The need for quality training of future teachers of practical teaching in the conditions of digital education requires the use of diverse methods of higher education. The contribution is focused on aspects of the use of the simulation method of teaching and micro-teaching within the didactics of professional subjects at the Faculty of Education of the MU in Brno. The results of solving the topic are one of the outputs of the project "Problem situations in teaching at secondary schools". The project was carried out at the Faculty of Education of the MU in Brno in the period 07/01/2023-06/30/2024. The aim of the contribution is to evaluate the possibilities of using the simulation method and micro-teaching in the field-didactic training of future practical teaching teachers with a focus on teaching problem situations. Then present the main research findings of the implemented action research in this area. The goal of the research was to find out whether the proposed microteaching model is suitable for the needs of teaching exercises in the didactics of professional subjects. In the theoretical part, we proposed a model of using the simulation method and microteaching for the needs of training future teachers of practical education. Based on the results of the action research, we have found that the proposed model is, after minor corrections, suitable for the needs of practicing problematic teaching situations within the didactics of professional subjects. Three educational problem situations arose, which were verified and subsequently corrected.

Almost every one of us owns a mobile touch device (smartphone or tablet) these days, and children of school age are no exception. In this article we focus on how the BYOD strategy (bring your own device) can be used during lessons in elementary schools. In order to find out how these smart devices are really used in classes, we not only conducted a questionnaire and half-structured interviews, but we also visited several classes personally. From the results of research of available source materials and from the results of our own research, we gathered enough information which helped us come up with 5 suggestions on how to use children's own devices in lessons. These suggestions should help teachers when implementing BYOD strategy in their own classes. The suggestions, which we created, are presented to teacher's public using a set of info graphics.

The present work is aimed at finding out the attitude of 15-year-old pupils towards the subject of Technology and their general attitude towards technical education. In the research, we focused on finding the difference in the attitudes of the pupils towards the subject of Technology in relation to their choice of secondary school or the gender of the pupil. In the research, we used a questionnaire for pupils. The questionnaire is a translation of the ‚Pre-inspection survey: pupils (secondary)' , recommended to schools by the Welsh Inspectorate. We subjected the data collected to quantitative and qualitative analysis. The Mann-Whitney U-test was used to investigate differences in pupils' attitudes towards the subject of Technology in relation to their choice of secondary school or the gender of the pupil. We found that the difference in 15-yearold pupils' attitudes towards technical education is statistically significant between the group of pupils applying to vocational secondary schools and the group of pupils applying to grammar schools. Pupils who have a positive attitude towards the subject of Technology apply to secondary vocational schools. Further, we find that the difference in the attitudes of 15-year-old pupils towards technical education is statistically significant between girls and boys. Boys showed more positive attitudes towards the subject of Technology than girls in their responses.