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Lecturer(s)
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Course content
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- Introduction - individual x interactive view of school events. - Limits of questionnaire research in the school setting. From questionnaire to meaning. The use of psychosemantic methods. - Q-methodology as an opportunity to understand the preferences of the people being surveyed. - Ethnography in the school setting. The Prague group of school ethnography. What about the subjectivity of the researcher? - Projective principles and their use in diagnosis and research. - Analysis of available documents including the virtual school environment. - Principles and benefits of dynamic diagnostics. - Supportive measures as an element contributing to the creation of a pro-inclusive school environment.
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Learning activities and teaching methods
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- Participation in classes
- 28 hours per semester
- Preparation for course credit
- 52 hours per semester
- Home preparation for classes
- 70 hours per semester
- Participation in classes
- 10 hours per semester
- Preparation for course credit
- 70 hours per semester
- Home preparation for classes
- 70 hours per semester
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| learning outcomes |
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| Knowledge |
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| knowledge of the different approaches to data collection in the school environment |
| knowledge of the different approaches to data collection in the school environment |
| knowledge of the important theories of scientific knowledge and current scientific paradigms |
| knowledge of the important theories of scientific knowledge and current scientific paradigms |
| knowledge of the different principles of data analysis |
| knowledge of the different principles of data analysis |
| knowledge principles of dynamic diagnostics and limits of its use |
| knowledge principles of dynamic diagnostics and limits of its use |
| knowledge of the possibilities and limits of oneself as a researcher |
| knowledge of the possibilities and limits of oneself as a researcher |
| Skills |
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| formulates the research aim and research question |
| formulates the research aim and research question |
| formulates the diagnostic question and determines the objective of the diagnostic examination |
| formulates the diagnostic question and determines the objective of the diagnostic examination |
| selects appropriate methodological procedures for data collection and analysis with respect to different objectives |
| selects appropriate methodological procedures for data collection and analysis with respect to different objectives |
| suggests an adequate research design or an adequate diagnostic procedure |
| suggests an adequate research design or an adequate diagnostic procedure |
| recognises the limits and limitations of the chosen methods |
| recognises the limits and limitations of the chosen methods |
| teaching methods |
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| Knowledge |
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| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Skills |
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| Individual work of students |
| Individual work of students |
| Practice exercises |
| Practice exercises |
| assessment methods |
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| Knowledge |
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| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
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Recommended literature
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Beach, D., Bagley, C., & Marques da Silva, S. The Wiley Handbook of Ethnography of Education. Oxford: Wiley-Blackwell, 2018.
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Bittnerová, Dana; Doubek, David; Levínská, Markéta. Funkce kulturních modelů ve vzdělávání. Praha. 2011.
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FEURSTEIN, Reuven. Vytváření a zvyšování kognitivní modifikovatelnosti: Feuersteinův program instrumentálního obohacení..
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Markee, N. The handbook of classroom discourse and interaction. Chichester: John Wiley & Sons, 2015.
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Mills, D., & Morton, M. Ethnography in Education. London: SAGE Publications, 2013.
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Šíp, R. Denglerová, D. et al. Na cestě k inkluzivní škole. Interakce a norma. Brno MUNI Press. 2022.
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