{"id":33,"date":"2009-08-26T14:23:37","date_gmt":"2009-08-26T12:23:37","guid":{"rendered":"https:\/\/blogy.rvp.cz\/strejcek\/?p=33"},"modified":"2009-09-02T15:27:52","modified_gmt":"2009-09-02T13:27:52","slug":"moznosti-spoluprace-na-tvorbe-a-vyzkumu-kurikula-s-vyuzitim-participativniho-webu","status":"publish","type":"post","link":"https:\/\/blogy.rvp.cz\/strejcek\/prispevky\/moznosti-spoluprace-na-tvorbe-a-vyzkumu-kurikula-s-vyuzitim-participativniho-webu.html","title":{"rendered":"Mo\u017enosti spolupr\u00e1ce na tvorb\u011b a v\u00fdzkumu kurikula s vyu\u017eit\u00edm participativn\u00edho webu"},"content":{"rendered":"

<\/strong><\/p>\n

Kopie p\u0159\u00edsp\u011bvku z konference \u010cesk\u00e9 pedagogick\u00e9 spole\u010dnosti<\/a> \u0160kola v prom\u011bn\u00e1ch<\/strong> konan\u00e9 4. a 5. \u00fanora 2009 ve Zl\u00edn\u011b. P\u0159\u00edsp\u011bvek se pokou\u0161\u00ed o reflexi problematiky tvorby a v\u00fdzkumu kurikula.\u00a0 V n\u00e1vaznosti na dosavadn\u00ed diskuse na toto t\u00e9ma poukazuje na probl\u00e9my souvisej\u00edc\u00ed s nedostatkem spolupr\u00e1ce osob a instituc\u00ed v oblasti kurikul\u00e1rn\u00edho v\u00fdzkumu.\u00a0 Mo\u017en\u00e9 \u0159e\u0161en\u00ed je spat\u0159ov\u00e1no v lep\u0161\u00edm vyu\u017e\u00edv\u00e1n\u00ed mo\u017enost\u00ed, kter\u00fdmi disponuj\u00ed webov\u00e9 technologie.
\n<\/span><\/span><\/em><\/p>\n

<\/span><\/span><\/p>\n

1. Problematika tvorby a v\u00fdzkumu kurikula<\/strong><\/p>\n

V\u00a0souvislosti s\u00a0kurikulem se u n\u00e1s diskutovalo o \u0159ad\u011b teoretick\u00fdch i praktick\u00fdch probl\u00e9m\u016f.\u00a0 Byla to p\u0159edev\u0161\u00edm problematika tvorby a v\u00fdzkumu kurikula (Pr\u016fcha 2006; \u0160vec, Ma\u0148\u00e1k, Jan\u00edk 2006, Jan\u00edk 2008). Tyto diskuse vych\u00e1zely z\u00a0reflexe pr\u016fb\u011bhu kurikul\u00e1rn\u00ed reformy, kter\u00e1 postupn\u011b prob\u00edhala na t\u0159ech \u00farovn\u00edch \u2013 na \u00farovni st\u00e1tn\u00ed, \u0161koln\u00ed a na \u00farovni v\u00fduky. Oz\u00fdvaly se kritick\u00e9 hlasy t\u00fdkaj\u00edc\u00ed se zav\u00e1d\u011bn\u00ed r\u00e1mcov\u00fdch vzd\u011bl\u00e1vac\u00edch program\u016f do \u0161kol, a\u0165 u\u017e sm\u011b\u0159ovaly k d\u00edl\u010d\u00edm probl\u00e9m\u016fm (Pelik\u00e1n 2006) nebo k projektu jako celku (Pi\u0165ha 2008) \u00a0Podle n\u011bkter\u00fdch studi\u00ed byly na nejvy\u0161\u0161\u00ed (st\u00e1tn\u00ed) \u00farovni pr\u00e1ce s\u00a0kurikulem opomenuty z\u00e1sadn\u00ed kroky v\u00a0oblasti v\u00fdzkumu, co\u017e m\u011blo vliv\u00a0 na genezi probl\u00e9m\u016f na v\u0161ech jeho \u00farovn\u00edch. Jedna z\u00a0p\u0159\u00ed\u010din byla spat\u0159ena v tom, \u017ee organizace, kter\u00e1 byla pov\u011b\u0159ena tvorbou st\u00e1tn\u00edho kurikula, dostate\u010dn\u011b nevstupovala do odborn\u00e9ho diskursu pedagogick\u00fdch v\u011bd. (Jan\u00edk 2008)<\/p>\n

Pokud byl podcen\u011bn v\u00fdzkum kurikula na st\u00e1tn\u00ed \u00farovni, pom\u011brn\u011b slu\u0161n\u011b se za\u010dal rozv\u00edjet na jeho \u00farovn\u00edch ni\u017e\u0161\u00edch. Aby byl tento v\u00fdzkum \u00fasp\u011b\u0161n\u00fd, je d\u016fle\u017eit\u00e9 pokra\u010dovat v reflexi probl\u00e9m\u016f, kter\u00e9 mohou vznikat i na t\u00e9to \u00farovni v\u00fdzkumu kurikula. Autor p\u0159\u00edsp\u011bvku se proto zab\u00fdv\u00e1 n\u011bkter\u00fdmi z nich.<\/p>\n

1.1. \u00a0Deklarovan\u00fd rozsah v\u00fdzkumn\u00e9ho probl\u00e9mu vs. absence zak\u00e1zky pedagogick\u00e9 praxe<\/strong><\/p>\n

V\u00a0r\u00e1mci diskus\u00ed o pedagogick\u00e9m v\u00fdzkumu kurikula byl deklarov\u00e1n velk\u00fd rozsah zkouman\u00e9 problematiky. Pr\u016fcha pouk\u00e1zal na to, \u017ee p\u0159edev\u0161\u00edm realiza\u010dn\u00ed forma kurikula obsahuje nep\u0159ebern\u00e9 mno\u017estv\u00ed oblast\u00ed, kter\u00e9 nebyly zkoum\u00e1ny. (Pr\u016fcha in Ma\u0148\u00e1k, Jan\u00edk 2006) Mezery byly spat\u0159ov\u00e1ny v\u00a0 poznatc\u00edch o procesech osvojov\u00e1n\u00ed u\u010diva \u017e\u00e1kem a \u0159\u00edzen\u00ed t\u011bchto proces\u016f u\u010ditelem (\u0160vec, Ma\u0148\u00e1k, Jan\u00edk 2006)<\/p>\n

P\u0159esto, \u017ee jsou mezery v\u00a0t\u011bchto oblastech pedagogick\u00fdch poznatk\u016f zjevn\u00e9, je t\u0159eba si v\u0161imnout jedn\u00e9 pom\u011brn\u011b z\u00e1va\u017en\u00e9 skute\u010dnosti. Pokud se \u00a0uk\u00e1zalo, \u017ee V\u00daP dostate\u010dn\u011b nevstupoval do diskursu pedagogick\u00fdch v\u011bd, d\u00e1 se n\u011bco podobn\u00e9ho \u0159\u00edci o pedagogick\u00e9 v\u011bd\u011b ve vztahu k\u00a0pedagogick\u00e9 praxi. Dokladem m\u016f\u017ee b\u00fdt to, \u017ee dosud neexistuje \u017e\u00e1dn\u00e1 datab\u00e1ze ot\u00e1zek nebo v\u00fdzkumn\u00fdch t\u00e9mat, jej\u00ed\u017e obsah by byl tvo\u0159en samotn\u00fdmi u\u010diteli. \u00a0V\u00fdb\u011br zkouman\u00fdch probl\u00e9m\u016f je sp\u00ed\u0161e n\u00e1hodn\u00fd nebo je ovliv\u0148ov\u00e1n osobn\u00edmi preferencemi jednotliv\u00fdch badatel\u016f, kte\u0159\u00ed ne v\u017edy jsou tak\u00e9 u\u010diteli z\u00a0praxe.<\/p>\n

1. 2. Probl\u00e9m partikul\u00e1rnosti a nepropojenosti nov\u011b vznikaj\u00edc\u00edch pedagogick\u00fdch \u00a0poznatk\u016f<\/strong><\/p>\n

Dal\u0161\u00edm probl\u00e9mem, kter\u00fd do jist\u00e9 m\u00edry souvis\u00ed s\u00a0probl\u00e9mem p\u0159edchoz\u00edm, je partikul\u00e1rnost a nepropojenost nov\u011b vznikaj\u00edc\u00edch pedagogick\u00fdch poznatk\u016f. Poznatky shroma\u017e\u010fovan\u00e9 v\u00a0r\u00e1mci pedagogick\u00fdch v\u011bd se jev\u00ed jako soubor d\u00edl\u010d\u00edch \u010dasto nesouvisej\u00edc\u00edch studi\u00ed r\u016fzn\u00fdch pedagogick\u00fdch fenom\u00e9n\u016f. P\u0159\u00edsp\u011bvky ve sborn\u00edc\u00edch z\u00a0mnoha pedagogick\u00fdch konferenc\u00ed \u010dasto pojedn\u00e1vaj\u00ed o velmi odli\u0161n\u00fdch jevech, ze kter\u00fdch je obt\u00ed\u017en\u00e9 vytv\u00e1\u0159et komplexn\u00ed a vz\u00e1jemn\u011b prov\u00e1zan\u00fd obraz eduka\u010dn\u00ed reality, je\u017e by mohl b\u00fdt podkladem pro \u00fa\u010dinn\u00e9 pedagogick\u00e9 rozhodov\u00e1n\u00ed u\u010ditel\u016f.<\/p>\n

1. 3. Probl\u00e9m evidence pedagogick\u00fdch poznatk\u016f a jejich dostupnosti u\u010ditel\u016fm z praxe<\/strong><\/p>\n

S\u00a0nar\u016fstaj\u00edc\u00edm mno\u017estv\u00edm pedagogick\u00fdch informac\u00ed souvis\u00ed i probl\u00e9m jejich evidence. N\u00e1ro\u010dnost t\u00e9to evidence je p\u0159\u00edmo \u00fam\u011brn\u00e1 v\u00fd\u0161e zm\u00edn\u011bn\u00e9 partikul\u00e1rnosti a nepropojenosti. Zvy\u0161uj\u00edc\u00ed se rozsah informac\u00ed a jejich evidence zvy\u0161uje informa\u010dn\u00ed bari\u00e9ry, \u00a0co\u017e produkuje v\u011bt\u0161\u00ed n\u00e1roky na dovednosti tyto informace vyhled\u00e1vat a transformovat je ve znalosti. (srov. Davenport, Prusak 2000).<\/p>\n

D\u00e1 se \u0159\u00edci, \u017ee v\u0161echny v\u00fd\u0161e reflektovan\u00e9 probl\u00e9my maj\u00ed dva spole\u010dn\u00e9 jmenovatele. Jsou jimi nedostate\u010dn\u00e1 spolupr\u00e1ce osob a instituc\u00ed vzd\u011bl\u00e1vac\u00ed politiky, v\u00fdzkumn\u00fdch pracovi\u0161\u0165 a \u0161kol, a mal\u00fd vztah teorie a praxe p\u0159i utv\u00e1\u0159en\u00ed a sd\u00edlen\u00ed pedagogick\u00fdch znalost\u00ed.<\/p>\n

2. Spolupr\u00e1ce v pedagogice<\/strong><\/p>\n

Problematika spolupr\u00e1ce mezi pedagogickou ve\u0159ejnost\u00ed, m\u00edn\u011bno mezi v\u0161emi subjekty p\u016fsob\u00edc\u00ed na poli vzd\u011bl\u00e1v\u00e1n\u00ed, nen\u00ed u n\u00e1s p\u0159\u00edli\u0161 diskutov\u00e1na. Otev\u0159eno bylo t\u00e9ma spolupr\u00e1ce u\u010ditel\u016f z\u00a0hlediska jej\u00edho v\u00fdznamu pro\u00a0 u\u010den\u00ed (Kas\u00edkov\u00e1 1997) a rozvoj \u0161koly (Pol, Lazarov\u00e1 1999). V\u00a0zahrani\u010d\u00ed je p\u0159itom p\u0159edm\u011btem minim\u00e1ln\u011b p\u011bti diskurs\u016f. (Lavi\u00e9 2006). V\u00a0r\u00e1mci diskursu o u\u010ditelsk\u00e9 spolupr\u00e1ci pro efektivnost a rozvoj \u0161koly se za\u010dalo pojedn\u00e1vat o d\u016fle\u017eitosti pedagogick\u00e9 spolupr\u00e1ce i na \u00farovni instituc\u00ed. V\u00fdznam t\u00e9to spolupr\u00e1ce je spat\u0159ov\u00e1n p\u0159edev\u0161\u00edm z\u00a0d\u016fvodu efektivn\u00ed distribuce zdroj\u016f, co\u017e se t\u00fdk\u00e1 krom\u011b financ\u00ed tak\u00e9 informac\u00ed. (Connolly, James 2006)<\/p>\n

3. Vztah teorie a praxe p\u0159i utv\u00e1\u0159en\u00ed a sd\u00edlen\u00ed pedagogick\u00fdch znalost\u00ed<\/strong><\/p>\n

Problematika vztahu mezi pedagogickou teori\u00ed a prax\u00ed z\u00a0hlediska utv\u00e1\u0159en\u00ed a sd\u00edlen\u00ed znalost\u00ed je diskutov\u00e1na v\u00a0konceptu tzv. \u201ekomunit praxe\u201c (Wenger 1999) . V\u00a0souvislosti s\u00a0t\u00edmto konceptem byl rozv\u00edjen pojem poznatkov\u00e9 b\u00e1ze u\u010ditelstv\u00ed (knowledge base for teaching). (Shulman in Leach, Moon 1999) \u00a0Podle Shulmana nemaj\u00ed u\u010ditelsk\u00e9 znalosti p\u016fvod pouze ve form\u00e1ln\u00edm pedagogick\u00e9m vzd\u011bl\u00e1n\u00ed, reprezentovan\u00e9m osvojov\u00e1n\u00edm poznatk\u016f pedagogick\u00fdch v\u011bd, ale rovn\u011b\u017e v \u201ekodifikovan\u00e9 reprezentaci praktick\u00e9 moudrosti zku\u0161en\u00fdch u\u010ditel\u016f \u201e (Jan\u00edk 2005 s.130) Byly uvedeny po\u017eadavky, aby znalosti v\u00a0poznatkov\u00e9 b\u00e1zi u\u010ditelstv\u00ed byly ve\u0159ejn\u00e9, skladovateln\u00e9 a sd\u011bliteln\u00e9, a jejich syst\u00e9m disponoval mechanismy pro verifikaci a vyu\u017eit\u00ed. (Hiebert 2002 s. 7-8)<\/p>\n

Existuje n\u00e1stroj, kter\u00fd by pomohl utv\u00e1\u0159et poznatkovou b\u00e1zi u\u010ditelstv\u00ed a z\u00e1rove\u0148 podporoval spolupr\u00e1ci osob a instituc\u00ed vzd\u011bl\u00e1vac\u00ed politiky, pedagogick\u00e9ho v\u00fdzkumu a \u0161kol, a t\u00edm i propojenost teorie s prax\u00ed p\u0159i utv\u00e1\u0159en\u00ed pedagogick\u00fdch znalost\u00ed? Autor p\u0159\u00edsp\u011bvku se domn\u00edv\u00e1, \u017ee by t\u00edmto n\u00e1strojem mohl b\u00fdt participativn\u00ed web.<\/p>\n

4. Participativn\u00ed web<\/strong><\/p>\n

Pojmem \u201eparticipativn\u00ed web\u201c je ozna\u010dov\u00e1n soubor internetov\u00fdch slu\u017eeb a aplikac\u00ed, kter\u00e9 umo\u017e\u0148uj\u00ed b\u011b\u017en\u00fdm u\u017eivatel\u016fm internetu jednodu\u0161e p\u0159isp\u00edvat k tvorb\u011b, hodnocen\u00ed a distribuci informac\u00ed publikovan\u00fdch na webu prost\u0159ednictv\u00edm webov\u00e9ho prohl\u00ed\u017ee\u010de. Participativn\u00ed web probudil z\u00e1jem OECD z\u00a0hlediska jeho socio-kulturn\u00edch a ekonomick\u00fdch dopad\u016f (Vickery, Wunsch-Vincent 2007). \u010casto zmi\u0148ovan\u00fdmi aplikacemi participativn\u00edho webu jsou wiki.<\/p>\n

Wiki b\u00fdvaj\u00ed \u010dasto chybn\u011b ztoto\u017e\u0148ov\u00e1ny s\u00a0Wikipedi\u00ed, kter\u00e1 je pouze jedn\u00edm z\u00a0mnoha tis\u00edc\u016f podobn\u00fdch web\u016f na r\u016fzn\u00fdch dom\u00e9n\u00e1ch. \u00a0Tyto weby obvykle disponuj\u00ed:<\/p>\n

    \n
  1. Mo\u017enostmi snadn\u00e9ho vytv\u00e1\u0159en\u00ed a modifikace obsahu webu v\u00edce u\u017eivateli<\/li>\n
  2. Mo\u017enostmi archivace p\u0159edchoz\u00edch verz\u00ed jednotliv\u00fdch str\u00e1nek webu a jejich op\u011btovn\u00e9 aktualizace na z\u00e1klad\u011b v\u00fdb\u011bru nejoptim\u00e1ln\u011bj\u0161\u00ed verze porovn\u00e1n\u00edm v historii zm\u011bn<\/li>\n
  3. Podporou vnit\u0159n\u00ed prov\u00e1zanosti informac\u00ed prost\u0159ednictv\u00edm hypertextov\u00fdch odkaz\u016f<\/li>\n
  4. Fulltextov\u00fdm vyhled\u00e1v\u00e1n\u00edm v\u00a0datab\u00e1zi webu<\/li>\n<\/ol>\n

    Krom\u011b t\u011bchto znak\u016f se jednotliv\u00e9 wiki li\u0161\u00ed specifick\u00fdmi mo\u017enostmi organizace obsahu, pomocn\u00fdmi funkcemi ozna\u010dov\u00e1n\u00ed jednotliv\u00fdch str\u00e1nek pomoc\u00ed kl\u00ed\u010dov\u00fdch slov, mo\u017enostmi vkl\u00e1d\u00e1n\u00ed multimedi\u00e1ln\u00edho obsahu v\u010detn\u011b videa, mo\u017enostmi p\u0159ipojov\u00e1n\u00ed soubor\u016f, vkl\u00e1d\u00e1n\u00ed koment\u00e1\u0159\u016f, mo\u017enostmi regulace p\u0159\u00edstupov\u00fdch a edita\u010dn\u00edch pr\u00e1v pro jednotliv\u00e9 str\u00e1nky a r\u016fzn\u00e9 u\u017eivatele apod.<\/p>\n

    Hlavn\u00ed v\u00fdhoda wiki je spat\u0159ov\u00e1na v\u00a0tom, \u017ee se jedn\u00e1 o u\u017eivatelsky p\u0159\u00e1telsk\u00e9 a otev\u0159en\u00e9 virtu\u00e1ln\u00ed prost\u0159ed\u00ed, umo\u017e\u0148uj\u00edc\u00ed efektivn\u00ed on-line spolupr\u00e1ci p\u0159i tvorb\u011b a sd\u00edlen\u00ed znalost\u00ed. Poznatky evidovan\u00e9 na wiki str\u00e1nk\u00e1ch mohou b\u00fdt snadno aktualizov\u00e1ny a d\u00edky syst\u00e9mu hypertextov\u00e9ho odkazov\u00e1n\u00ed a kl\u00ed\u010dov\u00fdch slov tak\u00e9 vz\u00e1jemn\u011b prov\u00e1z\u00e1ny. Vkl\u00e1d\u00e1n\u00ed koment\u00e1\u0159\u016f k\u00a0jednotliv\u00fdm str\u00e1nk\u00e1m nebo paraleln\u00ed diskuse umo\u017e\u0148uj\u00ed verifikaci publikovan\u00fdch informac\u00ed.<\/p>\n

    V\u00a0oblasti vzd\u011bl\u00e1v\u00e1n\u00ed bylo ji\u017e pops\u00e1no vyu\u017eit\u00ed wiki ve \u0161koln\u00ed v\u00fduce (Grant 2006), \u00a0nebo v r\u00e1mci univerzitn\u00edho v\u00fdzkumu (Higgs in Mader 2008) U n\u00e1s se pojem wiki objevil v\u00a0\u00favah\u00e1ch o mo\u017enostech podpory kurikul\u00e1rn\u00ed reformy (Strej\u010dek 2008). Za\u010daly b\u00fdt zkoum\u00e1ny mo\u017enosti wiki z\u00a0hlediska podpory spolupr\u00e1ce a profesn\u00edho rozvoje u\u010ditel\u016f (Strej\u010dek 2009)<\/p>\n

    V\u00fdzkumn\u00fd \u00fastav pedagogick\u00fd v\u00a0Praze pracuje v r\u00e1mci projektu Metodika II na inovaci Metodick\u00e9ho port\u00e1lu rvp.cz. Tento port\u00e1l by m\u011bl brzy umo\u017enit \u0161irokou on-line participaci registrovan\u00fdch u\u017eivatel\u016f. Dosud to umo\u017e\u0148ovaly pouze blogy v sekci Digit\u00e1ln\u00ed u\u010debn\u00ed materi\u00e1ly. \u00a0K\u00a0nim nyn\u00ed p\u0159ibudou diskusn\u00ed f\u00f3ra a elektronick\u00e1 portfolia. Jedn\u00edm z\u00a0nov\u00fdch modul\u016f bude tak\u00e9\u00a0wiki.<\/p>\n

    Stane se Metodick\u00fd port\u00e1l rvp.cz nov\u00fdm prostorem pro rozvoj spolupr\u00e1ce osob vzd\u011bl\u00e1vac\u00ed politiky, pedagogick\u00e9 v\u011bdy a u\u010ditelsk\u00e9 praxe? Vznikne zde nov\u00e1 poznatkov\u00e1 b\u00e1ze u\u010ditelstv\u00ed, kter\u00e1 \u00fa\u010deln\u011b propoj\u00ed poznatky pedagogick\u00fdch v\u011bd s\u00a0b\u011b\u017enou prax\u00ed \u010desk\u00fdch u\u010ditel\u016f?<\/p>\n

    5. Literatura<\/strong><\/p>\n

    CONNOLLY, M.; JAMES, Ch. Collaboration for School Improvement. Educational Management Administration & Leadership <\/em>2006, <\/em>\u010d. 1, s. 69-87<\/p>\n

    DAVENPORT, T.H.; PRUSAK, L. Working knowledge:\u00a0how organizations manage what they know <\/em>[online] 2000 Ubiquity [cit. 2009-02-10] Dostupn\u00e9 z\u00a0WWW: <\u00a0http:\/\/www.acm.org\/ubiquity\/book\/t_davenport_1.html?CFID=21644527&CFTOKEN=86808085><\/p>\n

    GRANT, L. Using Wikis in Schools: a Case Study<\/em> [online] 2006 Bristol: Futurelab [cit. 2009-02-10] Dostupn\u00e9 z\u00a0WWW: <http:\/\/www.futurelab.org.uk\/resources\/documents\/discussion_papers\/Wikis_in_Schools.pdf><\/p>\n

    HIEBERT, A, GALLIMORE,R. STIGLER, J.W. Knowledge Base for the Teaching Profession: What Would It Look Like and How Can We Get One? Educational Researcher, 2002, \u010d. 5, s 3-15<\/p>\n

    HIGGS, P,L. Hanging It All Out – Using a Wiki in University Research. In MADER, S. (Ed.) Wikipatterns<\/em>, Indianapolis: Wiley, 2008<\/p>\n

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    Autor: <\/strong><\/p>\n

    Mgr. Jind\u0159ich Strej\u010dek<\/p>\n

    Univerzita Karlova v\u00a0Praze, Pedagogick\u00e1 fakulta<\/p>\n

    M.D. Rettigov\u00e9 4, Praha 1, 116 39<\/p>\n

    Pozn\u00e1mka:<\/strong> P\u0159\u00edsp\u011bvek byl zpracov\u00e1n v\u00a0kontextu v\u00fdzkumn\u00e9ho z\u00e1m\u011bru MSM 0021620862<\/p>\n","protected":false},"excerpt":{"rendered":"

    Kopie p\u0159\u00edsp\u011bvku z konference \u010cesk\u00e9 pedagogick\u00e9 spole\u010dnosti \u0160kola v prom\u011bn\u00e1ch konan\u00e9 4. a 5. \u00fanora 2009 ve Zl\u00edn\u011b. P\u0159\u00edsp\u011bvek se pokou\u0161\u00ed o reflexi problematiky tvorby a v\u00fdzkumu kurikula.\u00a0 V n\u00e1vaznosti na dosavadn\u00ed diskuse na toto t\u00e9ma poukazuje na probl\u00e9my souvisej\u00edc\u00ed s nedostatkem spolupr\u00e1ce osob a instituc\u00ed v oblasti kurikul\u00e1rn\u00edho v\u00fdzkumu.\u00a0 Mo\u017en\u00e9 \u0159e\u0161en\u00ed je spat\u0159ov\u00e1no v […]<\/p>\n","protected":false},"author":49,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[61],"tags":[],"class_list":["post-33","post","type-post","status-publish","format-standard","hentry","category-trocha-vedy"],"_links":{"self":[{"href":"https:\/\/blogy.rvp.cz\/strejcek\/wp-json\/wp\/v2\/posts\/33","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogy.rvp.cz\/strejcek\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogy.rvp.cz\/strejcek\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogy.rvp.cz\/strejcek\/wp-json\/wp\/v2\/users\/49"}],"replies":[{"embeddable":true,"href":"https:\/\/blogy.rvp.cz\/strejcek\/wp-json\/wp\/v2\/comments?post=33"}],"version-history":[{"count":23,"href":"https:\/\/blogy.rvp.cz\/strejcek\/wp-json\/wp\/v2\/posts\/33\/revisions"}],"predecessor-version":[{"id":37,"href":"https:\/\/blogy.rvp.cz\/strejcek\/wp-json\/wp\/v2\/posts\/33\/revisions\/37"}],"wp:attachment":[{"href":"https:\/\/blogy.rvp.cz\/strejcek\/wp-json\/wp\/v2\/media?parent=33"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/strejcek\/wp-json\/wp\/v2\/categories?post=33"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/strejcek\/wp-json\/wp\/v2\/tags?post=33"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}