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Title in English: 3A Procedure: Instrument for Reflection and Evaluation of Instruction 3A procedure - designation for the methodological procedure of reflection and qualitative analysis of teaching, which is associated with the evaluation of the quality of teaching and the proposal of improving changes. The concept of 3A methodology follows the tradition of didactic analysis focused on the content of education as developed in the didactic approach of W. Klafki (1967). The idea here is that the teacher first reflects on the question "what will I teach / what will the pupils learn" and derives the choice of teaching practices, i.e. "how will I teach / how will the pupils go about learning", from the answer to this question. The method of research on teaching presented here is intended to meet the needs of teachers first and foremost by addressing the questions that teachers actually have to address when they prepare lessons, when they work with pupils in them, and when they reflect on ways to improve them. The book will offer teachers the opportunity to engage with research findings and to put them into practice.

Education --- Educational innovations --- Methodology.

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Title in English: 3A Procedure: Instrument for Reflection and Evaluation of Instruction 3A procedure - designation for the methodological procedure of reflection and qualitative analysis of teaching, which is associated with the evaluation of the quality of teaching and the proposal of improving changes. The concept of 3A methodology follows the tradition of didactic analysis focused on the content of education as developed in the didactic approach of W. Klafki (1967). The idea here is that the teacher first reflects on the question "what will I teach / what will the pupils learn" and derives the choice of teaching practices, i.e. "how will I teach / how will the pupils go about learning", from the answer to this question. The method of research on teaching presented here is intended to meet the needs of teachers first and foremost by addressing the questions that teachers actually have to address when they prepare lessons, when they work with pupils in them, and when they reflect on ways to improve them. The book will offer teachers the opportunity to engage with research findings and to put them into practice.

Education --- Educational innovations --- Methodology.

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Zmeny v oblasti vzdelávání jsou na celém svete predmetem intenzivního zájmu výzkumníku, politiku, ucitelu i reditelu škol a rodicu. Stále však zaznamenáváme, že znacný pocet pokusu o koncepcní zmeny ve vzdelávání selhává. Zrejme ani nedávná ceská reforma nesplnila ocekávání, která do ní byla vkládána.Tato studie prináší puvodní poznatky o tom, jak probíhají v soucasnosti promeny ceského základního vzdelávání. Autorum však nešlo o hodnocení jedné konkrétní reformy, snažili se pochopit, jak vnitrní dynamika života jednotlivých škol interaguje s vnejšími impulzy, které pricházejí z lokální, národní i globální úrovne. Práce nejprve poukazuje na hodnoty, o které usilovaly nekteré nedávné zahranicní reformy vzdelávání, na to, jakými prostredky se snažily motivovat školy ke zmene a kterí aktéri se na zmenách podílejí v soucasnosti. Druhá a nejrozsáhlejší cást ctenáre nechává prostrednictvím podrobných popisu postupne nahlédnout do peti základních škol z ruzných míst naší zeme a upozornuje na to, co a jakým zpusobem se ve školách za poslední léta zmenilo, ale také na to, co zustává stabilní.

Education and globalization --- Educational change --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Globalization and education --- Globalization --- Social aspects --- Education and globalization. --- Social aspects.