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Intercultural Education in the Primary School
Škachová, Tereza ; Uhlířová, Jana (advisor) ; Walterová, Eliška (referee) ; Stará, Jana (referee)
The thesis deals with possible ways of improvement of coexistence of the future multicultural generation in the field of primary pedagogy in our country. The aim is to analyze the current situation of multicultural education in primary school curriculum in the Czech Republic and find potential influences on forming prejudice. On the basis of these findings we look for the best way how to affect multicultural education in primary school, which is very important when the framework education programs are introduced into use. The text starts with philosophical background of multicultural education. In this part we try to answer questions why people respond negatively to difference and what are their reasons for it, how prejudice develops etc. Our goal is to support the idea of legitimacy of multicultural education as such and its incorporation into training programs. Powered by TCPDF (www.tcpdf.org)
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Key Decision-making Processes in Creating School and Implementing the School Curriculum
Voda, Jan ; Spilková, Vladimíra (advisor) ; Walterová, Eliška (referee) ; Uhlířová, Jana (referee)
The Key Decision-making Processes in Creating School and Implementing the School Curriculum The thesis focuses on the role of a teacher in his/her triple position. Each of these roles provides a piece of inspiration for reflection on the internal school transformation, both on theoretical and empirical level. The first one regards the role of a teacher as an experimenter. Our study balances the possibilities and limits of the experimental approach with regard to the condition of teacher's high degree of personal engagement and also the social context. From the other perspective, we observe a teacher as bearer of school quality. This is conditioned by the adoption of a creative role in the transformation effort in which teachers have to demonstrate their willingness and ability to change the current school with regard to the newly- conceived paradigm in education. Finally, the third point of view follows the teacher as a creator of the curriculum and school. In terms of Czech education teachers must deal with the complexity of a new professional situation which stems from an innovative, experimental nature of the School Educational Program making-process. In this process they make decisions according to which values and goals they accent in their pedagogical work. The research part of the thesis...
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Information and Communication Technologies in the Basic School Reality
Černá, Markéta ; Walterová, Eliška (advisor) ; Fialová, Irena (referee) ; Zounek, Jiří (referee)
In its document Learning to Change: ICT in Schools published in 2001, the OECD considered information and communication technologies (hereinafter referred to as ICT) as one of the means to improve the quality and effectiveness of the education process. ICT could truly be one of the means to improve the quality and effectiveness of the education process, but only provided that we manage to define and use all positive aspects which they offer and eliminate, to the largest degree possible, all negative aspects which may occur when using them. The aim of the dissertation thesis is to contribute to the solution of this complicated task. The theoretical part of the thesis deals with the determinants influencing the implementation of ICT into education in the second stage of basic schools (lower secondary, attended by children aged 11-15 years), particularly the state information policy in education, implementation of ICT into curriculum documents, approach of schools to computer technologies, equipment of schools with computer technologies (including Internet connection), teachers' digital literacy, availability of quality teaching software and other supporting materials. The aim of the research was both the historical development and the current situation. The theoretical part is supplemented with the...
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Inequality in Acces to Tertiary Education
Koucký, Jan ; Walterová, Eliška (advisor) ; Šebková, Helena (referee) ; Kolář, Petr (referee)
The aim of the thesis is to elaborate a theoretically well grounded concept and to use it for a comparative analysis of the development of inequalities in access to tertiary education in European countries. To achieve the aim, it has been necessary not only to acquire a thorough knowledge of how the theme is dealt with in other countries but, in particular, to find relevant data needed for comparative analyses. The author - who has concerned himself with the problem for more than twenty years - has solved it in an original way by combining three stages of the European Social Survey (ESS) conducted in 2002-2007, and by supplementing it with a special Czech survey conducted in 2007/2008.
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Implementation of the European dimension into the curriculum of lower secondary schools
Lochman, Ondřej ; Walterová, Eliška (advisor) ; Rýdl, Karel (referee) ; Jetmarová, Jana (referee)
This work analyses how European Dimension is implemented into the education systems of the Czech Republic, Germany (with the focus on the Free State of Saxony) and Poland. By means of empirical research it focuses on the identification, analysis and comparison of pupils' understanding and attachment of/to Europe, and attitudes and knowledge of pupils towards/about their neighbours from the Euroregion Nisa. The work is structured into 4 chapters. First of all the context for European Dimension in education is introduced. Understandings of various meanings of Europe, the influence of European integrative processes and the rapid changes that have been initiated by globalisation are introduced. The second chapter analyses the rhetorical curriculum of the implementation of the ED on the European level. Further an analysis of the education systems of the Czech Republic, Germany (with focus on the Free State of Saxony) and Poland was carried out including the analysis of implementation of the ED into these education systems from 1989 up to 2009. In order to create a complex overview of implementation of ED into these 3 education systems, a comparison of the implementation of ED was done among these 3 states. The theoretical part is finished by an analysis of approaches used for the implementation of the ED into...
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Summer camp preparing and execution
Horáková, Dana ; Bendl, Stanislav (referee) ; Walterová, Eliška (advisor)
Ve své bakalářské práci se zabývám přípravou a realizací letního tábora. Kromě programu jsem se zaměřila na organizační přípravu, protože bez dobré přípravy a znalostí zákonů nemůžeme letní tábor ani naplánovat. Pokud budeme mluvit o plánování, je to opravdu celoroční mravenčí práce, od mapování terénu a místa pro tábor, propagaci, typu a termínu tábora, potřebné dokumentace a v neposlední řadě výběrem pracovníků tábora, vedoucích a praktikantů - to a mnoho jiné se skrývá za celoroční prací pedagogů. Etapové hry, které zmiňuji, jsme realizovali na letním táboře v Roželově a ve Vlastějovicích, kam již několik let s dětmi vyjíždíme. Tábory, které pořádáme, jsou 14 denní pro děti ve věku 7 - 15 let. Každoročně se přihlásí kolem 150 účastníků. Tábor je rozdělen do tří kategorií, a pro každou je vypracovaná samostatná etapová hra. Náplň letního tábora je skutečně rozsáhlá. Nabízíme zde různé rukodělné činnosti, putovní tábor na 2 dny pro nejstarší oddíl, různé výlety po okolí. Pořádáme Olympijské hry, kde oddíly jsou věkově smíchané a sestaveny do družstev dle losovacích lístků. Také vedoucí se zapojují do her, a jsou postavení jako kapitáni družstev, kteří musí mnohdy prokázat svou fyzickou a psychickou zdatnost. Vedoucí také bojují ve volejbalových, fotbalových a jiných utkáních. Pro děti jsou připraveny různé...
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Effective Instructional Strategies
Starý, Karel ; Walterová, Eliška (advisor) ; Janík, Tomáš (referee) ; Stuchlíková, Iva (referee)
The main aim of this work is to clarify the concept of educational effectiveness. In the theoretical part we first of all describe different conceptualizations of effectiveness. Then we focus on the "processual effectiveness" rather than the "result effectiveness" of the learning in lien with the Czech science literature. Searching for the optimal school instruction which engage student learning is the next step. We focus on three key factors and we try to explain their principles. In our concept an effective instruction arises when students understand and adopt the instructional objectives (setting objectives), learn actively (activity) and finally they reveal the meaning in the topic (meaningfulness). The qualitative factors mentioned above were put through the time factor and thus we tried to design a model o f the effective instruction. We identify five crucial stages of a lesson: setting objectives, activating prior knowledge, understanding the topic, retention of knowledge and concluding reflection. These stages create an effective learning cycle as a part of a learning spiral. For every stage we give some examples of particular instructional strategies and methods. Powered by TCPDF (www.tcpdf.org)
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Research Competence in the Teacher Profession and Teacher Education
Seberová, Alena ; Walterová, Eliška (advisor) ; Lukášová, Hana (referee) ; Vašutová, Jaroslava (referee)
The current Czech curriculum reforms facilitate the growing pedagogical autonomy of schools and thus bring about more demanding requirements relating to the professionalism of teachers. Having introduced the Framework Educational Programme for Basic School teachers, together with their school management and indirectly in cooperation with the school council they have become not only creators of the school curriculum (the School Educational Programme) but also its (auto) evaluators. How to define the term evaluation within the context of the teacher profession, still respecting the research domain of educational sciences, at the same time? How to specify the professional research activities of a teacher without downgrading the prestige of researchers-scientists in the area of educational sciences? How to guarantee so that teachers could become bearers of changes and co-creators of knowledge of educational reality, thus participating in the desirable change of the teacher profession status? If a teacher is to be an expert in the educational domain, he/she does not manage without permanent development of the skill of professional reasoning of procedures, results of teaching processes and importance of changes implemented. The prerequisite rests not only in the theoretical and practical understanding based on...
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Bullying of pupils in primary school
Košťálová, Pavla ; Walterová, Eliška (advisor) ; Kraus, Blahoslav (referee) ; Pilař, Jiří (referee)
This dissertation work on the subject bullying in elementary schools is divided into two parts - theoretical and empirieal. In the theoretical part I primarily define the basic terms, that is what bullying is, who is the perpetrator and who is the victim, specifying their personál characteristics, family relations and their position in the group. I continue with classification of types of bullying (explaining why I have chosen the classification for my research Parryho a Caringtona) and with grades of bullying. The main object of theoretical part is description the problém and an inquiry into bullying on the family level, on the school level and on the police level. There is no generál method how to solve bullying on the family level. In my work I only mention recommendations proven by practice: What the parents can and should do for their children and what rights they have. There is even no generál method how to eliminate bullying in schools. I compare in my work the method proposed Pothem a Kolářem. The method of a solution to bullying on the police level, rights and duties of policemen, criminologists and sPecialists is determined by laws and the method instruction of the chief of police. In the conclusion of the theoretical part there is a table where the differences between the solution of bullying on...
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