Projects & Grants

Internal Grant Competition DGC

Use of teaching resources by university teachers and students
Project IdSGS16/PdF/2022
Main solverMgr. Bc. Tereza VAŠUTOVÁ, DiS.
Period1/2022 - 12/2022
ProviderSpecifický VŠ výzkum
AnotationWays of using study resources are gradually becoming a widely discussed phenomenon not only in the field of university pedagogy. Due to scientific progress and the popularity of ever-improving digital technologies, gradual changes in the character of not only the format but also the way of working with study resources, both by teachers and students, cannot be overlooked. Working with study resources responds to the concept of the changing traditional form of education. The concept of ways of use includes the way of obtaining resources, time aspect and ways of working with resources. The terminology of the term styles and ways of using study resources is not yet completely stable. Some authors are inclined to use styles (Sikorová, Červenková, 2019), while others use the designation of learning habits (Berry et al., 2011) or, according to Lee and Jones (2011), strategies for using teaching resources. Berry et al (2011) tried to explain the existing terminology. While ways of using resources include the time aspect of working with resources, ways of acquiring or ways of working with resources in learning. The concept of learning habits includes the way students behave when they use study resources. In our project, "use styles" include the preferences of teaching resources and the purpose of the use of teaching resources by both university teachers and students. At the same time, we will work with the constructs "student approaches to learning" and "teacher beliefs". Fishben and Ajzen (1975) consider belief to be an important topic that is reflected in every area of human life related to human learning and behavior. Li (2012) and Pajares (1992) claim that teachers' beliefs about their work determine the teacher's behavior toward students. The authors consider beliefs to be a more important factor than knowledge of lesson preparation.