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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 differences between the beginning and experienced teachers at second grade of primary schools and lower school years of grammer school located in Nymburk and Poděbrady
Mejzr, Patrik ; Flemr, Libor (advisor) ; Jansa, Petr (referee)
Name: The differences between the beginning and experienced teachers at second grade of primary schools and lower school years of grammer school located in Nymburk and Poděbrady. Aims: The bachelor thesis aims to describe the differences of selected concepts (see below) the beginning teachers with the experience not longer than 5 years and the experienced teachers teaching more than 20 years. The question is the following: What are the differences between the beginning teachers and the experienced ones? The particular assumptions were not established because of insufficiently explored theme. Methods: Information included in the practical part of bachelor thesis was based on questionnaire inquiry. The teachers on selected schools located in Nymburk and Poděbrady participated on this inquiry. The questionnaire was concentrated on 4 concepts - preparation for the lesson, work with the class, pupil's motivation and the lifestyle of the teacher. The questionnaires were given to the teachers teaching at the second grade of primary school and lower school years of grammer school, i.e. teaching the children at the age of 11 - 15 years) and fulfilling the length of work experience, i.e. beginning teachers having shorter experience than 5 years and experienced teachers teaching more than 20 years. The...
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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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