Inklusion im Widerstreit

Harant, Martin

doi:10.1007/978-3-658-13771-7_6

Cited by 3 publications

(2 citation statements)

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“…96 Vý-jimky tvoří české parafráze Aristotela, 97 114 Uvedení sekundárního i primárního odkazu vedle sebe je pro Haranta typické, 115 domnívám se proto, že i zde pracoval s Caeliovým dílem, které na několika málo stranách 1. dílu cestopisu cituje celkem třikrát, vždy s přesností na knihu a kapitolu. 116 Druhé přísloví má dokládat obecně známé špatné vlastnosti Kréťanů, zdroj není Harantem uveden: Přísloví najdeme jednak u Kónstantína Porfyrogennéta, 118 jehož ale Harant nikde v cestopisu nezmiňuje, jednak ve slovníku Súda. 119 Avšak vzhledem k výše zmíněnému případu i k tomu, že tu neuvádí žádný zdroj, se jeví pravděpodobnější, že čerpal z nějaké raně novověké sbírky adagií.…”

Section: čLánky / Articlesunclassified

Jazyková výbava Kryštofa Haranta z Polžic a Bezdružic: případ řečtiny

Melounová¹

2018

Graeco-Latina Brunensia

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Christopher Harant of Polžice and Bezdružice (1564-1621), an educated renaissance nobleman, is primarily known for his unfortunate fate, as he was one of the twenty-seven Czech noblemen executed at the command of the Habsburg Emperor Ferdinand II at the Old Town Square, Prague, on the 21st June 1621 for high treason. It was an ironic end of his rich and active life, for he had been loyal to the House of Habsburg for most of his life. He had served the Emperor Rudolph II for many years but after his death he stepped aside and, after the Bohemian Revolt had broken out, accepted offices from the hands of the rebel Estates, which proved fatal for him. He is equally known as the author of the elaborated and extensive, two-volume travelogue describing his journey to the Holy Land and Egypt, which he undertook in 1598 (the book was printed in 1608).The aim of this paper was to examine the evidence that could support the thesis of the author of Harant's most recent and most comprehensive biography, Marie Koldinská, that during his long formative stay at the court of Ferdinand II, Archduke of Further Austria, at Ambras Christopher Harant learned not only Latin (which was a standard for an aristocrat of his time), but also Greek. The said evidence is formed by a few pieces of text written in Greek and a large number of references to Greek writers, both ancient and Byzantine, in Harant's travelogue. We cannot determine the exact level of Harant's knowledge of Greek or how and when he achieved it (at Ambras? through self-study?). There were materials for learning Greek in the library of the Archduke Ferdinand at Ambras but we do not know whether Greek was actually taught here (not even in the case of the Archduke and his sons, let alone one of the pages, which was Harant). The analysis of the evidence present in the travelogue proves that Harant was capable of working with Greek texts at least at basic level. It also shows that he was familiar with a high number of various Greek authors and works but that he preferred Latin translations or bilingual Greek-Latin editions or eventually, that he sometimes helped himself with collections of proverbs and quotes or other kind of contemporary compilations. At the time when the travelogue was being created, all the Greek works quoted by Harant were already available

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Section: čLánky / Articlesunclassified

Jazyková výbava Kryštofa Haranta z Polžic a Bezdružic: případ řečtiny

Melounová¹

2018

Graeco-Latina Brunensia

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“…To date, inclusion and inclusive education have been implemented in schools in numerous countries (Tant and Watelain, 2016;Harant, 2017). Based on the United Nations Convention on the Rights of Persons with Disabilities, which was ratified in Germany in 2009, inclusive schooling of all children is mandatory.…”

Section: Introductionmentioning

confidence: 99%

Enhancing attitudes and self-efficacy toward inclusive teaching in physical education pre-service teachers: Results of a quasi-experimental study in physical education teacher education

Grimminger-Seidensticker

Seyda²

2022

Front. Educ.

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As many teachers feel overwhelmed by teaching inclusively, teacher education programs have to find ways to prepare them for this future challenge. Due to particular conditions, physical education (PE) teachers might be a particular target group in this context. With regard to the state of research, there is a need to identify inputs or learning situations that might improve the best physical education teachers’ competencies and underlying cognitive and affective-motivational aspects, such as attitudes, self-efficacy, or stress perception, to empower physical education teachers for teaching physical education inclusively. Practical experiences seem to be a key aspect in this context. Therefore, we conducted a quantitative evaluated quasi-experimental intervention study with physical education pre-service teachers to test different forms of promoting inclusion competencies and their underlying cognitive and affective-motivational constructs. Intervention group 1 (IG 1) followed an information-based seminar, whereas intervention group 2 (IG 2) was also taught theoretical units in combination with practical lessons in the gym that were prepared and conducted by the pre-service teachers themselves. The control group (CG) did not receive any specific information or practical experiences on inclusively teaching physical education. We first hypothesized that both intervention groups (IG 1 and IG 2), in contrast to the control group, would significantly improve their attitudes toward inclusion and the self-efficacy to teach inclusively, and would decrease their perceived stress related to teaching physical education inclusively (hypothesis 1). Second, we hypothesized that participants of intervention group 2 would have a significantly stronger increase in positive attitudes toward inclusion, a stronger increase in self-efficacy, and a greater decrease in the level of perceived stress related to teaching physical education inclusively than participants of intervention group 1 (hypothesis 2). Based on ANCOVA analysis, we found significant results for some subscales of the attitudes, but no significant results for stress perception and self-efficacy. In total, the teaching strategy in intervention group 2 seemed to work best in enhancing physical education pre-service teachers’ inclusion competencies.

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Chihaia

2020

Behinderung

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Inklusion im Widerstreit

Cited by 3 publications

References 6 publications

Jazyková výbava Kryštofa Haranta z Polžic a Bezdružic: případ řečtiny

Jazyková výbava Kryštofa Haranta z Polžic a Bezdružic: případ řečtiny

Enhancing attitudes and self-efficacy toward inclusive teaching in physical education pre-service teachers: Results of a quasi-experimental study in physical education teacher education

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