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Teacher's planning as a managing skill
Vágnerová, Gabriela ; Voda, Jan (advisor) ; Trunda, Jiří (referee)
The Bachelor thesis concentrates on planning as one of the managing skills. The aim is to find out, in which professional situations, teachers of nursery and primary schools use planning, moreover, the usual subject of their planning and types of plans employed. The theoretical part clarifies and summarizes terms and theoretical findings, on the basis of available bibliography, connected to planning in general, as well as planning of a teacher during a lesson management. The practical part is the result of a qualitative research which was executed by the method of an interview, two teachers from a nursery school and three teachers of a primary school were interviewed. On the basis of these data, the list of all the activities of a teacher related to planning during a lesson was compiled. Their analysis led to define those that can be considered as managing skills.
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Social competencies of a teacher at primary school
Dušánková, Jana ; Kasíková, Hana (advisor) ; Valenta, Josef (referee)
This diploma thesis deals with social competences of a teacher at primary school. The aim of the theoretical part of this thesis was to explore the area of the social competences in current professional literature and curricula, and to analyze the social competences of a teacher necessary to developing their optimal relationships with pupils, class as a social group, parents of students and colleagues. The emphasis was placed on the description of use of the social competences of a teacher in pedagogical interaction, educational communication, the management of the class and during resolving conflicts. Special focus was given to teacher self-reflection, the importance of which is that it is the social competence enabling and influencing the development of other skills. The aim of the empirical part of this thesis was to determine which of thirteen social competences of a teacher at primary school are considered to be the most important in pedagogical interactions for pupils, parents of students and the teachers. We also examined how primary school teachers themselves applied and reflected thirteen monitored social competences in the situation of conflict, which of the thirteen social competences they used when they were resolving the conflict and which of the competences they did not apply. Applying methods...
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