SONDA DO SVĚTA PEDAGOGICKÝCH A DIGITÁLNÍCH KOMPETENCÍ VYBRANÝCH ČESKÝCH VYSOKOŠKOLSKÝCH UČITELŮ BĚHEM PANDEMIE COVID-19

Jan Beseda, Ivana Shánilová

DOI: 10.11118/978-80-7509-922-8-0007

The COVID-19 pandemic has opened up new questions about the quality of education, its form and structure. Teaching has moved to an online environment and all educational activities have been structured in this environment. The paper focuses on the reflection of digital and pedagogical competences of teaching staff of selected Czech universities during the covid-19 pandemic. The article also focuses on pedagogical and digital competences of university teachers from the perspective of the competence model developed by the PROFFORMANCE project, which focuses on the assessment of pedagogical competences of university staff. The paper seeks answers to the following research questions: how students and teachers perceived the quality of teaching during the Covid-19 pandemic. How they perceived the usefulness of the tool on PROFFORMANCE? The article is based on the results of a combined research on pedagogical and digital competences conducted between 2020 and 2022 at selected Czech universities and beyond. It is a combination of quantitative questionnaire surveys and results of focus groups and interviews with teachers and students of non-medical health disciplines and Jan Amos Comenius University. The data are then supplemented with the results of the assessment of pedagogical competencies using the pedagogical performance evaluation tool of the PROFFORMANCE project, in the development of which one of the authors of the article participated.

MATERINSKÝ JAZYK A JEHO PRESTÍŽ V SYSTÉME HODNÔT SLOVENSKÝCH UČITEĽOV V MAĎARSKU

Mária Ďurkovská, Lucia Heldáková

DOI: 10.11118/978-80-7509-922-8-0016

One of the important aspects of the development of each minority is language issues. As one of the objective criteria for defining ethnicity, the mother language is one of the basic ethnointegrating elements on which each minority builds its identity. The mother tongue is considered to be a co-determining or determining feature of ethnicity. The mother language has specific functions for ethnic groups living in minority positions, as it is a universal means of maintaining their individuality. In this sense, it occupies an important position in the system of preferred values of the individual. The paper aims to verify the hypotheses about language preferences in the system of values of language teachers in Slovak schools in Hungary. The authors established the following hypotheses: H1: language teachers attributed higher average scores to the mother tongue in the value system; H2: language teachers who consider Slovak as their mother language has given a higher prestige to the Slovak language in the hierarchy of values; H3: language teachers who considered Slovak and Hungarian as their mother language, attributed identical prestige to both languages in the hierarchy of values. The paper analyzes data from a questionnaire survey on a sample of 139 teachers of national schools. The criteria for selecting the research sample were employment (current or past work as a teacher teaching Slovak or in Slovak) and the availability of the respondent regardless of the identification criteria (age, location, gender). We processed the obtained research results using descriptive statistics methods (in IBM SPSS, version 21). The results of the analyzes did not confirm any of our hypotheses. We found that language teachers in Slovak schools in Hungary did not assign a higher average score to their mother tongue than teachers of other approbations. The findings on hypotheses 2 and 3 showed us that all language teachers, regardless of their mother language, always attributed higher average scores to the Hungarian language.

AKČNÝ VÝSKUM A PROFESIJNÝ ROZVOJ UČITEĽA

Janka Ferencová, Valentína Šuťáková

DOI: 10.11118/978-80-7509-922-8-0024

NOVÝ SYSTÉM FINANCOVÁNÍ REGIONÁLNÍHO ŠKOLSTVÍ

Hana Filipczyková

DOI: 10.11118/978-80-7509-922-8-0032

Financing of regional education in the Czech Republic is a current and often discussed topic. Education in the Czech Republic has long struggled with a constant level of underfunding; the situation began to improve only in 2018, when there was a sharp increase in expenditures from the state budget on education. Schools and school facilities are an important sector of the public sector and are therefore largely publicly funded. The financing of pre-school, primary, secondary and higher vocational schools, which fall into regional education, is regulated by the Education Act; This is multi-source funding, which aims to ensure that schools run smoothly. The system that was used to fund regional education until 2019 was a system of so-called normative funding per pupil. This system required the Ministry of Education to carry out mandatory data collection, which was provided by schools through mandatory reporting. According to this information, the Ministry of Education subsequently allocated funds for individual regions. The regional authorities subsequently distributed these funds with the help of their school departments to the individual schools that fell under them. With the change in the financing of regional education from 1 January 2021, there was a fundamental change in the financing and allocation of funds for schools and school facilities. The new funding system is based on a completely different principle, with school facilities now receiving money according to the scope of teaching and the hours taught. The purpose of the contribution is to evaluate the practical effects of the newly introduced changes in regional financing after the reform, to determine the advantages and disadvantages of the new financing system in comparison with the financing system before the reform. To achieve the goal, a qualitative research strategy is chosen, the method of data collection is a structured interview with open-ended questions. Interviews are subjected to analysis, on the basis of which predetermined statements are confirmed or refuted.

POHLED STUDENTŮ NA ZPŮSOBY REALIZACE PEDAGOGICKÉ PRAXE PŘED KORONAVIROVOU EPIDEMIÍ A JEJÍM PRŮBĚHU

Marie Horáčková

DOI: 10.11118/978-80-7509-922-8-0042

The aim of the contribution is to present selected results of research, which is focused on the opinions of students of practical teaching and professional training on the course of their pedagogical practice, which was implemented in secondary schools in the years 2019–2022. This contribution presents selected results with a focus on the year 2021. Research took place in several stages. The first part dealt with the conditions valid before the start of the coronavirus epidemic in connection with the students’ opinions on this method of implementation. In the second year of research in 2020, the first wave of the coronavirus epidemic took place, and there were changes in the conditions for students to complete their teaching practice. The contribution is focused on the third year of the research, 2021, when the second and third waves of the coronavirus epidemic were taking place and schools were closed in spring 2022 for face-to-face teaching. Qualitative research was used in the individual stages of evaluating the results. In order to obtain the necessary data, semi-structured interviews wereconducted with students. The data obtained in this way were analyzed using open and thematic coding. The statements of students were supplemented with data obtained from diaries of pedagogical practice, the content of which was subjected to content analysis. On the basis of the qualitative analysis, categories were determined, which are described together with the selected results in the following contribution.

SPÔSOBILOSŤ ŠTUDENTOV UČITEĽSTVA PLÁNOVAŤ VYUČOVACIU HODINU V INTENCIÁCH ROZVOJA KRITICKÉHO MYSLENIA ŽIAKOV

Imrich Ištvan

DOI: 10.11118/978-80-7509-922-8-0050

The paper focuses on the issue of education of students of the 3rd year of teacher education programmes Bc. degree at PU in Prešov. The author used the method of content analysis of preparation for the lesson to determine the level and reserves in the pedagogical - didactic competences of students - future teachers. The additional method of the analysis was an interview with students. The author concludes that the examined students have reserves in the competence to correctly formulate teaching goals, to find the educational meaning of the curriculum, to formulate objectives and to choose teaching methods aimed at the development of students’ critical thinking.

POTENCIÁLNĚ RIZIKOVÉ CHOVÁNÍ TYPU NELÁTKOVÝCH ZÁVISLOSTÍ VE VZORKU ŽÁKŮ STŘEDNÍ ŠKOLY A JEHO MOŽNÁ PREVENCE

Petr Kachlík

DOI: 10.11118/978-80-7509-922-8-0059

Modern information and communication technologies (ICT) represent a natural part of family and professional life in developed countries, they significantly interfere with the educational process and leisure time. If their users are unable to set clear boundaries for handling them or are unable to comply with them, ICTs can contribute to the emergence and strengthening of addictive behavior with negative effects on the physical, mental and social aspects of health. There is no sharp line between the usual level of ICT management and their compulsive overuse, and addiction develops gradually. Children and adolescents are a particularly vulnerable group, as they encounter ICT from an early age and consider it a normal part of their lifestyle. Therefore, it is necessary to act on them in a timely and appropriate manner, educationally and preventively, especially in the family and at school. The main aim of the research was to find out how respondents relate to new ICTs, how they use them, and what degree of risk of possible dependence they pose for them. The study was further focused on the description and evaluation of behavioral addictions` primary prevention in the school environment. Three working hypotheses were established, which focused on the differences in the length of time spent on social networks, attempts to reduce it and the perception of risks associated with the overuse of ICT. A quantitative research design was chosen, and an on-line anonymous electronic questionnaire published on the web was used as the research tool. The questionnaire was compiled on the basis of professional sources, contained a total of 30 items divided into 3 parts (basic identifiers, use of mobile phone, internet and social networks, preventive action in schools). The method of snowball sampling was used to recruit the sample, potential respondents were contacted via social networks. 224 respondents completed the questionnaire, so the return was 62 %. The answers were evaluated by the methods of descriptive statistics, the situation in the whole group and in the classification according to gender and types of schools was presented. Working hypotheses were tested using...

FAKTORY A BARIÉRY ŠTÚDIA STEM U DIEVČAT

Michal Kentoš, Mária Ďurkovská

DOI: 10.11118/978-80-7509-922-8-0073

Despite the same objective performance in STEM, women are not adequately represented in the workforce in Slovakia. In Slovakia, women represent only 13.7% of IT positions. Due to age disproportions, approximately 20% of women under the age of 30 work in the IT sector, while only 9% of women under the age of 45 work in the IT sector. Velšic (2019) reports that out of 1000 women, only 29 will obtain a bachelor‘s degree in IT, only 4 of them will remain working in the IT sector. Stoet and Geary (2018) conclude that girls‘ talents are being lost during secondary and tertiary education, even though girls are performing as well as or better than boys in science literacy while showing interest in pursuing STEM fields. As a result, however, the percentage of college degrees earned by girls was significantly lower than that of boys. The purpose of this paper is to report the results of qualitative research on the barriers and facilitators that encourage or hinder women to pursue careers in STEM environments. The research was conducted with a sample of secondary vocational school teachers and focused on their experiences of female students‘ preferences for interests and achievement goals. At the same time, attention was paid to gender and role stereotypes related to STEM. Preliminary results of the research indicate social (male environment) and individual (promotion of competitiveness, individualism) barriers in relation to girls‘ intentions to study and work in STEM fields.

ÚROVEŇ MRAVNÝCH HODNÔT ŠTUDENTOV UČITEĽSTVA V SR

Ján Knapík

DOI: 10.11118/978-80-7509-922-8-0080

The study presents the results of research that compared the level of moral value orientations in students of teacher and non-teacher study programs. Moral values have the most general character of all values, which means that they affect all other values. It is important for future teachers not only to be highly qualified teachers, but also to be morally thinking and acting, which has a major impact on the integration of moral standards in their pupils and students. A standardized Questionnaire for determining value orientations, attitudes to values and performance motivation was used to collect research data. The research group consisted of 1 071 students from 8 universities from all over Slovakia, the research group is representative in terms of gender ratio. The analysis of statistical data shows that students of teacher study programs had a higher level of moral value orientations than students of non-teacher study programs. This fact indicates the impact of the study of teacher education programs on the level of moral value orientations.

INTEGRITA MORÁLNEHO A KRITICKÉHO MYSLENIA V PREGRADUÁLNEJ PRÍPRAVE V ODBORE UČITEĽSTVO

Martina Kosturková

DOI: 10.11118/978-80-7509-922-8-0090

Intellectual virtues are very important skills of a future teacher. They play an important role in cultivating a character and stimulating the critical thinking of the educator. They are reflected mainly in the constitutive function of the virtue of reason - phronesis as a practical wisdom that helps one to identify two incompatible goals, namely egocentricity and consideration. It is just intellectual rationality (trust in reason) that is required for us to develop a network of interconnected virtues – both intellectual and moral, in which critical and moral thinking is integrated. The aim of the study is to present the integrity between moral reasoning and critical thinking in teacher students – through intellectual virtues. We used the methodology of Paul (1992) to measure intellectual virtues. The tool consists of 35 strategies that quantifying the extent to which the respondent identifies with them. The first nine strategies form the affective area (intellectual virtues). The students’ task was to evaluate the level of development of individual strategies on a scale ranging from 1 (positive assessment) to 7 (negative evaluation). The available selection consisted of N = 241 students in their 2rd and 3rd year on bachelor’s teaching programmes at Prešov University in Prešov –Slovak Republic. The data were collected in the academic year 2020/2021 at the University of Prešov. The conclusions of the research lead to a necessary change in academic training concerning the development of intellectual virtues. Although the university is at the crossroads of the influence of family education and the education of primary and secondary schools, university students come into contact with some components (e.g. strategies for the development of intellectual virtues) for the first time, which is very late. Our effort is to support the supporting components of critical and moral thinking to such an extent that they become a part of the autonomous profile of the beginning teacher.

KOMPARACE FORMÁLNÍHO VZDĚLÁVÁNÍ ODSOUZENÝCH MEZI ČESKOU REPUBLIKOU A NORSKEM

Jaroslav Kříž

DOI: 10.11118/978-80-7509-922-8-0098

The presented research study deals with the comparison of the prison systems of the Czech Republic and Norway, which is considered, thanks to its results and innovative approaches to convicts, to be a successful country in the field of recidivism prevention. Norway has been implementing successful models of prison practice based on the effective resocialization and integration of convicts in the long term. The system of education of persons serving a prison sentence is different in both observed countries. The aim of the study is to identify differences in educational systems and professional staff’s approaches to convicts in the Czech Republic and Norway. In this comparison, a content analysis of primary and secondary sources dealing with the issue of formal education of persons serving a prison sentence was used. At the same time, the results of research studies focused on the effectiveness of education in the above countries will be compared. The result of the study is a summary of key differences in the education system and an evaluation of their impact on the process of resocialization and possible influence on the recidivism of convicts.

LADDER V ČESKÉM PROSTŘEDÍ

David Kryštof, Martina Miškelová, Leslie Blanchard, Beng Huat See, Kulwinder Maude, Christine Callender, ...

DOI: 10.11118/978-80-7509-922-8-0107

The teaching profession is one of the most prone to burnout syndrome. The causes can be seen not only in the unfulfilled expectations of beginning teachers, but also in the lack of clarity about the competencies that teachers should have. One of the tools to support pedagogues in preparation or pedagogues in general is LADDER in connection with the method of individual coaching. The paper establishes the theoretical framework of the burnout syndrome among educators and describes the LADDER tool, including pilot research carried out at the Mendel University in Brno using the action research method. As this is ongoing research, only basic preliminary results are provided.

PROCES MASIFIKÁCIE TERCIÁRNEHO VZDELÁVANIA NA SLOVENSKU A JEHO KONZEKVENCIE

Gabriela Lubelcová

DOI: 10.11118/978-80-7509-922-8-0112

The dynamic increase in the number of students at universities is a universal trend in the modernization processes of advanced societies. However, it has different parameters in individual countries. The contribution is devoted to the characteristics of this process in Slovakia, in the context of the historical development of the educational structure of young people and the institutional base of tertiary education. It discusses the ambivalent consequences of the dynamics of this process at the turn of the millennium, which concern both the setting of the qualification structure in relation to the needs of the labor market, as well as shifts in the value anchoring of education and the motivational background for choosing higher education among young people.

K NIEKTORÝM VÝSLEDKOM SKÚMANIA DRUHOŠANCOVÉHO VZDELÁVANIA NA SLOVENSKU

Eduard Lukáč

DOI: 10.11118/978-80-7509-922-8-0123

Since 2018, the Institute of Pedagogy, Andragogy and Psychology FHPV PU in Prešov has been working on the APVV project entitled Teaching in second-chance schools from the perspective of a teacher and an adult learner. The project reflects on the lack of empirical knowledge about the quality of teaching in second-chance education at primary and secondary schools in Slovakia and on the absence of training of teachers of second-chance education for adult education. Its goal is to identify key aspects of teaching adults without education and with basic education in second chance schools that are unknown in our conditions. In the contribution, we provide the results of a secondary analysis of action plans for the development of less developed districts of Slovakia, in which we focused on the attributed importance of second-chance education for adults without primary education and with primary education for the development of less developed districts of Slovakia. The paper also focuses on the presentation of the results of the investigation of the issue so far in the form of findings of basic information about the practical implementation of second‑chance education of the selected target group, which was made up of teachers working as part of second‑chance education in facilities for the execution of punishment and imprisonment.

VŠEOBECNÁ DIDAKTIKA V INFORMAČNÍM POLI POSTKOVIDOVÉHO VZDELÁVANIA – ZMĚNA PARADIGMA?

Mária Matulčíková

DOI: 10.11118/978-80-7509-922-8-0134

The theme of the contribution is analysis of textbooks of general didactics for teaching studies from the aspect of integration of knowledge of teaching practice in secondary schools and secondary schools from the covid and post-research period. It follows the analysis of the most used textbooks of general didactics in the conditions of the Czech Republic and Slovakia from the pre-period.

KOMENSKÉHO NÁZORY NA VYSOKÉ ŠKOLSTVO A ICH ODKAZ PRE SÚČASNOSŤ

Janka Medveďová

DOI: 10.11118/978-80-7509-922-8-0141

J. A. Comenius’ work is timeless and at all times expresses the esence of social needs of man, asufficiently stimulating environment, cultivation of personality and the achievement of life wisdom in the process of lifelong learning. It represents a project of solving social problems, creative work, civic engagement and finding a meaning of personal and social life. University, a period of university life, is part of a person›s lifelong cultivation in the process of learning. Comenius assumed that, thanks to a university degree, people should be able to make reasonable judgments, but they should also gain practical knowledge. In one of his central ideas, the omnes omnia onmino argued that everyone should study everything that is important and useful for human life in order to improve human development and bargaining power. The paper aims to point out Comenius› important ideas concerning higher education in his works Vševýchova and Velká didactika and their reference in educational strategies for the 21st century. In this paper we will work with the analysis of text documents of Comenius› works and changed with their interpretation and comparison with current trends in higher education pedagogy. We will evaluate the results in a descriptive way and point out the importance of travel by which Comenius completes higher education. Student mobility during university studies contributes significantly to the creation of a worldview and comprehensive knowledge of young people who take responsibility for their actions. The goal of Comenius› education is to achieve the wisdom of life, the purpose of which is to eliminate human disputes, seek mutual cooperation and tolerance. What is today›s Europe like? Can we defend democratic principles, solve serious problems such as extremism, fight for religious freedom, can we defend the values of European culture and education? Can we work effectively with a lot of information? We have a lot of knowledge, we know a lot, but are we really wise, wise in Comenius› conception?

„OMNINO“ ‑ A COMPREHENSIVE DEVELOPMENT IN EXTRACURRICULAR ACTIVITIES OF UNIVERSITY STUDENTS

Lívia Nemcová, Viktória Šoltésová

DOI: 10.11118/978-80-7509-922-8-0148

Developing the all‑round competences of university students by applying the principle of credit recognition for the implementation of relevant extracurricular activities (EA), case studies and recommendations for practice (e.g. in the Service Learning programme, in teacher‑oriented programmes and training in the preparation of future teachers, as well as in non‑formal education in parachurch organisations in the case of students of theology, etc.). The starting point is Directive No. 11/2021 on the recognition of ECTS credits for extra‑curricular activities at Matej Bel University (MBU) and its implementation in practice. The paper is an output of the funded project VEGA 1/0409/21 (National Agency of the Slovak Republic). The theoretical basis is the required learning outcomes of university students in selected fields of study and their expected competences. These outcomes are compared with learning outcomes in selected educational extra‑curricular activities implemented outside the university of which they are students. This is a set of case studies of selected educational programs that are not courses in higher education but have the potential to provide specifically beneficial learning outcomes for college students whose completion may also earn them credit for extra‑curricular activities. We conclude with recommendations for practice regarding the comparison of learning outcomes in parallel curricular and extra‑curricular activities that are expected to yield the development of transversal competencies for college students in selected fields of study.

AKTUÁLNE NEURODIDAKTICKÉ ASPEKTY EDUKÁCIE ŠTUDENTOV STREDNEJ ŠKOLY

Dáša Oravkinová

DOI: 10.11118/978-80-7509-922-8-0155

The empirical study aims to map the development of individual cognitive abilities by self-assessment, with an emphasis on visual and auditory perception and attention, memory, social competencies and professional growth. Based on continuous observations from direct pedagogical practice, we established the overall prevailing hypotheses (H) as follows: H1 increase in visual cognitive abilities, H2 decrease in auditory cognitive abilities, H3 stagnation in memory functions, H4 uncertainty in social competencies, H5 uncertainty in professional growth. The study involved high school students, in the age category from 15 to 17 years. The electronic questionnaire consists of 13 topics related to cognitive, social and professional competencies, from the perspective of the individual. A total of 248 students were interviewed, with 85 respondents taking advantage of the opportunity to participate. The hypotheses H1 to H4 have not been confirmed, the students did not perceive a change in personal visual and auditory abilities, but in the evaluation of H3 we note the declared significant decrease in memory abilities. The H5 hypothesis was confirmed, most notably among the respondents of grade II.

UČEBNÍ POMŮCKY V ODBORNÉM TECHNICKÉM VZDĚLÁVÁNÍ V KONTEXTU 4. PRŮMYSLOVÉ REVOLUCE

Pavel Pecina

DOI: 10.11118/978-80-7509-922-8-0164

The contribution is focused on the topic of teaching aids in vocational technical education. In the era of the fourth industrial revolution, the requirements for the technology of teaching vocational technical subjects in secondary schools in the field of teaching aids are changing rapidly. The contribution aims to describe the specifics of teaching aids in vocational technical education in the conditions of the fourth industrial revolution. Next, summarize the main research findings in the field of research on teaching aids in selected fields of vocational technical education at secondary schools in the Czech Republic. To process the results, methods of analysis of the latest available information sources were used for the problem being addressed, followed by a synthesis and critical evaluation of the author (synthesis of research). Next, a semi-structured interview focused on teaching aids in the field of teaching engineering and electrical technical subjects at secondary schools.

ROZVOJ DIGITÁLNYCH ZRUČNOSTÍ ŠTUDENTOV STREDNÝCH ŠKÔL

Ľudmila Rumanová

DOI: 10.11118/978-80-7509-922-8-0171

The importance of digital skills in personal as well as in working life is growing today and is gaining in importance and importance. As a priority, especially for the purpose of study, it thus represents a key topic in the development of digital skills of secondary school students. The paper deals with the current issue of the use of digital technologies and educational models in the teaching process. In this paper, we present the results of quantitative research and focus on the development of digital skills of all stakeholders. Respondents have been shown to consider digital technologies as an effective and effective way of learning.

KONCEPT ZÁŽITKOVÉHO UČENÍ JAKO MODERNÍ TREND SOUČASNÉ PEDAGOGIKY

Ludmila Rumanová, Helena Zelníčková, David Vorel

DOI: 10.11118/978-80-7509-922-8-0181

The contribution deals with experiential learning as a modern means of educating youth and adolescents. Experiential learning develops the personality of students as a whole and supports individual adaptation in non-standard situations. It also supports the entrepreneurial competence of pupils and supports the adaptability of the unit. It works with emotions and creates space for social learning of individuals. The experience creates unique imprints in the individual’s memory. Acquired knowledge is more firmly fixed in memory than knowledge that is obtained through theoretical study. Experiential learning thus opens the way to targeted development of cognitive and sensorimotor skills in students. As part of the contribution, a study is carried out that examines the level of sensorimotor skills in students and their preferences in the field of experiential learning.

POROVNÁNÍ POHLEDU ASISTENTŮ PEDAGOGA A ŠKOLNÍCH PORADENSKÝCH ZAŘÍZENÍ NA INDIVIDUALIZACI VÝUKY U ŽÁKŮ S DIAGNÓZOU PORUCHY POZORNOSTI A HYPERAKTIVITY (ADHD)

Petra Ryšková, Martin Pírko

DOI: 10.11118/978-80-7509-922-8-0187

The paper describes a qualitative research probe concerning the individualization of teaching from the perspective of teaching assistants in comparison with the recommendations of school counselling Pedagocentres for pupils with a diagnosis of attention deficit hyperactivity disorder (ADHD). The aim of the research was to describe the methods of individualization, and the possible correspondences and differences between the recommendations of school counselling centres and the actually applied methods of individualization from the perspective of teaching assistants (as they describe it in their class register notes). The research investigation, carried out using the thematic analysis method, shows that both teaching assistants and school counselling centres emphasise methods for maintaining pupils’ attention when working independently. In contrast, the recommendations of the school counselling centres often focused on increased time allocation, increased feedback and working with materials, but these areas were not much used from the point of view of the teaching assistants.

BEZPEČNOST PŘI PRACOVNÍCH ČINNOSTECH V POLYTECHNICKÉ PŘÍPRAVĚ ZÁKLADNÍ ŠKOLY

Čestmír Serafín

DOI: 10.11118/978-80-7509-922-8-0195

Polytechnic education has come more to the fore in the last decade. The paper deals with the safety and health protection of pupils in the educational process at primary school in the context of the implementation of technical or polytechnic education and thus work activities in school or shared workshops. The paper maps the area of application of health and safety principles in the primary school environment during pupils’ work activities, especially the issue of accidents in school workshops. The issue of accident risks related to the use of specific types of work tools is discussed with the results of a research survey among pupils in grades 6.–9.

KOMENSKÉHO PANSOFICKÁ MÍROTVORNÁ FILOZOFIE PRO VŠECHNY A JEJÍ VÝZNAM PRO MULTIKULTURNÍ VÝCHOVU

Jana Smílková, Jaroslav Balvín, Monika Farkašová

DOI: 10.11118/978-80-7509-922-8-0202

Comenius’ work represents a milestone in the history of European culture and education. Comenius developed his own educational system, the aim of which was to restore the broken character of man and society. The natural relationships of the world begin with humans. Pansophy is an organic unity in which all sciences are interconnected. It grows out of one basic science, which is philosophy - pansophical metaphysics, which contains the general foundations of the world and knowledge. Comenius pointed out the importance of these relationships, which are the laws of nature. The topic of the text of the article is human, as a part of society, nature, the world and the universe, who should always be aware of this belonging and behave responsibly. This is especially true at a time when war is erupting in nearby countries that is threatening peace around the world. It is at this time that the counseling social program, which is also the starting point for a professional approach in the education of children and adults, becomes current and urgently needed.

E-VÝUKOVÉ MATERIÁLY A POMOC S DOMÁCÍM UČENÍM Z POHLEDU ŽÁKŮ SŠ

Nikola Straková, Helena Zelníčková

DOI: 10.11118/978-80-7509-922-8-0224

The ban on the personal presence of pupils in schools in 2020 and 2021 forced teachers and pupils to distance learning. During this teaching, it was necessary, among other things, to modify previously used teaching materials and the content of education presented in them. There was a need to reduce the demands on the scope of educational content and to focus on essential, basic curriculum. A survey conducted at the Secondary School of Economics in May and June 2021 found that the most frequently used e-learning materials were 1) the Internet, 2) presentations, worksheets created by teachers and 3) photographed materials from various sources. In addition to the resources themselves, the survey also paid attention to the components that became interesting to the students most in the specific e-learning materials. They were most interested in abbreviated text, pictures and points of interest and simple, coherent text. Furthermore, it was found that only a third of the respondents made notes in a notebook during distance learning. If students do not make notes in a notebook, what have they learned from? How did the teachers help the students to learn? Answers were also sought for these questions. Teaching is currently taking place in schools again, but the results of this survey may be helpful. Teachers continue to create their own teaching materials, which are desirable to be interesting for students. Pupils continue to have to learn at home and teachers should strive to make learning as easy as possible. Moreover, we never know what further situation we will face in the future and we may be forced to teach at a distance again.

VYUČOVACIE METÓDY PODPORUJÚCE INKLUZÍVNE VZDELÁVANIE

Tímea Šeben Zaťková, Mariana Sirotová, Veronika Michvocíková, Kristína Prieložná

DOI: 10.11118/978-80-7509-922-8-0233

In this study, we address the topic of inclusive education and teaching methods that support inclusive education in school practice. The empirical part of the text briefly describes the results of a survey aimed at evaluating changes in relationships and the inclusion of students in the classroom after applying selected methods aimed at promoting inclusion in school education. The study uses mixed methods design using textual analysis of pedagogical documents and a questionnaires aimed at examining social relations in a selected class of primary school before and after the implementation of pedagogical interventions aimed at supporting the inclusion of students. The results of the paper propose several recommendations proved as successful in our survey aimed at methods supporting inclusive education.

(NE)ZÁJEM STUDENTŮ PEDAGOGICKÝCH OBORŮ INSTITUTU CELOŽIVOTNÍHO VZDĚLÁVÁNÍ MENDELOVY UNIVERZITY V BRNĚ O ZAHRANIČNÍ MOBILITY PROGRAMU ERASMUS+

Michal Šimáně, Kristýna Balátová, Petr Adamec

DOI: 10.11118/978-80-7509-922-8-0244

The aim of the contribution is to describe and interpret the opinions of university students on foreign study mobility within the Erasmus+ program. Specifically, it focuses on the reasons for their interest or lack of interest, generally the motivation to complete these mobilities. At the same time, however, it also focuses on uncovering possible barriers that prevent students from realizing study mobility abroad. The research data was obtained through a quantitative survey. The data collection tool was a self-constructed questionnaire containing a total of 26 items, which were divided into several areas. The basic research set consisted of all students of pedagogically oriented bachelor study programs implemented at the Institute of Lifelong Learning of the Mendel University in Brno. The paper presents the results of the descriptive statistic analysis of the obtained data realized in the JASP and EXCEL program.

PRESVEDČENIE ŠTUDENTOV UČITEĽSTVA O VYUČOVANÍ A UČENÍ SA ANGLICKEJ GRAMATIKY: Z VÝSKUMNÝCH ZISTENÍ LONGITUDINÁLNEHO VÝSKUMU

Martina Šipošová, Peter Ostradický, Dušan Kostrub

DOI: 10.11118/978-80-7509-922-8-0256

(Language) teacher’s beliefs as part of (language) teacher cognition represent a filter through which the teacher re-evaluates acceptance or rejection of new information and understanding of phenomena that take place in the classroom. They have a more significant influence than the teacher’s knowledge of recommended or prescribed methods with respect to lesson planning, the selection of teaching tasks and techniques, and the teacher’s overall decision-making in the process of teaching. The aim of the research study was to identify what shapes the beliefs of pre-service teachers of English about teaching English grammar. The authors aim to characterize the current pre-image of their developing teacher cognition, and to continuously investigate whether and how the beliefs about teaching English grammar are modified under the influence of English methodology courses and short‑term pedagogical practicum. In the paper, the authors present the research findings of a two‑year longitudinal research, by applying the principles and methods of qualitative methodology (focus groups, focused interviews, open coding, Constant Comparison Method), carried out in a group of 35 English pre-service teachers (3rd-year undergraduate up to 1st-year graduate students). The results of the findings show that the beliefs of pre-service teachers of English are a dynamically evolving construct which is significantly influenced by the roles that they take in the learning process. Emerging research theory suggests that the beliefs and developing teacher cognition of the research subjects (its complexity) are influenced by specific teaching-learning experience inhered in a particular role; i.e. either the role of beholder or designer of the teaching process.

DRUHOŠANCOVÉ VZDELÁVANIE ŽIAKOV BEZ ZÁKLADNÉHO VZDELANIA A SO ZÁKLADNÝM VZDELANÍM NA SLOVENSKU

Valentína Šuťáková, Janka Ferencová

DOI: 10.11118/978-80-7509-922-8-0265

In recent years, there has been more and more talk in our environment about second-chance education and especially about the need to improve it, greater individualization in relation to the needs of learners, or a more comprehensive system of support and counseling. We have started to deal with this issue more in detail within the project of Slovak research and development agency. In our contribution we would like to present the partial results of this project. Based on domestic and foreign studies (Ross, Sh., & Gray, J., 2005; Lamb, S., et al., 2018; Savelsberg, H., Pignata, S., & Weckert, P., 2017; Hall, R., 2019; Pirohová, I., Lukáč, M., & Lukáčová, S., 2020) as well as our own findings, we decided to map the specifics of the educational process of adult students without basic aducation and with basic education. We focused on their motivation for education, their characteristics, the causes of early school leaving, educational barriers, but also on formal aspects and content of the educational process of these students. As the basic research method, we choose semistructired interview, which we conducted with teachers of second-chance education in Slovak schools. The results point to a number of persistent problems related to law individual support and counseling for these students, insufficient readiness of teachers to work with adults and adults from socially disadventaged environments in the context of second-chance education and an absent systemic apporach to this issue.

VÝZNAM ENVIRONMENTÁLNÍCH FAKTORŮ V HODNOCENÍ WELLBEINGU STUDENTŮ UČITELSTVÍ V „POSTCOVIDOVÉ“ DOBĚ

Markéta Švamberk Šauerová, Anna Kucharská

DOI: 10.11118/978-80-7509-922-8-0273

The paper monitors the development of susceptibility to stress in first-year students at one faculty of education in the Czech Republic in the years 2017–2022. The basic research question is whether it is possible to statistically prove a trend in the degree of susceptibility to stress between it can be assumed that in such a short spacing, the fundamental difference between the two groups is the impact of the COVID-19 pandemic and long-term distance learning. At the same time, in addition to the analysis of susceptibility to stress, attention was focused on the subjective evaluation of the effects of stressors of various natures among students and the impact of stressors on their well-being feeling. The research survey was devoted to students of various studies, the data for the purposes of this paper are filtered according to study focus (teaching) and according to the year – for this paper we present data aimed only at first-year students. We consider the selection of a group of first-year students to be crucial, as in this period of study there is the most significant fluctuation of university students (RVŠ research surveys, 2020, Fišer, Vltavská et al., 2016). The basic diagnostic tool was the Burnout Syndrome Questionnaire (Tošner & Tošnerová, 2002), which evaluates primarily susceptibility to stress, and a questionnaire focused on the evaluation of environmental (institutional and social) factors influencing students’ wellbeing. A one-way ANOVA model was used for statistical evaluation, followed by multiple comparisons with the Bonferroni multiplicity correction. Based on the obtained data, it is possible to consider what environmental factors affect the wellbeing of students and which can be influenced by the university, which acts temporarily (pandemic, war) and is more appropriate to respond to short-term support activities (mental health support) and further monitor development of the trend in the given area in the following years as well. The limitations of the study may be: individual coping strategies for managing the challenging situations of teacher students and students preparing for helping professions enrolled in...

ZKUŠENOSTNÍ UČENÍ JAKO CESTA PROFESNÍ PŘÍPRAVY BUDOUCÍCH ŘEDITELŮ STŘEDNÍCH ŠKOL

Eva Urbanová

DOI: 10.11118/978-80-7509-922-8-0287

Professional training and support for school principals is one of the goals of the Czech Republic’s Education Policy Strategy 2030+. Experiential learning is one of the preparation options. Experience is a source of knowledge acquired through practical human activity. Elements of experiential learning can already be found in the work of Jan Amos Comenius, who mentions in Didactics the great fact that people remember events they have seen/experienced better than if they have only heard about them. Dewey described learning by doing in his publication Experience and Education, zajišwhere at the beginning of learning there is an impulse to do something, then there is observation of environmental conditions that may be new to the person or that he has already encountered, i.e. he already has knowledge from the past. The Department of Andragogy and Educational Management at the Faculty of Education of Charles University has been supporting future school principals in their preparation for the position for many years by offering a study programme in School Management, which includes practical training in the department’s schools in the form of managerial practice with the aim of transferring years of experience of school principals to students. The aim of this paper is to define key work activities relevant to preparing for school management by reflecting on the experiences of school principals in departmental schools by students in managerial practice. Research question: What are the key work activities of a secondary school principal and how are they important to impart to students in managerial practice for their use in practice?

DIŠTANČNÉ VZDELÁVANIE AKO SÚČASŤ PEDAGOGICKEJ PRAXE V PROCESE VZDELÁVANIA BUDÚCICH UČITEĽOV PROFESIJNÝCH PREDMETOV

Tatiana Varadyová, Daniela Petríková

DOI: 10.11118/978-80-7509-922-8-0296

The transition to distance education during the corona crisis also affected the education of future teachers of vocational subjects at secondary vocational schools. Several levels have been opened in this area, which include distance learning at a secondary vocational school, distance learning for future teachers and the implementation of pedagogical experience in a distance learning environment. The paper reflects the selected area of distance education at secondary vocational schools in Eastern Slovakia. We point out the need to design practical training for future teachers of vocational subjects, especially if individual school classes or schools can provide distance learning at this stage of preparation of future teachers for their profession. The paper opens a space for discussion about the implementation of pedagogical practice in distance education and the experience of this education within the additional pedagogical study. The paper has two methodological aspects. Through a basic statistical description, it provides an insight into distance education at secondary vocational schools. The descriptive character is applied in the description of the pedagogical practice of future teachers of vocational subjects in the process of their preparation for the role of a teacher. The conclusions of the paper are summarized in the recommendations of procedures that should be applied by training teachers at training schools in the process of implementing pedagogical practice in the conditions of distance education..

OSOBNOSTNÉ A MOTIVAČNÉ PREDIKTORY DIDAKTICKÝCH KOMPETENCIÍ UČITEĽOV V PREGRADUÁLNEJ PRÍPRAVE A V PRAXI

Marcela Verešová

DOI: 10.11118/978-80-7509-922-8-0303

In this paper, we focus on the analysis of the following didactic competencies of pre-service teachers and teachers in practice: planning and preparation of lesson; realization of a lesson; building a class atmosphere and climate; diagnostics and evaluation; teacher self-reflection. These didactic competencies are part of the professional competencies of teachers. In our research study, we find out what relation (correlation and prediction) the motivation to choose the teaching profession (external; internal; altruistic; alternative choice) and the personal characteristics of the Big Five (extraversion; agreeableness; conscientiousness; agreeableness; neuroticism; openness) are to the mentioned didactic competences in the sample of 600 teachers in the Slovak Republic (300 pre‑service teachers; 30 teachers in practice). We identified significant correlations between the observed variables (in the case of the Big Five personality traits to all didactic competencies and in the case of motivation primarily to the level of internal, altruistic motivation and alternative with different strengths of the relation in 2 research subgroups). We used hierarchical regression analysis to identify the predictive relation, we verified 5 regression models, for each didactic competence separately, while the dependent variable was didactic competencies, in the first step the status was added to the model (the pre-service teacher, the teacher in practice), in the second motivation and in third personality traits. We identified that internal motivation and personality traits - agreeableness, conscientiousness, and openness are important predictors of didactic competence “planning and preparation of lesson”. We identified that internal motivation, altruistic motivation as well as an alternative choice, and personality traits - extraversion, conscientiousness, and openness are important predictors of didactic competence “realization of a lesson”. We identified that intrinsic motivation and personality traits - extraversion, agreeableness, and openness are important predictors of didactic competence “building a class atmosphere and climate “,...