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Evaluation of pupils performance in geography at four-years high school
Weiner, Adam ; Řezníčková, Dana (advisor) ; Matějček, Tomáš (referee)
The diploma thesis deals with a deeper understanding of the professional beliefs of geography teachers in the area of evaluating the performance of pupils in the teaching of geography. On the basis of a qualitative investigation, answers two research questions were sought: (1) How do high school geography teachers acquire the competence to evaluate students in their teaching? (2) Which factors influence the teacher's way of evaluating students? The work structure has a traditional layout. The first part frames the selected issue and subsequent research in a more general context. In addition to the explanation of the essence of the starting theory, i.e. the theory of information dissemination, key concepts - professional beliefs and the very competence (competence) of the assessment are defined here. In the practical part, the work focuses on the results of semi-structured interviews with 10 geography teachers in four-year grammar schools. The responses of the respondents were analysed (coded, categorized) in order to answer the research question. We considered the skills in the area of assessment required of graduates of university teacher studies in the Competence Framework for Graduate Teachers (MŠMT 2023) to be a turning point in the theory of the diffusion of innovations. The conducted content...
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Evaluation of pupils performance in geography at primary schools
Janoušková, Hana ; Řezníčková, Dana (advisor) ; Havelková, Lenka (referee)
The diploma thesis deals with the topic of evaluation in teaching geography from the teacher's point of view. The first part of the work is focused on the theoretical framing of the researched issues. The main concepts addressed are the professional beliefs of the teacher, the processes and results of teaching, the subject of evaluation and the functions and methods of pedagogical evaluation. For the practical part of the work, a qualitative research survey was conducted in the form of a semi-structured interview with 14 geography teachers in primary schools. We observed the professional conceptual apparatus of geography teachers in oral communication focused on teaching evaluation. The frequency of pre-established basic terms and the frequency of terms that were said beyond the terms set by us were monitored. Five basic terms were found, with which all respondents operate, namely mark, test, knowledge, presentation and by rote. The term mark has the highest frequency. Subsequently, a typology of teachers was created according to their approaches to teaching evaluation (stagnant teacher, overstepping teacher, instructed teacher and advanced teacher). The research provides a comprehensive overview of the evaluation of pupils' performance by geography teachers in primary schools and can thus be...
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