Slavík J., Janík T., Najvar P., Píšová M.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2012
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vol. 22
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issue 3
367-386
EN
This theoretical paper follows the publication of the Czech translation of the book by F. A. J. Korthagen et al. Linking practice and theory: The pedagogy of realistic teacher education. The paper consists of two parts. In the first part, the key (leading) ideas of Korthagen’s approach are introduced; the text is descriptive without the ambition to provide a critical analysis. Such analysis is the topic of the second part of the text. The authors revisit some of the ideas of Korthagen’s approach, analyse them and discuss them in a wider context of some newer approaches. They focus on three problem areas: (1) The nature of the relationship between practice and theory – underestimating Theory with capital T? (2) The importance of reflection in teachers’ professional development – deemphasising content? (3) Supporting professional learning – a limited view on supervision? Towards the end of the paper, the authors discuss how the presented ideas could inspire the practice of teacher education in the Czech Republic.
4
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Neoliberalizmus vo vzdelávaní: pät’ obrazov kritických analýz

86%
Pupala B., Kaščák O.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2011
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vol. 21
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issue 1
5-34
EN
The survey study brings information about the way that educational research copes with neoliberalism as a generalized form of social government in the current western culture. It shows that neoliberalism is considered as a universal scope of other changes in the basic segments of education and those theoretical and critical analyses of this phenomenon represent an important part of production in the area of educational research. It emphasizes the contribution of formation and development of the so-called governmental studies for comprehension of mechanisms and consequences of neoliberal government of the society and shows how way the methodology of these studies helps to identify neoliberal strategies used in the regulation of social subjects by education. There are five selected segments of critical analyses elaborated (from the concept of a lifelong learning, through preschool and university education to the education of teachers and PISA project) that obviously show ideological and theoretical cohesiveness of the education analysis through the scope of neoliberal governmentality.
5
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Impact of the Bologna process two-cycle implementation on teacher education in the Czech Republic

86%
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.
6
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K problému teorie a praxe v pedagogice

86%
Maňák J.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2011
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vol. 21
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issue 3
257-271
EN
The paper builds on the criticism of students in teacher education programmes who call for greater emphasis on practice. The relationship between theory and practice is ancient issue, but it still holds currency today. Key terms are defined and its philosophical background is explained. Different approaches to the relationship between theory and practice are introduced that were formulated in the history of pedagogy; special emphasis is laid on the perspective of the theory of education. Based on the review of these different approaches, the connection of theory and practice in teacher education is discussed. Towards the end, a modern conception of teacher education is proposed.
7
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Pedagogické znalosti jako součást profesní výbavy učitele

86%
Janík T.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2007
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vol. 17
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issue 4
35-42
EN
The concept of „pedagogical knowledge“ was introduced in recent years to the czech scientifis community by studies written by Vlastimil Švec and his collegues. The aim of the presented review article is to describe, how the concept of „pedagogical knowledge“ was established in theory, practice and research of techaer education in the Czech Republic.
8
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Towards a better understanding of self-selection to teacher training programmes: A case study of a renowned public university in Poland

86%
Herbst M., Zając T.
Central European Economic Journal
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2023
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vol. 10
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issue 57
371-390
EN
It is difficult to achieve high-quality education without good teachers. Therefore, it is crucial to understand who decides to become a teacher. This study leverages a large-scale administrative dataset comprising detailed records of the educational trajectories of 10 cohorts of students at the University of Warsaw, the largest higher education institution in Poland, in order to investigate self-selection to the teaching profession and to learn whether it depends on the mode of teacher training and the student’s primary field of studies. We find that the recruitment of students to the concurrent teacher training programme is characterised by adverse self-selection with respect to prior academic achievements. When it comes to consecutive programmes, pursued as an extension or specialisation within the major programme, the willingness of students to enroll in teacher training is related to their secondary school achievements, but also – and in a distinct way – to their early experience at the university. In the case of STEM and foreign language programmes, we observe adverse selection to teacher training with respect to either the student’s pre-university academic outcomes or their achievements during the first year of university studies
9
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Profesní vidění učitelů: od hledání pojmu k možnostem jeho uchopení

72%
Minaříková E., Janík Tomáš J.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2012
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vol. 22
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issue 2
181-204
EN
This theoretical study introduces the concept of professional vision into Czech academic discourse as one of the potential concepts that can be used when contemplating (teacher) professionalization. At the beginning the authors mention selected attempts to define characteristics of a profession and introduce their view of the issue of teacher professionality that is built on three dimensions – professional vision, professional knowledge and professional action. They further suggest the relationships among these dimensions in the model of pedagogical reasoning and action (Shulman, 1986) and the ALACT model of reflection (Korthagen, 2011). Professional vision in general and specifically in the teaching profession is discussed and its existing conceptualizations are described. Based on other theoretical and empirical studies connected to this issue, the authors then suggest their own approach to teachers’ professional vision. The relationship between professional vision and reflection on the spiral of pedagogical reasoning and action is elaborated on. In the end, the usability of the concept of professional vision in teacher education is discussed, specifically in the process of development of an e-learning (video)environment for (prospective) teachers.
10
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Body Re-education in Teacher Continuing Education

72%
Tur Porres G., Correa Washington I.
Forum Oświatowe
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2019
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vol. 31
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issue 2(62)
83-93
PL
Niniejszy dokument przedstawia w zarysie warsztat programu doskonalenia zawodowego nauczycieli w National University of Education (UNAE) w Ekwadorze. Warsztat ten jest częścią serii innowacyjnych praktyk pedagogicznych, które zwiększają zawodową świadomość w kształceniu nauczycieli. Przedstawia doświadczenie, które koncentruje się na relacji pomiędzy ciałem a edukacją jako osią analizy rozwoju zawodowego i kompetencji osobistych. Ramy teoretyczne i pojęciowe tego doświadczenia są rozwinięciem myślenia o ciele w edukacji, pojmowanego jako kategoria obserwacji i analizy. W niniejszym wniosku opracowano strategie dydaktyczne na rzecz wspólnej i autonomicznej pracy w klasach wirtualnych i tradycyjnych, z uwzględnieniem reedukacji ciała.
EN
This paper outlines a workshop of the teacher continuing education programme at the National University of Education in Ecuador (UNAE). This workshop is part of a series of innovative pedagogical practices that enhance professional awareness in teacher education. It presents an experience that focuses on the relation between the body and education as the axis of analysis and development of professional and personal competences. The theoretical and conceptual framework of the experience is developed from thinking the body in education, conceived as a category of observation and analysis. In this proposal, didactic strategies are developed for a collaborative and autonomous work in virtual and face-to-face classrooms, with a body re-education insight.
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