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Culture shock and its impact on pedagogical activities of North- American teachers in the Czech Republic
Radostová, Eliška ; Zábrodská, Kateřina (advisor) ; Koťa, Jaroslav (referee)
This diploma thesis deals with the issue of culture shock and its relationship to the pedagogical activities of North-American teachers working in kindergartens, primary and secondary, or language schools in the Czech Republic. The aim of this work is to understand how North-American teachers experience culture shock in the Czech Republic, and to find out how they perceive the impact of culture shock in their pedagogical activities. The theoretical part of the thesis presents a description of the concept of culture, the specifics of intercultural communication which is followed by the concept of culture shock, presents selected theories dealing with culture shock, its phases, and preparation for the experience in the new culture. At the end of the theoretical part, the specifics of foreign teachers in the Czech Republic and the educational system in the USA will be described. The practical part of this work is a qualitative research conducted in the form of semi-structured interviews with 12 North-American teachers who live and work in the Czech Republic. The results were analyzed by the method of thematic analysis. It brings the finding that participants are negatively affected by interactions and contact with strangers, while in a positive way, culture shock is affected by voluntariness of their...
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PHYSICAL ACTIVITIES AND THEIR SUPPORT IN LEARNING PROCESS
Radostová, Eliška ; Kasíková, Hana (advisor) ; Pelzová, Markéta (referee)
The bachelor thesis deals with the relationship between learning and movement. The aim of this work is to describe the theoretical basis of the common relationship between teaching and movement, to explore the influence of physical activities on learning activities, and to introduce physical activities that stimulate the activity of both brain hemispheres, thus improving cognitive and social abilities. The goal was fulfilled by means of a collection of physical activities which were given to teachers of elementary schools and practiced with their pupils. After 2 to 5 weeks of training with pupils, they observed differences in pupils' learning activities which they subsequently recorded in the questionnaire. The results of the research project show that pupils who practice physical activities that are helpful for their learning before they begin their lessons are more active and retain more information, and that the pre-learning exercise creates a good atmosphere. At the same time, however, the length of time the teachers and their children were practicing was too short to show changes in cognitive and social areas.
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