Pub Date : 2022-09-01DOI: 10.18355/pg.2022.11.2.12
Žaneta Gužíková, D. Kostrub
Today's children have become the first generation where their entire development takes place in an age full of information and digital technologies. This led us to identify opinions related to the use and mastery of digital technologies in teaching among children completing compulsory pre-primary education. We investigated and interpreted the view of the teaching process with digital technologies from the perspective of the research subjects. We applied a qualitative methodology and the investigation had a hermeneutic character with the use of a narrative interview, direct and indirect observation. We found that the child manages and controls digital technologies and places himself / herself in the role of an expert in their management and control. We suggest that educators rethink the way that children are learning, the way that they teach children and how teachers create a suitable digital learning environment. We will formulate the following research findings into recommendations for teachers' pedagogical practice to ensure their pedagogy.
{"title":"DIGITAL TECHNOLOGIES USED BY CHILDREN IN KINDERGARTEN","authors":"Žaneta Gužíková, D. Kostrub","doi":"10.18355/pg.2022.11.2.12","DOIUrl":"https://doi.org/10.18355/pg.2022.11.2.12","url":null,"abstract":"Today's children have become the first generation where their entire development takes place in an age full of information and digital technologies. This led us to identify opinions related to the use and mastery of digital technologies in teaching among children completing compulsory pre-primary education. We investigated and interpreted the view of the teaching process with digital technologies from the perspective of the research subjects. We applied a qualitative methodology and the investigation had a hermeneutic character with the use of a narrative interview, direct and indirect observation. We found that the child manages and controls digital technologies and places himself / herself in the role of an expert in their management and control. We suggest that educators rethink the way that children are learning, the way that they teach children and how teachers create a suitable digital learning environment. We will formulate the following research findings into recommendations for teachers' pedagogical practice to ensure their pedagogy.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42764830","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 implementation of the topic of risky online behavior in the teaching process through the cross-cutting topic of Media education is one of the ways to inform the child user in time about the possible pitfalls of the online environment. The state educational program for primary education prefers an interdisciplinary approach. It thus creates the space for connecting individual educational areas and cross-cutting topics. The paper, therefore, deals with the issue of implementing the topic of risky online behavior into the educational process of primary education, through the cross-cutting topic of Media Education. It interprets the obtained data based on the research method – an electronic questionnaire addressed to primary school teachers.
{"title":"CYBER BULLYING AS A PART OF MEDIA EDUCATION IN PRIMARY EDUCATION","authors":"Zuzana Vagaska, J. Burgerová","doi":"10.18355/pg.2022.11.2.6","DOIUrl":"https://doi.org/10.18355/pg.2022.11.2.6","url":null,"abstract":"The implementation of the topic of risky online behavior in the teaching process through the cross-cutting topic of Media education is one of the ways to inform the child user in time about the possible pitfalls of the online environment. The state educational program for primary education prefers an interdisciplinary approach. It thus creates the space for connecting individual educational areas and cross-cutting topics. The paper, therefore, deals with the issue of implementing the topic of risky online behavior into the educational process of primary education, through the cross-cutting topic of Media Education. It interprets the obtained data based on the research method – an electronic questionnaire addressed to primary school teachers.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45155687","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 overclaiming technique (OCT) is frequently used in research. It is based on analysis of reported familiarity with existing and non-existing items. The inclusion of the OCT in PISA is important for educational research. The aim of this article is to thematically categorize studies using PISA 2012 OCT data, which has not been done before. We identified five thematic categories: mathematics education, questionnaire surveys responding, dishonest behavior, (over)confidence, and inequalities between students. In future, the technique can be used in the context of school misbehavior research.
{"title":"THE OVERCLAIMING TECHNIQUE IN THE PISA STUDY: A REVIEW STUDY","authors":"Ondrej Papajoanu, H. Vonková","doi":"10.18355/pg.2022.11.2.2","DOIUrl":"https://doi.org/10.18355/pg.2022.11.2.2","url":null,"abstract":"The overclaiming technique (OCT) is frequently used in research. It is based on analysis of reported familiarity with existing and non-existing items. The inclusion of the OCT in PISA is important for educational research. The aim of this article is to thematically categorize studies using PISA 2012 OCT data, which has not been done before. We identified five thematic categories: mathematics education, questionnaire surveys responding, dishonest behavior, (over)confidence, and inequalities between students. In future, the technique can be used in the context of school misbehavior research.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45453044","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 purpose of physical and sports education at the primary education level is to develop motor abilities and acquire fundamental motor skills. Currently, we have available the MOBAK test battery, which enables the diagnosis of fundamental movement competencies in physical and sports education. This test battery could be a suitable test tool to easily find out and assess the level of competence areas within practice. Information obtained from individual test items could help teachers adapt teaching strategies to the needs of students. The aim of our research is to determine and compare the level of fundamental motor skills between third and fourth graders (n = 229; boys = 113, girls = 116) using the MOBAK 3-4 test battery. This contribution is a partial output of the VEGA grant project no. 1/0162/22 entitled "Pupils' movement competencies in the context of primary education - determinants and possibilities of stimulation."
{"title":"MOTOR SKILLS OF THIRD AND FOURTH YEAR PRIMARY SCHOOL PUPILS","authors":"Katarina Stetinova, I. Ružbarská","doi":"10.18355/pg.2022.11.2.4","DOIUrl":"https://doi.org/10.18355/pg.2022.11.2.4","url":null,"abstract":"The purpose of physical and sports education at the primary education level is to develop motor abilities and acquire fundamental motor skills. Currently, we have available the MOBAK test battery, which enables the diagnosis of fundamental movement competencies in physical and sports education. This test battery could be a suitable test tool to easily find out and assess the level of competence areas within practice. Information obtained from individual test items could help teachers adapt teaching strategies to the needs of students. The aim of our research is to determine and compare the level of fundamental motor skills between third and fourth graders (n = 229; boys = 113, girls = 116) using the MOBAK 3-4 test battery. This contribution is a partial output of the VEGA grant project no. 1/0162/22 entitled \"Pupils' movement competencies in the context of primary education - determinants and possibilities of stimulation.\"","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47946410","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}
Currently, our society is determined by various changes related to global events. The most significant of them, which also affected education, is the war in Ukraine and the wave of arrival of foreigners arriving to our territory. This is also related to the inclusion of pupils with a different mother tongue in primary and secondary schools and the growing need for teachers to use more often the didactics of the Slovak language as a second language in practice. The teachers also respond to the mentioned change with their demand for a flexible transfer of the methodology of the Slovak language and literature with an emphasis on the Slovak language as a second language which, however, has its own specifics. For this reason, it is necessary for teachers to develop their professional competences with the support of legitimate options within the framework of professional (further) education. In this paper, we focus on the description of the theoretical foundations of the term professional education of Slovak language and literature teachers with an emphasis on the teaching of the Slovak language as a second language. At the same time, the paper presents partial results of the research aimed at identifying and analyzing the educational needs of teachers of Slovak language and literature with an emphasis on Slovak as a second language.
{"title":"EDUCATIONAL NEEDS OF TEACHERS OF SLOVAK LANGUAGE AND LITERATURE WITH AN EMPHASIS ON SLOVAK LANGUAGE AS A SECOND LANGUAGE FOR PROFESSIONAL EDUCATION INTENTIONS","authors":"Maria Onuskova, M. Pisoňová","doi":"10.18355/pg.2022.11.2.1","DOIUrl":"https://doi.org/10.18355/pg.2022.11.2.1","url":null,"abstract":"Currently, our society is determined by various changes related to global events. The most significant of them, which also affected education, is the war in Ukraine and the wave of arrival of foreigners arriving to our territory. This is also related to the inclusion of pupils with a different mother tongue in primary and secondary schools and the growing need for teachers to use more often the didactics of the Slovak language as a second language in practice. The teachers also respond to the mentioned change with their demand for a flexible transfer of the methodology of the Slovak language and literature with an emphasis on the Slovak language as a second language which, however, has its own specifics. For this reason, it is necessary for teachers to develop their professional competences with the support of legitimate options within the framework of professional (further) education. In this paper, we focus on the description of the theoretical foundations of the term professional education of Slovak language and literature teachers with an emphasis on the teaching of the Slovak language as a second language. At the same time, the paper presents partial results of the research aimed at identifying and analyzing the educational needs of teachers of Slovak language and literature with an emphasis on Slovak as a second language.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42954244","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 the presented contribution, we address the issue of forming a mutual relationship and establishing cooperation between the teacher and parents. At the beginning of schooling, the establishment of high-quality cooperation between the teacher and the pupil's parents is an important aspect of supporting the successful school adaptation, academic results and comprehensive personality development. In the contribution, we also pay attention to the formation of the cooperation competence of the teacher in undergraduate training and in the framework of his professional development. The aim of the contribution is to carry out a theoretical analysis of the selected issue and, in particular, to find out the prerequisites for cooperation and the determinants of the mutual relationship between teacher and parent. For this purpose, we carried out pedagogical research in practice. By conducting research and analyzing research findings, we found that teachers consider gaining parents' trust to be the most important prerequisite for cooperation with parents. According to the results, the mutual relationship between the teacher and the parents of beginning pupils is most influenced by the willingness to communicate with each other, and the type of parent is also a significant determinant.
{"title":"THE DETERMINANTS OF COOPERATION AND INTERACTION BETWEEN TEACHER AND PARENTS OF BEGINNING PUPILS","authors":"Radka Teleková, Tatiana Marcineková","doi":"10.18355/pg.2022.11.2.7","DOIUrl":"https://doi.org/10.18355/pg.2022.11.2.7","url":null,"abstract":"In the presented contribution, we address the issue of forming a mutual relationship and establishing cooperation between the teacher and parents. At the beginning of schooling, the establishment of high-quality cooperation between the teacher and the pupil's parents is an important aspect of supporting the successful school adaptation, academic results and comprehensive personality development. In the contribution, we also pay attention to the formation of the cooperation competence of the teacher in undergraduate training and in the framework of his professional development. The aim of the contribution is to carry out a theoretical analysis of the selected issue and, in particular, to find out the prerequisites for cooperation and the determinants of the mutual relationship between teacher and parent. For this purpose, we carried out pedagogical research in practice. By conducting research and analyzing research findings, we found that teachers consider gaining parents' trust to be the most important prerequisite for cooperation with parents. According to the results, the mutual relationship between the teacher and the parents of beginning pupils is most influenced by the willingness to communicate with each other, and the type of parent is also a significant determinant.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46203375","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 perceived teacher’s self-efficacy is considered to be one of the important indicators of the professional quality as well as the educational process. In the study, the authors present the results of research focused on capturing the teacher’s self-efficacy in inclusive practice. The research sample consisted of 375 primary school teachers from all regions of Slovakia, more than 80% of whom stated the length of practice more than ten years. The authors monitored the perception of respondents’ self-efficacy in three factors: in inclusive teaching, in cooperation, and in managing pupils' behavior. In all three factors, the results indicate a high level of their perceived self-efficacy in inclusive practice. Based on the data analysis, the relationship between the positioning of teachers in career levels and their perceived self-efficacy has not been proven. In the article, we deal more with the search for connections between the perception of self-efficacy in individual factors and the completion of educational topics that cover the issue of inclusion of pupils.
{"title":"TEACHERS´ SELF-EFFICACY IN INCLUSIVE EDUCATION","authors":"M. Brozmanová, M. Cabanová, Z. Lynch","doi":"10.18355/pg.2022.11.1.4","DOIUrl":"https://doi.org/10.18355/pg.2022.11.1.4","url":null,"abstract":"The perceived teacher’s self-efficacy is considered to be one of the important indicators of the professional quality as well as the educational process. In the study, the authors present the results of research focused on capturing the teacher’s self-efficacy in inclusive practice. The research sample consisted of 375 primary school teachers from all regions of Slovakia, more than 80% of whom stated the length of practice more than ten years. The authors monitored the perception of respondents’ self-efficacy in three factors: in inclusive teaching, in cooperation, and in managing pupils' behavior. In all three factors, the results indicate a high level of their perceived self-efficacy in inclusive practice. Based on the data analysis, the relationship between the positioning of teachers in career levels and their perceived self-efficacy has not been proven. In the article, we deal more with the search for connections between the perception of self-efficacy in individual factors and the completion of educational topics that cover the issue of inclusion of pupils.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45788456","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}
Pub Date : 2022-02-01DOI: 10.18355/pg.2022.11.1.11
Monika Semradova
The article focuses on the current trend of increasing the quality of education, which brings increased demands on the competencies of teachers in the introduction of differentiated teaching in primary school pupils in a heterogeneous complex class, from the very beginning of schooling. In its Strategy for the Educational Policy of the Czech Republic until 2030 +, the Ministry of Education emphasizes didactic procedures in teaching, which will enable differentiation of teaching according to the needs of pupils. However, many teachers are not sufficiently prepared for this and there is very little relevant literature and research to help them in practice. The article summarizes the latest findings in this area, analyzes the concept of internal differentiation, not only its cognitive aspects, but also the social dimension of teaching. It emphasizes the importance of this issue for improving the primary level of primary school in contemporary socio-economic contexts of equal educational opportunities in society. It emphasizes the knowledge of specific students and their individual peculiarities as an important condition for the implementation of internal differentiation. It also discusses the possibilities of differentiation in relation to the content of education, methods and organizational forms of teaching. It brings a list of pedagogical means through which differentiated and individualized teaching is implemented in the teaching process. Improving the level of basic education through internal differentiation of teaching is a long-term and difficult task due to the growing heterogeneity of numerous school groups. The main goal of the research was to map the introduction of differentiated and individualized teaching for five teachers in five primary schools in the Pardubice, Central Bohemia and Hradec Králové regions, focusing on the main subjects of the Czech language and mathematics in 1-3. elementary school class. In our article, we present an analysis of the research survey of the first stage of research, in the first classes of a selected sample of teachers who use differentiated teaching to a greater or lesser extent and the mentioned years will succeed for three years of schooling. In the first stage of the research, we will focus primarily on the use of pedagogical means of differentiation and individualization and their impact on student outcomes and the effectiveness of the teaching process.
{"title":"IMPROVING THE EDUCATION PROCESS BY INTRODUCING INDIVIDUALIZATION AND DIFFERENCE IN PUPILS OF THE 1ST PRIMARY SCHOOL","authors":"Monika Semradova","doi":"10.18355/pg.2022.11.1.11","DOIUrl":"https://doi.org/10.18355/pg.2022.11.1.11","url":null,"abstract":"The article focuses on the current trend of increasing the quality of education, which brings increased demands on the competencies of teachers in the introduction of differentiated teaching in primary school pupils in a heterogeneous complex class, from the very beginning of schooling. In its Strategy for the Educational Policy of the Czech Republic until 2030 +, the Ministry of Education emphasizes didactic procedures in teaching, which will enable differentiation of teaching according to the needs of pupils. However, many teachers are not sufficiently prepared for this and there is very little relevant literature and research to help them in practice. The article summarizes the latest findings in this area, analyzes the concept of internal differentiation, not only its cognitive aspects, but also the social dimension of teaching. It emphasizes the importance of this issue for improving the primary level of primary school in contemporary socio-economic contexts of equal educational opportunities in society. It emphasizes the knowledge of specific students and their individual peculiarities as an important condition for the implementation of internal differentiation. It also discusses the possibilities of differentiation in relation to the content of education, methods and organizational forms of teaching. It brings a list of pedagogical means through which differentiated and individualized teaching is implemented in the teaching process. Improving the level of basic education through internal differentiation of teaching is a long-term and difficult task due to the growing heterogeneity of numerous school groups. The main goal of the research was to map the introduction of differentiated and individualized teaching for five teachers in five primary schools in the Pardubice, Central Bohemia and Hradec Králové regions, focusing on the main subjects of the Czech language and mathematics in 1-3. elementary school class. In our article, we present an analysis of the research survey of the first stage of research, in the first classes of a selected sample of teachers who use differentiated teaching to a greater or lesser extent and the mentioned years will succeed for three years of schooling. In the first stage of the research, we will focus primarily on the use of pedagogical means of differentiation and individualization and their impact on student outcomes and the effectiveness of the teaching process.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43731106","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 this paper, we are concerned with one of the factors of intercultural communicative competence – sociolinguistic competence. First, we lay theoretical background for our research, explain the underlying methodology and after conducting the research, we analyse the data. Because we acquired the data from three different sources of the same information, we also explained the relations among them. Our research sample are students from 2.A from Golianove Gymnázium in Nitra and their teachers. This is a class which has more English lessons than usual and a native teacher. We created semi-structured interviews, based on two documents: The Council of Europe’s CEFR (2001) and Reid’s “Communicative competence connected with culture” (In Reid, 2014: 64). In our research results, we learnt that the students have very good socio-linguistic competence as they identified several examples to each of the chosen categories (greetings, titles and addressing, accents and dialects and colloquialisms, slangs and dialectisms). Every student interviewee also uses different multimedia on daily basis and the majority students state, that they consider being the main source of their socio-linguistic competence the multimedia. However, even though the relations between the specific phrases were not found within some categories (slang words and colloquialisms), teachers claim to have implemented activities that focus on these categories of socio-linguistic competence. To precisely identify the source of the students’ socio-linguistic competence, further research would be necessary.
{"title":"CHOSEN SOCIOLINGUISTIC COMPETENCIES IN STUDENTS IN SECONDARY SCHOOL","authors":"Gregor Vnucko, Eva Reid","doi":"10.18355/pg.2022.11.1.3","DOIUrl":"https://doi.org/10.18355/pg.2022.11.1.3","url":null,"abstract":"In this paper, we are concerned with one of the factors of intercultural communicative competence – sociolinguistic competence. First, we lay theoretical background for our research, explain the underlying methodology and after conducting the research, we analyse the data. Because we acquired the data from three different sources of the same information, we also explained the relations among them. Our research sample are students from 2.A from Golianove Gymnázium in Nitra and their teachers. This is a class which has more English lessons than usual and a native teacher. We created semi-structured interviews, based on two documents: The Council of Europe’s CEFR (2001) and Reid’s “Communicative competence connected with culture” (In Reid, 2014: 64). In our research results, we learnt that the students have very good socio-linguistic competence as they identified several examples to each of the chosen categories (greetings, titles and addressing, accents and dialects and colloquialisms, slangs and dialectisms). Every student interviewee also uses different multimedia on daily basis and the majority students state, that they consider being the main source of their socio-linguistic competence the multimedia. However, even though the relations between the specific phrases were not found within some categories (slang words and colloquialisms), teachers claim to have implemented activities that focus on these categories of socio-linguistic competence. To precisely identify the source of the students’ socio-linguistic competence, further research would be necessary.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41759288","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 presented study focuses on the institutional provision and implementation of citizenship education in selected countries that have a developed concept of citizenship education and address this issue. At the same time, we consider these countries as examples of good practice and inspiration for the Slovak concept of citizenship education of adults, which, from our point of view, is not sufficiently developed. At the same time, it must be emphasized that citizenship education of adults is significantly influenced by the overall socio-cultural development and history of society in each country, which is also the reason why countries differ in their citizenship education of adults’ models.
{"title":"CITIZENSHIP EDUCATION OF ADULTS IN SELECTED COUNTRIES OF EUROPE – AN OVERVIEW STUDY","authors":"Michaela Beran Sládkayová, Jana Neusarova","doi":"10.18355/pg.2022.11.1.6","DOIUrl":"https://doi.org/10.18355/pg.2022.11.1.6","url":null,"abstract":"The presented study focuses on the institutional provision and implementation of citizenship education in selected countries that have a developed concept of citizenship education and address this issue. At the same time, we consider these countries as examples of good practice and inspiration for the Slovak concept of citizenship education of adults, which, from our point of view, is not sufficiently developed. At the same time, it must be emphasized that citizenship education of adults is significantly influenced by the overall socio-cultural development and history of society in each country, which is also the reason why countries differ in their citizenship education of adults’ models.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48653874","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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