VZDĚLÁVÁNÍ NEJEN V DISTANČNÍ VÝUCE

The project was designed in collaboration with the partner to address the identified needs. Key activities focused on the following questions regarding teachers’ initial skills and knowledge: To ...

The project was designed in collaboration with the partner to address the identified needs. Key activities focused on the following questions regarding teachers’ initial skills and knowledge: To what extent did teachers at the partner schools use online tools during distance learning? In which phases of teaching were these tools applied? The answers guided the development of specific project activities: Exploring effective ways to use Teams tools in the teaching process. Proposing how Teams tools could support in-person teaching, expanding the methods teachers use in their lessons. Creating a set of pilot lessons combining in-person teaching with elements of distance learning across different phases of vocational subjects. These activities formed the foundation for the final product of the project: a comprehensive matrix for using all Teams tools to support in-person teaching, reflecting the experiences of teachers from both the Czech Republic and Slovakia.

roject Key Activities Summary (approx. 1,490 characters) The project was structured into eight key activities. Odd-numbered activities focused on developing specific outputs at partner schools, while even-numbered activities addressed the exchange of experiences from the preceding activity. KA1–KA2: Teachers compiled an overview of Teams tools used during Covid distance learning, which was then consolidated by project coordinators. Partners discussed these experiences in a joint meeting. KA3–KA4: A comprehensive matrix of Teams tools was created. Selected teachers used it to prepare materials for pilot lessons supporting in-person teaching. These materials were presented and discussed by both partners. KA5–KA6: Pilot lessons were implemented and evaluated by participating teachers and students. The results were shared and discussed in a joint meeting. KA7–KA8: The final matrix of Teams tools was developed, including proposals for their use in different teaching phases. The project concluded with a summary of outcomes and recommendations for in-person teaching.

The project outputs corresponded to the planned and implemented activities: KA1–KA2: Teachers compiled an overview of Teams and EDU tools used during Covid distance learning. This overview, especially of Teams tools, was presented and discussed during the KA2 meeting. KA3–KA4: A draft matrix was created, showing possible uses of Teams tools in different phases of teaching, aimed at extending methods used in in-person lessons. Based on teacher experiences and discussions within project teams, additional tools not previously used were included. KA5–KA6: Six pilot lesson plans were developed to integrate Teams tools into classroom teaching. These lessons were taught, and both students and teachers assessed their effectiveness. Each teacher incorporated at least two Teams tools in their pilot lessons. KA7–KA8: A comprehensive proposal was produced, outlining how over sixty Teams tools can support in-person teaching. This output summarized experiences and insights from earlier activities and was designed to be usable by teachers in other schools.