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Development of professional competencies of primary school teachers
Kosová, Markéta ; Tomková, Anna (advisor) ; Vondřičková, Klára (referee)
The diploma thesis on topic Development of professional competencies of Primary School teachers considers the research question: "What is the significance of teacher training and its length in the development of the professional competencies of primary school teachers?". The aim of the thesis is to introduce and analyze effective ways of developing the professional competencies of primary school teachers in the combined form of study. Contextualize the importance of practice and its length in the development of professional competencies. To deal with specific cases, ie cases of significance of practice and its length in the development of professional competencies of primary school teachers. With the support of professional literature, the basic theorems related to the topic of work are defined in the theoretical part: teacher, competencies, key competences, pedagogical knowledge and skills, constructivist approach in education and methods of professional development of teachers. Attention is paid to theory, practice and its position in teacher education. Reflection, cooperation and portfolio are mentioned here as effective means of professional development of teachers, ensuring the interconnection of theoretical knowledge and practical experience. The practical part is focused on qualitative...
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Initial Education Of Early Years Teachers And The Profession's Needs
Podpera, Milan ; Uhlířová, Jana (advisor) ; Opravilová, Eva (referee) ; Syslová, Zora (referee)
The thesis deals with undergraduate training of kindergarten teachers. The aim is to compare the issue of preparation for the profession of kindergarten teacher from different perspectives in historical and international comparisons and reflect and analyze the needs of the profession towards initial training kindergarten teachers on the basis of theoretical concepts and statements from practice. The reaserch aims to analyze the curriculum of initial training kindergarten teachers at selected faculties of education in the Czech Republic, analyze and reflect on meeting the needs of the profession in these faculties and learn how to evaluate their students' level of development of their professional competence at the beginning of undergraduate training and at the end. Research design is a multi-case study. Working with reaserch respondents has a longitudinal character. Methods were used quantitative and qualitative methodology - questionnaire, rating scales, content analysis of documents, interview and focus group. The thesis analyzes the curriculum of undergraduate training at Faculty of Education Charles University in Prague, Faculty of Education University of West Bohemia in Pilsen and Faculty of Education University of South Bohemia in České Budějovice in the context of the model of the...
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Teacher-beginner as a class teacher
Steiningerová, Iva ; Hejlová, Helena (advisor) ; Uhlířová, Jana (referee)
This diploma thesis deals with the issue of beginning primary school form teachers and the introduction into their profession. The aim of the thesis is to analyse what professional competence a graduate in Primary School Teacher Training needs for the role of a form teacher in terms of theoretical justification and practical knowledge and skills. To discuss and argue for a concept of a form teacher work preparation in the pre-graduate preparation. It investigates the teacher personality and its changes within the historical context. It describes historical development of teachers education and the current situation in the Czech Republic. It deals with a professional standard model, represents professional competences of the primary school and teacher standards. The form teacher is viewed from different angles. It deals with his work content, activities he should do, duties and competences. It defines the term professional ethics and code of ethics for teachers. This paper determines professional norms, values and responsibility which are accepted by every single educator in his profession. The core task of the practical part was a comparison of the questionnaire results and dialogues with the analysis of my own experience in the aspect of professional competences and form teacher competences. The...
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Inclusive education from the point of view of secondary school teachers
FAU, Petra
This bachelor thesis is looking at topic of inclusive education from view of highschool teachers. Theoretical part identifies the basic terminology connected to inclusive education in the Czech Republic, system of school psychology and work of teachers with teacher's asistents. Last but not least characteristics of pupils with special needs is being included. Empirical part is based on interviews of high school teachers. Each of the questions is followed by the answer of the respondent. The thesis is finalized by resume of theoretical and empirical conclusions.
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Quality of a primary teacher from the parents and public perspective
Kolaříková, Alena ; Voda, Jan (advisor) ; Pěnička, Jaroslav (referee)
TITLE: QUALITY OF A PRIMARY TEACHER FROM THE PARENTS AND PUBLIC PERSPECTIVE Author Alena Kolaříková DAPARTEMENT Centre of school management SUPERVISOR PhDr. Jan Voda, Ph.D. ANNOTATION The role of a teacher in society and quality of education are quite often subject of a discussion these days. These discussions are linked with evaluation of quality of teachers, their way of teaching, and also with their approach to pupils and parents. The importance of teaching can be seen in two levels: firstly, the focus is on giving the knowledge, and secondly the focus is on personal development of the pupil, his/her competencies, and personal skills and respect. In this work I will describe various styles of teaching, personal prerequisites and further competencies, as necessary qualities a teacher should have. I will present five basic teaching styles with focus on their positives and risks. In analytical part, I will look up competitions rewarding good teachers and will describe criteria based on which selected teachers are rewarded. By the form of questionnaire, the practical part will try to identify what type of teacher of 1st level Primary school is preferred by the parents / legal representatives, and what type of personal and professional qualities they appreciate the most. KEYWORDS : Teachers' quality,...
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Using the qualification of a literary manager in the teaching practice at the secondary school Waldorfské lyceum
Černý, Matouš ; SÍLOVÁ, Zuzana (advisor) ; VEDRAL, Jan (referee)
This diploma thesis deals with the ways of using the qualifications of a literary manager in the field of pedagogy and didactics, specifically while teaching at a secondary school called Waldorfské lyceum. In the first part the author deals with the characteristics of the two careers – as a literary manager and as a teacher, and defines the set of qualities that are necessary for these professions. Later he compares these two professions and seeks intersections and parallels between them and the parts they take in a theater environment and in a school environment respectively. In the next part he introduces the Waldorf education and its specifics with regards to the performing arts incorporated into the lessons, and analyses the drama poetics of Rudolf Steiner including his approach towards the manner of speech and the art of eurythmy. In the crucial third part of this thesis the author is describing his experiences as a teacher at the secondary school Waldorfské lyceum and looks into individual areas of his activities – projects of literary, performing, artistic and cultural character, particularly in relation to utilizing the qualitifations of a literary manager, obtained during the studies of Dramaturgy for Dramatic Theater on The Theater Academy of Performing Arts.
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Benefits of the studying programme Nursery School Teaching from practicing teachers´ point of view
KOCOURKOVÁ, Michaela
The central topic of this bachelor thesis is the benefit of university education subjects for kindergartens from the teacher of practice point of view. The bachelor thesis is dividend into two basic parts, a theoretical one and a practical one. The first part is focused on the profession of a kindergarten teacher, her personality, professional competence and skills, and last but not least also on the specific trans of the teaching profession. The conclusion of the theoretical part is devoted to undergraduate studies of kindergartenteaching. The practical part deals with university study of kindergarten education, and its benefits for carving out the teaching profession. To carry out the survey, both qualitative and quantitative methods were used. A questionnaire and interview surfy was carried out. The respondents were kindergarten teachers who had been studying a combined form of Kindergarten Education.
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Personality of educationalist in kindergarten
PÝCHOVÁ, Klára
This bachelor´s thesis concerns the personality of kindergarten teachers. The theoretical part is related to the personality of teachers, professional competencies, the typology of personality and a short review of the pedagogy of Maria Montessori. The practical part is based on quality research by means of deep half-structured interviews. The narative approach was used for the analysis of the data aquired. The interviews took place with four kindergarten teachers. The aim of this thesis is to strike to the kindergarten teachers' personality and look into their lives which had lead them onto this professional path.
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Development of professional competencies of primary school teachers
Kosová, Markéta ; Tomková, Anna (advisor) ; Vondřičková, Klára (referee)
The diploma thesis on topic Development of professional competencies of Primary School teachers considers the research question: "What is the significance of teacher training and its length in the development of the professional competencies of primary school teachers?". The aim of the thesis is to introduce and analyze effective ways of developing the professional competencies of primary school teachers in the combined form of study. Contextualize the importance of practice and its length in the development of professional competencies. To deal with specific cases, ie cases of significance of practice and its length in the development of professional competencies of primary school teachers. With the support of professional literature, the basic theorems related to the topic of work are defined in the theoretical part: teacher, competencies, key competences, pedagogical knowledge and skills, constructivist approach in education and methods of professional development of teachers. Attention is paid to theory, practice and its position in teacher education. Reflection, cooperation and portfolio are mentioned here as effective means of professional development of teachers, ensuring the interconnection of theoretical knowledge and practical experience. The practical part is focused on qualitative...
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Inclusive education from the perspective of teachers in selected schools in the Czech Republic
VÁCHOVÁ, Markéta
The bachelor thesis has a theoretical-empirical character. The goal of the theoretical part is to describe the priciples of the inclusive education, the attitudes and the opinions of the international experts in inclusive education, then to describe the profession of teacher, his or her way of thinking about the matter and his or her professional competecies, finally to describe the disabled pupil and the compensation measures that are a part of inclusive education. The theoretical part is devised to three chapters. The firs one is called The Principles of Inclusive Education and it is composed of two subchapters: The Explanation of the Notions Inclusion and Integration and The Views of Experts on Inclusive Education. The second one is called The Teacher and it is devised to three subchapters: The Profession of Teacher and its Problematics, The Pedagogical Thinking of Teacher and The Competencies of Teacher in Inclusive Education. The third chapter The Disabled Pupil and his or her Compensation Measures within the Institutions is devised into seven following subchapters: The Disabled Pupils, The Announcement about the Numbre of Pupils in the Classroom, The pedagogical-psychological consultation, The Centre of Special Education, The School Consulting Centre, The Individual Education Plan and The Pedagogical Assistante. The goal of the empirical part is to find out the opinions about inclusive educatin of asked teachers of primary school. We used a qualitative researche with 11 researche questions. The respondents answered on prepared questions in semi-structured interview. The interviews was realized individually with eight teachers of some primary schools in Czech Republic. We asked on 34 questions. All the answers were transcribed, analysed and evaluated. The empirical part includes the methodology of the research, characteristics of respondents and chapters conluding the answers on the research questions.
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