Studie bude sledovat, jak jsme v posledních desetiletích svědky stále naléhavějšího hledání nových cest ve vyhodnocování výsledků inovovaného studia učitelství na univerzitách v České republice i v zahraničí. Při interpretaci změn narážíme na různé potíže teoretické, metodologické, praktické a výzkumné. Výraznou změnou učitelské edukace byl přechod na pětileté magisterské studium oboru Učitelství pro 1. stupeň základních škol, který prošel náročnou diskusí se zástupci vzdělávací politiky v České republice – viz slyšení v Senátu ČR v roce 2002. Zaměřuje se na preferenci profesního učitelského rozvoje po dobu celých pěti let studia učitelství. V této stati se budeme věnovat změně profesního učitelského učení pouze z jednoho zorného úhlu – jako důkazu o výsledku změny na základě předchozích diskusí vzdělávací politiky. Budeme sledovat studentské portfolio jako kvalitativní nástroj k hodnocení a sebehodnocení studentů učitelství pro první stupeň základní školy v průběhu a závěru studia. Rozebereme teoretická východiska volby portfolií jako nástroje ke sledování profesního učení vědního oboru pedagogika v rámci přípravy na učitelství v primární edukaci. Reflexe studentského portfolia může být dokladem, který zachycuje individuální strategie studentů při osvojování pedagogické teorie z primární pedagogiky a hodnocení výsledků reflektované pedagogické praxe. Pedagogická praxe prostupuje spolu s pedagogickou teorií od prvního ročníku pětiletého studia Učitelství pro 1. stupeň základní školy v novém modelu učitelské přípravy ve Zlíně na Fakultě humanitních studií Univerzity Tomáše Bati. V tomto roce jsou dispozici první výsledky reflexe nově zvolené cesty učitelské přípravy. Vyplývají z nich i zajímavé podněty pro vzdělávací politiku ve vztahu k učitelské přípravě v České republice do budoucna.

Introduction: In our conditions and in the world, there is a tradition of the sequence of sequential communication exchanges in the interaction of a teacher and pupils, which was examined in the analysis of the processes and structures in educational communication. This tradition can be continued from the perspective of research at the 1st stage of elementary school education. Purpose: The aim of the study is to present the findings of a research on the issues of pupils’ questions. The research question is whether the existing results of educational research on the educational interaction and teacher-student communication in the educational process at the first stage of elementary schools also capture the characteristics of pupils’ questions. We will investigate the perception of dialogic teaching and pupils’ question in educational research. The sequence of sequential communication exchanges in the interaction between teachers and pupils, which was examined in the analysis of the processes and structures of educational communication, has in our country and in the world a tradition which can be followed in terms of research on teaching at the first stage of primary schools. One of the aspects of research on the interaction and communication in the classroom are the views of teachers who are discovering what a learner knows, and what he/she thinks about the communicated content and curriculum. But we are mainly interested in the results of educational research from the perspective of the pupil and his/her questions in the classroom. Methods: In our research, our intention was to analyse pupils’ questions which are to supplement their knowledge, or to find out more information that would help them deal with learning tasks. We were interested in previous investigations and were seeking for clarification whether the pupils’ questions are inconsistent, which would reveal misconceptions and wrong ideas in the understanding of the teaching content. Conclusions: The most frequently, pupils’ answer to the teacher’s questions were detected. The conclusions show the current results of pedagogical research in the context of dialogic teaching, they do not capture the characteristics of pupils’ questions in teaching at the 1st grade of elementary schools.

Abstract:Introduction: This study summarized the results of research on quality of life as conceived by Czech fifth-graders. Methods: The subjects responded in writing to three tasks that asked them to describe the characteristics of quality of life. The first task required them to picture what they imagined under a magazine headline entitled "Quality of Children's Lives". The second task required them to explain this headline to their classmates, while the third task asked them to generate their own ideas of a bad life, normal life, and excellent life. The sample consisted of 174 fifth-grade pupils from two Czech localities. The pupils' statements were open-coded, and then the codes were cumulated to create content categories. Results: Ten large categories emerged from the data that depicted children's ideas of quality of life. Data processing the frequencies of the content of the categories were computed to show the ranking of the characteristics of the quality of life as selected by the children. The study revealed that the fifth-grade pupils attributed a wide range of valuable characteristics (social, psychological, environmental, spiritual and personal) to the concept of quality of life. Discussion: In pedagogical theory, the quality of children's lives is a concept with a number of meanings. It includes qualities related to biopsycho-personal, social, and spiritual aspects of life. Limitations: The quality of children's lives is a multidimensional concept and we can study only some of them. Conclusions: Responses to the third research question can be summarized into three key answers, illustrated by relevant statements of the Czech fifth-grade students.

V této stati se budeme věnovat výsledkům výzkumu GAČR (výzkumný projekt č. 406/06/0035) s názvem Kvalita života u dětí a dospívajících, který byl řešen pod vedením J. Mareše (2006-2008 1) z lékařské fakulty Univerzity Karlovy v Hradci králové. V příspěvku jsou sledovány následující cíle: 1) vymezení významu pojmu kvalita života dětí, 2) stanovení otázek empirického výzkumu, 3) popis procesu výzkumu, vzorku a metody, 4) přehled vybraných výsledků výzkumu a jejich interpretace.

Dear Professor, it is hard to believe that you are celebrating another of life's major anniversaries. In this message of congratulation, we would like to look back over selected milestones in that long part of your life's journey on which we have had the honour to meet you, ask you for interviews or even for advice. At our very first meetings we dealt with the interesting research topic of the microanalysis of teaching from the perspective of teacher-pupil interaction and communication. At that time, it was a question of the microanalysis of teaching, the results of which were incorporated in research work that you completed and defended at the Jan Comenius Pedagogical Institute at the Czechoslovak Academy of Sciences. The results of this research emerged in an interesting research team with whom you collaborated (Tollingerová, Helus, Křivohlavý, Gavora, Kulič, Š. Švec and many other specialists). Every member of the team focused on questions relating to the analyses of teacher-pupil or teacher-student communication and interaction in teaching from a different perspective. All tried to find methods what would facilitate the description of the reality of teacher in school practice and contribute research findings to support future changes. In the 1970s this was an entirely unique methodology in an otherwise normatively conceived approach to questions of school. A series of microanalytical approaches to pedagogical and psychological research have revealed that pedagogical communication in primary school teaching has a number of reserves. The proceedings of a 1981 conference that were prepared under your editorship with the title TeacherPupil/Teacher-Student Interaction provided very rich inspiration for changes in pedagogy as a science in the search of a new quality of pedagogical theory and practice