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Readiness of beginning teachers for prevention and solution of school bullying
Fáčková, Jana ; Zvírotský, Michal (advisor) ; Richterová, Magdalena (referee)
ABSTRACT This master's thesis is focused on how theoretically prepared new teachers are in the matter of preventing and dealing with school bullying. The theoretical section is focused on explaining certain terminology related to school bullying, and describes the role of the teacher and new teacher. This section discusses the important role of preventive methods at schools, possible measures to prevent bullying and approaches to dealing with bullying, both in terms of the bullying of pupils and teachers. The practical section analyses two elementary schools in the Central Bohemian Region. These schools differ in terms of pupil numbers, style of teaching and staffing. Only 52 respondents filled out the questionnaire. I also sent the questionnaire to experienced teachers, and I was interested in their approach to the minimum preventive programme. In interviews with teachers who are only setting out on their professional careers, I also ascertained how university education has prepared them for possible cases of school bullying and whether the teaching profession has met their expectations. A part of my empirical research also included interviews with prevention methodologists and a school psychologist. In the final section, recommendations are suggested for new teachers and schools to prevent school...
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Beginning Teacher and Teaching in the Inclusive Classroom
Bajtlová, Anna ; Wildová, Radka (advisor) ; Ronková, Jolana (referee)
The thesis follows up with a beginning teachers and their teaching in an inclusive classroom. The first chapter of the theoretical part is devoted to the beginning teachers and their pre- graduate preparation for teaching in the inclusive education. In the second chapter is defined the concept of inclusive education, inclusive principles, development of the inclusive education in Czech republic and its current state. The third chapter is focused on itselfs teaching in an inclusive classroom, its actors and others selected aspekts. The empirical part aims to describe the experiences of beginning teachers, former students of the study program Teaching for the 1st grade of primary school at the PedF UK, with teaching in an inclusive classroom focused on the limits they feel. In addition to this, is the aim of the thesis to bring closer the attitudes of beginning teachers towards to the inclusion, which seem to be crucial for the successful inclusion. For this purpose is in the thesis used semi-structured interviews, which are analyzed and interpreted in the six areas that emerged from open coding. The results of the research shows, that the beginning teachers feel their limits in knowledges of special pedagogy and their sklil, which are associated with this, in cooperation with the teaching assistants...
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Collaboration between beginning teachers and parents
Iroušková, Kristýna ; Wildová, Radka (advisor) ; Ronková, Jolana (referee)
The diploma thesis examines cooperation with parents from the point of view of beginning teachers, graduates of Teaching for the 1st grade of elementary school of the Faculty of Pedagogy of Charles University. The chosen topic is based on the participation in the research task Research of graduates of the 1st grade of primary education as beginning teachers within the Cooperation project in the scientific field of General Education and Pedagogy, field of Pre-primary and Primary education. The thesis focuses on two primary goals, cognitive and creative, and also focuses on confirming or refuting formulated assumptions. Important factors in the field of pedagogy are emphasized within the learning objectives. These factors include the teacher's personality, competencies, the teacher-student relationship, and the new Competence Framework for the graduate teachers. Theoretical and practical examples from the school environments based on the experience of experts' insights are provided to support the discussion. Also, I described some important basic definitions here. The second chapter describes communication as an important aspect of every interaction. The third chapter, central to the thesis, focuses on the main topic and explores the cooperation between family and school, the importance of the...
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Readiness of beginning teachers for prevention and solution of school bullying
Najmonová, Dominika ; Zvírotský, Michal (advisor) ; Richterová, Magdalena (referee)
This thesis discusses to what extent new teachers are equipped and prepared to prevent and deal with school bullying. The theoretical part aims to define used terms and explain what they entail. These terms include: new teachers, teacher typology, teacher training, bullying, stages of bullying, bullying prevention, and above all, steps to handle bullying. The practical part focuses on the conducted qualitative research, describing the chosen method, the process and its results. It offers answers to whether new teachers feel equipped and prepared to deal with and prevent school bullying or not. The main aim of the research is to find out how new teachers handle situations related to school bullying: which detection methods they use; with whom they cooperate; how they address these situations or how they would do so. Moreover, the thesis provides an insight into how prepared they feel, with their formal qualification and training, for these crisis situations.
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Beginning Teacher and Classroom management
Kratochvílová, Kateřina ; Stará, Jana (advisor) ; Starý, Karel (referee)
This diploma thesis deals with classroom management from the point of view of beginning teachers, graduates of the field of Teaching for the 1st grade of elementary school at the Faculty of Education at Charles University. The first chapter is devoted to the definition of the concept of classroom management. The second chapter considers the role of the teacher, the teacher's authority, its typology, the relationship between authority and education, and the importance of taking care of the teacher's mental health. The next chapter describes student discipline, possible causes od problém behavior, and methods of prevention or resolution. The following chapter on classroom climate analyzes the relationships that are formed in the school environment. It specifically explores the interaction between the teacher and the student, but also touches upon communication between students, and briefly discusses nonviolent communication. The penultimate chapter is devoted to student motivation. It examines both intrinsic and extrinsic motivation. The sixth and last chapter describes evaluates assessment in teaching. It deals with formative assessment, its methods and advantages. The empirical part of the thesis is based on qualitative research. The primary goal of the research part of this thesis is to find out...
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The role of collegial sharing in prevention of burnout syndrome in beginning elementary school teachers
Faitová, Martina ; Kollerová, Lenka (advisor) ; Hanková, Zdeňka (referee)
"This master's thesis focuses on the role of collegial sharing as a prevention strategy against the development of burnout syndrome among beginning teachers in elementary schools. The aim of the thesis is to analyze how collegial sharing can contribute to protecting beginning teachers from burnout and what its benefits are in terms of professional development and psychological well-being. The thesis also focuses on identifying risk factors associated with the teaching profession and their impact on the development of burnout syndrome. Qualitative methods, specifically semi-structured interviews with beginning teachers, were used in the research section. Respondents were selected based on convenience sampling, with the respondents being beginning teachers at primary schools. The collected data were analyzed through thematic analysis, using coding and identification of key themes. The research results showed that collegial sharing plays an important role in creating a supportive environment for beginning teachers. Colleagues become important sources of support, sharing experiences, and advice. This form of support helps to reduce stress factors associated with teaching and contributes to the prevention of the development of burnout syndrome. Additionally, collegial sharing has been shown to bring...
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The beginning kindergarten teacher
HOŘEJŠÍ, Jana
The bachelor's thesis focuses on beginning teachers and their induction into practice. It summarizes the requirements for kindergarten teachers, focuses on their induction and focuses on forms of self-reflection or psycho-hygiene. The aim of the thesis is to find out what the means of induction are and whether the perceptions of employment of kindergarten teachers differ from reality. The theoretical part discusses the required education, the requisites of the job. Attention is also paid to beginning teachers, their induction and the possible pitfalls that accompany the beginning. Self-reflection of teachers is also addressed, as well as psycho-hygiene, to prevent burnout syndrome. A semi-structured interview ascertains the actual beginnings of beginning teachers, as well as their expectations and subsequent awareness of reality.
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Cooperation between beginning teachers and other teachers
Procházková, Daniela ; Stará, Jana (advisor) ; Wildová, Radka (referee)
The diploma thesis deals with the cooperation between beginning pedagogues and other colleagues at the primary school also with mutual support between them and also with workplace relationships which effects working of the whole school. In the first chapter of the theoretical part, the teacher's personality and his professional development are described. The following chapters describe the beginning teacher, his support from the management and the introducing teacher. The theoretical part also describes the cooperation of teachers, the most common forms of cooperation and the role of management in cooperation between teachers. The aim of the research in the empirical part is to find out how beginning teachers perceive support in their beginnings of the teaching profession, as well as how they perceive cooperation and relationships at the school where they began their teaching practice.
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Critical issues in English language teacher education regarding lesson planning and classroom management
POKORNÁ, Eliška
This thesis is part of a GAJU team project focusing on critical points in the preparation of foreign language teachers. Its main aim is to highlight critical points in the undergraduate preparation of foreign language teacher education students related to lesson planning and classroom management. In the theoretical part, the thesis addresses the topics of teacher requirements and stages of teacher preparation, classroom management and lesson planning. In the practical part, the author conducts a questionnaire survey with master's students in the subject areas and novice foreign language teachers to map critical points in lesson preparation and its implementation in practice. Then she conducts follow-up interviews with selected respondents on the themes emerging from the questionnaire results.
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Beginning teacher of (not only) biology
Nedavašková, Michaela ; Rajsiglová, Ina (advisor) ; Kotvaltová Sezemská, Karolína (referee)
This work provides an insight into the professional start of beginning teachers which is key for their future direction. It turns out that many teachers leave the profession during the first years. The first part defines the concept of the induction period and highlights its importance, describes the role of the mentor and school management, and then the difficulties and needs of beginning teachers. The second part is devoted to the German and Swedish educational systems and primarily focuses on their approaches and ways of induction of beginning teachers. Germany was chosen based on its unique system of two-phase teacher education and Sweden as a representative of the Nordic countries investing a significant proportion of its government budget into education. Key words: beginning teacher, induction period, mentoring, induction of beginning teachers
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