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Syndrom vyhoření u středoškolských učitelů
Báčová, Tereza
The topic of this bachelor thesis is to approach the issue of burnout syndrome in secondary school teachers. The bachelor thesis is divided into theoretical and practical parts. The theoretical part contains a brief summary of information about the teaching profession, especially about its history and demands. However, the thesis focuses in more detail on burnout syndrome in secondary school teachers. The causes, symptoms, stages, diagnostic methods, treatment options and information on how to prevent burnout syndrome are presented. The practical part of the thesis includes quantitative research, which determines whether and to what extent burnout syndrome occurs among secondary school teachers in the South Moravian Region. The questionnaire survey shows that in the three areas of burnout examined (personal, work-related, student-related), the teachers as a whole did not show the occurrence of burnout syndrome. Further, there was a finding that females were more prone to burnout syndrome than males. Teachers with 11-20 years of experience suffer from burnout the most. It was further found that educators from medical school are most vulnerable to burnout syndrome. Indirect teaching activities have a strong influence on burnout. The research on overall burnout did not show the occurrence of burnout in the sample of educators studied, however, the individual assessment of each respondent varied, with some not burned out while others showed very strong burnout.
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Language and content integration models in ELT
Synková, Blanka ; Gráf, Tomáš (advisor) ; Klégr, Aleš (referee)
The thesis focuses on the topic of language and content integration in ELT in a broad sense, i.e. it discusses not only CLIL but also other models of content-based teaching, viz. ESP (English for Specific Purposes), EAP (English for Academic Purposes), and EMI (English-medium Instruction). In the theoretical part of the thesis, these models are described as regards their history, typical features, teachers, learners, as well as benefits and negatives. The empirical part of the thesis explores the current practice of language and content integration at Czech general secondary schools ("grammar schools"). The research is based on case studies of five teachers who teach various courses belonging to this category. The preliminary research investigated what courses are currently being offered at grammar schools in Prague; they are mostly elective courses. Our research findings suggest that language and content integration in the form of elective courses is a rather common practice, although often unconscious. Teachers tend to act on the basis of their intuition rather than their knowledge of theory and practice of language and content integration. Generally, it seems that more emphasis is put on content than language in these lessons. Content-based English lessons may be beneficial for learners for...
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Language and content integration models in ELT
Synková, Blanka ; Gráf, Tomáš (advisor) ; Klégr, Aleš (referee)
The thesis focuses on the topic of language and content integration in ELT in a broad sense, i.e. it discusses not only CLIL but also other models of content-based teaching, viz. ESP (English for Specific Purposes), EAP (English for Academic Purposes), and EMI (English-medium Instruction). In the theoretical part of the thesis, these models are described as regards their history, typical features, teachers, learners, as well as benefits and negatives. The empirical part of the thesis explores the current practice of language and content integration at Czech general secondary schools ("grammar schools"). The research is based on case studies of five teachers who teach various courses belonging to this category. The preliminary research investigated what courses are currently being offered at grammar schools in Prague; they are mostly elective courses. Our research findings suggest that language and content integration in the form of elective courses is a rather common practice, although often unconscious. Teachers tend to act on the basis of their intuition rather than their knowledge of theory and practice of language and content integration. Generally, it seems that more emphasis is put on content than language in these lessons. Content-based English lessons may be beneficial for learners for...
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