Učitelé dějepisu a badatelská výuka na příkladu testování učebnice dějepisu pro 9. ročník ZŠ
| dc.contributor.author | Pinkas, Jaroslav | |
| dc.date.accessioned | 2021-12-07T13:29:11Z | |
| dc.date.available | 2021-12-07T13:29:11Z | |
| dc.date.issued | 2021 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.11956/170263 | |
| dc.language.iso | cs_CZ | cs |
| dc.publisher | Univerzita Karlova, Filozofická fakulta | |
| dc.subject | didactics of history | cs |
| dc.subject | research instruction | cs |
| dc.subject | textbook | cs |
| dc.subject | teachers’ attitudes | cs |
| dc.title | Učitelé dějepisu a badatelská výuka na příkladu testování učebnice dějepisu pro 9. ročník ZŠ | cs |
| dc.type | Vědecký článek | cs |
| dcterms.accessRights | openAccess | |
| dcterms.license | http://creativecommons.org/licenses/by-nc-nd/2.0/ | |
| uk.abstract.en | The article is a probe into the transformation of teachers’ attitudes towards research-oriented teaching. Five teachers tested a research-oriented textbook during one school year. Their approach to teaching gradually changed during the testing, from the initial uncritical enthusiasm to a more reserved, more critical attitude. Their methodological competencies also transformed (grew) complementary to the change of their epistemic beliefs. The article captures some problems associated with the implementation of research-oriented teaching in school practice. | cs |
| dc.publisher.publicationPlace | Praha | cs |
| uk.internal-type | uk_publication | |
| dc.description.startPage | 97 | cs |
| dc.description.endPage | 112 | cs |
| dcterms.isPartOf.name | Historie – Otázky – Problémy | cs |
| dcterms.isPartOf.journalYear | 2021 | |
| dcterms.isPartOf.journalVolume | 2021 | |
| dcterms.isPartOf.journalIssue | 2 | |
| dcterms.isPartOf.issn | 2336-6672 | |
| dc.relation.isPartOfUrl | https://historieotazkyproblemy.ff.cuni.cz |
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Číslo 2 [13]
Issue 2