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Předmětem následujícího textu je poskytnutí přehledu vývoje problematiky tělesných (fyzických) trestů v českých zemích jako logického zdroje současného stavu názorů na fyzické trestání dětí. Pod vlivem nového paradigmatu v pojetí dítěte se postupně mění společenský pohled na řadu pedagogických kategorií, včetně trestů, i když jde o proměnu velmi zdlouhavou. Autoři se opírají o nové poznatky neurověd, které prokazují negativní vliv trestů na zdravý vývoj dítěte a potvrzují dosavadní intuitivní výsledky respektujících a nenásilných pedagogických přístupů ve školách i při výchově v rodině. Z české legislativy je zřejmé, že ve školách nejsou tělesné tresty přípustné, nicméně nepřípustnost tělesných trestů v rodinném prostředí není nikde deklarativně ukotvena, ačkoli byla Česká republika na tento nedostatek upozorněna Evropským výborem pro sociální práva již v roce 2015. Závěrečná část textu je věnována aktuálnímu stavu problematiky, jak ji vnímá i pod mezinárodním vlivem nejen široká veřejnost, ale také česká justice a současné politické elity. Autoři tak v textu nahlížejí na aktuální společenskou diskusi o tématu tělesných trestů a proces implementace nového ustanovení do platné české legislativy.

Copyright of Journal of Technology & Information Education is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Technology & Information Education is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Příspěvek se věnuje vývoji tématu profesního rozvoje učitelů v České republice během posledních 30 let s cílem lépe porozumět kontextu tohoto fenoménu. První část představuje nástin realizovaných výzkumných šetření, projektů a legislativních změn od 90. let minulého století až po současnost. Jsou zaznamenány změny v užívané terminologii, ale především nereflektované přínosy realizovaných projektů a jejich výstupů vzdělávací politikou. Ve druhé části je představena narativní přehledová studie, která na základě stanovených kritérií analyzuje 21 vybraných studií s cílem zodpovědět výzkumné otázky zaměřené na užitou metodologii a hlavní zjištění jednotlivých studií. Výstupy jsou prezentovány pomocí několika hlavních témat, ke kterým se zjištění vztahují. Témata jako spolupráce, důvěra mezi učiteli a reflexe jsou prezentována jako klíčová pro efektivní rozvoj učitelů a zároveň jsou předmětem projektů realizovaných v posledních letech. Jsou představeny nové metody a prostředky, jako reflektované videonahrávky, pomocí kterých lze účinně realizovat profesní rozvoj. Během uplynulých 30 let přinesl pedagogický výzkum důležitá zjištění v oblasti profesního rozvoje učitelů a dále zkoumá nové fenomény s ním spojené. Proto je otázkou, jak bude s těmito výstupy pracovat vzdělávací politika, potažmo pedagogická praxe.

Copyright of Pedagogická Orientace is the property of Pedagogicka Orientace and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Orbis Scholae is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-Pedagogium is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Hlavním cílem této studie, která je součástí rozsáhlého výzkumu role experimentu ve výuce fyziky, je zmapovat zdroje inspirace pro experimentální aktivity, které do svých hodin zařazují čeští středoškolští učitelé. K tomuto účelu byl použit online dotazník rozeslaný v listopadu roku 2020 učitelům fyziky na středních školách a v odpovídajících ročnících gymnázií; své odpovědi poskytlo 309 z přibližně dvou tisíc oslovených respondentů. Vyhodnocením vybraných dvou otázek dotazníku bylo zjištěno, že nejvýznamnějším zdrojem inspirace ve většině věkových skupin je internet, výjimku tvoří pouze nejstarší učitelé s více jak třicetiletou praxí, kteří preferují tištěné sbírky a učebnice. Mezi fyzikáři-muži je oproti fyzikářkám-ženám téměř dvojnásobný podíl těch, kteří deklarují, že si některé experimenty do výuky vymýšlejí sami. Velké rozdíly při volbě inspirace k experimentům můžeme vidět v závislosti na typu školy, na které respondenti působí. Gymnaziální učitelé v porovnání s učiteli z odborných středních škol ke své inspiraci výrazně více využívají tištěné zdroje a své kolegy. Mezi konkrétně zmiňovanými internetovými zdroji dominují především videa na YouTube, ale i elektronická sbírka pokusů http://fyzikalnipokusy.cz a stránky výrobce měřicích čidel http://vernier.cz. Často zmiňované jsou akce pro učitele zastřešené projekty Elixír do škol a Heuréka.

Tato teoretická studie je příspěvkem k velkému a v české literatuře pravděpodobně stále nedostatečně zastoupenému tématu humoru a jeho role ve škole, výchově a vzdělávání. Jejím cílem je popis možných principů, na základě kterých lze uvažovat o fungování humoru a jimiž lze následně zdůvodnit, proč je pro každého pedagoga nutné o povaze humoru a jeho roli ve škole uvažovat. V článku je nejdříve stručně pojednána otázka definování humoru a představena relevantní typologie teorií humoru. Dále je přiblíženo současné bádání o humoru ve školním prostředí, v českém prostoru reprezentované především monografií Humor ve škole Kláry Šeďové. Vybrané závěry z práce Kláry Šeďové jsou poté propojeny s teorií rituálu Victora Turnera a jeho vymezením liminality a communitas, které již vztáhl k tématu humoru Radek Chlup ve svém článku Vtip a náboženství: Posvátno jako mysterium ludicrum et ridiculum! Syntézou těchto přístupů je pak představen možný směr uvažování o humoru a jeho funkcích, který je následně aplikován na školní prostředí a specifické role, které pedagog v tomto prostředí zastává.

The article is focused on the issue of the application of supportive measures in the education of pupils with dysgraphia from the perspective of teachers at the second stage of basic school. It describes the results of research aimed at formulating recommendations to help teachers improve the support provided to pupils with dysgraphia. To obtain the data, as part of the qualitative research, a method of semi-structured interviews with six basic school teachers was used. On the basis of the interviews, recommendations that can be used in practice are formulated. According to the results, support measures are used mainly in the field of the organisation of teaching, the methods and forms of teaching, and assessment, while great importance is also attached to cooperation with the family of a pupil with dysgraphia. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Technology & Information Education is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogická Orientace is the property of Pedagogicka Orientace and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The importance of developing positive attitudes towards science is widely known, and it reflects a general interest and a need to define more explicitly what measures can be taken to improve students‘ attitudes towards science. In our research, we compared attitudes towards science among three target groups – teachers of natural sciences, their students, and future teachers of natural sciences – current students of Education. Therefore, we are in particular interested in the ways in which a teacher can improve students‘ attitudes towards science, as significant studies highlight the great influence of teachers and teaching styles on students‘ attitudes towards science and school science. We, then, analyzed the teaching process from the students‘ and teachers‘ points of view. In the third part of the research we aimed at identifying critical areas in teaching, and we monitored their connections with attitudes towards science and technology. We also examined which aspects influence the teachers‘ lesson planning process. The research results showed that students‘ attitudes towards science are the weakest among our target groups. Practical work in science was identified as the most critical area in the teaching process. The most critical area in teaching from the teachers‘ point of view was also practical work in science, which correlates with the length of the teachers‘ experience, but also with lesson planning. On the basis of identifying critical areas in teaching natural sciences, we proposed further measures for improving students‘ attitudes towards science, since students‘ attitudes were evaluated as the weakest area among our target groups. [ABSTRACT FROM AUTHOR]

Leadership, especially educational leadership, is one of the most frequently analyzed topics in present-day research. The Vega 1/0152/21 and APVV-17-0557 project „Psychological Approach to Creation, Implementation, and Verification of Educational Leader's Competence Model Development", with the support of which the paper was created, seeks to draw attention to the under-representation of psychological categories, whose role seems to be essential in effective leadership. The paper attempts to characterize the most current style of leadership - transformational leadership. The key activity of a transformational leader is based on building a relationship between himself and his followers, which can become a protective factor increasing not only work but also overall life satisfaction. The aim of the study was to analyze the inter-relationships of life satisfaction and individual types of leadership behavior, as well as to test the significance of differences in these variables depending on the length of teachers' practice. The research was carried out in 2020. The research group consisted of 103 elementary school teachers in central Slovakia. Transformational leadership was measured through the Leader Behavior Inventory (LPI - Kouzes & Posner, 2017) and life satisfaction was measured using the Life Satisfaction Questionnaire (Fahrenberg, 1994). The SPSS program was used to process the research data. The data were processed by correlation analysis (Spearman's correlation coefficient), testing the significance of differences (Mann-Whitney's - U test). The findings show that the respondents were most satisfied in the area of leisure (Mdn = 38), housing (Mdn = 37), and in the area of friendship (Mdn = 37). On the contrary, they achieved lowest life satisfaction in the area of finance (Mdn = 30) and in the area of their own children (Mdn = 30). Globally, it was found that respondents often do not use inspirational behavior with a common vision, but comparison showed that beginning teachers tend to be more inclined to use it than their experienced colleagues. The finding that respondents give significant preference to these types of leadership behavior points to the possibility of developing leadership potential among younger teachers, or directly during undergraduate training. The positive connection between transformational leadership and life satisfaction was mainly found in the area of work, friendship and the personality of employees in the school environment. It is teachers-leaders in the educational environment that focus their activities on students and mutual cooperation between them and the teachers, which can lead not only to increasing the quality of the school, but also the quality of their own lives. By developing leadership competencies, it may subsequently be possible to initiate changes in the Slovak education system. [ABSTRACT FROM AUTHOR]

Copyright of Slovak Journal for Educational Sciences / Pedagogika is the property of Slovak Academy of Sciences, Slovak Educational Research Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lifelong Learning / Celoživotní Vzdělávání is the property of Institute of Lifelong Learning and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hudební Výchova is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magister: Reflexe Primárního a Preprimáního Vzdelávání ve Výzkumu is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magister: Reflexe Primárního a Preprimáního Vzdelávání ve Výzkumu is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-Pedagogium is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cílem této empirické studie je popsat, jaké faktory identifikovali učitelé základních škol jako zdroj stresu v kontaktu s rodiči. V první části mapuje výzkumné aktivity v oblasti učitelského stresu v posledních desetiletích. Ve druhé části se za- bývá metodologií výzkumu – tematickou analýzou dat a popisem vzorku responden- tů (45 rozhovorů z 12 ZŠ). Ve třetí části jsou prezentovány výsledky šetření, čtvrtá část je věnována diskusi a pátá část praktickým doporučením. Studie naznačuje, že na pozadí teorie stojí učitelská kauzalita potíží dítěte (učitel viní rodiče – jedná se o obranu proti vlastnímu stresu). Centrální kategorií zdroje stresu je vzájemná ko- munikace a některé její aspekty: míra komunikace, její obsah a směr, vyváženost sil při komunikaci a její dokumentace. „In vivo“ pak vzniká termín „rodič-prudič“, v němž se násobí nevhodná míra (příliš často), obsah (emocionálně a kriticky) i směr ko- munikace (od rodiče ke škole) s nežádoucí podporou ze strany institucí a nutností vše dokumentovat. „Rodič-prudič“ je koncentrátem učitelského stresu. Většina námi popisovaných stresorů v komunikaci s rodiči se objevuje již ve studiích publikova- ných po roce 2000, přínos studie je spíše v popisu vzájemného vztahu jevů a jejich prohlubování. Jsou formulována praktická doporučení: témata vztah rodiny a školy a komunikace v zátěžových situacích pro pregraduální studium, zavádění supervize do škol a systémová podpora učitelů.

Copyright of Trends in Education / Trendy ve Vzdělávání is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Technology & Information Education is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hudební Výchova is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lifelong Learning / Celoživotní Vzdělávání is the property of Institute of Lifelong Learning and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Orbis Scholae is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-Pedagogium is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hudební Výchova is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-Pedagogium is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Výtvarná Výchova is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Orbis Scholae is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogická Orientace is the property of Pedagogicka Orientace and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There are many reasons why people are not able to provide adequate first aid. One of the main reasons is the lack of training, especially practical training. According to the Framework Educational Programs, first aid education should be included in both primary and secondary education, but it is not given sufficient attention. First aid education at schools is often provided by science teachers-especially biologists and chemists. This may be due to the interconnection between the subject and first aid. Due to the changes in correct first aid procedures, it is advisable to continue to educate not only pupils but also teachers in the laic pre-hospital first aid. Current trends in pedagogical practice tend to use more advanced learning methods and divert from traditional frontal education. One of the newer methods is inquiry based teaching. This builds on the higher ability of individuals to absorb information through their own actions and activities (e.g. exercises and simulations). At the Faculty of Science of the Charles University, we are using the experiential pedagogy in the preparation of future and current teachers since 2008, especially with the use of first aid training, protection of population in emergency situations and common and crisis communication. [ABSTRACT FROM AUTHOR]

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Copyright of E-Pedagogium is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)