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Dialogue in teaching
Holzerová, Jana ; Poche Kargerová, Jana (advisor) ; Zemanová, Blanka (referee)
This thesis entitled 'Dialogue in teaching' delves into the topic of dialogic teaching at the primary school. The main objective is to assess the implementation of aspects of the philosophy for children method as a dialogical method in school practice. The author places emphasis on the specific role of the teacher in this process. In the theoretical part, the author expounds the structure of teaching communication, defines dialogue and dialogical teaching, and discusses various didactic approaches and methods that incorporate dialogue in teaching, especially the philosophy for children method. The practical part aims to determine the extent to which primary school teachers have been successful in fulfilling the principles of dialogic teaching and to identify the obstacles the achievement of these principles. A checklist is created for this purpose. Furthermore, the aim is to find out what is the role of the teacher in dialogic teaching. The research is a multiple case study and combines the method of direct observation and interviews with teachers. The findings reveal that teachers successfully manage to ask open-ended questions of higher cognitive demand during teaching, use questions to support students in longer speeches, and succeed in developing students' critical and creative thinking....
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Dogme - The Role of the Teacher in Dogme Approach
Kulíková, Daniela ; Žďárek, Karel (advisor) ; Červinková Poesová, Kristýna (referee)
TITLE OF WORK: Dogme - The Role of the Teacher in Dogme Approach AUTHOR: Bc. Daniela Kulíková, DiS DEPARTMENT: Department of English Language and Literature Charles University in Prague, Faculty of Education SUPERVISOR: Mgr. Karel Žďárek ABSTRACT: This text is primarily for teaching professionals or teachers in training who would like to explore Dogme as an alternative to traditional (coursebook-based) English instruction. This thesis researches and summarizes the principles of Dogme which are later projected through the various roles of the teacher. It contains my personal analysis and reflection of Dogme lessons I have conducted and offers practical tips for fellow professionals. KEY WORDS: Dogme, Scott Thornbury, Luke Meddings, the role of the teacher
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Dogme - The Role of the Teacher in Dogme Approach
Kulíková, Daniela ; Žďárek, Karel (advisor) ; Červinková Poesová, Kristýna (referee)
TITLE OF WORK: Dogme - The Role of the Teacher in Dogme Approach AUTHOR: Bc. Daniela Kulíková, DiS DEPARTMENT: Department of English Language and Literature Charles University in Prague, Faculty of Education SUPERVISOR: Mgr. Karel Žďárek ABSTRACT: This text is primarily for teaching professionals or teachers in training who would like to explore Dogme as an alternative to traditional (coursebook-based) English instruction. This thesis researches and summarizes the principles of Dogme which are later projected through the various roles of the teacher. It contains my personal analysis and reflection of Dogme lessons I have conducted and offers practical tips for fellow professionals. KEY WORDS: Dogme, Scott Thornbury, Luke Meddings, the role of the teacher
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The Effect of Social Enviroment on the Adaptation of the Children at School
BROŽÍKOVÁ, Lenka
This study deals with the effects of social environement on the adaptation of children in the school. The social development of a child till the start of the school attendance is described here. Further the school maturity of the child and her or his bering ready for the school attendance is dealt with. One section of this study deals with the familly as the inicial social unit that effects the child as well as further social groups outside the familly that take an influence on the social skills of the child. The study deals also with the child{\crq}s start of the school attendance as well as how the child is influenced by the personality of the teacher, the teacher{\crq}s communication with the child and with the familly. In this chapture, effects of school successes or, failures on the actual adaptation of the child in the school is described as well. By the child the school is perceived as the start of her or his life and therefore it is inportant how the child adapts to the environment in which he or she is going to spend her or his time and by which, be or she is going take prepared for the further future life ie bath professional and the private life.
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