|
|
Forms of cooperation of primary teachers with the Faculty of Education Charles University
Křížková, Julie ; Poche Kargerová, Jana (advisor) ; Vallin, Petra (referee)
The theoretical part of the thesis deals with the cooperation between faculty teachers and the Faculty of Education. It defines the role of a faculty teacher and a faculty school in relation to mentoring and the concept of the Clinical School. Furthermore, it surveys forms of cooperation and practice at PedF UK as well as the role of the Faculty and university teachers. The next part of the text focuses on places of interconnetion of theory and practice and presents the form of cooperation in educationally advanced countries. The research part of the thesis focuses on mapping the ways of cooperation between faculty teachers and the Department of Pre-primary and Primary Pedagogy, Faculty of Education, Charles University, and it analyzes the benefits and difficulties of the cooperation, as well as maps the forms of motivation that help this collaboration to be established. The crucial research question is: What forms of motivation do teachers mention when cooperating with the Faculty, what obstacles do they observe and what benefits and assets do they appreciate in this cooperation? As research tools, a group interview and an individual intervieware applied. The thesis also includes suggested ways to innovate the cooperation between faculty teachers and the Faculty of Education.
|
|
|
Problems of beginning teachers of primary education
Hellerová, Monika ; Poche Kargerová, Jana (advisor) ; Vondřičková, Klára (referee)
The main aim of the theoretical part is to introduce difficulties of the teaching profession, such as the problems that are encountered today, when they are available for work and the challenges that they are not prepared for. With the aid of literature, I define the term 'beginning teacher' and I introduce the most common types of problems that arise. Furthermore, I focus on the possible support system for beginning teachers. The empiric part presents the assessment of the results from completed questionnaires and the dialogues with the beginning teachers of primary education. In my prepared and structured questionnaire and dialogue, I focus on the problems, which they might have struggled with or are still struggling with, such as if they feel that university was not able to prepare them adequately for their future job. In addition to this, I aim one's attention to the support system, which was provided to them, if they had an opportunity of a mentor. I am interested in parent's reaction when they found out that the new class teacher of their children is a fresh university graduate. Lastly, if they had a big problem to gain children's authority. KEYWORDS a beginning teacher, primary education, problems of beginning teachers, a mentor, support system for beginning teachers, the teaching...
|
guest ::
