{"id":63,"date":"2011-11-29T16:51:52","date_gmt":"2011-11-29T15:51:52","guid":{"rendered":"https:\/\/blogy.rvp.cz\/ucitel\/?p=63"},"modified":"2011-11-29T16:51:52","modified_gmt":"2011-11-29T15:51:52","slug":"klicove-schopnosti-ve-21-stoleti-a-model-kpck-oponentska-reakce","status":"publish","type":"post","link":"https:\/\/blogy.rvp.cz\/ucitel\/2011\/11\/29\/klicove-schopnosti-ve-21-stoleti-a-model-kpck-oponentska-reakce\/","title":{"rendered":"Kl\u00ed\u010dov\u00e9 schopnosti ve 21. stolet\u00ed a model KPCK: oponentsk\u00e1 reakce"},"content":{"rendered":"

Tento text je pojat jako oponentura pr\u00e1ce Stanislava Cikala, kter\u00e1 vznikla v r\u00e1mci kurzu Vzd\u011bl\u00e1vac\u00ed technologie pro 21. stolet\u00ed. Autor vytvo\u0159il model KPCK<\/a> v reakci na pozn\u00e1n\u00ed kl\u00ed\u010dov\u00fdch kompetenc\u00ed u\u010ditel\u016f. Jedn\u00e1 se o pozoruhodnou snahu propojit n\u011bkolik modern\u00edch teori\u00ed s b\u011b\u017enou prax\u00ed, p\u0159i t\u00e9to snaze se v\u0161ak autor dopustil n\u011bkolika nep\u0159esnost\u00ed. C\u00edlem tohoto p\u0159\u00edsp\u011bvku je pouk\u00e1zat na tyto nep\u0159esnosti a uv\u00e9st je na pravou m\u00edru.<\/p>\n

1. <\/strong>Pou\u017e\u00edv\u00e1n\u00ed pojm\u016f<\/strong><\/p>\n

Model TPACK<\/a> (d\u0159\u00edve TPCK) je vzta\u017een na kompetence u\u010ditele. Autor modelu KPCK ov\u0161em za\u0159azuje pojem kl\u00ed\u010dov\u00e9 kompetence<\/em>. Doch\u00e1z\u00ed tak k omylu – kl\u00ed\u010dov\u00e9 kompetence (KK) definovan\u00e9 v RVP jsou vzta\u017eeny na \u017e\u00e1ka.<\/p>\n

Schopnost rozv\u00edjet KK<\/em> \u017e\u00e1k\u016f jist\u011b pat\u0159\u00ed ke kompetenc\u00edm u\u010ditele. Je v\u0161ak zapot\u0159eb\u00ed tyto term\u00edny striktn\u011b odd\u011blit.<\/p>\n

 <\/p>\n

2. <\/strong>Rozlo\u017een\u00ed jednotliv\u00fdch pr\u016fnik\u016f modelu<\/strong><\/p>\n

Model TPACK popsan\u00fd Mishrou a koehlerem se skl\u00e1d\u00e1 ze 7 oblast\u00ed (pr\u016fnik\u016f):<\/p>\n

    \n
  1.  <\/strong>Content Knowledge (CK), <\/strong><\/li>\n
  2.  Pedagogical Knowledge (PK)<\/strong>,<\/li>\n
  3. Technology Knowledge (TK),<\/li>\n
  4. Pedagogical Content Knowledge (PCK), <\/strong><\/li>\n
  5.  Technological Content Knowledge (TCK),<\/li>\n
  6.  Technological Pedagogical Knowledge (TPK),<\/li>\n
  7.  Technological Pedagogical Content Knowledge (TPCK).<\/li>\n<\/ol>\n

     Kl\u00ed\u010dov\u00e9 kompetence<\/strong><\/p>\n

    Ty jou definov\u00e1ny jako: Soubor po\u017eadavk\u016f na vzd\u011bl\u00e1n\u00ed, zahrnuj\u00edc\u00ed v\u011bdomosti, dovednosti, postoje a hodnoty<\/em>, kter\u00e9 jsou d\u016fle\u017eit\u00e9 pro osobn\u00ed rozvoj jedince, jeho aktivn\u00ed zapojen\u00ed do spole\u010dnosti a pracovn\u00ed uplatn\u011bn\u00ed.<\/p>\n

    Kompetence je p\u0159edpoklad \u010di schopnost zvl\u00e1dat ur\u010ditou funkci (Doporu\u010den\u00ed Evropsk\u00e9ho parlamentu, 2006; RVP ZV, 2007).<\/p>\n

    TPACK zna\u010d\u00ed obecn\u00fd r\u00e1mec z\u00e1kladn\u00edch znalost\u00ed pot\u0159ebn\u00fdch k v\u00fdkonu u\u010ditelsk\u00e9ho povol\u00e1n\u00ed (Brdi\u010dka, 2009a) \u2013 tj. obecn\u00fd r\u00e1mec kompetenc\u00ed u\u010ditele. Kompetence k rozvoji KK \u017e\u00e1k\u016f (abychom byli p\u0159esn\u00ed) jsou tak sou\u010d\u00e1st\u00ed pedagogick\u00fdch kompetenc\u00ed, nebo by sp\u00ed\u0161e m\u011bla b\u00fdt \u010dtvrtou slo\u017ekou diagramu(pokud v\u016fbec zmi\u0148ovan\u00e1). Oblast kompetenc\u00ed je sp\u00ed\u0161e dal\u0161\u00ed z vrstev, nikoli dal\u0161\u00ed slo\u017ekou.<\/p>\n

    \"TPCK\"<\/p>\n

    3.  P\u00edsmena zkratky<\/strong><\/p>\n

    Zkratka KPCK ned\u00e1v\u00e1 smysl. P\u016fvodn\u00ed model TPCK (dnes ji\u017e TPACK) je akronym anglick\u00fdch slov Technical Pedagogical Content Knowledge \u2013 proto bu\u010fto KPOZ (kompeten\u010dn\u00ed, pedagogick\u00e1, obsahov\u00e1 znalost) nebo CPACK podle p\u016fvodn\u00edho modelu (C- competency).<\/p>\n

     <\/p>\n

    Z\u00e1v\u011br<\/strong><\/p>\n

    \u010cinnosti u\u010ditel\u016f postaven\u00e9 na dal\u0161\u00edm vzd\u011bl\u00e1v\u00e1n\u00ed se, na jejich\u017e konci stoj\u00ed snaha o uspo\u0159\u00e1d\u00e1n\u00ed nov\u00fdch poznatk\u016f do nov\u00e9, vlastn\u00ed struktury by m\u011bly b\u00fdt d\u00e1le podporov\u00e1ny. Jedn\u00e1 se o jeden z nejvy\u0161\u0161\u00edch stup\u0148\u016f v Bloomov\u011b taxonomii a jeden z mo\u017en\u00fdch zp\u016fsob\u016f zaveden\u00ed inovace. Kdyby podobn\u00e9 snahy nevznikaly, kurzy pro dal\u0161\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed u\u010ditel\u016f by byly pouze informa\u010dn\u00ed, zam\u011b\u0159en\u00e9 na rozvoj eklekticizmu u\u010ditel\u016f. Rychle bychom se za\u010dali to\u010dit v kruhu. V dne\u0161n\u00ed rychl\u00e9 dob\u011b (viz Brdi\u010dka, 2009b) je zapot\u0159eb\u00ed nejen na informace \u010dekat, ale zkou\u0161et produkovat vlastn\u00ed, \u010d\u00edm kreativn\u011bj\u0161\u00ed, t\u00edm l\u00e9pe. Tyto v\u0161ak mus\u00ed po str\u00e1nce faktick\u00e9 b\u00fdt v po\u0159\u00e1dku.<\/p>\n

    Pou\u017eit\u00e9 zdroje<\/strong><\/em><\/p>\n

    BRDI\u010cKA, B. Integrace technologi\u00ed podle modelu TPCK. Metodick\u00fd port\u00e1l: \u010cl\u00e1nky <\/em>[online]. 16. 02. 2009, [cit. 2011-11-20]. Dostupn\u00fd z WWW: <http:\/\/spomocnik.rvp.cz\/clanek\/c\/\/10641\/INTEGRACE-TECHNOLOGII-PODLE-MODELU-TPCK.html>. ISSN 1802-4785.<\/p>\n

    BRDI\u010cKA, B. Co je podstatou kreativity? . Metodick\u00fd port\u00e1l: \u010cl\u00e1nky <\/em>[online]. 07. 12. 2009, [cit. 2011-11-28]. Dostupn\u00fd z WWW: <http:\/\/spomocnik.rvp.cz\/clanek\/c\/\/11651\/CO-JE-PODSTATOU-KREATIVITY.html>. ISSN 1802-4785.<\/p>\n

    CIKALO, S. Kl\u00ed\u010dov\u00e9 schopnosti ve 21. stolet\u00ed a model KPCK. Bralin bloguje <\/em>[online]. 17.11.2011, [cit. 2011-11-20]. Dostupn\u00fd z WWW: <http:\/\/bralin.blogy.rvp.cz\/2011\/11\/17\/klicove-schopnosti-ve-21-stoleti-a-model-kpck\/?res=1&sid=4va7aro2jtf5vgdqfe6522e373<\/a>>.<\/p>\n

    EU. Doporu\u010den\u00ed Evropsk\u00e9ho parlamentu a Rady ze dne 18. prosince 2006 o kl\u00ed\u010dov\u00fdch schopnostech pro celo\u017eivotn\u00ed u\u010den\u00ed. In 2006\/962\/ES<\/em>. 2006, xx, s. 10-18. Dostupn\u00fd tak\u00e9 z WWW: <http:\/\/eur-lex.europa.eu\/LexUriServ\/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:CS:PDF>.<\/p>\n

    MISHRA, P; KOEHLER, M. J. Thinking Creatively: Teachers as Designers of Technology, Pedagogy andContent<\/em>, SITE, 2008. Dostupn\u00fd z WWW: <http:\/\/punya.educ.msu.edu\/2008\/01\/12\/mishra-koehler-2006\/>.<\/p>\n

    R\u00e1mcov\u00fd vzd\u011bl\u00e1vac\u00ed program pro z\u00e1kladn\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed  (se zm\u011bnami proveden\u00fdmi k 1. 9. 2007). <\/em>Praha : V\u00fdzkumn\u00fd \u00dastav Pedagogick\u00fd, 2007. 126 s. Dostupn\u00fd z WWW: <http:\/\/www.vuppraha.cz\/soubory\/RVPZV_2007-07.pdf>. ISBN: 80 87000-02-1.<\/p>\n

     <\/p>\n","protected":false},"excerpt":{"rendered":"

    Tento text je pojat jako oponentura pr\u00e1ce Stanislava Cikala, kter\u00e1 vznikla v r\u00e1mci kurzu Vzd\u011bl\u00e1vac\u00ed technologie pro 21. stolet\u00ed. Autor vytvo\u0159il model KPCK v reakci na pozn\u00e1n\u00ed kl\u00ed\u010dov\u00fdch kompetenc\u00ed u\u010ditel\u016f. Jedn\u00e1 se o pozoruhodnou snahu propojit n\u011bkolik modern\u00edch teori\u00ed s b\u011b\u017enou prax\u00ed, p\u0159i t\u00e9to snaze se v\u0161ak autor dopustil n\u011bkolika nep\u0159esnost\u00ed. C\u00edlem tohoto p\u0159\u00edsp\u011bvku je pouk\u00e1zat na tyto […]<\/p>\n","protected":false},"author":1211,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[269],"tags":[],"class_list":["post-63","post","type-post","status-publish","format-standard","hentry","category-nezarazene"],"_links":{"self":[{"href":"https:\/\/blogy.rvp.cz\/ucitel\/wp-json\/wp\/v2\/posts\/63","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogy.rvp.cz\/ucitel\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogy.rvp.cz\/ucitel\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogy.rvp.cz\/ucitel\/wp-json\/wp\/v2\/users\/1211"}],"replies":[{"embeddable":true,"href":"https:\/\/blogy.rvp.cz\/ucitel\/wp-json\/wp\/v2\/comments?post=63"}],"version-history":[{"count":3,"href":"https:\/\/blogy.rvp.cz\/ucitel\/wp-json\/wp\/v2\/posts\/63\/revisions"}],"predecessor-version":[{"id":71,"href":"https:\/\/blogy.rvp.cz\/ucitel\/wp-json\/wp\/v2\/posts\/63\/revisions\/71"}],"wp:attachment":[{"href":"https:\/\/blogy.rvp.cz\/ucitel\/wp-json\/wp\/v2\/media?parent=63"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/ucitel\/wp-json\/wp\/v2\/categories?post=63"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/ucitel\/wp-json\/wp\/v2\/tags?post=63"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}