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Didaktika cizích jazyků: otázky identity

100%
Píšová M.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2011
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vol. 21
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issue 2
142-155
EN
The efforts to emancipate foreign language didactics have been an ongoing and non-linear process launched in our country in the 50s of the previous century. Its key aspects may be presented as foreign language didactics identity questions. These include explicit delineation of the object and methodology of foreign language didactics on the basis of developmental analysis, current state of knowledge and trends/approaches to the discipline. The issues related to the full-fledged scientific status of foreign language didactics are discussed both on a domain-general level (questions relevant for the whole field of subject didactics) and on a domain-specific level (foreign language didactics specific questions).
2
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Teacher Professional Development

100%
Píšová M.
The New Educational Review
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2005
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vol. 7
171-185
EN
The text aims to provide a review of recent educational research conducted in the field of teacher professional development in order to contribute to the ongoing discussion concerning both initial and further education of teachers.
3
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Trends in Foreign Language Didactics Research: a Thematic Analysis of PhD Dissertations from the Czech Republic and Abroad (2006–2012)

63%
Tůma F., Píšová M.
The New Educational Review
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2013
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vol. 34
125-137
EN
The aim of this study is to present the results of analyses of PhD dissertations defended abroad and in the Czech Republic in the years 2006–2012 in the field of foreign language didactics. Building on a body of previous work, methodological background for a meta-analysis of the topics of PhD dissertations defended in selected countries abroad as well as for an analysis of PhD dissertations defended in the Czech Republic is presented. The results are then discussed and compared. We conclude that the range of topics addressed in the Czech dissertations does not significantly differ from the state of art abroad, although some areas, such as language learners, seem to be under-researched in the Czech Republic.
4
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Mezi praxí a teorií v učitelském vzdělávání: na okraj českého překladu knihy F. A. J. Korthagena et al.

51%
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.
5
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Expert Teachers’ Interactive Cognition: an Analysis of Stimulated Recall Interviews

51%
Tůma F., Píšová M., Najvar P., Janíková V.
The New Educational Review
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2014
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vol. 36
289-299
EN
The presented study focuses on the interactive cognition of expert teachers during their teaching. 16 foreign language teachers’ lessons were videotaped and the teachers were asked to reveal their interactive cognition through a stimulated recall interview. The verbal protocols were then analyzed in the light of argumentation analysis and the claims were subject to content analysis. The results showed that individual teachers varied greatly as regards their percentages of stimulated recall as well as other aspects of their interactive cognition, which supports the prototypical view of teacher expertise.
6
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Kurikulární reforma na gymnáziích: výzkumná zjištění s doporučení

45%
Janík T., Knecht P., Najvar P., Píšová M., Slavík 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 4
375-415
EN
The paper presents the main research findings and recommendations concerning the implementation of curricular reform in upper-secondary comprehensive schools. The authors analyse ten problem areas of curricular reform, as they were captured in the Kvalitní škola research project. (1) There is no (shared) understanding of the key ideas and concepts of the reform; (2) Discussing the reform: participants and their non-voices; (3) The problem of language, of ’understanding’; (4) Doubts about what is being reformed; (5) When what-is-being-implemented has been implemented: the problem of coordination; (6) Conditions of implementation; (7) Ambiguous acceptation of the reform on the part of teachers; (8) Two-level curriculum: state-level and school-level curriculum as the key elements of the reform; (9) Teachers making a curriculum: doubts and hesitation; (10) Realising curriculum: formalism or a route to the new culture of teaching and learning. Towards the end of the paper, the authors summarise recommendations for the participants on different levels of the reform. They also suggest an outlook for future research in this area.
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