UNIVERSITY TEACHING AND LEARNING IN EDUCATIONAL SCIENCES: THE CASE OF ANDRAGOGY IN THE CZECH REPUBLIC

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15210%2F19%3A73598137" target="_blank" >RIV/61989592:15210/19:73598137 - isvavai.cz</a>

Výsledek na webu

<a href="https://search.proquest.com/openview/31008f246bccee18633f104234811f96/1?pq-origsite=gscholar&cbl=2042910" target="_blank" >https://search.proquest.com/openview/31008f246bccee18633f104234811f96/1?pq-origsite=gscholar&cbl=2042910</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.4312/as.25.3.23-33" target="_blank" >10.4312/as.25.3.23-33</a>

Jazyk výsledku

angličtina

Název v původním jazyce

UNIVERSITY TEACHING AND LEARNING IN EDUCATIONAL SCIENCES: THE CASE OF ANDRAGOGY IN THE CZECH REPUBLIC

Popis výsledku v původním jazyce

The de-ideologisation of Czech higher education was accompanied by many other changes after 1990 in the Czech Republic. In the context of local and global educational policy, this paper presents three periods of development of the educational sciences including andragogy in Czech higher education after 1990, showing how changes influenced university teaching quality. In the research part, the study concentrates on changes made by the actors – notably professors/associate professors – involved in the development of the educational sciences in the Czech Republic since the 1990s. The analysis of the semi-structured interviews shows that the change in educational sciences was framed by limited access to foreign literature and significant personnel changes, including the return of qualified academics. The promotion of andragogy in the Czech Republic demanded the development of methodology and a critical approach to adult learning. For individual academics, the new focus privileged research over teaching, though interaction with students remains central for the interviewees.

Název v anglickém jazyce

UNIVERSITY TEACHING AND LEARNING IN EDUCATIONAL SCIENCES: THE CASE OF ANDRAGOGY IN THE CZECH REPUBLIC

Popis výsledku anglicky

The de-ideologisation of Czech higher education was accompanied by many other changes after 1990 in the Czech Republic. In the context of local and global educational policy, this paper presents three periods of development of the educational sciences including andragogy in Czech higher education after 1990, showing how changes influenced university teaching quality. In the research part, the study concentrates on changes made by the actors – notably professors/associate professors – involved in the development of the educational sciences in the Czech Republic since the 1990s. The analysis of the semi-structured interviews shows that the change in educational sciences was framed by limited access to foreign literature and significant personnel changes, including the return of qualified academics. The promotion of andragogy in the Czech Republic demanded the development of methodology and a critical approach to adult learning. For individual academics, the new focus privileged research over teaching, though interaction with students remains central for the interviewees.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA16-24879S" target="_blank" >GA16-24879S: Vůdci a architekti věd o výchově a jejich pojetí vyučování na univerzitách</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Andragoška spoznanja

ISSN

1318-5160

e-ISSN

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Svazek periodika

25

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

SI - Slovinská republika

Počet stran výsledku

11

Strana od-do

23-33

Kód UT WoS článku

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EID výsledku v databázi Scopus

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