Abstract:Introduction: The authors consider a book (as a pedagogical text) a traditional and timeless source of knowledge for many different groups of learners. It is a known fact that textbook authors, teachers, researchers, etc. generally pay more attention to the text part of the book than to its visual materials. However, the latter are just as important in understanding the subject matter and its applications as textual information on the topic. Methods: The psycho-didactic experiment described in this paper aims to widen the findings about the perception and understanding of visual parts of textbooks for pupils in their first years of schooling. In the paper, a less-known research method based on eye-tracking is presented. Results:The main results of the research are as follows: According to the findings of the authors, each pupil accepts and understands visual materials individually and this acceptance and understanding of visual materials is influenced by pupils' personality traits. The research also shows that pupils prefer visual materials that depict reality as accurately as possible. Conclusions: The research was designed as a case study which could be used for further research of a similar form.

There has been a long tradition of research aimed at teachers and their professional development in educational and social contexts conducted continuously by both international and Czech research community. In terms of frequency and intensity of the research interest, two areas or stages of teachers' professional development are most focused on: a novice teacher and an expert teacher. The fact that studies on future teachers and the transformation of students of teaching into teachers are only few and far between deprives teacher education, both its theory and practice, of much needed in-depth insight into these stages. This study highlights two points: Firstly, the evidence of Czech researchers' low interest in conducting research into teacher education from within, and secondly, the fact that individual stages of professional development of future teachers can be examined and described. It is particularly vital to encompass the early professional development stage when substantial changes in the attitude of beginner students of teaching to themselves as well as to teacher education and practice take place; a student role is rede ined. Pointing research interest to this direction results in two outcomes. It leads to recognising a human being within a teacher student; moreover, it provides grounds for authentic and individualised interventions into students' professional development at faculties of education.

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

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