https://hdl.handle.net/20.500.14178/910 Sun, 16 Aug 2026 21:59:51 GMT 2026-08-16T21:59:51Z https://hdl.handle.net/20.500.14178/3893 Proměna školy a vzdělávání Kadrnožková, Monika; Kucharská, Anna Číslo časopisu se zaměřuje na aktuální otázky podpory vzdělávání napříč všemi stupni školského systému. Příspěvky reflektují změny v oblasti odkladů školní docházky z pohledu pracovníků školských poradenských zařízení i pedagogů mateřských a základních škol, věnují se identifikaci matematického nadání a podpoře nadaných žáků, poradenským službám pro studující první generace na vysokých školách i rozvoji digitálních kompetencí prostřednictvím inovativních výukových přístupů. Součástí čísla je také zpráva představující příklad meziinstitucionální spolupráce propojující univerzitní přípravu studentů speciální pedagogiky s praxí. Společným tématem všech příspěvků je podpora inkluzivního vzdělávání, individualizace výuky a spolupráce mezi jednotlivými aktéry vzdělávání.; This issue of the journal focuses on current challenges in supporting education across all levels of the educational system. The contributions address recent developments concerning the postponement of compulsory school attendance from the perspectives of educational counselling professionals as well as preschool and primary school teachers. They further examine the identification of mathematical giftedness and the support of gifted learners, counselling services for first-generation university students, and the development of digital competences through innovative teaching approaches. The issue also includes a report presenting an example of interinstitutional collaboration linking the university preparation of pre-service special education students with educational practice. A unifying theme across all contributions is the promotion of inclusive education, individualized instruction, and collaboration among the various stakeholders within the educational system. Thu, 01 Jan 2026 00:00:00 GMT https://hdl.handle.net/20.500.14178/3893 2026-01-01T00:00:00Z https://hdl.handle.net/20.500.14178/3873 Men in special education: a self-experiential professional development seminar supporting professional identity Kadrnožková, Monika; Hájková, Vanda This study aimed to describe and evaluate a newly developed self-experiential seminar designed for students of special education at higher education institutions. The seminar was developed in response to the longstanding underrepresentation of men in special education programmes at Charles University and Jan Evangelista Purkyně University. It combined field-based learning, mentoring and guided reflection on professional identity, with particular emphasis on gender-sensitive approaches and enhancing the appeal of the field for male students. A mixed-methods design was employed, comprising a questionnaire (N = 115) and focus groups with male participants (N = 11). The results indicated that perceived teaching professionalism, pedagogical responsiveness and course attractiveness were positively associated with students' confidence in their career choices. Male students reported heightened visibility and pressure linked to their minority status, while valuing support from lecturers and peers. The findings suggest that the methods employed in the seminar strengthen professional identity, motivation and self-efficacy while providing a transferable model that integrates theory with practice and supports diversity in educational professions. Thu, 01 Jan 2026 00:00:00 GMT https://hdl.handle.net/20.500.14178/3873 2026-01-01T00:00:00Z https://hdl.handle.net/20.500.14178/3844 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. Tue, 01 Jan 2019 00:00:00 GMT https://hdl.handle.net/20.500.14178/3844 2019-01-01T00:00:00Z https://hdl.handle.net/20.500.14178/3843 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. Wed, 01 Jan 2020 00:00:00 GMT https://hdl.handle.net/20.500.14178/3843 2020-01-01T00:00:00Z