Slovak Journal for Educational Sciences / Slovenský časopis pre pedagogické vedy

Abstract:The authors present the current requirements for professional competences of teacher assistants in the educational, (psycho) didactic, social and communication, managerial, normative and professionally-cultivating areas, which place higher demands on teacher assistants’ training at faculties of education, as well as in the system of lifelong learning. The article documents the findings from interviews with 59 Czech teacher assistants. The authors used the grounded theory approach to analyse the data. The findings reveal the key professional competences as perceived by teacher assistants.

PEDAGOGIKA.SK, 2019, Vol. 10 (No 4: 295 – 305)

Key words: professional competences; teacher assistants; qualification prerequisites; pre-service and in-service education; professional standards for teacher assistants.

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Abstract: The educational environment of the institution is an important determinant in teaching and learning. The acquired knowledge and skills of students of non-medical study programs acquired by institutional education are a prerequisite for a smooth transition to clinical workplaces and effective collaboration with health professionals. The objective of the paper is to map how the institutionalized educational environment is evaluated by students of non-medical study programs. The research sample consisted of 110 respondents from University of Presov in Presov, Faculty of Health Care, Department of Nursing and Department of Midwifery. The average age of respondents was 21.57 years (SD 2.20). Data collection was done through the Dundee Ready Educational Environment Measure (DREEM) standardized questionnaire. Respondents rated their education at 100 -150 points, which is more positive than negative evaluation.

PEDAGOGIKA.SK, 2019, Vol. 10 (No 4: 306 – 319)

Key words: DREEM. Non-medical study programs. Educational environment. Educational climate. Student education.

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The Teaching Comparative Education (TCE) Special Interest Group (SIG) of the Comparative and International Education Society (CIES) brings together scholars, researchers, and lectors of comparative and international education from around the world. This group is dedicated to understanding and strengthening the field of comparative and international education as well as promoting the teaching of comparative and international education in higher education.

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Ročník 10, 2019, č. 3, s. 168-250

Štúdie

• Komora, Juraj, Kozárová, Nina: Vzťah výkonovej motivácie a veku žiakov
• Tatarko, Michal: Vplyv jazykových predpokladov na úspešnosť učenia sa cudzieho jazyka
• Reid, Eva: Potreba národných učebníc angličtiny a špecifiká tvorby učebníc pre potreby slovenského žiaka

Diskusia

• Zelinová, Zuzana: Je sokratovská výchova aktuálna aj v súčasnosti?

Správy

• Lauková, Petronela: Medailón: Osemdesiatiny profesora Štefana Šveca
• Medveďová, Janka: 80-ročné jubileum prof. Jozefa Pšenáka

Recenzie

• Kolařík, Marek: Interakční psychologický výcvik (Silvia Dončevová)
• Tománková, Martina, Kostrub, Dušan: Premiéry, reprízy a omyly na križovatkách alebo stratégie výchovy v súčasnej rodine (Vladimíra Lauko Jacková)
• Kasperová, Dana: Československá obec učiteľská v kontextu reformy vzdělávaní učitelů (ŠVSP) a reformy školy (Janka Medveďová)

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Anotácia: Motivácia je v učebnom procese žiakov navonok veľmi ťažko pozorovateľná. Nevieme ju objektívne posúdiť, s istotou ju nevidíme, t. j. nevieme ani s určitosťou povedať, s akou mierou a akým druhom motivácie konkrétny žiak k požadovanému výkonu pristupuje. Čo ale vieme s istotou povedať je, že na celú problematiku nemôžeme nazerať len z hľadiska vonkajšej a vnútornej motivácie, ale musíme ju vnímať z pohľadu rôznych dimenzií. V nadväznosti na spomínanú skutočnosť sa naša štúdia zaoberá otázkami výkonovej motivácie a analyzuje ju vo vzťahu k veku žiakov.

PEDAGOGIKA.SK, 2019, ročník 10, č. 3: 172-180

Kľúčové slová: motivácia, školský výkon žiakov, výkonové potreby, výkonová motivácia

Relation between performance motivation and pupil age. Is very difficult to observe motivation in the pupils‘ learning process. We cannot objectively assess motivation, we do not see it with certainty, we do not know how much and what kind of motivation individual pupils‘ approaches require to achieve the desired school performance. However, we can say with certainty that we cannot look at the whole issue only from the perspective of external and internal motivation, but we must perceive it from the perspective of different dimensions. Consequently, our study deals with the issue of performance motivation and it is based on the analysis in relation to the age of the pupils.

PEDAGOGIKA.SK, 2019, Vol. 10 (No 3: 172-180)

Key words: motivation, school performance of pupils, performance needs, performance motivation.

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