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Competences of kindergarten pedagogical leaders
Šarochová, Helena ; Urbanová, Eva (advisor) ; Dvořáková, Danuše (referee)
The bachelor's thesis focuses on the position of the head pedagogical worker in a preschool. The theoretical part defines the head pedagogical workers in preschools, especially the school director, their legislative framework, and their job responsibilities. Furthermore, the theoretical part defines the concept of competence and examines the competencies of preschool directors and their competency models, which are based on their job responsibilities. The empirical part investigates, through quantitative research, whether the head pedagogical workers possess the necessary competencies required for managing preschools. The research was conducted through a questionnaire survey, which was sent to preschool directors located in the Central Bohemian Region. The aim of the bachelor's thesis was to determine which areas of the individual competencies the preschool directors consider most important for performing their role. In the empirical part of the study, it was found that among managerial competencies, the mastery of managerial skills was considered most important by the directors for performing their role. In terms of leadership competencies, the ability to formulate and fulfill a vision was identified as the most crucial area for preschool directors. In the field of professional competencies,...
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Education of seniors in U3V from the perspective of lecturers
Havelková, Lucie ; Dostálová, Vladimíra (advisor) ; Dvořáková, Danuše (referee)
1 ABSTRACT The topic of the thesis is the education of seniors within the U3V at Charles University from the point of view of lecturers. The thesis describes her acquired experience, possibilities and perceived barriers in the education of this population at U3V as part of lifelong learning. The work is divided into two parts, theoretical and empirical. The theoretical part defines the basic terms with the help of professional literature. It discusses the importance of learning for the elderly population and the specifics of this educational process. Other chapters are focused on the lecturers themselves in connection with the didactic process psychodidactics. They deal with the personalities of the lecturer, his role and his competences. The theoretical part is supplemented with data on the development of U3V at Charles University. KEYWORDS lifelong learning, seniors' motivation for education, aging, seniors, University of the Third Age, U3V, barriers in education
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