. . "RIV/00216224:14210/10:00048694" . "978-80-7308-301-4" . . "U\u010Ditel v sou\u010Dasn\u00E9 \u0161kole" . "Ze struktury \u0161koly vypl\u00FDv\u00E1 existence skupin, kter\u00E9 maj\u00ED velkou samostatnost, a ka\u017Ed\u00E1 se r\u016Fzn\u011B pod\u00EDl\u00ED na jej\u00EDm chodu. Skupiny lze rozd\u011Blit n\u00E1sledovn\u011B: 1. hierarchick\u00E9 d\u011Blen\u00ED (veden\u00ED versus u\u010Ditel\u00E9), 2. p\u0159edm\u011Btov\u00E9 (prvn\u00ED versus druh\u00FD stupe\u0148, p\u0159\u00EDrodov\u011Bdn\u00E9 versus humanitn\u00ED p\u0159edm\u011Bty), 3. prostorov\u00E9 (kabinety) a 4. v\u011Bkov\u00E9 (mlad\u00ED versus sta\u0159\u00ED u\u010Ditel\u00E9). Humanitn\u00ED, p\u0159\u00EDrodov\u011Bdn\u00E9 \u010Di filologick\u00E9 p\u0159edm\u011Bty nap\u0159\u00EDklad nemaj\u00ED ve \u0161kole stejn\u00FD status jako v\u00FDtvarn\u00E1, hudebn\u00ED a t\u011Blesn\u00E1 v\u00FDchova, kter\u00E9 jsou naz\u00EDr\u00E1ny jako okrajov\u00E9 \u010Di m\u00E9n\u011B d\u016Fle\u017Eit\u00E9. V textu budu pro v\u00FDklad situace pou\u017E\u00EDvat teorie vztahuj\u00EDc\u00ED se k moci, ale tak\u00E9 k politice. Procesy odehr\u00E1vaj\u00EDc\u00ED se v prostoru \u0161koly lze do jist\u00E9 m\u00EDry dob\u0159e popsat na z\u00E1klad\u011B anal\u00FDzy politick\u00FDch a mikropolitick\u00FDch souvislost\u00ED (Blase 1995). Mikropolitick\u00FD pohled na \u0161kolu proto umo\u017E\u0148uje nahl\u00ED\u017Eet jedn\u00E1n\u00ED u\u010Ditel\u016F jako strategie \u010Di taktiky vedouc\u00ED k zaji\u0161t\u011Bn\u00ED z\u00E1jm\u016F jednotlivce \u010Di skupiny. Tento \u00FAhel vede cel\u00E9 empirick\u00E9 zkoum\u00E1n\u00ED, kter\u00E9 je \u00FAst\u0159edn\u00ED \u010D\u00E1st\u00ED dal\u0161\u00EDho textu."@cs . "Mikropolitika \u0161koly a jej\u00ED vliv na pr\u00E1ci u\u010Ditele" . "Praha" . . "RIV/00216224:14210/10:00048694!RIV11-GA0-14210___" . "271412" . "\u0160va\u0159\u00ED\u010Dek, Roman" . "The structure of the school follows the existence of groups that have great autonomy, and each with different proportions of its operation. Groups can be divided as follows: 1 hierarchical division (management versus teachers), 2 subject (first versus second degree, science versus humanities), 3 space (cabinets) and 4 age (young versus old teacher). Humanities, science and philological subjects at school for example, have the same status as art, music and physical education, which are viewed as marginal or less important. The text will be used for an interpretation theory relating to power, but also to politics. Processes occurring in the area of school can pretty well describe the analysis of political and mikropolitick\u00FDch context (Blase 1995). Micropolitical look at the school allows the meetings to consult teachers as strategies and tactics to lead to safeguard the interests of individuals or groups. This angle leads throughout the empirical analysis which is a central part of the next text."@en . . "School Micropolitics and its impact on teacher's work"@en . "[691B76675D04]" . . "Ze struktury \u0161koly vypl\u00FDv\u00E1 existence skupin, kter\u00E9 maj\u00ED velkou samostatnost, a ka\u017Ed\u00E1 se r\u016Fzn\u011B pod\u00EDl\u00ED na jej\u00EDm chodu. Skupiny lze rozd\u011Blit n\u00E1sledovn\u011B: 1. hierarchick\u00E9 d\u011Blen\u00ED (veden\u00ED versus u\u010Ditel\u00E9), 2. p\u0159edm\u011Btov\u00E9 (prvn\u00ED versus druh\u00FD stupe\u0148, p\u0159\u00EDrodov\u011Bdn\u00E9 versus humanitn\u00ED p\u0159edm\u011Bty), 3. prostorov\u00E9 (kabinety) a 4. v\u011Bkov\u00E9 (mlad\u00ED versus sta\u0159\u00ED u\u010Ditel\u00E9). Humanitn\u00ED, p\u0159\u00EDrodov\u011Bdn\u00E9 \u010Di filologick\u00E9 p\u0159edm\u011Bty nap\u0159\u00EDklad nemaj\u00ED ve \u0161kole stejn\u00FD status jako v\u00FDtvarn\u00E1, hudebn\u00ED a t\u011Blesn\u00E1 v\u00FDchova, kter\u00E9 jsou naz\u00EDr\u00E1ny jako okrajov\u00E9 \u010Di m\u00E9n\u011B d\u016Fle\u017Eit\u00E9. V textu budu pro v\u00FDklad situace pou\u017E\u00EDvat teorie vztahuj\u00EDc\u00ED se k moci, ale tak\u00E9 k politice. Procesy odehr\u00E1vaj\u00EDc\u00ED se v prostoru \u0161koly lze do jist\u00E9 m\u00EDry dob\u0159e popsat na z\u00E1klad\u011B anal\u00FDzy politick\u00FDch a mikropolitick\u00FDch souvislost\u00ED (Blase 1995). Mikropolitick\u00FD pohled na \u0161kolu proto umo\u017E\u0148uje nahl\u00ED\u017Eet jedn\u00E1n\u00ED u\u010Ditel\u016F jako strategie \u010Di taktiky vedouc\u00ED k zaji\u0161t\u011Bn\u00ED z\u00E1jm\u016F jednotlivce \u010Di skupiny. Tento \u00FAhel vede cel\u00E9 empirick\u00E9 zkoum\u00E1n\u00ED, kter\u00E9 je \u00FAst\u0159edn\u00ED \u010D\u00E1st\u00ED dal\u0161\u00EDho textu." . . "14210" . . . "teacher professional development; micropolitics; identity of teachers; expert teacher"@en . "13"^^ . "1"^^ . "P(GA406/09/0752)" . . "1"^^ . . "Mikropolitika \u0161koly a jej\u00ED vliv na pr\u00E1ci u\u010Ditele"@cs . . "Neuveden" . "Mikropolitika \u0161koly a jej\u00ED vliv na pr\u00E1ci u\u010Ditele"@cs . "Mikropolitika \u0161koly a jej\u00ED vliv na pr\u00E1ci u\u010Ditele" . . "315"^^ . . "Univerzita Karlova v Praze" . "School Micropolitics and its impact on teacher's work"@en . . .