SZc033 Research in the Educational Practice

Faculty of Education
autumn 2020
Extent and Intensity
0/0/.7. 4 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. et Mgr. Michaela Spurná, Ph.D. (lecturer)
doc. PhDr. Petr Květon, Ph.D. (lecturer)
Mgr. et Mgr. Jan Mareš, Ph.D. (lecturer)
doc. PaedDr. Hana Horká, CSc. (assistant)
doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D. (assistant)
Mgr. Radek Pospíšil, Ph.D. (assistant)
doc. Mgr. Jana Kratochvílová, Ph.D. (assistant)
Guaranteed by
doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D.
Department of Education – Faculty of Education
Contact Person: doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D.
Supplier department: Department of Education – Faculty of Education
Timetable of Seminar Groups
SZc033/Kombi01: Fri 30. 10. 17:00–19:50 učebna 50, Fri 4. 12. 17:00–19:50 učebna 50, Fri 18. 12. 16:00–17:50 učebna 51, J. Mareš, M. Spurná
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The aim of the course is to make students familiar with the specific form of research and its realization which is related to teachers and teachers’ assistants, and to acquire basic methodological knowledge and skills.
Learning outcomes
Students will know fundamental approaches to school reality research (especially research of behaviour and attitudes of agents of school education and educational results).
They will be able to plan, realize, and evaluate a simple project of (action) research.
They will be able to choose a suitable method of data collection, data sampling, and data analysis.
  • They will be able to analyse data, interpret findings, and to present them both in written and oral form in a comprehensible way.
    • Syllabus
    • 1. Research related to school practice. Basic approaches towards school reality research. Examples of realized research. Designs and types of research. Qualitative, quantitative, mixed-method research. 2. Research project – what I want to investigate (research question, hypotheses, variables), where, whom (selection and size of research sample), how (selection of data collection instruments based on research design, process of data collection, data analysis and evaluation using software), and when (time schedule). Validity, reliability. 3. Observation (observation schemes, evaluation, work with video-recordings, shadowing of teacher’s, headmaster’s or pupil’s work). Interview (interrogating techniques, functions of questions). Collection of documents and products of activities – content analysis. 4. Qualitative coding and data analysis. 5. Questionnaire and statistical analysis. 6. Poster presentation fo quantitative data analysis. /// Portfolio tasks: Task 1: Qualitative data analysis report. Task 2: Quantitative data analysis report according to IMRAD and APA.
    Literature
      required literature
    • Gavora, P., et al. (2010). Elektronická učebnica pedagogického výskumu. [online]. Bratislava: Univerzita Komenského. Dostupné z~http://www.e-metodologia.fedu.uniba.sk
    • APA styl: Požadavky na úpravu rukopisů. Pedagogická orientace: URL: https://journals.muni.cz/public/journals/10/pokynyproautorydleapa_151113_pedor.pdf
    • ŠVAŘÍČEK, Roman and Klára ŠEĎOVÁ. Kvalitativní výzkum v pedagogických vědách. Vydání druhé. Praha: Portál, 2014, 377 stran. ISBN 9788026206446. info
      recommended literature
    • Gavora, P. (2002). Úvod do pedagogického výzkumu. Brno: Paido.
    • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks: Sage Publications.
    • Hendl, J. (1997). Úvod do kvalitativního výzkumu. Praha: UK.
    • Chvál, M., Procházková, I., & Straková, J. (2015). Hodnocení výsledků vzdělávání didaktickými testy. Praha: ČŠI. Dostupné z: http://www.csicr.cz/cz/Aktuality/Hodnoceni-vysledku-vzdelavani-didaktickymi-testy
    • Vlčková, K., Lojdová, K., Lukas, J., Mareš, J., Šalamounová, Z., Kohoutek, T., Bradová, J., & Ježek, S. (2015). Z~posluchárny za katedru: Mocenské vztahy ve výuce studentů učitelství. Brno: Munipress. Dostupné z: https://munispace.muni.cz/index.php/munis
    • OECD (2014). Výsledky PISA 2012: Kreativní řešení problémů. Schopnosti žáků řešit problémy z~reálného života. Paříž: OECD. Dostupné z: http://www.csicr.cz/html/PISA-KreativRP/html5/index.html?&locale=CSY&pn=3
    • Tomášek, V. et al. (2012). Národní zpráva TIMSS 2011. Praha: ČŠI. Dostupné z: http://www.csicr.cz
    • Dvořák, D., Starý, K., Urbánek, T., Chvál, M., & Walterová, E. (2011). Česká základní škola. Vícepřípadová studie. Praha: Karolinum.
    • Yin, R. K. (2013). Case Study Research: Design and Methods. Thousand Oaks: Sage.
    • Pelikán, J. (1998). Základy empirického výzkumu pedagogických jevů. Praha: Karolinum.
    • Strauss, A., & Corbinová, J. (1999). Základy kvalitativního výzkumu: postupy a techniky metody zakotvené teorie. Boskovice: Albert.
    • Gall, J. P., Gall, M. D., & Borg, W. R. (1999). Applying educational research. New York: Longman.
    Teaching methods
    Lecture. Independent study of specialized sources and electronic distance-learning materials. The attendance of the lectures is compulsory. In 2020 on-line.
    Assessment methods
    Students prepare research project/research report (individual task) and submit them into the learning environment of the IS in electronic form. Part of the exam is a test (at least 70 % correct).
    Language of instruction
    Czech
    Further comments (probably available only in Czech)
    Study Materials
    The course is taught annually.
    Information on the extent and intensity of the course: 8 hodin.
    The course is also listed under the following terms Autumn 2017, Autumn 2018, Autumn 2019, Autumn 2021, Autumn 2022, Autumn 2023, Autumn 2024.
    • Enrolment Statistics (autumn 2020, recent)
    • Permalink: https://is.muni.cz/course/ped/autumn2020/SZc033