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Cooperation of School and Family with the Focus on Mutual Expectations
Pecháčková, Yveta ; Stará, Jana (advisor) ; Brtnová Čepičková, Ivana (referee) ; Horká, Hana (referee)
TITLE: Cooperation of School and Family with the Focus on Mutual Expectations AUTHOR: PhDr. Yveta Pecháčková DEPARTMENT: Primary Education Department SUPERVISOR: PhDr. Jana Stará, Ph.D. ABSTRACT: The topic of dissertation is cooperation of school and family in primary education with the focus on mutual expectations. We look at the cooperation of school and family from different views. Firstly to clarify the conceptual apparatus, embed the topic in theoretical framework of pedagogical theory and meet with foreign and domestic research. Furthermore we introduce the concepts of cooperation models and concepts of alternative, effective and community schools which generally show openness to all social partners. In the following part there is characterized the relationship of school and family on a personal level. Depicting the core factors which enter into while building up relationship as the teacher's personality and his/her communicative competences. We intend over the image of "a good parent "that is more and more dependent on a successful passing of a child at school. The theoretical part of work concludes a brief look at the phenomena of expectation. Pointing out the key elements which enter into this issue where mutual relationships are either made easier or made more complicated. At the beginning of the...
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Cooperation of School and Family with the Focus on Mutual Expectations
Pecháčková, Yveta ; Stará, Jana (advisor) ; Brtnová Čepičková, Ivana (referee) ; Horká, Hana (referee)
TITLE: Cooperation of School and Family with the Focus on Mutual Expectations AUTHOR: PhDr. Yveta Pecháčková DEPARTMENT: Primary Education Department SUPERVISOR: PhDr. Jana Stará, Ph.D. ABSTRACT: The topic of dissertation is cooperation of school and family in primary education with the focus on mutual expectations. We look at the cooperation of school and family from different views. Firstly to clarify the conceptual apparatus, embed the topic in theoretical framework of pedagogical theory and meet with foreign and domestic research. Furthermore we introduce the concepts of cooperation models and concepts of alternative, effective and community schools which generally show openness to all social partners. In the following part there is characterized the relationship of school and family on a personal level. Depicting the core factors which enter into while building up relationship as the teacher's personality and his/her communicative competences. We intend over the image of "a good parent "that is more and more dependent on a successful passing of a child at school. The theoretical part of work concludes a brief look at the phenomena of expectation. Pointing out the key elements which enter into this issue where mutual relationships are either made easier or made more complicated. At the beginning of the...
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Preparing student teachers for constructivist teaching about society in primary grades
Dvořáková, Michaela ; Spilková, Vladimíra (advisor) ; Stará, Jana (referee) ; Brtnová Čepičková, Ivana (referee)
Preparing student teachers for constructivist teaching about society in primary grades Michaela Dvořáková Abstract The content of primary social studies could be described as cultural universals - domains of human existence that form part of everybody's experience. Despite that, children do need a skilled instruction helping them to elaborate these topics. We suppose that for the constructivist teachers, deep content knowledge and pedagogic content knowledge is necessary to elaborate and conceptualize children's experiences. In this thesis, we wanted to learn more about the knowledge base of pre-service teachers. To explore the education students' content knowledge and pedagogical content knowledge of social studies topics, we elicited students' concepts related to the topic of family using concept mapping. Then we performed the content analysis of the obtained concepts. We tried to determine whether pre-service teachers rely on their prior knowledge (including misconceptions) of family or whether they use the knowledge gained in social science classes at the high school or at our university. Students do not use their academic knowledge gained in social studies classes spontaneously, but they are able to do when prompted. An important part of pedagogical content knowledge of a social studies teacher are the...
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