doi.mendelu.cz: 13th International Conference of Lifelong Learning (ICOLLE 2021)

ISBN online: 978-80-7509-832-0 | DOI: 10.11118/978-80-7509-832-0

13th International Conference of Lifelong Learning (ICOLLE 2021)

Development of competencies relevant to life and practice in the 21st century

8.–8. 9. 2021 Brno

Petr Adamec (Ed.)., Michal Šimáně (Ed.).

online: 2022, publisher: Mendelova univerzita v Brně

Conference papers

PROFESSIONAL DEVELOPMENT OF PUBLIC UNIVERSITY STAFF – COMPETENCES, PREFERENCES, MOTIVATION AND BARRIERS

Petr Adamec

DOI: 10.11118/978-80-7509-832-0-0007

Continuous education, development and learning of staff should be considered in every institution and organization as a natural (often reciprocal) investment that will bring competitive advantages in the future. Institutional support for staff learning in the human resources development model, ideally in the modification of management by competencies, is also a necessary prerequisite for the functioning of organizations in the field of higher education. From a general point of view, it is important to pay attention to the professional, expert and personal development of all human resources within the entire university. Not only academic, scientific-research, but also technical and economic professions and activities are important for the functioning of the university, and therefore it is appropriate to adequately support all job positions. Among other things, it is appropriate to implement these issues in the development plans and activities of employees, or to value them within the framework of human resources management. The aim of the paper is to present partial results of a survey focused on the analysis of educational needs among employees of a selected public university in the Czech Republic.

JOB SATISFACTION OF TEACHERS WORKING AT SLOVAK ETHNIC SCHOOLS IN HUNGARY

Mária Ďurkovská, Michal Kentoš

DOI: 10.11118/978-80-7509-832-0-0017

Job (dis)satisfaction is an important part of overall satisfaction with life. It is particularly important in the teaching profession, as the lack of teachers‘ job satisfaction is often associated with work‑related stress and burnout. Good social relationships can improve the level of job satisfaction of teachers. The aim of this paper is: 1.) to find out whether there is a link between job satisfaction and the quality of social relationships; 2.) to find out if there is any correlation between job satisfaction and gender, age categories and school types of the teachers. Methods: In this paper, the authors analyse data from a questionnaire survey conducted in 2019, using a sample of 139 teachers of Slovak ethnic schools in Hungary. Statistical analyses: Relations between job satisfaction, gender, age (work experience) and type of school are verified by non-parametric tests. Correlation analysis was used to determine the correlation of social experience and job satisfaction. Results: We found a strong correlation between job satisfaction items and the items of relationships of teachers and their students, colleagues and management. Furthermore, the analysis results show that the teachers’ gender was not significant in terms of job satisfaction. Considering the type of school and the age, statistically significant differences weren´t found between the groups. Within the groups themselves, the highest job satisfaction appeared in case of teachers of bilingual schools and 36 – 50 year old teachers.

VYUŽITÍ MODERNÍCH VÝUKOVÝCH METOD PŘI VÝUCE EKONOMICKÝCH PŘEDMĚTŮ

Hana Filipczyková

DOI: 10.11118/978-80-7509-832-0-0025

The school as an educational institution is characterized by a tendency to preserve its organizational forms, mediated curriculum, proven ways of working. In contrast, teaching methods are inherently closely linked to teachers‘ personalities, reflecting their views, attitudes and experiences more and can adapt more easily to current needs. The effectiveness of teaching thus depends not only on the correct setting of goals and content, but also on the ways to achieve these goals, ie on the choice of a suitable teaching method, organizational form and adequate technology of education available to the teacher. Currently, there is an increasing emphasis on multimedia and interactive teaching methods that require teachers to be prepared to understand the didactic aspects of working with modern technologies. The aim of the paper is to analyse the use of modern teaching methods, especially multimedia and interactive teaching methods among teachers at business academies and similar types of secondary schools with an economic focus and based on it to formulate recommendations for teaching economics at these schools.

CHARACTER MATTERS ČILI NA CHARAKTERU V PEDAGOGICE ZÁLEŽÍ

Jan Hábl

DOI: 10.11118/978-80-7509-832-0-0034

Teaching a child to read, write or count represents a certain didactic art on the part of the teacher. Current pedagogy is quite advanced in this respect. She has made tremendous progress over the last few hundred years. There are countless excellent methodological strategies for imparting a wealth of information, facts and skills to a child. But what makes pedagogy a problem is learning the good, educating the character. The amount of knowledge since the science and technology revolution has grown exponentially, educational curricula overloaded, the amount of data and information is so overwhelming that there is no time to address their moral aspects. Theoretically, we know that education or school in general should not be just about passing on knowledge, in each handbook such as Introduction to Pedagogy, Fundamentals of Pedagogy, etc., we read that in addition to the so‑called cognitive goals, we must also pursue affective goals. We must shape the moral component of character. We have to teach good. But can we do it? Is it possible at all? Is there a method for this?

INTERNATIONALIZING “METHODOLOGY OF SCIENCE”

Juraj Halas

DOI: 10.11118/978-80-7509-832-0-0042

The objective of this paper is twofold. On the one hand, it reports on a set of teaching innovations proposed for an undergraduate course in the “Methodology of Science” aimed at students in an international Central European Studies program. These are motivated by the perceived need to increase student participation and to address the needs of a diverse audience, chiefly by introducing peer learning and redesigning the course with an emphasis on student-centeredness. On theother hand, the paper outlines an empirical research project intended to study the impact of these innovations as they are implemented in the forthcoming academic year (2021/22) by drawing on a range of different data sources. The first two sections discuss the main considerations involved in reimagining the course. Section 3 describes the project’s hypotheses and the methodology of data collection and analysis. Finally, in Section 4, I discuss the difficulties that may arise while implementing the innovations and studying their outcomes.

COMPETENCE DEVELOPMENT OF PRODUCT DESIGNERS IN THE CONTEXT OF LABOUR MARKET NEEDS

Tomáš Chochole

DOI: 10.11118/978-80-7509-832-0-0050

The needs and demands of the global labour market affect many professions and have long shaped the field of product design. This premise became the basis for a research study that aimed to map the core competency set of product designers - students and professionals - that the profession requires beyond professional knowledge and skills. These are the soft skills that designers necessarily use in the context of interdisciplinary teamwork. In our research, we worked with students from three universities in the Czech Republic and China, while exploring the needs of professional designers. The research was based on a case study using innovative research methods combined with quantitative and qualitative data processing. The results of this field research were compared with professional studies that have mapped product design labour market needs over the past five years. The research findings were quite surprising, as the preferred soft skills of the respondents are also in demand in the global labour market according to international studies. This implies that product designers need them for a successful career. The survey identified the most important competencies, such as teamwork, problem solving, effective communication, time management and others. Thus, the results of this comparative investigation provide a great opportunity for curriculum development in both higher and secondary education settings with a focus on design, with emphasis also on developing the competency set needed for interdisciplinary teamwork.

EDUKACE PACIENTŮ S DIABETEM V AMBULANCI PRAKTICKÉHO LÉKAŘE

Petr Kachlík

DOI: 10.11118/978-80-7509-832-0-0058

Diabetes mellitus is a serious chronic metabolic disease, which is associated with a number of risk factors, especially genetic predisposition, immune system disorders, improper diet, low physical activity, high stress. Almost every tenth person suffers from diabetes in the Czech Republic. Late complications of untreated or decompensated diabetes include severe damage to a number of organs and tissues due to failure of their vascular and nervous supplies. Therefore, early detection of the disease, dispensarization and education of the patient, implementation of appropriate treatment, supportive and preventive measures are key. These measures help to stabilize the patiens’ good quality of life and save material and human resources usable elsewhere. Education is an important component of the nursing process, it also finds its place in the general practitioner’s office. Appropriate individual action on the patient maintains and strengthens his motivation for treatment, willingness to follow the doctor’s advice and the rules of a healthy lifestyle. It helps to understand the nature of the disease, examinations, treatment and prevention procedures, promotes a higher level of trust, feedback and openness in the health – patient relationship. The aim was the preparation of educational lessons, implementation and verification of the diabetic patients’ structured regular education in the general practitioner’s office. Three working hypotheses were established concerning the existence and significance of differences in body weight, fasting blood glucose and glycated hemoglobin between the group of patients with type 2 diabetes affected by education and patients non-educated. The survey took place in a general practitioner’s office within one year, using mixed research. Its quantitative component concerned the recording and processing of numerical values (body weight, fasting blood glucose and glycated hemoglobin), the qualitative component was represented by semi-structured interviews with patients (educational lessons, lifestyle assessment, feedback) and participatory observation. The research sample was obtained by deliberate...

ŠPECIFIKÁ A FORMY VZDELÁVANIA DOSPELÝCH V DIPLOMATICKEJ SLUŽBE V SLOVENSKÝCH PODMIENKACH

František Kašický

DOI: 10.11118/978-80-7509-832-0-0074

In adult education, the training of staff working in the foreign diplomatic service is a specific area with its own peculiarities. In the field of diplomacy, there is a tendency to continue in proven forms of education and to seek, identify and implement new methods in accordance with the latest trends in this field. In the conditions of the Slovak Republic, it is implemented within the framework of continuous education in various forms in the conditions of the Ministry of Foreign Affairs and European Affairs, as well as in educational institutions outside the field of diplomacy in several areas. The paper defines the structure of this type of education at present and identifies other innovative projects and experiences from their implementation.

TYPOLOGIE UČITELŮ INFORMATICKÝCH PŘEDMĚTŮ ZÁKLADNÍCH ŠKOL DLE JEJICH PREFERENCÍ ZPŮSOBŮ ROZVOJE INFORMATICKÉHO MYŠLENÍ

Milan Klement

DOI: 10.11118/978-80-7509-832-0-0080

The need to innovate the content of education in the teaching of computer science, or computer science subjects, in the conditions of Czech primary and secondary schools, is a relatively widely discussed topic today. However, as the computer science subjects` curriculum in the Czech Republic still shows resistance to significant changes, the Strategy for Digital Education until 2020, published by the Czech Ministry of Education, Youth and Sports in 2014, has recently been systematically enforced. It proposes a set of possible interventions to support the implementation of digital education into initial education, which proves to be increasingly necessary. However, the question remains as to what teaching content is preferred by the teachers of computer science subjects at primary schools, and which specific teaching topics are emphasized by them. We shall try to answer this question in the present paper, which demonstrates some partial results of a research survey focused on the issue of the preference of IT subjects` educational content taught at Czech schools, and was targeted at teachers of computer science subjects at upper primary school (6th to 9th grade).

VÝUKA FINANČNÍ GRAMOTNOSTI NA ZÁKLADNÍCH ŠKOLÁCH POHLEDEM UČITELŮ

Andrea Kyánková, Peter Marinič

DOI: 10.11118/978-80-7509-832-0-0088

For several years now, financial literacy has been considered part of the competencies that are developed through financial education, implemented in framework educational programmes at all levels of the education system. Financial literacy contributes to the economic development of society and enables the prevention of potential individual economic problems. In addition, its anchoring is amplified by the formulation in relatively separate strategic documents. This can be understood as a broadly open opportunity to implement financial education in individual schools according to their possibilities, but at the same time it opens space for discussion of the fulfilment of goals in achieving financial literacy standards by pupils. Controversy can be noted between experts, individual schools, and teachers themselves. As part of the analysis of the situation in the field of financial education at primary schools, we conducted a survey at 28 primary schools in Brno, supplemented by 11 semi‑structured interviews at 8 schools. The survey focused on the approach of schools and teachers themselves to the inclusion of financial literacy in teaching. This survey confirms that teachers’ views and approaches vary from school to school. There is no consensus on whether financial literacy should be taught as a separate subject or as part of several subjects, whether financial education is given appropriate time, or the results of pupils achieved are sufficient. Thus, it can be stated that in financial education as a part of formal education in primary schools, the principals and teachers at individual primary schools play a really important role, and that they are responsible for including financial literacy in school curricula and for concrete implementation of financial education in practice.

ČINITELÉ OVLIVŇUJÍCÍ BIOFILNÍ ORIENTACI UČITELE A JEHO PŘÍSTUP K (ENVIRONMENTÁLNÍ) VÝCHOVĚ

Jana Létalová

DOI: 10.11118/978-80-7509-832-0-0097

The empirical study aims to cover the key factors which influenced the teacher´s biophile / pro‑environmental orientation, and his approach to the education, and subsequently provide his life picture for which the term bioprofile is used. In order to fulfill the goal of the study a qualitative approach was chosen. The group of respondents consisted of four teachers whose profiles corresponded with the set beforehand criteria. For data collecting and their analysis and interpretation the method of life history in combination with the narrative, phenomenological and hermeneutical approaches was used. The final bioprofile, which is mainly the result of the respondents´spontaneous narration, interlinks three related areas. These were detected within the process of the obtained data analysis and comparison. The submitted study offers a more complex view of pro-environmentally oriented teacher. Exploring the life history of each respondent, enabled us not only to identify the essential factors which influenced the teacher´s biophile orientation, but also to understand his personality and the way of his pedagogical thinking more deeper.

KVALITA VÝUKY A PŘÍNOS VYBRANÝCH VŠEOBECNĚ VZDĚLÁVACÍCH PŘEDMĚTŮ NA TECHNICKÉ UNIVERZITĚ

Jaroslav Lindr

DOI: 10.11118/978-80-7509-832-0-0105

Teachers and experts call for the general development of students and for necessary acquisition of all the key competencies of graduate. For research purposes in order to determine the benefits of teaching for students, the social science subject Presentation Skills and the subject Mathematics at technical university thought in 2018–2020 were selected. The purpose of these subjects lies in fulfilling theideal of comprehensive development of students as it is declared in the graduate profile. In order to find the 8–12 most important criteria for the quality of teaching, the results of two statistical methods are presented: the principle component analysis and the forward step method. Criteria such as the need for personal development, intellectual stimulation, the influence of the teacher’s personality and the overall impression of teaching, all play a crucial role in the contribution. In order for the subject to have the required level, it is necessary to evaluate whether it meets the criteria of quality teaching. Furthermore, in the social science subject, students also expect meaningfulness, inspiration and usefulness of the subject. If students do not receive these values, they do not enjoy learning, they do not perceive it as a pleasant, and they feel that it is not needed. The students appreciate the fact that they can express their opinion. For a science subject, a more positive appreciation of the importance of mathematics for technical studies can be expected. However, it turns out that students would appreciate more if the teaching of mathematics was inspiring, interesting, needed for future work and could help students. Negative correlations are exacerbated by the fact that students do not enjoy leaching, they are not pleased with it, do not like mathematical related subjects, it is a burden to them and have to study a lot. However, in general terms the students perceive the teaching to be of overall good quality.

ROZVOJ MANAŽERSKÝCH KOMPETENCÍ RELEVANTNÍCH PRO SOUČASNÝ I BUDOUCÍ TRH PRÁCE NA FAST VUT V BRNĚ

Dana Linkeschová

DOI: 10.11118/978-80-7509-832-0-0116

Competences are abilities and sets of certain prerequisites, thanks to which the manager is able to fulfil his/her demanding and responsible task. They are expressed not only in knowledge, skills and experience, but also in values, motives, attitudes, needs and characteristics. It cannot be said that there is only one ideal type of manager. We are different from each other in our individual aspects, and it is good to know our strengths and weaknesses well. If we lack one characteristic, we usually cannot replace it with another value. However, we can use the power of teamwork, which enhances our strengths by giving them space and eliminating our shortcomings by balancing the strengths of other collaborating members of the team. This paper deals with the latest research on the requirements for managers in a construction company, as an important guide for the preparation of future construction managers at Institute of Structural Economics and Management FCE BUT in Brno Czech Republic.

ROZVOJ KOMPETENCÍ PRO TRH PRÁCE U ABSOLVENTŮ VYSOKÝCH ŠKOL

Martina Miškelová

DOI: 10.11118/978-80-7509-832-0-0122

The competitiveness and employability of university graduates in the labour market is one of the key indicators of the quality of higher education. Graduate employment is among the significant factors in university evaluation and providing feedback on its activities. Promoting the relevance of studies and cooperation with practice, where emphasis is put on developing competences that empower graduatesʼ position and applicability in the labour market, is one of Mendel University in Brnoʼs (MENDELU) priority objectives. The aim of the conference contribution is to present the specific activities by which MENDELU fulfils the above stated objectives, using the example of the ongoing project, and to familiarise the audience with the outcomes of the pilot questionnaire survey, which looks at identifying the competences required by the employers when a graduate enters the labour market. Since 2017, MENDELU has been implementing a strategic project under the OP Research, Development and Education called Competitive Graduate of Mendel University in Brno (Reg. No CZ.02.2.69/0.0/0.0/ 16_015/0002365), the main aim of which is to carry out activities that promote graduates’ readiness to enter the labour market and thus promote their employability and competitiveness. In particular, the Key Project Activity No. four aims to connect the university environment with the world of work through its component activities and to establish, support and deepen active collaboration with potential employers. Dialogue between the university environment and the reality of the world of work is essential to promote the relevance of studies and to support graduates’ readiness to successfully launch their professional careers.

VÝZNAM PROFESIJNÝCH ŠTANDARDOV PEDAGOGICKÝCH ZAMESTNANCOV PRE PEDAGOGICKÚ PRAX

Mária Onušková, Jana Verešová

DOI: 10.11118/978-80-7509-832-0-0134

The changing needs of our society have led and lead to the need to change the needs of teaching staff and schools. Within the school system, each pedagogical employee participates in the reforms of education, but also in the educational process as a full-fledged pedagogical employee. The quality of each school institution is closely related to the professional development of pedagogical staff and their progress through lifelong learning. In the article we focus on the professional development of pedagogical staff and the analysis of research into the use of professional standards in pedagogical practice. In the study, we focus on the definition of terms such as professional standard, competence profile or career growth of pedagogical staff based on the use of professional standard.

ZKOUMÁNÍ PROBLEMATIKY VÝUKOVÝCH MATERIÁLŮ A UČEBNIC V ODBORNÉM TECHNICKÉM VZDĚLÁVÁNÍ

Pavel Pecina

DOI: 10.11118/978-80-7509-832-0-0145

The article is focused on the hitherto insufficiently researched issue of teaching materials and textbooks in vocational technical education at secondary schools in the Czech Republic. The first part is devoted to important theoretical background of the problem. In the next part, attention is paid to the research of teaching materials and textbooks in vocational technical education at secondary schools in the Czech Republic.

MODERNÉ SPÔSOBY ENVIRONMENTÁLNEHO VZDELÁVANIA POMOCOU SOCIÁLNYCH SIETÍ

Jana Rybanská, Miroslav Poláček

DOI: 10.11118/978-80-7509-832-0-0153

Food waste and food loss is a global and society-wide problem that is one of the main issues of the sustainable development. Preventing food waste is one of the current priorities of the European Commission and its activities. Education for sustainable development is currently an equally important issue in the educational process, given the changing social and environmental conditions. The main aim of the presented paper is to analyse the impact of a short environmental campaign, focused on the issue of food waste, on the social network TikTok. In this paper, we determine the suitability of the content of a short environmental campaign for the young generation and also the success of this campaign. Following the set objectives, the following methods are used in the paper: Theoretical and situational analysis of the social network TikTok, content analysis of a short environmental campaign video aimed at preventing food waste and analysis of indicators of the success of the social network campaign. The short video with the environmental content has a positive emotional valency and it uses humour that is close to the young generation. From the performance indicators, we monitor the number of video views, the number of likes, the number of comments (responses), the number of shares and the total reach of the video. Based on the ratio of the number of followers on the YUWAC profile where the video was published and the number of views, likes, comments and shares of the campaign, we can say that this is a suitable and successful way to reach young audience of generations Z and Alfa.

VYTVÁRANIE DIDAKTICKÝCH REFLEKTÍVNYCH KOMUNÍT AKO SÚČASŤ ZLEPŠOVANIA PEDAGOGICKÝCH ZRUČNOSTÍ. IDENTIFIKOVANIE PROBLÉMOV PRAXE

Anna Sádovská, Martin Brestovanský

DOI: 10.11118/978-80-7509-832-0-0162

Professional learning communities are created by teachers who are interested in improving of their effectivity as professionals considering learning success of pupils. We discuss the practice of implementing specific model of the learning communities – instructional rounds in Slovak schools. In our paper, we are focused on the first step of that process – identifying problem of practice (connected to the methodology of teaching), which is realized in facilitated and structured meetings. At meetings, a special structure called protocol for examining of professional practice is implemented. Data in qualitative research are gained from video records and are analysed with the aim to follow the third and fourth steps of protocol to describe structures of clarifying and probing questions. Ten video records (January–June 2021) were created during the first sessions of instructional rounds. We are interested in the quality of questions and statements (non-judgemental and descriptive language, questions for clarifying and probing). As the model of structured protocol was new for all participants, our findings help us to identify strengths and weaknesses of protocol and complete its contain to make it more detailed for professional needs.

ROZVOJ OSOBNOSTNÝCH A PEDAGOGICKÝCH KOMPETENCIÍ ZAČÍNAJÚCICH VYSOKOŠKOLSKÝCH UČITEĽOV

Ľuboslava Sejčová

DOI: 10.11118/978-80-7509-832-0-0172

The aim of the paper is to analyze and approach the issue of developing pedagogical competencies of beginning university teachers. The core of the work of a university teacher is primarily scientific research, pedagogical and publishing activities in the field. If a teacher is to be successful, he must know the content of his pedagogical activities and methods of work that will ensure its quality implementation. At universities, however, such pedagogical-psychological preparation for pedagogical activities is absent. The paper analyzes the issue of personality and pedagogical competencies of a university teacher, requirements for effective communication and personality traits of a university teacher. Emphasis is placed on the need to improve the pedagogical-psychological training of university teachers and the need to develop the skills and professional competencies of teacher educators, who should prepare teacher students in a creative, innovative and modern way. Otherwise, we cannot expect the finished graduates of teaching to be creative and innovative in their pedagogical activities at primary and secondary schools.

UČITELSTVÍ PRAKTICKÉHO VYUČOVÁNÍ – ROZVOJ KOMPETENCÍ PRO PROFESNÍ ŽIVOT

Čestmír Serafín

DOI: 10.11118/978-80-7509-832-0-0184

The current state of vocational school graduates is often associated with insufficient knowledge and skills in the Czech Republic, especially in areas requiring manual dexterity and creativity. According to employers, graduates lack knowledge of the field and knowledge of the real working environment. Teaching practical teaching and training should equip graduates with pedagogical competences so that their future pupils are prepared for professional practice in all necessary aspects. VET teachers should have the most effective transfer of practical knowledge and skills in the field. The preparation of teachers of practical education and training, both pedagogically and professionally, especially during the fourth industrial revolution, robotics and digitization, cannot be, as has been the case, only pedagogy, psychology, special education, but above all the development of technological competences. Today’s practical teaching of teachers is not enough to teach high school teachers and the skills they have learned in practice. Therefore, the preparation of this teacher must be more complex.

ASPEKTY ROZVOJE TECHNICKÉHO MYŠLENÍ V NÁVAZNOSTI NA ROZVOJ DIGITÁLNÍ GRAMOTNOSTI U BUDOUCÍCH UČITELŮ

Čestmír Serafín

DOI: 10.11118/978-80-7509-832-0-0190

The paper deals with analysing the possible development of the technical aspects of thinking and how they are influenced by, or supported by, or what patterns are evident in this area along with the development of digital literacy. Currently, the question of literacy has become quite a major social phenomenon that is developing along with the development of the company. Surely each one of us remembers the original meaning of the word literacy‑skill to read, write and count. These skills in the history of mankind didn’t exist and up to about 15th century was mainly the prerogative of the elite of the society. Today the situation is different in most of the world, and the literacy rate is actually an indicator of cultural maturity of the company. Thus, if we deal with the concept of digital literacy, the term that has become a phenomenon of our time technologically advanced society, here we see the link between the technical thinking, technical literacy (in this case, technological literacy) and digital literacy.

EDUKÁCIA K UDRŽATEĽNÉMU ROZVOJU AKO MODERNÁ KONCEPCIA A OBSAH PRÍPRAVY UČITEĽOV ODBORNÝCH VYUČOVACÍCH PREDMETOV

Tímea Šeben Zaťková

DOI: 10.11118/978-80-7509-832-0-0200

The aim of the study is to emphasize the importance of training future teachers in the direction of education to sustainable development (SD), which is currently the most current approach, direction and content of the educational process with regard to the global situation in human life, which is affected by globalization and its benefits. also by negative phenomena. This area is currently emphasized in education and training in general, but its implementation in the training of vocational teachers is all the more urgent, as it is this group of teachers that prepares professionals who will be significantly affected in practice by all aspects of sustainable development (environmental, economic, social). In the study is emphasized the need for education to SD also on the basis of an overview of selected results of final theses that arose in the training of teachers of professional subjects.

SELF-EFFICACY A JEJÍ POSTAVENÍ VE STRUKTUŘE PROFESNÍCH A OSOBNOSTNÍCH KOMPETENCÍ MODERNÍHO UČITELE

Markéta Švamberk Šauerová

DOI: 10.11118/978-80-7509-832-0-0212

The starting point of the paper are the reflections of Zygmunt Bauman, an expert on the so-called liquid modern world - characterized by a fast flow of information and constant events flow, in which certainty and lasting ties begin to lack. With the rapid flow of life, rapidly changing conditions, especially in the last months of the pandemic situation, which places very high demands on teachers to change existing pedagogical approaches and didactic methods, many teachers lose „confidence“, motivation and energy. Closely related to all this is the need to develop self-efficacy – the awareness of self-efficacy, the awareness that I can adapt to change. In connection with new social trends, it is appropriate to consider the position of self-efficacy in the competence structure of the modern teachers and pay attention to their development. In this context, the paper focuses mainly on the design of psychological techniques to support teachers‘ self-efficacy and their inclusion in the field of personal development of teachers both in higher education teacher training and in lifelong learning. Self-efficacy techniques also work to effectively prevent of the burnout. Methods of healthy reflection and self-reflection have a crucial place in the development of self-efficacy - eg the use of swot analysis, self-reflexive inventory, self-reflection of experiences, self-reflexive diary and methods of personal development based on coaching.

SEBEPODPORA ZAČÍNAJÍCÍCH UČITELŮ V RÁMCI PROJEKTU REFLEKTOVANÝCH PEDAGOGICKÝCH PRAXÍ

Sylvie Tichotová

DOI: 10.11118/978-80-7509-832-0-0221

This article is focused on the concept of self-strenghtening in young teachers, students of pedagogical majors, who took part in the project “Learning (teaching) together” (reflected pedagogical practice), which was focused on the innovation of pedagogical practice at the Faculty of Education at University of Hradec Králové. An extensive qualitative research was held during the course of the project focusing on the students involved. This article aims only at that part of the research which looked at the experience of the reflected practice itself as well as at the perceived effectiveness of the individual support offered in the process of self-strenghtening. The offered support included faculty teacher, didactician, mentor, and group reflected sessions. The research question sought to understand if and how exactly the offered support and the reflected practice as a whole supports the process of self-strenghtening. The research was conducted in the form of semi-structured interviews that were done with the students in three rounds throughout the duration of the project. The results of the research show four categories of perceived support from faculty teachers: demanding teacher, respectful and respected teacher, unambitious and non-reflecting teacher, and union of souls. It terms of the perceived support form mentors, two categories emerged: mentor as a guide, and mentor as a psychotherapist and a parent in one. The reflected seminars went through typical group development stages. In the beginning they nurtured the students´ need of safe experience sharing, towards the end the students´ needs shifted towards discussing specific topics related to educational situations done often in smaller groups. The didacticians´ role was spontaneously taken over by faculty teacher and/or mentors.

VZDELÁVANIE VYSOKOŠKOLSKÝCH UČITEĽOV NA UNIZA: SEBAPERCEPCIA UČITEĽOV A UŽITOČNOSŤ VZDELÁVANIA

Jana Trabalíková

DOI: 10.11118/978-80-7509-832-0-0237

In this paper we present the situation in the area of university teacher education in the field of Engineering Pedagogy at the University of Žilina in the context of lifelong learning. We present how we identified and responded flexibly to the educational needs of university teachers in relation to their teaching activities at the university. Our aim was to find out in what direction set this education in terms of content, scope and methods to develop teacher skills markedly. We were particularly interested in the teaching skills that would subsequently support the key competences of students in the best way. Analysis of educational needs of university teachers is based on data processed from questionnaires. The questionnaires were administered to university teachers always at the beginning of the course of engineering pedagogy in three academic years 2017/18, 2018/19 and 2019/20. A total number of university teachers who completed the questionnaire is 32. Based on the results of the questionnaires, we modified the content and methods of the course. From the analysis of the educational needs of university teachers we have found that it is most useful for teachers to learn about student motivation, innovative teaching strategies, creating a friendly social environment for students, effective management of student group work and self-reflection.

VÝUKOVÁ OPORA PRO PŘEDMĚT DATABÁZOVÉ SYSTÉMY ZPRACOVANÁ METODOU MICROLEARNING

Pavel Turčínek, Cyril Klimeš, Radim Farana

DOI: 10.11118/978-80-7509-832-0-0245

The paper presents the basic principles of creating learning texts created by the microlearning method, which is adapted to current electronic devices and personal communicators. Examples of different types of microtasks, of which hundreds of them are used for one course, are based on the created teaching text for the field of database systems. The created microlearning course was used in teaching at the research work and the paper presents the first achieved results and the results of both qualitative and quantitative research conducted among students of the subject. The quality and usability of the created teaching text have been proven, but it has proven that it is not yet appropriate to use teaching texts created by microlearning technology as the only teaching support for students.

MOŽNOSTI ZKVALITNĚNÍ PRAKTICKÉ PŘÍPRAVY VEDOUCÍCH PEDAGOGICKÝCH PRACOVNÍKŮ POMOCÍ REFLEKTIVNÍHO UČENÍ A S OHLEDEM NA FORMU JEJÍ REALIZACE

Eva Urbanová, Jana Marie Šafránková

DOI: 10.11118/978-80-7509-832-0-0255

In the preparation of future leading pedagogical staff, it is important to combine theoretical knowledge with practical experience. Thanks to the high autonomy in the field of school management, the principal of a Czech school must have competencies that cannot be acquired only by education at the theoretical level. It is necessary to prepare for the position of the school principal, among other things, by reflecting on the experience of existing principals in the authentic environment of the school, to search for a broader context and meaning. It is a controlled process of evaluating various situations and outputs, which uses feedback information. For this reason, theDepartment of Management in Practice has been implemented and improved at the Department of Andragogy and Education Management of the Faculty of Education at Charles University for several years, which ensures theconnection of theoretical knowledge and practical experience and thus helps managers on their way to professionalization. The practical training of students occurs at the so‑called departmental schools in the form of managerial internships, the aim of which is to transfer experience, discuss current topics in education, and share good practice. The aim of the paper is based on the analysis of the reflection of the practical preparation of students for the study program, School Management implemented in various forms (full-time, distance) in an authentic school environment, to define the possibilities of transferring the experience of department school principals to students for their preparation for school management. Research question: In what way is it possible to pass on the experience of school principals to students in managerial internships so that they can be effectively applied in an authentic school environment?

VZDĚLÁVÁNÍ PRO PRAXI V KONTEXTU TRANSFORMACE PSYCHIATRICKÉ PÉČE

Jiří Vander, Kateřina Kubalčíková

DOI: 10.11118/978-80-7509-832-0-0265

In the text we present the course “Help people with mental disorder from the view personal experience people with mental disorder” that we lecture at the Department of Social Policy and Social Work, FSS MU in Brno. First we present basic specification of the course, especially that people with the mental disorder, peer lectors, participate in the teaching of the course. These are people with schizophrenia or affective disorder (depression, mania) who are specially trained to teach. We mention the reasons why is the course important in the education of students of the Bachelor of Social Work Programme. The course is set in the context of the reform of psychiatric care in the Czech Republic. We reflect in detail the subjects of the course: 1. recovery; 2. self-management; 3. destigmatization and 4. peer programs. At the end of the text, a course opinion poll is presented where students express feedback on the course. We divide course instruction into three parts: 1. sharing the life story of people with mental illness; 2. the theoretical conceptualisation of individual themes; 3. procedures of self-knowledge and self-reflection that lead to strengthening of students’ personality strengths and enhance their personal well-being. In conclusion, we note that a similar teaching style is very enriching for students. This is not a classic transfer of knowledge, or discussion, but it is a personal level where peer lecturers share their pain, suffering and difficulties caused by mental disorder and ways of coping with it, which also helps students find role models for coping with difficult life situations in their lives.

PRECHOD DO DIŠTANČNEJ VÝUČBY NA SLOVENSKÝCH SOŠ

Tatiana Varadyová, Daniela Petríková, Mária Benková

DOI: 10.11118/978-80-7509-832-0-0273

The aim of this paper is to present the findings regarding the start of distance education of secondary vocational schools in the online space. Until March 2020, secondary school education in Slovakia was carried out in the face-to-face form. The closure of schools as a result of COVID-19 led to an immediate need to change the teaching process. Teachers had to adapt to the situation and were forced to quickly move to teaching through distance learning tools. The aim of questionnaire was compiled by a team of employees at the Department of Engineering Education at the Technical University of Košice. It contained 40 questions focused on the work of teachers in changed conditions. An electronic version of the questionnaire was created and distributed by e-mail to the management of individual secondary vocational schools in June 2020. The school management ensured further distribution of the questionnaire to teachers. The data were analyzed using primary descriptive statistics. The results of the questionnaire on a sample of teachers from secondary vocational schools in the Košice and Prešov regions in Slovakia are presented in the article. The subject of the survey was the experience of teachers regarding the changed situation with the goal of applying the findings to teaching for additional pedagogical study, used to provide training for future teachers. The survey covered teaching tools used in the teaching process and teaching methods from March to June 2020.We received 165 responses. The most used communication tools were e-mail and the Learning Management System EduPage. We found out that the original lesson type has been changed. There were also changes in the way students were taught. Asynchronous communication between teachers and students was the most common. The transition from face-to-face form to distance teaching has been a challenging process for secondary vocational school teachers. It was expected that teachers would have to deal with it individually, without central support from the school. However, this was not confirmed. It was confirmed that teachers did not have previous experience with online teaching and that their preparation time was...

DIGITÁLNÍ KOMPETENCE ŽÁKŮ V SOUVISLOSTI S COVID-19

Helena Zelníčková, David Vorel, Peter Marinič

DOI: 10.11118/978-80-7509-832-0-0281

Digital competences are gaining in importance both in connection with the changes outlined in the Strategy of Education Policy of the Czech Republic until 2030 (Strategy 2030+), but also in connection with the practical effects of restrictions introduced in connection with the ongoing pandemic COVID-19, which since 2020 process and educational content. Over time, we have several findings on the impact of these measures on the educational process (Pavlas et al., 2021; Boudová et al., 2021), which indicate that there are approximately 50,000 students in the Czech Republic who did not participate in distance learning. It would be very interesting to identify the effects of distance learning on the digital competences of pupils and teachers, even those who did not participate in distance learning. According to research conducted before the pandemic (Štípek, Rambousek & Vaňková, 2015), a fifth of primary school teachers did not have sufficient digital competence. Therefore, in order to be able to conduct such a survey, it is necessary to choose a suitable tool for measuring digital competencies. The approach to the models of digital competences themselves differs (Černý, 2020). Within the European Union, the European Commission prefers the Digital Competence Framework, which also has its own modification for use among primary and secondary school pupils (Guiter, Romeu & Baztán, 2019).