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Repozitár Univerzity Mateja Bela v Banskej Bystrici

Vitajte na stránke inštitucionálneho repozitára Univerzity Mateja Bela v Banskej Bystrici (ďalej len UMB). Je budovaný za účelom sprístupnenia výsledkov vedeckovýskumnej a pedagogickej činnosti členov akademickej obce UMB. Jeho vybudovaním sa univerzita prihlásila k podpore otvorenému prístupu a prijala politiku otvorenej vedy. Veríme, že tento krok pomôže zvýši prestíž našej univerzity aj za hranicami Slovenska.

V repozitári nájdete:

výsledky edičnej činnosti UMB (monografie, zborníky, časopisy)
výsledky publikačnej činnosti akademických pracovníkov UMB publikované u iných vydavateľov
výučbové materiály
iné dokumenty súvisiace s činnosťou univerzity a jej prezentáciou verejnosti.

Jednotlivé dokumenty sú usporiadané do komunít a podkomunít, ktoré zodpovedajú organizačnej štruktúre pracovísk univerzity. Prístup k niektorým dokumentom môže byť obmedzený časovým embargom alebo len pre prihlásených používateľov.

Repozitár je spravovaný Univerzitnou knižnicou UMB v spolupráci s Ústavom automatizácie a komunikácie UMB.

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Teraz sa zobrazuje 1 - 9 z 9

Posledné príspevky

Položka

Teachers’ strategies for building classroom community in Slovak primary education

(Scientia Socialis : Šiauliai, 2026) Čiliaková, Ružena; Babiaková, Simoneta

Building a classroom community is an important dimension of primary teachers’ professional practice. It influences classroom climate, children’s engagement, and their social development. However, less is known about the specific pedagogical strategies through which classroom community is built in everyday classroom practice. The aim of the study was to identify and interpret pedagogical strategies used by primary school teachers to build classroom community. The study was designed as a qualitative follow-up to a previous quantitative survey. The empirical material consisted of 137 written reflections produced by future teachers who observed teaching as part of their teaching internship in 137 primary school classrooms. Data were analyzed using qualitative content analysis combining deductive and inductive procedures across four analytical areas: acceptance and inclusion, classroom behavioral regulation, teamwork and communication, and children’s self-assessment and responsibility for learning. The analysis revealed a wide range of pedagogical strategies used by teachers in everyday classroom practice. These strategies reflected two broader regulatory orientations of teaching practice: participatory-preventive approaches that support cooperation, reflection and children’s autonomy, and directive-reactive approaches based primarily on external regulation and behavioral control. The findings suggest that classroom community-building is shaped not by isolated techniques, but by broader pedagogical strategies that reflect different regulatory orientations in classroom practice. These strategies regulate participation, relationships, behavior, and learning in everyday classroom practice.

Položka

Recenzia na knihu: Zuzana Čaputová: Odvaha k ľudskosti

(Belianum. Vydavateľstvo Univerzity Mateja Bela v Banskej Bystrici, 2026) Michalková, Zuzana

Recenzia na: Zuzana Čaputová: Odvaha k ľudskosti / Peter Bárdy. - Bratislava : Ringier Slovakia Media, 2024. - ISBN 978-80-69052-11-6. Dostupné na: https://doi.org/10.24040/politickevedy.2025.28.3.186-188

Položka

Law of succession: National, comparative and international aspects. Ukrainian and English-language scientific and practical edition

(Kyjivskyj universytet prava Nacionaľnoji akademiji nauk Ukrajiny, 2026) Saktorová, Ľubica

Recenzia na: Law of succession: National, comparative and international aspects : Ukrainian and English-language scientific and practical edition / ed. S. Ya. Fursa. 1. vyd. Kyjev : Alerta, 2025. ISBN 978-617-566-918-1. Dostupné na: https://doi.org/10.36695/2219-5521.3.2025.24

Položka

Slovensko a Západný Balkán - od aktívneho tvorcu agendy k pasívnemu prijímateľovi

(Belianum. Vydavateľstvo Univerzity Mateja Bela v Banskej Bystrici, 2026) Strážay, Tomáš; Terem, Peter

The Slovak Republic has long been profiled as a supporter of the integration ambitions of the Western Balkan countries and in the international environment as an "expert" on the region. The Western Balkans have become a territorial priority of several Slovak governments and interest in it has been demonstrated not only by the increasing number of diplomatic representations at the bilateral level, but also by the engagement of Slovak diplomats and other actors in important processes taking place in the region. In order to justify the prioritization of the Western Balkans, the authors refer to the small state theory, according to which small states search for their thematic prioritization to increase their reputation vis-à-vis their partner and allies. States in general also tend to play a specific national role. In relation to the Western Balkans, the role of an “example” is most applicable to the Slovak case. The second part of the article focuses on the changes in priorities of the Slovak foreign policy in relation to the Western Balkans. A more detailed analysis of the instruments of Slovakia's foreign policy, its institutional background, as well as the development in the area of personal capacity of Slovak diplomacy is conducted. The authors suggest that the influence of domestic determinants, and particularly the willingness of the governmental parties to meet expectation of their voters, serve as an important explanatory factor for the changes in foreign policy priorities of Slovakia during the fourth government of the prime minister Robert Fico.

Položka

Subjektívne vnímanie profesijnej pripravenosti študentov a začínajúcich učiteľov v kontexte kurikulárnych a legislatívnych zmien

(Univerzita Pavla Jozefa Šafárika v Košiciach, 2026) Pavko, Martina

Curricular reform and legislative changes in Slovak education place increased demands on teachers' professional competencies and their readiness to implement changes in practice. This paper focuses on the subjective perception of the preparedness of students and beginning teachers, while also reflecting on the formation of their professional identity during undergraduate studies. The survey was conducted in the form of a questionnaire (N = 108). The data were analyzed using descriptive and inferential statistics. Respondents declared higher preparedness in lesson planning and implementation but lower in the areas of assessment, inclusive education, working with support measures, and implementing the new State Educational Program, which will come into force in the 2026/2027 school year. The results also point to differences between groups of students from different universities and between students and beginning teachers. The findings point the need for more practical preparation and systematic support in accordance with current reform requirements. They can contribute to improving the quality of university teacher education programs.