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A special educator and a psychologist in every school? Institutionalisation of support teaching positions in primary schools
Panák, Petr ; Mouralová, Magdalena (advisor) ; Černý, Jakub (referee)
The thesis focuses on the policy of institutionalisation of support teaching positions, which extends school special educators and school psychologists to primary schools and tries to ensure the stability of professions of the support teaching positions. The thesis focuses on the piloting of institutionalisation in small primary schools with 20-179 pupils, where schools are provided with support teaching positions by pedagogical-psychological counselling centres. The aim is to describe the functioning of the institutionalisation model and to understand how it is perceived by school special educators, school psychologists and heads of pedagogical- psychological counselling centres. The thesis is framed by two theoretical concepts: the street- level bureaucracy and the theory of accountability. The thesis uses various data sources, from questionnaires to interviews, public policy documents, and administrative data. Based on these data, the thesis concluded that it has not yet been possible to ensure a sufficient expansion of support teaching positions into schools, mainly due to the lack of qualified staff nor the professional stability of support teaching positions, as these do not have the certainty of continuation of institutionalisation in 2025. At the same time, the role of pedagogical- psychological...
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Narrative evaluation from the perspective of teachers
Kopecká, Natálie ; Mouralová, Magdalena (advisor) ; Gargulák, Karel (referee)
The aim of this thesis is to understand how teachers in upper primary schools using verbal assessment perceive this type of feedback. This goal is achieved through ten in-depth interviews that focus on the teachers' own understanding of the concept and relating to it, its benefits towards teachers and the problems they face because of its application. Furthermore, the thesis focuses on teachers' understanding of their own role in the process and their view of the roles of other actors, especially in terms of the principle of affordance. The analysis revealed that verbal evaluation is perceived by teachers as an essential part of their professional identity. The main benefits of the application of verbal assessment are considered by teachers to be the opportunity to get to know their pupils better and to improve their pedagogical and psychological skills. On the other hand, the biggest difficulty for them is the lack of time and, in terms of emotional experience, the translation of verbal assessment into grades. In terms of accountability, teachers identified the pupil as the main beneficiary to whom they render accounts, but at the same time they described several other actors whose demands they must take into account. One could therefore speak of an overload of accountability, or even of...
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Accountability of Public and Private Elementary School
Čermáková, Olga ; Voda, Jan (advisor) ; Trojan, Václav (referee)
The bachelor's thesis deals with the school accountability. It explores accountability as a phenomenon that exists but it is not explicitly expressed and systematically integrated into the process of managerial control in Czech school. The work summarizes the gained knowledge and approaches to accountability in Czech and foreign environment and their links with the school management in general. The aim of qualitative research is to contribute to the expansion of scientific knowledge in this area. There are identified external subjects of public and private schools in the case study, their main interests which are subsequently compared. The work is intended for school directors; bringing a more detailed view on demands of external subjects, both public and private schools, offering specific procedures and recommendations to school management, which can be considered as an accountable proceeding to external subjects. KEYWORDS: Accountability, accountable, responsibility, school autonomy, assessment, accountable proceeding, external subjects, school management
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Autonomy of directors and teachers in the current Chinese educational system
Wagenknechtová, Radana ; Voda, Jan (advisor) ; Šafránková, Jana Marie (referee)
Autonomy of directors and teachers in the current Chinese educational system Mgr. Radana Wagenknechtová 2015 ABSTRACT This thesis looks at the Chinese educational system and the autonomy that directors and teachers share in the decision making process. It not only examines the educational system as a whole but analyses different levels of the educational system, puts an emphasis on the autonomy of teachers and directors in a school environment, and introduces various school reforms in China since 1976. Consequently, it clarifies the current Chinese educational system with an emphasis on various organizational levels along with the power they have in the decision making process and the options for creating change. Through the study of key documents of the Chinese educational system, political system, and other foreign literature, the legislative processes and documents that are responsible for the Chinese educational policies are made apparent. The thesis compares the official Chinese educational system's documents and processes with the actual situation. Based on this research, the thesis determines the real level of autonomy that directors and teachers possess in the decision making process.
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The job of child educators in Czech day-care centres in terms of accountability
Bitnerová, Marie-Anna ; Hejzlarová, Eva (advisor) ; Konrádová, Kateřina (referee)
Marie-Anna Bitnerová The bachelor thesis Summer semester 2021 The bachelor thesis is concerned with the present situation of Czech pre-school care for children from one to three years of age. The research focuses on the job of child educators in Czech children's day-care centres and on their relationships with other participants in such organisations (parents, colleagues, superiors and children). This phenomenon is described using the concept of accountability, which means responsibility for performed services (social connection between two participants, where one participant accounts for his/her services to the other) and through one's own moral responsibility felt towards other participants while working. The research was carried out using five in-depth interviews with child educators of five Prague-based day-care centres. Based on that data set it appeared that child educators seem to feel most accountable for their services towards the children's parents and most morally accountable towards the children themselves. The principle of cooperation appears to be very important in terms of accountability, where accountability takes place through communication, communication leads to trust, trust to cooperation, cooperation to the cooperation of all participants, and this cooperation in turn enables the...
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Institutionalized Free Schooling in the Czech Education System
Švábová, Kristina ; Mouralová, Magdalena (advisor) ; Černý, Jakub (referee)
The aim of this bachelor's thesis is to contribute to the understanding of the phenomenon of the so-called "free schools" in the Czech Republic. These schools practice the principles of free schooling which has a long tradition abroad in schools, such as Summerhill School or Sudbury Valley School. However, in the Czech Republic these schools have only now begun to emerge and as such have not been thoroughly studied, yet. This thesis is a case study of two Czech free schools. It describes how the schools' values manifest in the school documentation and, using the theory of accountability, it explores how the values are harmonized with the expectations of other actors, chiefly the Czech School Inspectorate. It is found that the Czech education system is open to many of these values. Nevertheless, in some areas disputes arise. The full realization of the values is hindered especially due to compulsory school attendance, statutory requirements in the curriculum and evaluation. In the thesis, the actors' attitudes towards the Czech education system are explored, as well. It is discovered that each school has developed its own approach. One of them takes a 'pessimistic' stand as the school employees do not believe a consensus with the state is possible, whereas the other one is more 'optimistic' and...
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Autonomy of directors and teachers in the current Chinese educational system
Wagenknechtová, Radana ; Voda, Jan (advisor)
This thesis looks at the Chinese educational system and the autonomy that directors and teachers share in the decision making process. It not only examines the educational system as a whole but analyses different levels of the educational system, puts an emphasis on the autonomy of teachers and directors in a school environment, and introduces various school reforms in China since 1976. Consequently, it clarifies the current Chinese educational system with an emphasis on various organizational levels along with the power they have in the decision making process and the options for creating change. Through the study of key documents of the Chinese educational system, political system, and other foreign literature, the legislative processes and documents that are responsible for the Chinese educational policies are made apparent. The thesis compares the official Chinese educational system's documents and processes with the actual situation. Based on this research, the thesis determines the real level of autonomy that directors and teachers possess in the decision making process. Powered by TCPDF (www.tcpdf.org)
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Pre-primary education: relations between kindergarten and family
Konrádová, Kateřina ; Mouralová, Magdalena (advisor) ; Hejzlarová, Eva (referee)
This diploma thesis concerns the topic of pre-primary education in the Czech Republic with a special focus on the school-family relations. The general aim of this study is to examine and describe the relations between kindergarten (principals/teachers) and family (parents of children) in the contemporary reality of these schools. Moreover, this text deals with the relations between mentioned stakeholders from the perspective of partnership and accountability which constitute its theoretical background. The objectives are fulfilled via qualitative research, particularly twelve semi-structured interviews with principals/teachers of public kindergartens, and analysis of relevant public policy documents. Based on the qualitative research among these respondents, it concludes that the relations between the actors involved correspond more to the concept of accountability than partnership. The text also indicates that accountability and partnership are rather contradictory concepts. The principals/teachers feel accountable to the parents and they also declare very strong responsibility towards the children themselves. The research findings also show in more detail the discrepancy between the strongly reflected interest of respondents in a partnership and its absence, with a particular attention paid to the reasons...
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Teacher Evaluation
Trunda, Jiří ; Spilková, Vladimíra (advisor) ; Rýdl, Karel (referee) ; Trojan, Václav (referee)
TITLE: Teacher Evaluation AUTHOR: Mgr., Bc. Jiří Trunda DEPARTMENT: Primary Education SUPERVISOR: prof. PhDr. Vladimíra Spilková, CSc. Abstract: This dissertation thesis deals with the evaluation of teachers in the context of the Czech educational system. The theoretical part first mapped theories related to the concepts of evaluation and teacher. The conclusions of these two chapters are then relate in the chapter Evaluation of Teachers. The second part of the thesis presents quantitative research of the situation of teacher's evaluation in the context of Czech primary schools. The description is then compared with the theoretical model of evaluation of teachers, which is the output of theoretical part. Dissertation should contribute to the implementation of systematic teacher evaluation as a tool for improving the quality of education and simultaneously to the professionalisation of teaching. Keywords: Evaluation akontabilita tree evaluation theory, teacher, teacher, reflective practice, professionalization
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School Psychology at Elementary Schools in the Czech Republic from the Perspective of Public Policy
Zahradník, Matěj ; Mouralová, Magdalena (advisor) ; Kotrusová, Miriam (referee)
Bc. Matěj Zahradník 2016 School Psychology at Elementary Schools in the Czech Republic from the Perspective of Public Policy Master's Thesis Abstract This diploma thesis focuses on school psychology as a part of the educational system in the Czech Republic, specifically part of primary schools. The beginning of the thesis presents an overview of relevant policy documents, which focus on school psychology, as well as an overview of development programs designed to support it. These overviews give the reader objective information on the current state of school psychology in the Czech Republic. Using the aforementioned documents, an online questionnaire, and most importantly twelve expert interviews (with school psychologists, representatives from the Ministry of Education, National Institute for Education, Charles University), this thesis analyzes benefits of school psychology, such as personal presence and knowledge of the school, preventive character of such services, mediation and others, its possible drawbacks and obstacles, like issues with consolidating the profession in the system, its financing, or the lack of supervision and intervision. Moreover, this thesis presents policy goals of school psychology, with possible indicators to measure their fulfillment. The crucial part of this thesis focuses on...
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