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Pedagogické znalosti jako součást profesní výbavy učitele

100%
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.
2
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Od reformy kurikula k produktivní kultuře vyučování a učení

100%
Janík 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 5
634-663
EN
The paper presents an analytical study that is concluded with an intended agenda setting. The “issue” of Czech curricular reform is defined on the theoretical level and analysed on the empirical level; moreover, its relationship to the culture of teaching and learning is described. At first, the current Czech curricular reform is viewed from the perspective of a broader context of educational transformation; its focus and character are discussed. The timing of the reform is addressed, using the equalizer of governance, i.e. an analysis of broader mechanisms of functioning of and operating the educational system. Central to the paper is the author’s claim that the reform can hardly improve the quality of teaching and learning as its implementation resulted in unmanageable formalism. The author asserts that the quality can only be improved through sustained support of the productive culture of teaching and learning. To realise a change is thus to work on the new – productive – culture of teaching and learning. The study ends with an overview of arguments that confirm the need for an agenda setting that would aim at developing the curricular reform into a systematic approach to supporting schools and teachers’ professional development which would take into account the idea of productive culture of teaching and learning.
3
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Stav a výhledy českého pedagogického výzkumu

100%
Janík T.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2010
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vol. 20
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issue 2
5-22
EN
The aim of the review study is to evaluate the current state of Czech educational research and to offer possibilities of its further development. The paper has three parts. In the first part, the author presents the context of the topic: the current changes in the financing of research and development in the Czech Republic; the avoiding of the term (social) science is discussed along with the issue of institutional financing of research and the various presently up-to-date methodologies of quality assessment in research. In the second part, the author analyses the current state of Czech educational research – previous analyses of J. Průcha, J. Mareš and E. Walterová and those carried out by the Educational Research Centre are briefly summarised. In the third part, possibilities of further development of Czech educational research are offered. Developing a knowledge base of educational sciences is used as an example. First the nature and subject of knowledge that is produced by research is analysed, then the difference between pedagogical research and research in education is discussed. Towards the end, relevant approaches are discussed along with research areas and types of knowledge acquired by research.
4
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Cílová orientace ve výuce fyziky: exkurz do subjektivních teorií učitelů

100%
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 1
12-33
EN
The study presents selected results of a research on subjective theories of physics teachers at lower secondary schools. Against the background of current transformation of the Czech school curriculum the author focuses on the category of „teaching goals“. In an effort to find out what goals should be pursued in physics instruction according to teachers and how these goals are achieved through teaching, a research was conducted on subjective theories of teachers. The research, which follows the video analysis of physics carried out by the Educational Research Centre, Faculty of Eduation, Masaryk University (Janík a Miková, 2006), involved eleven teachers with whom semi-structured interviews were held. The teachers’ statements were then coded using a categorial system covering various aspects of their subjective theories (teaching goals, conceptions of subject matter, teaching and learning, pupils’ preconceptions, role of experiments). In this paper we present only the results related to the issue of teaching goals. We offer answers to these two questions: 1) What goals should be pursued in physics instruction according to teachers? 2) How do teachers achieve these goals through physics instruction? The results suggest that teachers consider the most important goal in physics instruction improving pupils’ awareness of the significance of physics for understanding everyday problems and basic physical concepts and principles. Concerning achieving teaching goals we mostly identified explicit work with goals whereas the category of „goals“ is in most cases matched with the category of „content“. Teachers scarcely referred to achieving the goals that would enhance reflection and awareness of a learning situation of pupils.
5
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Obory ve škole a jejich enkulturační funkce

63%
Janík T., Slavík J.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2009
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issue 2
5-21
EN
One of the key functions of the school is the enculturative function. The school presents one of the systematic organizations in which the members of the society meet cultural contents. These cultural contents take the form of subject matter which is systematised through curricular documents into educational fields, areas, subjects, etc. The overview study concentrates on the relationship between (scientific) fields and school subjects. The authors discuss selected curricular issues, namely the problem of (non)correspondence between intended, realised and achieved curriculum. They also consider possible causes of the success/failure of Czech pupils in the international comparative surveys TIMSS and PISA. Towards the end of the paper, the necessity is argued to perceive educational research as the “critical friend” of the current curricular reform.
6
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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.
7
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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.
8
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The language of communication in English classrooms in the Czech Republic: Mixing languages

51%
Najvar P., Janík T., Šebestová S.
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
823-843
EN
The paper deals with classroom communication. More specifically, it focuses on issues connected with the usage of English as the target language and Czech as the mother tongue in lessons of English as a foreign language in primary and lowersecondary schools in the Czech Republic. 89 English lessons were analysed and the proportion between English and Czech used in the sample lessons was established in order to show how the two languages are mixed in the lessons. The analysis of the number of words uttered in the lessons showed that teachers used Czech more than English but students said more English words than Czech words. When operationalized in terms of time, the use of language was equally balanced between the target language and the mother tongue. Another perspective described in the paper is one of opportunities that the teacher creates for the students to practice diff erent language skills. Great diff erences in using the mother tongue and the target language were found between individual teachers, which is in line with the findings of a number of similar research studies. Towards the end of the paper, five typical situations of mixing languages are briefly presented.
9
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Učební úlohy ve výuce fyziky na 2. stupni základní školy: vybrané výsledky CPV videostudie fyziky

51%
Vaculová I., Trna J., Janík T.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2008
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vol. 18
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issue 4
34-55
EN
Learning tasks are sets of specific requirements on the pupil’s learning. Didactically, the key question is what potential learning tasks carry for the process of pupils’ learning. This paper brings the results of a systematic analysis of the video recordings of 27 lower-secondary lessons of physics. Answers to the following questions are sought: How many learning tasks take place in a lesson? How long are they? How long do different phases of a learning task take (instruction, solving, check)? Who is the solver of the learning tasks? What approach do the learning tasks require? The findings show that solving learning tasks takes up 63 per cent of the lesson time; there are 6 learning tasks in an average lesson. Typically, the teacher solves the task in interaction with the pupils. Most of the learning tasks require verbal solution; experimental learning tasks are rare.
10
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Příležitosti k rozvíjení řečových dovedností ve výuce anglického jazyka: samostatně anebo v integraci

51%
Šebestová S., Najvar P., Janík T.
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
322-348
EN
Contemporary approach to foreign language education is based on the communicative approach and the communicative competence as its goal. The question is, to what extent the goals are reflected in foreign language classes. The aim of the presented empirical study was to explore the quantity of opportunities which pupils have to develop language skills (listening, speaking, reading, writing) in Czech lower-secondary English classes. The research employs a video-based methodology. A research instrument – a system of categories based on the concept of language skills was developed. The research findings showed that pupils had more opportunities to use receptive skills (reading, listening) than productive skills (speaking, writing). Receptive skills were more often than productive skills used in separation. All language skills were often used in integration but there were not many opportunities for pupils to engage in more complex activities integrating three or four language skills.
11
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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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