Professional characteristics of scientific activities and achieved results doc. PhDr. Tomáš Janík, Ph.D., M.Ed. If the world is developing towards knowledge society, teaching activities in their broadest sense constitute the cornerstone that social profit relies upon. No other profession is acquainted so closely with the processes during which information is transformed into knowledge. Social reflection together with the interplay of social and political powers will be essential to determine whether the particular ideas will serve as a basis for drawing conclusions adequate for school and education. Jiří Kotásek Introduction: On educational research and its use in educational policy The aim of the following paragraphs is to introduce research areas I have focused on in my professional life with much appreciated support of a number of colleagues, and to review their state-of-the-art in both national and international context, all that in the light of my own results in particular. In the last 15 years I have had the opportunity to not only conduct my own research but also to utilise its outcomes in order to participate in the debate on educational policies at various levels. Therefore this text is going to be structured as follows: firstly, I will introduce the issues my research has concentrated on in three wider areas (teaching and learning, curriculum, and the teaching profession); then I will outline some of my attempts to influence the educational (curricular in particular) policies. In the text, special attention is paid to my foreign/international activities as I have considered them vital, not only in terms of the way they have benefited my professional growth and interinstitutional cooperation, but also because due to this experience of being confronted with international partners I have never had a doubt that improvement is necessary in numerous areas. 1. Research area: Teaching and learning – employing a video-based methodology (video study) For me and the team of colleagues at the Educational Research Centre (CPV), later renamed as the Institute for Research in School Education (IVŠV [IRSE]) of the Faculty of Education, Masaryk University in Brno (PdF MU), the teaching and learning processes in various school subjects at various levels and types of schools have been the focus of empirical research employing video-based methodology (video study) since 2004. The first (pilot) project, the Video study of physics, was conducted in 2004. The team which I coordinated aimed to introduce and standardise a video-based methodology, to conduct video studies across school subjects at primary and secondary schools, and to attempt to utilise their outcomes within the ongoing curricular reform as well as in teacher education. In the year 2005, the Video study of geography commenced, followed by the Video study of English and Video study of physical education in 2007. Then came the Video study of German and Video study of primary education. 2 Between the years 2006–2010, video studies were part of the Ministry of Education, Youth and Sports of the CR project LC06046 Research Centre on Schooling which was carried out by two cooperating departments: the CPV of the Faculty of Education, Masaryk University (PdF MU) together with the Institute for Research and Development in Education, Faculty of Education, Charles University (with prof. PhDr. Eliška Walterová, CSc. as a principal investigator/coordinator at PedF UK, and doc. PhDr. Jiří Němec, Ph.D. as a principal investigator at PdF MU). As a result of this research, there are numerous outputs in the form of expert publications, papers in journals and proceedings in Czech, English and German. The outcomes of video studies are presented, for instance, in the following publications: Hübelová,  D.,  Janík,  T.,  &  Najvar,  P.  (2008).  Pohledy  na  výuku  zeměpisu  na  2.  stupni  základní  školy:   souhrnné  výsledky  CPV  videostudie  zeměpisu  [The  Geography  instruction  on  the  secondary  school   level:  Results  of  the  CPV  video  study  of  Geography].  Orbis  scholae,  2(1),  53–72.     Janík,  T.,  Janíková,  M.,  Najvar,  P.,  &  Najvarová,  V.  (2008).  Pohledy  na  výuku  fyziky  na  2.  stupni  základní   školy:  souhrnné  výsledky  CPV  videostudie  fyziky  [The  Physics  instruction  on  the  secondary  school   level:  Results  of  the  CPV  video  study  of  Physics].  Orbis  scholae,  2(1),  29–52.   Janíková,  M.,  Janík,  T.,  &  Valkounová,  E.  (2009).  Vyučovací  jednotky  tělesné  výchovy  z  hlediska   organizačních  forem  a  fází  výuky  [The  structure  of  Physical  Education  modes  of  classroom   organisation  and  lesson  phases].  In  V.  Mužík  &  V.  Süss  (Eds.),  Tělesná  výchova  a  sport  mládeže  v  21.   století  (pp.  101–115).  Brno:  Masarykova  univerzita.   Najvarová,  V.,  Najvar,  P.,  &  Janík,  T.  (2011).  Procesy  výuky  a  příležitosti  k  učení  na  1.  a  2.  stupni  [Processes  of   teaching  and  opportunities  to  learn  on  the  primary  and  lower-­‐secondary  school  level].  In  E.  Walterová,  et   al.,  Dva  světy  základní  školy?  Úskalí  přechodu  z  1.  na  2.  stupeň  (pp.  137–161).  Praha:  Karolinum.   Methodological issues related to video studies are reflected in the following publications:   Miková,  M.,  &  Janík,  T.  (2007).  Pořizování  videozáznamu  jako  metoda  sběru  dat  [Video  recording  as  a   method  of  data  collection].  In  R.  Švaříček  &  K.  Šeďová,  et  al.,  Kvalitativní  výzkum  v  pedagogických   vědách:  pravidla  hry  (pp.  192–201).  Praha:  Portál.     Najvar,  P.,  &  Janík,  T.  (2008).  Videostudie  ve  výzkumu  vyučování  a  učení  [Video  study  in  investigating   teaching  and  learning  in  the  classroom].  Orbis  scholae,  2(1),  7–28.   Janíková,  M.,  &  Janík,  T.  (2009).  Videostudie  v  edukačním  výzkumu  [Video  study  in  educational  research].  In   Š.  Švec,  et  al.,  Metodologie  věd  o  výchově:  kvantitativně-­‐scientistické  a  kvalitativně-­‐humanitní   přístupy  v  edukačním  výzkumu  (pp.  101–111).  Brno:  Paido.     Overviews of the issues are provided in the following monographs: Janík,  T.,  &  Miková,  M.  (2006).  Videostudie:  Výzkum  výuky  založený  na  analýze  videozáznamů  [Video   study:  Research  on  instruction  based  on  video  recordings].  Brno:  Paido.   Najvar,  P.,  Najvarová,  V.,  Janík,  T.,  &  Šebestová,  S.  (2011).  Videostudie  v  pedagogickém  výzkumu  [Video   study  in  educational  research].  Brno:  Paido.     A publication in English, a monograph called The power of video studies in investigating teaching and learning in the classroom, was prepared for the international research community. Leading experts in video studies and their utilisation in educational research were invited to contribute to the monograph. The importance of the publication to the international community is substantiated with being widely read (approx. 300 perusals recorded on Research Gate) as well as cited (approx. 40 citations and responses recorded). Janík,  T.,  &  Seidel,  T.  et  al.  (2009).  The  power  of  video  studies  in  investigating  teaching  and  learning  in   the  classroom.  Münster:  Waxmann.   Since video studies were conducted in cooperation and mutual inspiration with international partners (especially the Leibnitz Institute for Science and Mathematics Education at Kiel 3 University in Germany), some outputs were also published in German1 - e.g.: Janík,  T.,  Miková,  M.,  Najvar,  P.,  &  Najvarová,  V.  (2006).  Unterrichtsformen  und  -­‐phasen  im   tschechischen  Physikunterricht:  Design  und  Ergebnisse  der  CPV  Videostudie  Physik.  Zeitschrift  für   Didaktik  der  Naturwissenschaften,  12(1),  219–238.   Janík,  T.,  Najvarová,  V.,  &  Janík,  M.  (2014).  Zum  Einsatz  didaktischer  Medien  und  Mittel:  Ergebnisse   einer  videobasierten  Studie.  In  P.  Knecht,  E.  Matthes,  S.  Schütze,  &  B.  Aamotsbakke,  et  al.,   Methodologie  und  Methoden  der  Schulbuch-­‐  und  Lehrmittelforschung  (pp.  289–302).  Bad   Heilbrunn:  Verlag  Julius  Klinkhardt.   Research based on the analysis of video recordings of lessons was later elaborated on in the GA ČR P407/11/0262 project Quality of Curriculum and Instruction in School Education, of which I was a principal investigator between 2011–2013. Relatively original methodology was developed in this project – a content-based approach to analysing and improving instruction. The project was based on an analysis of problems in school education which were identified in Czech educational research in 2001–20082 . As it transpired, a number of the problems were related to the quality of curriculum and instruction. The two concepts had always been mentioned predominantly in political slogans, however, they had not yet been elaborated on in order to be established as scientific constructs. Therefore the project aimed to introduce the concepts quality of curriculum and instruction as theoretical constructs to the professional research community in the Czech Republic, to develop instruments for their empirical research, and to carry out a series of research studies on the aspects of quality of curriculum and instruction in different school subjects. Three methodological principles were applied: (i) systematic approach – the quality of curriculum and instruction was examined in the wider contexts of the school quality as well as the quality of educational system, (ii) content-processoriented approach – the quality of curriculum and instruction was tackled with regard to particular content and its sequencing, (iii) connecting the domain-specific and the domaingeneral perspectives – the quality of curriculum and instruction was investigated from the perspectives of subject-specific didactics (languages, maths and science, social sciences, aesthetics and sport). The added value of the project was the fact that having built on crosscurricular comparison, it aimed to achieve generalizations across the subjects concerned. That added value resulted in positive response and respect in the fields of subject-specific didactics as well as general didactics and educational science. The methodological foundations of the content-based approach were compiled in the following monograph which was then awarded by the Czech Educational Research Association in 2014: Janík,  T.,  Slavík,  J.,  Mužík,  V.,  Trna,  J.,  Janko,  T.,  Lokajíčková,  V.,  Minaříková,  E.,  Lukavský,  J.,  Sliacky,  J.,   Šalamounová,  Z.,  Šebestová,  S.,  Vondrová,  N.,  &  Zlatníček,  P.  (2013).    Kvalita  (ve)  vzdělávání:   obsahově  zaměřený  přístup  ke  zkoumání  a  zlepšování  výuky  [Quality  in  education:  content  focused   approach  to  analysing  and  improving  instruction].  Brno:  Masarykova  univerzita.       As part of the project outcomes, the first dozen case studies were carried out together with the assistance of a wider community of authors from subject-specific didactics. In the case studies, a 3A methodology was employed (i.e. annotation-analysis-alteration of the teaching and learning situations). The case studies provided portraits of more or less successful teaching and learning together with substantiated suggestions for possible improvement in quality. As such, they provided an empirical basis for the subsequent generalisations. The theoretical and methodological foundations of this approach have been elaborated on in the following journal papers: 1 Janík, T., Najvar, P., Najvarová, V., Trna, J., & Novák, P. (2012). Opportunities to learn in Physics instruction in the Czech Republic: Findings of the IRSE Video Study. The New Educational Review, 28(2), 102–114. 2 Janík, T., Janíková, M., Janko, T., Knecht, P., Najvar, P., Najvarová, V., Šebestová, S., & Vlčková, K. (2009). Kurikulum – výuka – školní klima – učitelské vzdělávání: Analýza nálezů českého pedagogického výzkumu (2001–2008) [Curriculum – teaching – school climate – teacher education: Analysis of findings of the Czech educational research (2001–2008)]. Brno: MU. 4 Slavík,  J.,  Janík,  T.,  Jarníková,  J.,  &  Tupý,  J.  (2014).  Zkoumání  a  rozvíjení  kvality  výuky  v  oborových  didaktikách:   metodika  3A  mezi  teorií  a  praxí  [Analysing  and  improving  instructional  quality  in  subject  matter   didactics:  3A  model  between  theory  and  practice].  Pedagogická  orientace,  24(5),  721–752.   Slavík,  J.,  Lukavský,  J.,  Najvar,  P.,  &  Janík,  T.  (2015).  Profesní  soud  o  kvalitě  výuky:  předem  a  následně   strukturovaná  reflexe  [Professional  judgments  on  quality  of  teaching:  Prospectively  and   retrospectively  structured  reflection].  Pedagogika,  65(1),  5–33.   Our work was further elaborated on in the project GA14-06480S Producing pedagogical knowledge for improvement: Altering teaching situations for the better which was carried out at IRSE between the years 2014–2016 with doc. PaedDr. Jan Slavík, CSc. as its principal investigator. It resulted in launching an educational portal site Didactica Viva and in developing a concept of transdisciplinary didactics3 . The project providing the background for it stemmed from the analyses of the character of pedagogical knowledge provided by educational research. It became apparent that the increasing amount of descriptive and explanatory knowledge in educational science was in contrast with the lack of knowledge for change and knowledge for improvement that was essential for fulfilling the ambition to deal with problems in school education, i.e. to improve teaching and learning. The project was in line with the content-based approach to studying and improving teaching and learning processes, and it aimed to produce pedagogical knowledge for improvement by identifying, analysing, assessing, and suggesting alterations to teaching situations relevant for productive culture of teaching and learning across school subjects (languages, maths, science, social science, and aesthetics). That became the foundation for generalising the findings across the teaching situations. These aims were achieved by cooperating within professional communities composed of experienced teachers and researchers – usually subject-specific methodologists, pedagogues and psychologists from faculties preparing teachers professionally. Within these communities, video sequences of teaching situations were (and still have been) annotated, analysed and altered with the support of our e-learning environment (DiViWeb). These teaching situations were then worked on as instructional case studies and published so as to be further shared and discussed within the professional community in order to develop instructional knowledge for change and knowledge for improvement. The concept of transdiciplinary didactics representing the methodological foundation for the activities mentioned above is introduced in the following book: Slavík,  J.,  Janík,  T.,  Najvar,  P.,  &  Knecht,  P.  (2017).  Transdisciplinární  didaktika:  o  učitelském  sdílení   znalostí  a  zvyšování  kvality  výuky  napříč  obory  [Transdisciplinary  didactics:  on  teachers’ sharing   knowledge  and  improving  instructional  quality  across  disciplines].  Brno:  Masarykova  univerzita.   Other dozens of instructional case studies have been continuously published in journals focused on teaching practice as well as on DiViWeb. Due to them the characteristics of quality (or non-quality) of teaching were possible to be identified and described in greater detail. The low-didactic-quality of teaching was found out to possess features of didactic formalism such as: alienated learning, obscured learning, overloaded learning, mislead learning, incomplete learning, etc. On the other hand, the high-didactic-quality teaching and therefore didactic excellence was characterised by: constructing learning, cognitive activating learning and such. These features of high/low-didactic-quality teaching are described in Chapter 4 of the 3 In parallel with and as a follow-up, a review monograph was compiled by the Accreditation Commission working group for subject didactics, this monograph has played a vital part in current attempts to conceptualise subject-matter didactics as relatively autonomous disciplines having a key role in teacher education: Stuchlíková, I., Janík, T., Beneš, Z., Bílek, M., Brücknerová, K., Černochová, M., Čížková, V., Čtrnáctová, H., Dvořák, L., Dytrtová, K., Gracová, B., Hník, O., Kekule, M., Kostková, K., Kubiatko, M., Nedělka, M., Novotná, J., Papáček, M., Petr, J., Píšová, M., Řezníčková, D., Slavík, J., Staněk, A., Šmejkalová, M., Tichá, M., Valenta, J., Vaníček, J., Vondrová, N., Závodská, R., & Žák, V. (2015). Oborové didaktiky: vývoj – stav – perspektivy. [Field didactics: development – state of the art – perspectives]. Brno: Masarykova univerzita. The monograph was awarded the University of South Bohemia Rector’s Award as well as the Czech Educational Research Association Award in 2016. 5 publication mentioned above, Transdisciplinary didactics: on teachers’ sharing knowledge and improving instructional quality across disciplines. The outcomes of both these projects were presented at international conferences where the feedback was rather accepting. The first publications on this topic in English and German were soon to follow. Our approach was presented in German in the form of a chapter (8) in the monograph cited below, and in English as a journal paper: Janík,  T.  (2016).  Aktuelle  Entwicklungen  im  Bildungsbereich  in  der  Tschechischen  Republik:  Curriculum  –   Unterricht  –  Lehrerbildung.  Münster:  Waxmann.   Slavík,  J.,  Janík,  T.,  &  Najvar,  P.  (2016).  Producing  knowledge  for  improvement:  the  3A  procedure  as  a   tool  for  research  on  teaching  and  learning.  Pedagogika,  66(6),  672–688.   I have also presented the depicted approach to my international colleagues – e.g. during my visiting professorship at the University of Klagenfurt in May 2015 among others. 2. Research area: Curriculum – didactic transformation of content – curricular reform The issue that had attracted my attention most in the wide array of topics and challenges of school education that arose from the video studies we conducted together with other research was the way teachers utilise the educational content in their lessons, in other words how the educational content transforms into curriculum. Being confronted with this question, I was drawn to the works of L. S. Shulman and his concept of pedagogical content knowledge (translated as didaktické znalosti obsahu in the Czech professional research community) at the beginning of my professional career: Janík,  T.  (2004).  Význam  Shulmanovy  teorie  pedagogických  znalostí  pro  oborové  didaktiky  a  pro   vzdělávání  učitelů  [The  importance  of  Shulman’s  theory  of  pedagogical  knowledge  for  subject   didactics  and  teacher  education].  Pedagogika,  54(3),  243–250.   I tackled that issue in my post-doctoral project GA ČR 406/06/0246 Pedagogical content knowledge as a key issue in curricular reform between the years 2006–2008. It transpired that the concept of pedagogical content knowledge accommodates the specifics of pedagogical interpretations of curricula in various subjects. What is particularly significant is the twodimensionality of this knowledge reflected in the fact that a teacher bears in mind accurate subjectmatter on the one hand and, at the same time, takes students’ particular educational potentials into account. The challenge of balancing out these two dimensions led me to the question of how a teacher works their way to their sensitivity towards students’ needs in the process of content construction and development. Working one’s way towards such sensitivity requires the ability to analyse the connection between educational content on the one hand and student’s knowledge on another. The following monograph summarises the findings of the project: Janík,  T.  (2009).  Didaktické  znalosti  obsahu  a  jejich  význam  pro  oborové  didaktiky,  tvorbu  kurikula  a   učitelské  vzdělávání  [Pedagogical  content  knowledge  and  its  implications  for  subject  didactics,   curriculum  development  and  teacher  education].  Brno:  Paido.   The following papers and numerous conference presentations – e.g. in Geneva, Innsbruck and Vienna – were aimed at the international research community:   Janík,  T.,  Najvar,  P.,  Slavík,  J.,  &  Trna,  J.  (2009).  On  the  dynamic  nature  of  physics  teachers  pedagogical   content  knowledge.  Orbis  scholae,  3(2),  47–62.   Janík,  T.,  &  Knecht,  P.  (2009).  Zur  Entwicklung  des  fachdidaktischen  Wissens  in  der  LehrerInnenbildung:   Möglichkeiten  und  Grenzen  nach  dem  Bologna-­‐Prozess.  In  Pädagogische  Hochschule  Wien  (Ed.),   Neue  Architekturen  im  europäischen  Hochschulraum  –  New  architectures  in  the  European  higher   education  area  (pp.  169–173).  Wien:  LIT  Verlag.   6 The follow-up analyses of that issue were part and parcel of the subsequent projects carried out in broader teams with prof. PhDr. Josef Maňák, CSc. as their principal investigator: GA ČR 406/06/0246 The content dimension of basic school curriculum (2005–2007) and the abovementioned Research Centre on Schooling project (2006–2011). Both projects conducted research into curriculum in all its dimensions, levels and aspects. My habilitation thesis also fell into the area of curriculum research as I was seeking the answer to the question of what is the route taken by a learner accompanied by a teacher at school in order to transform what is taught into their knowledge. In my habilitation thesis, both types of pedagogical dimensions (i.e. ontodidactic a psychodidactic) were presented as they had established themselves rather successfully in the national professional discourse in the meantime. The habilitation thesis was published as part of the following book: Janík,  T.,  Maňák,  J.,  &  Knecht,  P.  (2009).  Cíle  a  obsahy  školního  vzdělávání  a  metodologie  jejich  utváření   [Aims  and  contents  of  schooling  and  its  designing].  Brno:  Paido.       In broader context, our activities at that time concentrated on the issue of curricular reform implemented in the Czech Republic at the turn of the millennium. Not least due to that the curricular reform became the focal point of our research endeavours. In 2009, the Institute for Education Research, Prague, turned to our Institute with an offer to carry out all-over research into the curricular reform at Czech grammar schools. This research was conducted under my supervision as part of the Curriculum G – Quality school research activity project. The outcomes were published in the course of the project in the following five research reports which have acquired response not only in the area of educational and curricular policy but also amongst the school directors and teachers in the field: Janík,  T.,  Knecht,  P.,  Najvar,  P.,  Pavlas,  T.,  Slavík,  J.,  &  Solnička,  D.  (2010).  Kurikulární  reforma  na   gymnáziích  v  rozhovorech  s  koordinátory  pilotních  a  partnerských  škol  [The  curricular  reform  at   grammar  school:  interviews  with  coordinators  at  pilot  and  partner  schools].  Praha:  VÚP  v  Praze.   Janík,  T.,  Janko,  T.,  Knecht,  P.,  Kubiatko,  M.,  Najvar,  P.,  Pavlas,  T.,  Slavík,  J.,  Solnička,  D.,  &  Vlčková,  K.   (2010).  Kurikulární  reforma  na  gymnáziích:  výsledky  dotazníkového  šetření  [Curricular  reform  at   grammar  schools:  questionnaire  survey].  Praha:  VÚP  v  Praze.   Píšová,  M.,  Kostková,  K.,  Janík,  T.,  Doulík,  P.,  Hajdušková,  L.,  Knecht,  P.,  Lukavský,  J.,  Najvar,  P.,   Najvarová,  V.,  Maňák,  J.,  Pavlas,  T.,  Slavík,  J.,  Spurná,  M.,  Stehlíková,  N.,  Škoda,  J.,  &  Vlček,  P.   (2011).  Kurikulární  reforma  na  gymnáziích:  případové  studie  tvorby  kurikula  [Curricular  reform  at   grammar  schools:  Case  studies  on  curriculum  development].  Praha:  VÚP  v  Praze.   Janík,  T.,  Slavík,  J.,  Najvar,  P.,  Hajdušková,  L.,  Hesová,  A.,  Lukavský,  J.,  Minaříková,  E.,  Píšová,  M.,  &   Švecová,  Z.  (2011).  Kurikulární  reforma  na  gymnáziích:  od  virtuálních  hospitací  k  videostudiím   [Curricular  reform  at  grammar  schools:  from  virtual  observations  to  videostudies].  Praha:  NÚV.   Janík,  T.,  Knecht,  P.,  Kubiatko,  M.,  Pavlas,  T.,  Slavík,  J.,  Solnička,  D.,  &  Vlček,  P.  (2011).  Kvalita  školy  a   kurikula:  od  expertního  šetření  ke  standardu  kvality  [The  quality  of  school  and  curriculum:  from   expert  survey  towards  standard  of  quality].  Praha:  NÚV.   The research into the curricular reform at grammar schools was followed up by cooperative research into the implementation of the curricular reform at vocational schools – this research was funded in the Curriculum S – Support of the implementation of school educational programmes (SEP) into vocational education institutions project. The outcomes are presented in the following research report: Knecht,  P.,  Šumavská,  G.,  Bartošek,  M.,  Dobešová,  Z.,  Horská,  V.,  Janík,  T.,  &  Novotná,  J.  (2011).  Moderní   odborná  škola.  Názory  učitelů  pilotních  škol  na  kurikulární  reform  [Modern  vocational  school:  The   opions  of  pilot  school  teachers  on  curricular  reform].  Praha:  NÚV.   As the outputs of the research show, the implementation of the curricular reform proves to be its main challenge – school directors and teachers often resist taking on the roles of curriculum developers and thus of implementing the concept of curricular decentralisation which was 7 originally intended to be the cornerstone of the reform. Furthermore, the research outcomes essentially enabled us to take part in broader discussion on the change of school (for the better) – it was also possible because the curricular reform lay at the heart of the discussion on the system of education as such at that time (around the year 2010). At that time, our research findings enabled us to enter into the area of educational policy – it was possible to formulate and present recommendations for further development – see the following publications: Janík,  T.,  Knecht,  P.,  Najvar,  P.,  Píšová,  M.,  &  Slavík,  J.  (2011).  Kurikulární  reforma  na  gymnáziích:   výzkumná  zjištění  a  doporučení  [Curriculum  reform  at  grammar  schools:  research  findings  and   recommendations].  Pedagogická  orientace,  21(4),  375–415.   Janík,  T.  (2013).  Od  reformy  kurikula  k  produktivní  kultuře  vyučování  a  učení  [From  curricular  reform   towards  productive  culture  of  teaching  and  learning].  Pedagogická  orientace,  23(5),  634–663.   Stemming from the outcomes of the above-mentioned research on curricular reform at grammar schools and vocational schools, we designed an application for a follow-up project GA ČR 15- 05122S Between acceptance and resistance: Teachers’ perceptions of curricular changes 10 years into the reform implementation. It was successful and since 2015, the project has been solved at IRSE with myself as a principal investigator – it focuses on basic-school teacher perceptions of the curricular reform. Amongst its first outputs there is the following paper: Janík,  T.  (2016).  Škola  v  pohybu  aneb  k  problému  výjezdu  a  rozjezdu  z  kruhového  objezdu  [School  in   motion:  On  the  problem  of  exiting  a  roundabout].  In  M.  Strouhal  &  S.  Štech,  et  al.,  Vzdělání  a   dnešek.  Pedagogické,  filosofické,  historické  a  sociální  souvislosti  (pp.  164–179).  Praha:  Karolinum.   Our research findings work their way to international cognisance through the texts (chapters) published in the following book as well as in the form of conference presentations and solicited lectures at universities of, for example, Banská Bystrica, Vienna and Graz: Janík,  T.  (2016).  Aktuelle  Entwicklungen  im  Bildungsbereich  in  der  Tschechischen  Republik:  Curriculum  –   Unterricht  –  Lehrerbildung.  Münster:  Waxmann.   We have been trying continuously to utilise the findings of the research on instruction and curriculum in teacher training and the support of teaching profession in general (see chapter 3). 3. Research area: Teachers’ pedagogical knowledge – teacher expertise – professional vision – teacher standards and career systems – teaching profession – teacher education In parallel and cross-compliance with the research projects mentioned above, we also concentrated on the issue of teacher education at IRSE. As soon as in the academic year 2001/2002, when I enrolled in the Educational Sciences Department of PdF MU as a doctoral student, I had the opportunity to take part in the project GA ČR 406/02/1247 Tacit pedagogical knowledge and the self-regulation of the process of its development (2002–2004) with prof. PhDr. Vlastimil Švec, CSc. as its principal investigator and my supervisor at the same time. He invited me to participate in the interdisciplinary research on pedagogical knowledge. During this project, I initially concentrated on the issue of teachers’ subjective theories. As it transpired, that concept has the potential to enrich the discourse on the teaching profession and teacher training. I outlined the issue of teachers’ subjective theories, including the approaches to their research as elaborated in international sources, in the following paper: Janík,  T.  (2005).  Zkoumání  subjektivních  teorií  pomocí  techniky  strukturování  konceptů  (SLT)  [Research  on   subjective  theories  using  structuring  concept  technique  (SLT)].  Pedagogická  revue,  57(5),  477–496.   My own studies into teachers’ and parents’ subjective theories conducted between 2002–2004 suggested that contradictory constructs can actually coexist in subjective theories – see the paper: 8 Janík,  T.  (2005).  Transmise  versus  konstrukce?  Pedagogické  dilema  v  subjektivních  teoriích  učitelů   [Transmission  versus  construction?  Pedagogical  dilemma  in  teachers’  subjective  theories].  In  V.  Švec   (Eds.),  Od  implicitních  teorií  výuky  k  implicitním  pedagogickým  znalostem  (pp.  17–26).  Brno:  Paido.   Together with the research on subjective theories4 , I continued to examine the issue of pedagogical knowledge which I focused on in my dissertation later published in print as a professional publication (having noted over a hundred citations since): Janík,  T.  (2005).  Znalost  jako  klíčová  kategorie  učitelského  vzdělávání  [Knowledge  as  a  key  category  in   teacher  education].  Brno:  Paido.   Our research proved that pre-service teachers demonstrate considerable deficiencies in the use of professional language when externalising their tacit knowledge. This finding led us to investigating the potential of particular approaches and instruments that might support the development of teachers’ professional pedagogical reflection/thinking (incl. professional language). We were provided an excellent opportunity to do so in the GA ČR project P407/11/0234 Expert teacher: the nature of expertise and determinants of professional development in FLT perspective (2011–2013) at PdF MU with doc. PhDr. Michaela Píšová, Ph.D., M.A as its principal investigator. This project aimed to contribute to the current state-of-the-art regarding quality in the teaching profession by means of research into the characteristics of expert teachers. In the first stage, a theoretical state-of-the-art review was done in order to provide the background to serve as a basis for developing, piloting and verifying the methods to identify expert teachers, as well as conducting research into them, bearing the context of the Czech cultural framework in mind. The research itself concentrated on deepening the knowledge of these characteristics. In the following stage, it focused on the determinants of expert-teacher professional development processes. The following monograph, is the output of the research: Píšová,  M.,  Najvar,  P.,  Janík,  T.,  Hanušová,  S.,  Kostková,  K.,  Janíková,  V.,  Tůma,  F.,  &  Zerzová,  J.  (2011).   Teorie  a  výzkum  expertnosti  v  učitelské  profesi  [Theory  and  research  of  expertise  in  the  teaching   profession].  Brno:  Masarykova  univerzita.   Another opportunity to work in this direction opened up with the GA ČR project 13-21961S Exploring professional vision and its development through video-based analysis (from the perspective of teachers of English as a foreign language) (2013–2015) with myself as its principal investigator. This project stemmed from the debate on teacher professionalization and education quality as it aimed to examine (and also to introduce to the Czech professional environment) a relatively new concept of teachers’ professional vision. It was apparent that professional vision, linked to professional knowledge and professional action offers a possibility to re-conceptualize teacher professionalism. The research focused on EFL teachers and aimed to (a) describe the nature of professional vision of EFL teachers, (b) explore the influence of participation in a video club (collaborative video-based analysis) on teachers’ professional vision and explore its acceptance among participating teachers, and (c) explore the relationship between professional vision, professional knowledge, and professional action. The outcomes presented in the publication mentioned below5 show that videoclubs not only have 4 Janík, T. (2007). Cílová orientace ve výuce fyziky: exkurz do subjektivních teorií učitelů [Goal orientation in physics instruction: teachers‘ subjective theories]. Pedagogická orientace, 18(1), 12–33. Janík, T., Janíková, M., Najvar, P., & Najvarová, V. (2008). Ziele und Orientierung im Physikunterricht: Einblicke in die Überzeugungen von tschechischen Physiklehrern. Zeitschrift für Didaktik der Naturwissenschaften, 14(1), 201–217. 5 A paper in a journal was published to present the outcomes to the international community: Minaříková, E., Píšová, M., Janík, T., & Uličná, K. (2015). Video clubs: EFL teachers’ selective attention before and after. Orbis scholae, 9(2), 55–75; moreover, the following monograph chapters: Minaříková, E., Píšová, M., & Janík, T. (2015). Using video in teacher education: An example from the Czech Republic. In L. Orland-Barak & Ch. J. Craig, et al., Advances in research on teaching – international teacher education: Promising pedagogies, Part B (pp. 379–400). Emerald Group Publishing Limited; a Minaříková, E., Píšová, M., & Janík, T. (2016). Using VideoWeb in EFL teacher education: Do the benefits differ for teachers with and without previous teaching experience? In P. Haworth & C. Craig, et al., Career trajectories of English language teachers (pp. 129–140). Oxford: Symposium Books. 9 the potential to influence participants’ professional vision and knowledge, but they are also positively received and appreciated: Janík,  T.,  Minaříková,  E.,  Píšová,  M.,  Uličná,  K.,  &  Janík,  M.  (2016).  Profesní  vidění  učitelů  a  jeho  rozvíjení   prostřednictvím  videoklubů  [Teachers’  professional  vision  and  its  development  through  video   clubs].  Brno:  Masarykova  univerzita.   Our research focus on the issues of the teaching profession equipped us with expertise and led us subsequently to take part in some activities carried out at (inter)national levels. For example, we cooperated with the Czech School Inspectorate in terms of processing the data (assessing and interpreting the results) of the international comparative study TALIS – Teaching and Learning International Survey. We participated in compiling an analytical research report as well as conducting one of the in-depth studies: Kašparová,  V.,  Holečková,  A.,  Hučín,  J.,  Janík,  T.,  Najvar,  P.,  Píšová,  M.,  Potužníková,  E.,  Soukup,  P.,  &   Ševců,  M.  (2015).  Analytická  zpráva  z  šetření  TALIS  2013  [Analytic  report  from  the  TALIS  2013   survey].  Praha:  Česká  školní  inspekce.     Kašparová,  V.,  Potužníková,  E.,  &  Janík,  T.  (2015).  Subjektivně  vnímaná  zdatnost  učitelů  v  kontextu  jejich   profesního  vzdělávání:  zjištění  a  výzvy  z  šetření  TALIS  2013  [Teachers’  self-­‐efficacy  in  the  context  of   their  professional  development:  Findings  and  challenges  of  TALIS  2013].  Pedagogická  orientace,   25(4),  528–556.   Another outstanding activity we participated in was the development of professional standard and career progression system for teachers. We carried out a comparative analysis of the approaches to teacher professional standard development where we critically opposed its version then asserted in this country: Janík,  T.,  Píšová,  M.,  &  Spilková,  V.  (2014).  Standardy  v  učitelské  profesi:  zahraniční  přístupy  a  pokus  o   jejich  zhodnocení  [Standards  in  the  teaching  profession:  Foreign  approaches  and  analysis  of  their   effects].  Orbis  scholae,  8(3),  133–158.   As I continued to work on the career progression system for teachers in cooperation with a larger team, we also contributed to the currently proposed teacher professional standard (it has not been published yet – it is prepared for being entered into public debate). We have also prepared the supporting documentation to serve as a basis for another component of the career progression system – novice teachers’ adaptation period. For this purpose we drew up a comparative study and subsequently proposed a solution for the Czech Republic – our solution was based on the professional background of the GA ČR project 15-12956S What is the purpose of context: Objective determinants of novice teachers’ socialisation with doc. Mgr. Světlana Hanušová, Ph.D. as its principal investigator: Janík,  T.,  Wildová,  R.,  Uličná,  K.,  Minaříková,  E.,  Janík,  M.,  Jašková,  J.,  &  Šimůnková,  B.  (2017).  Adaptační   období  pro  začínající  učitele:  zahraniční  přístupy  a  návrhy  řešení  [Induction  periosd  for  novice   teachers:  International  experiences  and  implematation  suggestions].  Pedaogika,  67(1),  4–26.   Our further efforts between the years 2015–2016 – this time under the responsibility of the Accreditation Commission working groups for education, psychology and sports studies, and for subject didactics – aimed at the development and updating of the Framework concept of primary- and secondary-school teacher education. This concept was later accepted as teacher education standard after several rounds of debates with the representatives of the MEYS of the Czech Republic on the one hand and the representatives of faculties of education on another. Stuchlíková,  I.,  &  Janík,  T.  (2017).  Rámcová  koncepce  přípravy  učitelů  základních  a  středních  škol  aneb  o   hledání  a  nacházení  konsensu  mezi  aktéry  [Framework  concept  of  primary-­‐  and  secondary-­‐school   teacher  education:  On  seeking  and  finding  consensus  amongst  actors].  Pedagogická  orientace,   27(1),  242–265.   10 Conclusion: On attempts to apply research findings to educational policy Our first encounters with educational policy at national level date back to the year 2009 when the Institute for Research in School Education of PdF MU was assigned with the all-over research into the curricular reform implementation at grammar schools. The research findings together with the recommendations resulting therefrom were presented in the following paper: Janík,  T.,  Knecht,  P.,  Najvar,  P.,  Píšová,  M.,  &  Slavík,  J.  (2011).  Kurikulární  reforma  na  gymnáziích:   výzkumná  zjištění  a  doporučení  [Curricular  reform  at  grammar  schools:  Research  findings  and   recommendations].  Pedagogická  orientace,  21(4),  375–415.   It is gratifying that they received rather broad publicity amongst educational practitioners, amongst the MEYS representatives, and in the organisations directed by MEYS. The recommendation resonating relatively most amongst practising professionals in particular was the one suggesting that the curricular reform ought to be developed into a programme supporting productive culture of teaching and learning at school – see the following paper on that topic: Janík,  T.  (2013).  Od  reformy  kurikula  k  produktivní  kultuře  vyučování  a  učení  [From  curricular  reform   towards  productive  culture  of  teaching  and  learning].  Pedagogická  orientace,  23(5),  634–663.   Cooperation with organisations directed by MEYS and later with MEYS itself directly in various advisory and expert roles followed (I have been a member of the Minister’s Advisory Board since 2015). An area for cooperation is currently opening up regarding the development of educational policy strategy extending beyond the year 2020. The analyses of the developments in that area to date6 indicate that it is the governance approach that needs to be adopted for further defining of Czech educational system orientation rather than the simplifying concept of top-down management when it comes to the implementation of educational reforms. Regarding the issue of teaching profession and teacher training, my expertise has grown hand in hand with the cooperation with the Accreditation Commission working groups. As a result, the teacher education standard was prepared in the form of the Framework concept of primaryand secondary-school teacher education accepted first by the Accreditation Commission in 2015 and subsequently by the Ministry of Education, Youth and Sports (2016). In relation to that, we have also participated in the development of the professional standard and career progression system for teachers, with specific focus on a conceptualisation of adaptation period for novice teachers. We have compiled a review of international approaches to the support of novice teachers which served as a basis for our proposal for a solution for the Czech Republic. One of the issues I have paid extensive attention to is the unsolved challenge of further direction of the curricular reform in regional schools. Cooperation on the revisions of curricula is currently unfolding at national level. It aims to re-examine the way the goals are set and subject-matter defined in the Czech educational system. I consider this issue relevant and challenging enough to be determined as the subject of our research in the upcoming future. 6 Cf. Janík, T. (2016). Škola v pohybu aneb k problému výjezdu a rozjezdu z kruhového objezdu [School in motion: On the problem of exiting a roundabout]. In M. Strouhal & S. Štech, et al., Vzdělání a dnešek. Pedagogické, filosofické, historické a sociální souvislosti (pp. 164–179). Praha: Karolinum.