Content of No. 2/2011:

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Editorial

 

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SERAFÍN, Č. 2011. Celoživotní učení a konstruktivismus [Lifelong Learning and Constructivism]. Lifelong Learning – celoživotní vzdělávání, vol. 1, no. 2, pp. 7–13.
DOI: http://dx.doi.org/10.11118/lifele201101027

Abstract: Lifelong Learning and Constructivism. Changes in education, in its concept, has always changed in response to changes in society. The current trend of lifelong learning is therefore closely tied not only to societal trends, but also to education and, thus, with creatively humanist, trends whose goal is personality development and the constructivist creation of new knowledge. The primary aim of educators is the personality development of the learner, who is to be educated and consequently equipped not only with the necessary knowledgeable, but also with cognitive and social competences, and the moral and spiritual values of life.

Key words: lifelong learning, constructivism, preconceptions, facilitator

 

Theoretical study
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BALCAR, J., ŠIMEK, M. 2011. Mají učitelé potřebné kompetence? [Are Teachers Competent to teach?]. Lifelong Learning – celoživotní vzdělávání, vol. 1, no. 2, pp. 14–37.
DOI: http://dx.doi.org/10.11118/lifele2011010214

Abstract: Are Teachers Competent to teach? The aim of this paper is not to disparage the competence of Czech teachers, as some readers might assume from the basis of the title, but to present the results of an expert survey of 30 highly qualified educators who shared their opinions on requirements based on the nature and content of their occupation. The generic competency model of Czech teachers presented in the paper describes the competencies and the levels of competencies that are required for high-quality work performance from teacherpp. This tool of human resource management enables a comparison of an individual with the competency model and a subsequent assessment of his/her current potential for high-quality work performance in this field. It can be used mainly for the hiring of new teachers or identifying further educational needs of already hired one.

Key words: competency model, competencies, teacher

 

Empirical study
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ZORMANOVÁ, L. 2011. Postoje studentek oboru Učitelství pro mateřské školy ke studiu a svému budoucímu povolání [Attitude of Students Studying to be Nursery School Teachers Towards Study and Their Future Profession]. Lifelong Learning – celoživotní vzdělávání, vol. 1, no. 2, pp. 39–45.
DOI: http://dx.doi.org/10.11118/lifele2011010239

Abstract: Attitude of Students Studying to be Nursery School Teachers Towards Study and Their Future Profession. This research deals with the personal characteristics and motivations of girls studying to be nursery school teachers through blended learning courses at the University of South Bohemia’s Pedagogical Faculty in České Budějovice. The exploratory research is aimed at contributing to the body of knowledge on the personalities of students studying to be teachers and identifying the motivation of their choice of study. It is further aimed at ascertaining what first-year students expect from the university faculty in regards to preparing them for their future teaching profession. The issue of what motivates students to study teaching is connected with the issue of expectations and an evaluation of the concept of professional training at our faculty; as it has been shown that these issues are closely connected. The tool used in this research was a questionnaire. It was intentionally decided to include in the research sample only those students who had not yet worked at a nursery school and who are just making the decision to pursue a career in teaching.

Key words: choice of branch of  study, determinantes, motivation, preparation of teachers

 

Empirical study
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SEMRÁD, J., ŠKRABAL, M. 2011. Sociální prostředí a tvořivost [Social Environment and Creativity]. Lifelong Learning – celoživotní vzdělávání, vol. 1, no. 2, pp. 46–58.
DOI: http://dx.doi.org/10.11118/lifele2011010246

Abstract: Social Environment and Creativity. The paper deals with issues connected with the motivation of high school students to participate in activities aimed at professional creative activity and, in this context, issues of environmental influences, especially from school and the family. It is responding to some of the growing efforts of neoliberalism to over individualize creative expression and activities and completely ignore social influencepp. It also takes into account the cultural legacy of past generations and the sources of creative power that have taken root in society and from which individuals draw and process their inspiration. Presented within are the results of an empirical probe focused on the influence of the social environment on the creative activity of teenagerpp. The paper follows the relations to the existing body of knowledge on the relationship between social environment and creativity, with an effort to capture the social conditionality of creative performances - to capture their rootpp. The results of the probe have confirmed the initial hypothesis that the creative efforts of secondary school students taking part in vocational training is based on the social background of the family and school. However, the family influence on the students' creativity is not as significant as one would expect. It is the indirect effect of the family environment that has a larger influence.

Key words: social pedagogy, creativity, social creativity, environmental influence, macrosocial and microsocial environmental influences, relationship between social environment and creativity, professional and scientific creativity of youth

 

Empirical study
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ŠKUTOVÁ, M., BALCAR, J., REČKOVÁ, A. 2011. Změny požadavků veřejné správy na kompetence svých zaměstnanců v letech 2008–2011 [Changes in Requirements for Competences of Public Administration Employees in 2008–2011]. Lifelong Learning – celoživotní vzdělávání, vol. 1, no. 2, pp. 59–71.
DOI: http://dx.doi.org/10.11118/lifele2011010259

Abstract: Changes in Requirements for Competences of Public Administration Employees in 2008–2011. The paper analyzes job listings for the public sector. This market segment is characterized primarily by a high degree of codification of the qualitative dimension of occupations, their characteristics and the work environment. The paper provides a basic overview of what is required for employees of authorities in public administration. These requirements for employees were observed in November 2008, when the labor market had not yet been significantly affected by the global economic recession, and then again in May 2011, when the labor market was dealing with the consequences of economic crisipp. This approach makes it possible to describe the changes in requirements for potential employees during the period 2008-2011. The analysis shows the key role of soft skills in public administration.

Key words: soft skills, public administration, job listing, job vacancies

 

Theoretical study
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ŠAUEROVÁ, M. 2011. Osobnostní rozvoj wellness praktiků v celoživotním vzdělávání [The Personal Developtment of Wellness Practitioners in Lifelong Learning]. Lifelong Learning – celoživotní vzdělávání, vol. 1, no. 2, pp. 72–85.
DOI: http://dx.doi.org/10.11118/lifele2011010272

Abstract: The Personal Developtment of Wellness Practitioners in Lifelong Learning. As part of the lifelong learning of wellness practitioners we focus on professional training, paying attention to new trends and gaining experience with new techniquepp. The development of social skills is of the same importance as the personality development of the clients with whom the practitioner meetpp. The text deals with the areas of development of a professional in this branch. An emphasis has been placed, among others, on coaching as an important technique of encouraging and guiding the client, mastering the skills to work with the Positive Life Scenario as a necessary technique in supporting a client’s taking responsibility in his/her own way, and mastering the technique of Neuro-Linguistic Programming.

Key words: Wellness specialist (practitioner), social skills, coaching, Positive Life Scenario, Neuro-Linguistic Programming

 

Theoretical study
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Book Reviews

LINHARTOVÁ, D., DANIELOVÁ, L., MÁCHAL, P. (ed.) Vybrané problémy celoživotního vzdělávání v evropském kontextu. Brno: Konvoj, 2010 (V. Jankových, P. Hlaďo)
GLUCHMANOVÁ, M., GLUCHMAN, V. Profesijná etika učiteľa. Brno: Tribun EU, 2009 (P. Vyleťal, P. Vyleťal)

 

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Reports

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