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The beginning kindergarten teacher
HOŘEJŠÍ, Jana
The bachelor's thesis focuses on beginning teachers and their induction into practice. It summarizes the requirements for kindergarten teachers, focuses on their induction and focuses on forms of self-reflection or psycho-hygiene. The aim of the thesis is to find out what the means of induction are and whether the perceptions of employment of kindergarten teachers differ from reality. The theoretical part discusses the required education, the requisites of the job. Attention is also paid to beginning teachers, their induction and the possible pitfalls that accompany the beginning. Self-reflection of teachers is also addressed, as well as psycho-hygiene, to prevent burnout syndrome. A semi-structured interview ascertains the actual beginnings of beginning teachers, as well as their expectations and subsequent awareness of reality.
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Cooperation between beginning teachers and other teachers
Procházková, Daniela ; Stará, Jana (advisor) ; Wildová, Radka (referee)
The diploma thesis deals with the cooperation between beginning pedagogues and other colleagues at the primary school also with mutual support between them and also with workplace relationships which effects working of the whole school. In the first chapter of the theoretical part, the teacher's personality and his professional development are described. The following chapters describe the beginning teacher, his support from the management and the introducing teacher. The theoretical part also describes the cooperation of teachers, the most common forms of cooperation and the role of management in cooperation between teachers. The aim of the research in the empirical part is to find out how beginning teachers perceive support in their beginnings of the teaching profession, as well as how they perceive cooperation and relationships at the school where they began their teaching practice.
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Beginning teacher of (not only) biology
Nedavašková, Michaela ; Rajsiglová, Ina (advisor) ; Kotvaltová Sezemská, Karolína (referee)
This work provides an insight into the professional start of beginning teachers which is key for their future direction. It turns out that many teachers leave the profession during the first years. The first part defines the concept of the induction period and highlights its importance, describes the role of the mentor and school management, and then the difficulties and needs of beginning teachers. The second part is devoted to the German and Swedish educational systems and primarily focuses on their approaches and ways of induction of beginning teachers. Germany was chosen based on its unique system of two-phase teacher education and Sweden as a representative of the Nordic countries investing a significant proportion of its government budget into education. Key words: beginning teacher, induction period, mentoring, induction of beginning teachers
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Cooperation Between a Beginning Teacher in the First Year of Primary School and a Teaching Assistant
Roudná, Anna ; Bravená, Noemi (advisor) ; Krčmářová, Tereza (referee)
The first chapter of the theoretical part of the thesis focuses on the pupil at the beginning of school attendance. Then it is devoted to the characteristics of the educators, the teacher and teaching assistant, and their necessary mutual cooperation. It describes their competences and personal prerequisites for this profession. The novice teacher and the mentoring associated with him/her are not omitted. The theoretical part is followed by the empirical part, which is based on a qualitative research investigation in the form of a case study in which participant observation and semi-structured interviews were conducted. It sets out to describe the collaboration between a teaching assistant and a beginning first year teacher in a particular primary school. KEYWORDS Beginning teacher, Teacher, Teaching assistant, Cooperation
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Representative Problems Faced by Beginning Teachers of Russian and Czech
Šimková, Kateřina ; Rozboudová, Lenka (advisor) ; Konečný, Jakub (referee)
The theoretical part focuses on the aspects of the teaching profession and teacher's competencies, followed by a description of beginning teachers of the Czech language and Russian as a second foreign language. This thesis also summarises the most common problems faced by these teachers. In the practical part, these problems are compared by a semi-structured interview with beginning teachers. In these days, beginning teachers of Czech and Russian are faced with problems related to the integration of arrived Ukrainian pupils in the context of the war in Ukraine. Most respondents point to the same gaps in the university preparation, namely the problematic form of internships, teaching of professional subjects, didactics, pedagogy and psychology. As for the introduction to the position, the most common form of support is the introducing teacher, who was assigned to most of the respondents, but cooperation was often formal or otherwise dysfunctional. Beginning teachers of Czech and Russian have the same issues with the textbook series, that they must use, and with the pupil evaluation. Compared to beginning teachers of Russian, beginning teachers of the Czech language face more challenges in identical areas (e.g. discipline, preparation time, communication with parents) and higher demands are placed on...
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The novice teacher of first grade at primary school in practice
DOMINOVÁ, Michaela
The diploma thesis deals with the situation of a beginning teacher, the beginning of a teacher 's practice. The theoretical part explains the concept of teacher, describes his profession, and mentions his role and career, including burnout. The goal of the thesis is to find out what the beginning teachers face the most. That´s why the theoretical part also mentions possible problem areas when entering the profession - classroom climate, authority, educational and teaching problems and institutions, which the teacher cooperates with. The practical part presents the results of mixed research carried out by the method of a questionnaire and through a semi-structured interview. The results show that the beginning teacher most often encounters problems that do not relate to his primary activity, work with children, but to the area of administration. The beginning teacher often spends more time with the administration rather that with the best way of passing on the curriculum to the students. Furthermore, the identified problems include the ability to set properly the boundaries between personal and professional life, work properly with time and more difficult students and beginning teachers are often afraid to ask someone for advice. The positive finding is that most beginning teachers are satisfied with their job and do not consider leaving the profession.
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Readiness of beginning teachers for prevention and solution of school bullying
Kislinger, Lukáš ; Zvírotský, Michal (advisor) ; Thorovská, Alena (referee)
This diploma thesis will focus on school bullying, the readiness of beginning teachers to address this issue. The aim of the thesis is to describe and characterize the readiness of beginning teachers from the Karlovy Vary and Pilsen regions to solve school bullying. The theoretical part contains the definition of partial concepts of school bullying. It points out the prevention, diagnosis and treatment of bullying at the primary school level. It also explains the concept of beginning teacher, deals with the professional training of teachers, the key output of teacher training - professional competencies. Last but not least, it points to shortcomings in the professional training of teachers towards practice. The empirical part will analyze the research of beginning teachers in the Karlovy Vary and Pilsen regions. The evaluation was based on a questionnaire survey of 79 respondents and the results show that most of the interviewed beginning teachers do not feel relevantly prepared to address the issue of school bullying in practice. The results also point to huge differences between graduates of different universities. Based on theoretical knowledge and analysis of the empirical part, recommendations for further research will be proposed. KEYWORDS school bullying, beginning teacher, competence to...
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Thrown into reality: Beginning teachers'expectations confronted with professional practice (radio documentary)
Štylerová, Valérie ; Štoll, Martin (advisor) ; Čeňková, Jana (referee)
This practical bachelor's thesis, which includes a 16-minute radio documentary titled Thrown into Reality, deals with the study preparation and professional beginnings of graduates in teaching disciplines and their original expectations compared to the reality of pedagogical practice. Given the ambiguity of the radio documentary genre, which oscillates on the border of journalistic and artistic style, one of the goals of this theoretical part of the work is to provide insight into this genre in comparison with other journalistic genres, which are very close to its definition and characteristics (feature, band, reportage). The primary way of obtaining information for this document - a dialogue or interview - is also shortly described. One of the subchapters presents several examples of contemporary Czech radio documentaries. In the second part, the topic of radio document itself is introduced, namely the most common issues of beginning teachers and the introduction of recent graduates to their first job position, followed by author's reflection of the work. The radio documentary consists of authentic testimonies of beginning teachers and statements of other relevant respondents connected by the entries of the moderator. The aim of this entire thesis is to provide the listener with the life...
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Problems of Early Career Teachers with the Use of Activating Methods in Biology Teaching
Ročková, Lucie ; Vojíř, Karel (advisor) ; Hlaváčová, Lucie (referee)
Activating methods are of a great importance in teaching, among other things, in the development of students' independence, their thinking and the formation of social relationships. Strengthening the student's role and emphasizing his/her active work requires a specific approach of teachers, as well as their increased preparation for teaching. Especially beginning teachers have to deal with a number of difficulties when starting their teaching career. However, it has not yet been clearly described how they cope with the use of activating methods. The main goal of this work was to map the problems of beginning teachers using activating methods in natural science at the start of their careers. One of the sub-questions was to find out what would help teachers at the beginning of their teaching practice to include activating methods in teaching with greater certainty and frequency. To answer the research questions, a survey of six beginning primary school natural science teachers was conducted in October and November 2021. Classes were listened to and followed by interviews with individual teachers. The interviews sought opinions on activating methods, on the frequency of their inclusion in teaching and the related problems that teachers face when using these methods. The most frequently mentioned...
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