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    Wyświetlanie 1-6 z 6
    Tytuł:
    Critical Thinking in Initial Teacher Education: Secondary Data Analysis from Ahelo GS Feasibility Study in Slovakia
    Autorzy:
    Šukolová, Denisa
    Nedelová, Magdaléna
    Powiązania:
    https://bibliotekanauki.pl/articles/1997815.pdf
    Data publikacji:
    2017-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    critical thinking
    initial teacher education
    assessment
    development
    Opis:
    The study presents a secondary analysis of the “Assessment of Higher Education Learning Outcomes, Generic Skills Strand”, the international study of critical thinking skills (OECD, 2012). National secondary analyses include a comparison of student teachers (n = 110) and students of other study programmes (n = 413) in critical thinking and investigates a potential relation of contextual characteristics with their critical thinking performance. Performance Task and Multiple Choice Questions were used to measure critical thinking skills and a Contextual Questionnaire was used to collect socio-demographic data, and subjectively evaluated characteristics related to test-taking motivation and coursework. The main results showed that student teachers scored lower in critical thinking performance than students of other study programmes.
    Źródło:
    The New Educational Review; 2017, 49; 19-29
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Slovak Primary Education Teachers’ Views about and Attitudes towards Contents of Work and Technical Education
    Autorzy:
    Huľová, Zlatica
    Šukolová, Denisa
    Powiązania:
    https://bibliotekanauki.pl/articles/1998311.pdf
    Data publikacji:
    2017-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    female teachers
    primary education
    technical competence
    views
    attitudes
    feminisation
    Opis:
    The contribution is aimed at study of views and attitudes towards the contents of Technical education from the perspective of elementary school female teachers in Slovakia. Their measurement was carried out by a self-designed questionnaire which was a part of the research methods used (content analysis of curricular documents, international comparison, interview and observation). The originally designed questionnaire included items aimed at finding out views (evaluation of the importance of contents of education) and attitudes (cognitive, affective and conative components) of primary education teachers towards the contents of Technical education in the 4t form of elementary school. The research sample consisted of 334 female teachers. According to results of analysis, teachers considered such themes as traditions and crafts or catering to be more important than themes connected with the use of technical materials and design and they also had more positive attitudes to such themes. Another conclusion is that explanations of the views on the importance of the preferred themes were accounted for mainly by the affective component of teachers’ attitudes.
    Źródło:
    The New Educational Review; 2017, 47; 165-175
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Social Representations of Inclusive School from the Point of View of Slovak Education Actors
    Autorzy:
    Sabo, Robert
    Šukolová, Denisa
    Vaníková, Terézia
    Vančíková, Katarína
    Powiązania:
    https://bibliotekanauki.pl/articles/1969030.pdf
    Data publikacji:
    2018-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    social representations
    inclusion
    education actors
    Opis:
    The aim of the study was to identify social representations of inclusive school from the point of view of Slovak education actors. Q-methodology (Stephenson, 1953) was used for the purpose of mapping. A set of 57 items was compiled, representatively representing associations with the meaning “inclusive school”. The items were sorted by 32 participants aged from 25 to 58. Five significant factors were identified, which represented various inclusive school representations linked to: 1) tradition of integration, 2) institutional processes of education quality assurance, 3) priority in declaration of pro-inclusive setting, 4) community co-existence, and 5) needs of a modern society. Preliminary interpretation of the representations from the viewpoint of participants’ additional characteristics is described in the discussion.
    Źródło:
    The New Educational Review; 2018, 54; 247-257
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Leadership in education – current international research
    Autorzy:
    Šukolová, Denisa
    Kocurová, Hana
    Rovňanová, Lenka
    Powiązania:
    https://bibliotekanauki.pl/articles/2130407.pdf
    Data publikacji:
    2019
    Wydawca:
    Instytut Studiów Międzynarodowych i Edukacji Humanum
    Tematy:
    educational leadership
    school leadership
    teacher leadership
    research
    Opis:
    This review study is concerned with an overview of current international research related to the to- pic: leadership in education1. The topic’s importance and popularity is the underlying motivation for writing this study as it can be considered one of the keystones for successful educational institutions and policies. On the other hand, criticism is often raised due to the quality of empirical evidence which should support and verify the measures implemented into practice. The theoretical analysis includes studies published in magazines included in the WOS (Web of Science) database in the last 5 years (work was completed in October 2019) that are associated with keywords “educational/school/ teacher leadership”. The 75 studies were found and later analysed with regards to different points of view: geographical origin, thematic perspective and several methodological aspects. The results are discussed in the study.
    Źródło:
    Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2019, 2 (33); 91-106
    1898-8431
    Pojawia się w:
    Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ethical Competences of Trainers Continuing Professional Development
    Autorzy:
    Skúpa, Michaela
    Šukolová, Denisa
    Pavlov, Ivan
    Powiązania:
    https://bibliotekanauki.pl/articles/1964033.pdf
    Data publikacji:
    2021-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    teacher professional development
    trainer
    ethical competencies
    Opis:
    The aim of the study was to determine the level of ethical manifestations in trainers of teacher continuing education and to compare trainers’ self-evaluations with their evaluations by teachers. The same was measured also in trainers of other adult professional training and participants of that type of education. Research involved 262 participants, and ethical competencies were measured using the Questionnaire of Trainers’ Ethical-Humanistic Manifestations by Pavlov and Skúpa (2018). It was found out that the overall level of ethical competencies was high above-average and comparable in both groups of trainers. Trainers of teacher continuing education statistically significantly overestimated themselves in comparison with how teachers perceived them as participants of the continuing professional development. A similar phenomenon was observed also in trainers of other professional training, although less significant. From the point of view of trainees, trainers of teacher continuing development were evaluated in some measured aspects worse than trainers of other professional training.
    Źródło:
    The New Educational Review; 2021, 63; 191-202
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Grasping the Concept of Inclusive School in Slovakia and England - Q Study
    Autorzy:
    Vančíková, Katarína
    Porubský, Štefan
    Šukolová, Denisa
    Sabo, Robert
    Vaníková, Terézia
    Powiązania:
    https://bibliotekanauki.pl/articles/1964335.pdf
    Data publikacji:
    2021-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    inclusive school
    inclusive education
    Q-methodology
    Opis:
    The aim of the study was to identify how education actors of two historically and culturally different countries - Slovakia and England - thought about the concept ’inclusive school’. The Q-methodology was used for this purpose, yielding 7 descriptions of inclusive school. The results indicated two facts: 1) there is a jointly shared semantic field that can be interpreted as a consequence of globalization trends in education, and 2) perceptions of inclusive education are influenced by the history of educational systems in the countries studied. Research findings confirm that despite a certain convergence trend, a local discourse still remains the crucial determining factor of the conceptual grasp of this issue.
    Źródło:
    The New Educational Review; 2021, 66; 159-169
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

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