08 Články v časopisoch

Trvalé URI pre túto kolekciu

hdl:123456789/64

Prehliadať

Teraz sa zobrazuje 1 - 4 z 4

Building a classroom community in primary education: findings from student observations
(Wydawnictwo Adam Marszałek : Toruń, 2025) Čiliaková, Ružena; Babiaková, Simoneta
The study examines how the length of teaching experience and the type of school influence primary teachers’ pedagogical approaches to building a classroom community. Results of observed teachers’ professional activities related to developing pupils’ accepting behaviour, discipline, cooperation and self-assessment are presented on a sample of 137 primary teachers. A quantitative investigation with a structured observation method was used. Differences between teachers by school type were tested with the Mann-Whitney U-test and differences by length of teaching experience with the Kruskal-Wallis test. Results indicate that the school type and partly also the length of experience influence pedagogical approaches to purposeful building of a classroom community, which may have significant implications for teachers’ professional development.
Conceptualizations of inclusive schooling by pre-service teachers in Slovakia
(Scientia Socialis : Šiauliai, 2025) Vančíková, Katarína; Čiliaková, Ružena; Hušlová Orságová, Mária
Understanding how pre-service teachers conceptualize inclusive schooling is critical for effective teacher education. The present study examined how 455 pre-service teachers from eight Slovak universities perceive and prioritize eight distinct conceptualizations of an inclusive school, analyzing influences of professional specialization, study mode, and experience with diversity. A quantitative survey, utilizing ratings on a 6-point Likert scale and forced choice ranking, revealed "every child is valued" as the most preferred concept, signaling a strong normative commitment to individual children's worth. "Bottom-up inclusion," emphasizing practical, team-based approaches, also ranked highly. While no significant differences were found across teacher specializations or personal experience with diversity, part-time students showed stronger preference for "bottom-up inclusion" compared to full-time students, who prioritized "every child is valued". These findings suggest that professional experience may shape more practical conceptualizations of inclusion, underscoring the importance of structured reflection alongside practical experience in teacher education.
Innovative teaching materials for Slovac as a foreign language integrating cultural heritage for sustainable language education
(Państwowa Wyższa Szkoła Zawodowa : Raciborz, 2025) Čiliaková, Ružena
The author deals with the importance of cultural aspects as supporting elements in teaching Slovak as a foreign language. The research focuses on the views and pedagogical practices of Slovak language teachers and volunteers working abroad at various levels of education. The aim was to find out their views, to what extent they consider the cultural environment to be the basis of teaching, and what methods and approaches they use to integrate them into the pedagogical process. The results indicate that the majority of respondents perceive the cultural context as a key factor in motivating students, building their language skills, and deepening intercultural understanding. In this regard, the principles of education for sustainable development play a crucial role in shaping teaching strategies that integrate cultural heritage into language education, fostering long-term linguistic and intercultural competence among Slovaks living abroad. Nevertheless, they also point to certain challenges, such as the lack of appropriate didactic materials or the time-consuming nature of teaching preparation. Author presents the educational material system "Let's play about Slovakia in Slovak" as innovative teaching materials for Slovak as a foreign language (mainly for Slovak living abroad) as outputs of the project financed by The Ministry of Education, Research, Development and Youth of the Slovak Republic.
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.

Prehliadať

Prehliadanie 08 Články v časopisoch podľa Autor "Čiliaková, Ružena"

Výsledky na stránku

Možnosti zoradenia