Sexting as a risky behavior of adolescents is determined by the family environment, by the family structure and by the quality of mutual relations in the family. The aim of the study was to explore the relation between the frequency of self and peer sexting and parental monitoring from the perspective of adolescents. The research involved 790 respondents-(adolescents aged 12-18 years) who were administered the modified questionnaire "Cyberbullying and sexting" (modified by K. Holla). The results suggest that adolescents who do not talk to their parents about online risky behaviour are more likely to report that they engage in peersexting. There is a relationship between parental monitoring of adolescents' online activity and sending and receiving erotic and sexual material from their friends.

The image of the family has changed rapidly in recent years. The traditional nuclear family exists concurrently with various other types of families. The term "family diversity" is used to refer to this phenomenon in the literature. The family environment is an important determinant that affects not only the pupil in his / her school environment, but also participates in the creation of the overall school climate. The success of the child / pupil is also determined by the level of family involvement in the pupil´s learning since birth. The paper points out the importance of learning the family environment by teachers (or other professionals) and the importance of their mutual communication. The content is processed mainly for analysis of foreign sources. Key wordsfamily, current family changes, family diversity, parenthood, family involvement in pupil´s learning AnotáciaObraz rodiny sa v posledných rokoch rapídne mení. Tradičná, nukleárna, rodina existuje súbežne s rôznymi ďalšími typmi rodín. V odbornej literatúre sa na označenie uvedeného javu používa pojem "diverzita rodiny". Rodinné prostredie je významným determinantom, ktorý ovplyvňuje nielen žiaka v jeho školskom prostredí, ale spolupodieľa sa aj na vytváraní celkovej klímy v škole. Úspech dieťaťa/žiaka je podmienený aj úrovňou zaangažovanosti rodiny v učení sa žiaka, ktorá prebieha od narodenia dieťaťa. Príspevok poukazuje na význam poznávania rodinného prostredia učiteľmi (či inými odborníkmi) a na dôležitosť ich vzájomnej komunikácie. Obsah je spracovaný prevažne na analýze zahraničných zdrojov. Kľúčové slová rodina, zmeny súčasnej rodiny, diverzita rodiny, rodičovstvo, zaangažovanosť rodiny v učení sa žiaka Motto "Nemožno mať žiadne pochybnosti o tom, že sociálne prostredie rodiny, z ktorej dieťa, či mladý človek, žiak, alebo študent pochádza, tvorí rozhodujúci rámec pre jeho budúcu životnú dráhu, pre jeho motiváciu v učení i v jeho výkonnosti vôbec, pre rozvoj jeho schopností, jeho morálku

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The living in 21st century's global world has a great impact on various aspects of life in interdependent society. Teachers and educators are expected to be well prepared to teach in classrooms characterized by diversity in culture, language, abilities and other characteristics of pupils. The other challenge for teachers is to support development of new competences of pupils, competences, which enable them to understand global world and to be active participants in new living conditions. The task of teacher training institutions is to find the ways how to prepare globally competent teachers, as their training as well as a real educational practice has always been connected to the existing socio-historical context. The authors of presented paper pointed out some issues linked to the global competence of teachers and the requirements of globally competent students. The paper is focused on the importance of internationalization of future teachers' preparation. Based on collected empirical data, the authors present possible ways, outcomes and benefits of international study stays of students (prospective teachers) for their professional growth, teachers' competences and personal development.

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