1200FD61FEAE64E61B4FF1205431EB5D9C18C91E
doc. RNDr. PaedDr. Zuzana Haláková, PhD.
halakova1@uniba.sk
true
0.00
67
Associated profesor
PriF.KDPP
Department of Didactics in Science, Psychology and Pedagogy
http://
PriF
Faculty of Natural Sciences
Faculty of Natural Sciences
0.00
27
Externí učitelia
PdF.Dek
Dean's Office
http://
PdF
Faculty of Education
Faculty of Education
-1
true
I.
Basic information
-2
true
I.1
Surname
Haláková
-3
true
I.2
Name
Zuzana
-4
true
I.3
Degrees
doc. PaedDr. RNDr. PhD.
-5
true
I.4
Year of birth
1978
-6
true
I.5
Name of the workplace
Department of Didactics in Science, Psychology and Pedagogy, Faculty of Natural Sciences, Comenius University in Bratislava
-7
true
I.6
Address of the workplace
Ilkovičova 6, 842 15 Bratislava
-8
true
I.7
Position
associate professor
-9
true
I.8
E-mail address
zuzana.halakova@uniba.sk
-10
true
I.9
Hyperlink to the entry of a person in the Register of university staff
https://www.portalvs.sk/regzam/detail/4254
-11
true
I.10
Name of the study field in which a person works at the university
Teacher Training and Education Science
-12
true
I.11
ORCID iD
0000-0001-8933-846X
-13
true
II.
Higher education and further qualification growth
-14
true
II.1
First degree of higher education
-15
true
II.a
Name of the university or institution
-16
true
II.b
Year
-17
true
II.c
Study field and programme
-18
true
II.2
Second degree of higher education
-19
true
II.a
Name of the university or institution
Comenius University in Bratislava, Faculty of Natural Sciences
-20
true
II.b
Year
2002
-21
true
II.c
Study field and programme
Teacher Training for General Education Subjects, Specialization: Chemistry - Mathematics
-22
true
II.3
Third degree of higher education
-23
true
II.a
Name of the university or institution
Comenius University in Bratislava, Faculty of Natural Sciences
-24
true
II.b
Year
2006
-25
true
II.c
Study field and programme
Theory of Teaching General Education Subjects, Specialization: Chemistry
-26
true
II.4
Associate professor
-27
true
II.a
Name of the university or institution
Comenius University in Bratislava, Faculty of Natural Sciences
-28
true
II.b
Year
2013
-29
true
II.c
Study field and programme
Disciplinary Didactics
-30
true
II.5
Professor
-31
true
II.a
Name of the university or institution
-32
true
II.b
Year
-33
true
II.c
Study field and programme
-34
true
II.6
Doctor of Science (DrSc.)
-35
true
II.a
Name of the university or institution
-36
true
II.b
Year
-37
true
II.c
Study field and programme
-38
true
III.
Current and previous employment
-39
true
III.a
Occupation-position
associate professor
-40
true
III.b
Institution
Comenius University in Bratislava, Faculty of Natural Sciences
-41
true
III.c
Duration
2014-present
-39
true
III.a
Occupation-position
assistant professor
-40
true
III.b
Institution
Comenius University in Bratislava, Faculty of Natural Sciences
-41
true
III.c
Duration
2007-2014
-39
true
III.a
Occupation-position
teacher
-40
true
III.b
Institution
Secondary grammar school of St. Ursula, Primary school of St. Ursula, Bratislava
-41
true
III.c
Duration
2009-2012
-39
true
III.a
Occupation-position
professional in Project Centre Cooperation
-40
true
III.b
Institution
Comenius University in Bratislava, Faculty of Natural Sciences
-41
true
III.c
Duration
2005-2006
-42
true
IV.
Development of pedagogical, professional, language, digital and other skills
-43
true
IV.a
Activity description, course name, other
Course of communication skills (ESF project)
-44
true
IV.b
Name of the institution
Faculty of Natural Sciences, Comenius University in Bratislava
-45
true
IV.c
Year
2005
-43
true
IV.a
Activity description, course name, other
European Computer Driving Licence
-44
true
IV.b
Name of the institution
Faculty of Natural Sciences, Comenius University in Bratislava
-45
true
IV.c
Year
2005
-43
true
IV.a
Activity description, course name, other
Application of ICT in science teaching ESF project
-44
true
IV.b
Name of the institution
Faculty of Natural Sciences, Comenius University in Bratislava
-45
true
IV.c
Year
2006
-43
true
IV.a
Activity description, course name, other
assessing of learning problems in project Improving the quality of education in primary and secondary schools using electronic testing
-44
true
IV.b
Name of the institution
National Institute of Certified Educational Measurements
-45
true
IV.c
Year
2013-14
-43
true
IV.a
Activity description, course name, other
SCIO
-44
true
IV.b
Name of the institution
www.scio.sk, s.r.o.
-45
true
IV.c
Year
2019-doteraz
-43
true
IV.a
Activity description, course name, other
Mindfulnes, Everyday asssertive communication, Breaking down the internal barriers, Stressmanagement, Effective conflict solving, Critical thinking, Timemanagement
-44
true
IV.b
Name of the institution
Centre for Continuing Education, Comenius University, Bratislava
-45
true
IV.c
Year
2017, 2018, 2019
-43
true
IV.a
Activity description, course name, other
IT fitness (pupil, teacher)
-44
true
IV.b
Name of the institution
National Institute of Certified Educational Measurements
-45
true
IV.c
Year
2020
-43
true
IV.a
Activity description, course name, other
webinars
-44
true
IV.b
Name of the institution
In the bench Ltd., Prag
-45
true
IV.c
Year
2021
-43
true
IV.a
Activity description, course name, other
courses
-44
true
IV.b
Name of the institution
Charlesworth Knowledge
-45
true
IV.c
Year
2021
-46
true
V.
Overview of activities within the teaching career at the university
-47
true
V.1
Overview of the profile courses taught in the current academic year according to study programmes
-48
true
V.1.a
Name of the profile course
Theory of Teaching
-49
true
V.1.b
Study programme
Teacher Training Foundations
-50
true
V.1.c
Degree
I.
-51
true
V.1.d
Field of study
Teacher Training and Education Science
-48
true
V.1.a
Name of the profile course
Bachelor Thesis Seminar 1 and 2
-49
true
V.1.b
Study programme
Teacher Training Foundations
-50
true
V.1.c
Degree
I.
-51
true
V.1.d
Field of study
Teacher Training and Education Science
-48
true
V.1.a
Name of the profile course
Diploma Thesis Seminar
-49
true
V.1.b
Study programme
Teacher Training Foundations
-50
true
V.1.c
Degree
II.
-51
true
V.1.d
Field of study
Teacher Training and Education Science
-48
true
V.1.a
Name of the profile course
Teaching Practice 2
-49
true
V.1.b
Study programme
Teacher Training Foundations
-50
true
V.1.c
Degree
II.
-51
true
V.1.d
Field of study
Teacher Training and Education Science
-48
true
V.1.a
Name of the profile course
Current Problems Solved in Psychology and Pedagogy
-49
true
V.1.b
Study programme
Didactics of Biology
-50
true
V.1.c
Degree
III.
-51
true
V.1.d
Field of study
Teacher Training and Education Science
-52
true
V.2
Overview of the responsibility for the delivery, development and quality assurance of the study programme or its part at the university in the current academic year
-53
true
V.2.a
Name of the study programme
Teacher Training Foundations
-54
true
V.2.b
Degree
I.
-55
true
V.2.c
Field of study
Teacher Training and Education Science
-53
true
V.2.a
Name of the study programme
Teacher Training Foundations
-54
true
V.2.b
Degree
II.
-55
true
V.2.c
Field of study
Teacher Training and Education Science
-53
true
V.2.a
Name of the study programme
Didactics of Biology
-54
true
V.2.b
Degree
III.
-55
true
V.2.c
Field of study
Teacher Training and Education Science
-56
true
V.3
Overview of the responsibility for the development and quality of the field of habilitation procedure and inaugural procedure in the current academic year
-59
true
V.4
Overview of supervised final theses
-60
true
V.4.1
Number of currently supervised theses
-61
true
V.4.a
Bachelor's (first degree)
2
-62
true
V.4.b
Diploma (second degree)
6
-63
true
V.4.c
Dissertation (third degree)
4
-64
true
V.4.2
Number of defended theses
-65
true
V.4.a
Bachelor's (first degree)
41
-66
true
V.4.b
Diploma (second degree)
39
-67
true
V.4.c
Dissertation (third degree)
1
-68
true
V.5
Overview of other courses taught in the current academic year according to study programmes
-69
true
V.5.a
Name of the course
Pedagogic Communication
-70
true
V.5.b
Study programme
Teacher Training
-71
true
V.5.c
Degree
I.
-72
true
V.5.d
Field of study
Teacher Training and Education Science
-69
true
V.5.a
Name of the course
School Management
-70
true
V.5.b
Study programme
Teacher Training
-71
true
V.5.c
Degree
I.
-72
true
V.5.d
Field of study
Teacher Training and Education Science
-69
true
V.5.a
Name of the course
Diploma thesis seminar 1 and 2
-70
true
V.5.b
Study programme
Teacher Training
-71
true
V.5.c
Degree
II.
-72
true
V.5.d
Field of study
Teacher Training and Education Science
-69
true
V.5.a
Name of the course
Teaching Practice 2
-70
true
V.5.b
Study programme
Teacher Training
-71
true
V.5.c
Degree
II.
-72
true
V.5.d
Field of study
Teacher Training and Education Science
-69
true
V.5.a
Name of the course
New conceptions of teaching
-70
true
V.5.b
Study programme
Teacher Training
-71
true
V.5.c
Degree
II.
-72
true
V.5.d
Field of study
Teacher Training and Education Science
-69
true
V.5.a
Name of the course
The Art of Presentation and Communication
-70
true
V.5.b
Study programme
Teacher Training
-71
true
V.5.c
Degree
II.
-72
true
V.5.d
Field of study
Teacher Training and Education Science
-73
true
VI.
Overview of the research/artistic/other outputs
-74
true
VI.1
Overview of the research/artistic/other outputs and the corresponding citations
-75
true
VI.1.1
Number of the research/artistic/other outputs
-76
true
VI.1.a
Overall
109
-77
true
VI.1.b
Over the last six years
27
-78
true
VI.1.2
Number of the research/artistic/other outputs registered in the Web of Science or Scopus databases
-79
true
VI.1.a
Overall
16
-80
true
VI.1.b
Over the last six years
8
-81
true
VI.1.3
Number of citations corresponding to the research/artistic/other outputs
-82
true
VI.1.a
Overall
227
-83
true
VI.1.b
Over the last six years
31
-84
true
VI.1.4
Number of citations registered in the Web of Science or Scopus databases
-85
true
VI.1.a
Overall
99
-86
true
VI.1.b
Over the last six years
36
-87
true
VI.1.5
Number of invited lectures at the international, national level
-88
true
VI.1.a
Overall
0
-89
true
VI.1.b
Over the last six years
0
-90
true
VI.2
The most significant research/artistic/other outputs
-91
true
<p><strong>ADC</strong> Prokša, M. & <strong>Haláková, Z.</strong> (2007). Two kinds of conceptual problems in chemistry teaching. Journal of Chemical Education, 84 (1), 172-174.</p>
-91
true
<p><strong>ADC</strong> Kubiatko, M. & <strong>Haláková, Z.</strong> (2009). Slovak high school students' attitudes to ICT using in biology lesson. Computers in Human Behavior. 25 (3), 743-748.</p>
-91
true
<p><strong>ADC</strong> Kubiatko, M., <strong>Haláková, Z.</strong>, Nagyová, S. & Nagy, T. (2011). Slovak high school students' attitudes toward computers. Interactive Learning Environments. 19 (5), 537-550.</p>
-91
true
<p><strong>ADC</strong> Kubiatko, M., Yilmaz, H. & <strong>Haláková, Z</strong>. (2012). The attitudes of Slovak and Turkish high school students to the ICT used in biology according to gender and age differences. Energy Education Science and Technology Part B-Social and Educational Studies. 4 (1), 433-446.</p>
-91
true
<p><strong>ADM, V3</strong><span> Balagová, L. & </span><strong>Haláková, Z.</strong><span> (2018). </span><span>Teacher-Students' Interaction in Comparison of Teacher's Selfperception and Students' Point of View. </span><em>European Journal of Educational Research.</em><span> Vol. 7, No. 3, pp. 465-472. ISSN 2165-8714.</span></p>
-92
true
VI.3
The most significant research/artistic/other outputs over the last six years
-93
true
<p><strong>V3</strong><span> Ivánková, P., </span><strong>Haláková, Z. </strong><span>& Marcinková, D. (2022). </span><span>The Influence of a Science Camp Experience on Pupils Motivating to Study Natural Sciences.</span><span> </span><em>Eurasia Journal of Mathematics, Science and Technology Education. </em><span>Vol. 18, No. 3, pp. 1-11. ISSN 1305-8215.</span></p>
<p></p>
-93
true
<p><strong>ACB </strong>Gachová, K., Mečiarová, M. & <strong>Haláková, Z. </strong>(2020). Oxidačno-redukčné reakcie v organickej chémii vysokoškolská učebnica pre študentov učiteľstva v aprobácii s chémiou a pre učiteľov chémie. Bratislava : Univerzita Komenského , 74 s., ISBN 978-80-223-5002-0.</p>
-93
true
<p><strong>V3</strong> Prokša, M., Drozdíková, A., Križanová, M. & <strong>Haláková, Z.</strong> (2023). Experiences with Student Projects Focusing on Chemistry Shows in Undergraduate Chemistry Teacher Education. <em>Journal of Chemical Education</em><span>. 100(9), 3494-3499.</span></p>
-93
true
<p><strong>P1 </strong><span>P</span>rokša, M., Drozdíková, A., <strong>Haláková, Z. </strong>& Nagy, T. (2022). <span>Didaktika chémie 1.</span><span> Interpretácia učiva zo všeobecnej chémie vo vyučovaní. 1. vyd. Bratislava : Univerzita Komenského v Bratislave, 264 s. ISBN 978-80-223-5493-6.</span></p>
<p><strong>P1 </strong><span>P</span>rokša, M., Drozdíková, A., <strong>Haláková, Z. </strong>& Nagy, T. (2024). <span>Didaktika chémie 2.</span><span> Interpretácia učiva z anorganickej, organickej chémie a biochémie vo vyučovaní. 1. vyd. Bratislava: Univerzita Komenského v Bratislave, 336 s. ISBN 978-80-223-5823-1.</span></p>
-93
true
<p><strong>V1</strong><strong> Haláková, Z</strong><span>., Ikhardt, P. & Ciceková, J. (2024). Metodická príručka s návrhmi preventívnych programov voči vyhoreniu a podľahnutiu pracovnej záťaži s copingovými technikami a stratégiami riešenia pre učiteľov. 1. vyd. Bratislava: Univerzita Komenského v Bratislave, 180s. ISBN 978-80-223-5904-7.</span></p>
-94
true
VI.4
The most significant citations corresponding to the research/artistic/other outputs
-95
true
<p>Balagová, L. & <strong>Haláková, Z.</strong> (2018). Teacher-Students' Interaction in Comparison of Teacher's Selfperception and Students' Point of View. European Journal of Educational Research. 7(3), 465-472. </p>
<p>[o1] 2019 - Krek, J. - Hodnik, T. - Vogrinc, J. - In: European Journal of Educational Research, Vol. 8, No. 4, pp. 1229-1243.</p>
-95
true
<p>Prokša, M. & <strong>Haláková, Z.</strong> (2007). Two kinds of conceptual problems in chemistry teaching. Journal of Chemical Education, 84 (1), 172-174.</p>
<p>[o1] 2019 - Yildirim, T. - Canpolat, N. - In: Education and Science, Vol. 44, No. 199, pp. 127-147. </p>
-95
true
<p>Kubiatko, M. & <strong>Haláková, Z.</strong> (2009). Slovak high school students' attitudes to ICT using in biology lesson. Computers in Human Behavior. 25 (3), 743-748.</p>
<p>[o1] 2019 - Ewais, A. - De Troyer, O. - In: Journal of Educational Computing Research, Vol. 57, No. 7, pp. 1643-1670.</p>
-95
true
<p>Kubiatko, M., Haláková, Z., Nagyová, S. & Nagy, T. (2011). Slovak high school students' attitudes toward computers. Interactive Learning Environments. 19 (5), 537-550.</p>
<p>[o1] 2018 - Cusso-Calabuig, R. - Farran, X.C. - Bosch-Capblanch, X. - In: Education and Information Technologies, Vol. 23, No. 5, pp. 2111-2139.</p>
<p>[o1] 2017 Czigány, Sz. - Császár, Zs. - Kiss, K. - Halmai, Á. - Lóczy, D. - Nagyváradi, L. - Pirkhoffer, E.: International Research in Geographical and Environmental Education, Vol. 27, No. 2, 2017, s. 149-164.</p>
-95
true
<p>Kubiatko, M., Yilmaz, H. & <strong>Haláková, Z</strong>. (2012). The attitudes of Slovak and Turkish high school students to the ICT used in biology according to gender and age differences. Energy Education Science and Technology Part B-Social and Educational Studies. 4 (1), 433-446.</p>
<p>[o1] 2016 - Dokopoulou, M. - Bozas, E. - Pavlatou, E.A. : Multimedia Applications by Using Video-Recorded Experiments for Teaching Biology in Secondary Education. - In: New Developments in Science and Technology Education . - Dordrecht : Springer, 2016 ; pp. 97-107.</p>
-96
true
VI.5
Participation in conducting (leading) the most important research projects or art projects over the last six years
-97
true
<p>KEGA 044UK-4/2017 University textbook of school management for students of science teaching with practical demonstrations - project leader; https://www.portalvs.sk/sk/prehlad-projektov/kega/10726; The project brought a request for writing students´ textbook with exercises, special for that of them, who are preparing to be science teachers. The aim was to prepare adequate materials, to publish School management textbook with exercises for students and to verify it in practice.</p>
-97
true
<p>Vega 1/0166/16 The identification of pupils’ misconceptions and possibilities of their elimination within didactic reconstruction of key chemistry fields at primary and secondary schools, member of the research team. Project helped us to identify and find out pupils´ misconceptions in key areas of chemistry via various diagnostic tools: concept maps, clustering and various types of learning tasks: conceptual, complex, divergent, the solution of which contributes to the elimination of the misconceptions.</p>
-97
true
<p>KEGA 016UK/-4/2022 <span>Methodical handbook with proposals for prevention programmes against burnout and succumbing to workload with coping techniques and solution strategies for teachers. T</span>hanks to the project, it was possible to conduct workshops, seminars and meetings with practising teachers and future teachers on the topic of workload management and burnout prevention. We prepared, published and distributed a methodological manual on the subject as a starting point and support material in this currently intensively researched area to the target group of primary, secondary and university teachers, as well as to school psychologists.</p>
-98
true
VII.
Overview of organizational experience related to higher education and research/artistic/other activities
-99
true
VII.a
Activity, position
European Journal of Health and Biology Education, reviewer
-100
true
VII.b
Name of the institution, board
Eurasian Society of Educational Research
-101
true
VII.c
Duration
2012
-99
true
VII.a
Activity, position
Eurasia Journal of Mathematics, Science and Technology Education, reviewer
-100
true
VII.b
Name of the institution, board
Modestum Publishing LTD
-101
true
VII.c
Duration
since 2013
-99
true
VII.a
Activity, position
Grant Agency of Charles University, reviewer
-100
true
VII.b
Name of the institution, board
Univerzita Karlova, Praha, Česká republika
-101
true
VII.c
Duration
since 2018
-99
true
VII.a
Activity, position
Chemistry Teacher International, reviewer
-100
true
VII.b
Name of the institution, board
De Gruyter
-101
true
VII.c
Duration
since 2019
-99
true
VII.a
Activity, position
European Journal of Teacher Education, reviewer
-100
true
VII.b
Name of the institution, board
Taylor & Francis
-101
true
VII.c
Duration
since 2021
-99
true
VII.a
Activity, position
Frontiers in Education
-100
true
VII.b
Name of the institution, board
Frontiers Media SA
-101
true
VII.c
Duration
since 2021
-99
true
VII.a
Activity, position
PLOS ONE
-100
true
VII.b
Name of the institution, board
Public Library of Science (San Francisco, US)
-101
true
VII.c
Duration
since 2022
-99
true
VII.a
Activity, position
Educational Point
-100
true
VII.b
Name of the institution, board
-101
true
VII.c
Duration
since 2025
-102
true
VIII.
Overview of international mobilities and visits oriented on education and research/artistic/other activities in the given field of study
-103
true
VIII.a
Name of the institution
Ministry of Education - DGIDC, Direcção-Geral de Inovação e de Desenvolvimento Curricular - and Ciência Viva in cooperation with the European Commission DG EAC
-104
true
VIII.b
Address of the institution
Brussels, Belgium
-105
true
VIII.c
Duration (indicate the duration of stay)
13.-18.10.2008
-106
true
VIII.d
Mobility scheme, employment contract, other (describe)
Math, Science and Technology (MST) Cluster, 5th Peer Learning Activity (PLA), Vila do Conde, Portugal
-107
true
IX.
Other relevant facts
-108
true
IX.a
If relevant, other activities related to higher education or research/artistic/other activities are mentioned
<p>member in the commissions for the rigorous and additional pedagogical studies proceedings (basic and advanced level), dissertation proceedings in field of study: Teacher Training and Education Science</p>
<p>supervision of thesis in extension studies in biology and chemistry</p>
-109
true
Date of last update
2025-01-08