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Specifics of the work of a novice teacher when integrating a pupil with a different mother tongue at a Czech primary school
Loudová, Anna ; Horáčková, Klára (advisor) ; Loudová Stralczynská, Barbora (referee)
This thesis deals with the problematics of the work of a novice teacher, who has a pupil with a different mother tongue in his class. Its aim is to identify the specifics that usually accompany the work of novice teachers when integrating these pupils. The text is structured into two parts, each of which is further divided into several chapters. The first, theoretical, part compiles and then presents expert knowledge on migration, inclusion and then education of pupils with a different mother tongue and, last but not least, the role of the school as well as teachers in the process of integration of these children. It also sets out the criteria that affect and influence pupil integration with a different mother tongue. The second part of the thesis is practical. It contains an analysis of the work of two teachers who currently have pupils with a different mother tongue in their class and are trying to integrate them. It is focused on the specifics of working with them. The analysis of their work is carried out on the criteria set out at the end of the theoretical part of this thesis. These criteria are based on the study of professional literature. The result of the thesis is the description of teaching strategies and procedures of these pedagogues, the analysis of their approaches to teaching in a...
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Mentoring novice teachers in Finland
Králová, Anežka ; Duschinská, Karolina (advisor) ; Richterová, Magdalena (referee)
This thesis introduces a topic of mentoring of novice teachers in Finland. The main goal is to analyse a novice teachers peer-group mentoring model as a case study of project Paedeia Café and evaluate its advantages and disadvantages in comparison to dyadic form of mentoring. Further, to bring ideas for implementation of Finnish experiences into Czech context. In theoretical part, we define mentoring in teaching profession, then we briefly introduce specifics of Finnish education system, peer-group mentoring and Paedeia Café. The research part analyses interview with mentors, novice teachers and manager of the project as well as participating observations. The results of the study show that Paedeia Café is a project which connects experienced teachers and students in last years of their studies. The advantages of the project are financial savings and creation of a space for discussion about professional issues. Disadvantages are more difficult structure, confusion of mentor's roles and low support in academic literature. In the Czech Republic, we can be inspired by a connection of experienced teachers and students, also by a space for sharing teaching profession experience in informal atmosphere. This thesis is a contribution to a discussion about the teacher career system in the Czech Republic...
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Methods of a beginning lower primary school teacher in dealing with disciplinary problems
MELKOVÁ, Blanka
The aim of the diploma thesis is to introduce the way in which beginning teachers perceive and solve disciplinary problems. This work is divided into two parts. The first part deals with the theoretical knowledge that includes the characteristics of the child at primary school level, the personality of the beginning teacher and the teacher in general, discipline, imprisonment, educational problems and the theoretical idea of solving school problems. In the second part, we rely on the results of a mixed research survey, which was carried out through quantitative and qualitative research. Quantitative research seeks to find out what disciplinary problems are going on exactly where teachers face problems, who or what helps them most, about what types of children have preaching problems, and how teachers address the issue of religion. Qualitative research deals with specific issues and a subjective approach to their solution. The diploma thesis is based on the GAJU institutional project (GAJU 154/2016/S) "Preparing students and fresh graduates of PFU to solve educational problems of pupils."
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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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Novice teacher
Hájková, Alžběta ; Tomková, Anna (advisor) ; Krčmářová, Tereza (referee)
Diploma thesis Novice teacher deals with problems of beginning teacher which are coupled with the creation of class climate and pedagogic communication on the lower primary school. Theoretic part describes the job of a novice teacher, possible problems, which can affect creation of good class climate and related pedagogic communication. Thesis deals with issues of authority and discipline of pupils and communication with pupils and their parents. This document also shows different strategies, which leads to the good class climate. Research part analyzes real problematic situations of beginning teachers, which happened in practice. Analysis is done via method of interviews with 15 beginning teachers of the lower primary school. The aim of interviews is the beginning teacher's point of view on a class climate, authority and pupils discipline. Also to get problems which teachers feared, which fears came true and unexpected problems which happened. Research part shows several ways to solve and prevent problems of creating class climate and pedagogic communication. These ways are described in 8 pedagogic situations which are part of this work. Powered by TCPDF (www.tcpdf.org)
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Novice and expert teacher's perspective on classroom teaching and management
Růžičková, Veronika ; Mudrák, Jiří (advisor) ; Titmanová, Michaela (referee)
The aim of this bachelor thesis is to analyse the differences between the novice and expert teacher's perspective on classroom teaching and management, such as lesson planning, students' motivation, dealing with indiscipline or teaching methods. Furthermore, the thesis analyses the way of how the novice teachers perceive their career starts and professional development in comparison to expert teachers. The theoretical part elaborates on various concepts and theories which are concerned with the definition of novice and expert teachers, as well as with the teachers' advancement. The theoretical part also captures contrasts in the various aspects of class work between the two mentioned groups. The empirical part is focused on the investigation of novice and expert teachers' way of perspective of classroom teaching and management, career starts and professional development. The results of the research are connected and compared with the knowledge as stated on the theoretical part of this thesis.
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