|
|
The content of the teaching assistants work at the selected school and its specifications.
Makulová, Radka ; Richterová, Magdalena (advisor) ; Blažková, Veronika (referee)
Well-thought-out cooperation between the teacher and the teacher's assistant not only leads to more efficient work, but is also very beneficial for students and the classroom climate. Already at the beginning of their cooperation, it is necessary to have clear nules, roles and competences set.. I focused my research on the cooperation of a teacher and a teacher's assistant, on the factors that influence the cooperation in everyday practice. The first part of the thesis contains a theoretical definition of this issue. It deals with the concepts of inclusion and inclusive education. It characterizes the position of a teacher and a teacher assistant within the teaching process and its legislative anchoring. The empirical part of the work is devoted to the research of mutual satisfaction of cooperation between respondents. A teacher and a teacher's assistant from a small school participate in the research, followed by teachersmand teaching assistans from several schools in the surrouding area.. The research itself will be conducted qualitatively in the first part through participant observation in the classroom observations. In the second part, semi-structured interviews with participants. At the of the work, I present an overview of the results found regarding the area of communicatioon, activities...
|
|
|
Differences between the beginning and experienced teachers of Physical Education in a lesson preparation and motivation of students on the second stage of elementary schools and lower grades of high schools
Mejzr, Patrik ; Flemr, Libor (advisor) ; Jansa, Petr (referee)
Title: Differences between the beginning and experienced teachers of Physical Education in a lesson preparation and motivation of students on the second stage of elementary schools and lower grades of high schools. Aims: The main aim of diploma thesis is to compare and describe differences between beginning and experienced teachers of Physical Education in the Czech Republic in the field of lesson preparation and student motivation. We were interested if there are any significant discrepancies or similarities between selected concepts. Methods: Data of the practical part were assembled by the method of empirical quantitative research in a form of a self-made questionnaire in which took part the teachers of Physical Education who teach on the second stage of elementary schools and lower grades of high schools in the Czech Republic. A condition for filling in was the length of pedagogical practice under five years or upon twenty years. 25 % of elementary schools and 25 % of high schools from each region were randomly asked. In total, 772 schools were addressed, we gathered 271 answers from respondents. Acquired data were elaborated and evaluated in the MS Excel programme. Results: The group of experienced teachers was answering mostly homogenously in comparison with the group of beginning teachers....
|
|
|
The differences between the beginning and experienced teachers at second grade of primary schools and lower school years of grammer school located in Nymburk and Poděbrady
Mejzr, Patrik ; Flemr, Libor (advisor) ; Jansa, Petr (referee)
Name: The differences between the beginning and experienced teachers at second grade of primary schools and lower school years of grammer school located in Nymburk and Poděbrady. Aims: The bachelor thesis aims to describe the differences of selected concepts (see below) the beginning teachers with the experience not longer than 5 years and the experienced teachers teaching more than 20 years. The question is the following: What are the differences between the beginning teachers and the experienced ones? The particular assumptions were not established because of insufficiently explored theme. Methods: Information included in the practical part of bachelor thesis was based on questionnaire inquiry. The teachers on selected schools located in Nymburk and Poděbrady participated on this inquiry. The questionnaire was concentrated on 4 concepts - preparation for the lesson, work with the class, pupil's motivation and the lifestyle of the teacher. The questionnaires were given to the teachers teaching at the second grade of primary school and lower school years of grammer school, i.e. teaching the children at the age of 11 - 15 years) and fulfilling the length of work experience, i.e. beginning teachers having shorter experience than 5 years and experienced teachers teaching more than 20 years. The...
|
|
|
Analýza písemně zpracovaných příprav na hodinu CLIL
Procházková, Lenka ; Novotná, Jarmila (advisor) ; Walterová, Eliška (referee) ; Klečková, Gabriela (referee)
Content and language integrated learning (CLIL) is a dual focused educational approach in which an additional language is used for the learning and teaching of both language and a non- linguistic subject or its part. While there are numerous forms of CLIL implementation, it is possible to define universal pedagogical principles for CLIL teaching and planning. This research presents a content analysis of 56 lesson plans for a CLIL lesson of financial mathematics/literacy. The aim of this research was to establish whether these lesson plans reflected the CLIL pedagogical principles, to establish what features the respondents saw as key features to a CLIL lesson plan, and whether/how the lesson plans corresponded to the respondents' theoretical proclamations. Our research investigated also the differences in lesson plans by these two sub-groups. An original lesson plan analysis tool (LPAT) was created for this research. It was used as a basis for a quantitative survey and as a framework in content analysis of the lesson plans. The tool identified eight key features of a CLIL lesson plan. The respondent combined approximately five of the key features with other features of the LPAT both in the survey and in the lesson plans. Both the survey and the analysis show that the respondents did not identify...
|
|
|
Folk Traditions and Customs in Sedlčany Region - A Project Day
HOLANOVÁ, Veronika
My thesis has a didactic character. It consists of two parts - theoretical and practical. The theoretical part deals with Sedlčany region, the landscape of Central Vltava valley, its natural beauty and historical and cultural sights. This section also focuses on presentation of the folk traditions in the course of the year. The year in my thesis is divided into autumn, winter and spring seasons. In autumn, my work deals with St. Martin festival, which was almost forgotten but recently the topic of this festival has been returning to elementary school education. Christmas is the most popular in winter and in spring my work is focused mainly on Easter. The practical part consists of a project day and two sets of lesson plans concerning St. Martin festival and Christmas. The one-day project day combines interrelationships among subjects and cross-curricular topics. The practical part also includes worksheets that were used during the project day at our elementary school. Civic studies teachers can use the worksheets when preparing their lessons.
|
guest ::
