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Teaching as a second career
Zajíčková, Martina ; Krčmářová, Tereza (advisor) ; Pěnička, Jaroslav (referee)
The thesis deals with the personality of a primary school teacher for which teaching is a second career. The theoretical part is focused on general demands placed on teacher's personality, defines the term 'second career teacher', describes professional development of a teacher, gives potential motivators influencing the choice to become a teacher and also briefly introduces the system of professional training of primary school teachers in Czech Republic and some other European countries. The aim of qualitative survey performed by deep semi- structured discussions with 5 teachers about their live stories was to answer the research question: "What is the second career teacher like?" By means of partial questions the survey has uncovered the reasons that brought those teachers to career change, which benefits and difficulties following their decision they perceived, which gains from previous profession they can use in their new teaching career. Finally, the thesis brings the point of view of the respondents on their studies at pedagogical faculty. The analysis of the data enabled to investigate the decision-making process about changing the career from non-teaching to teaching one and identify the key moments which can influence the decision. It was found that internal and external motivators play a...
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Teacher beginner at country primary school
Pokorná, Tereza ; Hejlová, Helena (advisor) ; Krčmářová, Tereza (referee)
The thesis focuses on a teacher beginner at country primary school. It is divided into a theoretical and a practical part. In the theoretical part, we define the concept of a beginning teacher, his competences, professional preparation for teaching in primary school and specific problems of a novice teacher. It also deals with a small school with mixed-age (multileveled) classes, with the history and the specifics of this type of school. A special part of this thesis is focused on the teaching process in schools with age-mixed classes. The practical part aims to describe and evaluate specific problems beginning teachers have at small schools with age-mixed classes, as well as their personal experience. Research is based on interviews with teachers and headmasters and on observations at school. KEYWORDS beginning teacher, primary school teacher, country primary school, mixed-age classes
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Critical places in primary school mathematics taught by Hejný's method
Landíková, Kristýna ; Jirotková, Darina (advisor) ; Slezáková, Jana (referee)
The thesis on "Critical places at the first stage of primary school in the teaching of mathematics by the Hejný method" focuses on the problematic places of the Hejný method, which make it difficult for teachers and especially their pupils at the first stage of primary schools. In the theoretical part of the thesis, the constructivist and transient educational style teaching of mathematics using the Hejný method are characterized. The critical points in mathematics identified in the project of the Grant Agency of the Czech Republic are also introduced and conceived into a unified structure. The theoretical part also includes an analysis of pupil solutions to mathematical tasks from the 2015 TIMSS international survey. The empirical part deals with the experience and view of primary school teachers in teaching mathematics by the Hejný method. The first research survey finds from future primary school teachers their experience and opinions on this method. The second research survey focuses on the identification of problematic places and roles in the teaching of mathematics by the Hejný method from the point of view of teachers who teach mathematics using the Hejný method at the first stage of primary schools. The questionnaire survey was carried out using the questionnaire method, which identifies...
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Burn-out of primary school teachers
Maršík, Petr ; Zvírotský, Michal (advisor) ; Mojžíšová, Jarmila (referee)
ABSTRACT Burn up syndrome, or a "burnout", was for the first time described in 1974. It is the psychical stadium of the human being in modern society. Especially teachers could be fully burned down. Nowadays is this problem rising up very fast in the group of educators. Teachers are the group in a huge danger of the burnout emergence, where someone could suffer with it at this time. And that`s why was dedicated this research to teachers of chosen Junior and High school. The main goal was to find out the teachers`affection of this syndrome in this concrete chosen school and find out which stressors mainly contribute to rising burnout syndrome. Partial goals should investigate methods and ways used by the teachers of this school and by the school management to protect teachers against the burnout syndrome. The quantitative research was brought into effect by the structural anonymous open, semi - closed and closed questionaire. Documents of investigation were distributed to the chosen school teachers by electronic way. The results of investigation didn't prove the burnout syndrome of this chosen school teachers. But the stressors described in professional literature were confirmed as a source of possible reason of the teachers' burnout syndrome beginning. The investigation also proved the teachers'...
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Differentiation and individualization of teaching gifted with ADHD at primary school
Horová, Edita ; Krčmářová, Tereza (advisor) ; Poche Kargerová, Jana (referee)
This master thesis aims to introduce and describe effective strategies and teaching methods that teachers of gifted pupils with ADHD use and during which the different educational needs of these learners are taken into consideration. This thesis also presents how faculty primary school teachers apply these strategies and teaching methods in integrated and segregated forms of education focused on gifted pupils with ADHD. The theoretical part of this thesis summarizes findings about the issues of differentiation, individualization, talent and teaching strategies of gifted pupils. It also deals with a specific group of gifted pupils with ADHD which are classified as twice-exceptional learners. Therefore, there are also described the recommended strategies for the education of pupils with ADHD. Based on the study of Czech and foreign literature, this thesis delimits strategies and teaching methods which are suitable for gifted pupils with ADHD. The practical part of the thesis is a qualitative research done by analysing the observed lessons in classes with gifted pupils with ADHD, and subsequent in-depth interviews with the teachers of these pupils who teach in an integrated and segregated forms of teaching. This thesis tries to find out what strategies and teaching methods these teachers choose during...
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Individualization in Social studies and Sience in primary school instruction
Procházková, Hana ; Krčmářová, Tereza (advisor) ; Stará, Jana (referee)
The diploma thesis has a theoretically-empirical character with a focus on the empirical part. The starting point for the solution is the requirement of the primary teacher competence to work with the differentiated group of pupils, take into account different educational needs in the planning, implementation and reflection of teaching. The aim is to determine whether and how teachers fulfill the requirement of primary school in natural science lessons. Describe and evaluate the implementation of this requirement during the realization of specific thematic unit by several teachers. Methods of the content analysis, interviews and direct observation of teaching are used to fulfill the targets of the thesis. Keywords Individualization, differentiation, Social studies and Science, primary school teacher, instruction planning Powered by TCPDF (www.tcpdf.org)
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Differentiation and individualization of teaching at lower primary school
Tomešová, Lucie ; Krčmářová, Tereza (advisor) ; Stará, Jana (referee)
The thesis reacts on the contemporary schooling when there is the need of differentiation and individualisation of teaching in heterogeneous classrooms. However, the teachers are not prepared enough to differentiate and there is only a minimum of relevant literature and methodological support. The main aim of the thesis is to summarise the latest findings in this field, to detect possible strategies of differentiation and individualisation at the lower primary school and to design feasible steps for the teachers to follow. In the theoretical part there are summarised already familiar findings from the external literature. In the empirical part I am focusing on the differentiation methods of two sample teachers, who are important models for the students - future teachers. The methods used predominantly in the research are the in-depth interviews with the teachers and an analysis of a recording of observed lessons.
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Sibling's rivalry and its influence in success at elementary school
Hánová, Radka ; Kropáčková, Jana (advisor) ; Stará, Jana (referee)
In its theoretical part, the thesis "Sibling rivalry as reflected in primary school success" provils a description of the primary school pupil and definitions of sibling rivalry and scholastic success. Further attention in giwen to parenting practices which foster sibling rivalry. The aim of the practical part of the thesis is to decode the tokens of sibling rivalry and to covvelate it with scholastic success in the kontext of parent - pupiů - teacher relationships. Both qualitative and quantitative approaches were employed and thein results compared. The results of this thesis can serve as the basis for further research and be used by parents to better understand thein children's interactions.
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Primary school teacher's role when choosing leisure time activities for children of first grades of primary schools
Kašparová, Renata ; Marádová, Eva (advisor) ; Hanušová, Jaroslava (referee)
The diploma thesis deals with the issue of how teachers influence the choice of leisure time activities of children of first grades of primary school. The aim is to track in which way a teacher can influence the process. The theoretical background of the thesis are notions, such as leisure time, the characteristics and progress of young school children and the atmosphere in which young children spend their leisure time. Theinfluences are analyzed that form children and affect the way they spend their lemure time. Particular attention is paid to the role of a primary school teacher and the ways in which they can influence their pupils' leisure time. The practical part compares leisuretime activities of children in Prague and in a small town.
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Cyberbullying from the Perspective of Primary School Teachers
VONDRÁČKOVÁ, Jana
This thesis is developing on the theme of cyberbullying from the perspective of primary school teachers. I am describing basic facts about cyberbullying, its stakeholders, different types of cyberbullying, the means being used to cyberbullying and legislation related to this topic. Also cyberbullying prevention is analysed in this work. As this thesis has focused on the perspective of elementary school teachers, different roles of teachers are described. At the end of the theoretical part, selected projects related to the cyberbullying prevention in the Czech Republic are presented, as well as examples of bullying through information and communication technologies. Main method used for the practical part of the thesis was a qualitative research, based on questionnaires. Data were collected through semi-standardized interview. Participants were elementary school teachers in the district of Ceske Budejovice. Fifty-three elementary schools have been approached to participate in the study, however only three of them agreed to take part. The interview consisted of twelve questions and several sub-questions. The purpose of these interviews was to determine the attitude of teachers towards cyberbullying and whether elementary school teachers know how to deal with this form of bullying. The answers of the respondents confirmed that elementary school teachers recognize that cyberbullying is a substantial problem that it is difficult to tackle. They are taking cyberbullying serious and in most cases prevent their pupils. Besides that they try to protect themselves, by disclosing no private information in social networks. Teachers, who are specialized in prevention methodology or in educational consulting, are able to deal with cyberbullying due to the information they gained in lectures, seminars, and trainings. However, not all of them would tackle the issue themselves, without any professional help. Other teachers, without any specialized training would never tackle cyberbullying themselves. They would rather ask an expert, either from their school or external one. However they are showing interest in this form of bullying and actively searching for the solution in various publications and on the Internet. Tackling cyberbullying is a main purpose of Program for cyberbullying prevention. Each school should have had such a program and its preparation and implementation should involve all teachers. In reality all the schools have formally such a program, however it does not involved all the teachers: in most cases the program only one teacher is being responsible of its preparation and implementation. Other teachers are aware of it, however are not involved enough. It would be beneficial to find funds for all primary school teacher trainings in bullying through information and communication technologies. Cyberbullying is a general thread to each of them, and therefore they should be aware of this form of bullying. Primary schools should follow the recommendations of the Ministry of Education, to enable all the teachers to participate in building prevention programs. The reason is the same as the first recommendation. With the creation of such a program, teachers would learn about cyberbullying and the method to tackle it.
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