This HTML5 document contains 45 embedded RDF statements represented using HTML+Microdata notation.

The embedded RDF content will be recognized by any processor of HTML5 Microdata.

Namespace Prefixes

PrefixIRI
dctermshttp://purl.org/dc/terms/
n10http://localhost/temp/predkladatel/
n8http://linked.opendata.cz/resource/domain/vavai/riv/tvurce/
n19http://linked.opendata.cz/resource/domain/vavai/subjekt/
n16http://linked.opendata.cz/ontology/domain/vavai/
n13http://linked.opendata.cz/resource/domain/vavai/zamer/
shttp://schema.org/
skoshttp://www.w3.org/2004/02/skos/core#
n4http://linked.opendata.cz/ontology/domain/vavai/riv/
n12http://linked.opendata.cz/resource/domain/vavai/vysledek/RIV%2F00216208%3A11410%2F13%3A10190354%21RIV14-MSM-11410___/
n2http://linked.opendata.cz/resource/domain/vavai/vysledek/
rdfhttp://www.w3.org/1999/02/22-rdf-syntax-ns#
n9http://linked.opendata.cz/ontology/domain/vavai/riv/klicoveSlovo/
n15http://linked.opendata.cz/ontology/domain/vavai/riv/duvernostUdaju/
xsdhhttp://www.w3.org/2001/XMLSchema#
n17http://linked.opendata.cz/ontology/domain/vavai/riv/aktivita/
n11http://linked.opendata.cz/ontology/domain/vavai/riv/jazykVysledku/
n18http://linked.opendata.cz/ontology/domain/vavai/riv/obor/
n7http://linked.opendata.cz/ontology/domain/vavai/riv/druhVysledku/
n14http://reference.data.gov.uk/id/gregorian-year/

Statements

Subject Item
n2:RIV%2F00216208%3A11410%2F13%3A10190354%21RIV14-MSM-11410___
rdf:type
skos:Concept n16:Vysledek
dcterms:description
As a consequence of the Bologna process, five-year master's teacher education programmes have been divided into three-year bachelor's and two-year master's studies in the Czech Republic. The aim of this paper is to describe the development of the two-cycle implementation in teacher education programmes in the Czech Republic and present survey results about the opinions of both the academic staff and students at the Faculty of Education of Charles University in Prague on the implementation. In the irst and second parts, we summarize Bologna goals and reaction to the two-cycle implementation in general. In the third part, we analyze the two-cycle system implementation from its introduction into the Czech legal system to a recent successful re-accreditation of a one-cycle programme at one faculty of education and strengthening voices for reintroduction of a one-cycle system for teacher education. In the fourth part, we present the survey results. It has been shown that about nine out of ten staff members had disagreed with the two-cycle implementation at the time of its introduction in 2006, and there has been no significant change of their opinions over time. Moreover, more than sixty percent of the academic staff do not agree with the co-existence of the two systems. On the contrary, students prefer the two-cycle system to the one-cycle system (7:3). Most bachelor's students intend to continue in the follow-up master's study suggesting that the division is more or less formal. As a consequence of the Bologna process, five-year master's teacher education programmes have been divided into three-year bachelor's and two-year master's studies in the Czech Republic. The aim of this paper is to describe the development of the two-cycle implementation in teacher education programmes in the Czech Republic and present survey results about the opinions of both the academic staff and students at the Faculty of Education of Charles University in Prague on the implementation. In the irst and second parts, we summarize Bologna goals and reaction to the two-cycle implementation in general. In the third part, we analyze the two-cycle system implementation from its introduction into the Czech legal system to a recent successful re-accreditation of a one-cycle programme at one faculty of education and strengthening voices for reintroduction of a one-cycle system for teacher education. In the fourth part, we present the survey results. It has been shown that about nine out of ten staff members had disagreed with the two-cycle implementation at the time of its introduction in 2006, and there has been no significant change of their opinions over time. Moreover, more than sixty percent of the academic staff do not agree with the co-existence of the two systems. On the contrary, students prefer the two-cycle system to the one-cycle system (7:3). Most bachelor's students intend to continue in the follow-up master's study suggesting that the division is more or less formal.
dcterms:title
Impact of the Bologna process two-cycle implementation on teacher education in the Czech Republic Impact of the Bologna process two-cycle implementation on teacher education in the Czech Republic
skos:prefLabel
Impact of the Bologna process two-cycle implementation on teacher education in the Czech Republic Impact of the Bologna process two-cycle implementation on teacher education in the Czech Republic
skos:notation
RIV/00216208:11410/13:10190354!RIV14-MSM-11410___
n16:predkladatel
n19:orjk%3A11410
n4:aktivita
n17:Z
n4:aktivity
Z(MSM0021620862)
n4:cisloPeriodika
6
n4:dodaniDat
n14:2014
n4:domaciTvurceVysledku
n8:8400105 n8:5638852 n8:1549243
n4:druhVysledku
n7:J
n4:duvernostUdaju
n15:S
n4:entitaPredkladatele
n12:predkladatel
n4:idSjednocenehoVysledku
79055
n4:idVysledku
RIV/00216208:11410/13:10190354
n4:jazykVysledku
n11:eng
n4:klicovaSlova
five-year master's study; follow-up master's study; bachelor's study; two-cycle system; Bologna process; Teacher education
n4:klicoveSlovo
n9:Bologna%20process n9:five-year%20master%27s%20study n9:bachelor%27s%20study n9:Teacher%20education n9:two-cycle%20system n9:follow-up%20master%27s%20study
n4:kodStatuVydavatele
CZ - Česká republika
n4:kontrolniKodProRIV
[E03F51376B12]
n4:nazevZdroje
Pedagogická orientace
n4:obor
n18:AM
n4:pocetDomacichTvurcuVysledku
3
n4:pocetTvurcuVysledku
3
n4:rokUplatneniVysledku
n14:2013
n4:svazekPeriodika
23
n4:tvurceVysledku
Bendl, Stanislav Zvírotský, Michal Voňková, Hana
n4:zamer
n13:MSM0021620862
s:issn
1211-4669
s:numberOfPages
19
n10:organizacniJednotka
11410