The current Czech curriculum reforms facilitate the growing pedagogical autonomy of schools and thus bring about more demanding requirements relating to the professionalism of teachers. Having introduced the Framework Educational Programme for Basic School teachers, together with their school management and indirectly in cooperation with the school council they have become not only creators of the school curriculum (the School Educational Programme) but also its (auto) evaluators. How to define the term evaluation within the context of the teacher profession, still respecting the research domain of educational sciences, at the same time? How to specify the professional research activities of a teacher without downgrading the prestige of researchers-scientists in the area of educational sciences? How to guarantee so that teachers could become bearers of changes and co-creators of knowledge of educational reality, thus participating in the desirable change of the teacher profession status? If a teacher is to be an expert in the educational domain, he/she does not manage without permanent development of the skill of professional reasoning of procedures, results of teaching processes and importance of changes implemented. The prerequisite rests not only in the theoretical and practical understanding based on...
| Identifer | oai:union.ndltd.org:nusl.cz/oai:invenio.nusl.cz:268968 |
| Date | January 2006 |
| Creators | Seberová, Alena |
| Contributors | Walterová, Eliška, Lukášová, Hana, Vašutová, Jaroslava |
| Source Sets | Czech ETDs |
| Language | Czech |
| Detected Language | English |
| Type | info:eu-repo/semantics/doctoralThesis |
| Rights | info:eu-repo/semantics/restrictedAccess |
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