{"title":"Svítící děti: závislost na moderních technologiích a jak se jí zbavit","authors":"Helena Mičková","doi":"10.5507/epd.2022.009","DOIUrl":"https://doi.org/10.5507/epd.2022.009","url":null,"abstract":"","PeriodicalId":300167,"journal":{"name":"e-Pedagogium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126842834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As in history, social development brings new educational questions also in this time. The pedagogical staff finds support for their answer in the philosophy of education. Its philosophical-conceptual and philosophical-ethical foundation for pedagogy offers a spiritual-transcendent direction of education among its concepts. The question is whether it has its theoretical justification and the proper appropriateness of subsequent implementation in teaching and whether it corresponds to the legitimate pluralism of pedagogical science. Confirmation or refutation of the adequacy of the concept in the professional article is offered by the analysis and comparison of texts of sociologists of religion, to whose responsibility the issue belongs, as well as our consistent quantita-tive research.
{"title":"Validity of the spiritual-transcendent direction in the consequences of the philosophy of education","authors":"René Strouhal","doi":"10.5507/epd.2022.010","DOIUrl":"https://doi.org/10.5507/epd.2022.010","url":null,"abstract":"As in history, social development brings new educational questions also in this time. The pedagogical staff finds support for their answer in the philosophy of education. Its philosophical-conceptual and philosophical-ethical foundation for pedagogy offers a spiritual-transcendent direction of education among its concepts. The question is whether it has its theoretical justification and the proper appropriateness of subsequent implementation in teaching and whether it corresponds to the legitimate pluralism of pedagogical science. Confirmation or refutation of the adequacy of the concept in the professional article is offered by the analysis and comparison of texts of sociologists of religion, to whose responsibility the issue belongs, as well as our consistent quantita-tive research.","PeriodicalId":300167,"journal":{"name":"e-Pedagogium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114303347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
According to the theory of teachers’ professional development, teachers’ career development can be divided into five stages: induction, stability, new challenges and problems, professional plateau, renewal or degeneration (Day, Sachs, 2004). From the perspective of teacher’s professional career development, new teachers generally refer to teachers who have been qualified for teaching for less than three years (Zhong, 2017). Since the new teacher is in the initial stage of teacher professional development, this teaching philosophy and practice have an impact on the teaching attitude, identity, and teaching methods of the teacher professional development career that immediately begins. When new teachers enter the new environment, they need to interact with the new identity in the teaching context through multiple paths and enhance their understanding and identification of the new identity in professional development. The formulation and implementation of teacher professional standards provide policy support for teacher specialization and teachers as professional workers. Throughout the international field, based on the trend of globalization of teacher education standards, establishing professional standards for different stages of teacher professional development and promoting the reform and specialization of teacher’s education system have become the orientation of countries with developed education. Among them, American teacher’s professional standards started early, mainly controlled by InTASC from the national level. In 1992, the organization published the model standards for new teacher licensing, evaluation and development: an inter-state communication docu-ment, which put forward ten core standards that new teachers must have and started the development of professional standards for new teachers (Yao, 2007). In addition, Australia, Great Britain and other countries have also made effective progress in the formulation of phased standards. Therefore, the analysis of the existing international standards has reference significance for the integration and improvement of the whole system of teacher’s professional standards. This article from the background, purpose, content, characteristics such as dimension analysis and contrast the United States, Australia, the UK (in Scotland, for example) the new teachers’ professional development standards, to compare the similarities and differences between different countries the new teacher’s professional development standards, to perfect the future new teacher’s professional standards, construct the complete system of teachers’ professional standards provide the basis.
{"title":"International comparative study of standards for new teacher's professional development","authors":"Zhao Nian, Štefan Chudý","doi":"10.5507/epd.2022.003","DOIUrl":"https://doi.org/10.5507/epd.2022.003","url":null,"abstract":"According to the theory of teachers’ professional development, teachers’ career development can be divided into five stages: induction, stability, new challenges and problems, professional plateau, renewal or degeneration (Day, Sachs, 2004). From the perspective of teacher’s professional career development, new teachers generally refer to teachers who have been qualified for teaching for less than three years (Zhong, 2017). Since the new teacher is in the initial stage of teacher professional development, this teaching philosophy and practice have an impact on the teaching attitude, identity, and teaching methods of the teacher professional development career that immediately begins. When new teachers enter the new environment, they need to interact with the new identity in the teaching context through multiple paths and enhance their understanding and identification of the new identity in professional development. The formulation and implementation of teacher professional standards provide policy support for teacher specialization and teachers as professional workers. Throughout the international field, based on the trend of globalization of teacher education standards, establishing professional standards for different stages of teacher professional development and promoting the reform and specialization of teacher’s education system have become the orientation of countries with developed education. Among them, American teacher’s professional standards started early, mainly controlled by InTASC from the national level. In 1992, the organization published the model standards for new teacher licensing, evaluation and development: an inter-state communication docu-ment, which put forward ten core standards that new teachers must have and started the development of professional standards for new teachers (Yao, 2007). In addition, Australia, Great Britain and other countries have also made effective progress in the formulation of phased standards. Therefore, the analysis of the existing international standards has reference significance for the integration and improvement of the whole system of teacher’s professional standards. This article from the background, purpose, content, characteristics such as dimension analysis and contrast the United States, Australia, the UK (in Scotland, for example) the new teachers’ professional development standards, to compare the similarities and differences between different countries the new teacher’s professional development standards, to perfect the future new teacher’s professional standards, construct the complete system of teachers’ professional standards provide the basis.","PeriodicalId":300167,"journal":{"name":"e-Pedagogium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133566364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sociologists have defined characteristics that distinguish full professions from other kinds of occupations. Literature on the teaching profession indicates that teaching is classified as a semi-profession because the attributes of the teaching profession do not fulfil the dimensions that characterize a full profession. The status of the teaching profession can be raised by making teaching more scientific, evidence-based, and informed by research. This paper emphasizes the important role of teacher education programs in realizing such improvements and raising the status of the teaching profession. Reforms in these programs can help prospective teachers acquire a profession-specific knowledge base and specialized pedagogical training. All these advancements contribute to enhancing the professionalization of the teaching profession.
{"title":"Reforms in teacher education programs to enhance the professionalization of the teaching profession","authors":"Talar Agopian","doi":"10.5507/epd.2022.013","DOIUrl":"https://doi.org/10.5507/epd.2022.013","url":null,"abstract":"Sociologists have defined characteristics that distinguish full professions from other kinds of occupations. Literature on the teaching profession indicates that teaching is classified as a semi-profession because the attributes of the teaching profession do not fulfil the dimensions that characterize a full profession. The status of the teaching profession can be raised by making teaching more scientific, evidence-based, and informed by research. This paper emphasizes the important role of teacher education programs in realizing such improvements and raising the status of the teaching profession. Reforms in these programs can help prospective teachers acquire a profession-specific knowledge base and specialized pedagogical training. All these advancements contribute to enhancing the professionalization of the teaching profession.","PeriodicalId":300167,"journal":{"name":"e-Pedagogium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115352134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Every day we are exposed to modern technology which influences our behaviour and perception to a greater or lesser extent. In connection with the use of technology, the prevalence of mental disorders has increased since 2015. The aim of this study was to make a systematic review that covers the existing knowledge on problematic internet behaviour in relation to anxiety and/or depression in university students. The review focused on two types of research studies: from China and from other foreign countries. Papers from ‘other foreign countries’ were taken from the Medline Database of Palacký University Olomouc. Papers from China were taken from the Elsevier ScienceDirect Database of Sichuan University of Science & Engineering. The following review inclusion criteria were used: research studies from the past 5 years (2016–2021), quantitative research, studies published in English, focus consistent with the purpose of our study. A review table and a resulting diagram were made based on an analysis of research studies showing the relationship between the key variables and other monitored variables in the studies selected. The analysis of research studies confirmed a correlation between internet addiction and depression as well as anxiety. Other variables in the context of internet addiction included time spent on the internet, level of self-esteem, insomnia, alcohol consumption, well-being, physical activity, and impulsiveness. One of the studies did not confirm a correlation with depression and one with sleep disorders. The results of the systematic review can be used in primary prevention in tertiary education or university psychological counselling.
{"title":"The relationship between problematic internet use and depression, anxiety in university students: a systematic review","authors":"J. Dočkalová, Xue Zhao, Jana Kvintová","doi":"10.5507/epd.2022.006","DOIUrl":"https://doi.org/10.5507/epd.2022.006","url":null,"abstract":"Every day we are exposed to modern technology which influences our behaviour and perception to a greater or lesser extent. In connection with the use of technology, the prevalence of mental disorders has increased since 2015. The aim of this study was to make a systematic review that covers the existing knowledge on problematic internet behaviour in relation to anxiety and/or depression in university students. The review focused on two types of research studies: from China and from other foreign countries. Papers from ‘other foreign countries’ were taken from the Medline Database of Palacký University Olomouc. Papers from China were taken from the Elsevier ScienceDirect Database of Sichuan University of Science & Engineering. The following review inclusion criteria were used: research studies from the past 5 years (2016–2021), quantitative research, studies published in English, focus consistent with the purpose of our study. A review table and a resulting diagram were made based on an analysis of research studies showing the relationship between the key variables and other monitored variables in the studies selected. The analysis of research studies confirmed a correlation between internet addiction and depression as well as anxiety. Other variables in the context of internet addiction included time spent on the internet, level of self-esteem, insomnia, alcohol consumption, well-being, physical activity, and impulsiveness. One of the studies did not confirm a correlation with depression and one with sleep disorders. The results of the systematic review can be used in primary prevention in tertiary education or university psychological counselling.","PeriodicalId":300167,"journal":{"name":"e-Pedagogium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125716056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In recent years more and more youngsters and other vulnerable citizens tend to radicalise either through political (right wing, left wing), religious, or single-issue movements such as animal rights or ecological concerns. The CommUnity consortium set out to prevent this decision to radicalise through arts-based community-building via design thinking approaches. In this paper, how UCLL and IDP developed the design thinking course through design thinking, the Covid-19 adaptations, the bridge between different fields of knowledge and practice, and the innovative approaches in the prevention narrative are highlighted. Finally, the monitoring reports are analysed to define the community-builders design thinking learning trajectory following the phases of newcomer, adapter, leader, and grandmaster.
{"title":"From grass-root change agents and academics to design thinkers preventing radicalization: a learner's journey","authors":"Patricia Huion, Handan Sayer, Raquel Pinto-Bello Gómez, Hakan Aycicek","doi":"10.5507/epd.2022.002","DOIUrl":"https://doi.org/10.5507/epd.2022.002","url":null,"abstract":"In recent years more and more youngsters and other vulnerable citizens tend to radicalise either through political (right wing, left wing), religious, or single-issue movements such as animal rights or ecological concerns. The CommUnity consortium set out to prevent this decision to radicalise through arts-based community-building via design thinking approaches. In this paper, how UCLL and IDP developed the design thinking course through design thinking, the Covid-19 adaptations, the bridge between different fields of knowledge and practice, and the innovative approaches in the prevention narrative are highlighted. Finally, the monitoring reports are analysed to define the community-builders design thinking learning trajectory following the phases of newcomer, adapter, leader, and grandmaster.","PeriodicalId":300167,"journal":{"name":"e-Pedagogium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129725544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This empirical study analyses 40 short interviews with students about how they would imagine an ideal university education after the COVID-19 pandemic. The results show that students do not aspire to go back but that the experience of online distance learning leads them to think more critically about some topics and aspects of education. They expressly point to the need to change the design of frontal lectures, working with lesson recordings, social aspects of learning and the need to find appropriate solutions for hybrid forms of learning. Some students will be present online, and some physically in the classroom. is researcher at the Éta project dealing with the transfer of knowledge between universities and secondary schools. His research focuses primarily on technology in education, philosophy of education and information and its relationship to the educational environment.
{"title":"University education in the post-covid era by students' perspective","authors":"M. Černý","doi":"10.5507/epd.2021.030","DOIUrl":"https://doi.org/10.5507/epd.2021.030","url":null,"abstract":"This empirical study analyses 40 short interviews with students about how they would imagine an ideal university education after the COVID-19 pandemic. The results show that students do not aspire to go back but that the experience of online distance learning leads them to think more critically about some topics and aspects of education. They expressly point to the need to change the design of frontal lectures, working with lesson recordings, social aspects of learning and the need to find appropriate solutions for hybrid forms of learning. Some students will be present online, and some physically in the classroom. is researcher at the Éta project dealing with the transfer of knowledge between universities and secondary schools. His research focuses primarily on technology in education, philosophy of education and information and its relationship to the educational environment.","PeriodicalId":300167,"journal":{"name":"e-Pedagogium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131326830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The text deals with the current topic of the professional identity of social workers, focusing on the phase in which professional identity is formed during undergraduate studies. The work seeks an answer to the question: How do third-year students (higher vocational and BA level of study) interpret their professional identity after completing a two-month internship? This question assumes that student work experience contrib-utes to the formation of their professional identity. The work focuses on the importance of practical training during studies in the process of forming the professional identity of future social workers. The main theme of the theoretical part of the paper is identity as an initial concept for understanding professional (personal) identity, which plays a significant role at the start of the professional development of an educational institution. The subject of the empirical part of this work will be the search for the answer to the main research question: How does the two-month internship in the third year of students’ studies affect their notion of professional identity? In other words, how does a student become a social worker who understands their professional identity and its relevance in coping with the practical demands of the social work profession? The article responds to the changing needs and innovations in the tertiary education of social work students as well as to the demands of social work practice (employ-ers), which is calling for a change in the professional training of future social workers IV/2021 in the context of changing conditions for the performance of social work and social services, both in theoretical and practical training. Practical training requires flexible, creative, and adaptable social workers in whom an anchored professional identity can help manage the high job requirements and lead to increased resilience in coping with the demands of prior learning experiences, interaction with the environment, personal assumptions, and self-reflection.
{"title":"Do the Internships of Social Work Students Contribute to Their Professional Identity?","authors":"Miloslava Šotolová","doi":"10.5507/epd.2022.001","DOIUrl":"https://doi.org/10.5507/epd.2022.001","url":null,"abstract":"The text deals with the current topic of the professional identity of social workers, focusing on the phase in which professional identity is formed during undergraduate studies. The work seeks an answer to the question: How do third-year students (higher vocational and BA level of study) interpret their professional identity after completing a two-month internship? This question assumes that student work experience contrib-utes to the formation of their professional identity. The work focuses on the importance of practical training during studies in the process of forming the professional identity of future social workers. The main theme of the theoretical part of the paper is identity as an initial concept for understanding professional (personal) identity, which plays a significant role at the start of the professional development of an educational institution. The subject of the empirical part of this work will be the search for the answer to the main research question: How does the two-month internship in the third year of students’ studies affect their notion of professional identity? In other words, how does a student become a social worker who understands their professional identity and its relevance in coping with the practical demands of the social work profession? The article responds to the changing needs and innovations in the tertiary education of social work students as well as to the demands of social work practice (employ-ers), which is calling for a change in the professional training of future social workers IV/2021 in the context of changing conditions for the performance of social work and social services, both in theoretical and practical training. Practical training requires flexible, creative, and adaptable social workers in whom an anchored professional identity can help manage the high job requirements and lead to increased resilience in coping with the demands of prior learning experiences, interaction with the environment, personal assumptions, and self-reflection.","PeriodicalId":300167,"journal":{"name":"e-Pedagogium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124506179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In 2013, a newly formed group of pedagogical staff (leisure pedagogues) graduated from Austrian University Colleges. These individuals are responsible for two aspects of extended education in all-day schools: care and education. The research topic of this article is the working motivation of leisure pedagogues and its possible relationship to age. Drawing on the Job Characteristics Theory by Hackman and Oldham, a questionnaire was used to find out the influence of socio-demographic variables and work conditions on intrinsic work motivation of leisure pedagogues. A survey was conducted in 2020, in which 227 leisure pedagogues participated. The findings highlight a positive correlation between intrinsic motivation and age among leisure pedagogues and underline the intrinsic motivational potential of this job.
{"title":"Intrinsic Work Motivation of Leisure Pedagogues in All-Day Schools in Styria/Austria: Focus on Age","authors":"Gerald Tritremmel","doi":"10.5507/epd.2021.029","DOIUrl":"https://doi.org/10.5507/epd.2021.029","url":null,"abstract":"In 2013, a newly formed group of pedagogical staff (leisure pedagogues) graduated from Austrian University Colleges. These individuals are responsible for two aspects of extended education in all-day schools: care and education. The research topic of this article is the working motivation of leisure pedagogues and its possible relationship to age. Drawing on the Job Characteristics Theory by Hackman and Oldham, a questionnaire was used to find out the influence of socio-demographic variables and work conditions on intrinsic work motivation of leisure pedagogues. A survey was conducted in 2020, in which 227 leisure pedagogues participated. The findings highlight a positive correlation between intrinsic motivation and age among leisure pedagogues and underline the intrinsic motivational potential of this job.","PeriodicalId":300167,"journal":{"name":"e-Pedagogium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128751446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the paper is to find out whether Czech academics consider their skills in the English language good enough to publish their papers in international scientific journals and to give presentations in English at international conferences. We used a mixed Jazykové potřeby akademických pracovníků v České republice Simona Pecková 43 design of research, the research tools were a questionnaire and interviews. We found out that less than a fifth of the respondents went through a course of academic English within their doctoral studies. Similarly, less than a fifth of the respondents have skills in English that enable them to publish autonomously in international scientific journals.
这篇论文的目的是找出捷克学者是否认为他们的英语能力足够好，可以在国际科学期刊上发表论文，并用英语在国际会议上发表演讲。我们采用混合jazykov potřeby akademických pracovníků v České共和国Simona peckov 43设计的研究方法，研究工具为问卷调查和访谈。我们发现，不到五分之一的受访者在博士学习期间修过学术英语课程。同样，只有不到五分之一的受访者拥有能够在国际科学期刊上自主发表文章的英语技能。
{"title":"Language Needs of Academics in the Czech Republic","authors":"Simona Pecková","doi":"10.5507/epd.2021.021","DOIUrl":"https://doi.org/10.5507/epd.2021.021","url":null,"abstract":"The aim of the paper is to find out whether Czech academics consider their skills in the English language good enough to publish their papers in international scientific journals and to give presentations in English at international conferences. We used a mixed Jazykové potřeby akademických pracovníků v České republice Simona Pecková 43 design of research, the research tools were a questionnaire and interviews. We found out that less than a fifth of the respondents went through a course of academic English within their doctoral studies. Similarly, less than a fifth of the respondents have skills in English that enable them to publish autonomously in international scientific journals.","PeriodicalId":300167,"journal":{"name":"e-Pedagogium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131876218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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