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1

Experimentální zkoumání stylotvorných faktorů: první výstupy

100%

Chromý J., Milička J.

Naše řeč (Our Speech)

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2012

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vol. 95

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issue 4

181-187

EN

The paper introduces an experiment on the role of preparedness in writing. The experiment took place in 2010. Participants (N = 51; students of Charles University in Prague) were randomly divided into two groups: group N (N = 24) and group P (N = 27). Their main task was to describe the plot of a short animated film Quest. Group N started to write right after seeing each part of the film, group P had 5 minutes to prepare. Significant differences in the sentence length and number of revisions were shown between the two groups. It is claimed that preparedness is a valid styleforming factor, i.e. it influences both the process and the result of writing. Furthermore, the same method could be used for the analysis of the role of other style-forming factors in the writing process.

2

Determining Canadian water utility preparedness for the impacts of climate change

88%

Brettle M., Berry P., Paterson J., Yasvinski G.

Change and Adaptation in Socio-Ecological Systems

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2015

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vol. 2

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issue 1

EN

General warming and extreme weather events associated with climate change are expected to negatively impact water utilities. Water utilities will need to adapt to continue providing safe drinking water and wastewater services. In 2012, the Canadian Water and Wastewater Association (CWWA) conducted a survey of 53 water utility officials to understand the expert perceptions of climate change risks and preparedness of Canadian utilities for current and future impacts. Results indicated that there is low awareness among water utility officials (30%) of thepossible impacts of climate change on water utilities, and more than half have not conducted climate change vulnerability assessments (65%) and do not have operational plans to address climate change impacts (56%). Officials from smaller utilities, which are considered to be more vulnerable to impacts, were of those less aware of these risks and reported taking fewer preparedness activities. Efforts to prepare water utilities for climate change impacts in Canada would benefit from education of utility officials about possible climate change risks, encouraging assessments of vulnerabilities, and increased training with new adaptation tools and resources.

3

ГОТОВНІСТЬ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ ДО ЗДІЙСНЕННЯ ПРОФЕСІЙНОЇ ПЕДАГОГІЧНОЇ КОМУНІКАЦІЇ

75%

Шкуренко О.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 9(43)

207-214

EN

The article is dedicated to research problem of the preparedness of students to professional pedagogical communication from the aspect of psychological and pedagogical sciences. The special notice is dedicated to the term «preparedness to pedagogical communication», revealed its essence. From the conducted analysis of definitions «preparedness», an author offers the own understanding of this term of his essence, maintenance and components of forming preparedness of the students of faculty of primary education to professionally-pedagogical communication. In research the skills of interpersonality intercourse, which confirming preparedness of elementary school’s future teacher to realization of the professional pedagogical communication are presented. The basic indicator of development communicative culture of elementary school’s future teacher is a measure of formed structural components: educational, motivational and individual activity. We have a problem in front of the teachers to forming of competence which behave to professionally communicative activity, teaching future specialists to the rational communicative conduct appears before the teachers of professional disciplines. Realization solution of this problem provides plugging in the system of teaching of professional discipline of communicative-linguistic tasks and exercises, by facilities of interactive technologies of studies. Forming of professionally-pedagogical communication of students requires the special organization of educational process. So, learning content by interactive methods is complemented and appears as concrete linguistic models which fasten students in space educational and for educational intercourse and will use in the field of future professional activity.

4

Preparedness of Czech Primary School Teachers for Inclusive Primary Education

75%

Kaleja M., Zezulková E.

Multidisciplinary Journal of School Education

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2016

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issue 9

101-132

XX

Preparedness of teachers to work with pupils with a need of supportive measures and especially with pupils who live and grow up in socially excluded localities, is very low. Quantitatively oriented research investigation8, carried out in 13 regions of the Czech Republic with the sample size of 2005 respondents, offers results that raise doubts towards the inclusively oriented primary education. The teachers are not ready for the phenomenon. This paper focuses on attitudinal constructs of the teachers which can be understood as evaluative relationship towards the observed phenomenon, whose form reflects the subjectively perceived preparedness. It concerned the orientation in the context of questions of social exclusion and school education, actual form of school environment and, ultimately, their own perception of school inclusion.

5

ХАРАКТЕРИСТИКА КРИТЕРІЇВ ТА ПОКАЗНИКІВ ГОТОВНОСТІ МАЙБУТНІХ СОЦІАЛЬНИХ ПЕДАГОГІВ ДО СТАТЕВО-РОЛЬОВОЇ СОЦІАЛІЗАЦІЇ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

63%

Корінна Г.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 5(49)

450-460

EN

The problem of preparedness of university students of social pedagogy departments to work with children in the process of gender-role socialization is considered. The notion «readiness» is analyzed and definition of notion «readiness of future social pedagogues to gender-role socialization of preschool children» is presented. The structure of readiness of future social pedagogues to gender-role socialization of preschool children is proposed in which cognitive-operational, person-motivational and constructive and activity criteria are emphasized. The cognitive-operational criterion of readiness of future social pedagogues provides an appropriate level of students’ knowledge in the sphere of age peculiarities of preschool children and process of gender-role socialization and also acquirement of theoretical and application-specific knowledge of essence of notions «gender», «socialization», «gender-role socialization». The personal-motivation criterion of social pedagogues’ readiness to gender-role socialization of preschool children contains abilities and needs as sources of personal activity in professional self-development and special motives of development of professional competence and choice of directional activity. The constructive and activity criterion of social pedagogues readiness supplies an availability of creative potential and students’ skill to make an adequate choice of behavior pattern in different pedagogical situations as well as acquirement of technology of social and pedagogical support of children socialization with taking into account their gender assignment and ability to foresee and to estimate the results of own professional activity. Taking into account the specifics of professional readiness, it should be emphasized that the future social pedagogue should possess deep theoretical knowledge, abilities and skills, the characteristics of which can be attributed psychological qualities, teaching abilities and a number of personal qualities, in particular flexibility, emotionality, self-control, self-improvement, creativity, and the like. In accordance with proposed criteria the factors of readiness of future social pedagogues to gender-role socialization of preschool children were formulated. Such criteria and factors can be used in case of diagnostic of theoretical and practical professional readiness of future social pedagogues at institutions of higher education that defines the perspectives of our future investigations.

6

Improving fencers’ theoretical training based on the stage reached in their basic development

63%

Romanivna Zadorozhna O., Arkadiyovych Briskin Y., Volodymyrivna Perederiy A., Petrovych Pityn M., Ivanivna Stepanchenko N.

Ido Movement for Culture. Journal of Martial Arts Anthropology

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2018

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vol. 18

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issue 2

43-47

EN

Background. The research was devoted to theoretical training based on the stage reached in the basic development in fencing. Analysis of the literature shows that one way to improve the quality of a young fencer’s training process is to validate the structure and content of theoretical training and assess the significance of its components to the stage of the fencer’s previous basic development in the sport. Problem and aim. The issue of the theoretical training of fencers is only mentioned fragmentally, which points to the absence of any one approach to its realization at different stages of an individual’s long-term development. There is a need for a quantitative and qualitative increase in information transfer, and the acquisition of specific quality theoretical knowledge, particularly by using different methods and means of theoretical training. Methods. Theoretical analysis and synthesis, analysis of documentary material, comparison, abstraction, methods of induction and deduction, expert assessment, pedagogical experiment. Results and Conclusions. An author-developed program of theoretical training for solving set tasks there was established and implemented by using algorithmic educational and entertaining means. The pedagogical experiment, which consisted of two periods of four months, enabled us to determine the greater effectiveness of the author program of theoretical training in comparison with the generally-accepted one. There was determined that using the universal algorithmic educational and entertaining means – simulator “TTT”; “Associations”; and “Puzzles” – will lead to an improvement in the theoretical preparedness of fencers at the stage of previous basic development within different informational blocks.

PL

Tło. Badania zostały poświęcone teoretycznym treningom w szermierce opartym na etapie osiągniętym w podstawowym stadium rozwoju sportowego. Analiza literatury pozwoliła odkryć, że jednym ze sposobów poprawy jakości procesu uczenia się młodych szermierzy jest uzasadnienie struktury i treści treningu teoretycznego oraz znaczenia jego składników na etapie wcześniejszego podstawowego szkolenia w szermierce. Problem i cel. Kwestia teoretycznego szkolenia sportowców w szermierce pojawia się literaturze przedmiotu fragmentarycznie, co wskazuje na brak jednego podejścia w jego realizacji na różnych etapach długotrwałego rozwoju. Istnieje potrzeba ilościowego i jakościowego zwiększenia transferu informacji i jakościowego zdobywania określonej wiedzy teoretycznej, w szczególności z wykorzystaniem różnych metod i środków szkolenia teoretycznego. Metody. W badaniu wykorzystano różne metody: analizę i syntezę teoretyczna, analizę materiału dokumentalnego, porównanie, abstrakcję, metody indukcji i dedukcji, ocenę ekspercką oraz eksperyment pedagogiczny. Wyniki i wnioski. W celu rozwiązania ustalonych zadań ustanowiono i wdrożono autorski program szkolenia teoretycznego z wykorzystaniem algorytmicznych środków edukacyjnych oraz gier i zabaw. Eksperyment pedagogiczny, który składał się z dwóch okresów po cztery miesiące, pozwolił określić najskuteczniejszy autorski program szkolenia teoretycznego w porównaniu z ogólnie przyjętym. Ustalono, że uniwersalnymi algorytmicznymi środkami edukacyjnymi i rozrywkowymi są: symulator „TTT”, „Skojarzenia”, „Puzzle” – w celu poprawy przygotowania teoretycznego szermierzy na etapie podstawowego szkolenia w ramach różnych bloków informacyjnych.

7

Optimierung der ZD-Prüfungsvorbereitung in Bezug auf die Aufgabenformen

55%

Walorczyk M.

Glottodidactica

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2009

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vol. 35

129-138

EN

Optimizing Certificate German (ZD) Test Preparation with Regard to Task Form Placement and progress tests are used to provide optimum instruction. Experience with test task forms at various times in various situations increase task related skills and reduce test anxiety – closed tasks exercising recognition; open tasks production. Very important are skills in comprehending test task instructions and carrying them out. As an alternative to the more stressful schoolroom work, E-tests and CD-ROM work facilitate and stimulate preparation so long as the desired goals are kept in the forefront.

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2 Педагогічні науки: теорія, історія, інноваційні технології

1 Change and Adaptation in Socio-Ecological Systems

1 Glottodidactica

1 Ido Movement for Culture. Journal of Martial Arts Anthropology

1 Multidisciplinary Journal of School Education

1 Naše řeč (Our Speech)

1 2018

1 2016

2 2015

1 2014

1 2012

1 2009

1 Arkadiyovych Briskin Y.

1 Berry P.

1 Brettle M.

1 Chromý J.

1 Ivanivna Stepanchenko N.

1 Kaleja M.

1 Milička J.

1 Paterson J.

1 Petrovych Pityn M.

1 Romanivna Zadorozhna O.

1 Volodymyrivna Perederiy A.

1 Walorczyk M.

1 Yasvinski G.

1 Zezulková E.

1 Корінна Г.