In recent years, the issue of migration in Europe has been resonating in the public and, in addition to the political and economic impact, we have started to realize the need to address this issue also in the field of education. Children from other countries who come without elementary knowledge of the Slovak language are becoming a part of the education system in Slovakia. They are integrated into common teaching and it is extremely challenging for teachers to work with such children. In Slovakia we have a concept of education that regulates the education of foreigners in the Slovak schools. However, there are missing better targeted measures relating this topic in the context of linguistic and cultural diversity and, consequently, more specific methodological recommendations for pre-primary and primary education in the field of phonological skills training. Especially, the development of phonological skills plays an important role in the successful acquisition of the ability to read and write in the Slovak language. Considering the constant increase in the number of children coming from other countries and having problems in the acquisition of reading and writing literacy in the Slovak language, we consider their development to be crucial. The aim of this paper is to present the results of the systematic phonemic awareness training of D. B. Elkonin through a case study carried out on the child of Hungarian nationality. The aim of the training in question was to develop the child´s language skills in the Slovak language to the level required for an enrollment of pupils in the first year of primary school in Slovakia. The paper represents a solution output of the project VEGA 1/0637/16 named as follows: Development of a diagnostic tool for the evaluation of pre-school children phonemic awareness.
{"title":"INFLUENCE OF PHONOLOGICAL AWARENESS TRAINING ON THE LEVEL OF LANGUAGE SKILLS IN THE SLOVAK LANGUAGE OF A CHILD WITH THE HUNGARIAN MOTHER TONGUE","authors":"Adela Melisekova Dojcanova","doi":"10.18355/pg.2019.8.2.4","DOIUrl":"https://doi.org/10.18355/pg.2019.8.2.4","url":null,"abstract":"In recent years, the issue of migration in Europe has been resonating in the public and, in addition to the political and economic impact, we have started to realize the need to address this issue also in the field of education. Children from other countries who come without elementary knowledge of the Slovak language are becoming a part of the education system in Slovakia. They are integrated into common teaching and it is extremely challenging for teachers to work with such children. In Slovakia we have a concept of education that regulates the education of foreigners in the Slovak schools. However, there are missing better targeted measures relating this topic in the context of linguistic and cultural diversity and, consequently, more specific methodological recommendations for pre-primary and primary education in the field of phonological skills training. Especially, the development of phonological skills plays an important role in the successful acquisition of the ability to read and write in the Slovak language. Considering the constant increase in the number of children coming from other countries and having problems in the acquisition of reading and writing literacy in the Slovak language, we consider their development to be crucial. The aim of this paper is to present the results of the systematic phonemic awareness training of D. B. Elkonin through a case study carried out on the child of Hungarian nationality. The aim of the training in question was to develop the child´s language skills in the Slovak language to the level required for an enrollment of pupils in the first year of primary school in Slovakia. The paper represents a solution output of the project VEGA 1/0637/16 named as follows: Development of a diagnostic tool for the evaluation of pre-school children phonemic awareness.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45134684","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 our article, we are focused on the exploration of the relation between the school self-concept and the academic performance. We assume that positive self-concept is in relation to better school performance. We tested the research hypothesis using data obtained on a sample of 420 pupils of the second grade. We used two research methods: The Self-Description Questionnaire and GPA (Grade Point Average). We can confirm the hypothesis. The results show that promoting pupil's self-concept of pupils improves pupils' performance at school.
{"title":"RELATIONSHIP BETWEEN SCHOOL SELF-CONCEPT AND ACADEMIC PERFORMANCE","authors":"Dominika Hosová","doi":"10.18355/pg.2019.8.2.11","DOIUrl":"https://doi.org/10.18355/pg.2019.8.2.11","url":null,"abstract":"In our article, we are focused on the exploration of the relation between the school self-concept and the academic performance. We assume that positive self-concept is in relation to better school performance. We tested the research hypothesis using data obtained on a sample of 420 pupils of the second grade. We used two research methods: The Self-Description Questionnaire and GPA (Grade Point Average). We can confirm the hypothesis. The results show that promoting pupil's self-concept of pupils improves pupils' performance at school.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46294709","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}
{"title":"PROFESSIONAL BACHELOR IN THE AUTOMOTIVE INDUSTRY","authors":"Veronika Hanulova, Ivan Fitka","doi":"10.18355/pg.2019.8.2.10","DOIUrl":"https://doi.org/10.18355/pg.2019.8.2.10","url":null,"abstract":"","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48490509","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 contribution deals with the topic of social support in the university environment. The main goal is to analyze potential differences in individual areas of social support in relation to gender in university students of teaching and non-teaching. The research method used was the Inventory of Socially Supportive Behaviors (ISSB), which was developed to assess accepted social support following several factors: directive and nondirective support, emotional support and tangible assistance. The results show that women generally experience a higher level of social support than men, but the difference between students from teachers fields and non-teachers fields has not been demonstrated.
{"title":"SOCIAL SUPPORT OF UNIVERSITY STUDENTS OF TEACHING FIELDS AND NON- TEACHING FIELDS IN RELATION TO GENDER","authors":"E. Sedlakova","doi":"10.18355/pg.2019.8.2.8","DOIUrl":"https://doi.org/10.18355/pg.2019.8.2.8","url":null,"abstract":"The contribution deals with the topic of social support in the university environment. The main goal is to analyze potential differences in individual areas of social support in relation to gender in university students of teaching and non-teaching. The research method used was the Inventory of Socially Supportive Behaviors (ISSB), which was developed to assess accepted social support following several factors: directive and nondirective support, emotional support and tangible assistance. The results show that women generally experience a higher level of social support than men, but the difference between students from teachers fields and non-teachers fields has not been demonstrated.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41902702","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}
Study is focusing on active methods and their using in the work with literary text in 3. and 4. grade of primary school. Nowdays school teaching despite of traditional methods requires new admission. We focus on using techniques of role plays. We introduce part of result from our research problem solving. This problem is from reading with understanding department.
{"title":"ACTIVE METHODS IN EDUCATION WITH EMPHASIS ON READING WITH UNDERSTANDING","authors":"Lenka Karasova","doi":"10.18355/pg.2019.8.2.3","DOIUrl":"https://doi.org/10.18355/pg.2019.8.2.3","url":null,"abstract":"Study is focusing on active methods and their using in the work with literary text in 3. and 4. grade of primary school. Nowdays school teaching despite of traditional methods requires new admission. We focus on using techniques of role plays. We introduce part of result from our research problem solving. This problem is from reading with understanding department.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49614548","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 improving the educational process and the results associated with it is declared as a priority objective in the Czech and Slovak environments. The path of professionalization of teachers may be conceptual for improving the quality of education. The professional development of a teacher becomes a central category. The paper aims to present the results of research dedicated to the discourse of teachers about professional development and career growth in the Czech and Slovak Republics. For the discourse analysis, as the central design, research uses a qualitative approach in research. Using modelling in the focus group, discourse characterization categories are created through grounded theory and open coding. Despite the absence of career growth in the Czech Republic, the central category for participants in both countries is their internal motivation for further education - being a better teacher for their pupils. There is a negative attitude of teachers towards the ability of the state to assess who is a “good” teacher through career stages in Slovakia in relation to the career system; then the Czech Republic is accentuated by what criteria the state will do. Based on the participant's arguments, the author assumes that the system of in-service training should provide teachers with opportunities for further education. The primary function should be to ensure the quality and diversity of in-service training programs, as well as to provide teachers with opportunities and freedoms to participate.
{"title":"COMMON SIGNS AND DIFFERENCES BETWEEN THE DISCOURSE OF TEACHERS IN THE CZECH AND SLOVAK REPUBLICS ON THEIR PROFESSIONAL DEVELOPMENT AND CAREER GROWTH","authors":"Jaroslav Pěnička","doi":"10.18355/pg.2019.8.2.6","DOIUrl":"https://doi.org/10.18355/pg.2019.8.2.6","url":null,"abstract":"The aim of improving the educational process and the results associated with it is declared as a priority objective in the Czech and Slovak environments. The path of professionalization of teachers may be conceptual for improving the quality of education. The professional development of a teacher becomes a central category. The paper aims to present the results of research dedicated to the discourse of teachers about professional development and career growth in the Czech and Slovak Republics. For the discourse analysis, as the central design, research uses a qualitative approach in research. Using modelling in the focus group, discourse characterization categories are created through grounded theory and open coding. Despite the absence of career growth in the Czech Republic, the central category for participants in both countries is their internal motivation for further education - being a better teacher for their pupils. There is a negative attitude of teachers towards the ability of the state to assess who is a “good” teacher through career stages in Slovakia in relation to the career system; then the Czech Republic is accentuated by what criteria the state will do. Based on the participant's arguments, the author assumes that the system of in-service training should provide teachers with opportunities for further education. The primary function should be to ensure the quality and diversity of in-service training programs, as well as to provide teachers with opportunities and freedoms to participate.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48839689","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}
Ivan Fitka, M. Králik, J. Vachálek, Pavol Vasek, J. Rybar
Robotization and automation are nowadays one of the most progressive fields of education at secondary schools and universities. The implementation of these fields supports the employment of graduates on the labor market. For the purpose of education in the field of industrial robotics we have created a teaching aid that provides students simple instructions for operating and programming industrial robots KUKA with the control system KR C2.
{"title":"A TEACHING TOOL FOR OPERATION AND PROGRAMMING INDUSTRIAL ROBOTS KUKA","authors":"Ivan Fitka, M. Králik, J. Vachálek, Pavol Vasek, J. Rybar","doi":"10.18355/pg.2019.8.2.5","DOIUrl":"https://doi.org/10.18355/pg.2019.8.2.5","url":null,"abstract":"Robotization and automation are nowadays one of the most progressive fields of education at secondary schools and universities. The implementation of these fields supports the employment of graduates on the labor market. For the purpose of education in the field of industrial robotics we have created a teaching aid that provides students simple instructions for operating and programming industrial robots KUKA with the control system KR C2.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44224963","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}
Foreign language vocabulary can be considered as a collection of items, while grammar as a system of rules. Quite often the emphasis has been put mostly on grammar – since it is easier to reapply a rule-based system, once it has been learned. On the other hand, vocabulary items can sparsely be reapplied, they can only be accumulated. Therefore, it is essential to consider the “ hows ” of the accumulation, or rather, the “ hows ” of FL teaching and learning. A vast number of researchers tried to define what helps to learn FL vocabulary effectively. We propose several strategies and techniques – which can prevent FL teachers and learners from “wasting of their fuel”, and memory aids – which will enable them to enjoy the journey towards the successful FL acquisition.
{"title":"HOW TO ENJOY THE JOURNEY: FOREIGN LANGUAGE VOCABULARY LEARNING AND TEACHING","authors":"Jana Kamenická","doi":"10.18355/pg.2019.8.2.2","DOIUrl":"https://doi.org/10.18355/pg.2019.8.2.2","url":null,"abstract":"Foreign language vocabulary can be considered as a collection of items, while grammar as a system of rules. Quite often the emphasis has been put mostly on grammar – since it is easier to reapply a rule-based system, once it has been learned. On the other hand, vocabulary items can sparsely be reapplied, they can only be accumulated. Therefore, it is essential to consider the “ hows ” of the accumulation, or rather, the “ hows ” of FL teaching and learning. A vast number of researchers tried to define what helps to learn FL vocabulary effectively. We propose several strategies and techniques – which can prevent FL teachers and learners from “wasting of their fuel”, and memory aids – which will enable them to enjoy the journey towards the successful FL acquisition.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41832606","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 today’s society there is a growing contact of diverse cultures’ members in the Slovakia territory and therefore each individual should have the basic knowledge necessary for life in the multicultural society. We consider participation in the educational process at all levels of the educational system in the Slovak republic as a significant way of acquiring knowledge for individuals. We focus on the educational process at universities in Slovakia. This process is connected with the need for the implementation of education in various areas. The presented article points out the education at the Slovak universities connected with multicultural education. For this reason, it is necessary to focus on the possibilities and ways of implementation and development of multicultural education in the universities educational process. We should clarify the attitudes and opinions of the university students that are connected with multicultural education. We should also map the ways of multicultural education supporting the realization of multicultural education by the view of university students. 200 university students attended an empirical survey. Data collection were based on the use of a pre-prepared questionnaire. Obtained data were processed and then the data were analyzed by using statistical software SPSS 20 in April 2016.
{"title":"POSSIBILITIES OF MULTICULTURAL EDUCATION AT UNIVERSITIES IN SLOVAK REPUBLIC","authors":"Veronika Michvocíková","doi":"10.18355/PG.2019.8.1.4","DOIUrl":"https://doi.org/10.18355/PG.2019.8.1.4","url":null,"abstract":"In today’s society there is a growing contact of diverse cultures’ members in the Slovakia territory and therefore each individual should have the basic knowledge necessary for life in the multicultural society. We consider participation in the educational process at all levels of the educational system in the Slovak republic as a significant way of acquiring knowledge for individuals. We focus on the educational process at universities in Slovakia. This process is connected with the need for the implementation of education in various areas. The presented article points out the education at the Slovak universities connected with multicultural education. For this reason, it is necessary to focus on the possibilities and ways of implementation and development of multicultural education in the universities educational process. We should clarify the attitudes and opinions of the university students that are connected with multicultural education. We should also map the ways of multicultural education supporting the realization of multicultural education by the view of university students. 200 university students attended an empirical survey. Data collection were based on the use of a pre-prepared questionnaire. Obtained data were processed and then the data were analyzed by using statistical software SPSS 20 in April 2016.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44953627","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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