Za hranicí nástrojů: Co znamená kvalitní výuka a jak se vytváří
| Title in English | Beyond Tools: What Quality Teaching Means and How It Is Created |
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| Authors | |
| Year of publication | 2025 |
| Type | Requested lectures |
| MU Faculty or unit | |
| Citation | |
| Description | The question of how to teach better or how to be a better teacher may seem normative at first glance. In reality, however, it opens up space for deeper reflection on what constitutes quality teaching and what prerequisites shape its pedagogical potential. Quality teaching does not depend solely on the tools we use, but above all on our ability to create a meaningful learning environment that promotes understanding, critical thinking, and active student participation. Instead of searching for universal guidelines, attention is shifting to creating a space that supports professional growth through reflection and sharing. Tandem teaching, peer sharing, and mentoring are forms of professional development that build on a shared search for new approaches to teaching and learning. This perspective also opens up space for the issue of teaching quality to become not only an individual but also a collective effort to transform academic culture towards greater reflexivity and mutual learning. In this contribution, we share our experiences from several years of research within the framework of doctoral studies and research projects, while also drawing on our own practice of tandem teaching. |
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