Introduction. The present article considers the problem of readiness of young teachers to teach children with special educational needs in countries where the introduction of inclusive education began only in the last decade. The authors describe the key concepts of the theory of formation of professional skills and competences of teachers for working in inclusive education, based on which the results of research conducted in theCzechRepublic,Poland andRussia.The aim of this article is to compare the experience of young teachers in teaching children with special educational needs in relation to their skills and competences needed to perform this task.Methodology and research methods. Questionnaires and interviews were used to collect quantitative and qualitative data, which were eventually processed using basic statistics (quantitative survey) and the open-coding method (qualitative content).Results. The results of the study indicate both strong and weak aspects of the skills of young teachers in teaching students with special educational needs. In particular, a qualitative analysis of teachers’ responses revealed some interesting ideas that can be used in the search for improvements in teacher training, as well as in the support provided to teachers working with children with special educational needs directly in the school environment at the beginning of their professional careers. In general, it can be stated that young teachers in all three countries do not feel sufficiently qualified in terms of training to work with these children and are in need of expert support.Scientific novelty. The results of the current research allow for the determination of some priorities in teacher training for the modern development of inclusive education in the countries examined.Practical significance. The presented materials of the research can become the basis for developing a system of expert support for young teachers in the implementation of inclusive education, as well as new programs for preparing future teachers to work with pupils with special educational needs.
Cílem studie je analyzovat stav výuky odborného cizího jazyka (OCJ) na středních odborných školách a středních odborných učilištích na příkladu oborů stavebnictví a oborů zpracování dřeva. Dále pak analyzovat závěry strategických dokumentů a na základě výsledků kvalitativního výzkumu popsat aktuální stav výuky OCJ na konkrétních SOŠ a SOU a následně nastínit možná didaktická řešení. Výklady jsou konkretizovány na příkladech oborů stavebnictví (Instalatér, Zedník, Stavebnictví) a zpracování dřeva (Truhlář). Vzhledem ke stanoveným cílům studie a designu výzkumu, který se soustředí zejména na analýzu a mapování současné situace ve výuce odborného cizího jazyka na středních odborných školách, jsme si stanovili následující výzkumné otázky: Jaké metody a didaktické materiály jsou využívány k výuce OCJ? Na jaké bariéry pedagogičtí pracovníci při výuce OCJ narážejí? Prostřednictvím jaké podpory by bylo možné efektivitu výuky OCJ zvýšit? S ohledem na stanovené výzkumné otázky byl výzkum proveden kvalitativní formou metodou polostrukturovaného rozhovoru. Celkově se výzkumu zúčastnilo 51 učitelů z 10 různých škol. Během výzkumu byly prozkoumány strategické dokumenty, školní vzdělávací programy a relevantní učebnice FLSP s cílem (ne)potvrdit jejich (ne)vhodnost pro vyučující a studenty. Výsledky studie naznačují, že kvalita výuky OCJ na zkoumaných středních odborných školách a učilištích je nedostatečná. Didaktická efektivita, kterou je třeba nastavit, spočívá zejména v integraci komunikační kompetence a odborného obsahu, v důrazu na praktičnost a reálnou profesní komunikaci, využití prvků informálního učení a v neposlední řadě v implementaci strategií digitálního vzdělávání.
The paper aims to introduce research in the field of the literary imagology and text semiotics. It focuses on the analysis of the creation of “autoimage”, or rather a self-image, and “hereroimage”, or a counter-mage, the image of otherness, as a means of shaping national identity, by interpreting the artistic texts written by the Czech writer Jáchym Topol and the Russian writer Vladimir Sorokin. It pays attention particularly to their novels from the first decade of the 21st century. The texts will be compared in a broader context of social discourse. Moreover, it will address the issue of the disproportion between the intensity of attention of one nation to another (Czech-Russian and Russian-Czech) and the differences in the perception of cultural distance.
A crise sanitária da Covid-19 tem afetado segmentos econômicos e sociais em países de todo o planeta. A China, primeiro país a enfrentar a situação, mostrou que o respeito às medidas de isolamento social serve como meio eficiente para a diminuir a contaminação do corona vírus, conduta também recomendada pela Organização Mundial de Saúde. No campo educacional, as escolas e universidades chinesas cumpriram de forma urgente a demanda da continuidade do ensino por via remota, evitando a paralisação ou atraso no período letivo; no mês de maio de 2020, diante do controle efetivo da crise sanitária, a volta às aulas presenciais foi regularizada em diferentes províncias chinesas. Nesta entrevista, realizada no mês de agosto, convidamos seis professores que ensinam em universidades da província de Zhejiang, de diferentes nacionalidades e continentes, que se encontram em situações de ensino remoto ou presencial, para refletirem sobre como têm vivenciado o trabalho educacional no presente contexto e como pensam a educação no pós-pandemia. Assim como em sistemas educacionais de outras partes do mundo, todos os entrevistados enfrentaram ou ainda enfrentam uma nova realidade imposta pela crise sanitária que exige novas estratégias de ensino e aprendizagen que advêm tanto do maior uso de tecnologias, como da própria necessidade de repensar o papel do educador.A entrevista a seguir foi realizada individualmente por e-mail com cada um de nossos convidados, e as respostas obtidas, reunidas posteriormente com vistas a ressaltar o caráter polifônico que o debate sobre ensino e pandemia implica. Os professores responderam em suas línguas maternas - portuguesa, inglesa e chinesa - ;a presente edição em versão completa em língua portuguesa conta com trabalho de tradução sob responsabilidade da professora Jackeline Lee do Departamento de Português da Zhejiang Yuexiu University of Foreign Languages.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.