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Lecturer(s)
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Course content
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- Definition of action research and its objectives. - Differentiation of action research from applied and basic research. - Origin, origin and current forms of action research. - Teacher as a researcher - tradition, problems, responsibility. - Types of action research. - Action research phases. - Qualitative, quantitative and mixed action research. - Cooperation of teachers with experts in the design and implementation of action research. - School climate and teacher motivation for action research. - Pedagogical-psychological diagnostics. - Phases of the diagnostic process. - Diagnostic methods and techniques.
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Learning activities and teaching methods
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Lecturing, Text analysis, Individual work of students
- Participation in classes
- 56 hours per semester
- Educational trip
- 10 hours per semester
- Home preparation for classes
- 10 hours per semester
- Term paper
- 24 hours per semester
- Preparation for course credit
- 20 hours per semester
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| prerequisite |
|---|
| Knowledge |
|---|
| Nespecifikováno. |
| Nespecifikováno. |
| learning outcomes |
|---|
| describe the phases of the research |
| describe the phases of the research |
| characterize the research problem |
| characterize the research problem |
| define types of action research |
| define types of action research |
| describe the individual phases of action research |
| describe the individual phases of action research |
| identify the differences between quantitative, qualitative and mixed research |
| identify the differences between quantitative, qualitative and mixed research |
| Skills |
|---|
| determine the research problem |
| determine the research problem |
| define research questions |
| define research questions |
| determine the individual phases of action research |
| determine the individual phases of action research |
| perform data collection and processing |
| perform data collection and processing |
| prepare statements and summarize research conclusions |
| prepare statements and summarize research conclusions |
| teaching methods |
|---|
| Knowledge |
|---|
| Text analysis |
| Individual work of students |
| Individual work of students |
| Lecturing |
| Lecturing |
| Text analysis |
| assessment methods |
|---|
| Analysis of seminar paper |
| Written examination |
| Written examination |
| Analysis of seminar paper |
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Recommended literature
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EFRON, S. E., RAVID, R. Action research in Education: A Practical Guide.. London: The Guilford Press, 2013.
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GAVORA, P. Akí sú moji žiaci?: pedagogická diagnostika žiaka. Nitra : Enigma, 2010.
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HENDL, J., REMR, J. Metody výzkumu a evaluace. Praha: Portál, 2017.
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HRABAL, P., PAVELKOVÁ, I. Jaký jsem učitel. Praha : Portál, 2010.
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CHRÁSKA, M. Metody pedagogického výzkumu: základy kvantitativního výzkumu. Praha : Grada, 2007.
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JANÍK, T. Akční výzkum jako cesta ke zkvalitňování pedagogické praxe. In: J. Maňák &, Vl. Švec, Cesty pedagogického výzkumu. Brno: Paido, 2004.
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NEZVALOVÁ, D. Akční výzkum ve škole. Pedagogika, roč. 53, č. 3, s. 300-308.
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REASON, R., BRADBURY-HUANG, H., (eds.). The SAGE Handbook of Action Research: Participative Inquiry and Practice. London: SAGE, 2001.
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