Content of No. 2/2016

 

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Editorial

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VÁŇOVÁ, M. 2016. Francouzská nižší sekundární škola – Collège [French Lower Secondary School—Collège]. Lifelong Learning – celoživotní vzdělávání, roč. 6, č. 2, s. 8–22.
DOI: http://dx.doi.org/10.11118/lifele201606028

Abstract: French Lower Secondary School—Collège. The paper deals with the comprehensive lower secondary school—Collège de France. It describes its origins, objectives, current configuration, development and present problems. In this context the author highlights the importance of this school level in terms of school system characteristics as well as in terms of different ways of addressing currently important problems such as grade retention, social and performance homogeneity or heterogeneity of class groups as well as social and performance diversity of educational institutions of this level. With regard to the fact that French system of education is not commonly known to the wider teaching public, the author initially presents the current state of this type of school as a result of a series of reforms and innovations which this school went through since its origin in the 70s of the 20th century, and which were primarily aimed at deepening its internal differentiation, while retaining its original goals of a school for all eleven to fifteen-year-old pupils. On this basis, the author shows the persisting problems coming from the great social and intellectual heterogeneity of pupils of this school type. These problems are documented in the form of opinions of various participants in the educational process, especially teachers and educators—researchers as well as in the form of results of the Programme for International Student Assessment (PISA). In conclusion, the study presents the expected development in solving all the mentioned problems.

Key words: lower secondary school, classic model of school system, model of delayed decision-making moment, comprehensive school, inner differentiation, collège, social and performance heterogeneity or homogeneity of class groups, socially conditioned diversity of school institutions

 

Theoretical study
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ĎURIŠOVÁ, L. 2016. Kariérové poradenství v základních školách: výzkumné šetření mezi kariérovými poradci [Career Counselling at Primary Schools: Survey Research among Career Counsellors]. Lifelong Learning – celoživotní vzdělávání, roč. 6, č. 2, s. 23–54.
DOI: http://dx.doi.org/10.11118/lifele2016060223

Abstract: Career Counselling at Primary Schools: Survey Research among Career Counsellors. Aim of this empirical study was to obtain a profile of professionals providing career counselling at primary schools in Zlín District (called career counsellors), map the material conditions, propagation and availability of career counselling at schools, including office hours of career counsellors, identification of information sources career counsellors use, ways of their cooperation with pupils’ parents in deciding about further education, what are the other subjects career counsellors cooperate with, discovering problems connected to career counselling at primary schools, comparison of the level of accordance of our results with the results of researches in the field of career counselling realized at the schools in previous years and creating a vision of primary school career counselling. Empirical data collection was carried out in the school year 2013/2014 through electronic questionnaires and content analysis. Quantitative analysis of the questionnaire data confirmed findings of previous researches, that career counsellors are usually teachers with long practice and experience, who perform the function of education counsellor. Improvement appeared both in the field of professional training and in material support and working environment of career counsellors. Analysis further showed that career counsellors belong amongst important factors providing pupils with information concerning the options of further education and through the part they take in the teaching of the educational area Man and the World of Work they help pupils to create a realistic professional goal and provide them with necessary competences. Apart from the positives the analysis discovered also some insufficiencies—in cooperation both with parents and regional companies—potential future employers of pupils finishing the school. Qualitative content analysis enabled to identify problems in career counselling and visions of career counsellors about how should the career counselling and primary schools should look like.

Key words: primary school, pupil, career counsellor, career counsellor profile, career counselling, questionnaire, content analysis, data quantification, qualitative data analysis

 

Empirical study
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HORÁČKOVÁ, M. 2016. Implicitní postoje učitelů středních odborných škol k přírodě [Implicit Attitudes of Upper Secondary Vocational School Teachers to Nature]. Lifelong Learning – celoživotní vzdělávání, roč. 6, č. 2, s. 55–82.
DOI: http://dx.doi.org/10.11118/lifele2016060255

Abstract: Implicit Attitudes of Upper Secondary Vocational School Teachers to Nature. The aim of this study is to present selected results of the research which as a whole examined pro-environmental attitudes of secondary vocational school teachers as a precondition of biophile teaching orientation. By previous research it was established that teachers' attitude towards this topic influences their teaching strategies. Presented study examines implicit attitudes of secondary vocational school teachers towards the nature. The results of the study are presented after presenting theoretical background dealing with the pro-environmental attitudes in the context of biophile teaching orientation and brief overview of research conducted in the Czech Republic and abroad. Empirical part of this study examines implicit attitudes of 201 teachers towards the nature using projective method, specifically the sentence completion test. The chosen method allowed to identify inner, indirect, spontaneous and uncontrolled attitudes of secondary vocational school teachers towards the nature. Based on the analysis we conclude that implicit attitudes of teachers from chosen secondary vocational school are not pro-environmental but rather anthropocentric.

Key words: upper secondary school teacher, implicit attitudes, biophile orientation of education, nature, quantitative content analysis, sentence completion test

 

Empirical study
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MARTINCOVÁ, J. 2016. Úroveň kritického myšlení studentů vybrané fakulty humanitních studií [Level of Critical Thinking of Students of Selected Faculty of Humanities]. Lifelong Learning – celoživotní vzdělávání, roč. 6, č. 2, s. 83–105.
DOI: http://dx.doi.org/10.11118/lifele2016060283

Abstract: Level of Critical Thinking of Students of Selected Faculty of Humanities. Primary goal of this article is to provide a summary of theories dealing with critical thinking and critical thinking abilities. Secondary goal is identification of the level of critical thinking based on the Watson-Glaser Critical Thinking Appraisal as a research tool. The article consist of two parts. The first part provides primary theoretical ground for critical thinking and its analysis concerning the components (abilities, competences) of critical thinking. Second part presents quantitative research focused on identification of the level of critical thinking of students of selected faculty of humanities, verification of data normality and analysis of differences between the level of critical thinking and study specialization. Research sample consists of 472 respondents (181 of educational study specialization, 163 of linguistic study specialization, 128 of health care study specialization). In the conclusion the author of the article provides summary of results and possible recommendations for practical use.

Key words: critical thinking, argumentation, judgment, assumption identification, interpretation, deduction, study specialization, humanities

 

Empirical study
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PROCHÁZKA, M., VÍTEČKOVÁ, M. 2016. Pohled lektorů firemního vzdělávání na faktory úspěchu své vzdělávací činnosti [Corporate Education Lecturersʼ Wiew of the Factors of Success of their Educational Activity]. Lifelong Learning – celoživotní vzdělávání, roč. 6, č. 2, s. 106–117.
DOI: http://dx.doi.org/10.11118/lifele20160602106

Abstract: Corporate Education Lecturersʼ Wiew of the Factors of Success of their Educational Activity. The article focuses on the competences of lecturer of adult education in relation to the formulation of requirements leading to his successful educational activity. It provides an answer to how the corporate education lecturers perceive their competences, what they consider crucial, what is reflected in the lesson planning and development of competences of the lecturer during corporate education of adults. It presents results of the survey research realized in the form of mind map processing and their further content analysis. Research sample consisted of 41 lecturers of further education who through the mind map described areas which they consider crucial for performance of their profession. Based on the results a competence model was created which represents a simplified formulation of what the lecturers consider important in relation to their successful educational activity.

Key words: competences, lecturer, corporate education, mind map, content analysis

 

Empirical study
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Book Reviews

VETEŠKA, J. Přehled andragogiky. Praha: Portál, 2016 (J. Průcha)

 

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Reports

 

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