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Competence of teachers to deal bullying
Vrablic, Petr ; Komárková, Tereza (advisor) ; Vincejová, Eva (referee)
(in English): The aim of this paper is to present a summary of information about the competencies of teachers for dealing with bullying. Competence of teachers for dealing with bullying are from the areas of theoretical knowledge of bullying, its origin and evolution. Furthermore, practical skills in the areas of prevention and dealing with bullying. The is information drawn from scientific literature mainly written by czech authors, who base thein experties on doctor Kolar's theory of bullying. The work may serve as a source of information about the competencies of teachers for dealing with bullying and the teachers can attain competency.
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Collegiality and cooperation of teachers in basic special school
Mikšovská, Eva ; Kasíková, Hana (advisor) ; Komárková, Tereza (referee)
Univerzita Karlova v Praze Filozofická fakulta Katedra pedagogiky Abstrakt Diplomové práce Bc. Eva Mikšovská Kolegialita a spolupráce učitelů v základní škole speciální Collegiality and cooperation of teachers in basic special school Praha 2013 Vedoucí práce: doc. PhDr. Hana Kasíková, CSc. This thesis focuses on teachers' collegiality and cooperation in order to map their current possibilities and needs in this field. On the basis of acquired knowledgecontribute to better understanding, improving and extending the cooperation andcollegiality of teachers, as well. The theoretical part deals with the cooperation in general and defines the basic terms. It provides the information about the typical shapes and forms of cooperation within the school environment and about the teachers' cooperation at Czech elementary schools. It also discusses the factors facilitating cooperation, the instruments for the development of teachers' cooperation and school management's role during the cooperation. It describes a teacher's personality, his competencies, the environment and the organization of a special basic school.The empirical part looks into the specific level of teachers' collegiality and cooperation at the special basic school in Kolín. Keywords: collegiality, cooperation, teacher, basic special school, colleague,...
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The competence of ICT teachers in the area of technical e-safety
ŠIMANDL, Václav
The e-safety of children and youngsters, whose e-safety knowledge and routines can be significantly influenced by education, is currently a highly up-to-date issue. What seems to be of paramount importance is whether teachers, who have not yet been satisfactorily researched, have appropriate knowledge and routines. For that reason, our study has carried out qualitative research to look into ICT teachers' e-safety knowledge and routines. The aim of the research was to map ICT teachers' current professional knowledge and routines to identify the determinants that influence their knowledge and routines and to develop a model of formation. To achieve these goals, data was collected through in-depth interviews with ICT teachers. Open coding and other associated techniques were subsequently used to analyse the data. Besides being affected by external and internal influences, ICT teachers' e-safety knowledge and routines are also determined by their attitude to e-safety rules (whether they adopt them as guidelines for safe behaviour) and by the barriers to protection in teachers' minds which prevent them from behaving in a safe way. Teachers' previous negative experiences have also been identified as a significant factor (in forming teachers' e-safety habits). The created model describes causal and intervening relationships between given categories. In this model, an emphasis has been placed on the role of data interpretation from the point of view of e-safety as a factor affecting an individual's choice of specific method of protection for a certain situation. The created model provided the basis for our pedagogical experiment, using the semantic differential to investigate its influence on learners' changes in attitude as far as technical e-safety is concerned. Two differing pedagogical approaches identified in the research as leading to the occurrence of a negative experience were used for the experiment. The first one was based on the simulation of an e-safety threat with the occurrence of a direct negative experience. The second was based on encountering a negative experience through a lecture given by an external specialist. This phase of the research is beneficial as it verifies the part of the given model that concerns the effects of a negative experience.
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