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Kompetence k učení a možnosti jejího rozvíjení a hodnocení: vymezení pojmu a přehled současných přístupů

100%
Lokajíčková V.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2013
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vol. 23
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issue 3
318-341
EN
This theoretical study aims to provide an overview of knowledge concerning learning competencies and the possibilities for their development during instruction. The study is divided into two parts. The first one is concerned with defining the concept of learning competencies with regards to the concept of (key) competencies. Following selected authors, learning competencies are structured into (sub)dimensions, and so the approach to learning competencies as a multidimensional construct is highlighted. Further on, we point out how particular dimensions and (sub)dimensions are classified by selected authors, which brings further questions regarding this construct. Three approaches to defining learning competencies are identified – definitions according to: (1) qualities – characteristics, (2) components – elements, and (3) combination of qualities and components (combined approach). In the second part of the study, four Czech approaches to developing learning competencies in the instruction are introduced. The first two (of The Research Institute of Education) see learning competencies through the „wide“ perspective (macroscale). The other two (of Chvál and Kasíková and The institute for Research in School Education) see learning competencies more „in focus“ (microscale) and also allow for its evaluation.
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Mezinárodní srovnávací výzkumy školního vzdělávání v České republice: zjištění a výzvy

51%
Potužníková E., Lokajíčková V., Janík T.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2014
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vol. 24
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issue 2
185-221
EN
This paper reviews international comparative research studies on educa-tion that have been carried out in the Czech Republic during the last twenty years. It aims to summarize how the findings from international studies are elaborated on in Czech academic literature and what conclusions can be drawn from them. In the first part we provide an overview of the research studies that the Czech Republic participated in. The second part focuses on the issues concerning Czech pupils’ results that were discussed in Czech reviewed papers and monographs. The final part of the paper points towards some ways of using the data and findings from international research further. It can be concluded that the results of Czech pupils in international comparative studies are relatively consistent, although there are certain fluctuations over time. International comparative studies represent a rich reservoir of data for the Czech Republic, whose potential could be used more intensively in the field of didactics in order to develop productive culture of teaching and learning.
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