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The pre-service chemistry teachers' professional vision development
Honskusová, Linda ; Rusek, Martin (advisor) ; Škoda, Jiří (referee) ; Pavlasová, Lenka (referee)
Teachers' ability to reflect on teaching is one of the essential attributes that enhance the quality of teaching. Therefore, it is necessary to focus on teachers' professional development and cultivate their professional vision (PV) over a long period of time. PV is an important set of discursive practices that enable one to see a meaningful event and is associated with selective attention and knowledge-based reasoning. This dissertation focuses on three main objectives: (1) to describe current findings on PV development in teachers and to select the means by which PV will be developed in prospective chemistry teachers, (2) to identify the PV skills of chemistry student teachers and the factors that influence its development, and (3) to suggest appropriate teaching innovations. In order to determine the degree of PV development of future chemistry teachers and the possibility of developing it through systematically guided reflections, students' input and output written reflections were analysed using a methodology based on Sherin and van Es (2009) and supplemented with information from a questionnaire of personally perceived teacher proficiency. Influencing factors were identified through semi- structured interviews. The research was conducted on three groups of Chemistry student teachers of the...
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Novice teachers and educational inclusion: impact of attitudes and self-efficacy
Vozková, Anna ; Smetáčková, Irena (advisor) ; Štech, Stanislav (referee) ; Denglerová, Denisa (referee)
This thesis focuses on novice teachers, their attitudes towards educational inclusion, and the impact of teacher self-efficacy. The theoretical part is divided into five main sections devoted to various aspects of a teacher's work, addressing the development and enhancement of their professional identity and teacher self-efficacy at the outset of their career. The last two chapters describe the concept of inclusion within the context of the Czech educational system and summarize the current research on teachers' attitudes towards inclusion. The empirical part presents a mixed-methods research study examining Czech novice teachers' attitudes towards and experiences with inclusion. The study also investigates factors potentially influencing the implementation of inclusion, including teacher self-efficacy, social environment, and perceived support. The research was conducted in three waves; however, due to attrition, only data collected during the first two waves were analyzed. In each stage, participants completed three types of questionnaires and participated in semi-structured interviews. The data were processed using statistical methods and thematic analysis as appropriate. This resulted in the development of a new model, proposing that teacher professional identity mediates the relationship...
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Self-efficacy and burnout syndrome among teachers in primary schools
Topková, Petra ; Smetáčková, Irena (advisor) ; Trpišovská, Dobromila (referee)
Annotation: Teching is a profession burdened with high working stress that can in long term lead burnout syndrome. However, not all teachers suffer from burnout. They can be protected by factors as is for example teacher self-efficacy or social support. This bachelor theses is concerned with burnout syndrome among primary school teachers and also with the relationship between this phenomenon, teacher self-efficacy and social support. Theoretical part concludes theoretical ground according to authorities in the field and findings from previous research. The purpose of the empirical part is to develop an instrument for measuring teacher self-efficacy and to explore the relationship between burnout syndrome, teacher self-efficacy and social support. A questionnaire consisting of five parts was used: anamnestic part, Shirom-Melamed Burnout Measure, teacher self-efficacy questionnaire, SVF 78 and ESSI. Negative correlation was found between burnout, teacher self-efficacy and social support. No differences were found between women and men. Differences in teacher self-efficacy and social support were found between teachers with high burnout scores and teachers with low burnout scores. Keywords: burnout syndrome, social support, primary school teachers, teacher self-efficacy
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Self-efficacy and burnout syndrome among teachers in primary schools
Topková, Petra ; Smetáčková, Irena (advisor) ; Trpišovská, Dobromila (referee)
Annotation: Teching is a profession burdened with high working stress that can in long term lead burnout syndrome. However, not all teachers suffer from burnout. They can be protected by factors as is for example teacher self-efficacy or social support. This bachelor theses is concerned with burnout syndrome among primary school teachers and also with the relationship between this phenomenon, teacher self-efficacy and social support. Theoretical part concludes theoretical ground according to authorities in the field and findings from previous research. The purpose of the empirical part is to develop an instrument for measuring teacher self-efficacy and to explore the relationship between burnout syndrome, teacher self-efficacy and social support. A questionnaire consisting of five parts was used: anamnestic part, Shirom-Melamed Burnout Measure, teacher self-efficacy questionnaire, SVF 78 and ESSI. Negative correlation was found between burnout, teacher self-efficacy and social support. No differences were found between women and men. Differences in teacher self-efficacy and social support were found between teachers with high burnout scores and teachers with low burnout scores. Keywords: burnout syndrome, social support, primary school teachers, teacher self-efficacy
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