|
|
The Current Form of School Rules and Regulations on Elementary Schools in the Czech Republic and its pedagogically-psychological connotations
Richterová, Magdalena ; Linková, Marie (advisor) ; Syřiště, Ivo (referee) ; Kollárová, Dana (referee)
Richterová Many of us not look for a long answer when asking ourselves what exactly school rules and regulations are. We all have met it, so we consider it to be an already established and known term. To define it, however, is not as easy. Not even pedagogical theory offers us the support needed. Through the eyes of history i tis seen as an integral and necessary tool, as the historical part of this paper illustrates. It will also shed light upon why there is growing pressure concerning the creation of a central template of school rules and regulations. We can approach it as we would approach an all-encompassing social set of norms that guide the inner workings of schools, or through the perspective of history, where it was more of a set of rules for students, teachers, and parents. Presently, we can consider it a wide norm concerning many fields, schooling systems, inner functionality, grading, rights, responsibilities and so on. If we emphasize rules and regulations as one of the first written set of norms that a child should abide by, we are presented with a pedagogically psychological connection. This connection is focused on by this thesis in the description part of contemporary school rules and regulations in Czech elementary schools. This analysis was four years in the making and had a set...
|
|
|
Determinants of application of experiential education at Czech basic school
Hanková, Zdeňka ; Bendl, Stanislav (advisor) ; Kollárová, Dana (referee) ; Jirásek, Ivo (referee)
Hanková This thesis focuses on the experiential pedagogy about the implementation of personal and social education. The research aims to investigate and describe the determinants of the experiential pedagogy, particularly about the didactical thinking of group teachers who plan and implement teaching personal and social education in a Czech basic school. The theoretical grounds of this current study are based on the extensive comparison of heterogenous terminology of experiential pedagogy, general didactics, and didactics of personal and social education. This study adopts the qualitative research paradigm with multiple-case- studies research design. The data have been gathered from thematic writing and focus group interviews which were analysed by the content analysis method with the support of axial analysis. The analysis of didactical thinking is concerned with the objective and the experience as a means of learning and reflection and revealed that teachers determine their didactical thinking and practice by the knowledge of the group and individuals concerning psychological safety. The experience during the game is understood as a way of learning facilitated by reflection. The interpretations concur with the constructivist teaching practices based on a socio-cognitive conflict as a learning...
|
guest ::
RSS feed.