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The category of competence and its interpretation by teachers in practice
Kargerová, Jana ; Doležalová, Jana (referee) ; Lukavská, Eva (referee)
This dissertation deals with issues related to the realization of the concept of key competencies as educational goals which are being brought about by curricular reform. The theoretical component is aimed at researching the way key competencies are treated in the relevant literature and in European and Czech curricular documents. This section deals with the conception and implementation of key competencies in national educational programs in the EU countries. Various procedures in these countries are compared and evaluated in relation to curricular reforms in the Czech Republic and in conjunction with the interpretation of key competencies in the Framework Educational Program for Basic Education. The research component of the dissertation focuses on mapping out the understanding of key competencies on the part of the ‚main players' of curricular reform (teachers, teacher trainers, school inspectors) whose responsibility it is to bring this new concept into pedagogical practice.
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The category of competence and its interpretation by teachers in practice
Kargerová, Jana ; Doležalová, Jana (referee) ; Lukavská, Eva (referee)
This dissertation deals with issues related to the realization of the concept of key competencies as educational goals which are being brought about by curricular reform. The theoretical component is aimed at researching the way key competencies are treated in the relevant literature and in European and Czech curricular documents. This section deals with the conception and implementation of key competencies in national educational programs in the EU countries. Various procedures in these countries are compared and evaluated in relation to curricular reforms in the Czech Republic and in conjunction with the interpretation of key competencies in the Framework Educational Program for Basic Education. The research component of the dissertation focuses on mapping out the understanding of key competencies on the part of the ‚main players' of curricular reform (teachers, teacher trainers, school inspectors) whose responsibility it is to bring this new concept into pedagogical practice.
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Project-based Teaching in Science Subjects in the Second Stage of Czech and Slovak Basic Schools
Pouchová, Milena ; Hanel, Lubomír (advisor) ; Lukavská, Eva (referee) ; Čížková, Věra (referee)
The new curriculum reforms of Czech and Slovak educational systems provide schools enough room for new effective methods developing pupil's key competence. The dissertation deals with one of them - the project-based teaching, especially in science subjects in the second stage of basic school. It presents results of a comparative study which was conducted 2008/2009 school year. The most important aim was to establish and compare common characteristics of realized projects. The sample consisted of 180 Czech and 71 Slovak basic schools. The projects data and views of teachers were collected via a questionnaire. The results of the survey indicated that project-based teachings in science subjects was used in more than 80 % of Czech schools and more than 60 % of Slovak schools. Schools in both countries preferred projects realized only in one class, by one teacher and within the frame of one science subject. Czech schools preferred short projects that lasted no more than one week, Slovak schools organized mostly long projects lasting more than one week. Most projects in Czech schools were short-term, lasting on average no more than one week. Projects in Slovak schools on the other hand lasted on average more than one week. The majority of projects were planned and prepared by a teacher. Teachers were...
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Category of competence and its understanding by practicing teachers
Kargerová, Jana ; Rýdl, Karel (advisor) ; Doležalová, Jana (referee) ; Lukavská, Eva (referee)
Disertační práce se zabývá problematikou zavádění konceptu klíčových kompetencí jakožto cílů vzdělávání, které přináší kurikulární reforma. Teoretická část je zaměřená na prozkoumání toho, jakým způsobem jsou zpracovány klíčové kompetence v odborné literatuře a evropských i českých kurikulárních dokumentech. Věnuje se pojetí a začlenění klíčových kompetencí do národních vzdělávacích programů v zemích EU. Různé přístupy v těchto zemích porovnává a vyhodnocuje ve vztahu ke kurikulární reformě v České republice a ve vazbě na pojetí klíčových kompetencí v Rámcovém vzdělávacím programu pro základní vzdělávání. Výzkumná část se soustředí na zmapováni porozumění klíčových kompetencí u "stěžejních hráčů kurikulární reformy (učitelé, školitelé, inspektoři), jejichž úkolem je tento nový koncept zavádět do pedagogické praxe. Powered by TCPDF (www.tcpdf.org)
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Preparing teachers for training in children's rights
Hejlová, Helena ; Spilková, Vladimíra (advisor) ; Lukavská, Eva (referee) ; Hradečná, Marie (referee)
Dissertation searches for an answer of the question "Why children have to be educated on children rights and what pillars are necessery for this education". Result of the answer is the pre-servis university teacher preparation conception course focused to the children rights education. It respects values of the rights of the child, the tenor of that was the right on childhood on the fíeld of education and its ethics. This look at the problém is supported by evidence of philosophy (antropology), psychology and sociology, especially how these sciences perceive the child and childhood. Models of the course are tested by action research. Powered by TCPDF (www.tcpdf.org)
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Violencia and social issues in Colombian children's literature
González Espinosa, Lillyam Rosalba ; Housková, Anna (advisor) ; Poláková, Dora (referee) ; Lukavská, Eva (referee)
This dissertation focuses on a critical approach to Latin-American children's literature, its evolution and its particular issues. It is based on the analysis of Colombian realistic fiction for children and young adults. The aim of this work is to show how Colombian children's literature has established some particular features that make it distinguished in Latin-American children's literature. The methodology is based on literary studies along with specifications of children's literature theory in perspective with the Colombian political and social situation during the twentieth century. The dissertation adresses elements from literary analysis: The narratology (V. Propp, and G. Gennette) the literary criticism (M. Bakhtin, and the concept of ideology) plus cultural studies in Latin America (Á. Rama). The research takes theoretical concepts from children's literature, related to pedagogy (T. Colomer), aesthetics (M. Nikolajeva), ideology (P. Hollindale) and historiography of children's literature in Latin America: A. Rodriguez, 1993, 2010; M. Muñoz, 2009; B. Robledo 1997, 2012 & L. Borrero, 2001. The first part of this dissertation is an analytical approach to the concepts and characteristics of Latin-American children's literature, it focuses also on Colombian children's literature evolution...
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