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Cooperation between beginning teachers and other teachers
Procházková, Daniela ; Stará, Jana (advisor) ; Wildová, Radka (referee)
The diploma thesis deals with the cooperation between beginning pedagogues and other colleagues at the primary school also with mutual support between them and also with workplace relationships which effects working of the whole school. In the first chapter of the theoretical part, the teacher's personality and his professional development are described. The following chapters describe the beginning teacher, his support from the management and the introducing teacher. The theoretical part also describes the cooperation of teachers, the most common forms of cooperation and the role of management in cooperation between teachers. The aim of the research in the empirical part is to find out how beginning teachers perceive support in their beginnings of the teaching profession, as well as how they perceive cooperation and relationships at the school where they began their teaching practice.
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Mentor teacher
Vítová, Drahoslava ; Zvírotský, Michal (advisor) ; Thorovská, Alena (referee)
The presented diploma thesis deals with the position of the introducing teacher and looks at the problems of beginning teachers. Today, this position is often mentioned not only in connection with the teacher's career growth, but mainly in connection with the large leaving of beginning teachers after their first years in education. The theoretical part focuses not only on the definition of a beginning teacher and description of their adaptation period, but also on professional opinions and information about the their personality. Furthermore, the theoretical part dwells on the challenges and shortcomings of beginning teachers, which are associated with entry into practice. The final chapters of the theoretical part are devoted to the very position of the introducing teacher. The content of their work and role at school are described there. The practical part focuses on the experiences of beginning teachers with their adaptation period and their introducing teacher. We will try to look into the introduction process and find out how beginning teachers perceive the role of the introducing teacher, what they expect from them and what their requirements are. For this, qualitative research in the form of questionnaires was used. At the end of the work, the requirements of beginning teachers for the...
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Beginning Teacher at the first grade of primary school
Hroudová, Veronika ; Hejlová, Helena (advisor) ; Krčmářová, Tereza (referee)
Diploma thesis addresses the issue of initial training of beginning teachers of primary school in Czech schools. Defines the requirements for successful integration of new employees, as well as suggesting possible standard procedures, methods and assesses the possibility of their use in the school environment. It describes the role of supervising teacher and the meaning of its existence. The task of the practical part is to find out with which kinds of educational activities beginning teachers have problems. In interviews with experienced teachers, we tried to clarify whether at the time of their beginnings had the same problems as current teachers and we wonder on what skills and knowledge should be students of faculties of education trained better. Key words beginning teacher, supervising teacher, class teacher, educate teachers, professional competence
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Novice Teacher 's Entrance into the Practice and the Initial Problems Associated with it
Bernášková, Tereza ; Tomková, Anna (advisor) ; Hejlová, Helena (referee)
The diploma thesis describes the novice teachers' problems they have to face and are associated with their entrance into the practice. Its aim is to identify these problems via analysis, describe possible solution and suggest a support how to prevent these problems. The theoretical part focuses on a teacher as an individual, his or her quality and professional standards nowadays. Additionally, the thesis summarises any concerns the novice teachers might have, any problems and the support system available to them. This system stems from the educational preparation and a lifelong professional progress. The practical part of the thesis contains a qualitative research based on three resources - a questionnaire, an interview and an observation method. This part aims to analyse problems of novice teachers in the first month of their practice, their approaches to solution and available support provided to them. The purpose of the observation is to further elaborate the current problems of novice teachers and to form a view on how they are facing with them nowadays. The thesis concludes describing numerous problems novice teachers' are currently facing with, summarises any suggestion of possible solution and a potential support how to prevent these problems in future. KEYWORDS Novice teacher, professional...
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Fukalová, Iveta ; Voda, Jan (advisor) ; Svoboda, Petr (referee)
TITLE: The first two years of the beginning teacher AUTHOR: Iveta Fukalová DEPARTMENT: School Management Center SUPERVISOR: PhDr. Jan Voda, PhD. ABSTRACT: This final thesis focuses on introducing the teachers-beginners to the teaching practice in the kindergartens. It is based on the requirements on a teacher-beginner, an introductory teacher and the headmaster of the school, their common goals and the ways of co-operation. It describes competences of the roles of both the teachers, conditions for the adjustment to the new environment, the way of communication and a social role in the working team of the kindergarten. It concentrates on a various level of care devoted to the beginners, often inadequate and demotivating, on a positive attitude of the headmaster and selecting the convenient introductory teacher. In the practical part of the thesis, results of a survey are introduced. The survey focuses on the ideas of teachers-beginners, the feedback of experienced teachers and the views of headmasters on the given problem. Key words teacher-beginner, introductory teacher, adjustment, communication, working conditions, feedback
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Issue of assessment of the readiness of students and trainee teachers on teaching practice
Štoudek, Martin ; Trojan, Václav (advisor) ; Tureckiová, Michaela (referee)
The closing thesis deals with the issue of undergraduate training of students at the Faculty of Education of the University of South Bohemia and their following introduction into the school practice. The thesis verifies whether students' presumptions for choosing to study at the Faculty of Education, University of South Bohemia, changed their idea about the readiness to enter the school practice including possessing individual pedagogical skills. This thesis brings many findings for the school management. These findings can be applied in new employees' adaptation. Among the benefits of this thesis belongs renewal of the discussion about teaching profession and clarification of basic terms and their semantic content in the theoretical literature. Questionnaire survey showed that there has been happening a change with the students who choose faculty of education, i.e. they choose it purposely with the vision of teaching profession. School management should reflect this change.
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Worries and problems of a beginning teacher at primary school and how to solve them
Šubrtová Solčanská, Adéla ; Stará, Jana (advisor) ; Wildová, Radka (referee)
This diploma thesis summarizes the knowledge in the field of professional readiness of beginning teachers with a focus on beginning teachers of primary schools. Literary research of Czech and foreign professional sources was used together with the use of conclusions from research surveys dealing with beginning teachers. The aim of the theoretical part of the work was to create a list of concerns and problems that beginning teachers most often face. In connection with this, to find out in the research part what view the mentor teachers have on the professional readiness of beginning teachers. The mentor teachers were chosen as the respondents for the qualitative survey, as they are in close and often regular contact with beginning teachers. The results show that there are areas in which beginning teachers are very well prepared from university studies, and then there are also areas in which mentor teachers are very helpful.
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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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