ISBN online: 978-80-7509-958-7 | DOI: 10.11118/978-80-7509-958-7
15. ročník mezinárodní vědecké konference ICOLLE
13.–13. 9. 2023 Brno
- Lenka Kamanová, Martina Miškelová, David Kryštof (Eds.)
Sborník příspěvků z mezinárodní konference ICOLLE 2023 na téma Udržitelný učitel.
online: 2023, publisher: Mendelova univerzita v Brně
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Conference papers
DIGITALIZACE ODBORNÉHO VZDĚLÁVÁNÍ A PŘÍPRAVY: PŘEVRÁCENÁ VÝUKA NA PRACOVIŠTI – JAK PŘEŽÍT V SOUČASNÉ DIGITÁLNÍ SMRŠTI A VYUŽÍT JI PRO SVOU PRÁCI
Müge Adnan, Eyüp Şen, Yılmaz İlker Yorulmaz, Lucie Brzáková, Kateřina Drlíková
DOI: 10.11118/978-80-7509-958-7-0007
The paper focuses on flipped learning and its possible application in practical workplace learning. The benefits and results of this method have been compiled into a didactic material called „Guide for Flipped Learning in the Workplace“. This guide is intended for employers from industrial enterprises, managers of educational institutions, policymakers responsible for education, technical educators and vocational and technical education workers. It aims to provide detailed guidance on integrating ICT, online and blended learning into traditional workplace learning processes. The results of this project are compiled on a web-based platform that is freely accessible to both the general and professional public. In particular, this digital learning platform offers teachers and other experts solutions and ideas for development in various areas such as open educational resources, planning digital learning, motivating student engagement in online education, digital content creation, and assessment in flipped workplace learning, using new technologies in workplace learning and accessibility/availability of various LMS systems.
ŘEŠENÍ PROBLÉMŮ SOUVISEJÍCÍCH S VĚKEM VE ŠKOLSTVÍ A VZDĚLÁVÁNÍ
Lucie Brzáková, Dana Robota
DOI: 10.11118/978-80-7509-958-7-0017
This research report focuses on the age-related problems faced by key staff in the education sector and explores possible age management measures to address these problems. Through qualitative research, interviews on age-related issues and perceptions of ageing were conducted with school principals in six European countries. The analysis revealed three areas of problems related to age management in education depending on their importance and urgency: the critical cluster, the meso cluster and the broader cluster. The critical cluster includes specific age-related problems such as working at an older age, problems stemming from age differences, problems with technology and digital skills, stress, burnout and a less attractive image of the teaching profession for younger successors. The meso cluster includes wider organisational issues that can be affected by age, such as overcrowded classrooms, increasing workload, communication problems and lack of teamwork. The broader cluster then includes problems that are not only age-related but reflect the overall problems of the education system, such as curriculum overload, postponement of retirement, methodological inconsistencies, low post‑retirement income and career management difficulties. As one appropriate solution to these problems, this report recommends the completion of training programmes on age management to increase the awareness and preparedness of education staff for the possible age-related problems that will inevitably arise. The report stresses the importance of addressing these issues in the context of the whole education system in order to create a supportive environment for teachers of all ages. The report identifies specific actions for each cluster of problems. For example, the critical cluster suggests continuing education programmes, monitoring by management and mentoring programmes to support teachers. The meso cluster suggests meetings, team building activities, informal involvement of school staff, projects and psychological support to promote a positive working environment. The broader cluster emphasises systemic measures such as shorter working hours and improved policies...
FINANČNÍ GRAMOTNOST JAKO JEDNA Z KLÍČOVÝCH KOMPETENCÍ UDRŽITELNÉHO ŠKOLSTVÍ
Hana Filipczyková
DOI: 10.11118/978-80-7509-958-7-0031
Financial literacy of the population is one of the areas that has a great social impact. A financially literate person is informed about finances, can manage his/her own or his/her family‘s budget and manage his/her income and expenditure in changing life situations. Financial literacy should be understood as the contribution of financial education at the societal and individual levels, which are intertwined. For this reason, it is necessary to apply the elementary basics of financial literacy from primary school onwards. On 13 January 2020, the Government of the Czech Republic approved the National Strategy for Financial Education 2.0. The aim of the new strategy is to create conditions for a long-term increase in the level of financial literacy of the Czech population. The issue of financial literacy has therefore been included as part of the framework educational programmes of primary and secondary schools. Unfortunately, we are encountering a fundamental problem here, namely a situation where family budgets are managed by adults who did not discuss financial literacy issues during their schooling or were introduced to them in a different social context. And this situation sometimes also applies to some teachers, especially in primary schools, who are experts in their field but are not very familiar with financial literacy issues. Therefore, financial education needs to be expanded in this area as well. The aim of the article is to evaluate the financial education of pupils and teachers in selected primary schools in the Moravian-Silesian Region and to propose changes that would strengthen the level of this education. In order to achieve the goal, a qualitative research strategy is chosen, the method of data collection is a structured interview with open questions. The guided interview for the purpose of this research includes 6 questions related to the current level of financial education of students and teachers. The collected data is then subjected to analysis, based on which the predetermined hypotheses are confirmed or refuted. The research sample consists of principals or their representatives from 15 primary schools in the Moravian-Silesian Region. The research...
ROLE VYSOKOŠKOLSKÉHO PEDAGOGA VE VĚKU AI
Veronika Glogarová, Petra Svobodová
DOI: 10.11118/978-80-7509-958-7-0043
Artificial intelligence and its rapid intrusion into our lives pose many personal and professional challenges. It can be assumed that our role as university educators will also shift and change. We would like to provoke a discussion about what rules to set for students regarding the use of AI, to what extent to allow the use of AI in assignments and writing papers, and if so, how to regulate it, how to mediate the possibilities and limits of AI for students. Given the fact that Palacký University has not yet issued any official position on the use of AI in academia, we consider it necessary to reflect on this position independently and ideally also collect examples of good practices from other institutions. In this paper, we focus on what is known so far about the use of AI in the higher education environment and the issues it raises.
POHLED STUDENTŮ NA REALIZACI ODBORNÉ PRAXE I (NÁSLECHOVÉ) V SOUVISLOSTI S ROLÍ CVIČNÉHO UČITELE
Marie Horáčková
DOI: 10.11118/978-80-7509-958-7-0052
The aim of the contribution is to present the selected results of the research, which is focused on the opinions of the students of the Teaching of Practical Teaching and Professional Training on the course of their Professional Practice I (listening), which was implemented in secondary schools in the spring of 2023. This contribution presents selected results with a focus on the meaning and the activity of a trainee teacher during teaching practice. The research was conducted among students of the newly accredited field, where the organization of professional practice itself has changed significantly. The first part of the article deals with getting to know the changes related to the reorganization of pedagogical practice. The second part is focused on the students‘ opinions on this method of implementation in connection with the position of a trainee teacher. For the time being, the results of the research are based only on the first stage of Professional Practice I, which took place in the spring of 2023. In the following period, the research will continue, as students will complete Professional Practice II and Professional Practice III, where we will again focus on the importance of the trainee teacher from the students‘ point of view. Qualitative research was used to obtain the necessary data, semi-structured interviews with students were conducted. The data obtained in this way were analyzed using open and thematic coding. The students‘ statements were supplemented with data obtained from professional practice diaries, 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.
UČITEĽ V ÉRE DIGITALIZÁCIE EDUKAČNÉHO PROCESU
David Ivanovič, Martin Miklis
DOI: 10.11118/978-80-7509-958-7-0059
The digitalization of the educational process is currently an increasingly discussed topic. Rapid technological progress and the rapid development of digital technologies bring new opportunities and challenges, especially for the teacher as one of the key actors in education. In this paper we will focus on the analysis of the theoretical foundations of digitalization, paying special attention to the role and competences of the teacher in the era of digitalization of the educational process. In the empirical part, we will interpret the results of a survey on pupils’ perception of the digitalization of the educational process, the aim of which was to obtain information about pupils’ attitudes and opinions, as well as to find out experiences and expectations regarding the use of digital technologies in education in the conditions of Slovak schools.
TOXICKÝ STRES U KLIENTŮ S PORUCHAMI CHOVÁNÍ A EMOCÍ V ÚSTAVNÍ VÝCHOVĚ
Petr Kachlík
DOI: 10.11118/978-80-7509-958-7-0066
A common stress response is a purposeful measure aimed at the survival of the individual and the species. It takes place as a nervous and hormonal readjustment, which temporarily changes a number of organism’ key functions. However, excessive, often repeated or long-term stress has a negative effect on all attributes of human health and can result in a serious or irreversible health condition. Individuals with an increased level of scores in the ACE test (Adverse Childhood Experiences) have more frequent health problems (circulatory, metabolic, mental, immune), are more prone to addictive behavior, achieve worse education and lower job positions. The main aim of the research was to find out what degree of stressogenicity is shown by clients with behavioral and emotional disorders in institutional education and how toxic stress can change their behavior and reactions. The sub-objectives related to the most common reasons for the inclusion of clients with increased stressogenicity in institutional education and to the differences in the behavior of clients who experienced strong toxic stress and the group without this burden. The main research question was focused on the share of toxic stress in influencing and deepening behavioral and emotional disorders in clients in institutional education. Secondary research questions were focused on the connection between risky behavior of the addictive type and delinquent behavior with an increased level of stressogenicity and the most common reasons for placing people with increased stressogenicity in institutional education. The design of the research investigation was mixed. In the quantitative part, the ACE test was used, which contained a set of 10 questions focused on various risky forms of behavior. When evaluating the answers, the point gain ranged from 0 to 10 points, clients with 3 or more points were considered risky. Statistical testing of differences between the group of clients with low and high stress load was performed using the software package EpiInfo, the chi-square test and Fisher’s exact test were applied. In the qualitative part, client case studies were compiled and analyzed. The...
FAKTORY KVALITY VÝUKY JAKO OBTÍŽNĚ UCHOPITELNÝ PROBLÉM
Jaroslav Lindr
DOI: 10.11118/978-80-7509-958-7-0079
Answering the question of what quality teaching is and what is should look like is not as simple as it might seem at first glance. The goal of the research is to see what benefit the teaching of subjects has for students, or which factors of the quality of teaching significantly influence the benefit. It turns out that it may not be a single key factor, but rather a combination of a number of factors of the quality of teaching, which we might not be able to detect intuitively, while scientific-methodological criteria will help to reveal it. A social science subject at a technical university in 2020–2022 was selected for the analysis. In the questionnaire, the respondents expressed their opinions on the semantic differential scale for individual teaching quality criteria, of which 62 were proposed. The choice of criteria focused not only on the factual description of the pedagogical situation, the personality of the teacher, on the well-being of the environment, but also, for example, how the students themselves reflect on the contribution of the subject, what it gives them, how it enriches them in the educational field, how they feel about the subject, how it develops their intellectual or creative abilities, etc. Two statistical methods were used for further processing, namely the principal component method and the forward step method. It turned out that among the most important criteria of the quality of teaching, the students assigned in particular when the teaching is fun for them, it is meaningful, it moves the students intellectually, they will use the knowledge in their lives and when it is beneficial for their personal development and professional career.
FINANČNÍ GRAMOTNOST POHLEDEM UNIVERZITNÍCH STUDENTŮ
Peter Marinič
DOI: 10.11118/978-80-7509-958-7-0089
Financial literacy has become a topic of public debate in recent years and has simultaneously entered the field of education. Financial literacy and its development through financial education has been regulated in the Czech Republic in several documents since 2005, which are continuously revised, based on discussions with relevant actors. It may seem that the issue of financial literacy and financial education is well anchored in the Czech Republic. However, regular measurements of the level of financial literacy among the adult population in Czech Republic, together with current measurements among fifteenyear- old pupils, indicate that the situation is not improving significantly. Access to financial education, as a tool for the development of financial literacy, especially in primary and secondary schools, therefore, represents an area of interest, which is also devoted to the presentation of the results of the survey from 2022 among 92 students at Masaryk University from different faculties and with different educational paths as part of an optional educational subject focused on financial literacy. The survey focused on selected areas that are identified in the expert discussion. The presentation of the results of the survey therefore brings the students’ perspective on the influence of the household and family environment, their subjective contribution to the discussion that took place in connection with the revision of the National Strategy of Financial Education and the students’ recommendations for internet resources in the field of financial literacy. Because students were involved in the survey from different fields of study with a differentiated educational path, the presented results can be considered a probe into the awareness of the financial literacy of the young generation.
TRIEDNY UČITEĽ OPTIKOU ŽIAKA – PRÍPADOVÁ ŠTÚDIA STREDNEJ ODBORNEJ ŠKOLY
Veronika Michvocíková, Andrea Stebnická
DOI: 10.11118/978-80-7509-958-7-0097
The present paper analyses the position of the class teacher in a selected vocational secondary school. The paper consists of a theoretical and an empirical part. The theoretical part defines the class teacher and his/her competences in selected areas. We also define classroom management and the activities that the class teacher performs in class management. The empirical part analyses the responses of the surveyed secondary vocational school students attending the third year. The pupils’ responses were collected through a pre-prepared questionnaire. The purpose of the exploratory part is to create a characterization of the current perception of the class teacher by his/her pupils and related suggestions for changes in the class teacher’s behaviour based on the suggestions from his/her pupils for improving the perception of the class teacher by his/her pupils. The aim of this paper is to analyse the perception of the class teacher in a selected vocational secondary school through the lens of the interviewed pupils of the selected class and to find out whether the class teacher can contribute to the education of the pupils in the intentions of the concept of a sustainable society. Presented text is a part of scientific project solving KEGA 004-UCM-4/2022 with the name Promoting Health and Well Being through inclusive education in Higher Education.
VIRTUÁLNÍ REALITA A UMĚLÁ INTELIGENCE JAKO ZÁSADNÍ FENOMÉNY ODBORNÉHO VZDĚLÁVÁNÍ
Pavel Pecina, Peter Marinič
DOI: 10.11118/978-80-7509-958-7-0106
With the development of virtual reality (VR) and artificial intelligence (AI), these phenomena are being implemented both in scientific research and in private life and in the field of education. In this context, many authors talk about a new paradigm of education. The contribution aims to evaluate the opportunities and threats of the implementation of these areas in vocational education. After defining the addressed topic, attention is focused on the specifics of using VR and AI in vocational education. This is followed by an evaluation of the opportunities and threats of these concepts in the field of vocational education. In the preparation of the contribution, an analysis of available domestic and foreign sources on the issue, comparison and synthesis with the drawing of critical conclusions and opinions was used. Then modeling. The use of virtual reality in the teaching of a specific field is demonstrated on the example of a simulator for teaching a professional technical subject in the field of engineering. The main result is an evaluation of the specifics of the use of virtual reality and artificial intelligence in vocational education at secondary schools, both in the area of teaching vocational technical subjects and in the area of teaching trade and services.
PRACOVNÁ SPOKOJNOSŤ SLOVENSKÝCH UČITEĽOV A JEJ VPLYV NA KVALITU EDUKAČNEJ PRÁCE
Mariana Sirotová, Vanda Jandová
DOI: 10.11118/978-80-7509-958-7-0114
The topic of this paper is teachers’ job satisfaction and its impact on educational work. Each person perceives his or her profession individually, but it can be expected that work will influence him or her greatly in life. The job of a teacher brings with it both positive and negative aspects that in turn affect job satisfaction, which can ultimately affect the quality of educational work. The job of a teacher is not only very demanding but also very responsible. Teachers have an irreplaceable role in society, as their work influences the level of education of the population. The paper presents findings from a questionnaire survey conducted in Slovak schools. The aim of the survey was to find out the answers to the following questions: How do teachers evaluate job satisfaction factors? Which areas are they satisfied with and which are they dissatisfied with? What negative aspects occur in teachers’ work, to what extent and how do they affect their performance? The primary method used in the survey was a questionnaire. In addition to the identification items, the questionnaire contained 17 questions with a default alternative response, and 3 questions in which respondents were given the opportunity to indicate specifically their position on a given issue. The questionnaire included questions on overall job satisfaction, school management, supervisor-subordinate relationship, atmosphere, job description, salary, team, working hours, stress and its impact on performance. The survey was conducted in 2023. The Teacher Job Satisfaction Survey showed that overall teacher satisfaction is quite high, despite the negative factors that occur. Teachers’ job satisfaction is essential, especially if we want education to provide quality education. Similarly, undergraduate teacher education in higher education must also focus on preparation for the profession, which is why this paper is part of the project KEGA 004UCM- 4/2022 Promoting the health and well-being of students through inclusive education at the tertiary level.
KURZY VYSOKOŠKOLSKEJ PEDAGOGIKY - ANALÝZA MODELOV IMPLEMENTOVANÝCH V PODMIENKACH VYSOKÝCH ŠKÔL V SR
Tímea Šeben Zaťková
DOI: 10.11118/978-80-7509-958-7-0127
The aim of the study is to compare models of courses in academic teaching implemented at Slovak universities. The text also illustrates experiences with the implementation of the courses at selected Slovak universities and summarizes the results of a survey on the importance of pedagogical training and the educational needs of participants in such courses - university teachers. A source of inspiration for improving the quality of higher education can be examples of good practices and models of pedagogical education that are supplemented by the opinions of their participants and graduates. The purpose of the study is also to emphasize the requirement that the work of teachers at any level of education cannot be the result of high erudition in the scientific field and only intuition based knowledge about education and its principles.
PODPORA TŘÍDNÍCH UČITELŮ STŘEDNÍCH ŠKOL PŘI EFEKTIVNÍM VEDENÍ TŘÍDNICKÝCH HODIN JAKO PROSTŘEDEK ZVÝŠENÍ PROFESNÍHO SELF-EFFICACY
Markéta Švamberk Šauerová
DOI: 10.11118/978-80-7509-958-7-0137
The paper responds to the increase in stress among teaching staff as evidenced by a number of research investigations (Tokgöz , Önen - Shanlax, 2021; Akman, 2020; Kinay, Sedef, Kumas, 2021; Prokop, 2022), and to the results of a long-term evaluation of classroom lessons in primary and secondary schools in the Czech Republic obtained by the author of the paper from her own practice as a school psychologist. Teachers feel high insecurity in regular and intensive classroom management, still preferring administratively conceived classroom lessons in practice. At the same time, the meaningful filling of classroom hours not only acts as a certain form of prevention of risk phenomena in children and adolescents, but also significantly strengthens the interaction between learners and classroom teachers, promotes mutual recognition, influences the building of a favorable climate and security for both actors of the educational process. The results of the pilot study, with modifications (taking into account the needs of the pupil group), can be appropriately used in educational practice as part of the prevention of risky phenomena and strengthening of teachers’ self-confidence in basic pedagogical intervention. Comprehensive strengthening of the professional competences of the classroom teacher by means of examples (offers) of a pilot project of classroom lessons in a structured scheme (design of the project for a longer period of time focusing on a specific topic that is suitable for a given class, taking into account, for example, the results of sociometric surveys or the analysis of a specific “classroom problem”) significantly influences the increase in teacher self-confidence and thus becomes an important part of building resilience and preventing the emergence of burnout syndrome, which appears to be a key factor in terms of sustainability.
UDRŽITELNOST FUNKCE ŘEDITELE STŘEDNÍ ŠKOLY V KONTEXTU VZNIKAJÍCÍHO STŘEDNÍHO ČLÁNKU V ŘÍZENÍ VZDĚLÁVÁNÍ
Eva Urbanová
DOI: 10.11118/978-80-7509-958-7-0150
The principal of a secondary school should first and foremost be the leader of the educational process. In the Czech Republic, the headmaster performs many roles, which is made possible by the high autonomy of schools, thanks to which the headmaster implements the concept of school development in various areas (pedagogical, personnel, material, financial). Is his function sustainable if he has to engage in activities that, although not directly related to the management of the pedagogical process, have a great influence on it? Without facilities supporting the healthy physical and mental development of pupils, the school would not fulfil its ecological function; without quality teachers, the school could not be of good quality and fulfil its economic function; without the implementation of the principles of the state’s educational policy, it could not fulfil its political function, etc. The headmaster of a secondary school must continuously develop the competencies to manage the school, but some of them must be delegated in order to be able to focus on the key ones. The Middle Layer in Educational Governance as a current education policy issue could be a solution. The aim of this paper is to find out, based on a questionnaire survey conducted among 240 secondary school principals in the Czech Republic, which activities can be delegated in order to be able to devote himself to key school management activities and to make his function sustainable within his term of office. Research question: Which activities of a secondary school principal can be delegated so that the sustainability of the principal’s position is not compromised by activities that may be performed by others?