06 Príspevky v zborníkoch

Trvalé URI pre túto kolekciu

hdl:123456789/62

Prehliadať

Teraz sa zobrazuje 1 - 20 z 50

Prevalence of risky behavior among children and youth in the Slovak Republic
(Gaudeamus : Hradec Králové, 2026) Dulovics, Mário
The phenomenon of risky behavior among children and youth in Slovakia is one of the fundamental problems faced by teachers, prevention workers in schools, parents, and decision-makers. Risky behavior among children and youth represents a serious social and educational problem. It encompasses a wide range of behaviors that can have negative consequences for physical and mental health, social relationships, and school performance.
Prevention of risky and online risky behaviour in the Slovak Republic
(Gaudeamus : Hradec Králové, 2026) Niklová, Miriam
Preventing risky behaviour among pupils is a key tool for a safe and stimulating school environment that supports the healthy mental, social and emotional development of children and young people. In the current digital era, the prevention of online risks, including cyberbullying, excessive or inappropriate use of digital media, exposure to inappropriate content, and threats to personal data, is of particular importance. Risky behaviour, whether traditional or digital, is often complex in nature and requires an integrated approach based on systematic cooperation between schools, families, institutions and the wider community. Effective prevention involves not only the implementation of targeted programmes and interventions, but also the strengthening of pupils' social and emotional skills, the promotion of critical thinking and media literacy. In this context, it would be appropriate to integrate digital literacy education into school curricula. Such a step would help pupils not only to better understand the digital environment, but also to develop critical thinking, enabling them to effectively identify and avoid online risks (Emmerová & Bělík, 2022). An important part of this process is the coordination of preventive activities, the professional development of teaching and specialist staff, and the active involvement of pupils themselves in the creation and implementation of preventive programmes. The aim is not only to minimise the occurrence of risky behaviour, but also to create an environment that promotes the safe, responsible and ethical use of digital technologies, thereby contributing to the overall well-being and social development of young people.
Prevention and intervention in schools - current possibilities and perspectives
(Gaudeamus : Hradec Králové, 2026) Niklová, Miriam; Šimšíková, Annamária
The paper focuses on theoretical reflection on prevention and intervention in the school environment, taking into account current trends and approaches in this area. It analyses the importance of systematically addressing bullying and other social risks in schools, emphasising the need for coordinated measures at the school, family, and broader community levels. The study points to the need for preventive and intervention strategies in line with current legislation and changing social conditions. The study aims to provide a comprehensive overview of current options and highlight prospects for further development of practice.
Bullying as an old-new phenomenon in schools - a theoretical reflection
(Gaudeamus : Hradec Králové, 2026) Niklová, Miriam; Kollárová, Soňa
Bullying is a long-standing problem in schools which adversely affects pupils’ psychological and social development. This article presents a review study in which the authors analyse the results of research on bullying over the last ten years. They focus on key findings regarding the forms, mechanisms, and consequences of bullying and formulate recommendations for pedagogical practice. The paper emphasises the importance of addressing this issue given its topicality and the serious consequences that bullying has on victims, aggressors, and the entire school community. The aim is to promote a systematic and evidence-based approach to prevention and intervention in the school environment.
The role of public libraries in the educational process of the elderly in the context of digital inclusion as a social determinant
(Gaudeamus : Hradec Králové, 2026) Babjaková, Iveta
This topic synergistically links the field of andragogy and geragogy with the context of public libraries, emphasizing key social determinants in contemporary educational reality. Digitisation and the related digital inclusion/exclusion constitute significant factors affecting access to education and information, especially for vulnerable groups such as the elderly. Public libraries as dynamic third sector institutions have the potential to act as facilitators and mediators in the process of bridging the digital divide and promoting lifelong learning for the elderly. We will provide concrete examples from public library practice. The result of our work is a partial overview of the current situation in the field of non-formal education in libraries in Slovakia and Czechia with regard to the impact of the influence of digital technologies.
Prevencia a riešenie kyberšikanovania z aspektu pedagogických a odborných zamestnancov v školách
(Univerzita Pavla Jozefa Šafárika v Košiciach, 2025) Dulovics, Mário
The aim of this paper is to analyze the possibilities for preventing and addressing cyberbullying in the school environment from the perspective of teaching and professional staff. Data collection within the framework of empirical research took place in spring 2025 through an online questionnaire conducted in primary and secondary schools across the entire territory of the Slovak Republic. To identify the forms and focus of cyberbullying prevention, we used custom-designed scales. To monitor the approaches of teaching and professional staff in dealing with cyberbullying, we applied a modified version of the Handling Bullying Questionnaire (Bauman et al., 2008). A total of 210 school-based prevention actors participated in the research, including 162 teaching staff and 48 professional staff members. Based on the mean score values, the most frequently applied forms of cyberbullying prevention were identified. Among teaching staff, prevention was most commonly implemented through regular instruction (AM = 2,8), while among professional staff, it was the implementation of prevention projects (AM = 3,3) and lectures (AM = 3,1). The most frequently addressed thematic areas in prevention by teaching staff were: the importance and principles of respectful online behavior (AM = 3,8), and fostering prosocial behavior among pupils (AM = 3,3). Among professional staff, the leading thematic areas focused on developing empathy (AM = 3,9) and fostering prosocial behavior among pupils (M = 3,8). When analyzing approaches to addressing cyberbullying, we identified statistically significant differences between teaching and professional staff in two dimensions: working with the victim (p = 0,044) and indifference (p = 0,033). We also identified a significant difference in the indifference dimension among teaching staff depending on the type of school (p = 0,010), with higher scores recorded among those working in secondary schools.
Monitoring of bullying victims in primary schools
(Gaudeamus : Hradec Králové, 2026) Dulovics, Mário
The aim of this paper is a theoretical-empirical analysis of the specifics of bullying, with an emphasis on pupils in the position of victims. In this paper, we present a partial analysis of the results from a nationwide research study focused on monitoring bullying in the school environment. The research was conducted through an electronic questionnaire between December 2024 and June 2025. The scale measuring student victimisation was selfconstructed and was part of a broader questionnaire. The research sample consists of 390 pupils at the second level of primary school from the Bratislava and Trnava regions. Within the research sample, we identified 67 pupils (17.2%) as victims. Of this number, 50 pupils (74.6%) also experienced marginalisation in their class, and seven pupils (10.5%) reported daily fears of being physically or verbally harmed.
Patterns of involvement and motivation in Slovak volunteer response to the Ukraine war: Findings from a national survey
(European Research Network on Philanthropy : Heidelberg, 2026) Brozmanová Gregorová, Alžbeta; Heinzová, Zuzana; Frgelcová, Estera
The swift humanitarian crisis caused by the conflict in Ukraine triggered an unprecedented wave of volunteerism across Europe. Due to its geographical proximity and historical ties, Slovakia became a crucial hub for support (Brozmanová Gregorová and Bambúch, 2024). Sharing a border with Ukraine, the country faced a significant influx of refugees, mainly women, children, and older adults seeking safety (Vansač and Gulasova, 2023). The initial response was marked by spontaneous help from ordinary citizens, demonstrating compassion and solidarity (Adamus and Grežo, 2024). Volunteers played a pivotal role in both humanitarian assistance and refugee integration. This study examines the multifaceted aspects of volunteerism during the early stages of the war, focusing on volunteers' demographic characteristics, levels of involvement, and motivations for engagement. Empirical data were collected in 2023 through a representative survey of the adult population as part of the project Volunteering in Slovakia during the crisis, with a research sample of 1,020 respondents. Findings show that 20.7% of adults volunteered to help address the crisis. Most were engaged in informal volunteering. Factor analysis revealed two main motivational patterns: value-based motivation and reactive or pragmatic motivation. Understanding these motives is crucial for sustaining volunteer engagement, especially in prolonged crises where initial enthusiasm may decline (Sengupta et al., 2023). Volunteering during the Ukraine crisis was strongly linked to volunteering in 2023 and to future intentions. This suggests that crisis-related volunteering can evolve into long-term engagement (Baxter-Tomkins and Wallace, 2009), thereby strengthening community cohesion and resilience (Waldman et al., 2018).
Excesívne používanie internetu v kontexte rozvoja sebaregulácie u detí v rodičovskej výchove
(Wydawnictwo naukowe akademii WSB : Dąbrowa Górnicza, 2025) Hrabovská, Zuzana
Virtuálny priestor sa v súčasnosti čoraz viac stáva dejiskom socializácie detí a mládeže. Nadmerné trávenie času detí a mládeže v prostredí internetu je aktuálne často skloňovaná téma v teoretickej i odbornej verejnosti. Excesívne používanie internetu predstavuje v súčasnosti závažný problém, ktorý môže narušiť zdravý fyzický, psychický a sociálny vývin jednotlivca. Rodičovská výchova zohráva v riešení uvedenej problematiky nezastupiteľné miesto. Rozvoj sebaregulácie u detí sa javí ako efektívny prostriedok pri eliminácii excesívneho používania internetu. Cieľom uvedeného príspevku je poukázať na závažnosť excesívneho používania internetu a zdôrazniť vplyv rodiny na rozvoj sebaregulácie u detí. Predkladaný príspevok je výstupom projektu KEGA č. 024UMB-4/2022 Prevencia online rizikového správania. The virtual space is increasingly becoming a venue for the socialization of children and youth. Excessive time spent by children and youth in the online environment is a frequently discussed topic among both theoretical and professional audiences. Excessive Internet use represents a serious issue today, which can disrupt the healthy physical, psychological, and social development of an individual. Parental upbringing plays an irreplaceable role in addressing this issue. The development of self-regulation in children appears to be an effective means of mitigating excessive Internet use. The aim of this contribution is to highlight the severity of excessive Internet use and emphasize the influence of the family on the development of self- regulation in children. This paper is an output of the KEGA project no. 024UMB-4/2022 Prevention of online risky behavior.
Krokovanie a krokovací pás ako nástroj na rozvíjanie nielen matematických zručností
(Univerzita Karlova v Praze, Pedagogická fakulta : Praha, 2025) Semričová, Zuzana
Hejného metóda predstavuje konštruktivistický prístup k vyučovaniu matematiky, v ktorom si žiaci osvojujú poznatky na základe vlastnej skúsenosti a objavovania. Metóda podporuje kritické myslenie, riešenie problémov a sociálnu interakciu. Kľúčovým prvkom sú didaktické prostredia, ktoré umožňujú efektívne budovanie matematických schém. Jedným z nich je Krokovanie, ktoré rozvíja numerické schopnosti prostredníctvom práce s číselnou osou. Táto metóda podporuje multisenzorické učenie a umožňuje diferencované vyučovanie. Krokovanie je využiteľné nielen v matematike, ale aj v prepájaní učiva s inými predmetmi, ako sú prvouka či slovenský jazyk. Praktické aktivity v rámci Krokovania motivujú žiakov k objavovaniu matematických vzťahov a zlepšujú ich porozumenie číselným operáciám.
Assessment as a motivational tool in teaching Slovak to learners with a different mother tongue
(Filodiritto Publisher : Bologna, 2025) Brozmanová, Monika; Čiliaková, Ružena
In recent years, there has been a growing number of learners with a different mother tongue attending in Slovak schools. For these pupils, the Slovak language is not only a school subject but also a key means of socialization, relationship-building, and acquiring knowledge across the curriculum. This paper explores the potential of increasing the motivation of learners with a different mother tongue (particularly Roma pupils) in Slovak language and literature classes through a shift in teachers’ assessment approaches. Assessment plays a critical role in the educational process. The aim of the study was to examine how the implementation of formative verbal assessment, combined with the use of innovative teaching methods, affects students’ motivation to learn, self-confidence, and attitudes toward their own education. The change in assessment approach was carried out through an intervention program designed for teaching Slovak language and literature in the second grade of primary school. Pupils worked on differentiated project-based tasks and were assessed individually, with emphasis placed on their progress and personal development. The study followed an action research methodology. Pre-test and post-test phases employed a combination of a didactic test, semi-structured interview, and unstructured observation. The collected data were analyzed using qualitative content analysis. The use of triangulation subsequently enabled a comparison of perspectives on student assessment in Slovak language and literature across three stakeholder groups – students, parents, and the teacher. The findings suggest that positive feedback and an emphasis on individual progress enhance pupils’ sense of competence and confidence. Reducing the stress associated with assessment positively influences pupils’ willingness to engage in classroom activities and communicate in Slovak. Parents observed a shift in their children’s attitudes towards learning, particularly a reduction in fear of failure. The teacher reported improvements in interaction with pupils and in their ability to work both independently and collaboratively. The pilot-tested procedures will be part of a more extensive research study in this field. It highlights the importance of parent collaboration in heterogeneous classrooms and emphasizes formative assessment as a key tool in inclusive education.
The distribution of active verbs in task instructions in primary education textbooks
(Filodiritto Publisher : Bologna, 2025) Čiliaková, Ružena; Trnka, Marian; Brozmanová, Monika
Proficiency in the language of instruction is one of the fundamental prerequisites for the cognitive and academic development of students with a different mother tongue. Understanding instructional verbs used in learning tasks is a key condition for students’ success in solving these tasks correctly. Empirical findings suggest that students who do not sufficiently comprehend task instructions are at a higher risk of academic underachievement [1], [2]. This study focuses on the analysis of active verbs in instructional tasks found in textbooks for the first and second grades of primary school. Specifically, it examines the frequency and variation of active verbs in task instructions across three educational domains: language, mathematics, and science. The analysed sample comprised over 1,600 tasks, from which more than 13,500 sentences containing active verbs were extracted and examined as individual analytical units. The research employed a quantitative methodology, complemented by qualitative procedures. The quantitative component enabled the mapping of verb distribution with an emphasis on frequency. The qualitative component, using the method of constant comparison, facilitated the identification of unique verbs and their categorization within instructional discourse. The results show that students are exposed to more than 1,000 grammatical forms and over 600 unique active verbs during the first two years of schooling. The analysis also revealed significant inconsistencies in the use of instructional verbs, particularly reflective-abstract commands, which can hinder task comprehension. The findings highlight the need for greater linguistic consistency in instructional task design and underscore the importance of targeted language support for students with a different mother tongue, focused on the systematic acquisition of the school’s instructional language.
Excesívne používanie internetu žiakov v kontexte sebakontroly
(Verbum - vydavateľstvo KU : Ružomberok, 2025) Hrabovská, Zuzana
Používanie internetu predstavuje v súčasnosti každodennú realitu života detí a mládeže. Dnešnej generácii ponúka prostredie internetu nielen podnety na edukáciu, zmysluplné aktivity, relax, ale i únik z nepriaznivej životnej situácie. Zároveň v online priestore môžu deti a mládež čeliť i rôznym formám online ohrození, ktoré sa môžu prejaviť v excesívnom používaní internetu, ale i v mnohých iných negatívnych prejavoch online rizikového správania. Práve uvedený fenomén excesívne používania internetu sa dostáva do popredia záujmu odbornej verejnosti s cieľom odhaliť možné súvislosti i s intrapersonálnou dimenziou osobnosti. Sebakontrola a sebaregulácia sa v danom kontexte javí ako jedna z intrapersonálnych premien, ktorá by mohla spúšťať excesívne používanie internetu. Hlavným cieľom nášho výskumu bolo empiricky overiť, či existuje štatisticky významný súvis medzi excesívnym používaním internetu a sebakontrolou u žiakov. Výskumný súbor tvorilo (N = 145) žiakov základných a stredných škôl. Výsledky potvrdzujú, že sebakontrola významne súvisela s excesívnym používaním internetu. The use of the Internet is currently an everyday reality in the lives of children and adolescents. For todayʼs generation, the online environment offers not only opportunities for education, meaningful activities, and relaxation, but also an escape from adverse life situations. However, in the online space, children and adolescents may also face various forms of online threats, which can manifest in excessive Internet use as well as in many other negative aspects of risky online behavior. This phenomenon of excessive Internet use has come to the forefront of attention among professionals, aiming to uncover potential connection with the intrapersonal dimension of personality. In the context, self-control and self- regulation appear to be intrapersonal variables that might trigger excessive Internet use. The primary aim of our research was to empirically examine whether there is a statistically significant relationship between excessive Internet use and self-control among students. The research sample consisted of (N = 145) students from primary and secondary schools. The results confirm that self- control significantly correlated with excessive Internet use.
Pre-literacy skills of children from socially disadvantaged background
(Filodiritto Publisher : Bologna, 2025) Cabanová, Mariana; Trnka, Marian
Preliteracy skills are foundational competencies that prepare children for acquiring reading and writing in primary education. These include key skills such as oral language, phonological and phonemic awareness (awareness of sounds), knowledge of the alphabet, and an understanding of basic print concepts (e.g., that print runs from left to right and from top to bottom on a page). In this study, we present the results of a diagnostic assessment of children’s preliteracy skills at the end of pre-primary education. The results showed that pupils from socially disadvantaged backgrounds (SDB) scored statistically significantly lower than their peers from the majority population. For this reason, it is essential to provide intensive educational support from the very outset of schooling. However, professional development is essential for teachers to be able to provide this kind of support
Flexible Regulation of Emotional Expression Scale (FREE): Factor structure and selected psychometric properties
(Psychologický ústav Akademie věd České republiky : Brno, 2025) Ladecký, Jakub; Pilárik, Ľubor
Suppressing emotional expression is one of the emotion regulation strategies that can negatively impact individuals' mental health. Research findings have been inconclusive, leading to a shift in research focus towards flexibility in emotional expression and the development of the Scale of Flexible Emotion Expression (FREE). International adaptations of the scale identified four factors (enhancement/suppression of positive/negative emotions), which loaded onto two higher-order factors (flexibility in enhancement/suppression), and these loaded onto 1 overarching factor (emotional flexibility). This study aims to verify the factor structure and selected psychometric properties of the Slovak version of FREE. The research sample consisted of 800 respondents in emerging adulthood. Using confirmatory factor analysis, we found that the adapted Slovak version required adjustments (removal of one item). The modified version of FREE showed the best fit with a two- factor model (flexibility in enhancement/suppression) with one higher-order factor (emotional flexibility). Flexibility in suppressing emotions was negatively related to symptoms of depression (PHQ-9) and anxiety (GAD-7), while emotion suppression (ERQ) was positively related to these symptoms. However, these correlations were weak. Potláčanie expresie emócií je jednou zo stratégií regulácie emócií, ktorá môže mať negatívne dopady na psychické zdravie jednotlivcov. Výskumné zistenia neboli jednoznačné, čo vedie k presunu výskumnej pozornosti na flexibilitu vo vyjadrovaní emócií a k vývinu Škály flexibilného vyjadrovania emócií (FREE). Zahraničné adaptácie škály identifikovali 4 faktory (zosilnenie/potláčanie pozitívnych/negatívnych emócií), ktoré sýtili 2 nadriadené faktory (flexibilita v zosilňovaní/potláčaní) a tie sýtili 1 nadriadený faktor (emočná flexibilita). Príspevok sa zameriava na overenie faktorovej štruktúry a vybraných psychometrických vlastností slovenskej verzie FREE. Výskumnú vzorku tvorilo 800 respondentov v období vynárajúcej sa dospelosti. Použitím konfirmačnej faktorovej analýzy sme zistili, že adaptovaná slovenská verzia si vyžaduje úpravy (odstránenie jednej položky). Upravená verzia FREE dosiahla najlepšiu zhodu s dvoj-faktorovým modelom (flexibilita v zosilnení/potláčaní) s jedeným faktorom vyššieho rádu (emočná flexibilita). Flexibilita v potláčaní emócií negatívne súvisela so symptómami depresie (PHQ-9) a úzkosti (GAD-7), zatiaľ čo potláčanie emócií (ERQ) s nimi súviselo pozitívne.
The Situational Test of Emotion Flexibility (STEF): Criterion validity pilot verification in relation to well-being and self-esteem
(Psychologický ústav Akademie věd České republiky : Brno, 2025) Pilárik, Ľubor; Pšiteková, Viktória; Glázerová, Simona; Virostková Nábělková, Eva; Kaliská, Lada; Heinzová, Zuzana
Stratégie regulácie emócií sú overované z hľadiska ich adaptívnej a maladaptívnej roly v psychickom zdraví. V poslednej dekáde sa časť záujmu presúva k skúmaniu flexibility používania rôznych stratégií regulácie emócií. Možnosti merania flexibility emočnej regulácie sú výrazne obmedzené vzhľadom na absenciu nástrojov, prípadne ich dotazníkový charakter. Situačný test emočnej flexibility (STEF) je novovytváraný merací nástroj zameriavajúci sa na meranie šiestich stratégií emočnej regulácie, situačnej flexibility expresie emócií a adaptívneho repertoáru stratégií pri regulácii negatívnych emócií. Príspevok prezentuje výsledky overovania kriteriálnej validity STEF na dvoch vzorkách vysokoškolských študentov (N = 340) vo vzťahu k sebaúčinnosti, sebaúcte, psychologickej a subjektívnej pohode. Korelačnou analýzou bolo zistené, že stratégia kognitívneho prehodnocovania ako i adaptívny repertoár stratégií pozitívne súviseli so sebaúčinnosťou, sebaúctou, určitými aspektami psychologickej pohody a prežívaním pozitívnych emócií. Naopak, stratégia ruminácie negatívne súvisela so sebaúctou, niektorými aspektami psychologickej pohody a pozitívne s prežívaním negatívnych emócií. Výsledky podporujú kriteriálnu validitu STEF. Emotion regulation strategies have been verified in terms of their adaptive and maladaptive roles in mental health. In last decade the focus has changed to examine the flexibility of different emotion regulation strategies usage. Opportunities to measure flexibility in emotion regulation are limited due to the absence of instruments, especially their questionnaire nature. The Situational Test of Emotion Flexibility (STEF) is a newly developed instrument measuring six emotion regulation strategies, situational flexibility of emotion expression, and the adaptive repertoire of strategies for regulating negative emotions. This article presents the results of the STEF criterion validation with two samples of undergraduate students (N = 340) in relation to self-efficacy, self-esteem, psychological and subjective well-being. Correlation analyses revealed the cognitive reappraisal strategy and the adaptive repertoire of strategies were positively related to self-efficacy, self-esteem, certain aspects of psychological well-being, and the experience of positive emotions. In contrast, the rumination strategy was negatively associated with self-esteem and some aspects of psychological well-being and positively related to experiencing negative emotions. The results support the criterion validity of the STEF.
Internetové hrozby a mediálna gramotnosť - aktuálne problémy
(Verbum - vydavateľstvo KU : Ružomberok, 2025) Niklová, Miriam
Predkladaná štúdia reaguje na aktuálne internetové ohrozenia akými sú napr. deep fake, konšpirácie, dezinformácie, kyberšikanovanie, cyberstalking, flaming a pod. V súčasnej informačnej spoločnosti, ktorá je presýtená množstvom informácií je relevantná požiadavka kriticky hodnotiť a selektovať informácie. Jednou z kľúčových kompetencií dôležitých pre život v 21. storočí je mediálna gramotnosť. V súčasnosti klesá úroveň mediálnej gramotnosti a inklinácia k zdieľaniu nepravdivých informácií, preto považujeme za dôležité venovať osobitnú pozornosť jej rozvíjaniu v oblasti formálneho i neformálneho vzdelávania. V súčasnosti sa akcentuje ďalšie vzdelávanie učiteľov a skvalitnenie ich prípravy v oblasti mediálnej gramotnosti a celkovo v rozvíjaní kompetencií v oblasti využívania informačno-komunikačných technológií v edukácii. V tomto smere je nevyhnutné nielen dokázať pracovať s počítačom a používať internet, ale aj schopnosť kriticky myslieť, orientovať sa v online prostredí, správne komunikovať a efektívne vyhľadávať informácie. Mediálna gramotnosť je dôležitá v dnešnej digitálnej dobe, kde sú digitálne technológie súčasťou každodenného života a práce.
Digitálny nástroj formatívneho hodnotenia v príprave budúcich učiteľov: potenciál, implementácia a limity
(Univerzita Pavla Jozefa Šafárika v Košiciach, 2025) Orosová, Renáta; Vagaská, Zuzana; Baluchová, Mária
Príspevok sa zameriava na prezentáciu potenciálu digitálneho nástroja formatívneho hodnotenia v procese vysokoškolskej prípravy budúcich učiteľov. Cieľom je poukázať na význam formatívneho hodnotenia ako prostriedku rozvoja sebareflexie, sebahodnotenia a budovania profesijných kompetencií, ktoré podporujú učenie sa z chýb a formovanie profesijnej identity. Implementácia digitálneho nástroja bola realizovaná v kontexte pedagogickej praxe študentov učiteľstva na Univerzite Pavla Jozefa Šafárika v Košiciach, pričom dôraz bol kladený na jeho využitie v rámci simulačných stratégií. Cieľom implementácie bolo overiť funkčnosť a efektivitu navrhnutého nástroja, identifikovať jeho limity a navrhnúť spôsoby ich eliminácie. Výsledkom príspevku je návrh modelu prepojenia simulačných stratégií s formatívnym hodnotením ako integrálnej súčasti pedagogickej prípravy budúcich učiteľov. Model ponúka teoretický aj praktický rámec, ktorý podporuje rozvoj profesijných kompetencií prostredníctvom digitálne sprostredkovanej spätnej väzby a reflexie. Príspevok zároveň poukazuje na prínosy využívania digitálnych technológií v procese formatívneho hodnotenia a na ich potenciál systematicky podporovať profesijný rast, autonómiu a kritické myslenie budúcich učiteľov.
Jednokročka a dvojkročka: folklórne kroky ako pedagogický nástroj v primárnej edukácii
(Verbum - vydavateľstvo KU : Ružomberok, 2025) Semričová, Zuzana
Príspevok sa zaoberá charakteristikou a pedagogickým využitím základných folklórnych krokov – jednokročky a dvojkročky – u žiakov primárneho vzdelávania. Je analyzovaný ich hudobno-rytmický kontext, regionálne variácie a význam pre rozvoj motorických a sociálnych kompetencií detí vo veku 6–10 rokov. Text zároveň predstavuje metodiku nácviku týchto krokov a formy pedagogickej diagnostiky, vrátane pozorovania, testovania a sebahodnotenia. Výsledky diagnostiky umožňujú učiteľom cielene rozvíjať rytmické cítenie, koordináciu pohybu a kultúrnu identitu žiakov, pričom je zdôraznená potreba kombinácie kvalitatívnych a kvantitatívnych hodnotiacich kritérií.
Children's expressions as a key to understanding child's level of thinking, creation and action
(Filodiritto Publisher : Bologna, 2025) Kasáčová, Bronislava; Lipárová, Lenka
The study presents the results of the development and validation of the research tool UCD-ACR-NIM, aimed at exploring children's preconceptions. These preconceptions represent their internal representations and understandings of the world and its phenomena. For both teachers and researchers, diagnosing children presents a particular challenge, as this age group is often difficult to reach using exploratory research methods. The tool was developed based on the theoretical foundations of J. S. Bruner [1], reflective practice, and phenomenography [2], which served as the key research approach. The research instrument and data analysis methodology were created by the author and were first introduced at ICERI 2015. The Designed Semi-Structured Flexible Micro-Interview (SSFMI) was validated using qualitative research procedures. The findings provide evidence that, when conducted properly and in accordance with established interview principles, the instrument constitutes an appropriate method for collecting data on children The UCD-ACR-NIM tool reduces individual, social, and cultural disadvantages and allows for ecological validity. Its application is accessible even to preservice teachers, supporting the development of their diagnostic competencies and research skills. An electronic version of the tool is currently being developed for an e-platform, aimed at collecting diagnostic information for the teacher-researcher. This platform enables teachers to gather and record diagnostic data about learners, focusing on areas such as prerequisites of artistic giftedness, the risk of specific learning disorders and ADHD, or the development of language competencies. It supports preservice teachers in developing diagnostic competence, conducting research, and reflecting on changes in speech development, specific skills, and cognitive growth, with a perspective of longitudinal research. The study is illustrated with a sample analysis of responses obtained from a selected group of respondents.

Prehliadať

Posledné príspevky