|
|
Relationship between a teacher and a teaching assistant from their mutual perspective
HEROUTOVÁ, Pavla
This bachelor's thesis explores the relationship between teachers and teaching assistants in Czech primary schools, highlighting the importance of their cooperation and communication. Through interviews with both groups, it reveals how collaboration influences the educational process, the approach to inclusion, and adaptation to students' individual needs. The study examines the challenges faced by both roles in the education system and provides insights into how effective mutual cooperation can support an inclusive educational environment and positively affect students' development and education.
|
|
|
Support for the adaptation of pupils with ASD in school classroom
OPLETALOVÁ, Dominika
The diploma thesis deals with supporting the adaptation of pupils with autism spectrum disorder in the school classroom. The aim of the thesis is to describe how the support of adaptation in the school environment and the inclusion of pupils with ASD in the school classroom. The theoretical part of the thesis is focused on the complex definition of autism spectrum disorders with manifestations and specifics that appear in pupils with ASD. Then it describes the possibilities of inclusive education with recommended approaches to these pupils and counselling services including support measures used in education. The theoretical part also describes the possibilities of supporting the adaptation and inclusion of pupils with ASD in the school classroom. The practical part of the thesis is focused on the issue of adaptation of pupils with ASD through qualitative research. The aim of the research investigation is to find out how teaching staff support the adaptation of pupils with ASD to the school environment and its inclusion in the school classroom. In addition, what specifics in the adaptation of pupils with ASD are perceived and taken into account by pedagogical staff. Last but not least, the difficulties and risks encountered in the adaptation and education of pupils with ASD are identified. The research is carried out by means of semi-structured interviews and observations. The thesis presents validated and recommended strategies and methods of work for pupils with ASD in adapting to the school environment and for their easier integration in the classroom collective. Among the most important are: visiting the school before starting school, peer-to-peer information transfer, structured learning, motivation and targeted work with the class collective. The cooperation of class teachers and teaching assistants is indispensable here. The special education centres have a major role in this issue, which are present in the entire process of adaptation and education of pupils with ASD.
|
|
| |
|
|
Teaching assistant
Pecnová, Tereza ; Linková, Marie (advisor) ; Richterová, Magdalena (referee)
The thesis deals with the profession and content of the work of a teaching assistant. In the theoretical part, the basic concepts of this profession and its anchoring in legislation are defined. Furthermore, in the theoretical part, the prerequisites for the performance of work in the position of teaching assistant, what his relationship with teachers, pupils and parents should be. There is also a chapter dedicated to explaining the concept of inclusion and its stabilization in Czech education. In the practical part, interviews with five teaching assistants from the first grade of the same school are recorded and analyzed. At the end of the work, the results of the interviews are summarized, the aim of which was to find out whether the teacher's assistants perform the work as prescribed by law, or whether they do something extra. The subject of investigation was also whether teaching assistants at a specific elementary school do less work than is specified in the legislation. The research shows that the teacher's assistants in the mentioned school have a job in accordance with the applicable laws. Among other things, they are also entrusted with other sub-tasks, which, however, do not conflict with the law, but mainly relate to non-pedagogical activities. The participants in the interviews mostly...
|
|
|
Comparison between Czech Republic and Great Britain in preparation for a child with a disability
KOSTELECKÁ, Jana
The bachelor's thesis entitled "Comparison of the preparation of teaching assistants for working with children with disabilities in the Czech Republic and Great Britain" focuses on comparing how teaching assistants are trained in selected countries using the analysis (of a semi-structured interview) with teaching assistants from both the Czech Republic and Great Britain. In parallel there is also a focus on comparing the strengths and weaknesses of this profession. The structure of the thesis is divided into a theoretical and a practical part. The theoretical part consists of four chapters that compare legislative documents related to inclusion, support measures in education, support measures in the form of teaching assistant and their qualifications. The practical part contains an analysis (using a semi-structured interviews) of teaching assistants from the Czech Republic and Great Britain with the results of the analysis presented. The practical part also contains a comparison of legislative documents, decrees, and school laws, integral to develop the theoretical sections in the form of data/tables. According to the results of the analysis, preparation for the performance of a profession in the Czech Republic and Great Britain is similar in many ways; yet a significant difference was highlighted in the length of compulsory work placement within the qualification course for teaching assistants.
|
|
|
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...
|
|
|
The role of the teacher assistant in the process of inclusive education in primary and secondary schools
Barešová, Lenka ; Linková, Marie (advisor) ; Richterová, Magdalena (referee)
This diploma thesis consists of the role of teaching assistant in an inclusive education in elementary and middle school. Theorethical part is devided into four parts and explains theorethical points. It discusses the position of the teaching assistant, the assistant's role in the education of pupils with and without special educational needs, the cooperation of the teaching assistant with other teachers and parents and last but not least about the pupils with special educational needs and their education. Empirical part is focused on the role of the teaching assistant in the process of an inclusive education in an selected elementary and middle school, in which it contains a qualitative study, which results in a situational study of the school. Semi- structured interviews were used in the research as well as observation and analysis of documents. The goal of this research is to analyse the work of teaching assistants at the selected school. The results of this research bring information about how the teaching assistant profession is perceived and used at this specific school. The diploma thesis can be used as an example of a good practice on how to use the teaching assistant in an inclusive education.
|
|
|
Cooperation Between a Beginning Teacher in the First Year of Primary School and a Teaching Assistant
Roudná, Anna ; Bravená, Noemi (advisor) ; Krčmářová, Tereza (referee)
The first chapter of the theoretical part of the thesis focuses on the pupil at the beginning of school attendance. Then it is devoted to the characteristics of the educators, the teacher and teaching assistant, and their necessary mutual cooperation. It describes their competences and personal prerequisites for this profession. The novice teacher and the mentoring associated with him/her are not omitted. The theoretical part is followed by the empirical part, which is based on a qualitative research investigation in the form of a case study in which participant observation and semi-structured interviews were conducted. It sets out to describe the collaboration between a teaching assistant and a beginning first year teacher in a particular primary school. KEYWORDS Beginning teacher, Teacher, Teaching assistant, Cooperation
|
|
|
Communication Between Teaching Assisants and Teachers at a Lower-Secondary School
ŠTEFLOVÁ, Jana
The thesis is devoted to communication between teaching assistants and teachers at lowersecondary schools in the Czech Republic. High-quality and honest communication between the assistant and the teacher is one of the key prerequisites for introducing the principles of inclusion into practice. The work is divided into two parts. The theoretical part consists of chapters where basic concepts are defined and the framework of teacher-teaching assistant cooperation is outlined. Next, a qualitative research is presented (five interviews with teaching assistants analysed using IPA).
|
|
|
Cooperation of a teacher's assistant with a teacher
ČÍŽKOVÁ, Nikola
This bachelor's thesis deals with the collaboration of a teaching assistant and a teacher. The aim is to describe the perception of collaboration from the perspective of both teachers and teaching assistants, to identify problems that arise during collaboration between teaching staff as well as to formulate the areas in which participants find the negatives and the positives of the collaboration. The theoretical part deals with the description of an inclusive school, how an inclusive school works, then the forms of coexistence in school and finally defining the roles of both actors in a heterogeneous classroom and the roles of parents. In the practical part, the experiences of each participant concerning mutual cooperation are recorded through a semi-structured interview, their perceived barriers and positive aspects are described, as well as their overall opinion on the role of the teaching assistant. The interviews show that if the rules are set to suit both actors, the collaboration is very beneficial for all and the role of the teaching assistant is perceived positively.
|
guest ::
