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Self-concept of teacher's profession.
Laporčáková, Nikola ; Kovaříková, Miroslava (advisor) ; Blažková, Veronika (referee)
The diploma thesis deals with selected issues of self-concept of a primary school teacher. The theoretical part deals mainly with the issue of concepts related to self-concept and their clarification. The empirical part had the task of tracing important moments, people and phases leading to the formation of attitudes and ideas of what teachers have about themselves. During professional development, the construction of teachers' identity and self-confidence was crucial. The survey was qualitatively oriented and carried out through the analysis of the life history of teachers. By open coding, the narration of the respondents was divided into 5 main categories. The research of life stories led to expected and surprising findings and resulted in a draft recommendation for undergraduate teachers' training. KEYWORDS Self-concept, teacher, professional identity, key skills, self-confidence
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Pupil with hyperkinetic disorder in elementary school
Hejhalová, Tereza ; Blažková, Veronika (advisor) ; Linková, Marie (referee)
The work is focused on the issue of hyperkinetic disorder. The theoretical part is a search of literature, which describes the basic concepts and principles for easy orientation in the topic. In the practical part of the work, the knowledge gained from the theoretical part was used. The practical part consists of an analysis of the school system, the scope of work of a teaching assistant and a case study of an eleven-year-old elementary school student who was diagnosed with ADHD. Thanks to the cooperation with the pupil's family and her class teacher in primary school, the opportunity arose to draw on their personal experience of working with the pupil. Both the child's mother and the class teacher provided their answers in semi-structured interviews. Thanks to this, information was obtained about the student's behavior in the school environment, at home and in the environment of her peers. The author's own interpretation thus works with the results of professional research as well as from the personal experiences of the two people most significantly involved in the education of the pupil and in the building of her intellect. The aim of the work was to create an insight into how to work with these students and to create for them the most effective environment for learning in the conditions of...
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Possibilities of employment of direct care workers in day care centers in selected region
Matošková, Iva ; Hanušová, Jaroslava (advisor) ; Blažková, Veronika (referee)
This master's thesis deals with the possibilities of employment of direct care workers in day care centers. The thesis is divided into two parts. The theoretical part provides a primary insight into the system of social services with the specification of day care centers as social care services according to Act No. 108/2006 Coll., On social services. It also discusses the range of professions that can be employed in day care centers based on the Czech Republic's legal system. The practical part presents quantitative research which had an aim to find out the possibilities of employment of direct care workers in day care centers in a selected region, the capital city of the Prague region. The research monitors the professional proportionality of multidisciplinary teams concerning the level and field of education and employee participation in activities carried out in day care centers. Based on the research results, the last part of the work proposes recommendations for practices. There is a demonstration of work using the staging method and applying the principles of experiential learning. The demonstration's intention is the development of functional communication and the practice of establishing social contacts for clients with an autism spectrum disorder. The motivation for the activities is Daisy...
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Self-education as a specific professional acitvity of a teacher
Hovorková, Karolína ; Zvírotský, Michal (advisor) ; Blažková, Veronika (referee)
The diploma thesis is focused on observation of a teaching staff of a small Czech rural primary school with regard to self-education of these teachers. The theoretical part focuses on the methods and principles of self-education and self-education of the primary school teachers. In the practical part, the quantitative method is used - all teachers of the surveyed staff completed a structured questionnaire as well as a qualitative method - these teachers were interviewed individually. The aim of this work is to map the methods and principles of self-education and aspects that make it difficult or impossible for teachers to self- educate, or circumstances in which the teachers would be willing to educate themselves. This work can be considered an action research that has been subjected to a small but maximum possible sample. The survey showed how these teachers educate themselves, what prevents them from self-education, and under what circumstances or in what areas they would like to be self-educated.
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Self-education as a specific professional activity of a primary school teacher
Rambousková, Marie ; Zvírotský, Michal (advisor) ; Blažková, Veronika (referee)
The focus of the thesis is self-education as a part of the professional activity of a primary school teacher. A brief definition of a teacher according to the Education Act and the competencies of a pedagogical staff. The following chapters concern on self- education, self-esteem and self-knowledge, which are the key qualities that are needed in self-knowledge process. The aim of the paper is to demonstrate the important role of continuous self-education as an integral part of the teacher's competencies applied in everyday pedagogical activities. The predominant part of the paper is devoted to the practical part carried out by mixed research, followed by the questionnaire survey aimed at finding out opinions on the area of teacher self-education at the Prague primary school, an analysis of these questionnaires follows. The sample of three teachers was chosen out of the total number of 13 respondents, with whom their motivations, forms, methods, time-consuming self-education, or obstacles preventing, them from self- education were ascertained in the form of in-depth interviews. Furthermore, the analysis compares the attitudes and opinions on the self-education of these teachers. The research shows that the most common motivation of teachers for self-education is the development of themselves, the...
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