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Začátky učitelské profese
Cahová, Jana
Bachelor thesis is focused on problems of beginning teachers. The goal of theoreti-cal part is to define the term of beginning teacher and characterise his career start and development phase of the teaching profession. Following is to describe the problems of beginnings teachers related with motivation of students, maintain of disciplines during the class, the authority of teachers and discipline of students. The theoretical part also describes ways to solve problems of beginning teachers. Another aim is to define the concept showing teacher, coach and mentor and describe their method of support for beginning teachers. The methods used of processing the theoretical part of the study of professional sources, analysis, comparison and synthesis. The practical part of the thesis is to identify problems of beginning teachers and find out how to solve them. Used a qualitative research method for the practical part is a semistruc-tured interview. Data analysis is done by open coding and subsequent categoriza-tion. Respondents consists of beginning teachers form selected secondary school from South Moravia and Vysocina region.
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Problems of novice teachers
Dvořáková, Pavlína ; Spilková, Vladimíra (advisor) ; Mazáčová, Nataša (referee)
The present thesis Problems Faced by Beginning Teachers deals with the issue of beginning teachers and their problems in their first years of teaching. The aim of this paper is to identify key problems of beginning teachers. An analysis of scientific literature and other relevant documents, questionnaires and narrative interviews with beginning teachers were used to achieve a project objective. The thesis is divided into five chapters. The first chapter focuses on the concept of a teacher and their professional development. The second chapter describes teacher training, the third one deals with a role of mentors and the fourth chapter presents some potential problems that beginning teachers might face. The problems could be divided into several different categories, for instance, teaching problems, organizational problems, material and technical problems and social problems. The fifth chapter involves empirical research in the form of questionnaires, narrative interviews and my own introspection. The respondents are beginning teachers who are in their first five years of teaching experience.
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Novice Teacher 's Entrance into the Practice and the Initial Problems Associated with it
Bernášková, Tereza ; Tomková, Anna (advisor) ; Hejlová, Helena (referee)
The diploma thesis describes the novice teachers' problems they have to face and are associated with their entrance into the practice. Its aim is to identify these problems via analysis, describe possible solution and suggest a support how to prevent these problems. The theoretical part focuses on a teacher as an individual, his or her quality and professional standards nowadays. Additionally, the thesis summarises any concerns the novice teachers might have, any problems and the support system available to them. This system stems from the educational preparation and a lifelong professional progress. The practical part of the thesis contains a qualitative research based on three resources - a questionnaire, an interview and an observation method. This part aims to analyse problems of novice teachers in the first month of their practice, their approaches to solution and available support provided to them. The purpose of the observation is to further elaborate the current problems of novice teachers and to form a view on how they are facing with them nowadays. The thesis concludes describing numerous problems novice teachers' are currently facing with, summarises any suggestion of possible solution and a potential support how to prevent these problems in future. KEYWORDS Novice teacher, professional...
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Issue of assessment of the readiness of students and trainee teachers on teaching practice
Štoudek, Martin ; Trojan, Václav (advisor) ; Tureckiová, Michaela (referee)
The closing thesis deals with the issue of undergraduate training of students at the Faculty of Education of the University of South Bohemia and their following introduction into the school practice. The thesis verifies whether students' presumptions for choosing to study at the Faculty of Education, University of South Bohemia, changed their idea about the readiness to enter the school practice including possessing individual pedagogical skills. This thesis brings many findings for the school management. These findings can be applied in new employees' adaptation. Among the benefits of this thesis belongs renewal of the discussion about teaching profession and clarification of basic terms and their semantic content in the theoretical literature. Questionnaire survey showed that there has been happening a change with the students who choose faculty of education, i.e. they choose it purposely with the vision of teaching profession. School management should reflect this change.
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Analysis of the Means of the Implementation of the Teachers' In-service Education from the Management Perspective
Cermanová, Jaroslava ; Kitzberger, Jindřich (advisor) ; Voda, Jan (referee)
In-service education of teachers represents one of the key parts of strategic development of the Czech system of education. The work focuses on the problem from the perspective of the school`s management and analyses the part it plays in implementation of in-service education. The aim of the work is to interpret the ways how in-service education is approached and the means of its implementation in primary and secondary schools. The work itself is divided into two main parts. The characteristics of in-service education and the state of the art are described in the first part. The approach of the management of schools to the problems of in- service education is analyzed through the questionnaire in the second part. At the end of the work, the conclusions resulting from this inquiry are described in detail. KEYWORDS: Educational Act, the Act on Pedagogical Staff, Preschool Education, Further Education of Pedagogical Staff, the Career Scheme, Supervisor, Mentor, New Entrant Teachers, an Adaptation Period, Full Certificated Teacher, Accreditation policy
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Fukalová, Iveta ; Voda, Jan (advisor) ; Svoboda, Petr (referee)
TITLE: The first two years of the beginning teacher AUTHOR: Iveta Fukalová DEPARTMENT: School Management Center SUPERVISOR: PhDr. Jan Voda, PhD. ABSTRACT: This final thesis focuses on introducing the teachers-beginners to the teaching practice in the kindergartens. It is based on the requirements on a teacher-beginner, an introductory teacher and the headmaster of the school, their common goals and the ways of co-operation. It describes competences of the roles of both the teachers, conditions for the adjustment to the new environment, the way of communication and a social role in the working team of the kindergarten. It concentrates on a various level of care devoted to the beginners, often inadequate and demotivating, on a positive attitude of the headmaster and selecting the convenient introductory teacher. In the practical part of the thesis, results of a survey are introduced. The survey focuses on the ideas of teachers-beginners, the feedback of experienced teachers and the views of headmasters on the given problem. Key words teacher-beginner, introductory teacher, adjustment, communication, working conditions, feedback
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Beginning Teacher at the first grade of primary school
Hroudová, Veronika ; Hejlová, Helena (advisor) ; Krčmářová, Tereza (referee)
Diploma thesis addresses the issue of initial training of beginning teachers of primary school in Czech schools. Defines the requirements for successful integration of new employees, as well as suggesting possible standard procedures, methods and assesses the possibility of their use in the school environment. It describes the role of supervising teacher and the meaning of its existence. The task of the practical part is to find out with which kinds of educational activities beginning teachers have problems. In interviews with experienced teachers, we tried to clarify whether at the time of their beginnings had the same problems as current teachers and we wonder on what skills and knowledge should be students of faculties of education trained better. Key words beginning teacher, supervising teacher, class teacher, educate teachers, professional competence
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