. "131"^^ . "1" . "131"^^ . . . "2"^^ . "Za\u010D\u00EDnaj\u00FAci u\u010Dite\u013E a zvl\u00E1danie discipl\u00EDny v kontexte 2. stup\u0148a z\u00E1kladnej \u0161koly" . . "Neumeister, Pavel" . . "15410" . "2"^^ . . "RIV/61989592:15410/14:33152468" . "Za\u010D\u00EDnaj\u00FAci u\u010Dite\u013E a zvl\u00E1danie discipl\u00EDny v kontexte 2. stup\u0148a z\u00E1kladnej \u0161koly" . "[12A059C071C0]" . . "Novice teachers and their concept of discipline on second ground in basic school"@en . "Snahou po\u0148atia a spracovania predkladan\u00E9ho monografick\u00E9ho textu je vytvori\u0165 koncept pre pedagogiku v rovine obecn\u00FDch te\u00F3ri\u00ED vedn\u00FDch discipl\u00EDn pedeutol\u00F3gie a te\u00F3rie a metodiky v\u00FDchovy. Vych\u00E1dza v s\u00FAlade s cie\u013Eom a zameran\u00EDm v\u00FDchovn\u00E9ho procesu, zo \u0161trukturalistick\u00FDch prvkov tvorby te\u00F3rie a zo z\u00E1kladn\u00FDch prvkov tvorby diskurzov . Na z\u00E1klade vymedzenia diskurzu, kde je diskurz predstaven\u00FD ako \u00FAzus zabehnut\u00E9ho vn\u00EDmania \u013Eudskej spolo\u010Dnosti, obsah t\u00E9mat diskus\u00ED\u00ED \u010Di obsah jazykov\u00FDch \u0161pecif\u00EDk je diskurz tvoren\u00FD pomocou diskurz\u00EDvnych form\u00E1ci\u00ED, modal\u00EDt v\u00FDpoved\u00ED a formovania pojmov. Tieto diskurz\u00EDvne regulat\u00EDvy tvoria z\u00E1kladn\u00FA l\u00EDniu diskurzu v tejto monografii. Cie\u013Eom je teda vytvori\u0165 diskurz konceptu discipl\u00EDny ako prostriedku v\u00FDchovy v praxi za\u010D\u00EDnaj\u00FAceho u\u010Dite\u013Ea." . "56600" . "second ground in basic school; concept of discipline; Novice teachers"@en . "Brno" . "Za\u010D\u00EDnaj\u00FAci u\u010Dite\u013E a zvl\u00E1danie discipl\u00EDny v kontexte 2. stup\u0148a z\u00E1kladnej \u0161koly" . "Novice teachers and their concept of discipline on second ground in basic school"@en . . "RIV/61989592:15410/14:33152468!RIV15-MSM-15410___" . . . . "I, S" . . "Paido" . . . "In the presented monography work the definition of elements of the professional dialogue related to the process of pedagogical thinking was applied in the base-line of discipline conception as one of the means of education in its basic definition and classification of the lower theoretical levels (discipline, training process, means of education) and application levels (perception of discipline, outlining the processes of discipline, strategies of applying). These are meta-theorethically substantiated and they extend into the praxeological use within the context of theoretical research of the theory and methodology of education. The facts acquired in this work confirm that various problems associated with defining the notion of discipline and its theories and concepts are more difficult and disputable than a basic - trivial frame of academic and pedagogical knowledge or general - public discourse on discipline."@en . . "Chud\u00FD, \u0160tefan" . . "978-80-7315-250-5" .