Faculty of Education
Department for Research and Scientific Activities
contakt person: Mgr.Filip Lothar Rudorfer (email@example.com)
Post-Doctoral Fellowships http://www.cuni.cz/UKEN-178.html
Postdoctoral positions are open at Charles University from January 1st, 2021 to December 31st, 2023.
The candidates have to respect the deadlines given in the propositions of the research centre/institute. Deadline Faculty of Education: 20. 7. 2020
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.)
Department of Mathematics and Mathematical Education
Contact person: doc. RNDr. Naďa Vondrová, Ph.D. (firstname.lastname@example.org)
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 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 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 lesson, how they make sense of it and how their professional vision (noticing ability and knowledge-based reasoning) can be developed. 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. Possible subjects are mathematics, English language teaching as a second language, art teaching, biology, elementary science etc.
Institute for Research and Development of Education
Contact person: PhDr. David Greger, Ph.D. (email@example.com)
Contextualized Secondary Data Analysis of International Large Scale Assessment Data (e.g. PISA, TIMSS)
International large-scale assessments (ILSAs - namely PISA, TIMSS, PIRLS, ICCs, TALIS, PIAAC) provide a unique source of data freely available for analysis and allowing international comparisons. Handling such data requires a substantive methodological knowledge, e.g. how to work properly with complex designs, use replication weights, properly work with plausible values, etc. We look for a post-doc with experience and good knowledge of working with such data, ideally using Mplus or R software for multilevel and/or structural equation modelling. Yet substantive quantitative knowledge needs to be backed up with knowledge of educational policy and country specific information, which allows to formulate policy-relevant research question for comparison. We offer the high knowledge of Central and Eastern European Countries and context for analysis of policy relevant issues based on the available ILSAs data which shall be the main emphasis of post-doc work. Also, data from ILSAs in post-Socialist countries are often not sufficiently analysed due to lack of researchers and methodological knowledge. The analysis could be oriented, but is not limited to, the following topics: the effects of early tracking, Big Fish Little Pond Effect, relationship between motivation and self-concept and achievement, socio-economic inequalities, rural-urban differences, gender inequity, class composition and peer effects, teacher quality and teacher beliefs. Applicant shall choose one or two topics to specify in their post-doc application project proposal.
Department of Pre-primary and Primary Education
Contact person: doc. PhDr. Jana Stará, Ph.D. (firstname.lastname@example.org.)
Assessment of Student Teachers at the End of Undergraduate Teacher Training
Undergraduate teacher training plays an important role in the long-term process of becoming a teacher. At the end of the training, it is necessary to assess the qualification of individual students for the teacher profession and simultaneously provide students with formative feedback to help them continue with their further education in the desired direction. The Department of Pre-primary and Primary Education has long been asking itself how to adequately combine these two needs. On the one hand, we develop and verify tools for assessing students during their final continuous practice, and on the other hand, we verify innovated methods of testing in state final examinations. It will be the task of the post doc employee to find out how the actors themselves (both examiners in state final exams and students) and independent experts evaluate assessment models that are currently used. Concurrently, a longitudinal study will be established with the intention of finding out how the evaluation at the end of the studies at the Faculty of Education corresponds to the subjectively perceived success of teacher graduates after two and five years of practice in education. We have so far organized a series of professional seminars concerning the topic and furthermore we consulted the topic with Dr. Jane Jones (King's College London), who has been dealing with the evaluation of students and students in teacher training for a long time and will collaborate on the research.
Department of Chemistry and Chemical Education
Contact person: prof. PhDr. Martin Bilek, Ph.D., (email@example.com)
STEM Teachers Education – Challenges and Perspectives
The foreign worker will be involved in research in the field of STEM Teachers Education, focusing mainly on the science component of this phenomenon, including ICT applications. The research will focus on the possibilities of using ICT resources in the teaching of science subjects and especially chemistry (or another area, which includes STEM). Specifically, it will deal with the implementation of ICT in support of inquiry-based science and technology education. It will examine the interaction of real and virtual environment, especially at the level of secondary science (integrated science, science and technology or focused on science or technology as part of STEM education). The created and optimized methodologies for the researched applications will belong to the results of the research stay of a foreign worker. The interaction of real and virtual environment in science education is one of the main research topics of the staff of the Department of Chemistry and Didactics of Chemistry. The topic requires a detailed empirical examination in terms of new methodological approaches that the candidate can bring to his internship.