Content of No. 3/2015:

 

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Editorial

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GRECMANOVÁ, H., DOPITA, M. 2015. Výzkum organizačního klimatu fakult připravujících učitele [Research on Organizational Climate of the Faculties Providing Teacher Training]. Lifelong Learning – celoživotní vzdělávání, vol. 5, no. 3, pp. 8–29. ISSN 1804-526X.

DOI: http://dx.doi.org/10.11118/lifele201505038

Abstract: Research on Organizational Climate of the Faculties Providing Teacher Training. This contribution focuses on the organizational climate of universities and their facultiepp. After providing theoretical background for the topic of organizational climate and description of research realized abroad and its methods, the development itself of the tools for research on perception of the organizational climate of faculties providing teacher training by the academic workers is introduced. It is represented by a concept of three versions of a questionnaire and one sheet of semi-structured interview. Research tools are characterized and their specifications are provided. For illustration purposes, descriptions and interpretations of results of realized research at three faculties are provided. Because of the nature of the topic the results cannot be compared. Data gathered during this phase of the research do not enable to define standardpp. Descriptive statistics therefore represent the basis for the interpretation. Process of lifelong learning and education is applied also in the university environment as one of the factors influencing the organizational climate at the workplacepp. Concerning the academic workers lifelong learning and education is implicitly expected.

Key words: organizational climate, university education, faculties providing teacher training, academic workers, perception, questionnaire

 

Empirical study
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SVITAČOVÁ, E., ŠEBEN ZAŤKOVÁ, T. 2015. Sociálne kompetencie a globálne zručnosti – profesijné kompetencie vysokoškolských učiteľov v inžinierskom vzdelávaní [Social Competencies and Global Skills—Professional Competences of University Teachers of Engineering Programmes]. Lifelong Learning – celoživotní vzdělávání, vol. 5, no. 3, pp. 30–44. ISSN 1804-526X.

DOI: http://dx.doi.org/10.11118/lifele2015050330

Abstract: Social Competencies and Global Skills—Professional Competences of University Teachers of Engineering Programmepp. Globalization of education is closely connected to increasing personality requirements for university teachers who should be well-educated professionals as well as mature personalities coping with interactions not only within the environment of their faculty or university, but also in the broader new global environment. As they are expected to provide complex training of the graduates for the practice in the globalized world, they are supposed to have mastered not only professional and pedagogical competences, but also social competences which belong amongst the key competencepp. This contribution deals with the issue of social competences amongst which we also include specific group of global skillpp. The issue of competences can be perceived as a challenge for the whole educational system, including the training of future teachers who in the new global environment gradually change into global teacherpp. For realization of educational activities at universities in the new global environment intercultural and global competencies or global skills are important in particular. Not only they facilitate fulfilling of educational goals, they also provide complex training of the graduates for the practice in different fields of science and technology with regard to the the fact that they will then realize teaching in the new global economic and social environment. At the same time they provide easier communication and cooperation with different subjects at schools, universities and in the broader social environment. In the contribution we provide a summary of definitions and opinions of different authors on this issue. Currently these are considered to make a part of the “professional competence” of a global teacher who can understand the changes in the global environment and react to them flexibly through his pedagogical activitiepp. No matter to what extent the competencies along with knowledge and skills are considered to represent goals and simultaneously results of education, social competences of university teachers should be currently perceived as an issue that demands increasing attention also from university pedagogy which is understood as an important prerequisite of quality pedagogical work of a university teacher. This issue actually became a matter of interest of numerous university workplacepp.

Key words: university teacher, social competencies, key competencies, new global environment, global teacher

 

Theoretical study
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KACHLÍK, P. 2015. Analýza chování s rysy závislosti a primární prevence u prezenčních studentů Masarykovy univerzity [Analysis of Behavior With Features of Addiction and Primary Prevention for Full-time Students at Masaryk University]. Lifelong Learning – celoživotní vzdělávání, vol. 5, no. 3, pp. 45–74. ISSN 1804-526X.

DOI: http://dx.doi.org/10.11118/lifele2015050345

Abstract: Analysis of Behavior With Features of Addiction and Primary Prevention for Full-time Students at Masaryk University. The aim of the research studies presented here was a description and analysis of potentially addictive behavior in a sample of full-time students at Masaryk University and its possible prevention. There were 3 anonymous questionnaire studies , first charted in a sample of 9,993 respondents experience with addictive drugs of legal and illegal type, their opinions and attitudepp. In the second study there were interviewed 2,475 people on issues aimed at potentially hazardous activities, especially virtual drugpp. The third investigation in a sample of 2,176 people concerned primary prevention activities at the University, their efficiency, attractiveness, student involvement. The collected data were electronically recorded and subjected to statistical processing (descriptive statistics, chi-square test and its modifications, Fisher exact test). The results showed that the most commonly used addictive substances in the sample were alcohol, nicotine, caffeine, cannabis, to lesser extent also hallucinogens, depressants not requiring prescription and dancing drugpp. Respondents normally work with a computer, internet and mobile phone, usually an hour a day. One fifth of the sample was addressed with addiction prevention, almost exclusively in the classroom. In primary prevention there are used mainly monologue lectures on the issue of alcohol and nicotine, which lack feedback, interactivity, adequate length, continuity and systematicity.

Key words: slot machine, questionnaire, game, internet, mobile phone, computer, prevention, risk behavior, student, study, substance, virtual drugs, research, university, addiction

 

Empirical study
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ŠEĎOVÁ, K., ŠALAMOUNOVÁ, Z. 2015. Žákovská participace na komunikaci jako produkt interakcí mezi učitelem a žákem [Student Participation in Communication as a Product of Teacher—Student Interaction]. Lifelong Learning – celoživotní vzdělávání, vol. 5, no. 3, pp. 75–94. ISSN 1804-526X.

DOI: http://dx.doi.org/10.11118/lifele2015050375

Abstract: Student Participation in Communication as a Product of Teacher—Student Interaction. Goal of this study is to explore whether the way of teacher—student interaction influences student’s participation in the educational communication. Research has proved that students participate in the educational communication unevenly and that the level of their participation strongly correlates to their school performance. In this study based on the microanalysis of videorecords of educational communication we show that participation patterns are socially constructed and they are a product of interaction of students and their teacherpp. We analyze two examples of students with similar characteristics (lower school performance), one of which participates in a very limited way and he is not able to participate in discussions about more difficult topics, the second then participates in a large extent and he is able to introduce new ideas and to formulate sophisticated argumentpp. On the collected data we show that difference is caused by the different behaviour of their teachers, who differ in the level of assistance provided to the students and also in the way they label the students in communication.

Key words: educational communication, student participation, school performance, pygmalion effect

 

Empirical study
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KOVAŘÍKOVÁ, M. 2015. Prevence ozbrojených útoků na školách jako součást didaktiky mimořádných situací [Prevention of Armed Attacks at Schools as a Part of Emergency Situations Didactics]. Lifelong Learning – celoživotní vzdělávání, vol. 5, no. 3, pp. 95–112. ISSN 1804-526X.

DOI: http://dx.doi.org/10.11118/lifele2015050395

Abstract: Prevention of Armed Attacks at Schools as a Part of Emergency Situations Didacticpp.This article deals with the issue of security management and its following application in education. The article focuses on the topic of armed attacks at schoolpp. Based on a research probe aimed at teachers which focused on perception of security risks, there are chosen areas to which Central emergency system services should react. Further, knowledge of technical and organizational measures of emergency plans in the organization and the level of attention paid to this issue by the school management were investigated. In the text there are also international models of solutions of this issue introduced. The contribution also brings outline of how is the issue solved in the European Union countries, in particular in the Kingdom of Spain. Experience with the solution of security issues of schools in Latin America are also mentioned. In the conclusion the summary of measures for improvement of security at schools is presented. 

Key words: security management, armed attacks at schools, security plans, emergency plans, emergency situations didactics

 

Empirical study
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ĎURIŠOVÁ, L. 2015. Volba dalšího vzdělávání a kariérové poradenství v základních školách očima žáků [Choice of Further Education and Career Counselling at Primary Schools as Viewed by Pupils]. Lifelong Learning – celoživotní vzdělávání, vol. 5, no. 3, pp. 113–139. ISSN 1804-526X.

DOI: http://dx.doi.org/10.11118/lifele20150503113

Abstract: Choice of Further Education and Career Counselling at Primary Schools as Viewed by Pupilpp.Aim of this empirical study is to provide a complex view of pupils on the issue of choice of further education and career counselling at primary schools in Zlín District. Attention is mainly paid to the provided services in the field of career counselling, factors influencing the choice of further education, people from which the pupils most often accept advice and help, sources of information which are used most often to support choice of profession and choice of further education, time when the career counsellors start working with pupils and their parents, level of support in the educational area Man and the World of Work in the area of shaping ideas about the further education and further profession, attitude of pupils to the level of influence of school on the parents and their ideas how should the career counselling at primary schools look like. In the survey there were quantitative and qualitative data combined in the sense of methodologically mixed design of sequential nature. Data collection was realized in three steps through context analysis of the text (N = 71), printed non-standardized questionnaire (N = 192) and semi-structured focus group (N = 6). Both quantitative and qualitative analysis implied that pupils in the course of decision making process attribute about the same level of significance to the family and to pedagogical workerpp. Quantitative analysis among others implied that teachers, along with the parents, are the crucial elements of advice and help provision and also that the career education and predominantly provision of individual counselling to the pupil and the parents is not on the sufficient level. Qualitative analysis showed the attitude of pupils to the question whether school can or cannot influence parents’ visions of further education of their children and the ideas of pupils about the form of career counselling at primary schoolpp.

Key words: primary school, pupil, career counsellor, educational area Man and the World of Work, career counselling, professional orientation, choice of the further education and further profession

 

Empirical study
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BRÜCKNEROVÁ, K., NOVOTNÝ, P. 2015. Typologie mezigeneračního učení mezi učiteli [Typology of Intergenerational Learning amongst the Teachers]. Lifelong Learning – celoživotní vzdělávání, vol. 5, no. 3, pp. 140–162. ISSN 1804-526X.

DOI: http://dx.doi.org/10.11118/lifele20150503140

Abstract: Typology of Intergenerational Learning amongst the Teacherpp. This article firstly discusses possible approaches to the creation of typology of intergenerational learning and further it introduces concrete typology of intergenerational learning originating from the qualitative research amongst the teachers of primary and secondary schoolpp. Data from 22 interviews were analysed on three levels and developing typology was continuously verified by its reverse grounding to the data. Introduced typology defines four types of intergenerational learning: accepting, transforming, searching and intergenerationally inspiring. These types are defined based on specifics on the level of content and interactions which amongst the members of different generations in the frame of learning appear. In the conclusion possible benefits of view on the intergenerational learning through the presented typology are discussed.

Key words: intergenerational learning amongst teachers, learning at the workplace, professional development of teachers, typology

 

Empirical study
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SEJČOVÁ, Ľ. 2015. Možnosti využitia arteterapie u dospelých a seniorov [Possibilities of Use of Art Therapy with Adults and Elderly People]. Lifelong Learning – celoživotní vzdělávání, vol. 5, no. 3, pp. 163–181. ISSN 1804-526X.

DOI: http://dx.doi.org/10.11118/lifele20150503163

Abstract: Possibilities of Use of Art Therapy with Adults and Elderly People.In the contribution the author defines art therapy as a creative activity, she emphasizes its therapeutic and preventive potential and points out the possibility of influencing adults and elderly people by using art therapy. It would be useful to realize art therapy themes and exercises in social facilities or through the offer of leisure time activities and use their therapeutic and preventive potential. By adapting topics to the needs of chosen age groups of clients they would facilitate solving their current problems (in the family, at work, meaning of life, aging problems etc. Method of realization of art therapy techniques is varied based on the needs of individual clients, depending on whether the activities and themes are aimed at intact clients or at handicapped clients (psychically, physically, socially). Each of these client categories has its specific needs and specific therefore will be also the goals of art therapy. In the contribution therefore specific goals of art therapy with individual types of clients are defined and some suitable themes and techniques of work with adults and elderly people are presented. The author also in the contribution briefly defines Development art therapy programme for adolescents / Personal development, which she realizes at the Faculty of Arts of Comenius University in Bratislava with students of 23 to 26 years of age.

Key words: art therapy, creativity, preventive education, art therapy with adult clients and family, art therapy with elderly people, Development art therapy programme

 

Theoretical study
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Book Reviews

ŠEBEN ZAŤKOVÁ, T. Úvod do vysokoškolskej pedagogiky. Trnava: Univerzita sv. Cyrila a Metoda, 2014 (E. Petlák)
KNAPÍK, J. Adaptácia a socializácia gréckokatolíckych bohoslovcov. Prešov: Vydavateľstvo Michala Vaška, 2014 (M. Kosturková)

 

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Reports

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