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Critical issues in English language teacher education regarding lesson planning and classroom management
POKORNÁ, Eliška
This thesis is part of a GAJU team project focusing on critical points in the preparation of foreign language teachers. Its main aim is to highlight critical points in the undergraduate preparation of foreign language teacher education students related to lesson planning and classroom management. In the theoretical part, the thesis addresses the topics of teacher requirements and stages of teacher preparation, classroom management and lesson planning. In the practical part, the author conducts a questionnaire survey with master's students in the subject areas and novice foreign language teachers to map critical points in lesson preparation and its implementation in practice. Then she conducts follow-up interviews with selected respondents on the themes emerging from the questionnaire results.
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What have you learnt in Arts today?
Viktorinová, Michaela ; Novotná, Magdalena (advisor) ; Kafková, Helena (referee)
The case study analyses the art education content of selected teachers through the school year in context of actual curriculum. The lesson plans are going to be compared with the actual realizations of students, with respect to the expected (art) competencies of themselves. How do the teachers deal with the curriculum and content in art education? The thesis explores that question per interviews with the teachers, document analyses and gathered reflections. It examines the way of dealing with pedagogical content, its transformation into concrete tasks, teacher's reflection and appreciation of the student works. Inspirational resources of the particular teachers are going to be also covered in this study. The contemporary researches of Art education with emphasis on the pedagogical content are going to be the theoretical basis of processing the case study. KEYWORDS Art education, case study, curriculum, lesson planning, pedagogical content, specific subject area, teaching and learning
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Openings and Closures of English Lessons
Křížová, Barbora ; Hofmannová, Marie (advisor) ; Morgan, Craig Alan (referee)
The bachelor thesis is based on openings and closures of English lessons. As one of the sources it uses observation sheets from several schools, i.e. nursery, primary and secondary, and also data from English language courses for adults. The work aims to compare educational theory with school practices. Key words: lesson planning, openings and endings of lessons, observations, the teacher, the learner.
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Incorporating gender issues into EFL lessons
Štěpánová, Jitka ; Dvořák, Bohuslav (advisor) ; Mikuláš, Martin (referee)
The purpose of this thesis is to design, implement and evaluate lessons oriented towards gender issues. The theoretical part of this thesis introduces the topic of gender and places it in the school context. It addresses gender-sensitive education and the courses of action by which gender issues can be integrated into teaching. Furthermore, this part deals with the methodology of content-based approaches. Finally, it presents the lesson planning process based on the Six-Ts method and lesson reflection using the ALACT model. The practical part consists of planning sample lessons and designing students' worksheets, both oriented towards gender issues. The sample lessons were consequently piloted in Business Academy Heroldovy Sady. The evaluation of their progress is also included in this section, together with practical recommendations for similar lessons based on personal teaching experience. Lastly, the thesis notes that teachers of English and other foreign languages can raise awareness of gender issues in their lessons while developing students' language skills. The thesis is enriching as it finds solutions to integrate gender topics into English language teaching and provides examples of this practice. KEY WORDS English as a foreign language, EFL, English language learning, content-based...
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What would we make today?
Marešová, Klára ; Fišerová, Zuzana (advisor) ; Jakubcová Hajdušková, Lucie (referee)
Bakalářská práce má za cíl představit přístup pedagogů výtvarné výchovy k plánování výuky a jejímu pojetí s ohledem na vztah základních didaktických kategorií k realitě. Ačkoliv je výtvarný pedagog vázán kurikulárními dokumenty, nedisponuje učebnicemi jako podklady pro přípravu vyučovacích hodin. Inspiraci tudíž čerpá z jiných zdrojů. V současné době nabývá na významu především platforma internetu, zejména sociálních sítí. Výzkumná část práce proto představí na základě kvalitativního etnografického výzkumu Facebook a jeho vybrané skupiny, které slouží především k inspiraci prostřednictvím sdílení vizuálního obsahu. Ukáže, jaké nápady na výtvarnou činnost se ve skupinách objevují a s jakou odezvou jsou přijímány. Otevřením problematiky tohoto fenoménu chce práce poukázat na možná rizika nekritického přijímání sdíleného obrazového materiálu, ale také na pozitiva, která v tomto kontextu současná doba přináší. Praktická část práce předkládá několik vybraných úkolů prezentovaných na sociálních sítích v autorském přepracování. KLÍČOVÁ SLOVA výtvarná výchova, učitelovo pojetí a plánování výuky, didaktická transformace, inspirační zdroje
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What have you learnt in Arts today?
Viktorinová, Michaela ; Novotná, Magdalena (advisor) ; Kafková, Helena (referee)
The case study analyses the art education content of selected teachers through the school year in context of actual curriculum. The lesson plans are going to be compared with the actual realizations of students, with respect to the expected (art) competencies of themselves. How do the teachers deal with the curriculum and content in art education? The thesis explores that question per interviews with the teachers, document analyses and gathered reflections. It examines the way of dealing with pedagogical content, its transformation into concrete tasks, teacher's reflection and appreciation of the student works. Inspirational resources of the particular teachers are going to be also covered in this study. The contemporary researches of Art education with emphasis on the pedagogical content are going to be the theoretical basis of processing the case study. KEYWORDS Art education, case study, curriculum, lesson planning, pedagogical content, specific subject area, teaching and learning
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Imperative in the Teaching of German as a Foreign Language
DOULOVÁ, Eva
This thesis deals with the issue of the imperative and its periphrastic forms. It points out the options of expression of this phenomenon and its usage. The theoretical part of the thesis also deals with imperative sayings; they are then compared to the Czech language. Chapters on methodology follow because they are necessary to process the practical part. The work refers to principles of choosing a good textbook and mentions approaches to grammar instruction. The second part analyses nine textbooks for teaching German as a second foreign language. The analysis is divided into three parts; for each of them the criteria for its evaluation were set. The analysis focuses not only on a teacher´s language but also on how the grammar is presented in the textbooks. Moreover, the differences between the books are mentioned.
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Preparation of Geography Lessons: Potential Use of Teacher-Oriented Website
Weiss, Tomáš ; Král, Luboš (advisor) ; Hanus, Martin (referee)
Lesson preparation is an important part of teachers' profession, yet there has been little research focused on this topic recently. This work studied the preparation of geography lessons in Czechia with an emphasis on the use of internet sources. Based on the findings, criteria for an ideal geographic website for teachers were suggested. The data were collected in two ways: (1) on-line survey of ran- domly selected secondary school teachers (n=72), and (2) semi-structured interviews (n=6). The work indicated that lesson preparation greatly varies from teacher to teacher. In general, teachers do not change their lesson plans significantly, and thus the beginning of teachers' career is crucial for future teaching. Participating teachers spend on average about a quarter of their working time on lesson preparation and there is no apparent correlation between the time spend on lesson preparation and the teachers' age or the length of teachers' career. Furthermore, it was found that all participating teachers use internet resources during lesson preparation, particularly for search of updated infor- mation. The most visited websites are those offering maps and encyclopaedias (predominantly Wik- ipedia). The ideal geographical website should primarily offer ideas for teaching activities, as fully- prepared lessons...
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