Suchergebnisse

The choice of field of study is influenced by many factors. This text focuses on the factors that influence students to choose teaching as a field of study, and students' attitudes towards the teaching profession expressed by their motives for choosing this field. Based on selected factors (prestige of the profession, social importance of the profession, interest in working with children, etc.), the motives that played a role in choosing the field of study are identified among the interviewed students. The author did not focus solely on the Czech territory, but also carried out a research/survey of Polish students in the same field. The main goal of the research was to analyse the attitudes of Czech and Polish students toward the teaching profession. The work follows the research investigation of prof. PhDr. Marta Klímová DrSc. from 1973, who carried out her investigation among students of the teaching programmes. Parts of Klímová's questionnaire were also used in the survey, but these parts were updated due to changed conditions in education as well as some political changes. The research group consisted of Czech students at Masaryk University of the third-year bachelor's studies Kindergarten Teacher Training and the third and fifth years of the study programme Primary School Teacher Training; and Polish students at the University of Silesia of the third-year bachelor's degree and second-year master's degree Early School Education and Pre-School Education. ; Na wybór kierunku studiów ma wpływ wiele czynników. W niniejszym artykule skupiono się na czynnikach, które wpływają na wybór dydaktyki jako kierunku studiów oraz na postawach studentów wobec zawodu nauczyciela wyrażających się poprzez motywy wyboru tego kierunku. Na podstawie wybranych czynników (prestiż zawodu, społeczne znaczenie zawodu, zainteresowanie pracą z dziećmi itp.) wśród badanych studentów identyfikowano motywy, które odegrały rolę w wyborze kierunku studiów. Autorka nie skupiła się wyłącznie na terytorium Czech, ale przeprowadziła także ankietę badawczą wśród polskich studentów z tego samego kierunku. Głównym celem badań była analiza postaw uczniów czeskich i polskich wobec zawodu nauczyciela. Praca jest wynikiem dociekań naukowych prof. dr hab. Marty Klímovej, która prowadziła badania naukowe wśród studentów kierunków nauczania. Części kwestionariusza Klímovej również wykorzystano w ankiecie badawczej, ale zostały one zaktualizowane ze względu na zmienione warunki w edukacji i zmiany polityczne. Grupa badana składała się z czeskich studentów III roku studiów licencjackich na Uniwersytecie Masaryka oraz III i V roku programu studiów nauczanie na 1. poziomie szkoły podstawowej, a także z polskich studentów z Uniwersytetu Śląskiego – III roku studiów licencjackich i II roku studiów magisterskich studjujących na kierunku pedagogika przedszkolna i nauczanie w szkole podstawowej I stopnia.

The choice of field of study is influenced by many factors. This text focuses on the factors that influence students to choose teaching as a field of study, and students' attitudes towards the teaching profession expressed by their motives for choosing this field. Based on selected factors (prestige of the profession, social importance of the profession, interest in working with children, etc.), the motives that played a role in choosing the field of study are identified among the interviewed students. The author did not focus solely on the Czech territory, but also carried out a research/survey of Polish students in the same field. The main goal of the research was to analyse the attitudes of Czech and Polish students toward the teaching profession. The work follows the research investigation of prof. PhDr. Marta Klímová DrSc. from 1973, who carried out her investigation among students of the teaching programmes. Parts of Klímová's questionnaire were also used in the survey, but these parts were updated due to changed conditions in education as well as some political changes. The research group consisted of Czech students at Masaryk University of the third-year bachelor's studies Kindergarten Teacher Training and the third and fifth years of the study programme Primary School Teacher Training; and Polish students at the University of Silesia of the third-year bachelor's degree and second-year master's degree Early School Education and Pre-School Education.

In recent decades, society has fundamentally changed; there are political changes affecting education and, consequently, demands on teachers' work change, as well as parents' and society's expectations of teachers. The main aim of this qualitative research is to map the changes in the conditions of teachers' work in the Czech Republic in the last thirty years according to the subjective perception of teachers-experts, i.e. respondents. The respondents are teachers who have been active in the profession for at least thirty years. All the respondents are women working as primary school teachers (Dáša, Lucie, Jana, Danka, Blanka, Dominika, Karolína).In the research we deal with the following areas: interpersonal relationships at the workplace, communication and cooperation with pupils' parents, and the teacher-pupil relationship.The most important results of this research are as follows. The respondents are aware of and perceive the decreasing authority of the teacher today. They point out that the teacher's authority has degraded in the eyes of pupils, parents, and society. The most widespread problem faced by teachers is the disruptive behavior of pupils, which may interfere with teaching.Moreover, today's teachers sometimes have to deal with parents who are completely uncritical of their children, whom they trust completely. When problems arise, these parents never see the root cause in their child but in other classmates or, most frequently, in the teacher. If a child receives a bad grade, these parents are willing to go to the teacher and try to find the error on their side rather than in their own children.

In recent decades, society has fundamentally changed; there are political changes affecting education and, consequently, demands on teachers' work change, as well as parents' and society's expectations of teachers. The main aim of this qualitative research is to map the changes in the conditions of teachers' work in the Czech Republic in the last thirty years according to the subjective perception of teachers-experts, i.e. respondents. The respondents are teachers who have been active in the profession for at least thirty years. All the respondents are women working as primary school teachers (Dáša, Lucie, Jana, Danka, Blanka, Dominika, Karolína).In the research we deal with the following areas: interpersonal relationships at the workplace, communication and cooperation with pupils' parents, and the teacher-pupil relationship.The most important results of this research are as follows. The respondents are aware of and perceive the decreasing authority of the teacher today. They point out that the teacher's authority has degraded in the eyes of pupils, parents, and society. The most widespread problem faced by teachers is the disruptive behavior of pupils, which may interfere with teaching.Moreover, today's teachers sometimes have to deal with parents who are completely uncritical of their children, whom they trust completely. When problems arise, these parents never see the root cause in their child but in other classmates or, most frequently, in the teacher. If a child receives a bad grade, these parents are willing to go to the teacher and try to find the error on their side rather than in their own children.

The article begins by introducing the beginnings of schooling in the Teschen Silesia region. It thencontinues to map the situation after the introduction of compulsory education. The development of schools and the network of schooling institutions are covered, as well as school curricula and the position and competence of teachers in the 17th to 19th centuries. Physical didactic aids of this period are examined, especially textbooks. Finally, the article deals with the issues connected with Germanisation and the national struggle nd awareness of the Polish population in the eschen Silesia region; with the impact of Hasner's law (Leopold Hasner von Artha) on the development of he national school system in the region; with important figures and organisations that played a ignificant role in the political, cultural and economic changes in society in Teschen Silesia.

This article is focused on distance learning in higher education. It analyses and compares the development of distance learning and conditions of distance learning in different countries. It describes significant differences in the development of distance education in higher education in individual countries. We meet with various forms of implementation of distance education. The divergence in approaches towards distance education in different countries is caus ed by different cultural aspects, the tradition of distance learning, the development of information and communication technologies, and different legislative norms in the area of education. There are many types of organisational models for distance education. A particular model might be dominant in one country, while in another country there may exist a variety of different organisational models for distance education.

The article deals with distance education and e-learning. The support for the development of distance education and e-learning is still a major priority for the European Commission. The development of distance education is also supported financially by the EU. Not only education programmes are supported financially, but also research projects dealing with this issue. The article maps out the current situation in distance education developments and opportunities of distance learning in adult education in various European countries. Distance education in various European countries is at different levels of development. We can also notice various implementation models of distance learning in European countries and different levels of government involvement in the development of distance education.