Faculty of Education
Department for Research and Scientific Activities
contakt person: Mgr. Helena Rambouskova (email@example.com)
Post-Doctoral Fellowships http://www.cuni.cz/UKEN-178.html
Postdoctoral positions are open at Charles University from January 1st, 2020 to December 31st, 2022.
The candidates have to respect the deadlines given in the propositions of the research centre/institute. Deadline Faculty of Education: 23. 7. 2019
Application form + annex send to contakt person Faculty of Education
The applicant should provide the following documents:
• Detailed CV
• List of publications
• Copy of university diploma (PhD.)
Institute for Reserach and Development of Education
Contact person: David Greger, Ph.D. (firstname.lastname@example.org)
Value added assessment in education, longitudinal data analysis and structural equation modeling based on CLoSE data
The Czech Longitudinal Study in Education (CLoSE) realized by Institute for Research and Development of Education, at Charles University offer a rich panel data of about 6000 students for analysing the links between cognitive and non-cognitive outcomes of students at the level of lower-secondary and upper-secondary education (age 11-18). Data follow on cohort of 4th graders from TIMSS&PIRLS 2011 study and thus allow also for international comparison. The aim of post-doc position will be to work in the team on the analysis of various research questions related to CLoSE data, with an emphasis on students self-concept, motivation and other student level variables in a Czech school system that uses early tracking and student achievement. Sampling allows to compare academic track with mainstream education. At the school/class level analysis of classroom climate and its relation with students achievement and grades in Math, Czech language and Reading will be also in focus. We currently seek an excellent postdoctoral researcher who would be able to apply advanced statistical analysis (preferably using R, MPlus software) of longitudinal data.
Department of Mathematics and Mathematical Education
Contact person: doc. RNDr. Naďa Vondrová, Ph.D. (email@example.com)
Professional vision of future teachers (noticing and knowledge-based reasoning)
Pre-service teachers must develop a range of skills, including a certain type of noticing skill that is different from lay people’s skills. When observing a mathematics lesson, either live or on video, they are expected to notice aspects of the lesson that are deemed important for the development of pupils’ knowledge. Yet the complexity of a mathematics lesson is such that if they direct attention to something, they do so at the expense of something else. Much research has been undertaken in recent years focusing on what it is that student teachers do and do not notice in a mathematics lesson, how they make sense of it and how their professional vision (noticing ability and knowledge-based reasoning) can be developed. In the Department of Mathematics and Mathematical Education, we have used and investigated an impact of reflection based programmes such as Lesson Study and video-clubs. Thus, we offer a cooperation on research aimed at reflection-based teacher education in general and on the possibilities of video-based courses for the development of professional vision in particular.
Communication in and about mathematics teaching and learning
Communication between actors in mathematics classrooms represents one of the important issues influencing not only the course of lessons but also their outputs. There are various variables whose role in the teaching and learning process can be researched, e.g., the type and form of questions posed by the teacher, the participation of individual actors or groups of actors in the communication, the active or passive role of actors in the communication, the organization of the lesson supporting pupils’ creative approach, use of interdisciplinary approach etc. One of components of the communication in a classroom is the language used as language of instruction. Nowadays, many pupils are taught mathematics in a language different from their mother tongue. It concerns both teaching mathematics to a linguistically homogeneous class (Content and Language Integrated learning or bilingual education) or heterogeneous classes (e.g. minority or migrant pupils). Thus, we offer a cooperation on research aimed at communication in mathematics lessons in general and at teaching in a foreign language and in multicultural contexts in particular.
Department of Biology and Environmental Studies
Contact person: RNDr. Lenka Pavlasová, Ph.D. (firstname.lastname@example.org)
Biotechnology and Ethics: Central Europe Teacher Candidates’ Opinions about Eugenics
Biotechnology in connection with ethics is important topic of present-day science. Development in biotechnologies using affecting the genomes of different organisms have raised need to solve and communicate numerous problems of ethical status of eugenics. Whereas genetics is an integral part of science (biology) curriculum at ISCED 2 and ISCED 3 schools, it is important for teachers´ educators to know opinions of prospective science (biology) teachers in order to effectively implement ethical topics to genetics or didactics courses.
Department of Education
Contact person: doc. RNDr. PhDr. Hana Voňková, Ph.D. et Ph.D. (email@example.com)
Measurement of non-cognitive skills among students: the use of the anchoring vignette method
Non-cognitive skills like persistence, reliability, and self-discipline strongly influence schooling decisions and also affect wages, as stated by the Nobel prize laureate James Heckman. In current educational research, there is a growing body of studies dealing with the measurement of non-cognitive skills and also the comparison of non-cognitive skills among different groups of students. Most measures of non-cognitive skills are based on self-assessment questions in questionnaire surveys. However, it has been shown that the accuracy of self-reported data can be hindered by the differences in the way different groups of students use scales. For example, two students with the same actual level of self-discipline can self-assess their self-discipline differently: one student can assess his/her self-discipline as high and the other student as average. It is crucial to take these differences in the scale usage among different groups of students (cultures, countries, socio-economic groups, etc.) into account since they can lead us to misleading results.
Innovative methodological approaches have been proposed to solve problems with scale usage. One of the methods is the anchoring vignette method. The Educational Research Anchors Center at the Department of Education in the Faculty of Education of the Charles University (contact researcher: Hana Vonkova) focuses on the statistical development of this method and also the use of this method in the field of educational research. We have published several innovative studies using the anchoring vignette method concerning the following topics: students’ motivation to learn, school discipline, students’ ICT self-assessment, students’ English language self-assessment, students’ life satisfaction, teacher classroom management, and teacher support behavior. We also received grant support for our research from the Czech Science Foundation.
We currently seek an excellent postdoctoral researcher who would cooperate with us on the topic of the measurement of students’ non-cognitive skills and the use of the anchoring vignette method in educational research. We require excellent knowledge of both quantitative and qualitative research methods in education and experience with measurement of non-cognitive skills.
Department of Pre-primary and Primary Education
Contact person: PhDr. Jana Stará, (firstname.lastname@example.org)
Assessment of student teachers at the end of their studies
The research will focus on the current ways of assessment of teacher trainees at the end of their studies. Teachers in the Czech Republic complete their university degrees as fully qualified teachers. Their final evaluation should reflect theoretical knowledge as well as student teachers' performance in situations that resemble the current and future teaching practice as much as possible. Implemented approaches need to be continuously evaluated. This research will focus on the development of research tools and the subsequent evaluation of existing practice in the student teachers´ assessment.