Page: 378-412 Author: MAREŠ, J. Key words: school education; teachers; researchers; teaching; good educational practice; best educational practice; sharing of good practice; transfer of good practice; effectiveness of good practice
In the introduction, the study states that if a society is interested in improving the course and outcome of school education, teachers and researchers in education have four ways to do so. Either to go from top to bottom (researchers try to present the results of research to teachers in practice) or “from the bottom up” (researchers collect good practice examples, verify them in scientific terms and try to draw more general conclusions from them). The third direction combines both previous approaches. The fourth direction can be briefly called “bottom-down”. This is a good practice that one of the teachers proved to be useful; he thought of it, repeatedly checked it and tried to make it available to other teachers. The survey itself has six parts. The first part seeks answers to three questions: How do education define “good practice” and “best practice”? Which components are crucial for these concepts? What other concepts are still in use and what is different? The term “good practice” was chosen in this study for reference. The second part of the study provides illustrative examples of good practice. The third part of the study provides an overview of the research methods for evaluating the effectiveness of procedures, of which good educational practice consists. The fourth part of the study summarizes ways to inform the public about examples of good practice. The fifth part of the study focuses on the most important: whether it is possible to transfer examples of good practice to other conditions (to other teachers, to other schools, to other countries) and to improve teaching in schools. The sixth part discusses problems that go hand in hand with the use examples of good practice and warns against simplifying practical applications. On the contrary, the correct and creative use of examples of good practice enriches the functioning of the school and its educational outcomes. In addition, teacher-to-school research helps teachers’ career development and provides new impetus for scientific educational research.