Congruence between projected and realized curricula as a factor
of physical education quality

C 2014

Congruence between projected and realized curricula as a factor of physical education quality

VLČEK, Petr

Základní údaje

Originální název

Congruence between projected and realized curricula as a factor of physical education quality

Název česky

Jednotnost mezi projektovaným a realizovaným kurikulem jako faktor kvality v tělesné výchově

Autoři

VLČEK, Petr (203 Česká republika, garant, domácí)

Vydání

Berlín, Physical Education - quality in Management and Teaching, od s. 30-46, 17 s. sv. 10, 2014

Nakladatel

Logos Verlag Berlin

Další údaje

Jazyk

angličtina

Typ výsledku

Kapitola resp. kapitoly v odborné knize

Obor

50300 5.3 Education

Stát vydavatele

Německo

Utajení

není předmětem státního či obchodního tajemství

Forma vydání

tištěná verze "print"

Kód RIV

RIV/00216224:14410/14:00076941

Organizační jednotka

Pedagogická fakulta

ISBN

978-3-8325-3802-6

Klíčová slova česky

kvalita vzdělávání v tělesné výchově; koncepce tělesné výchovy; cíl tělesné výchovy; kurikulum tělesné výchovy; revize kurikula; projektované kurikulum; realizované kurikulum; životní hodnoty

Klíčová slova anglicky

quality of physical education; goals of physical education; approach to physical education; physical education curricula

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 24. 4. 2015 13:57, Dana Nesnídalová

Anotace

ORIG CZ

V originále

The current transformations in the educational systems are often associated with the term quality. A number of collocations are used, such as quality of education, quality of school, quality of curricula, quality of instruction etc. The quality of a particular school subject is often discussed, and logically, the aim of the reforming process is to raise the quality in these educational subjects. However, the quality in education as a scientific issue is not thoroughly elaborated from the theoretical point of view. Thus in the paper we present some perspectives on the evaluation of the educational quality in the context of physical education. We introduce some factors that influence the quality of education and we point out the changes resulting from applying different physical education approaches and values. On the basis of the educational quality model designed by Egger et al. (2002) and on the basis of our research, we try to identify the factors which we consider to be crucial for the quality of physical education and compare them with the current situation in the countries in Eastern Europe, especially in the Czech Republic.

Česky

Příspěvek se zabývá kvalitou tělesné výchovy

Citovat

VLČEK, Petr. Congruence between projected and realized curricula as a factor of physical education quality. In Physical Education - quality in Management and Teaching. Berlín: Logos Verlag Berlin, 2014, s. 30-46. sv. 10. ISBN 978-3-8325-3802-6.

@inbook{1203527,
   author = {Vlček, Petr},
   address = {Berlín},
   booktitle = {Physical Education - quality in Management and Teaching},
   keywords = {quality of physical education; goals of physical education; approach to physical education; physical education curricula},
   howpublished = {tištěná verze "print"},
   language = {eng},
   location = {Berlín},
   isbn = {978-3-8325-3802-6},
   pages = {30-46},
   publisher = {Logos Verlag Berlin},
   title = {Congruence between projected and realized curricula as a factor of physical education quality},
   year = {2014}
}

TY  - CHAP
ID  - 1203527
AU  - Vlček, Petr
PY  - 2014
TI  - Congruence between projected and realized curricula as a factor of physical education quality
VL  - sv. 10
PB  - Logos Verlag Berlin
CY  - Berlín
SN  - 9783832538026
KW  - quality of physical education
KW  - goals of physical education
KW  - approach to physical education
KW  - physical education curricula
N2  - The current transformations in the educational systems are often associated with the term quality. A number of collocations are used, such as quality of education, quality of school, quality of curricula, quality of instruction etc. The quality of a particular school subject is often discussed, and logically, the aim of the reforming process is to raise the quality in these educational subjects. However, the quality in education as a scientific issue is not thoroughly elaborated from the theoretical point of view. Thus in the paper we present some perspectives on the evaluation of the educational quality in the context of physical education. We introduce some factors that influence the quality of education and we point out the changes resulting from applying different physical education approaches and values. On the basis of the educational quality model designed by Egger et al. (2002) and on the basis of our research, we try to identify the factors which we consider to be crucial for the quality of physical education and compare them with the current situation in the countries in Eastern Europe, especially in the Czech Republic.
ER  -

VLČEK, Petr. Congruence between projected and realized curricula as a factor of physical education quality. In \textit{Physical Education - quality in Management and Teaching}. Berlín: Logos Verlag Berlin, 2014, s.~30-46. sv. 10. ISBN~978-3-8325-3802-6.

Podrobný výpis o publikaci