- \n
- Zkoumat mo\u017enosti participativn\u00edho webu pro profesn\u00ed rozvoj u\u010ditel\u016f<\/li>\n
- Zkoumat mo\u017enosti participativn\u00edho webu pro podporu spolupr\u00e1ce mezi u\u010diteli<\/li>\n<\/ul>\n
2. V\u011bdeck\u00fd probl\u00e9m<\/h4>\n
Technologie participativn\u00edho webu se ukazuj\u00ed b\u00fdt v\u00fdznamn\u00fdm n\u00e1strojem spolupr\u00e1ce p\u0159i utv\u00e1\u0159en\u00ed pozn\u00e1n\u00ed a sd\u00edlen\u00ed znalost\u00ed. (Wunsch, Wickery 2007) Mohou b\u00fdt p\u0159\u00ednosem tak\u00e9 pro pedagogiku konkr\u00e9tn\u011b v oblasti profesn\u00edho rozvoje u\u010ditel\u016f a spolupr\u00e1ce uvnit\u0159 u\u010ditelsk\u00e9 komunity?<\/p>\n
\n
3. Zd\u016fvodn\u011bn\u00ed v\u00fdznamnosti t\u00e9matu<\/h4>\n
V procesu neust\u00e1le m\u011bn\u00edc\u00edch se po\u017eadavk\u016f na vzd\u011bl\u00e1v\u00e1n\u00ed, kter\u00fd jednak souvis\u00ed s aktu\u00e1ln\u011b prob\u00edhaj\u00edc\u00ed kurikul\u00e1rn\u00ed reformou, a z\u00e1rove\u0148 je posilov\u00e1n zrychluj\u00edc\u00ed se prom\u011bnou spole\u010dnosti jako takov\u00e9, je st\u00e1le v\u00edce kladen d\u016fraz na nov\u00e9 role a profesn\u00ed kompetence u\u010ditel\u016f. V \u0161irok\u00e9m spektru r\u016fzn\u00fdch kompetenc\u00ed, kter\u00fdmi by m\u011bli u\u010ditel\u00e9 disponovat, zauj\u00edm\u00e1 st\u00e1le siln\u011bj\u0161\u00ed postaven\u00ed kompetence t\u00fdkaj\u00edc\u00ed se pou\u017e\u00edv\u00e1n\u00ed informa\u010dn\u00edch technologi\u00ed tzv. ICT kompetence. (UNESCO 2008)<\/p>\n
Vedle nov\u00fdch po\u017eadavk\u016f na pr\u00e1ci s informacemi a informa\u010dn\u00edmi technologiemi vzr\u016fstaj\u00ed po\u017eadavky tak\u00e9 na u\u010ditelovu schopnost spolupracovat. Zav\u00e1d\u011bn\u00ed r\u00e1mcov\u00fdch vzd\u011bl\u00e1vac\u00edch program\u016f, kter\u00e9 p\u0159enesly \u010d\u00e1st odpov\u011bdnosti za tvorbu kurikul\u00e1rn\u00edch dokument\u016f na u\u010ditele, p\u0159iv\u00e1d\u00ed u\u010ditele k nutnosti t\u00fdmov\u00e9 spolupr\u00e1ce. (\u0160\u00edbov\u00e1, Kr\u010dkov\u00e1 2006) Spolupr\u00e1ce u\u010ditel\u016f je pova\u017eov\u00e1na za jednu ze z\u00e1kladn\u00edch podm\u00ednek rozvoje \u0161koly (Pol, Lazarov\u00e1 1999).<\/p>\n
Samotn\u00fd fenom\u00e9n spolupr\u00e1ce nov\u011b p\u0159itahuje pozornost v\u011bdy. P\u0159edev\u0161\u00edm s v\u00fdvojem nov\u00fdch informa\u010dn\u00edch technologi\u00ed se otev\u0159ely k tomuto t\u00e9matu nov\u00e9 ot\u00e1zky. (Elliott 2007) V ohnisku z\u00e1jmu jsou nov\u00e9 webov\u00e9 technologie tzv. participativn\u00edho webu a nov\u00fdch pracovn\u00edch prost\u0159ed\u00ed. (Europe\u2019s Information Society )<\/p>\n
Z hlediska evropsk\u00e9 politiky je jednou z priorit podpora rozvoje informa\u010dn\u00ed spole\u010dnosti. (i2010). V t\u00e9to souvislosti se objevuj\u00ed pojmy jako informa\u010dn\u00ed gramotnost, celo\u017eivotn\u00ed u\u010den\u00ed, sd\u00edlen\u00ed znalost\u00ed. Posledn\u00ed ze jmenovan\u00fdch term\u00edn\u016f je p\u0159\u00edmo jednou z priorit v oblasti v\u00fdzkumu a v\u00fdvoje s n\u00e1zvem Evropsk\u00fd v\u00fdzkumn\u00fd prostor bez bari\u00e9r. (M\u0160MT online)<\/p>\n
\n
4. Stav \u0159e\u0161en\u00ed problematiky<\/h4>\n
Problematika profesn\u00edho rozvoje u\u010ditel\u016f je \u0159e\u0161ena v prac\u00edch t\u00fdkaj\u00edc\u00edch se po\u017eadavk\u016f na u\u010ditelskou profesi. (Pr\u016fcha 2002). Souvis\u00ed s poznatky o vzd\u011bl\u00e1v\u00e1n\u00ed u\u010ditel\u016f jak na \u00farovni pregradu\u00e1ln\u00ed p\u0159\u00edpravy (Spilkov\u00e1 2004), tak v r\u00e1mci dal\u0161\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed (celo\u017eivotn\u00edho u\u010den\u00ed). Sledov\u00e1ny jsou u\u010ditelsk\u00e9 kompetence, kter\u00e9 jsou v\u00fdrazem pro obecnou p\u0159ipravenost u\u010ditele vyrovnat se s n\u00e1roky sv\u00e9 profesion\u00e1ln\u00ed role.<\/p>\n
O ICT kompetenc\u00edch u\u010ditel\u016f existuje \u0159ada studi\u00ed, kter\u00e9 maj\u00ed v n\u011bkter\u00fdch p\u0159\u00edpadech mezin\u00e1rodn\u00ed charakter. (nap\u0159. Benchmarking Access and Use of ICT in European Schools nebo The ICT Impact). ICT kompetence nejsou ch\u00e1p\u00e1ny ohrani\u010den\u011b pouze jako tzv. po\u010d\u00edta\u010dov\u00e1 gramotnost, ale jako \u0161ir\u0161\u00ed kompetence obsahuj\u00ed rovn\u011b\u017e schopnosti obecn\u00e9ho zach\u00e1zen\u00ed s informacemi. Zvl\u00e1\u0161tn\u00ed v\u00fdznam z hlediska profesn\u00edho rozvoje u\u010ditele m\u00e1 pr\u00e1ce s pedagogick\u00fdmi informacemi. (Slav\u00edk 1997) V tomto smyslu je ICT kompetence mo\u017en\u00e9 ch\u00e1pat jako pr\u016f\u0159ezov\u00e9 ve vztahu ke v\u0161em ostatn\u00edm profesn\u00edm kompetenc\u00edm.<\/p>\n
T\u00e9ma spolupr\u00e1ce u\u010ditel\u016f je u n\u00e1s zkoum\u00e1no p\u0159edev\u0161\u00edm z hlediska jeho v\u00fdznamu pro rozvoj \u0161koly. (Pol, Lazarov\u00e1, 1999) V zahrani\u010d\u00ed je p\u0159edm\u011btem rozs\u00e1hl\u00fdch diskurs\u016f. (viz. Lavi\u00e9 \u2013 doplnit rok vyd\u00e1n\u00ed) Ve vztahu k rozvoji \u0161koly se jedn\u00e1 p\u0159edev\u0161\u00edm o podporu efektivity \u0161koln\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed. V\u00fdznamn\u00e9 jsou ale tak\u00e9 diskursy zab\u00fdvaj\u00edc\u00ed se vlivem spoluprace u\u010ditel\u016f na rozvoj jejich profesionality. V souvislosti s profesn\u00edm rozvojem u\u010ditel\u016f jde o reflexi \u0161koly jako m\u00edsta, podporuj\u00edc\u00edho u\u010den\u00ed v kontextu praxe, kde komunity u\u010ditel\u016f vytv\u00e1\u0159\u00ed tzv. u\u010d\u00edc\u00ed se organizace.<\/p>\n
V\u00fdznam informa\u010dn\u00edch technologi\u00ed v t\u011bchto procesech byl zat\u00edm sledov\u00e1n u tzv virtu\u00e1ln\u00edch komunit praxe (Schlager, Fusco 2003 nebo Gannon- Leary, P.M.; Fontainha 2008).<\/p>\n
Konkr\u00e9tn\u011b vyu\u017eit\u00ed wiki syst\u00e9m\u016f ve vzd\u011bl\u00e1v\u00e1n\u00ed bylo ji\u017e zkoum\u00e1no z hlediska mo\u017enosti jejich vyu\u017eit\u00ed na \u0161kol\u00e1ch, v on-line podpo\u0159e v\u00fduky, nebo jako pomocn\u00e9ho n\u00e1stroje utv\u00e1\u0159en\u00ed v\u011bdeck\u00e9ho pozn\u00e1n\u00ed (Mader 2008). Jedn\u00e1 se o konkr\u00e9tn\u00ed informa\u010dn\u011b-technologick\u00fd n\u00e1stroj, kter\u00fd je \u0159azen mezi tzv. webov\u00e9 n\u00e1stroje druh\u00e9 generace \u2013 web 2.0, kter\u00fdmi se ve vzd\u011bl\u00e1v\u00e1n\u00ed zab\u00fdv\u00e1 nap\u0159\u00edklad ISTE.(International Society for Technology in Education)<\/p>\n
\n
5. Teoretick\u00e1 v\u00fdchodiska<\/h4>\n
V oblasti teoretick\u00fdch v\u00fdchodisek bude v diserta\u010dn\u00ed pr\u00e1ci p\u0159ihl\u00ed\u017eeno k aspektu obsahov\u00e9mu a gnozeologick\u00e9mu. Z obsahov\u00e9ho hlediska se bude vych\u00e1zet z dosavadn\u00edch poznatk\u016f pedagogick\u00e9 v\u011bdy o problematice profesn\u00edho rozvoje u\u010ditel\u016f a u\u010ditelsk\u00e9 spolupr\u00e1ce (viz. kapitola 5)<\/p>\n
Z hlediska gnozeologick\u00e9ho bude teoretick\u00fdm z\u00e1kladem pr\u00e1ce konstruktivismus, kter\u00fd je velmi siln\u011b p\u0159\u00edtomn\u00fd v sou\u010dasn\u00e9m pedagogick\u00e9m diskursu. V\u00edce ne\u017e jeho m\u00edsto v tomto diskursu je v\u0161ak v\u00fdznamn\u00fd jeho vztah k nov\u011b se utv\u00e1\u0159ej\u00edc\u00ed teorii u\u010den\u00ed, inspirovan\u00e9 rozvojem informa\u010dn\u00edch technologi\u00ed, tzv. konektivismu (Brdi\u010dka 2008).\u00a0Dal\u0161\u00edm teoretick\u00fdm v\u00fdchodiskem velmi v\u00fdznamn\u00fdm v t\u00e9to oblasti je soci\u00e1ln\u00ed teorii u\u010den\u00ed nov\u011b rozv\u00edjen\u00e1 v konceptu tzv. „komunit praxe“. (Wenger 1999)<\/p>\n
\n
6. Metodologie v\u00fdzkumu<\/h4>\n
Proto\u017ee se jedn\u00e1 o studii, kter\u00e1 bude m\u00edt vzhledem k novosti t\u00e9matu sp\u00ed\u0161e explorativn\u00ed charakter, bude v n\u00ed uplat\u0148ov\u00e1no paradigma kvalitativn\u00edho v\u00fdzkumu. Z hlediska v\u00fdzkumn\u00fdch metod p\u016fjde o kombinaci virtu\u00e1ln\u00ed etnografie a p\u0159\u00edpadov\u00fdch studi\u00ed, jejich\u017e prost\u0159ednictv\u00edm budou dokumentov\u00e1ny a reflektov\u00e1ny konkr\u00e9tn\u00ed p\u0159\u00edklady vyu\u017eit\u00ed participativn\u00edho webu ve zkouman\u00fdch oblastech. Studie budou vych\u00e1zet p\u0159edev\u0161\u00edm z anal\u00fdzy obsahu vybran\u00fdch u\u010ditelsk\u00fdch web\u016f , kter\u00e9 budou dopln\u011bny o rozhovory a p\u0159\u00edpadn\u011b tak\u00e9 dotazn\u00edkov\u00e1 \u0161et\u0159en\u00ed mezi u\u010diteli, kte\u0159\u00ed p\u0159i\u0161li se zkouman\u00fdmi weby do kontaktu.<\/p>\n
\n
7. V\u00fdstupy<\/h4>\n
- \n
- Ov\u011b\u0159en\u00ed mo\u017enost\u00ed vyu\u017eit\u00ed participativn\u00edho webu pro profesn\u00ed rozvoj u\u010ditel\u016f a spolupr\u00e1ci u\u010ditel\u016f v\u010detn\u011b popisu a kritick\u00e9 reflexe n\u00e1stroj\u016f, kter\u00fdmi tento typ webu disponuje v konkr\u00e9tn\u00edch zkouman\u00fdch oblastech:<\/li>\n<\/ul>\n
a) Profesn\u00ed rozvoj u\u010ditel\u016f: pr\u00e1ce s pedagogick\u00fdmi informacemi, mo\u017enosti reflexe vlastn\u00ed pedagogick\u00e9 \u010dinnosti, tvorba u\u010ditelsk\u00e9ho portfolia, peering, mentoring, zp\u011btn\u00e1 vazba apod.
\nb) Spolupr\u00e1ce u\u010ditel\u016f: tvorba \u0160VP, tematick\u00fdch pl\u00e1n\u016f, p\u0159\u00edprav na v\u00fduku, \u0161koln\u00edch projekt\u016f,
\nevaluace a inovace \u0160VP apod.<\/p>\n- \n
- Zalo\u017een\u00ed a pilotn\u00ed ov\u011b\u0159en\u00ed funk\u010dnosti nov\u00e9ho wiki webu pro u\u010ditele<\/li>\n<\/ul>\n
8. Literatura<\/h4>\n
BRDI\u010cKA, B. Konektivismus \u2013 teorie vzd\u011bl\u00e1v\u00e1n\u00ed v prost\u0159ed\u00ed soci\u00e1ln\u00edch s\u00edt\u00ed. \u010cesk\u00e1 \u0161kola [online] aktualizov\u00e1no 2. 9. 2008 [cit. 2008-09-20] Dostupn\u00e9 z WWW:<\/p>\n
Europe\u2019s Information Society. About New Working Environments research [online]. [cit. 2008-09-20]. Dostupn\u00e9 z WWW: < http:\/\/www.ami-communities.eu\/www.amiatwork.com\/ europa.eu.int\/information_society\/activities\/atwork\/about\/about_us\/index_en.html > last update: 24\/11\/2006><\/p>\n
Europe\u2019s Information Society [online]. [cit. 2008-09-20]. Dostupn\u00e9 z WWW:<\/p>\n
Elliott, M, A. Stigmergic Collaboration: A Theoretical Framework for Mass Collaboration. Melbourne: University of Melbourne, 2007<\/p>\n
GANNON-LEARY,P.M.; FONTAINHA, E. Virtu\u00e1ln\u00ed komunity praxe a virtu\u00e1ln\u00ed komunity vzd\u011bl\u00e1v\u00e1n\u00ed: klady, z\u00e1pory a faktory \u00fasp\u011b\u0161nosti [online]. [cit. 2008-09-04]. Dostupn\u00e9 z WWW: < http:\/\/www.elearningpapers.eu\/index.php?page=doc&doc_id=10219&doclng=1><\/p>\n
LAVI\u00c9, M.J; Academic Discourses on School\u2013Based Teacher Collaboration: Revisiting the Arguments. Educational Administration Quarterly, Vol. 42, No. 5, 773-805 (2006)<\/p>\n
M\u0160MT [online]. [cit. 2008-09-20]. Dostupn\u00e9 z WWW: < http:\/\/www.msmt.cz\/mezinarodni-vztahy\/predsednictvi-eu-2009\/priority-v-oblasti-vyzkumu-a-vyvoje><\/p>\n
POL, M. ; LAZAROV\u00c1, B. Spolupr\u00e1ce u\u010ditel\u016f – podm\u00ednka rozvoje \u0161koly. \u0158\u00edzen\u00ed spolupr\u00e1ce, konkr\u00e9tn\u00ed formy a n\u00e1stroje. Praha : STROM Praha, 1999. 78 s. ISBN 80
![\"\"](\"\/DOCUME%7E1\/uzivatel\/LOCALS%7E1\/Temp\/msohtml1\/01\/clip_image001.gif\")
-86106 -07 -1<\/p>\nPR\u016eCHA,j.; U\u010ditel : sou\u010dasn\u00e9 poznatky o profesi. Praha: Port\u00e1l, 2002 ISBN 80-7178-621-7<\/p>\n
SCHLAGER, M. S.; FUSCO, J. Teacher Professional Development, Technology, and Communities of Practice: Are We Putting the Cart Before the Horse? The Information Society. Volume 19, Issue 3 July 2003 , pages 203 \u2013 220 ISSN: 1087-6537<\/p>\n
SLAV\u00cdK, J., NOV\u00c1K,J.: Po\u010d\u00edta\u010d jako pomocn\u00edk u\u010ditele. Port\u00e1l Praha, 1997 ISBN 80- 7178-149-5.<\/p>\n
SPILKOV\u00c1, V. Prom\u011bny prim\u00e1rn\u00ed \u0161koly a vzd\u011bl\u00e1v\u00e1n\u00ed u\u010ditel\u016f v historicko-srovn\u00e1vac\u00ed perspektiv\u011b. Praha: PdF UK, 1997. ISBN 80-86039-41-2.<\/p>\n
SPILKOV\u00c1, Vladim\u00edra. Sou\u010dasn\u00e9 prom\u011bny vzd\u011bl\u00e1v\u00e1n\u00ed u\u010ditel\u016f Brno: Paido, 2004 ISBN80-7315-081-6<\/p>\n
\u0160\u00cdBOV\u00c1, M.; KR\u010cKOV\u00c1, S. T\u00fdmov\u00e9 spolupr\u00e1ce p\u0159i tvorb\u011b \u0160VP, Praha: V\u00daP, 2006 [online]. [cit. 2008-09-20] Dostupn\u00e9 z WWW: < http:\/\/cst.unesco-ci.org\/sites\/projects\/cst\/default.aspx><\/p>\n
UNESCO: Towards ICT Skills for Teachers, 2008 [online]. [cit. 2008-09-20]. Dostupn\u00e9 z WWW: < http:\/\/cst.unesco-ci.org\/sites\/projects\/cst\/default.aspx><\/p>\n
VA\u0160UTOV\u00c1, Jaroslava. Profese u\u010ditele v \u010desk\u00e9m vzd\u011bl\u00e1vac\u00edm kontextu \/ Jaroslava Va\u0161utov\u00e1 Nakladatelsk\u00e9 \u00fadajeBrno: Paido, 2004 ISBN80-7315-082-4<\/p>\n
WENGER, E. Communities of Practice: Learning, Meaning, and Identity, Cambridge (GB): Cambridge University Press, 1999. ISBN 0521663636<\/p>\n
WUNSCH-V.S.; VICKERY, G. Participative Web and User-Created Content: Web 2.0, Wikis and Social Networking. OECD, 2007 [online]. [cit. 2008-09-20] Dostupn\u00e9 z WWW: < http:\/\/213.253.134.43\/oecd\/pdfs\/browseit\/9307031E.PDF><\/p>\n","protected":false},"excerpt":{"rendered":"
Roz\u0161\u00ed\u0159en\u00e1 anotace diserta\u010dn\u00ed pr\u00e1ce.<\/p>\n","protected":false},"author":49,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[61,1937],"tags":[],"class_list":["post-9","post","type-post","status-publish","format-standard","hentry","category-trocha-vedy","category-zakladni"],"_links":{"self":[{"href":"https:\/\/blogy.rvp.cz\/strejcek\/wp-json\/wp\/v2\/posts\/9","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=9"}],"version-history":[{"count":2,"href":"https:\/\/blogy.rvp.cz\/strejcek\/wp-json\/wp\/v2\/posts\/9\/revisions"}],"predecessor-version":[{"id":457,"href":"https:\/\/blogy.rvp.cz\/strejcek\/wp-json\/wp\/v2\/posts\/9\/revisions\/457"}],"wp:attachment":[{"href":"https:\/\/blogy.rvp.cz\/strejcek\/wp-json\/wp\/v2\/media?parent=9"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/strejcek\/wp-json\/wp\/v2\/categories?post=9"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/strejcek\/wp-json\/wp\/v2\/tags?post=9"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- Zalo\u017een\u00ed a pilotn\u00ed ov\u011b\u0159en\u00ed funk\u010dnosti nov\u00e9ho wiki webu pro u\u010ditele<\/li>\n<\/ul>\n
- Ov\u011b\u0159en\u00ed mo\u017enost\u00ed vyu\u017eit\u00ed participativn\u00edho webu pro profesn\u00ed rozvoj u\u010ditel\u016f a spolupr\u00e1ci u\u010ditel\u016f v\u010detn\u011b popisu a kritick\u00e9 reflexe n\u00e1stroj\u016f, kter\u00fdmi tento typ webu disponuje v konkr\u00e9tn\u00edch zkouman\u00fdch oblastech:<\/li>\n<\/ul>\n