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Gifted Education in The Karlovy Vary Region
Drahorádová, Natálie ; Krčmářová, Tereza (advisor) ; Wildová, Radka (referee)
The diploma thesis deals with the readiness of schools, primary school teachers and pedagogical-psychological centres of the Karlovy Vary Region for the inclusive education of gifted students. The first chapter of the theoretical part is devoted to current legislation and care in the education of gifted pupils. The thesis further describes the Karlovy Vary Region from the point of view of its socio-economic characteristics. Furthermore, the school policy and education of this region. which has its own specificities, is described in more detail. The last chapter of the theoretical part deals with the education of gifted students. The aim is to describe the typical forms of expressions of gifted pupils, forms of education and the role played by schools, teachers, and pedagogical-psychological centres in the education of these pupils. An important part of the gifted education is also their identification, which is sometimes more demanding than the education itself and several problems can arise during it. The last line summarizes the schools and organizations of the Karlovy Vary Region that are recommended by the Karlovy Vary Talent Support Network for the education and development of gifted pupils. The aim of the practical part is to describe to what extent the education system of the Karlovy Vary...
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Primary school children's preconceptions of human-animal relationship
Buryšková, Kateřina ; Stará, Jana (advisor) ; Krčmářová, Tereza (referee)
The diploma thesis focuses on the research of understanding of different aspects of the relationship between humans and animals in primary school children. The aim of the thesis is to find out what preconceptions children of early school age have about, for example, animal husbandry, domestication or killing animals for different purposes. The theoretical part defines the term animal, introduces the discipline of human-animal studies and presents some of the existing research findings on children's relationship with animals. It also discusses how the topic is covered in the first, second and third grade textbooks and in the Framework Education Programme for Elementary Education. Finally, it characterises constructivism and children's interpretations of the world. The practical part describes the research methodology. Data were collected using semi-structured in-depth interviews with first grade students and the results were analysed by the method of open coding and interpreted. The results indicate that that students hold the largest number of misconceptions in the area of livestock. KEYWORDS: primary school children, children's understanding, preconceptions, constructivism, qualitative research, semi-structured interview, human-animal relationship
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Waldorf pedagogy in times of distance education
Košnerová, Štěpána ; Krčmářová, Tereza (advisor) ; Stará, Jana (referee)
The thesis deals with distance education at Waldorf primary schools in Czech Republic, which occurred under the influence of COVID-19 pandemic. Theoretical part of the thesis describes alternative concept of Waldorf pedagogy, its theoretical background, and principles. Further on, it deals with the definition of the term "distance education" and its relationship to the period of school closure. In the field of distance education, the term "e- learning" is defined, which has become a contemporary tool of education. Empirical part of the thesis aims to examine the effect of the transition to distance education during the pandemic on Waldorf pedagogy. The method of semi-structured interview is used to determine the results of qualitative research. Prior to the data collection, a preliminary survey was conducted in the form of a meeting with a Waldorf teacher. The aim was to penetrate the situation from the point of view of a Waldorf educator and to formulate interview questions. Subsequently, one test interview was conducted. The acquisition of research data took four months, with a total of twelve in-depth interviews. The average length of one interview was less than 57 minutes. The selection of respondents is subject to three criteria. All respondents are teachers at Waldorf primary schools in the...
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HIGHLY GIFTED GIRLS IN THE FIRST GRADE OF PRIMARY SCHOOL
Sliwková, Markéta ; Krčmářová, Tereza (advisor) ; Krátká, Jana (referee)
The thesis focuses on the issue of the education of extremely gifted girls in the first grade of primary school. The aim of the work is to map the issue of educating particularly gifted girls from the perspective of teachers, parents, and the girls themselves. The main aim of theoretical part is to describe the characteristics of gifted girls and the most common problems based on a reserch of Czech and foreign literature. The major focus is set on the issue of gender stereotypes which may influence the self-image of gifted girls and their education process. In practical terms, the case reports several extremely gifted girls in the first grade of primary school from the point of view of individul grils as well as from the point of view of their parents. The practical part includes a discussion with the teachers to map their expectations and experience of educating the gifted girls. The results of the research confirmed the findings from the scientific literature. Girls do not tend to hide their talents if they are being educated in a stimulating conditions and their individual needs are respected. KEYWORDS education, giftedness, gifted girls, primary school, gender stereotypes, case study
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Support to primary school gifted students
Klímová, Michaela ; Krčmářová, Tereza (advisor) ; Vodrážková, Alžběta (referee)
This thesis deals with various methods to support gifted pupils in primary schools. The theoretical part focuses on the current educational legislation that relates to gifted students. Further, the work describes the support available to gifted pupils from teachers (pre- diagnostics, diagnostics, lesson setup). It describes the method of involvement of employees of school counseling centers in activities with gifted pupils and the role of employees of pedagogical-psychological centers. This is a connected system in which individual parts can (and should) cooperate to the benefit of each gifted pupils. The aim of the work is to describe how the system support and the cooperation of the individual segments is implemented. Last but not least, it emphasises that an important part of the whole system are the parents of gifted pupils. The practical part of the thesis focuses on a description of the work with the gifted pupils according to the curricula (School Educational Programmes) of several elementary schools operating in Prague 12. All the schools have a common founder, and all operate in a relatively small area on the outskirts of Prague. There are schools with various programmes besides Step- by-step, Montessori and classes with a sport focus. The results obtained were then compared with the...
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Communication between a family and a school directed to the contemporary elementary schools
Rychterová, Kateřina ; Krčmářová, Tereza (advisor) ; Kargerová, Jana (referee)
The aim of this work is to determine whether communication with incomplete/"uncooperative" family is from the perspective of teachers more difficult. What problems may be in communication with the family of the student, how can they be prevented, where necessary, to deal with. In the second part to find out what kind of impact it has on the mutual communication of the teacher and the legal representative the pupil evaluation in the form of the word guest. The task is to suggest possible strategies for mutual communication with parents of children at 1. level of primary school. In the solution a questionnaire survey and interviews with teachers and parents was used. Carried out research, I discovered that at the aimed school is almost 100% of teachers meets with problem/"non-cooperating" parents. Verbal evaluation of the results of an investigation has the mainly positive influence to the comunication. At the same time, motivates the student to better outcomes. On the basis of the findings of the results, teachers can further improve the relations between family and school, or more involved verbal evaluation, which improves communication between the two parties. The main result is to obtain the symbol "The parents welcome".
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Beginning Teacher at the first grade of primary school
Hroudová, Veronika ; Hejlová, Helena (advisor) ; Krčmářová, Tereza (referee)
Diploma thesis addresses the issue of initial training of beginning teachers of primary school in Czech schools. Defines the requirements for successful integration of new employees, as well as suggesting possible standard procedures, methods and assesses the possibility of their use in the school environment. It describes the role of supervising teacher and the meaning of its existence. The task of the practical part is to find out with which kinds of educational activities beginning teachers have problems. In interviews with experienced teachers, we tried to clarify whether at the time of their beginnings had the same problems as current teachers and we wonder on what skills and knowledge should be students of faculties of education trained better. Key words beginning teacher, supervising teacher, class teacher, educate teachers, professional competence
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Individualization in Social studies and Sience in primary school instruction
Procházková, Hana ; Krčmářová, Tereza (advisor) ; Stará, Jana (referee)
The diploma thesis has a theoretically-empirical character with a focus on the empirical part. The starting point for the solution is the requirement of the primary teacher competence to work with the differentiated group of pupils, take into account different educational needs in the planning, implementation and reflection of teaching. The aim is to determine whether and how teachers fulfill the requirement of primary school in natural science lessons. Describe and evaluate the implementation of this requirement during the realization of specific thematic unit by several teachers. Methods of the content analysis, interviews and direct observation of teaching are used to fulfill the targets of the thesis. Keywords Individualization, differentiation, Social studies and Science, primary school teacher, instruction planning Powered by TCPDF (www.tcpdf.org)
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Competances beginning teachers at primary school to individualize teaching
Robovská, Martina ; Krčmářová, Tereza (advisor) ; Voda, Jan (referee)
This Thesis is focused on beginning teachers as absolvents of Charles University Faculty of Education with experience at most three years. There is explained what competences teachers have to individualize lessons at Primary school. This topic is very popular these days and doesn't cover only children with specific needs or children who are gifted, but it includes all pupils. This thesis tries to map this current situation with eight chosen teachers who respond to our requairments. The Teoretic part is divided into five chapters, which describe professional quality of teacher with deep focusing on personal characteristic, the term a beginning teacher and his most frequent problems. Next chapter is focused on pedagogical competences. Subchapters are conected with deep analyzation of teacher's competances to individualize his lessons and introduse some tendences in current preparatory education of teachers at primary schools. In penultimate chapter there is deeper describtion of preparatory education of teacher at primary school and personality. The last chapter of the teoretic part is focused on terms diferenciacion and individualisation. It introduces two alternative programmes know as Dalton plan and Winet system. The research, which belongs to an experimental part, is focused on quality. It was...
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Principle of individualizion in evaluation process at primary school
Vančurová, Petra ; Krčmářová, Tereza (advisor) ; Kargerová, Jana (referee)
This thesis has theoretical and practicalcharacter. In the theoretical part, I accumulate knowledge about the definition of assessment and school evaluation forms, functions and types of assessment. Then I mention self-evaluation, portfolio and individual standard. In the practical part, I had evaluated the results ofquantitative and qualitative research, based on interviews with primary school teachers on the topic from the theoretical part. In the quantitative part of the research I have submitted questionnaires to teachers of different primary schools. Questions are focused on their attitude towards the current evaluation school system, student's self-evaluation and the level of individualization by teacher's student assessments. In several in-depth semi-structured interviews, which have the character of qualitative, I amfocusing moreon the answers in the questionnaire and I try to find the differences or agreements between the teacher's attitudes and beliefs on the topic in their answers. Keywords: evaluation, individualization, attitude, strategy, teacher, studets
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