Auswahl der wissenschaftlichen Literatur zum Thema „Individualizace vzdělávání“

V důsledku procesu individualizace se postmoderní společnost stala svědkem významného hodnotového posunu. Tradiční koncepce vzdělávání se v tomto smyslu také jeví jakožto problematická. Škola se stala jednou z nejdůležitějších sociálních institucí, ve které tráví žák svůj čas v roli obsluhovaného klienta, uspokojovaného v jeho potřebách. Tento druh vztahu podporuje fenomén narcismu, který deformuje postoj k vnějšímu světu. Vybrané studie americké provenience ukazují pedagogický pohled na narcistický fenomén jako na nový trend, protože kulturní narcismus je součástí současné transformace západní společnosti a v budoucnu se může stát i fenoménem globálním. Studie se snaží podpořit promýšlení realizace dalších pedagogických výzkumů vzdělávání, které jsou na evropské úrovni velmi potřebné.

Diskusní příspěvek připomíná pedagogicko-psychologickou diagnostiku jako jednu z významných oblastí psychologické diagnostiky. Na proklamativní úrovni je individualizace výuky jedním z ústředních témat změn probíhajících ve vzdělávacím systému od 90. let a logicky přináší požadavek na lepší znalost individuálních specifik jednotlivých žáků. Diagnostická praxe ale tento rozvoj kopíruje jen částečně. Historicky rozvinuté oblasti pedagogicko-psychologické diagnostiky si udržují svou úroveň, řada nových témat a oblastí ale zůstává opomíjena a je řešena neuspokojivým způsobem s logickými důsledky pro celý vzdělávací systém, tvorbu a použití diagnostických nástrojů i pro konkrétní žáky či studenty. Pedagogicko-psychologická diagnostika tak přestala být diagnostickou výkladní skříní a stal se z ní spíše zadní dvorek diagnostiky, jakkoli s ní má zkušenost prakticky celá populace. Řadu diagnostických aktivit v oblasti výchovy a vzdělávání navíc můžeme chápat jako příklad tzv. high-stakes diagnostiky. V příspěvku se pokouším pojmenovat některé problematické části systému profesní přípravy uživatelů diagnostických nástrojů a jejich výsledků i vzdělávací politiky a její implementace v podobě předpisů upravujících diagnostiku v oblasti výchovy a vzdělávání. Papers discuss educational assessment as one of the major areas of psychological assessment. On the declarative level, the individualization of teaching is one of the central themes of the changes taking place in the Czech education system since the 90th years and logically demands a better knowledge of the individual characteristics of each individual student. Educational assessment practice this system development only partially replicates. Historically developed educational assessment areas maintain high level, but a number of new topics and areas are sidelined and assessment tools are designed unsatisfactory, with the logic consequences for the entire education system. Educational assessment ceased to be a showcase for diagnostic and became her backyard, although the entire population has experience with this kind of assessment. A number of assessment activities in the field of education can be seen as an example of high-stakes assessment. The paper tries to identify some problematic part of the training of users of diagnostic tools and their results and educational policy and its implementation in the form of regulations governing the assessment in the field of education.

Studie si klade za cíl zamyslet se nad současným chápáním rovnosti a různosti ve vzdělávání a na základě diskuse výběru odborných textů představit klíčové teoretické a praktické problémy ovlivňující spravedlnost vzdělávání v Polsku. Každý projekt zaměřený na spravedlnost ve vzdělávání musí čelit dialektice rovnosti a různosti ve vzdělávání. V historické perspektivě lze jasně vysledovat evoluci modernistického pojetí rovnosti ve vzdělávání. Základem této evoluce byla změna v chápání různosti: od chápání rovnosti jako stejnosti a důrazu na standardizované praktiky ve vzdělávání (jednotná škola; ačkoliv byla ovlivněna myšlenkou národa – Gellner – a skrytým genderovým, třídním, rasovým a etnickým dělením), přes segregaci a selekci na základě různých rozdílů, až po dnešní chápání rovnosti jako přijímání rozdílů a snahy o rovnováhu mezi citlivostí k rozdílům a spravedlivým přístupem ke všem bez ohledu na tyto rozdíly. Toto poslední pojetí dialektiky mezi rovností a růzností tvoří základ spravedlivého vzdělávání, které je podle autorky jedním z prostředků sociální inkluze. Je ale potřeba diskutovat tři překážky efektivní implementace této myšlenky. Zaprvé, vzdělávání jako oblast (Bourdieu) má specifický charakter. Je těžké sladit nutnost přetvářet lidi v souladu s přednastavenými cíli, testování a hierarchickou strukturu samotného procesu vzdělávání s výše uvedeným chápáním rovnosti. Dalším problémem je neoliberální logika trhu, která prohlubuje třídní rozdíly ve struktuře vzdělávacího systému (tj. rozdělení na státní a soukromé školy) a vytváří rozdíly mezi státními školami („lepší“ a „horší“ školy), a tak vnucuje všem účastníkům vzdělávání, kteří se snažit naplnit dané cíle, rivalitu a extrémní individualizaci (neboli soutěž kulturního kapitálu). Třetím problémem je nesoulad mezi obsahem kurikula a učebnic a diskursem rovnosti. Tento problém je v naší studii ilustrován na příkladu Polska a tamějších výzkumů obsahu učebnic.

Článek představuje koncept nových sociálních rizik vymezený autory jako Esping-Andersen (1999, Taylor-Gooby (2004, 2005) a Armingeon, Bonoli (2006) a obecné reformní trendy sociálních států v reakci na tato rizika. První část se věnuje rozvoji a reformním trendům v západoevropských zemích. Druhá část se zaměřuje na specifičnost nových sociálních rizik a reformních trendů v zemích střední a východní Evropy. Článek dochází k závěru, že obecné trendy reforem sociálních států v reakci na vynořující se nová sociální rizika v zemích západní Evropy a v zemích střední a východní Evropy jsou podobné. Důraz je v nich kladen na posílení konkurenceschopnosti a zaměstnatelnosti a na rozšiřování příležitostí, například celoživotním vzděláváním, nástroji aktivní politiky zaměstnanosti, ale také socializací pečovatelských služeb pro usnadnění harmonizace práce a rodinného života. Zároveň dochází k posílení principu vlastní zodpovědnosti za sociální blaho, k individualizaci sociálních rizik a zapojení dalších sociálních aktérů (především zaměstnavatelů) do řešení problémů s nimi spojených.

The diploma thesis "Individualization in Preschool and Elementary Education" deals with an individualized education of preschoolers and children at the primary school stage. It is a case study with direct observation, interviews and studying the relevant documents qualitatively examines in detail the individualization in a particular educational institution in order to gain insight into its real individualized learning using representative sample to clarify its meaning. The thesis has both theoretical and practical forms and is aimed at studying the possibility of the individualized learning. It analyzes a specific way of teachers' pedagogical work with preschool children and school children in primary education. The first chapter of the theoretical part is based on knowledge drawn from several information sources about the individualization as an organizational form of education and also on synthesis of findings from several pedagogical and psychological disciplines influencing individualized learning; the second chapter describes the basic terms, principles, types, systems and special organizations of individualized educational work. The first chapter of the practical part is based on the direct observation and exploration of individualization in the selected educational institution in order to...

Education and training affect the way children's behavior, we shape children's attitudes and values. One of the ways which we can develop the personality of a child in kindergarten is to use the principle of individuation. The theoretical part is, besides development of individualization in the upbringing and education of children of preschool age, given the current requirements for the individualization of children in kindergartens. It discusses the development and acceptance of the basic needs of children of preschool age, specifies the conditions, the position of teacher for individualizing education of children in kindergarten. The practical part verifies the possibility of individualization in age heterogeneous and homogeneous model. Assesses differences and experience in these models in the approaches of preschool teachers including the effect of a specific environment specific kindergarten.

The aim of this Diploma Paper is to verify possibilities of empathy and acceptance practising by using The methodology to support pre-school education individualization at kindergartens. The theoretical part analyses individualised education in the context of humanistic orientation with the emphasis being placed on empathy and acceptance. It focuses on individualised pre-school education in different periods of time. It compares topics from the past with the demands of the present and it also includes particularities of individualization of one of today's alternative programmes. The Paper presents modifications of individualised forms of education and reflection on difficulties of pedagogical evaluation in today's pre-school pedagogy. The practical part consists of a research on The methodology to support preschool education individualization at kindergartens conducted by observing chosen group of children at a kindergarten. The verification is supported by individual examples and topped by a summary of knowledge of how it contributes to childrens' potential development by an application of empathic and accepting attitude.

Thesis topic is individualization in education as a means to educate gifted students at the elementary school. The aim is to find out how teachers educate gifted students at the elementary school and what types of individualization techniques applied in everyday teaching. Teacher's attitude to education of gifted students, issues orientation and differentiation of educational offerings. The focus of the theoretical part is description of the specific characteristics and the problems of gifted children, which affects educational process and the relationships with the teacher and classmates. Options education of gifted pupils, modification methods, forms of teaching and learning environment. The multiple practical part includes the study of three elementary schools, which includes observation of teaching involved interviews with teachers. The research described disunited approach teachers for gifted children with their education. Comparisons between schools showed large differences in the education of gifted children in the primary school. Each school uses a different system of education of gifted students, has other goals in the education of gifted students and each school has different approach to the problem of gifted children. Key words Gifted children, individualization, differentiation methods,...

The goal of the thesis is to specify the position of homeschooling in the Czech Republic and to discuss its effectiveness in the fulfilment of the common educational aims. For this reason, the theoretical part is firstly dealing with the common educational aims, and their official formulation in the Czech Republic. The thesis then continues to focus on homeschooling and its capabilities in fulfilling these aims, in which these areas are crucial: the family as an environment where learning takes place, current legislation, individualization, socialisation, and the change from home-schooling to regular schooling. The afore mentioned area is discussed in more detail in the research part of the thesis, where we find the statements of the graduates of homeschooling which were gained through a questionnaire. As a whole the thesis offers an unconventional point of view on education and provides specific tips for parents, pupils and teachers. KEYWORDS homeschooling, school, family, individualization, socialisation, educational aim, change

TITLE: Use of children extra-curricular experience during schoole ducation AUTHOR: Ilona Kaletová DEPARTMENT: Department of the primary pedagogy SUPERVISOR: PhDr. Anna Tomková, Ph.D. ABSTRACT: This diploma thesis deals with the possible use of out-of-school experiences of children in school education. In its first part, I will compare formal and informal education. I will look for similarity and difference and, above all, the contribution of non- formal education to formal education. Specifically, I will focus on the non-profit organization The Woodcraft League. At the end of this part, I will compare the formal education and lifelong education of the examined children's organization. The practical part is specifically focused on the village school and the children's tribe that I lead. Using the observation method and interviews with teachers and pupils visiting the examined club, I will look for the benefit of the children's tribe for pupils in the village elementary school. Apart from that, I organize thematic units at school that expect the possibility of using out-of.school experiences of children in school education. The result of this diploma thesis is that the school pupils do benefit from the children's tribe. However, the degree and intensity may differ, depending on the interests of the individual...

The aim of this diploma thesis is to find out and present primary school teachers' attitude to the possibilities of the implementation of an individualized approach in terms of the prevention of school difficulties. The method that was chosen in order to achieve this aim was a structured interview carried out with primary school teachers. The collected data were processed with the use of the grounded theory method and assessed in discussion. The results of this thesis offer a great amount of information and topics about the means and conditions of realization of individualized education in the first grade with the aim of the highest development of a pupil who is potentially at the risk of future school difficulties or who already has them. These findings may help not only for broadening of primary school teachers' awareness about the possibilities of an individualized approach but also for another research into this issue. Key words: early childhood, individualization, teacher, school difficulties, family cooperation

TITLE: Methods and Forms of Educating Gifted Students AUTHOR: Zuzana Staňková DEPARTMENT: Department of Primary Education of the Faculty of Education of the Charles University in Prague SUPERVISOR: PaedDr. Nataša Mazáčová, Ph.D. ABSTRACT: The aim of this dissertation is to analyze all significant components entering the process of educating gifted students, with the objective to positively influence and develop their potential, in a complex manner. These components are the initial theoretical pieces of knowledge that should be incorporated into specialized competence of each educator. Among the components are, in particular, characteristics of a gifted student, defining the terms talent and aptitude, specification of a gifted student's motivation, talent models analysis, description of educational and psychological diagnostics of talent, and legal documents related to working with gifted students at schools. Principal part of the theory section focuses on the issue of adjusting the education and training process to the needs of gifted students. It summarizes current educational approaches to training and raising gifted students. It also provides close analysis of individual education strategies and their modifications, based on the principle of individualization and differentiation of the...

This master thesis aims to introduce and describe effective strategies and teaching methods that teachers of gifted pupils with ADHD use and during which the different educational needs of these learners are taken into consideration. This thesis also presents how faculty primary school teachers apply these strategies and teaching methods in integrated and segregated forms of education focused on gifted pupils with ADHD. The theoretical part of this thesis summarizes findings about the issues of differentiation, individualization, talent and teaching strategies of gifted pupils. It also deals with a specific group of gifted pupils with ADHD which are classified as twice-exceptional learners. Therefore, there are also described the recommended strategies for the education of pupils with ADHD. Based on the study of Czech and foreign literature, this thesis delimits strategies and teaching methods which are suitable for gifted pupils with ADHD. The practical part of the thesis is a qualitative research done by analysing the observed lessons in classes with gifted pupils with ADHD, and subsequent in-depth interviews with the teachers of these pupils who teach in an integrated and segregated forms of teaching. This thesis tries to find out what strategies and teaching methods these teachers choose during...

This Master's thesis deals with homeschooling in primary school students in the Czech Republic. The theoretical part provides information of homeschooling as an alternative to fulfilling compulsory school attendance. This thesis is answering questions about the history of homeschooling in the Czech Republic, its development in our country, the way home education works, what are the reasons for choosing home education, what are its positives, negatives and risk factors. And in the end the thesis is also concentrating on homeschooling in secondary school or information how home education works in the world. The research section deals with two areas. The first area is devoted to quantitative research - a survey among students of teaching. The second area is high-quality research - this area deals with case studies. The aim of the research part of the diploma thesis is to find out the opinion, experience and awareness of the given topic from the study among the students of the who are training to be teachers. Using interviews and observations to analyze how the relevance, opportunities and risks of home education are changing from a time perspective. Based on questionnaires, interviews, and professional literature, identify the reasons why the Czech population chooses homeschooling as a form of...