The thesis is divided into theoretical and research part practical. The theoretical part focuses on the description and presentation of teaching methods and current trends used in teaching. A special chapter introduces the innovative methods that are currently used in teaching the Czech language at upper primary schools and the possibility of their practical application. The main aim of the research is to identify the attitude of the Czech language teachers at second level of elementary school to innovative teaching methods. The practical part consists of a research using quantitative research methodologies, implemented as the questionnaire survey.

This diploma thesis is aimed at finding out the current situation of so called pre-reading and explore methods used for development of so called pre-reading literacy. The thesis is divided in two parts theoretical and practical one. The theoretical part refers to characterizing of preschool age, problems of reading literacy (with focusing on so called pre-reading literacy), factors impacting children'spre-reader's interest and especially methods usable for abilities and skillsdevelopment of preschool children in area of literary education. The practical part includes empirical survey (qualitative research), realized at chosen kindergartens. The research is supported by working sheets that are verified in practice.

The presented master's thesis is concerned with the topic of the revised version of Bloom's taxonomy and its implementation to second language teaching with regards to its higher levels through the use of different activating methods of teaching. The aim of this thesis is to, with the support of academic literature, consider the role of the activating methods in language teaching and their potential relationship to the revised taxonomy. Based on these findings it is later aimed to present suggestions applicable in practice about how to combine these two instruments with regards to Spanish language teaching. The thesis includes a research done through a questionnaire which aims to map the teachers' knowledge of the activating teaching methods and the potential means of using them while teaching.

A presente tese investigou no ensino fundamental e médio, se as práticas pedagógicas podem ser melhoradas, introduzindo tecnologias de redes sociais e a produção de conteúdos escolares pelos estudantes, através de mídias de áudio e vídeo. A pesquisa sustentou-se numa pesquisa-ação intervencionista, através da formação de docentes e atividades práticas com estudantes. Os estudos e a fundamentação teórica tiveram as contribuições de Hilton Japiassu e Ivani Fazenda, dentre outros autores. A pesquisa utilizou duas escolas públicas com ensino fundamental e médio e participaram três docentes e cinco turmas de estudantes. A pesquisa utilizou o ambiente Facebook, através do Grupo de Estudos, pesquisas na Internet em grupo, produção dos áudios e vídeos pelos estudantes. O cronograma, a metodologia e análise da pesquisa realizada se baseou nas medidas de escalas e satisfação através dos modelos de avaliação e aplicação em TD&E de Abbad et all. As análises foram divididas entre os docentes e estudantes. Três importantes indicadores sugerem revisões nas políticas públicas de inserção das tecnologias na educação: revisão das infraestruturas, melhorias nos materiais digitais e formação permanente de docentes nas questões de tecnologias e interdisciplinaridade. Outros indicadores apontaram melhorias na comunicação, interação e colaboração dos estudantes: mídias de redes sociais na sala de aula e mídias de áudio e vídeo na produção de conteúdos escolares pelos próprios estudantes. Como contribuições da tese os resultados apontados são promissores com o uso da metodologia interdisciplinar nos cursos de formação de docentes, com o uso pedagógico das mídias sociais e tecnologias de áudio e vídeo nas atividades de sala de aula, aumentando consideravelmente o nível de motivação e interesse dos estudantes à pesquisa científica em sala de aula. A formação dos docentes voltado para práticas pedagógicas interdisciplinares e o uso pedagógico de rede social foram importantes agentes de mudança, potencializando a interação e colaboração em busca do protagonismo dos estudantes para uma aprendizagem significativa, melhorando aspectos como reflexão e autocrítica. / This main objective of this thesis was to investigate at primary and high schools if teaching practices can be improved by introducing social network Technologies and the production of educational content for students, through audio and video media. The research helded in an interventionist action through training of teaching practices and activities with students. These studies and the theoretical background had contributions from Hilton Japiassu and Ivani Fazenda, among other authors. Two public schools were used and attended three teachers and five classes of students. Facebook media environment was used by the “Study Group” and “Internet Research Group”, both groups using audio and video media. The schedule, methodology and analysis conducted in this research were based on measures of scales and satisfaction through valuation models and applications realized by TD & Abbad et all. The analysis were devided among teachers and students. Three importante indicators suggest revision to the policies of integration of technologies in education: a) a review of infrastructure, b) improvements in digital materials and c) a permanent training of teachers on issues of technology and interdisciplinarity. Others indicators showed improvements in communication, interaction and collaboration of students; social networking media at the classroom and audio and video media in the production of school subjects by the students themselves. The results obtained by this thesis strongly are pointing that the medias and methodologies used greatly increased the motivations of the students in the classroom. The training of interdisciplinary activities and the use of social medias were important agentes of change, enhancing interaction and collaboration in pursuit of the role of students to meaningful learning, improving aspects such metacognition and criticismo.

The theoretical part explains terms such as environment, atmosphere and climate in the class. It deals with the social climate and all factors shaping it, i.e. with the teacher, the schoolchild, parents and the school environment. The next part of the theoretical work is devoted to the class as a social group and to small class schools and their specialties. Furthermore ? there is stated an overview of teaching methods used at the first stage of the elementary school on. The practical part is focused on a research of social climate in the classes of the small-class schools from the teachers´ and schoolchildren´ perspective. The respondents were schoolchildren of the four classes and their teachers. The methods used: a standardized questionnaire "My Class Inventory", observation and interview. The results are presented in tables and graphs, completed with comments. There are also mentioned positives and negatives of the grades, which are joined into one classroom and the teaching methods used in small class schools.

Diseases of affluence are those that accompany any given society at any given time. The best "treatment" for diseases of affluence is prevention, which in nursing practice can be achieved by using appropriate teaching methods. One of the diseases of affluence is tooth decay. Recent studies have shown a significant decrease in oral hygiene amongst children. The result is an increase in tooth decay which has a negative impact on the secondary dentition. Prevention should include increasing children?s awareness of their own health and learning effective teeth cleaning with the help of their parents. The role of nurses in primary prevention of oral health of children is indispensable and includes various educational activities. This thesis is focused on the use of appropriate teaching methods of tooth decay prevention in nursing practice. The aim of this study was to evaluate the impact of a prevention programme called ?A Healthy Tooth?. This programme was aimed at children in kindergarten and pupils in the first four years of primary schools. Its aim was to increase their skills and knowledge of preventing tooth decay. It was also aimed at parents of the children who were trained in this programme. To achieve the purposes of this thesis we used a methodological triangulation technique which enabled us to examine the impact of the programme by applying several different methods. The following methods were used: a questionnaire for parents and children, interviews with children and direct observation of children while they were cleaning their teeth. The questionnaire for parents and children consisted of six closed questions about the issue of tooth decay prevention. The questionnaires were anonymous and were compiled for the purposea of this thesis. The questionnaires were distributed to the children with a written consent from their parents. The research sample for the quantitative survey of parents included parents of children from kindergartens and primary schools in Jindřichův Hradec. 130 questionnaires were distributed, 128 (98 %) of completed questionnaires were returned and none of them were discarded. The research sample for the quantitative investigation of children included children from kindergartens and the first four years of primary schools in Jindřichův Hradec. With the consent of the parents, 24 children from kindergartens and 108 children from primary schools were interviewed. 132 (100%) questionnaires were classified for further evaluation. The data were evaluated using Microsoft Excel charts. To verify the hypotheses, we used a test of independence ? chi-square ? using a PivotTable. For the semi-structured interviews with children, we created a schedule of questions. The central topic of the interview was tooth decay and its prevention. Interviews with children were conducted with the written consent of their parents and were anonymised. Direct observation of children during toothbrushing was conducted to explore the method and sequence of cleaning their teeth. It was noted in the answer sheet and photographs were taken with the consent of the parents of the respondents. The research sample for the qualitative survey consisted of ten children ? five children from kindergartens in Jindřichův Hradec and five children from primary schools in Jindřichův Hradec. The data were processed in the SmartArt diagrams and tables using Microsoft Office Word 2007. The results of the survey helped determine the depth of knowledge and skills in the tooth decay prevention of children. It showed some positive effects of the use of appropriate teaching methods in the effectiveness of the prevention programme in nursing practice. It also contributed to the improvement of dental health in the child population.

Parent-teacher meetings are well-established and attended by a high proportion of parents. This places significant demands on both schools and families. However, little research involving direct observation within secondary schools has been reported. I have investigated parent-teacher meetings at one English secondary school, my aims being to explore the aims of parents and teachers and the nature of their relationships. My findings will be of interest to parents and teachers, as well as researchers and school leaders. I collected audio recordings of parent-teacher conversations over two years and conducted one-to-one interviews with parents, students and teachers. I analysed my data using conversation analysis and interpreted my findings using politeness theory. I found that the aims of parents and teachers can be divided into two categories. Instrumental aims are directly concerned with educational outcomes, whereas interpersonal aims relate to the individual needs of the participants and do not necessarily affect students’ learning. I also found that the behaviour of the participants in my study was not consistent with models based on partnership, opposition, or market forces. My findings do, however, support a model in which teachers assume the role of ‘expert’ and control conversations. For researchers, my findings question the way in which Epstein’s typology is used to classify parent-teacher meetings and suggest that the presence of students during meetings may be significant. My study has also highlighted politeness theory as a useful tool for interpreting parent-teacher behaviour. For families and schools, my research raises questions regarding the use of parent-teacher meetings to influence students. My study also suggests that parents and teachers do not make productive use of their limited contact time. My study provides up-to-date and reliable data regarding a widespread educational practice. My methodology may also provide a useful template for researchers wishing to investigate parent-teacher conversations. Future research involving contrasting schools would indicate whether my findings were context-related or more general. The occupational backgrounds of parents and the roles played by students may also be worthy of further investigation.

abstract: This study explores teacher educators' personal theories about the instructional practices central to preparing future teachers, how they enact those personal theories in the classroom, how they represent the relationship between content, pedagogy, and technology, and the function of technology in teacher educators' personal theories about the teaching of mathematics and their practices as enacted in the classroom. The conceptual frameworks of knowledge as situated and technology as situated provide a theoretical and analytical lens for examining individual instructor's conceptions and classroom activity as situated in the context of experiences and relationships in the social world. The research design employs a mixed method design to examine data collected from a representative sample of three full-time faculty members teaching methods of teaching mathematics in elementary education at the undergraduate level. Three primary types of data were collected and analyzed: a) structured interviews using the repertory grid technique to model the mathematics education instructors' schemata regarding the teaching of mathematics methods; b) content analysis of classroom observations to develop models that represent the relationship of pedagogy, content, and technology as enacted in the classrooms; and c) brief retrospective protocols after each observed class session to explore the reasoning and individual choices made by an instructor that underlie their teaching decisions in the classroom. Findings reveal that although digital technology may not appear to be an essential component of an instructor's toolkit, technology can still play an integral role in teaching. This study puts forward the idea of repurposing as technology -- the ability to repurpose items as models, tools, and visual representations and integrate them into the curriculum. The instructors themselves became the technology, or the mediational tool, and introduced students to new meanings for "old" cultural artifacts in the classroom. Knowledge about the relationships between pedagogy, content, and technology and the function of technology in the classroom can be used to inform professional development for teacher educators with the goal of improving teacher preparation in mathematics education. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2014

O presente estudo objetiva analisar a relação entre práticas discursivas e subjetivação de professores, a partir do Projeto Piloto + Alfabetização, da Rede Municipal de Ensino de Caxias do Sul. O estudo utiliza as categorias de práticas discursivas (FOUCAULT, 2012b) e subjetivação (FOUCAULT, 2010). Através dessas caracterizações, pensa-se de que forma as práticas discursivas articulam-se na ocorrência do Projeto + Alfabetização e operam sobre os indivíduos, nesse caso, os professores + alfabetizadores, produzindo modos de subjetivação. Desse modo, utiliza-se de abordagem de inspiração genealógica, centrando-se na análise de saberes e na maneira como estes se manifestam por meio de práticas discursivas alfabetizatórias, valoradas como verdadeiras. Do mesmo modo, compreendem-se os efeitos de poder e subjetivação que tais práticas discursivas colocam em funcionamento, produzindo sujeitos alfabetizadores, possuidores de determinados valores e não outros. As análises se dão a partir do Projeto Piloto + Alfabetização, da Rede Municipal de Ensino de Caxias do Sul, política pública de educação implantada no ano de 2011, cujo objetivo é a alfabetização de todos os alunos com até oito anos de idade (terceiro ano do Ensino Fundamental), e que tem na formação do professor alfabetizador um de seus eixos fundamentais. Assim, é importante considerar que, nesse contexto de alfabetização, alguns saberes e diretrizes são propagados como legítimos, constituindo uma rede de discursos situados na ordem do verdadeiro. Dessa forma, ao falar-se sobre ingresso obrigatório das crianças com seis anos de idade nas instituições escolares, concepções de alfabetização e letramento, bem como sobre o alcance de um nível total de alfabetização para os anos iniciais do Ensino Fundamental, moldam-se os protagonistas desse contexto, suas maneiras de constituir, compreender e falar sobre o mundo. Os professores protagonistas desse processo são tomados como objetos de conhecimento e vão sendo produzidos, cria-se a identidade do sujeito + alfabetizador, afinal, o sujeito não é a causa, mas o efeito desses discursos. A presente pesquisa estrutura-se em três capítulos, e seus resultados contribuem socialmente, pois investiga e reflete acerca do modo como os sujeitos professores constituem-se e subjetivam-se, na ocorrência do Projeto Piloto + Alfabetização, da Rede Municipal de Ensino de Caxias do Sul. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-02-05T12:46:12Z No. of bitstreams: 1 Dissertacao Caren Cristina Sasset.pdf: 1266679 bytes, checksum: 25e5957afd4cca4bee76f5707b2eec18 (MD5) / Made available in DSpace on 2015-02-05T12:46:12Z (GMT). No. of bitstreams: 1 Dissertacao Caren Cristina Sasset.pdf: 1266679 bytes, checksum: 25e5957afd4cca4bee76f5707b2eec18 (MD5) / The purpose of this study is to analyze the relationship between discursive practices and subjectivity of teachers, from the Pilot Project + Literacy of Municipal Schools of Caxias do Sul. The study uses the categories of discursive practices (Foucault, 2012b) and subjectivity (Foucault, 2010). Through such characterizations, it is believed how the discursive practices are articulated in the occurrence of Project + Literacy and operate on individuals, in this case, teachers + literacy, produce subjectivity's ways. Thus, we use the inspiration of genealogical approach, focusing on knowledge's analysis and in the way these manifest themselves through literacy's discursive practices, evaluated as true. Likewise, the effects of power and subjectivity that such discursive practices put into operation are understood, producing literacy subjects, owners of certain values and not others. The analyzis are given from the Pilot Project + Literacy of Municipal Schools of Caxias do Sul, public education policy implemented in 2011, whose goal is literacy for all students up to the age of eight (third year of Elementary) and has in the formation of the literacy teacher one of its fundamental pillars. Thereby, it is important to consider that, in this litearcy context, some wisdom and guidelines are propagated as legitimate, forming a discourses network placed in the order of the true. In this way, when talking about mandatory admission of children under six years of age in schools, conceptions of literacy, as well as on the scope of a total literacy for the early years of elementary school, molding the protagonists in this context, their ways of constituting, understand and talk about the world. The protagonists teachers of this process are taken as knowledge objects and it will be produced, it creates the identity of subject + literacy, after all, the subject is not the cause but the effect of these speeches. This present research is structured in three chapters and their results contribute socially because investigates and reflects about the way how subjects teachers are constituted and subjectivated in the happening of Pilot Project + Literacy of Municipal Schools of Caxias do Sul.

Diploma thesis work with chosen teaching methods which are used in learning about nature. This diploma thesis contains many instruction, recommendatious for teaching nature studies at primary school. It also contains a review of books, requisites and didactical plays which can be insert into seperate lessons. At the end there are single results of tests, which lead to comparison of chosen methods of student´s working, which are used by acquireing knowledge about nature. According to the results we can find out also the successfulness of solving separate types of questions in the test.