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Representative Problems Faced by Beginning Teachers of Russian and Czech
Šimková, Kateřina ; Rozboudová, Lenka (advisor) ; Konečný, Jakub (referee)
The theoretical part focuses on the aspects of the teaching profession and teacher's competencies, followed by a description of beginning teachers of the Czech language and Russian as a second foreign language. This thesis also summarises the most common problems faced by these teachers. In the practical part, these problems are compared by a semi-structured interview with beginning teachers. In these days, beginning teachers of Czech and Russian are faced with problems related to the integration of arrived Ukrainian pupils in the context of the war in Ukraine. Most respondents point to the same gaps in the university preparation, namely the problematic form of internships, teaching of professional subjects, didactics, pedagogy and psychology. As for the introduction to the position, the most common form of support is the introducing teacher, who was assigned to most of the respondents, but cooperation was often formal or otherwise dysfunctional. Beginning teachers of Czech and Russian have the same issues with the textbook series, that they must use, and with the pupil evaluation. Compared to beginning teachers of Russian, beginning teachers of the Czech language face more challenges in identical areas (e.g. discipline, preparation time, communication with parents) and higher demands are placed on...
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Problems of Early Career Teachers with the Use of Activating Methods in Biology Teaching
Ročková, Lucie ; Vojíř, Karel (advisor) ; Hlaváčová, Lucie (referee)
Activating methods are of a great importance in teaching, among other things, in the development of students' independence, their thinking and the formation of social relationships. Strengthening the student's role and emphasizing his/her active work requires a specific approach of teachers, as well as their increased preparation for teaching. Especially beginning teachers have to deal with a number of difficulties when starting their teaching career. However, it has not yet been clearly described how they cope with the use of activating methods. The main goal of this work was to map the problems of beginning teachers using activating methods in natural science at the start of their careers. One of the sub-questions was to find out what would help teachers at the beginning of their teaching practice to include activating methods in teaching with greater certainty and frequency. To answer the research questions, a survey of six beginning primary school natural science teachers was conducted in October and November 2021. Classes were listened to and followed by interviews with individual teachers. The interviews sought opinions on activating methods, on the frequency of their inclusion in teaching and the related problems that teachers face when using these methods. The most frequently mentioned...
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Problems which encounters the beginning teacher at primary school
Naděje, Jakub ; Blažková, Veronika (advisor) ; Nováková, Daniela (referee)
Indicative abstract Not only can the reader get information of whom the beginning teacher is but he can also find plausible reasons leading individuals to choose pedagogical profession in theoretical part of the bachelor's thesis. It is also possible to read about specifics of pedagogical profession such as ageing of pedagogical staff, feminization, vocational deformation and more. One chapter is devoted both to uncertainties of beginning teachers and to their activities. Students of pedagogical branches might be interested in chapters concerning pedagogical preparation of teachers to-be, supremacy and nonstandard situations. Final chapter is dedicated to teachers' quality in the Czech and international context. Results of the investigation inquiry among beginning teachers at primary schools are presented in the practical part. The inquiry offers insight into the pedagogical profession through young eyes. It is possible to conclude from results which activities are the most troublesome for beginning teachers at primary schools and which they have no troubles with.
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Problems of beginning teachers of primary education
Hellerová, Monika ; Poche Kargerová, Jana (advisor) ; Vondřičková, Klára (referee)
The main aim of the theoretical part is to introduce difficulties of the teaching profession, such as the problems that are encountered today, when they are available for work and the challenges that they are not prepared for. With the aid of literature, I define the term 'beginning teacher' and I introduce the most common types of problems that arise. Furthermore, I focus on the possible support system for beginning teachers. The empiric part presents the assessment of the results from completed questionnaires and the dialogues with the beginning teachers of primary education. In my prepared and structured questionnaire and dialogue, I focus on the problems, which they might have struggled with or are still struggling with, such as if they feel that university was not able to prepare them adequately for their future job. In addition to this, I aim one's attention to the support system, which was provided to them, if they had an opportunity of a mentor. I am interested in parent's reaction when they found out that the new class teacher of their children is a fresh university graduate. Lastly, if they had a big problem to gain children's authority. KEYWORDS a beginning teacher, primary education, problems of beginning teachers, a mentor, support system for beginning teachers, the teaching...
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The Influence of the Higher Education and Support of the School Environment for Beginning Teachers of Biology
Přibylová, Kateřina ; Rajsiglová, Jiřina (advisor) ; Blažová, Kateřina (referee)
The aim of the diploma thesis was to find out how beginning teachers perceive the influence of the higher education and the support of the school environment in the course of their first years of practice and also how they subsequently propose to improve the quality of the higher education and the support of the school environment. The data were collected through semi-structured interviews with twelve beginning teachers with a one to five years of experience. The data were processed by the method of the grounded theory. It was discovered that the beginning teachers' perception of the higher education and the support of the school environment is influenced not only by the form of those two elements but also by the teachers' perceived problems, which are very individual. The factors that cause the individuality of the problems and subsequently the point of views of the beginning teachers are discussed in the thesis. It is not possible to determine the form of the higher education and the support of the school environment that would suit everyone given the individuality of the beginning teachers' views. On the other hand, there are some trends across the opinions of beginning teachers and thus they are presented in the thesis. Key words: beginning teacher, problems of beginning teachers, higher...
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Key problems of commencing teachers
Matulová, Kristýna ; Mojžíšová, Jarmila (advisor) ; Nováková, Daniela (referee)
This diploma thesis deals with the problems of beginning teachers. Its aim is to find out what the fundamental difficulties of teachers working in education for the first five years are. The thesis is divided into the theoretical and the practical part. The theoretical part first deals with professional development and teacher's competencies. It also describes professional preparation and assistance that is provided to beginning teachers. In the main chapter of the theoretical part, the problems that beginning teachers most often experience are specified. The description of the difficulties is based on an analysis of the literature and the results of the existing surveys. At the end of the theoretical part, the key surveys carried out in the given area are presented. The practical part is based on the results of a questionnaire survey. The respondents in the research group are beginning teachers of ISCED 1, 2 and 3 level. Based on the data obtained, the key issues are analyzed and the results of teachers of different ISCED levels are compared. Attention is also paid to professional training, assistance to beginning teachers and teachers' attitudes towards their profession. The practical part concludes with the comparison of the obtained data with the results of Professor Šimoník's research.
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Začátky učitelské profese
Cahová, Jana
Bachelor thesis is focused on problems of beginning teachers. The goal of theoreti-cal part is to define the term of beginning teacher and characterise his career start and development phase of the teaching profession. Following is to describe the problems of beginnings teachers related with motivation of students, maintain of disciplines during the class, the authority of teachers and discipline of students. The theoretical part also describes ways to solve problems of beginning teachers. Another aim is to define the concept showing teacher, coach and mentor and describe their method of support for beginning teachers. The methods used of processing the theoretical part of the study of professional sources, analysis, comparison and synthesis. The practical part of the thesis is to identify problems of beginning teachers and find out how to solve them. Used a qualitative research method for the practical part is a semistruc-tured interview. Data analysis is done by open coding and subsequent categoriza-tion. Respondents consists of beginning teachers form selected secondary school from South Moravia and Vysocina region.
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Problems which encounters the beginning teacher at primary school
Naděje, Jakub ; Blažková, Veronika (advisor) ; Nováková, Daniela (referee)
Indicative abstract Not only can the reader get information of whom the beginning teacher is but he can also find plausible reasons leading individuals to choose pedagogical profession in theoretical part of the bachelor's thesis. It is also possible to read about specifics of pedagogical profession such as ageing of pedagogical staff, feminization, vocational deformation and more. One chapter is devoted both to uncertainties of beginning teachers and to their activities. Students of pedagogical branches might be interested in chapters concerning pedagogical preparation of teachers to-be, supremacy and nonstandard situations. Final chapter is dedicated to teachers' quality in the Czech and international context. Results of the investigation inquiry among beginning teachers at primary schools are presented in the practical part. The inquiry offers insight into the pedagogical profession through young eyes. It is possible to conclude from results which activities are the most troublesome for beginning teachers at primary schools and which they have no troubles with.
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