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German conception of artistic education in theory and practice
Kroutil, Jan ; Uhl Skřivanová, Věra (advisor) ; Daniel, Ladislav (referee)
This diploma thesis seeks above all to introduce the German concept of artistic education into the context of the Czech art education and to compare it with some of the didactical tendencies within this field. Based on the analysis of German and English publications, firstly the pivotal theoretical influences of the concept are introduced, and then its specifics, educational methods and goals are described. The theoretical section is concluded by examples of practical approaches using the described concept in the field of German school praxis. The empirical-practical section, that is based on the author's personal experiences gained during Erasmus studies in Germany (Karlsruhe, University of Education, Institute of Art), introduces how the concept is being applied during the training of university students, in particular on the level of the artistic and pedagogical praxis. This section also contains a reflection of the concept of artistic education's influence on the author's own artistic work. The second section concludes by analysing two student projects in a German school, applying the methods of artistic education, and outlines how these projects could be improved. At the end of the thesis the results of the theoretical, empirical and practical sections are summarized and evaluated. Questions...
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Early Childhood Education and Care in Netherlands
Horová, Lucie ; Loudová Stralczynská, Barbora (advisor) ; Uhlířová, Jana (referee)
The topic of this thesis is Early Childhood Education and Care in the Netherlands. It brings the insight in the institutions for children up to six years old in the Netherlands. The theoretical part summarizes basic information about the Netherlands together with the conditions of family policy. The main portion of the theoretical part is devoted to the description of the educational system and characteristics of the various types of institutions that provide early childhood education and care of pre-school children. In addition to the principle of the functioning of institutions, the thesis explains the legislative anchoring of pre-school education together with staffing of institutions. The final part of the theoretical chapter discusses current issues and problems of pre-school education in the Netherlands. In the empirical part of the thesis it presents case studies of four pre-school institutions in the Netherlands; each of them represents a particular type of institutional care for a pre- school child. Each institution studied in detail, in its structural and processual aspects. The aim of this work is to map, describe and compare all four types of institutional care for preschool age children in the Netherlands. The following methods were used: content analysis of documents, semi-structured...
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Comparison of pre-school education in the Czech Republic and Spain
BRABCOVÁ, Marie
This thesis compares and contrasts the educational systems of pre-school education in the Czech Republic and Spain. The theoretical part contains chapters devoted to comparative pedagogy and descriptions of pre-school education in Europe, the Czech Republic and Spain. The practical part describes the methodologies employed of qualitative research, observation and interview. In addition there are case studies of two specific kindergartens. The first kindergarten is in the village of Dolni Hermanice in the Czech Republic and the second in the village of Deia on the Spanish island of Mallorca.
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German conception of artistic education in theory and practice
Kroutil, Jan ; Uhl Skřivanová, Věra (advisor) ; Daniel, Ladislav (referee)
This diploma thesis seeks above all to introduce the German concept of artistic education into the context of the Czech art education and to compare it with some of the didactical tendencies within this field. Based on the analysis of German and English publications, firstly the pivotal theoretical influences of the concept are introduced, and then its specifics, educational methods and goals are described. The theoretical section is concluded by examples of practical approaches using the described concept in the field of German school praxis. The empirical-practical section, that is based on the author's personal experiences gained during Erasmus studies in Germany (Karlsruhe, University of Education, Institute of Art), introduces how the concept is being applied during the training of university students, in particular on the level of the artistic and pedagogical praxis. This section also contains a reflection of the concept of artistic education's influence on the author's own artistic work. The second section concludes by analysing two student projects in a German school, applying the methods of artistic education, and outlines how these projects could be improved. At the end of the thesis the results of the theoretical, empirical and practical sections are summarized and evaluated. Questions...
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Decroly Pedagogy and the Possibility of Usage in Czech School
Korábová, Jana ; Tomková, Anna (advisor) ; Váňová, Růžena (referee)
This thesis describes the alternative educational system of Ovide Decroly. It details the forms by which it is nowadays applied in particular Belgian schools using the Decroly system. Further it outlines its potential uses in Czech school as an inspiration for solving contemporary problems and needs of our educational system. Decroly belonged to the reformatory pedagogues of the beginning of the 20th century. His concept was based on understanding of the natural interests and needs of children and emphasized the necessity of global learning that includes global method of reading and writing.
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The Concept and Structure of Foreign Philologies in the Czech Republic and France
KOHOUTOVÁ, Jana
The theme of my bachelor's thesis is the Concept and Structure of the field of study of Foreign Language Philology in the Czech Republic and France. The aim of my thesis is to compare the structure of the fields on a sample of selected universities namely the Faculties of Philosophy in the Czech Republic and France. The work is divided into two main parts. In the first one I will focus on the Comparative Pedagogy, which deals with the international comparison of education systems. I will mention the European Higher Education Area creation, the present situation of tertiary education and the process of accreditation in both countries. The foundation of English studies, German studies and Romance studies in the Czech universities will be outlined. In the second part I will focus on the specific areas of foreign language philology studies in Czech selected universities compared to French one - the University of Southern Brittany in Lorient.
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Language education in foreign countries
BILANSKÁ, Květa
Language education is getting more and more important nowadays. English is one of the most favored languages in the world and in the Czech Republic as well. World globalization brings more pressure to standardize language education. Unification of the style and teaching way in Europe and all around the world has some negatives, for example suppress of teaching another languages then English. A few documents focusing the analyses and creation recommendation for language teaching have been made. The most important document in Europe is Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) which determine knowledge of language to A, B and C and also describe which level should a student have after completing each school year. One of the instruments supporting language education is CLIL (Content and language integrated learning). Different teaching styles and attitudes had been compared during history. Comparative pedagogy has been established for this purpose. Comparative pedagogy is mapping and comparing particular education systems. A lot of organizations interested in comparative pedagogy have been established after the Second World War. Different states have distinct requirements for language teachers. The Czech Republic bases its language education policy on EU. EU´s goal is that all its citizens should be multilingual. This means that beside the native tongue people should speak two foreign languages. The Czech Republic is on the similar level as the majority of Europe. Pupils start to learn foreign language in the third class of the basic school.
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