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Teacher in tandem teaching
Mourečková, Nikola ; Hubert, Vlastimil (advisor) ; Svobodová, Zuzana (referee)
This bachelor's thesis focuses on tandem teaching. Tandem teaching has a number of benefits and strengths, but Czech schools use it to a lesser extent. Tandem teaching also comes with a number of concerns or a lack of funds or personnel. The theoretical part of the thesis is an introduction to the issue of tandem teaching. It defines both the basic terms presented with tandem teaching, its development, as well as the possibilities for directors to introduce tandem teaching, based on the positives and negatives and already implemented research. The research part of the work uses qualitative research methods and includes the analysis of semi-structured interviews. Interviews were used with teachers, pupils and the principal. The aim of the work is to describe how the principal supports professional development in the field of tandem teaching and how teachers at a selected elementary school prepare for tandem teaching and how they cooperate and communicate. yes, tandem teaching is not given enough attention at school, mainly due to a lack of funding. The cooperation and communication of teachers is very different. Teachers emphasize mutual enrichment, better attention of pupils, behavior and results of pupils, but also building collegiality, obtaining effective feedback. Although tandem teaching is...
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Forms of cooperation of primary teachers with the Faculty of Education Charles University
Křížková, Julie ; Poche Kargerová, Jana (advisor) ; Vallin, Petra (referee)
The theoretical part of the thesis deals with the cooperation between faculty teachers and the Faculty of Education. It defines the role of a faculty teacher and a faculty school in relation to mentoring and the concept of the Clinical School. Furthermore, it surveys forms of cooperation and practice at PedF UK as well as the role of the Faculty and university teachers. The next part of the text focuses on places of interconnetion of theory and practice and presents the form of cooperation in educationally advanced countries. The research part of the thesis focuses on mapping the ways of cooperation between faculty teachers and the Department of Pre-primary and Primary Pedagogy, Faculty of Education, Charles University, and it analyzes the benefits and difficulties of the cooperation, as well as maps the forms of motivation that help this collaboration to be established. The crucial research question is: What forms of motivation do teachers mention when cooperating with the Faculty, what obstacles do they observe and what benefits and assets do they appreciate in this cooperation? As research tools, a group interview and an individual intervieware applied. The thesis also includes suggested ways to innovate the cooperation between faculty teachers and the Faculty of Education.
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School Improvement: Supporting School-Based Teacher Professional Development
Breníková, Jana ; Tomková, Anna (advisor) ; Krčmářová, Tereza (referee) ; Vítečková, Miluše (referee)
The dissertation explores teacher professional development as a strategy for improving school performance. The theoretical part defines school quality, teacher quality, and instruction quality. It further talks about teacher professional development, specifically strategies that involve teacher's reflective practices and teacher collaboration. The practical part of the dissertation examines the characteristics and impact of a five year support model of school based teacher professional development. The process was closely observed through case studies of four subjects in a particular school. The findings reveal that the implemented model contributed to the changes in the principal's leadership style, school culture and climate the most. KEYWORDS Teacher professional development, school quality, teacher quality, instruction quality, teacher collaboration, teacher coach, team teaching.
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Support of natural science teachers who are starting their teaching career, and their development during the educational practice as shown also with the example of the selected school
Beran, Vít ; Lisnerová, Romana (advisor) ; Trojan, Václav (referee)
The ABSTRACT The Final Work named 'The support of natural science teachers who are starting their teaching career, and their development during the educational practice" as shown also with the example of the selected school, examines the way in which such school supports the fresh teachers, and whether for the fresh teachers at the selected school such support of their pedagogical development is beneficial, profitable and contributing to the teacher's development when compared with those schools which were addressed via a questionnaire designed for the headmasters and fresh teachers. The essay has been divided into its theoretical part and practical part. The theoretical part deals with the profession of a fresh teacher, the ways that support pedagogical development of these fresh teachers through the so called mentoring, pair teaching, professional portfolio, personal pedagogical development plans and alike. The methods of supporting fresh teachers have been described in general, and only then the Work aims also at the support implemented at the school selected. The practical part examines how the professional support has been provided for within the sample of primary schools and high schools, and this from the viewpoints of headmasters and fresh natural science teachers. It outlines the way of...
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Teaching in groups used in topics of human biology.
Grzybková, Helena ; Rajsiglová, Ina (advisor) ; Janštová, Vanda (referee)
Teaching in groups is the organizational form of teaching. Students are divided into several groups and they cooperate to solve certain task. Mutual help and involvement of passive and diffident student is a big advantage. This form of teaching has disadvantages and several problems too. Teacher should arrange and prepare everything carefully. Teacher's role is different in this type of teaching. When teacher is planning, he should realize what he wants to achieve, how large groups will be appropriate, how to divide students into groups etc. Classical arrangement of class for frontal teaching is inappropriate for teaching in groups. In this form of teaching students should see each other. All groups can do the same work or each group can do a different work. Student assessment is a problem in this way of teaching too. Some teachers can not cope with this. Teaching in groups may not be always cooperative. Key words: activating form of teaching, teaching in groups, cooperative teaching, teaching in pair, heterogeneous group, homogeneous group, role in the group, cooperative skills
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