The DSpace digital repository system captures, stores, indexes, preserves, and distributes digital research material. https://https://publications.cuni.cz:443 2026-06-16T17:48:15Z 2026-06-16T17:48:15Z Ali-Rweide, Tahani https://hdl.handle.net/20.500.14178/3844 2026-06-16T11:11:20Z 2019-01-01T00:00:00Z

The Use of Experiments among Palestinian Science Teachers in the Jerusalem Area Ali-Rweide, Tahani This study is to measure the use of experiments in science teaching. There is a common belief that using experiments is crucial to the learning-teaching process. However, there is a lack of practicing experiments due to various challenges.A questionnaire was designed and distributed to a convenience sample consists of 196 high science teachers from various schools in East Jerusalem. This is enhanced by interviews with six science teachers. It was found that teachers' beliefs about using experiments in teaching science are positive and not affected by the independent variables of gender, scientific degree, authority, specialization andexperience. In spite of that, there is a lack in using experiments.Among the main challenging factors are the Palestinian curriculum system which restricts the use of experiments, shortage in laboratories, materials and allocated time. Other existing barriers are the lack of motivations toward using experiments among school administrations, and large number of students in the class. In addition, the Palestinian educational system discards practical aspect in the student evaluation process. There is a need to consider overcoming these challenges when reviewing the new curriculum.

2019-01-01T00:00:00Z Ali-Rweide, Tahani https://hdl.handle.net/20.500.14178/3843 2026-06-16T11:11:18Z 2020-01-01T00:00:00Z

Experiments Strategies Applied to Science Teaching in the Jerusalem Area Ali-Rweide, Tahani This study investigates the experiments' aims and strategies followed by Jerusalem high school science teachers. The research extends the completed research concerning science East Jerusalem teachers' beliefs in using experiments. The research sample composed of 196 high school science teachers from East Jerusalem schools. A questionnaire was distributed accompanied by interviews with four science teachers. The effects of the independent variables of gender, scientific degree (including educational qualification for teaching), and experience were examined. It was found that teachers practice experiments mostly to achieve scientific knowledge in learning, applying cooperative work and scientific research. The dominant strategy used in applying experiments depends on teacher, less than student dependent learning strategy. Therefore, none of the independent variables had an effect on the teachers' strategies.

2020-01-01T00:00:00Z Poche Kargerová, Jana Vallin, Petra Seberová, Alena Göbelová, Taťána https://hdl.handle.net/20.500.14178/3842 2026-06-16T10:41:43Z 2022-01-01T00:00:00Z

Tandemová výuka optikou subjektivně vnímaných příležitostí k profesnímu rozvoji vysokoškolských učitelů a učitelů fakultních základních škol Poche Kargerová, Jana; Vallin, Petra; Seberová, Alena; Göbelová, Taťána Výzkumná studie se zaměřuje na oblast možností profesního rozvoje vy-sokoškolských učitelů a učitelů fakultních základních škol podílejících se na vyso-koškolské přípravě budoucích učitelů 1. stupně základní školy. Cílem výzkumu bylo zjistit, jak vysokoškolští učitelé a učitelé fakultních základních škol subjektivně re-flektují potenciál tandemové výuky v doménách vlastního profesního rozvoje. Zvolen byl kvalitativní výzkumný design. Data byla sebrána prostřednictvím hloubkových polostrukturovaných individuálních rozhovorů s šesti učiteli z fakultních základních škol a se sedmi vysokoškolskými učiteli z Pedagogické fakulty Univerzity Karlovy, kte-ří byli do tandemové výuky zapojeni alespoň po dobu jednoho akademického roku (2021/2022). Obsahová analýza dat byla vedena pomocí kvalitativní techniky struk-turace s tvorbou induktivních kategorií. Výsledky šetření jsou zachyceny ve čtyřech základních kategoriích, které vypovídají o subjektivním významu oblastí profesního rozvoje tak, jak je komunikovali respondenti jako přínosy realizované tandemové vý-uky: Sebepoznání a sebevědomí; Přemýšlet a hledat argumenty; Inspirace a obohace-ní; Kolegiální podpora a sdílení jako základ profesní komunity. Zjištěné výsledky jsou v souladu s trendem v pojetí profesního rozvoje učitelů, jehož východisko tvoří sys-tematická reflexe realizovaných profesních činností, profesních znalostí a profesního přesvědčení a potřeba kolegiálního sdílení a rozvíjení kultury odborné komunity.; This research study focuses on teacher professional development. It concerns both university lecturers and experienced school teachers who are responsible for preparing pre-service primary school teachers for their future profession. The aim of the research was to explore how university lecturers and primary school teachers subjectively reβlect on the potential of team teaching in the domains of their own professional development. We have chosen a qualitative research design. Data were collected through in-depth semi-structured individual interviews with six teachers from faculty primary schools and seven university lecturers working in academic roles at the Faculty of Education, Charles University, who have been involved in team-teaching for at least one academic year (2021/2022). The content analysis of the data was conducted using qualitative structuring techniques with the creation of inductive categories. The results are described in four main categories that explain the subjective importance of the areas of professional development as communicated by the respondents as beneβits of the team-teaching implemented: Self-knowledge and self-awareness; Reβlection and argument finding; Inspiration and enrichment; Mutual support and sharing within the professional community. The βindings are in line with the trend in the concept of teacher professional development, which is based on systematic reβlection on the professional activities carried out, professional knowledge and professional beliefs and the need for sharing of knowledge and developing a culture of professional community.

2022-01-01T00:00:00Z Malá, Markéta https://hdl.handle.net/20.500.14178/3841 2026-06-16T10:41:42Z 2025-01-01T00:00:00Z

Presentation of direct speech in crosswriters' fiction for children and adults Malá, Markéta Dontcheva-Navratilova, Olga; Povolná, Renata The study examines the works of four crosswriters, i.e. authors who write for children and for adults in different works, J.K. Rowling, R. Dahl, S. Rushdie, and M. Paver, to explore the impact of the intended reader on the one hand, and the authorial style on the other on the presentation of direct speech in fiction. Methodologically, it combines a corpus-assisted quantitative approach with a qualitative analysis of text samples. The results confirm that in books for children, the proportion of direct speech is significantly higher than in adult fiction. The reporting verbs were classified using Caldas-Coulthard's (1994) taxonomy. When writing for children, the writers were found to rely most heavily on 'descriptive verbs', which refer to vocal effects and voice quality (e.g. hissed, mumbled), highlighting the importance of sound in children's literature. In their fiction for adults, verbs explicitly indicating the intended illocutionary force (e.g. agreed, accused) were dominant. At the same time, the writers appear to differ in the extent of their presence in the text (e.g. in the use of glossing phrases with neutral reporting verbs, e.g. said Snape icily), and the diversity of reporting verbs they employ.The results accentuate the role of 'speech verbs' in developing the readers' relationship with characters, facilitating this important meaning-making process in fiction reading especially for 'novice readers'.

2025-01-01T00:00:00Z