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Conception of Development Education Emphasizing the Beginning of Compulsory Education
Franclová, Marta ; Stuchlíková, Iva (advisor) ; Horká, Hana (referee) ; Lukášová, Hana (referee)
The Conception of Development Education Emphasizing the Beginning of Compulsory Education ASTRACT This thesis deals with the issue of education and its role in personality development, emphasising its application from the beginning of compulsory education. The work explains and clarifies the reasons for which it is necessary to understand, from the very beginning of compulsory education, the pedagogical problem of a narrowed conception of education, restricting education only to being an instrument transmitting knowledge, without considering the deeper insight. The thesis also refers to the trends of current pedagogical theory and practice, putting the personality of the child in the first place of the educative effort of the school. Within the given context it updates the contributions of humanistic psychology, cognitive psychology, constructivism, positive psychology and reminds us of the documents written by Czech authors, which emphasize similarly this point of view of the school, education and the role of the teacher. Education and its role in the personality development is further elaborated upon with an accent laid on its four dimensions - to learn how to get to know, behave, live together and to be (see the study "Učení je skryté bohatství" - "Learning Is The Hidden Treasure" published in 1997). KEY...
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Moral reasoning in schoolchildren
Angerová, Radka ; Klusák, Miroslav (advisor) ; Lukášová, Hana (referee)
English Abstract The contents of this work are to inspect and assess the problems of moral reasoning of children of upper primary schools participating in the full-time department program which belong to the center of educational care. For better understanding of each client I used written documentation as well as held consultation with them. The aim was to determine what dilemmas were these children trying to solve, how they thought about them, what motivated their actions and what led them to get into trouble at the basis of their moral reasoning In order to obtain theoretical sensitivity as well as general insight into the issue of moral reasoning I started with the works by Lawrence Kohlberg and Jean Piaget, respectively, their theories about the moral development (both) and intellectual development (in the case of J. Piaget). I compared the results of my research with their theories about moral reasoning (in Discussion).
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Research Competence in the Teacher Profession and Teacher Education
Seberová, Alena ; Walterová, Eliška (advisor) ; Lukášová, Hana (referee) ; Vašutová, Jaroslava (referee)
The current Czech curriculum reforms facilitate the growing pedagogical autonomy of schools and thus bring about more demanding requirements relating to the professionalism of teachers. Having introduced the Framework Educational Programme for Basic School teachers, together with their school management and indirectly in cooperation with the school council they have become not only creators of the school curriculum (the School Educational Programme) but also its (auto) evaluators. How to define the term evaluation within the context of the teacher profession, still respecting the research domain of educational sciences, at the same time? How to specify the professional research activities of a teacher without downgrading the prestige of researchers-scientists in the area of educational sciences? How to guarantee so that teachers could become bearers of changes and co-creators of knowledge of educational reality, thus participating in the desirable change of the teacher profession status? If a teacher is to be an expert in the educational domain, he/she does not manage without permanent development of the skill of professional reasoning of procedures, results of teaching processes and importance of changes implemented. The prerequisite rests not only in the theoretical and practical understanding based on...
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