Innovative Practice in Initial Professional Studies for Czech Pre-School Teachers
10.3280/exioa2-2022oa15079
Over the last three decades, there has been an increase in university level education for pre-school teachers in the Czech Republic. The aim of the paper is to present part of the results of a research study comparing the Bachelor’s degree programmes in pre-school pedagogy at ten of the country’s universities. Conducted between 2020-2022, the research found that although the national minimum qualification for pre-school teachers remains at secondary vocational level, tertiary level qualifications are much more common among more recently qualified pre-teachers. The democratic transformation of the Czech education system during the last 30 years introduced many improvements such as innovation in the conception, structure, content and organisation of Bachelor’s degree programmes. Especially in the last decade, these mainly relate to greater integration of teaching theory, didactics and practical training of students. In some universities these initiatives have also resulted in modularisation of courses and cooperation between lecturers from different subject disciplines and departments. This article presents examples from two Czech universities to illustrate how these new approaches were successfully implemented and resulted in positive feedback from students.
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Eva Koželuhová
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Innovative Practice in Initial Professional Studies for Czech Pre-School Teachers
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Eva Koželuhová
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Wiegerová, A. (2015). Profesionalizace učitele mateřské školy z pohledu reformy kurikula [Professionalisation of the kindergarten teacher from the perspective of curriculum reform]. Tomas Bata University in Zlín, Faculty of Humanities.
Innovative Practice in Initial Professional Studies for Czech Pre-School Teachers
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Saggi e ricerche

Innovative Practice in Initial Professional Studies
for Czech Pre-School Teachers
Barbora Loudová Stralczynská*, Eva Koželuhová°




Abstract
    Over the last three decades, there has been an increase in university level
education for pre-school teachers in the Czech Republic. The aim of the paper
is to present part of the results of a research study comparing the Bachelor’s
degree programmes in pre-school pedagogy at ten of the country’s universities.
Conducted between 2020-2022, the research found that although the national
minimum qualification for pre-school teachers remains at secondary vocational
level, tertiary level qualifications are much more common among more recently
qualified pre-teachers. The democratic transformation of the Czech education
system during the last 30 years introduced many improvements such as
innovation in the conception, structure, content and organisation of Bachelor’s
degree programmes. Especially in the last decade, these mainly relate to greater
integration of teaching theory, didactics and practical training of students. In
some universities these initiatives have also resulted in modularisation of
courses and cooperation between lecturers from different subject disciplines
and departments. This article presents examples from two Czech universities to
illustrate how these new approaches were successfully implemented and
resulted in positive feedback from students.

Keywords: Initial professional studies; pre-school teachers; innovative
practice; university didactics; interdisciplinary approaches.


Article submitted: 30/09/2022; accepted: 21/11/2022
Available online: 21/12/2022

*
    Charles University.
°
    University of West Bohemia.

Excellence and Innovation in Learning and Teaching (ISSNe 2499-507X), 2022, 2

Doi: 10.3280/exioa2-2022oa15079




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Introduction

    One of the key topics of contemporary pre-primary education is ensuring
the highest quality as well as finding a way to ensure pedagogical and
professional continuity for the transition to primary education (OECD, 2017a,
2017b; European Commission, 2019). In the Czech Republic, pre-primary
education has undergone significant changes in the last three decades and one
issue that has resulted in the biggest transformation is the awarding of academic
degrees for pre-school teacher training (Janík, 2013; Dvořák et al., 2015;
Opravilová & Uhlířová, 2017). There is not yet a national requirement for a
degree level minimum qualification for a pre-school teacher, as the current
minimum is still a higher vocational school with a focus on early childhood
education (Syslová, 2017). Nevertheless, there is a major change taking place
in the qualification levels of those working in pre-schools, as the number of
teachers who have achieved an undergraduate degree in pre-school pedagogy is
rising significantly (CSI, 2021). Especially in the age group of teachers between
26-35 years, undergraduate level qualifications prevail. A long-term goal is to
raise the minimum level of qualification for Czech pre-school teachers to at least
Bachelor’s level to be comparable with teachers in other EU countries
(Oberhuemer & Schreyer, 2018, European Commission, 2020). Currently, 29
education systems demand a Bachelor’s level for teachers working in pre-
primary education (ISCED 02), while four countries (France, Italy, Portugal and
Iceland) require a Master’s level. Only in eight European education systems
(Austria, Czech Republic, Ireland, Malta, Latvia, Romania, Slovakia and
Scotland), is the minimum qualification level lower and in the Czech Republic
and Slovakia it is the lowest at ISCED level 3 (European Commission, 2020).
Therefore, the following detailed comparison of curriculum content focuses only
on Bachelor’s degree programmes, as part of the ongoing professional debate in
the Czech Republic is the question of introducing a compulsory Bachelor’s
degree for at least one teacher in a classroom or for a teacher working with five-
year-old children who complete the compulsory pre-school year.
    Study programmes in pre-school pedagogy at tertiary level have a relatively
long tradition in the Czech Republic with the first courses existing before the
Second World War and then briefly after 1946. Since 1970, pre-school
pedagogy has been taught at Charles University in Prague and at Palacký
University in Olomouc. Since the 1990s, undergraduate programmes in pre-
school pedagogy have gradually become established in the Czech Republic
(Opravilová & Uhlířová, 2021).
    The Bachelor’s degree in Teaching for Pre-schools is currently offered by
ten universities in the Czech Republic; these are mainly university faculties of
education and award 180 ECTS credits. A two-year follow-up Master’s degree

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awarding 120 ECTS credits is also offered at four pedagogical faculties
however, they are accredited as non-teaching courses, serving to deepen
theoretical preparation. The Master’s courses are intended primarily for future
managers in pre-school institutions, employees of the Czech School
Inspectorate, counselling or educational institutions in the CPD system.
    The concept of the Bachelor’s degree programme is based on the child-
centred model of pre-school education, respects the specific developmental
aspects of the child’s pre-school years and aims at an individualised
pedagogical approach. It has a balanced composition of professional theoretical
and practical subjects and pedagogical practices which reflect current research
and the requirements of education policy by including new study subjects and
practices related to the field of inclusive education, differentiation and
individualised teaching (MSMT, 2001; 2020).
    Bachelor’s degree programmes for pre-school teachers at all faculties in the
Czech Republic must meet the requirements of the Ministry of Education and
stipulate the percentage, credit and hourly representation of each component
(see Table 1). These programmes are intended to prepare students to work as
teachers within the context of the FEP PE (MSMT, 2021) however, detailed
statements of the objectives and contents of Bachelor’s degree programmes are
not stipulated by the state.
    This has led to the development of very different study programmes in terms
of their concept, structure and variability of educational content. In the last five
years, educational programmes have been undergoing re-accreditation
processes characterised by innovations that include efforts to integrate
educational content, trans-didactic approaches and multidisciplinary
cooperation within individual faculty departments participating in the
preparation of pre-school teachers (Syslová, 2017; Wiegerová, 2015).
    Between 2020 and 2022, the Faculty of Education at Charles University
conducted comparative research on study programmes for pre-school teachers
at Czech universities (Loudová Stralczynská et al., 2022). The aim of the article
is to highlight some of the findings of this research which focus on innovation
within the study programmes and to demonstrate specific examples of
innovative approaches from selected faculties of education.


Methodology

   The research draws on approaches from comparative pedagogy (Bray et al.,
2007), using a qualitative research paradigm. Phillips’ (2006) model of
comparison was used for the qualitative content analysis (Kuckartz, 2018) of
conceptual and curriculum documents within the wider research project

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conducted between 2020-2022. Synchronic, functional, and diachronic
perspectives were applied in the analysis so as to meet the contextual provision
of comparison (Rabušicová & Záleská, 2016).
    The aim of the paper is to provide answers to the following questions:
1. What is the current profile of undergraduate study programmes for pre-
    school teachers in terms of structure, objectives and curricula content at
    faculties of education in the Czech Republic?
2. What innovative practices can be identified in undergraduate study
    programmes for pre-school teachers at faculties of education in the Czech
    Republic?
    In order to answer these research questions, a qualitative content analysis
(according to Kuckartz, 2018) of study programmes for pre-school teachers
offered in the Czech Republic was conducted. The research sample consisted
of Bachelor's degree programmes in pre-school education at all 10 universities
that prepare pre-school teachers in the Czech Republic. The analysis focused
on the comparison of these study programmes in terms of four main areas –
structure, objectives, contents and innovative practices – as no comparable
comparative research has been carried out in the Czech Republic.
    The system of categories for the analysis of pre-school pedagogy study
programmes at individual universities was constructed on the basis of theory
and data from the pre-research phase (2019-2020). Deductively, the main
categories were determined within the four main areas (Table 1) and in the
following more detailed analysis, sub-codes were inductively created.

Table 1 - Analytical categories induced in qualitative content analysis

Categories      Description of categories
Structure       Formal aspects of the study program (modularisation, organisation of
                practical training, common basis of pedagogical-psychological subjects,
                permeability with other study programmes etc.), study organization, the
                number and types of compulsory, compulsory elective and elective courses
Objectives      Educational objectives and their anchoring in graduate profiles or analogous
                parts of study programmes. The thematic focus and breadth of the individual
                modules and courses.

Contents        The inclusion of current topics and approaches and their compliance with
                current findings in the field of preschool education, scope of direct teaching,
                number of credits for individual components and disciplines, the scope and
                focus of disciplinary and didactic courses
Innovative      Innovative forms of teaching within study programmes (e.g. interdisciplinary
practices       approach to teaching students, modularization, innovative ways of linking
                theoretical, didactic and practical courses). Innovative forms of
                implementation of pedagogical practice.


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    Thus, methodologically, a form of deductive-inductive categorical system
creation was used within the seven-stage model of content structuring analysis
(Inhaltlich strukturierende Inhaltsanalyse) according to Kuckartz (2018, p.
100). In relation to research question 1, the qualitative content analysis focused
on examining the formal aspects of the study programmes, i.e. formal analysis
(Formale qualitative Inhaltsanalyse) according to Schreier (2014). The
categories monitored were, for example, the structure of the study in terms of
the number and types of compulsory, compulsory elective and elective courses,
the formal division of the study, the forms of the integration of practical
teaching within the programmes, etc. This initial analysis (Kuckartz, 2018)
allowed a thorough introduction and contextualisation of the individual
programmes across the full breadth of their variability in the Czech Republic.
The follow-up content structuring analysis (Schreier, 2012; 2014) targeted
research question 1 in terms of analysing curriculum objectives and content,
and research question 2 in looking at innovation in the degree programmes
included in the comparison. The categories monitored were, for example, the
thematic focus and breadth of the individual modules and courses, the inclusion
of current topics and approaches in the objectives and content, innovative
concepts of educational content, innovative forms of implementation of
pedagogical practice and its connection with theoretically oriented courses, etc.
The qualitative content analysis was performed manually using comparison
tables. This research has generated quite a large amount of data; for the purpose
of this article only some of them have been selected. As the article is dedicated
to an issue of the journal focusing on innovation, we have selected two
examples of innovative practice that illustrate partial outcomes of the analysis
and are also examples related to research question 2. These examples come
from the authors’ own pedagogical practice.


Results

Structure, Objectives and Curricula Contents

    All faculties of education use a study structure that integrates theory with
practical teaching experience in schools. Most faculties allow students to take
courses in pedagogical practice in all or most semesters, which apply theoretical
knowledge with practical teaching experience. The faculties specifically
emphasise the educational objectives, content and structure of the courses to
reflect the professional focus of the individual departments, and the underlying
concept of the study programmes. Each study programme is accredited partly


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as an academic programme and in part as a professionally orientated
programme.
   The study programmes emphasise the personal and professional
development of students and prepare them for an inclusive approach to working
with a mixed age group of pre-school children. Students are prepared in basic
methodological competences which they use in the preparation of their
Bachelor’s thesis and when conducting action research for improving their
pedagogical practice. The thematic focus of the courses, their credit rating and
the proportions of the individual components within the study programme can
be within the following ranges (Table 2).

Table 2 - National framework defining the scope of individual components of professional
training in the B.A. study programme for pre-school teachers in the Czech Republic

                              Content                                   %    Cred Hours
                                                                              its
 Introduction to teaching: pedagogical-psychological preparation       23-30 41-54 1230-
 and special-pedagogical preparation, e.g. general pedagogy,                       1620
 psychology and didactics, history, school pedagogy, educational
 psychology, developmental psychology, inclusive didactics,
 methodology, basic medical knowledge, a foreign language and
 ICT in relation to teaching for pre-schools, or university
 foundation.
 Subject area with didactics: especially Czech language and            45-50 81-90 2430-
 literature, communication, mathematics, nature and environmental                  2700
 education, physical education, music education, art education,
 drama education, dance education, etc.
 Practice: guided and reflective practice (listening, continuous and   10-15 18-27 540-810
 coherent)
 Preparation of the final thesis                                       5-10   9-18   270-540
Source: MSMT, 2017.

    Until recently, the study programme for pre-school teachers had a very
diverse range of courses, which was characterised by a high number of courses
where the continuity of the sub-courses was not always consistent and there
were unintended thematic overlaps. The arrangement of courses in the current
study programmes have addressed this long-standing problem. Newly
accredited programmes (e.g. in Prague or Brno) are based upon modularisation
of courses and greater integration of educational content, disciplinary didactics
and cooperation of participating teachers with different disciplinary
backgrounds. Nevertheless, the research identified that most study programmes
at faculties of education in the Czech Republic still contain a high number of
courses, which may pose a risk to the internal coherence of educational content.
In comparison with the concept of Bachelor’s degree programmes in early


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childhood education in Western European countries, there is an opportunity for
further development in this area. An overview of individual Bachelor’s
programmes illustrating the number of compulsory, elective and optional
courses at each. university is presented in (Table 3).

Table 3 - Overview of the number of compulsory, compulsory-elective and optional courses at
individual institutions providing B.A. study programs for pre-school teachers in the Czech
Republic

                                       Number of courses
                                                                                 Total
                                                                              number of
                        Compulsory        Compulsory         Optional
      University                                                              courses in
                         subjects          electives         subjects
                                                                               the study
                                                                             programme
 Brno Masaryk                 64                 7               7                 78
 University
 České Budějovice             59               20                11               90
 University of South
 Bohemia in České
 Budějovice
 Hradec Kralove               71          Not offered       10 (8 music           81
 University of                                               education
 Hradec Kralove                                            subjects; 2 art
                                                             education
                                                             subjects)
 Liberec Technical           61               37            Not offered           98
 University of
 Liberec
 Pilsen University of        59               14                 20               93
 West Bohemia in
 Pilsen
 Prague Charles              41                4                 17               62
 University
 Olomouc Palacký             37                6                 36               79
 University in
 Olomouc
 Ostrava University          51               14            Not offered           65
 of Ostrava
 Ústí nad Labem              76               18                 29              123
 Jan Evangelista
 Purkyně University
 in Ústí nad Labem
 Zlín Tomas Bata             41               26            Not offered           67
 University in Zlín
Source: Author’s own research based upon data provided by the faculties.




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   As Table 3 shows, the ten study programmes differ from each other,
especially in the optional components. The variety of options available to
applicants when choosing their study programme is a positive feature as a
certain degree of programme diversity allows for the choice of studies that
correspond to the applicant’s deeper professional interests. Elective subjects are
a consequence of either the legal requirements or the focus of the particular
study programme. The number of credits for compulsory courses together with
the minimum number of credits for elective courses is usually around 90% of
the total number of credits.

Innovative Practice

    The modularisation and internal coherence of theoretical content combined
with the practical training of students is one example of innovative practice at
pedagogical faculties in the Czech Republic. The modularisation and
integration of theoretical content is applied to different extents, but within
professional discourse between faculties and their teaching staff within the
Czech Republic, this is considered to be an opportunity for further development
of undergraduate study programmes. The following are current examples of
good practice and innovation in terms of implementing a transdisciplinary
approach and integration of didactic theory with practical training.


Integration of Disciplines and Didactics – Experience from the
Faculty of Education, Charles University, Department of Pre-
Primary and Primary Education

Literacy Development Course.

    Literacy and its development is one of the important areas of all levels of
education (Fellowes & Oakley, 2010; NICHD, 2000; Shanahan, 2005;
Tompkins, 2006) and includes an attitudinal component demonstrating that
reading is perceived as valuable and the individual reads because he or she
wants to. Therefore, high demands are placed on teachers in terms of literacy
development. This is all the more so at the level of pre-primary education,
where the foundations are laid for the future development of all the components
of literacy – i.e. the attitude towards reading, comprehension and the ability to
read and write.
    In the preparation of future pre-school teachers at the Faculty of Education
of Charles University, the aim was to cover the whole area through 6 different


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courses, which students had to spread over three years of study. These were
courses entitled Literature for Children I and II, Culture of Spoken Speech,
Czech Language in Pre-school Education, Literature for Children with
Didactics, and Developing Reading Literacy. These courses had a time
allocation of 1 to 2 hours per week and their outcomes were very varied and
inconsistent.
    In practice, the educational content of individual courses overlapped, and
students encountered some content repeatedly on different courses, while other
areas remained uncovered in the belief that students had already been
introduced to it in a previous course. Another shortcoming appeared to be the
fragmentation of the content, where students missed how the areas of literature,
language development and the field of pre-school didactics itself were
connected. For this reason, a radical change in the preparation of future pre-
school teachers in the development of pre-literacy and literacy was undertaken.
    The cooperation of teachers from three different faculty departments was
necessary – the Department of Czech Language, the Department of Czech
Literature and the Department of Pre-Primary and Primary Education. Teachers
of these departments thought together how to organise and connect the
educational content in a logical way so that students could get acquainted with
the area of pre-literacy in its complexity and full breadth. A new course was
therefore designed, which students attend for two semesters. The course has
been given the title Language, Communication and Literacy Development to
emphasise the interconnectedness of the different components. Thus, from the
very beginning, students ae aware that without the development of language
and communication skills and knowledge of children’s literature, it is not
possible to develop reading pre-literacy.
    For the 2021/22 academic year, the new course is four hours per week in the
winter semester and two hours per week in the summer semester. The course
involves 4 teachers from three different departments who build on each other
and each focuses on their area of specialisation. They address topics such as the
definition of literacy and pre-literacy, the development of productive and
receptive language competence in the pre-school child, the basics of
communication theory with respect to the needs of pre-school children, the
basics of rhetoric with respect to the needs of pre-school children, and the
development of cultivated teacher expression. This is followed by an
introduction to and mastery of constructivist teaching methods appropriate for
pre-school children. These include the three-phase model of learning and
reading strategies with an emphasis on the development of listening
comprehension. Undergraduate students are introduced to literary types and
genres and characteristics of literary works, as well as criteria for selecting a
quality literary text. They learn to navigate current book offerings, are

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introduced to campaigns promoting children’s reading, and also learn to work
with their families. At the end of the course, they learn about the development
of children’s writing and methods for teaching writing later on in primary
school. The course also includes media education for pre-school children.
    The course concludes with an exam during which students demonstrate
knowledge and skills in the entire field. The content of the exam has been
discussed at length by the teachers, who have been looking for a way to verify
the competences acquired by the students in the easiest and yet high-quality
way. In the end, they agreed on a practical outcome and a subsequent discussion
with the student. The students have to develop an educational plan for a class
of pre-school children for one week. Within the weekly unit, they work with a
children’s book of their choice and pursue objectives from all areas of literacy
development – developing speech and communication, preparing for future
reading and writing, developing children's comprehension and relationships
with reading. Students are given set assessment criteria and their work is
assessed and commented on by two tutors and together they then meet with the
student and the student talks about their work in consultation with the tutors,
before responding to questions. Course tutors provide extensive formative
feedback on each students’ work. The students themselves rate the opportunity
to learn more about the issues in the context of real-life practice in pre-schools
as the biggest advantage of this innovative approach. This is evidenced, for
example, by a statement from a student evaluation: I would rate this subject as
the best subject of this semester. I really have to say that he gave me a lot of
new information and perspectives on how it is possible to work with children
and with children’s literature. By linking the theoretical language and literature
subjects with the didactics of pre-school teaching, students can more easily
apply them in practice when designing educational plans and activities. In
addition, the course is linked to teaching practice, allowing students to gain
practical experience in a pre-school and to test their knowledge and skills in a
real-life situation. The student commented: It was great to try out practical
things as part of the tasks, which are fully usable in subsequent practice and
therefore make a lot of sense. Student evaluations show that the changes made
have been positively received. In particular, the diversity in the lecturers'
perspectives on the subject is appreciated, which students say provides them
with an interesting and comprehensive overview. In the teaching evaluations, it
was repeatedly stated that the students appreciated the change of teachers, each
of them gave us something different and it was inspiring. Although the course
content puts high demands on students, the decision to create one
comprehensive course based on the close cooperation of experts from several
fields proved to be a step in the right direction.



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Innovative Organisational and Methodological Approach –
Experience from the Faculty of Education, University of West
Bohemia in Pilsen, Department of Education

Teaching Practice Component

   When preparing students for teaching, it is important that the qualified
teacher is seen as a reflective practitioner given the high demands placed on
him or her by the profession (Janík & Slavík, 2011; Švec et al., 2016).
Therefore, there is a need to develop the ability for self-reflection during
undergraduate study programmes. In the Czech Republic, the amount of
teaching practice is limited by the methodological guidelines of the Ministry of
Education (see Table 1). This amount is not a high proportion of the study
programme and so it is necessary to use these practices effectively both in terms
of quantity and especially quality.
   Teaching practices are distributed evenly throughout the study programme,
while gradually increasing in difficulty and length. In the initial practice,
students observe education in pre-schools and focus on specific aspects of the
educational process and this is later followed by a practice where students carry
out their own teaching activities. The final teaching practice lasts 4 weeks when
the student is required to teach and manage a pre-school class independently.
This is all under the guidance of a mentor who accompanies the student with
support for their work in cooperation with university lecturers who are familiar
with the structure of the study programme, and are aware of the any changes
within current trends in educational trends. Support for students on teaching
practice is often in the form of interviews and discussions with pre-school
teachers and subject specialists from the university.
   In addition, colleagues from the Department of Education, the Department
of Music Education, the Department of Art Culture, the Department of
Mathematics, Physics and Technical Education and the Department of
Computing and Didactic Technology are involved. Lecturers from different
didactic disciplines have also been introduced to the content and objectives of
the teaching practices and they often spend one day during the teaching practice
with the student in their pre-school. Together with the student and the practice
mentor, they reflect on the student’s outcomes and look for ways to help the
student develop professionally and use their theoretical knowledge in practice.
As a result of this joint reflection, the student gains professional insight into
their teaching practice, has the opportunity to review their own work and
improve their own mentoring skills. The teacher gains a realistic picture of
contemporary pre-primary education and the possibility of using their
knowledge and skills to influence the quality and design of study programmes

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for pre-school teachers. This model has been in operation for several years and
is positively evaluated by teachers and students who particularly appreciate the
effect of practice helping to inform the theoretical subjects of study
programmes to reflect the needs of practice and the different ways that the pre-
school child learns.


Discussion and Conclusions

    Czech pre-primary education has undergone a process of transformation
since the significant changes in society after 1989. The White Paper (MSMT,
2001, p. 45) set out a number of areas to be pursued in national educational
development that are still valid and relevant today; some of these focussed on
the modernisation of initial professional studies. Accordingly, there have been
many innovations in curricula of the Bachelor study programmes for pre-school
teachers during the last two decades. These changes are a response to a new
concept of the child and the curriculum for pre-primary education and have
sought to link these more closely to the undergraduate degree programmes
preparing pre-school teachers. However, in comparison to other European
countries where pre-school teachers require a university level qualification as a
minimum (e.g. Finland, Switzerland or Sweden), the preparation of pre-school
teachers needs to be further developed.
    The quality of higher education programmes preparing pre-school teachers
is closely monitored as part of the accreditation process and the requirements
for teacher education are becoming more universalised across faculties. General
trends such as linking theory and practical training, an emphasis on reflection
upon pedagogical practice, inclusive education, formative assessment, and
gaining experience in working with other teachers have been emphasised in
newly accredited study programmes and are being applied in practice. One of
the steps that will also lead to the promotion of quality is the strengthening of
cooperation between faculties of education and joint work on the
transformation of study programmes, which was signed in a memorandum by
the deans of the faculties in September 2021. The qualitative development of
pre-service education is a focus of the Education 2030+ Strategy (MSMT,
2020) which identifies the current problems within pre-service and in-service
teacher education in the Czech Republic.
    The provision of high-quality, theoretically informed and practice-related
studies for pre-school teachers is the basis for the Czech education system to
ensure quality education for all young children. The professionalisation of
teachers is based in the relationship between academic knowledge and practical
experience. Therefore, current efforts to innovate at individual faculties of

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education in the Czech Republic continue to be focussed on the balance
between professional orientation, theoretical and practical training, the focus
on disciplines and the integrated concept of undergraduate study programmes.

Funding: The paper was developed with state budget funding provided by the
Ministry of Education, Youth and Sports – Institutional Support for Long term
Development of Research Organisations – Cooperatio SOC/“General
Education and Pedagogy, Pre-primary and Primary Education” – Charles
University, Faculty of Education (2022).


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