(CZ) Příklady dobré praxe v pedagogice
(EN) Examples of Good Practice in Education

Studie v úvodu konstatuje, že pokud má společnost zájem na zlepšování průběhu i výsledků školní edukace, mají učitelé i badatelé v pedagogice k dispozici v principu čtyři cesty. Buď postupovat „shora dolů“ (badatelé se snaží zprostředkovat výsledky svého výzkumu učitelům v praxi), nebo „zdola nahoru“ (badatelé shromažďují příklady dobré praxe, vědecky je ověřují a snaží se z nich vyvodit obecněji platné závěry). Třetí směr kombinuje oba předchozí přístupy. Čtvrtý směr můžeme stručně nazvat „dole-dole“. Jde o dobrou praxi, která se jednomu učiteli osvědčila; promyslel si ji, opakovaně ověřil a snaží se ji zpřístupnit dalším učitelům. Samotná přehledová studie má šest částí. První část hledá odpověď na tři otázky: Jak se v pedagogice definují pojmy „dobrá praxe“ a „nejlepší praxe“? Které složky jsou pro tyto pojmy klíčové? Které další pojmy se ještě užívají a čím se liší? Za referenční termín byla v této studii zvolena „dobrá praxe“. Druhá část studie uvádí ilustrativní příklady dobré praxe. Třetí část studie podává přehled výzkumných metod pro hodnocení efektivity postupů, z nichž se skládá dobrá edukační praxe. Čtvrtá část studie shrnuje způsoby, jimiž lze informovat odbornou veřejnost o příkladech dobré praxe. Pátá část studie se věnuje tomu nejdůležitějšímu: zda je možno přenášet příklady dobré praxe do jiných podmínek (k jiným učitelům, do jiných škol, do jiných zemí) a tak zlepšovat výuku ve školách. Šestá část diskutuje problémy, které využívání příkladů dobré praxe s sebou přináší, a varuje před zjednodušováním praktických aplikací. Naopak korektní a tvořivé využívání příkladů dobré praxe obohacuje fungování školy a její výchovně-vzdělávací výsledky. Navíc výzkum prováděný učiteli-praktiky ve školách pomáhá profesionálnímu rozvoji učitelů a též přináší nové podněty pro vědecký pedagogický výzkum.

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.

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