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Prostorová diferenciace výskytu školní šikany v Evropě
ČAKOVSKÁ, Hana
The bachelor's thesis focuses on the spatial differences of the occurrence of school bullying on the state level. The distribution of the sociopathological phenomenon is an examination based on qualified data on the proportions of bullied bullied students, which was carried out as part of an international PISA survey organized by the Organization for Economic Co-operation (OECD). To reveal spatial regularities, quantitative methods are used, namely correlation and regression analysis, which control the relationship of school bullying with selected economic, social and other indicators. The impact is evaluated for each country in the analysis. In order to draw conclusions, the European space is generalized in the synthesis and causality is examined and the determinants are described in a regional concept. The work aims to analyze, then interpret the spatial differences of the phenomenon and try for other causes, the specific local and regional significance of European countries.
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Readiness of beginning teachers for prevention and solution of school bullying
Kislinger, Lukáš ; Zvírotský, Michal (advisor) ; Thorovská, Alena (referee)
This diploma thesis will focus on school bullying, the readiness of beginning teachers to address this issue. The aim of the thesis is to describe and characterize the readiness of beginning teachers from the Karlovy Vary and Pilsen regions to solve school bullying. The theoretical part contains the definition of partial concepts of school bullying. It points out the prevention, diagnosis and treatment of bullying at the primary school level. It also explains the concept of beginning teacher, deals with the professional training of teachers, the key output of teacher training - professional competencies. Last but not least, it points to shortcomings in the professional training of teachers towards practice. The empirical part will analyze the research of beginning teachers in the Karlovy Vary and Pilsen regions. The evaluation was based on a questionnaire survey of 79 respondents and the results show that most of the interviewed beginning teachers do not feel relevantly prepared to address the issue of school bullying in practice. The results also point to huge differences between graduates of different universities. Based on theoretical knowledge and analysis of the empirical part, recommendations for further research will be proposed. KEYWORDS school bullying, beginning teacher, competence to...
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