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Conditions for Successful Implementation of CLIL Methodology in Primary School
Försterová, Věra ; Vallin, Petra (advisor) ; Poche Kargerová, Jana (referee)
in English: The aim of this thesis is to explore conditions that enable to implement CLIL methodologies in primary school. In the theoretical part, the CLIL method will be described as an innovative approach in teaching foreign language. We will focus on hard CLIL and teaching CLIL in non- language subjects. Further, we will analyse benefits and perils that can occur while teaching foreign language in non-language subjects. The empirical research will focus on conditions that enable to implement CLIL methodologies in primary school and make it sustainable.
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Cooperation of a kindergarten teacher with other experts
BAKALÁŘOVÁ, Tereza
The bachelor's thesis focuses on the specifics of cooperation between a kindergarten teacher and other pedagogical staff or experts. The aim of the bachelor's thesis is to find out how both parties perceive their cooperation, what factors may influence their cooperation, either substantially or slightly, and what are the identified positives and negatives of their cooperation. The theoretical part deals with the knowledge about the profession of the kindergarten teacher and about other pedagogical staff and professionals who can collaborate with him/her. It outlines the competences, job description and main requirements for all these positions. The empirical part presents the collaboration between the kindergarten teacher and other pedagogical staff or professionals through qualitative research. The interviews point out the experiences of kindergarten teachers and other pedagogical staff or professionals in collaborating with each other, as well as how this collaboration is perceived by both parties.
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Use of co-teaching at lower secondary school
PETŘÍKOVÁ, Hana
The diploma thesis deals with co-teaching at the second stage of primary school, specifically with its advantages, pitfalls and possibilities, and it shows how to apply this type of teaching in class. The theoretical part is not only about co-teaching, but also about other organizational forms of teaching and it is elaborated with the help of professional literature. It also deals with the position of the teacher in tandem, as it is an integral component leading to successful mastery of co-teaching. The practical part is based on qualitative research, which is based on an in-depth interview with teachers with practical experience of co-teaching. Furthermore, it was based on a group interview with students who also have this experience, but from the opposite perspective. Subsequently, the research is extended by the author's own observations. The results of the work show how the Czech system is not adapted to this form of teaching yet and the thesis describes the steps that could lead to achieving sufficient conditions for its successful implementation.
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