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Teaching assistant
Pecnová, Tereza ; Linková, Marie (advisor) ; Richterová, Magdalena (referee)
The thesis deals with the profession and content of the work of a teaching assistant. In the theoretical part, the basic concepts of this profession and its anchoring in legislation are defined. Furthermore, in the theoretical part, the prerequisites for the performance of work in the position of teaching assistant, what his relationship with teachers, pupils and parents should be. There is also a chapter dedicated to explaining the concept of inclusion and its stabilization in Czech education. In the practical part, interviews with five teaching assistants from the first grade of the same school are recorded and analyzed. At the end of the work, the results of the interviews are summarized, the aim of which was to find out whether the teacher's assistants perform the work as prescribed by law, or whether they do something extra. The subject of investigation was also whether teaching assistants at a specific elementary school do less work than is specified in the legislation. The research shows that the teacher's assistants in the mentioned school have a job in accordance with the applicable laws. Among other things, they are also entrusted with other sub-tasks, which, however, do not conflict with the law, but mainly relate to non-pedagogical activities. The participants in the interviews mostly...
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Comparison between Czech Republic and Great Britain in preparation for a child with a disability
KOSTELECKÁ, Jana
The bachelor's thesis entitled "Comparison of the preparation of teaching assistants for working with children with disabilities in the Czech Republic and Great Britain" focuses on comparing how teaching assistants are trained in selected countries using the analysis (of a semi-structured interview) with teaching assistants from both the Czech Republic and Great Britain. In parallel there is also a focus on comparing the strengths and weaknesses of this profession. The structure of the thesis is divided into a theoretical and a practical part. The theoretical part consists of four chapters that compare legislative documents related to inclusion, support measures in education, support measures in the form of teaching assistant and their qualifications. The practical part contains an analysis (using a semi-structured interviews) of teaching assistants from the Czech Republic and Great Britain with the results of the analysis presented. The practical part also contains a comparison of legislative documents, decrees, and school laws, integral to develop the theoretical sections in the form of data/tables. According to the results of the analysis, preparation for the performance of a profession in the Czech Republic and Great Britain is similar in many ways; yet a significant difference was highlighted in the length of compulsory work placement within the qualification course for teaching assistants.
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The content of the teaching assistants work at the selected school and its specifications.
Makulová, Radka ; Richterová, Magdalena (advisor) ; Blažková, Veronika (referee)
Well-thought-out cooperation between the teacher and the teacher's assistant not only leads to more efficient work, but is also very beneficial for students and the classroom climate. Already at the beginning of their cooperation, it is necessary to have clear nules, roles and competences set.. I focused my research on the cooperation of a teacher and a teacher's assistant, on the factors that influence the cooperation in everyday practice. The first part of the thesis contains a theoretical definition of this issue. It deals with the concepts of inclusion and inclusive education. It characterizes the position of a teacher and a teacher assistant within the teaching process and its legislative anchoring. The empirical part of the work is devoted to the research of mutual satisfaction of cooperation between respondents. A teacher and a teacher's assistant from a small school participate in the research, followed by teachersmand teaching assistans from several schools in the surrouding area.. The research itself will be conducted qualitatively in the first part through participant observation in the classroom observations. In the second part, semi-structured interviews with participants. At the of the work, I present an overview of the results found regarding the area of communicatioon, activities...
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The role of the teacher assistant in the process of inclusive education in primary and secondary schools
Barešová, Lenka ; Linková, Marie (advisor) ; Richterová, Magdalena (referee)
This diploma thesis consists of the role of teaching assistant in an inclusive education in elementary and middle school. Theorethical part is devided into four parts and explains theorethical points. It discusses the position of the teaching assistant, the assistant's role in the education of pupils with and without special educational needs, the cooperation of the teaching assistant with other teachers and parents and last but not least about the pupils with special educational needs and their education. Empirical part is focused on the role of the teaching assistant in the process of an inclusive education in an selected elementary and middle school, in which it contains a qualitative study, which results in a situational study of the school. Semi- structured interviews were used in the research as well as observation and analysis of documents. The goal of this research is to analyse the work of teaching assistants at the selected school. The results of this research bring information about how the teaching assistant profession is perceived and used at this specific school. The diploma thesis can be used as an example of a good practice on how to use the teaching assistant in an inclusive education.
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Cooperation Between a Beginning Teacher in the First Year of Primary School and a Teaching Assistant
Roudná, Anna ; Bravená, Noemi (advisor) ; Krčmářová, Tereza (referee)
The first chapter of the theoretical part of the thesis focuses on the pupil at the beginning of school attendance. Then it is devoted to the characteristics of the educators, the teacher and teaching assistant, and their necessary mutual cooperation. It describes their competences and personal prerequisites for this profession. The novice teacher and the mentoring associated with him/her are not omitted. The theoretical part is followed by the empirical part, which is based on a qualitative research investigation in the form of a case study in which participant observation and semi-structured interviews were conducted. It sets out to describe the collaboration between a teaching assistant and a beginning first year teacher in a particular primary school. KEYWORDS Beginning teacher, Teacher, Teaching assistant, Cooperation
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Communication Between Teaching Assisants and Teachers at a Lower-Secondary School
ŠTEFLOVÁ, Jana
The thesis is devoted to communication between teaching assistants and teachers at lowersecondary schools in the Czech Republic. High-quality and honest communication between the assistant and the teacher is one of the key prerequisites for introducing the principles of inclusion into practice. The work is divided into two parts. The theoretical part consists of chapters where basic concepts are defined and the framework of teacher-teaching assistant cooperation is outlined. Next, a qualitative research is presented (five interviews with teaching assistants analysed using IPA).
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Cooperation of a teacher's assistant with a teacher
ČÍŽKOVÁ, Nikola
This bachelor's thesis deals with the collaboration of a teaching assistant and a teacher. The aim is to describe the perception of collaboration from the perspective of both teachers and teaching assistants, to identify problems that arise during collaboration between teaching staff as well as to formulate the areas in which participants find the negatives and the positives of the collaboration. The theoretical part deals with the description of an inclusive school, how an inclusive school works, then the forms of coexistence in school and finally defining the roles of both actors in a heterogeneous classroom and the roles of parents. In the practical part, the experiences of each participant concerning mutual cooperation are recorded through a semi-structured interview, their perceived barriers and positive aspects are described, as well as their overall opinion on the role of the teaching assistant. The interviews show that if the rules are set to suit both actors, the collaboration is very beneficial for all and the role of the teaching assistant is perceived positively.
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Teacher's cooperation and teacher assistant in educational process of pupils with special educational needs
HEJDUKOVÁ, Adéla
The topic of the bachelor thesis is focused on the support measures of the teaching assistant with a profile on the cooperation between the teacher and the teaching assistant in the education of pupils with special educational needs. The aim of the bachelor thesis is to elaborate the current knowledge related to the above mentioned topic of the thesis and then to describe effective and functional ways of cooperation from the participants point of view. The thesis is divided into two main parts. A theoretical part and a practical part. In the first part, the theoretical basis of the mentioned issue is elaborated into 3 chapters. The first chapter deals with the profession of teaching assistant and the proposal of changes in relation to the amendment of the Education Act. The second chapter focuses on the system of education of pupils with special educational needs and the last chapter is devoted to the cooperation between the teaching assistant and the teacher. The second part of the thesis includes the questionnaire survey itself, supplemented by qualitative research in the form of semi-structured interviews. A total of 873 respondents took part in the questionnaire survey. Subsequently, one teaching assistant and one teacher were interviewed. The research investigation shows that functional cooperation occurs primarily when there is mutual communication, when the teacher and assistant understand each other and are tuned to the same wave, when rules are set out and the competences of the participants in the cooperation are determined, and when there is sufficient trust and mutual respect between them. Joint preparation and consultation are important for effective collaboration, and attention should also be paid to the equal and partner relationship. At the heart of it all is the willingness and interest to cooperate. The results of the questionnaire survey were subsequently confirmed in interviews with the teacher and the assistant.
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Children with Autism Spectrum Disorders in Inclusive Education at Primary School
KOSTKOVÁ, Hana
The Bc. thesis deals with pupils with autism spectrum disorder at the first grade of primary school. The thesis is divided into the theoretical and practical parts. The theoretical part has two chapters. The first one defines autism spectrum disorders (ASD) and their kinds. It also describes the typical manifestations of children with autism. The second chapter describes the inclusion of children with ASD in primary school, a role of an assistant of teacher and the relationships among classmates and pupil with autism. Facilities and organisations that can assist to schools and families in education of children with ASD are mentioned in the thesis as well. The main aims of the thesis were: to find available information on the inclusion of children with ASD, to find out the current experiences of assistants of teacher working with ASD children and finally, to check for up-to-date data on children with ASD in the South Bohemia region. The practical part was performed by qualitative research campaign using two methods: a semi-structured questionnaire and an interview. The thesis contains an evaluation of ten questionnaires with experiences of assistants of teacher working with a pupil with autistic spectrum disorder and their experience in the process of inclusion. Furthermore, current data on numbers of children with ASD in the South Bohemia region and information on the inclusion of pupils with ASD in common primary schools were obtained from the interpretation of the interview with a worker of the Specially Teaching Centre in České Budějovice. It can be concluded, because of application of inclusion, pupils with ASD have the same educational opportunities as other pupils at a common primary school.
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