08 Články v časopisoch

Trvalé URI pre túto kolekciu

hdl:123456789/64

Prehliadať

Teraz sa zobrazuje 1 - 20 z 98

Detské prekoncepty o fenoménoch čitateľskej gramotnosti. Predstavenie vedeckého projektu
(Slovenský výbor Svetovej organizácie pre predškolskú výchovu : Prešov, 2026) Lipnická, Milena; Lomenčík, Július
Hlavným cieľom projektu (VEGA č. 1/0505/24) je skúmať prekoncepty detí o fenoménoch čitateľskej gramotnosti na výstupe z predprimárneho vzdelávania a interpretovať získané poznatky v kontexte rozvoja pedagogickej teórie a praxe. Výskum sa zameriava na identifikáciu a analýzu významov, ktoré deti pripisujú vybraným pojmom súvisiacim s čitateľskou gramotnosťou, ako aj na spôsob, akým týmto pojmom rozumejú. Kľúčovou metódou zberu údajov je polo štruktúrovaný rozhovor orientovaný na sémantickú analýzu detských výpovedí. Výber skúmaných pojmov bol realizovaný prostredníctvom Delfskej metódy s cieľom ich precíznej operacionalizácie v súlade s vymedzeným výskumným problémom. Na spracovanie a interpretáciu údajov z individuálnych rozhovorov bola použitá kvalitatívna obsahová analýza. Výskum bol realizovaný (2023 – 2025) v prostredí materských škôl na základe informovaných súhlasov riaditeľov a zákonných zástupcov detí. Výsledky výskumu poskytli odpovede na formulované výskumné otázky a v roku 2026 budú diskutované v kontexte relevantných teoretických východísk, aktuálneho stavu pedagogickej praxe a originálnych výskumných zistení. Prínosom projektu bude výskumne podložený systém poznania o úrovni detských prekonceptov v oblasti čitateľskej gramotnosti, ktorý môže byť využitý pri tvorbe edukačných stratégií, inovácii kurikula a v ďalšom pedagogickom výskume. Výsledky projektu budú publikované vo vedeckej monografii (2026).
Hry s písmenami v predprimárnom vzdelávaní. Tvorba metodického materiálu s integráciou vzdelávacích oblastí. Predstavenie vedeckého projektu
(Slovenský výbor Svetovej organizácie pre predškolskú výchovu : Prešov, 2026) Lipnická, Milena; Rochovská, Ivana; Lipárová, Lenka; Pondelíková, Renáta
Článok informuje o riešení trojročného vedeckého projektu č. 001UMB-4/2025 finančne podporeného Kultúrnou a edukačnou grantovou agentúrou Ministerstva školstva, výskumu, vývoja a mládeže Slovenskej republiky. Zámerom projektu je vytvoriť metodický materiál pre predprimárne vzdelávanie na integrované dosahovanie výkonových štandardov vzdelávacích oblastí hrami s veľkými tlačenými písmenami. Obsahom hier budú jazykové, komunikačné, matematické, umelecké, prírodovedné, spoločenskovedné, pracovné a pohybové činnosti. Budú tiež súčasťou metód rozvoja ranej gramotnosti, keď deti vyjadrujú vlastné predstavy o písaní a čítaní. Metodický materiál bude určený pre učiteľky materských škôl. Jeho obsahom budú didaktické zdôvodnenia problematiky, súbor hier s písmenami s opisom a so znázorneniami postupov hier. Súčasťou metodického materiálu bude pracovný zošit pre deti. Takýto komplexný materiál ešte nebol v slovenskom jazyku publikovaný. Hry s písmenami budú zamerané ekologicky, aby deti používali prírodné a technické odpadové materiály, aby hrami neprodukovali prvotný a nadmerný odpad a budú mať rôzne úrovne náročnosti. Učiteľky ich budú môcť používať podľa úrovne rozvoja schopností detí a podľa individuálnych záujmov a skúseností detí s písanou rečou. Metodický materiál bude tvorený na základe analýzy výskumných štúdií, metodických príručiek a materiálov a pracovných zošitov publikovaných v domácich a zahraničných vydavateľstvách. Bude vychádzať z výsledkov testovania počiatočného písania detí a názorov, dotazníkového prieskumu a rozhovorov s učiteľkami materských škôl. Výskumné zistenia budú kvantitatívne aj kvalitatívne analyzované a publikované vo vedeckých a odborných štúdiách v časopisoch a zborníkoch. Hotová verzia metodického materiálu bude expertne posúdená dvadsiatimi učiteľkami materských škôl. Pripomienky a návrhy expertov z praxe budú zapracované. Potom bude metodický materiál vydaný v printovej a online verzii s DOI, aby bol dostupný vo všetkých materských školách aj pre ďalšiu pedagogickú verejnosť.
Potenciál nového slovenského kurikula pre integráciu vzdelávacích oblastí v kontexte matematického vzdelávania
(Univerzita Palackého v Olomouci, 2026) Rochovská, Ivana; Bezeková, Ľubica
The principle of integrating educational content represents one of the key themes of the national curriculum developed within the framework of Slovakia's national curricular reform. The central question is to what extent curricular documents have the potential to integrate the educational content of individual learning areas. The aim of the research is to analyse the possibilities of content integration in the prescribed curriculum in the context of mathematics education and to identify key concepts in educational areas that show content and conceptual overlaps. A qualitative research strategy was applied. The research sample consisted of the content standards of the educational areas of the state educational program in the first cycle of basic education. Through open coding, overlaps in content were identified, and categories were created based on the identified codes, which were subsequently visualised using concept maps. The results indicated that the national curriculum for the first educational cycle in the context of mathematics education has the potential to integrate educational content. An overview was developed of the concepts within the educational area Mathematics and Informatics whose acquisition can also be supported through the content of all other educational areas. At the same time, an overview was compiled of the concepts from all educational areas that extend into the Mathematics and Informatics domain.
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.
Subjektívne vnímanie profesijnej pripravenosti študentov a začínajúcich učiteľov v kontexte kurikulárnych a legislatívnych zmien
(Univerzita Pavla Jozefa Šafárika v Košiciach, 2025) 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.
K diskusii o informálnom učení sa dospelých
(Univerzita Pavla Jozefa Šafárika v Košiciach, 2026) Pavlov, Ivan; Temiaková, Dominika
The paper raises some questions about the conceptualization of informal learning in the context of andragogical theory and practice. The basis of the concept of lifelong learning processes refers to docility – the teachability of a person as his learning potential, which can be realized in a biodromal context. Docility has its manifestations in the learning processes of an adult, but also specific tools of andragogical support. Informal adult learning is a space in which it is possible to intervene andragogically (e.g., through individual learning accounts, counselling) and improve the learning potential of adults.
Dopad čitateľstva mladých generácií na kultúrny prenos v lokálnych spoločenstvách
(Univerzita Karlova v Praze, 2026) Murin, Ivan
In local populations – which often have fewer formal learning opportunities than complex urban centers – reading serves as a vital tool for information acquisition, deeply tied to the evolution of literacy, education, and cultural context. Historically, general literacy and the associated competencies of the population developed only gradually. It was not until the second half of the 20th century that reading emerged as a preferred activity and a primary form of individual and social learning. By providing a window into the wider world, reading allowed rural inhabitants to access distant information with significantly less effort and lower “interpretative” risk than traditional local sources provided. As reading became integrated into local culture, it was supported by the establishment of school, public, and family libraries, as well as reading clubs. The spread of readership facilitated a significant “import” of cultural innovation, markedly increasing individual cultural capital and the overall vitality of local populations. What began as a narrow transfer of information has evolved into a robust opportunity to educate the youngest generation, particularly schoolchildren, through local initiatives that support and sustain their reading habits.
Play as a support for the subjective emotional state of students participating in a dance intervention
(Magyar Táncművészeti Egyetem : Budapešť, 2026) Žitniaková Gurgová, Beata; Urban, Martin
This article focuses on the potential of play as a tool for supporting the subjective emotional state of college students in pedagogical, educational, and therapeutic practice. The theoretical framework draws on the psychology of play and dance pedagogy. We understand play as a dynamic space in which a dancer can move freely between creation, expression, and regeneration. The practical section of the article presents specific forms of playful approaches, ranging from movement improvisation and group movement games to the integration of playfulness into daily training routines. The research section of the article presents a qualitative analysis of responses from 108 participants (college students) taking part in a game called Masquerade. The results highlight the participants’ experiences regarding both positive aspects and challenges. Key research findings include the benefits of this game for safety, relaxation, joy, and self-confidence. The article emphasizes the need to shift the perception of dance from a model focused exclusively on performance to a more mindful, playful, and sustainable approach that recognizes play as a legitimate and valuable means of fostering positive emotional experiences among participants.
Student teachers on pedagogical practice: A third-party perspective
(Diamond Scientific Publishing : Vilnius, 2026) Orosová, Renáta; Novocký, Michal; Galajda, Beáta; Szabó, Soňa
The aim of the study is to analyze the opinions of mentor teachers on the evaluation of professional competencies and specific skills of student teachers at Pavol Jozef Šafárik University in Košice. A self-developed scaled questionnaire was used for data collection. Its validation through exploratory factor analysis demonstrated the existence of four factors (didactic-methodological, developmental, diagnostic, and evaluation competence). The research sample consisted of 105 mentor teachers cooperating with the Department of Pedagogy at UPJŠ. A statistically significant difference was found in the evaluation of students' didactic-methodological and diagnostic competence during teaching practice by mentors in terms of location, as well as in the evaluation of students' diagnostic competence by mentors in terms of age (due to the application of multiple comparisons—where the significance level was made more stringent—effect size was given greater emphasis). In addition, although no statistically significant differences were found, substantive differences were observed in mentors’ evaluation of students’ didactic-methodological competence in terms of the method of acquiring teaching qualifications, and in mentors’ evaluation of students’ developmental competence in terms of performing the role of school leader. Within didactic-methodological competence, mentor teachers gave lower ratings to students' skills related to working with the curriculum content. Within developmental competence, lower ratings were given to students' skills related to performing professional reflection. Within diagnostic competence, mentor teachers rated students' skills in inclusive education lower. Finally, within evaluation competence, lower ratings were given to students' skills in applying multiple student assessment procedures.
Individual teaching philosophy of parents of homeschooled children in comparison with primary school teachers
("Az-buki" National Publishing House : Sofia, 2026) Rochovská, Ivana
This study compared the individual teaching philosophies of home-educating parents and primary school teachers, with the aim of identifying preferred pedagogical perspectives and discussing their alignment with the National Curriculum framework. The sample consisted of 138 respondents: 81 primary school teachers and 57 home-educating parents from Slovakia. Respondents indicated their attitudes towards a range of pedagogical perspectives, including conservative, pragmatist, and personalist approaches. The findings indicated that teachers tended to favour a more conservative pedagogical orientation, whereas home-educating parents demonstrated a preference for a more personalist approach. Notably, no significant differences in preferences for pragmatism were observed between the two groups. These findings highlight contrasting pedagogical preferences between teachers and parents. They may indicate a potential benefit of increasing flexibility within the traditional education system, particularly in addressing the individual needs of learners, as outlined in the National Curriculum.
The challenges and risks of family upbringing at the turn of the third millennium as a result of the expanding virtual threats to children and youth (Slovak Republic)
(Wydawnictwo naukowe akademii WSB : Dąbrowa Górnicza, 2026) Dulovics, Mário
The intensive development of information and communication technology at the turn of the 21st century has impacted all areas of social life including the family environment. In the current context of family upbringing, concepts such as digital parenting or parental mediation of children’s internet use and contemporary technology are often discussed; their importance is rising along with the expanding phenomenon of online risk behaviour among children and youth. This study aims to reflect the changes in the family upbringing in the context of the virtual threats to children and youth. It presents the results of empirical research conducted in 2022, which involved 2,768 primary school students (grades 6 to 9), focused on the prevalence of selected forms of online risk behaviour (cyber-bullying, excessive internet use, sexting, and FOMO). The findings point out that family upbringing requires updating and emphasize its prevention potential.
Current threats to the family - current issues and problems
(Wydawnictwo naukowe akademii WSB : Dąbrowa Górnicza, 2026) Niklová, Miriam
The study aims to analyse and reflect on the current problems in the family, taking into account the new risks in the context of information and communication technologies and the Internet. The study aims to present an overview of current research investigations and existing facts using research methods of theoretical analysis. The study is built on synthesising findings from secondary analyses and original research results of selected authors to define further research problems. The subject of the content analysis was studies published in Slovak. The research set was selected based on keyword assignment: family, online risk behaviour, and online risks. The selection of the research set was narrowed down to the period 2019-2024 to reflect current issues in the family. This pilot monitoring exercise stimulates more profound interest in the issues addressed.
The influence of parents on the body image and mental health of their children
(Wydawnictwo naukowe akademii WSB : Dąbrowa Górnicza, 2026) Kollárová, Soňa
Parents have a huge responsibility to create a positive environment for their children in which they feel comfortable in their own skin. Research by experts at the national or international level points to a trend of increasing negative body image among children and youth, as well as changes in the educational activities of parents. Despite this, not enough attention is paid to the family in the context of raising a positive body image and self-acceptance. The priority of protecting children and youth from negative influences that threaten their self-image and mental health is prevention, and the family plays a key role in it.
Kvalita hudby očami študentov učiteľstva
(Univerzita Jana Evangelisty Purkyně v Ústí nad Labem, 2025) Martinka, Pavel
Hudba v súčasnosti predstavuje všadeprítomný element v bežnom živote človeka. Žijeme v úžasnej dobe, ktorá vďaka technológiám umožňuje každému človeku spoznávať a počúvať diela a artefakty všetkých štýlov a žánrov od najstarších čias ľudských dejín až do súčasnosti. Napriek tomu je prirodzeným javom, že súčasné generácie inklinujú vkusovými preferenciami k artefaktom úzko spätým s ich vekovou kategóriou a súdobým úzom. V porovnávaní preferencií jednotlivých štýlových období však dochádza k určitým limitáciám, ktoré sú úzko viazané na znejúci artefakt (Fridman, 2005, Martinka, 2018) a výsledné hodnotenie môže byť skresľujúce. V predkladanom príspevku sme sa snažili zisťovať preferencie a očakávania od hudby prostredníctvom jej funkcií, charakteristík a štruktúr v podobe výrazových prostriedkov hudby.
Pedagogické, umelecké, strategické a psychologické aspekty tvorby vo folkloristických telesách a edukačnom prostredí
(Verbum - vydavateľstvo KU : Ružomberok, 2025) Urban, Martin; Žitniaková Gurgová, Beata
Pedagogical work in folklore ensembles, in educational and leisure environments is a complex process, requiring a system and interconnection of experience, skills and professional education in several areas. In this paper we describe selected aspects of the process, from the pedagogical training of teachers, music and dance educators, for the preparation of children and young people, performers – future artists, to the creation of a work of art and its revival on stage. The psychological aspects of the above-mentioned phenomena broaden didactic and artistic perspectives.
Enhancing cognitive skills: The impact of logic games on memory and self-efficacy in adults
(Gate Association for Teaching and Education : Bazilej, 2026) Doktorová, Dominika; Šolcová, Jana; Tokovská, Miroslava
This study examined the cognitive benefits of regular logical game play by comparing long-term memory performance and self-efficacy levels between experienced players who regularly play logic games and the general population. The research employed a quantitative approach with N = 60 participants, equally divided into a regular playing group (N = 30), who regularly play logic games and a general population comparison group (N = 30). Data collection involved both a production experiment to assess long-term memory capabilities and standardized self-efficacy measurement using the General Self-Efficacy Scale (GSES). Statistical analysis revealed a significant difference (p = 0.000) favoring the logic game players in terms of long-term memory performance, while no significant differences emerged between groups regarding self-efficacy levels. These findings suggest that incorporating logic games into educational frameworks as play-based learning, or utilizing it as a preventive intervention against cognitive impairment in adults, offers measurable cognitive benefits and supports healthy aging initiatives.
Syndróm vyhorenia u pomáhajúcich pracovníkov z perspektívy psychoanalýzy
(Verbum - vydavateľstvo KU : Ružomberok, 2026) Bambúch, Filip
This scientific article explores burnout syndrome in helping professionals, offering a profound psychoanalytic perspective on its aetiology, manifestations, and intervention possibilities. It analyzes the key dimensions of burnout – emotional exhaustion, depersonalization, and reduced personal accomplishment – through the lens of psychoanalytic concepts such as the dynamics of the ego, id, and superego, defence mechanisms, the influence of early experiences and object relations, as well as the phenomena of transference and countertransference. The aim is to move beyond a descriptive understanding of the syndrome and to uncover the unconscious psychological processes that contribute to its onset and persistence in the context of demanding helping professions.
Využitie pedagogickej diagnostiky na hodinách matematiky na primárnom stupni vzdelávania
(Verbum - vydavateľstvo KU : Ružomberok, 2026) Semričová, Zuzana
The aim of the paper is to analyse and develop the possibilities of using pedagogical diagnostics in mathematics lessons at the primary level of education, with a special emphasis on the diagnostics of social relations between pupils. Pedagogical diagnostics is traditionally associated primarily with the assessment of knowledge and skills, but its use in examining interpersonal ties, the pupil's position in a group and his social adaptation is equally important. Mathematics, although often perceived as a subject oriented mainly towards the development of logical and numerical thinking, offers, thanks to specific methodologies – primarily the Hejny´s method and the use of Dienes's logical blocks – space for observing children's social behaviour, cooperation, preferences and emotional expressions. The article presents the theoretical foundations of pedagogical diagnostics, the characteristics of selected environments of the Hejny´s method (Bus, Children's Park, Family) and the application of Dienes's logical block in the process of learning about social relations.
From recipients to co-creators: Rural voices in e-service-learning course design
(Universidad Internacional de la Rioja : Logrono, 2026) Brozmanová Gregorová, Alžbeta; Culcasi, Irene; Mikelic Preradovic, Nives; Paz-Lourido, Berta; Laven, Rolf; Navarro, Joan; Paudel, Flourentine; Heinzová, Zuzana
Introduction: Digital technologies in service-learning enable the development of this pedagogical approach in contexts such as rural areas, giving rise to distinctive community–campus relationships in higher education. Objective: To identify perceptions and considerations regarding the co-creation process in virtual service-learning (e-SL) between universities and rural partners, focusing on their characteristics, interactions, and functioning. Method: Exploratory qualitative research based on an ethnomethodological approach, carried out through semi-structured, in-depth interviews. The purposive sample consisted of 16 participants: 8 university teachers and 8 rural community partners from Italy, Croatia, Spain, Austria, and Slovakia, all with experience in virtual service-learning courses. The interviews explored co-creation dynamics, roles, benefits, challenges, digital contexts, power dynamics, and sustainability, and were analysed using thematic analysis. Results: The initial proposal for the design of e-SL courses involving rural participation often began informally through personal networks and evolved into structured processes based on shared decision-making, joint planning, and needs assessment. Benefits included the empowerment of community voices, the alignment of course content with community needs, the revitalisation of curricula, and enhanced university–community collaboration. Challenges included digital access, time constraints, and communication barriers. Ownership was distributed through shared decision-making, fostering trust and mutual respect. Discussion: The findings emphasise reciprocal relationships, participatory behaviours, and the possibilities afforded by digital platforms. Co-creation in e-SL was regarded as a transformative practice, shifting epistemic authority toward a horizontal, relational, and reciprocal process. The sustainability of the process relies on ongoing commitment, trust, and technological infrastructure, aligning with theoretical models of co-creation and promoting long-term impact in the community. Conclusions: e-SL co-creation enhances relevance and impact, both in learning and in rural development. It has the potential to foster rural engagement, enrich student learning, and align projects with local priorities. Digital platforms facilitate collaboration but may introduce barriers that need to be overcome to ensure sustainability.
Self-perceived moral competence among healthcare students in Slovakia: a cross-sectional study
(BioMed Central : Londýn, 2026) Dimunová, Lucia; Štefková, Gabriela; Kaliský, Ján; Kalakay, Radoslav; Więch, Paweł; Bazaliński, Dariusz; Miškárová, Simona; Rimárová, Kvetoslava
Background: The ability to provide ethical and effective care depends on healthcare professionals possessing certain moral competence level. Moral development captures the progressive enhancement of one’s moral competence, enabling informed and principled decision-making, while ethical development focuses on the acquisition and implementation of ethical knowledge and standards. The Moral Competence Test measure including ethical proficiency, moral reasoning, and the ability to navigate ethical decisions make sound moral judgments, and act in accordance with established ethical principles. The assessment and development of these attributes are imperative for optimizing healthcare outcomes and mitigating ethical conflicts. Aim: This study aimed to examine the relationship between moral competence levels and selected variables - namely gender, field of study, and year of study – among healthcare students in Slovakia. Methods: A cross-sectional, descriptive, and comparative design was used to investigate moral competence involving healthcare students, Faculty of Medicine in Slovakia. The study adhered to the STROBE checklist, and data were collected using the Moral Competence Test. Descriptive and inductive statistics were conducted using the Mann-Whitney U test and the Kruskal-Wallis test to examine differences between variables. To assess the distribution of the C-score and guide statistical analysis, both the Shapiro-Wilk and Kolmogorov-Smirnov tests for normality were applied. A significance level of p < 0.05 was used for all analyses. IBM SPSS Statistics version 25.0 was used for data processing. Results: The primary outcome of moral competence is the C-score, which was at a medium level (16.72 ± 12.54) for all students enrolled in this study. The analysis revealed no statistically significant differences in moral competence based on study program. Of particular interest, a gradual decline in average C-scores was observed with increasing years of study: first-year students scored 17.71 ± 14.76, second-year students 16.67 ± 11.94, and third-year students 16.42 ± 13.27. A statistically significant difference (p = 0.020*) was identified between medical and healthcare students and those international medical students studying in English, with the latter group exhibiting higher, albeit still moderate, C-scores. Conclusions: These findings highlight the need for further research to explore the factors underlying higher moral competence scores among international students and the declining scores observed in Slovak students throughout their studies. We recommend revisiting academic curricula for two key reasons: first, to explore why first-year students demonstrate higher moral competence than those in their final year; and second, to promote the overall development of moral competence in future Slovak healthcare professionals.

Prehliadať

Posledné príspevky