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Preparation of graduate students for teaching in inclusive classrooms at the Faculty of Education of Charles Univerzity
Řiháčková, Nela ; Kohoutek, Jan (advisor) ; Veselý, Arnošt (referee)
Diploma thesis examines the preparation of students of pedagogical study programmes for teaching in inclusive classrooms during their undergraduate studies. In the Czech social and public policy discourse there is a visible growth of the value of inclusive education. Inclusive principles have been incorporated into Czech education with the amendment of the Education Act in 2015 (Act No. 82/2015). However, the current methods of undergraduate teacher education students' preparation for inclusive education are reflected minimally in the relevant research literature in the Czech Republic (e.g. Stará, 2015). Faculties of education then carry a significant degree of responsibility for ensuring sufficient and high-quality preparation of future teachers, who have the uneasy task of managing the inclusive education right at the level of the classrooms with a very heterogenous group of pupils. Teachers are expected to ensure the individualisation of teaching and to be competent in pedagogical diagnosis. This paper, using a qualitative case study of the Education for Primary School Grade 1 programme at the Faculty of Education, Charles University, will help to examine the current form of study preparation, evaluate its adequacy for the profession, identify problematic areas and suggest ways to improve the...
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Dizertace a výzkumná data
Schöpfel, Joachim ; Prost, Hélène
What do we know about data behaviours and needs of PhD students, especially in social sciences and humanities? How can academic libraries improve the research data management (RDM) of PhD students? How can they contribute to curation, preservation and sharing of research data related to electronic theses and dissertations (ETDs)? Which are realistic goals? The workshop will provide an introduction and overview of the field and help to better understand the challenge of RDM for academic libraries. It will describe the different RDM projects on the social sciences and humanities campus of the University of Lille, in particular the PhD training program and the development of a RDM infrastructure for the storage, preservation and sharing of research data related to ETDs. A large part of the workshop will be reserved for the discussion of the participants’ local initiatives, projects and questions.
Fulltext: idr-1182_1 -  PDF; idr-1182_2 - PDF
Slides: Workshop_presentation_Schopfel_Prost - PDF
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Letting Traditional Boundaries Blur: a Case Study in Co-Developing STEM “Excellence” Courses
Krueger, Stephanie
This illustrative case study describes the evolution of a series of courses (2014-present) aimed at providing advanced students and early career researchers from a Czech science, technology, engineering, and mathematics (STEM)campus with the skills they need to adequately participate in global scientific endeavors. The involvement of library staff in the courses described here ranged far beyond embedding in the passive sense of the word, with all aspects of course design, implementation, and revision managed collaboratively and actively by an interdisciplinary, cross-institutional team championed by library personnel. Thus, this study raises the question of whether or not “embedding” is the appropriate term for describing active library leadership in such “catalytic” endeavors. Structurally, the case study will linearly relate how course modules were developed and how the team approached various organizational and structural hurdles which emerged over time. The study will also show how information literacy concepts were woven into the curriculum without being labeled as such - thus identifying a possible necessity for refining the discourse surrounding information literacy concepts so that students and researchers better understand why they are valuable. The study includes original data from course evaluations as well as descriptions of final syllabi (topics covered, readings assigned, types of homework assigned) for two courses, Scientific Writing in English, and Gaining Confidence in Presenting. Because all instruction and materials were delivered in English, the content described will be relevant to anyone working with advanced STEM students and early career researchers who publish in English. Finally, the study relates how such courses provide essential starting points for proactive engagement with patrons and includes examples of dialogues about writing, publishing, and related topics, introducing issues related to blur: the blurring of traditional boundaries between librarianship and scholarship.
Fulltext: idr-1162_1 - PDF
Slides: idr-1162_2 - PDF
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