. "11410" . "Pedagogika" . . "Profesn\u00ED p\u0159esv\u011Bd\u010Den\u00ED u\u010Ditel\u016F z\u00E1kladn\u00EDch \u0161kol a student\u016F fakult p\u0159ipravuj\u00EDc\u00EDch budouc\u00ED u\u010Ditele"@cs . "Spilkov\u00E1, Vladim\u00EDra" . . "Profesn\u00ED p\u0159esv\u011Bd\u010Den\u00ED u\u010Ditel\u016F z\u00E1kladn\u00EDch \u0161kol a student\u016F fakult p\u0159ipravuj\u00EDc\u00EDch budouc\u00ED u\u010Ditele"@cs . "The Professional Convictions of Teachers at Basic (Elementary) Schools and of Students at Faculties Training Future Teachers"@en . "http://userweb.pedf.cuni.cz/wp/pedagogika/?p=1498" . . . "The Professional Convictions of Teachers at Basic (Elementary) Schools and of Students at Faculties Training Future Teachers"@en . "1" . "CZ - \u010Cesk\u00E1 republika" . . . . "Z(MSM0021620862)" . . "Hanz\u00E1k, Tom\u00E1\u0161" . . "5"^^ . "Simonov\u00E1, Jaroslava" . . "40053" . "32"^^ . "RIV/00216208:11410/14:10218283!RIV15-MSM-11410___" . . "3"^^ . "Strakov\u00E1, Jana" . . "RIV/00216208:11410/14:10218283" . . . "[CC85AFB6ED84]" . "64" . . "Friedlaenderov\u00E1, Hana" . "P\u0159\u00EDsp\u011Bvek je sou\u010D\u00E1st\u00ED \u0159e\u0161en\u00ED v\u00FDzkumn\u00E9ho z\u00E1m\u011Bru %22U\u010Ditelsk\u00E1 profese v m\u011Bn\u00EDc\u00EDch se po\u017Eadavc\u00EDch na vzd\u011Bl\u00E1v\u00E1n\u00ED%22. P\u0159edstavuje v\u00FDsledky kvantitativn\u00EDho dotazn\u00EDkov\u00E9ho \u0161et\u0159en\u00ED, jeho\u017E c\u00EDlem bylo p\u0159isp\u011Bt k sou\u010Dasn\u00E9mu pozn\u00E1n\u00ED v oblasti p\u0159esv\u011Bd\u010Den\u00ED \u010Desk\u00FDch u\u010Ditel\u016F. V\u00FDzkum zji\u0161\u0165oval, do jak\u00E9 m\u00EDry \u010De\u0161t\u00ED u\u010Ditel\u00E9 pova\u017Euj\u00ED za \u017E\u00E1douc\u00ED m\u011Bnit obsah a metody vzd\u011Bl\u00E1v\u00E1n\u00ED tak, aby l\u00E9pe vyhovovaly pot\u0159eb\u00E1m sou\u010Dasn\u00E9 spole\u010Dnosti, a jak\u00E9 jsou jejich postoje k t\u011Bm aspekt\u016Fm kurikul\u00E1rn\u00ED reformy, kter\u00E9 jsou v \u010Desk\u00E9m pedagogick\u00E9m prost\u0159ed\u00ED nov\u00E9. Do v\u00FDzkumu bylo za\u0159azeno celkem 553 u\u010Ditel\u016F ze 128 z\u00E1kladn\u00EDch \u0161kol. V\u00FDzkum uk\u00E1zal rozd\u00EDl v p\u0159esv\u011Bd\u010Den\u00EDch u\u010Ditel\u016F 1. a 2. stupn\u011B povinn\u00E9ho vzd\u011Bl\u00E1v\u00E1n\u00ED a rozd\u00EDly v postoji ke zm\u011Bn\u00E1m a autonomii v z\u00E1vislosti na v\u011Bku. Nejvy\u0161\u0161\u00ED m\u00EDra shody mezi u\u010Diteli panuje v ot\u00E1zk\u00E1ch pot\u0159ebnosti spolupr\u00E1ce v pedagogick\u00E9m sboru a pot\u0159ebnosti konstruktivistick\u00FDch p\u0159\u00EDstup\u016F. Nejv\u011Bt\u0161\u00ED rozpory naopak panuj\u00ED v ot\u00E1zk\u00E1ch t\u00FDkaj\u00EDc\u00EDch se \u00FAlohy z\u00E1kladn\u00ED \u0161koly a v postoj\u00EDch k autonomii u\u010Ditel\u016F."@cs . . "curricular reform; compulsory education; professional convictions of the teacher"@en . "P\u0159\u00EDsp\u011Bvek je sou\u010D\u00E1st\u00ED \u0159e\u0161en\u00ED v\u00FDzkumn\u00E9ho z\u00E1m\u011Bru %22U\u010Ditelsk\u00E1 profese v m\u011Bn\u00EDc\u00EDch se po\u017Eadavc\u00EDch na vzd\u011Bl\u00E1v\u00E1n\u00ED%22. P\u0159edstavuje v\u00FDsledky kvantitativn\u00EDho dotazn\u00EDkov\u00E9ho \u0161et\u0159en\u00ED, jeho\u017E c\u00EDlem bylo p\u0159isp\u011Bt k sou\u010Dasn\u00E9mu pozn\u00E1n\u00ED v oblasti p\u0159esv\u011Bd\u010Den\u00ED \u010Desk\u00FDch u\u010Ditel\u016F. V\u00FDzkum zji\u0161\u0165oval, do jak\u00E9 m\u00EDry \u010De\u0161t\u00ED u\u010Ditel\u00E9 pova\u017Euj\u00ED za \u017E\u00E1douc\u00ED m\u011Bnit obsah a metody vzd\u011Bl\u00E1v\u00E1n\u00ED tak, aby l\u00E9pe vyhovovaly pot\u0159eb\u00E1m sou\u010Dasn\u00E9 spole\u010Dnosti, a jak\u00E9 jsou jejich postoje k t\u011Bm aspekt\u016Fm kurikul\u00E1rn\u00ED reformy, kter\u00E9 jsou v \u010Desk\u00E9m pedagogick\u00E9m prost\u0159ed\u00ED nov\u00E9. Do v\u00FDzkumu bylo za\u0159azeno celkem 553 u\u010Ditel\u016F ze 128 z\u00E1kladn\u00EDch \u0161kol. V\u00FDzkum uk\u00E1zal rozd\u00EDl v p\u0159esv\u011Bd\u010Den\u00EDch u\u010Ditel\u016F 1. a 2. stupn\u011B povinn\u00E9ho vzd\u011Bl\u00E1v\u00E1n\u00ED a rozd\u00EDly v postoji ke zm\u011Bn\u00E1m a autonomii v z\u00E1vislosti na v\u011Bku. Nejvy\u0161\u0161\u00ED m\u00EDra shody mezi u\u010Diteli panuje v ot\u00E1zk\u00E1ch pot\u0159ebnosti spolupr\u00E1ce v pedagogick\u00E9m sboru a pot\u0159ebnosti konstruktivistick\u00FDch p\u0159\u00EDstup\u016F. Nejv\u011Bt\u0161\u00ED rozpory naopak panuj\u00ED v ot\u00E1zk\u00E1ch t\u00FDkaj\u00EDc\u00EDch se \u00FAlohy z\u00E1kladn\u00ED \u0161koly a v postoj\u00EDch k autonomii u\u010Ditel\u016F." . "Profesn\u00ED p\u0159esv\u011Bd\u010Den\u00ED u\u010Ditel\u016F z\u00E1kladn\u00EDch \u0161kol a student\u016F fakult p\u0159ipravuj\u00EDc\u00EDch budouc\u00ED u\u010Ditele" . "0031-3815" . "This article presents the main results of a study of the professional convictions of teachers at basic school and students at faculties training future teachers undertaken as part of the research plan, The Teaching Profession and Changing Demands on Education in 2011. (Limitations of space mean we cannot present the whole survey and its results here. We therefore focus just on the main findings from the quantitative part of the study. Answers to the individual research questions will be presented in detail separately). The study was motivated by interest in gaining a better understanding of how teachers today think about their work. In the last decades society has been undergoing fundamental change and with it change in the demands on the work of the teacher. The curricular reform taking place in Czech basic schools has been placing a range of new demands on teachers. Increasing demands are affecting all the major areas of the teacher's activity. Teachers now have to keep up with more comprehensively conceived educational goals (not only the traditional stress on the sum of knowledge), focus on meaningful content of teaching material, the active input of the pupil and co-operative forms of teaching, approaches geared to the individuality of the pupils, emphasis on team work in the frame of the teaching staff, and co-operation with parents and other social partners of the school. The study aimed to contribute to the understanding of teachers today, identifying their opinions, convictions and values. One important task was to look for answers to the question of whether contemporary teachers see the need for the changes and whether they identify with the aspects of curricular reform that are new and have no tradition in the Czech school.The authors of the study hope that it will assist in a better understanding of the potential obstacles to realisation of the curricular reform, and more broadly the adaptation of the Czech school to the changing needs of modern society."@en . "Profesn\u00ED p\u0159esv\u011Bd\u010Den\u00ED u\u010Ditel\u016F z\u00E1kladn\u00EDch \u0161kol a student\u016F fakult p\u0159ipravuj\u00EDc\u00EDch budouc\u00ED u\u010Ditele" .