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Učitelé a faktor času: o proměnách pracovního sebepojetí

100%
Lazarová B., Jůva V.
Studia paedagogica
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2010
|
issue 2
43-60
EN
The text is focusing on teachers in the late stage of their careers. Presented are partial results of a questionnaire survey aimed at the identification of various aspects of their work, commenting mainly on the subjectively perceived changes in what shapes the professional self-concept: the sense of security, responsibility, usefulness, success and satisfaction. Attention is also directed to what is perceived as relational changes and the motivation for the continuance in the profession, as seen from of the viewpoint of the teacher respondents.
2
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Organizační učení v odborných diskurzech

71%
Lazarová B., Pol M., Hloušková L., Novotný P., Sedláček 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 2
145-161
EN
Authors of the paper discuss the concept of organisational learning. They refer to a wide range of definitions and concepts, point out some diff erences from related or analogous concepts used, such as knowledge management and learning organisation. They note the discussions that relate to key topics. These discussions concern levels at which organisational learning can take place, the eff ect on behaviour or organisational performance. The following section of this article presents organisational learning as a process and describes the stages of organisational learning. The purpose of the article is to provide an overview of eff orts to define organisational learning, including criticism of the results of this eff ort. The last part is devoted to selected theories and empirical findings on organisational learning at school. The authors stress the importance of organisational learning for schools as specific organisations and express request to examine the processes of organisational learning in this context.
3
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Internal setting and organisational learning in schools

71%
Sedláček M., Pol M., Hloušková L., Lazarová B., Novotný P.
Studia paedagogica
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2013
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issue 4
75-92
EN
This article is one of the outcomes of a research project in which we focused on the recognition of the processes of organisational learning in Czech basic schools (6-15). In this article, we deal with the dimension of the systematic way of organisational learning. In agreement with many other authors we consider the systematic way of organisational learning in schools an important condition for the depth and, therefore, efficiency of organisational learning. We look for an answer to the question of how much influence is exerted by factors in the internal school setting on the systematic way of organisational learning. For this analysis, we use data of a representative survey conducted in two Regions of the Czech Republic.
4
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Working with data: both an opportunity and challenge for school leaders

71%
Lazarová B., Pol M., Poláchová Vašťatková J., Trojan V., Bouda T.
The New Educational Review
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2015
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vol. 40
81-93
EN
The article analyses the concept of data, presents various purposes of working with data in schools and deals with the readiness of people at school to work with data. In the final part the article summarizes selected results of a pilot survey carried out in Czech schools and abroad, focused on finding out how and with what data schools work, which attitudes school leaders adopt towards this activity, how those respondents evaluate their own readiness for work with data and which needs they express in this respect.
5
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School as a Professional LEARNING Community: A Comparison of the Primary and Lower Secondary Levels of Czech Basic Schools

71%
Novotný P., Pol M., Hloušková L., Lazarová B., Sedláček M.
The New Educational Review
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2014
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vol. 35
163-174
EN
This article deals with two subjects which form an inevitable part of the discussion on Czech basic schools. First, there is school development from the inside, individual and group learning and organizational development in schools. Second, there is the double task of Czech basic schools to provide pupils with primary and, subsequently, lower secondary education. The aim of the analysis is to compare evidence given by teachers at the primary and lower secondary levels of basic schools about processes which create the dimensions of a professional learning community. Analysis of the data obtained from this research, which was carried out in Czech basic schools, leads to the conclusion that despite a relatively large conformity in the adult actors’ perception of systematicity in handling the subjects of learning, this perception cannot be considered homogeneous.
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