On Acquiring New Vocabulary of a Professional Text

AbstractThe paper is focused to teaching professional German. The introductory part of the paper shortly indicates the differences between the methods of acquiring vocabulary at secondary school and at university. A student́s personality, his interest and motivation, but also the schooĺs syllabus and its standard claims have an important significance here. The focus of the paper is in the description of the requiring process. Its method are mentioned and explained in detail. A component of this process is the choice of a suitable text. Such a text is a basis of further work in increasing vocabulary oriented to a certain science branch, to economics in this case. The texts are source materials for finding out new words, their looking up at a dictionary, for making notes of them, memorizing them and keeping in memory. The final part of the paper is devoted to testing new vocabulary and to the forms of such testing

Responsibilities and Competences of a University Teacher

AbstractActivities of university teachers are characterised with professional competences in the fields of their specialisation and research, in the areas of teaching and management. All these competences reflect not only theoretical and empirically acquired knowledge, but also the skills, personality features, willingness and desire to pursue constant self-education and to contribute to training and personal development of students. Requirements for university teachers are related to living in the varied world and to the changes occurring in tertiary education. One of the most significant motifs is the use of information and communication technologies in the process of education. Teachers are responsible for what they can influence through their activities in relation to students, to themselves, as well as to a particular community. The article does not only present the theoretical bases connected with the hermeneutic aspects of teaching and research activities, but also includes the results of partial empirical research which focused on studentś notion of the responsibilities, competences and features which are required from university teachers. It turns out that students consider specialist competence of teachers in the disciplines they teach as essential and that they take it for granted. However, they also evaluate the teacherś personal dispositions, features, approaches and skills which include communication, team work, creativity, critical thinking, problem solving and developing studentś independence, etc. Last but not least, they appreciate the teacherś ability to carry out reflection, self-reflection, fair assessment, their ability to take a detached view and to be helpful, which enhance positive motivation in students

Teacher Responsibility in Distance Education

AbstractThis paper is focused on characteristics of education, including distance education and comparison of the extent of teacher responsibility. We are researching whether, and if so, how the scope and the content of teacher responsibility change in connection with the implementation of ICT into the educational process. The question is whether teachers in distance education bear greater responsibility. The issue of teacher responsibility is often addressed in declarative documents, codes of ethics, and legal regulations. The aim of this paper is to capture different levels of responsibility and the tendencies in the perception of teacher responsibility in connection with the changing concept of education and with the use of ICT in distance education. The paper primarily uses hermeneutic approach, the interpretation being based on a frequency analysis of motifs from studentś essays. Surveying teachers was used as a complementary method. our results are based on a frequency analysis of motifs from essays written by students of pedagogical faculties in 2013 and 2015, and their interpretation. They are complemented with ideas which occurred in a survey carried out among teachers at the Pedagogical Faculty and the Faculty of Informatics and Management in 2013

Basic Motions of Human Life and Innate Education

AbstractIn connection with the concept of the basic motions of human life according to Jan Patocka (a motion of acceptance, a motion of self-prolongation and a motion of self-understanding), solutions of the innate education, which is multiperspective, related to the innate human forces, and which overcomes common institutional education focused on successful life in technocratic and bureaucratic relations of Euro-American civilization, will be expressed. This concept of the innate education also contains a hope for future. Moreover, Rorty's approach is mentioned. This approach emphasizes an importance of solidarity, interpersonal reciprocity and tolerance, face-to-face to this rugged and chaotic world. The result of the article is a depiction of information and communication technologies and their role in the innate education

Prerequisites to Interdisciplinary Communication

AbstractThe readiness of experts of various professions for modern communication methods with experts of other professions is one of the main tasks of university education. The interdisciplinary contacts and the interdisciplinary communication in scientific cognition is an essential prerequisite of the science development. There is an important role of connection of scientific, technical and social dimensions of education. Technological possibilities of ICT in language education