Category — Ročník 10, číslo 4.

Studies

• Rochovská, Ivana, Mazur, Piotr: Theoretical Basis of Individual (Home) Education in Slovakia, the Czech Republic and Poland
• Porubčinová, Martina: The use of digital teaching aids in primary education with emphasis on students from socially disadvantaged backgrounds
• Hájková, Vanda, Květoňová, Lea, Němec, Zbyněk, Strnadová, Iva: Teacher assistant from the perspective of adult education
• Lizáková, Ľubomíra, Novotná, Zuzana, Novotný, Roman: Educational Environment and Climate for Student Education in Non-Medical Study Programs – Pilot Project

Reports

• Koršňáková, Paulína: CIES, TCE SIG and CEIMA – acronyms worth decoding

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Abstract:This paper addresses the issue of individual (home) education in Slovakia, the Czech Republic and Poland. It compares the education systems of the countries with a similar tradition of the education system – Slovakia, the Czech Republic and Poland, from the point of view of the legislative options for providing homeschooling to children. The study describes the theoretical basis of homeschooling and the opinions of professionals on the studied issue. It defines the basic concepts associated with homeschooling and, through a document review and interviews with professionals, compares the homeschooling system in these countries. It is possible to state that the conditions for the provision of individual (home) education in Slovakia, the Czech Republic and Poland are similar. It differs mainly in the age category of learners, the requirements for guarantor with qualification for (primary) teaching, and the recommendation from pedagogical and psychological counseling.

PEDAGOGIKA.SK, 2019, Vol. 10 (No 4: 254 – 273)

Key words: individual education, home education, homeschooling, Slovakia, the Czech Republic, Poland.

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Abstract:Authors point to “potential educational inequalities generated by technological change” as factors limiting the rise of the information society (Arntz et al. 2016, p.25). Not only lack of access to digital technologies but also lack of positive attitudes towards the use of digital teaching aids can be identified as a risk factor of digital literacy development, particularly among students from socially disadvantaged backgrounds. (Livingston-Helsper 2007; Zevenbergen 2007; Czerniewicz – Brown 2013). The empirical findings of a slightly negative attitude towards the acquisition of digital skills as well as lack of access to Internet that remained at level 25% in 2018 to compare 26% in 2015 according to Velšic (M. Velšič, 2018) declare the persistence of digital divide in sociodemographic comparison in Slovakia. Based on the analysis of foreign and domestic studies (PIAAC, PISA ICILS) and empirical surveys in Slovakia, we monitor the persistence of the sociodemographic digital divide in Slovakia. Whereas the digital socialization takes place not only in nonformal and informal way but also within formal education system, we present findings of the use of digital teaching aids in formal education Based on empirical findings on the sample of Slovak primary schools‘ teachers in towns Spišská Nová Ves, Nitra a Lučenec we followed a) the perception of digital pupil access by teachers, the ways of compensation for the lack of digital access of students in the school environment, b) examines the teachers‘ views on benefits and limits of using digital educational aids in schools with students from socially disadvantaged backgrounds a c) identifies ways of compensation for a insufficient digital access of students. According to teachers‘ statements, not only the lack or insufficient digital access but also the insufficient digital pedagogical ethos of students and parents (that covers the attitudes towards the use of digital teaching aids) can be classified as a barrier to the use of digital teaching aids. Introduction of free computer lessons in after school club in schools, the use of digital teaching aids in preparing for school at a school club, are perceived by teachers as a way of compensation for the lack of digital access for students from a socially disadvantaged environment.

PEDAGOGIKA.SK, 2019, Vol. 10 (No 4: 274 – 294)

Key words: Digital access, digital ethos, digital teaching aids, students from socially disadvantaged environment, digital divide.

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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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