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Subjectively described effects of Lesson Study on the professional development of teachers: qualitative research
Valínová, Veronika ; Laufková, Veronika (advisor) ; Starý, Karel (referee)
The thesis deals with a subjective description of the impact of the Lesson Study on teachers' professional development. The aim of the thesis is to introduce Lesson Study as a specific form of teacher training based on teachers' collaboration in improving the quality of teaching through planning, implementation and reflection of lessons. Lesson Study is based on the Japanese school environment, but in the Czech environment it is an unexplored form. The thesis is divided into two parts, theoretical and empirical. The theoretical part, based on the literature, describes the origins of Lesson Study, its gradual development, characteristics and also its implementation outside the Japanese environment. The empirical part then identifies, through its own qualitative research, the subjectively perceived positives and negatives of Lesson Study for the professional development of the teachers who were part of the research. Teachers cite collaboration, classroom interaction, and connectedness to direct student learning as the main benefits. The most common barrier to implementing Lesson Study is the perceived time- consuming nature of the cycle, which is detailed in the paper. The research was conducted in a second level primary school in Prague in the school year 2023/2024. The main research method was a...
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The readiness of pedagogy students for pedagogical practice in terms of formative assessment
Tůmová, Lucie ; Novotná, Kateřina (advisor) ; Starý, Karel (referee)
The diploma thesis focuses on the readiness of students in the field of education Preschool and Extracurricular Pedagogy for pedagogical practice from the perspective of formative assessment. The work points to the importance of using formative assessment in teaching and the need to prepare future teachers for its implementation. The theoretical part of the thesis introduces the issue of formative assessment and the pedagogical preparation of future teachers, as these two issues are closely related to research work. The chapter on assessment describes the basic concept of assessment, its importance in the pedagogical process and formative assessment. The chapter on pedagogical preparation primarily oriented towards the competence framework of a teacher graduate and a comprehensive description of the teacher's competences. The practical part of the thesis brings the results of qualitative empirical research, which aimed to determine how students are prepared for pedagogical practice from the perspective of formative assessment. The research also revealed the extent to which secondary pedagogical school in Prague include this type of assessment in their curriculum document in connection with the necessity of including formative assessment in schools.
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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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Implemetation of subject Communication at primary school
Svobodová, Ingrid ; Starý, Karel (advisor) ; Laufková, Veronika (referee)
This work deals with the introduction of a new subject Education for communication at the first stage of a particular primary school. The course is focused on the social development of children through the topics of primary prevention.The aim of the thesis is to reveal the need for a change in prevention programs, to describe the connections between the parties involved in this change, and to evaluate this change. For this research, respondents representing individual grades of the first grade, who completed the relevant training and started teaching a new subject, as well as the school principal and prevention methodologists, were elected. The data obtained from semi-structured in-depth interviews with educators, the director and the prevention methodologist were coded and evaluated by a short summary and table. The change was evaluated after observing the individual classes in the classroom. Research has shown that the change initially arose from the need for teachers to influence their schedule and spend more time with children in their tribal class. It also turned out that in the first grade, teachers lack a classroom class and have reservations about the number of optional subjects that the school has profiled. Initially, educators were looking for ways to influence the schedule and optional...
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Teaching methods of preparation to CCE exam on B1 level for bilingual students
Červeňáková, Hana ; Laufková, Veronika (advisor) ; Starý, Karel (referee)
In this diploma thesis, we present a methodological approach for the preparation of bilingual children attending the Czech School without Borders in London (CSWBL), with a specific focus on preparing them for the B1 level exam organized by the UK's UJOP workplace. The theoretical part of the thesis begins by providing an overview of CSWBL, including a brief history of its operation. Subsequently, we offer a definition of the term bilingualism. A particular emphasis is placed on the unique aspects of teaching Czech to bilingual pupils residing in London. This serves as a crucial foundation for the practical segment of the thesis, aiming to acquaint the reader with CSWBL, elucidate the concept of bilingualism, and delineate the specific challenges associated with teaching bilingual children residing outside the Czech Republic. Given the current absence of textbooks tailored for teaching bilingual students, our objective in the practical part is to create teaching materials for the eighth grade, aligning with the students' needs. These materials are designed to correspond to the time-thematic plan for the 8th grade at CSWBL and simultaneously prepare students for the CCE exam at level B1. This preparation encompasses all four components of the exam: listening, reading, writing, and speaking. The...
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Action Research: Development of Reading Literacy at Secondary School
Nováková, Anežka ; Laufková, Veronika (advisor) ; Starý, Karel (referee)
The thesis deals with the development of reading literacy in lower secondary education (according to the international classification ISCED 2). It is divided into a theoretical and a research part. The theoretical part of the thesis defines reading literacy as an important competence for life in society, describes its individual components, its problematic position in the curriculum documents of Czech education and appropriate methods for its development. The research part of the thesis contains a description of the action research. The aim of the research is to improve the reading literacy of selected pupils at secondary school. First, we conducted an observation, a questionnaire survey to identify attitude to reading, and a pretest to determine students' reading literacy levels. Then, we designed intervention methods, implemented them and evaluated them. The research shows that regular and systematic inclusion of RWCT methods and reading workshops leads to the development of reading skills and a attitude to reading, especially it forms an inner need to read, creates reading habits and supports sharing reading experiences with each other. In conclusion, we propose recommendations for next work in the classroom, which will support the further development of reading literacy and motivate pupils to...
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Motivation to read books for first-year high school students
Reichmannová, Nikola ; Komberec, Filip (advisor) ; Starý, Karel (referee)
The diploma thesis focuses on reading, its support, and development among 1st-grade students in secondary schools, taking into account the requirements placed on students in relation to the final exam. Its goal is to outline some possibilities for appropriately motivating students to read in order to develop a positive attitude towards reading, and to provide inspiration for future graduates to engage with the relatively demanding ancient and medieval texts that are typically part of the curriculum at the beginning of their studies. The introductory chapters map the centrally set educational content of literary communication in secondary education as part of the Czech Language and Literature educational field, the position of reading and reading literacy in curricular documents, comparative research on reading, and professional opinions on literature education in Czech secondary schools. This is followed by a section dedicated to selected motivational means and methods that can be used within literature education to strengthen students' motivation for reading books and texts. The thesis concludes with examples of teaching lessons prepared on the topics of the oldest literature and their subsequent reflection after actual implementation in the educational process. These examples demonstrate that...
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Benefit of Formative Assessment for Primary School Teachers and Pupils
Fišerová, Karolína ; Laufková, Veronika (advisor) ; Starý, Karel (referee)
The diploma thesis aims to find out what benefits of using formative assessment in teaching see selected teachers and pupils of primary school. The theoretical part focuses on school evaluation, where this term is defined, and the main aspects of assessment such as functions and individual types are described. It also gets to the formative and summative types of evaluation and their comparison. The next part is devoted to specific principles of a formative approach, such as the formulation of goals that are closely related to criteria and feedback, as well as self-evaluation or peer evaluation. Formative assessment could not work without respectful communication and trust between the student and the teacher, which is dealt with in the last chapter of the theoretical part. The empirical part, through interviews with pupils' class teachers (specifically the 4th grade) and subsequent interviews with groups of pupils of the above-mentioned teachers, finds out what evaluation procedures teachers use and why. Interviews with pupils make it possible to record the pupils' view of school assessment and the methods their teachers work with, as well as how communication in the classroom affects pupils' approach to learning. The results of the qualitative design of the research show that formative methods try...
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Cross-curricular relations in the teaching of the czech language and literature and history in the 9th grade of upper secondary school
Olšavská, Marcela ; Komberec, Filip (advisor) ; Starý, Karel (referee)
This master thesis deals with the issue of cross-curriscural relations of the Czech language and literature and history in teaching in the 9th grade of upper secondary school. The first objective was to explore the current state of the concept of interdisciplinary relationships between these subjects in the Framework Educational Program for Elementary Education, selected School Educational Programs and selected teaching materials. The second objective was to to propose the possibilities of purposeful application of intersubject relationships of the studied subjects in teaching. The research consists in the analysis of the Framework Educational Program for Elementary Education, the School Educational Programs of nine selected schools and didactic material in the form of a history textbook, workbook, and teacher's guide, as well as a Czech language textbook, workbook, and teacher's guide, and finally, a reader and its accompanying teacher's guide. The research indicates that although School Educational Programmes are based on the Framework Education Program for Elementary Education, the concept of interdisciplinary relationships is not the same in all programmes. Similarly, the application of interdisciplinary relationships within didactic materials is highly variable. In the final part of the...
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How schools can motivate students into reading
Smrčková, Eva ; Laufková, Veronika (advisor) ; Starý, Karel (referee)
This work focuses on child readers, specifically on their motivation to read. We still have many children who like to read, but there are also more and more children who are not very interested in books. The motivation of children is important from the toddler age, when they listen to their first children's books being read to them at home. The chosen research goal, through the research method of open interviews, namely with teachers, students and a child psychologist with experience in a pedagogical-psychological consultancy, is to map the factors thanks to which children can naturally gradually learn to be independent readers. The method of content analysis was used to analyze the data from the interviews. The results show that gender plays an important role in reading motivation, with girls preferring romantic stories and boys preferring adventure and action stories. Furthermore, the illustrations play an important role, helping to develop the imagination of the readers. In the case of illustration and its role in reading literacy, the results divide potential child readers into two imaginary camps, where some prefer illustrations precisely for the development of their imagination, and others, on the contrary, avoid illustrations with the explanation that they hinder their own imagination. And...
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