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How I am becoming a teacher? Searching for professional identity
Králíková, Tereza ; Novotná, Magdalena (advisor) ; Fulková, Marie (referee)
How I am becoming a teacher? Searching for professional identity Is the development of a professional identity in students in the teacher training program at the PedF UK based on similar foundation as the professional identity of the students at the Detroit Teacher Program? How much is this professional identity influenced by the city and social situation in which those students are living and studying? Is the discourse that is used by both sides similar or different? A comparison of related narratives, concepts and metaphors will be done. What is the role attributed to art disciplines in the teacher training curriculum in both countries? A case study will explore all of these issues, and will be based on an analysis and reflecting on of videos which were created as part of the project, "How I Am Becoming a Teacher", as well as curriculum documents and other related documents. Key words Art, photography, visusal story, professional identity, teacher training, reflective practice, city, school, university faculty, artography
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Using of the drama education methods in teaching of elementary studies in the first grade of primary school
Sluková, Petra ; Marušák, Radek (advisor) ; Ferklová, Alžběta (referee)
This Diploma thesis deals with possible connection a Drama Action Methods (Drama education) through the First Stage of Primary School Education. The Diploma thesis is divided into two parts:Theoretical and Practical ones. The Theoretical part is focused on issues concerning of using the Drama Action Methods as a teaching instrument at the First Stage of Primary school. The Practical part is focused on searching for topics just suitable to be part and parcel in the Framework Education - Programme for Elementary Education generally, where the Drama Action Methods as efficient as possible would be profitable. In the Practical part of Diploma thesis, there are also shown five lessons where is the Drama Action Method used and carried out.. The process of lessons itself is described and analysed. Key Words drama education
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Cooperative learning in the teaching of foreign language
Zíková, Johana ; Stará, Jana (advisor) ; Vallin, Petra (referee)
This work is focused on cooperative learning in foreign language teaching. It brings knowledge about cooperative learning, about methods of didactics in foreign language and their suitability for using cooperative learning. It deals with the news that appeared in cooperative learning in a foreign language teaching. The research that is part of this work was qualitative and it was completed by quantitative research, too. The aim of the research was to understand the teachers' point of view and their opinion on cooperative learning in foreign language teaching. The outcome is finding teachers' attitude to cooperative learning in foreign language teaching and their attitude to including this kind of teaching in real teaching. Key words: cooperative learning, foreign language teaching, advantages of cooperative learning in foreign language teaching, disadvantages of cooperative learning in foreign language teaching
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Cooperative learning for the French as a foreign language
Rambousková, Anna ; Klinka, Tomáš (advisor) ; Nováková, Sylva (referee)
Thesis explores relationship between cooperative learning and education of French as a foreign language. Main goal of the thesis is to find out, whether cooperative learning is effective method for teaching foreign languages and how such lessons should be constructed. The thesis is divided in three parts, first describes cooperative learning, its characteristics and place in pedagogical context. Second part is aimed on researching possible usage of cooperative learning as a part of foreign language didactics, particularly French. Third part is a list and description of activities designed to fulfill bothlanguageand personal development objectives. Therefore they are examples of cooperative approach in teaching French as a foreign language. KEYWORDS French as a foreign language, cooperative learning, cooperation, instruction
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Cooperative learning and the Results of Pupils
Konvičková, Hana ; Kasíková, Hana (advisor) ; Tvrzová, Ivana (referee)
The aim of this theoretical-empirical thesis was to examine the principles of cooperative teaching while working on business letters within the lessons of Commercial-legal Correspondence at secondary school. The main objective of the research was to compare student's results - students' marking in two groups of students following the different types of educational methods: cooperation and non-cooperation. The students in both groups were acquainted with given criteria of assessment and final analysis of their work. Powered by TCPDF (www.tcpdf.org)
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Cooperative education and diversity of pupils
Ouředníčková, Libuše ; Kasíková, Hana (advisor) ; Tvrzová, Ivana (referee)
This thesis is focused on issues of inclusive education and diversity of pupils at common basic schools, specifically on the pupils with specific learning disabilities integrated in mainstream schools and using cooperative learning in these classes. The thesis is devided into theoretical part and research part, in the first part there are written up necessary theoretical basis for reasearch part and there are also outlined controversial questions of current school system. Research part is focused on using cooperative learning in classes where children with specific learning disabilities are integrated. Results of research executed at basic schools of Prague and central bohemian region are included.
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Influence of Cooperative Games on Social Atmosphere in the Class
Panušová, Lenka ; Frainšic, Michal (advisor) ; Vomáčko, Ladislav (referee)
Title: Influence of Cooperative Games on Social Atmosphere in the Class Objectives: The goal of the thesis is to detect the importance of influence of a half-day cooperative program on relationships within one class and subsequent perception of social atmosphere in the class. Methods: The standardized questionnaire "Hodnotenie sociálnej atmosféry v triede" was used for data acquisition. 72 respondents of first three years of Jan Neruda Grammar School in Prague participated on the research. Statistic methods like arithmetic average, modus or median were used for data evaluation. Results: The positive shift in evaluation of social atmosphere in the class was visible in all analysed groups. Nevertheless in the control group 1.D. where the cooperative program was not used there was a more significant improvement than in one of experimental groups. We proved that a half-day program of cooperative games is not sufficient for fulfilment of intentions to influence relationships within the class, but it can point out the deficiencies of social atmosphere in the class. Keywords: cooperation, communication, group dynamics, cooperative learning, class environment
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Using Methods andTechniques of Creative Drama Education to Understanding of Literary Texts
Mihalová, Tereza ; Marušák, Radek (advisor) ; Svobodová, Radmila (referee)
This diploma thesis concerns possibilities of using drama methods and techniques for understanding of literary texts within primary school education, with special emphasis on supporting pupils' reading. In its first theoretical part the basic terms are defined, such as literature, reading and their importance for a human; Literary Education and Drama Education (including its methods) and their possible meetings in the educational process. Furthermore, the theoretical part deals with use of a literary text as a theme for a preparation for creative drama lessons, including drama structuring. The practical part is focused on three specific proposals for drama lessons with using literary texts. Two of them were carried out and evaluated with respect to the predetermined goals. It affirms that the application of drama methods and techniques within classes of literature and reading is justified. Keywords: Drama Education, School Work System of Education, drama methods and techniques, preparation for a lesson, individual experience, learning through co-operation, a literary text
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Monitoring Accuracy as a Skill in Academic Performance
Pešout, Ondřej ; Morávková Krejčová, Lenka (advisor) ; Mertin, Václav (referee)
This study has aimed to investigate monitoring accuracy as a skill in an academic performance. First part of the study defined metacognitive monitoring theoretically as a strategy evolved from metacognitive strategies and based on self-regulated learning principles. Previous studies assert that monitoring accuracy is a beneficial skill that enhances performance regardless a domain of use. In order to give those claims empirical support in the Czech educational environment, the research has been carried out. Data have been collected from three classes of 6th graders within six weeks. Classes were assigned during the practice test into different settings: individual, competitive and cooperative. Reading comprehension has been selected as the monitored skill. The results corroborate the assumptions that monitoring accuracy training is beneficial both for performance and for increasing metacognitive skills to monitor. Secondary, the cooperative setting appeared to be the only one that both calibration accuracy and reading comprehension did significantly increase. The outcomes and recommendations for follow-up studies are discussed.
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