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Support options for personal well-being in the view of primary school teachers
Juřičková, Libuše ; Felcmanová, Lenka (advisor) ; Kotvová, Miroslava (referee)
This diploma thesis focuses on the issue of the well-being of primary school teachers, and the possibilities for supporting well-being by the teachers themselves and the school management. It is divided into two parts - theoretical and research. The theory is elaborated into four chapters and summarizes the findings of the specialized literature. The first chapter presents the basic concept of well-being, including terms that were previously synonymous and are now an essential part of it. The next chapter is devoted to the topic of well-being itself. It offers a summary of existing theories, defines and describes the area of well-being, and conveys a view of teacher well-being. The third chapter collects information in the area of well-being care. It draws attention to the threatening factors that have an impact on the mental health and work capacity of the teacher, which include, for example, stress or burnout syndrome. It also conveys knowledge of how to improve well-being. The last chapter is devoted to the role of well-being in education. In addition to the teacher's influence on the well-being of pupils, it also pays attention to teacher's support in the school environment, i.e. from the employer to the employees. The research part of the work follows on from the theoretical findings and deals...
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The View of Beginning Teachers on Pedagogical Diagnostics
Juřičková, Libuše ; Felcmanová, Lenka (advisor) ; Hradilová, Tereza (referee)
The diploma thesis deals with the issue of beginning teachers in the field of pedagogical diagnostics. It is divided into theoretical and research part. The theoretical part of the thesis contains three chapters. The first part of the thesis summarizes the theoretical knowledge in the field of teaching profession and the requirements for a beginning teacher. Furthermore, the requirements for the theoretical readiness and competencies of the teacher are set with emphasis on the need for methodological guidance in its beginnings and the need for further education. The following chapter introduces the topic of pedagogical diagnostics and presents its definition, tasks and goals, the subject of pedagogical diagnostics and defines the diagnostic competencies of primary school teachers. In the last chapter of the theoretical part, the areas of partial functions are specified and their manifestations and deficits are characterized, which the teacher can observe in the pupil's speech during the educational process. The research part of the thesis is devoted to the practical readiness of beginning teachers for pedagogical diagnostics and their theoretical preparation. Through a qualitative procedure using a semi-structured interview technique, answers to research questions on the readiness of beginning...
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