TITLE: QUALITY OF A PRIMARY TEACHER FROM THE PARENTS AND PUBLIC PERSPECTIVE Author Alena Kolaříková DAPARTEMENT Centre of school management SUPERVISOR PhDr. Jan Voda, Ph.D. ANNOTATION The role of a teacher in society and quality of education are quite often subject of a discussion these days. These discussions are linked with evaluation of quality of teachers, their way of teaching, and also with their approach to pupils and parents. The importance of teaching can be seen in two levels: firstly, the focus is on giving the knowledge, and secondly the focus is on personal development of the pupil, his/her competencies, and personal skills and respect. In this work I will describe various styles of teaching, personal prerequisites and further competencies, as necessary qualities a teacher should have. I will present five basic teaching styles with focus on their positives and risks. In analytical part, I will look up competitions rewarding good teachers and will describe criteria based on which selected teachers are rewarded. By the form of questionnaire, the practical part will try to identify what type of teacher of 1st level Primary school is preferred by the parents / legal representatives, and what type of personal and professional qualities they appreciate the most. KEYWORDS : Teachers' quality,...

Darnios informacinės visuomenės klestėjimo periode, vykstant mokslo bei technologijų pažangai, kiekvienam asmeniui būtina tobulinti socialinius, komunikacinius, problemų sprendimo, veiklos bei kitus bendruosius gebėjimus ir kartu išsiugdyti svarbiausius įgūdžius, būtinus norint sėkmingai konkuruoti šiuolaikinėje darbo rinkoje. Aktuali tyrimo problema, atsakant į klausimą: koks pedagogų IKT taikymo kompetencijos turinys ir struktūra, nes nuo jų priklauso profesinio mokymo ir mokymosi proceso kokybė, pedagogų ir jų ugdytinių gebėjimas sėkmingai integruotis į pasaulinę ir šalies darbo rinką.Magistriniame darbe nagrinėjama kolegijų pedagogų informacinių ir komunikacinių technologijų taikymo (IKT) kompetencija, kaip profesinės kompetencijos komponentas. Informacinės visuomenės ir kultūros kaita bei pedagogų standarto reikalavimai ES ir Lietuvoje pedagogų IKT kompetencijai keičiasi, kintant mokymo ir mokymosi procesui ir nacionaliniams ugdymo tikslams, įtakojant socialiniams-demografiniams veiksniams. Anketiniu tyrimu nustatyta, kad šalies aukštųjų neuniversitetinių mokyklų (kolegijų) pedagogai sistemingai tobulina informacinio raštingumo kompetencijas įvairiomis formomis, dalyvaudami ES projektuose ir programose, savarankiškai mokydamiesi nuotoliniu būdu, norėdami kokybiškai ir sistemingai dirbti edukaciniame procese. Pristatomas pedagogų IKT taikymo kompetencijos turinio ir struktūros empirinis pagrindimas. Analizuojamos kolegijų pedagogų IKT elgsenos, pridedamosios... [toliau žr. visą tekstą] / During the period of prosperity of harmonic informational society, as the economy globalyzes and the science and technology development increases, it is necessary for everyone to develop social, communicational, problem-solving, practical and other common skills as well as to bring up the most important habits in order to be able to compete in today’s employment market. The urgent problem, when solving the problem of what the application volume and structure of competence of pedagogue’s information and communication technology (ICT) would be, since the value of professional teaching and learning and pedagogues’ their apprentices abilities to successfully integrate to national and international job market depend on it.The work analyzes competence, as a part of professional competence, of college pedagogues in application of information and communication technologies (ICT). The informational society and culture as well as the requirements for the pedagogues’ ICT competence changes as changes the learning and teachning process for national training goals influenced by social and demografic factors. The questionaire research has showed that the pedagogues of national universities and colleges, in order to perform a quality educational work, systematically increase their competences of informational capabilities in various ways. This work also presents the volume and structure empirical substantiation of pedagogues’ ICT competences. Moreover, this article analyzes the ICT... [to full text]

Le contexte actuel de la profession enseignante au Québec est caractérisé par l’évolution manifeste qu’a connue l’enseignement depuis les dernières décennies, évolution marquée par une complexification de la tâche, accentuée par divers phénomènes sociaux. En dépit de l’épuisement professionnel et de l’attrition de certains, plusieurs enseignantes et enseignants relèvent le défi de l’enseignement en milieux difficiles et réussissent à se développer professionnellement. Ce phénomène s’apparente au concept de résilience. Parmi les facteurs personnels de protection qui favorisent la résilience, les habiletés et compétences professionnelles ont déjà été mises en évidence chez le personnel scolaire résilient. De son côté, la littérature sur le développement des compétences professionnelles valorise l’importance de la réflexion sur la pratique comme vecteur privilégié de ce processus. Dans cette perspective, la question de recherche posée est à savoir si des relations peuvent être établies entre la résilience et la réflexion sur la pratique en enseignement. Ainsi, suivant la conceptualisation de G.E. Richardson (2002), nous avons tenté d’explorer les relations entre la résilience et la réflexion du personnel enseignant, telle que conceptualisée par Korthagen (1985, 2004), à l’aide de stratégies mixtes de collecte et d’analyse des données. Nous avons d’abord opérationnalisé les deux concepts par des indices provenant de plusieurs instruments: questionnaire sur la qualité de vie au travail, journal d’autoévaluation du stress, entretien semi-dirigé. Vingt-et-une enseignantes et deux enseignants de sept écoles primaires parmi les plus défavorisées de Montréal ont participé à l’étude. Près de 7000 unités de sens ont été codées dans les entretiens. Des analyses quantitatives et qualitatives ont permis de décrire l’adversité (stress) vécue par les participants, leur qualité de vie au travail et leurs compétences professionnelles (adaptation positive), de même que leurs facteurs de risque et de protection, individuels et environnementaux. Cette démarche a permis de dégager quatre profils généraux de résilience parmi les 23 participants: très résilient (2), résilient (9), peu résilient (8) et non résilient (2). Parallèlement, le processus et les contenus de la réflexion des participants ont été analysés à partir des modèles théoriques choisis. On remarque que la plupart des participants se centrent davantage sur la description des situations problématiques, plutôt que sur la recherche de solutions, et sur les contenus environnementaux, plutôt que personnels. L’analyse verticale de quatre cas représentatifs des profils de résilience a permis des comparaisons approfondies au plan de la réflexion. Ce sont les enseignantes situées aux extrêmes du continuum de résilience (la plus résiliente et la moins résiliente de l’échantillon) qui ont montré les distinctions les plus nettes. Notamment, il semblerait qu’une faible résilience soit liée à une centration accrue sur les problèmes plutôt que sur les solutions, ainsi que sur les contenus réflexifs environnementaux plutôt que personnels, et inversement. Enfin, malgré certaines limites méthodologiques et conceptuelles, cette étude révèle l’existence de liens empiriques entre la réflexion et la résilience d’enseignantes et d’enseignants œuvrant en milieux défavorisés. Elle ouvre également la voie à des pistes pour développer la résilience du personnel scolaire et propose des idées de recherches prospectives. / The actual teaching context in Québec is undoubtedly influenced by changes of the profession throughout the last decades. These changes are marked by the growing complexity of the task and the challenging working conditions, especially in poor inner-city schools. While some teachers suffer from burnout or literally quit the profession, others take it as a challenge and find ways to improve themselves professionally; this could be termed resilience. Some studies point out that the professional competences and abilities are an important personal protective factor enhancing teacher resilience. Besides, the professional development literature stresses that teacher reflection is fairly significant in this process. In that perspective, we can wonder if some links could be emphasized between teacher resilience and reflection. Thus, according to G.E. Richardson’s (2002) conceptualization, we explored the relationship between teacher resilience and reflection on practice, as conceptualized by Korthagen (1985, 2004). To do so, we used a mixed method approach. Before data collection and analysis, we first had to operationalize these two concepts, by means of indicators form different instruments: a quality of work life questionnaire, a daily stress diary, a semi-structured interview. 23 teachers across seven Montréal underprivileged elementary schools participated to the whole study. Nearby 7000 segments were coded in the interviews. The quantitative and qualitative analysis of the data enabled us to describe the adversity (stress) faced by the participants, their quality of work life and their professional competences (positive adaptation), and their personal and environmental risk and protective factors. This procedure made it possible to identify four resilience profiles among the 23 teachers: 1) very resilient (2 teachers), 2) resilient (9 teachers), 3) less resilient (8 teachers), and 4) non resilient (2 teachers). Each teacher was then characterized according to his reflection, using the selected theoretical models. Most of the teachers seemed more concerned describing the problems than searching for solutions to solve them, and mostly centered on the environmental contents of reflection, instead the personal ones. Afterwards, the vertical analysis of four representative cases was compared to highlight the differences between the teachers, according to their reflection. These distinctions were stronger and clearer for the two teachers situated at the extremes of the resilience continuum (the most resilient and the less resilient teachers of the sample). Particularly, a low resilience seemed to be related to an increased emphasis on the problems instead of the solutions, and on the environmental instead of the personal reflective contents, and inversely. At last, despite some empirical and methodological limits, this research reveals the evidence of empirical relationships between resilience and reflection of elementary teachers working in poor inner-city schools. The study also highlights some avenues for professional development and teacher resilience, and suggests ideas for future research.

S’inscrivant dans le paradigme de la recherche qualitative, cette étude fait état d’une investigation des ressources mobilisées par cinq enseignantes québécoises et cinq enseignantes roumaines pour le développement de la résilience éducationnelle devant la violence scolaire, évaluée comme facteur de risque. L’analyse des données révèle le rôle des compétences professionnelles dans le développement de la résilience éducationnelle, en tant que ressources, chez les enseignantes rencontrées. En tant que recherche exploratoire comparative, cette étude s’intéresse à l’influence des différences culturelles sur la perception et l’impact des expériences de violence vécues, à la mise en pratique des compétences professionnelles, aux sentiments d’efficacité et de satisfaction professionnelle, au développement et au fonctionnement du processus de résilience éducationnelle chez les enseignantes de deux groupes nationaux. L’approche écosystémique met en lumière le caractère de processus dynamique de la résilience éducationnelle qui exige des ressources et repose sur des facteurs dont l’interaction assure son fonctionnement. / Falling into the qualitative research category, this study reports an investigation on which resources are mobilized by five Quebecer teachers and five Romanian teachers for the development of educational resilience in the face of violence occurring in schools, evaluated as a risk factor. The data analysis reveals the competences' function as resources met in the teachers mentioned above. Acting as an exploratory comparative research, this study points out the influence of different cultures, in terms of perception and impact of the experience of violence, acting upon professional competences, feelings of efficiency as well as development and operation of educational resiliency's process of teachers from both national groups. This ”ecosystemic” approach allows the enlightenment of educational resiliency's dynamic process which itself requires resources and relies on factors that secure its operation.

El objetivo de esta investigación es elaborar el perfil profesional del docente de música de Educación Primaria de la Comunidad Autónoma de la Región de Murcia. Para ello, esta tesis aporta un modelo de análisis del perfil professional basado en múltiples variables agrupadas en el conjunto Pensamiento-Contexto-Acción. Se utiliza un Cuestionario para la recogida de datos. La participación voluntaria en este estudio pionero en la región de Murcia representa el sesenta por ciento de la muestra. Los resultados obtenidos permiten identificar las fortalezas y debilidades de este colectivo de especialistas. Entre las primeras, destaca la elevada confianza que perciben tener en su preparación en competencias docentes y musicales, así como en su compromiso personal con la profesión elegida. El punto débil más significativo es la ausencia de colegialidad. La tesis finaliza indicando propuestas de formación dirigidas a los responsables de la política educativa regional y sugiriendo temas de investigación para profundizar en el conocimiento del colectivo. / The aim of this research is to elaborate a professional profile of primary school music teachers in the region of Murcia. This thesis develops an analytical model of that professional profile based on multiple variables grouped in the Thought-Context-Action framework. Data are collected with a questionnaire. The voluntary response rate in this pioneer study in Murcia reached sixty per cent of the representative sample. The findings identify the strengths and weaknesses of such specialised group of music teachers. Some of the strengths are a high level of perceived self-confidence in their training and their teaching and music abilities as well as their professional commitment. The most significant weakness is the absence of collegiality. The thesis concludes with some proposals for the authorities responsible for education policy in the region of Murcia and suggestions for research topics to further the knowledge about primary school music teachers.

This diploma paper deals with analysis of requirements of a teacher{\crq}s professional role and conditions for preparation and development of teacher{\crq}s competences at Faculty of Education of the University of South Bohemia. The theoretical part of the diploma paper deals with theoretical questions relating to this problem. The practical part is oriented on finding problems in teacher{\crq}s education through the use of confrontation of the point of view of those students who are finishing their pre-gradual preparation as well as of new teachers in their professional practice. The author first defined research methods and hypotheses and then she analyzed the list of questions which was later given to the supposing individuals.

This diploma thesis is focused on use of measuring interface myDAQ by National Instruments company in teaching of electrotechnical measurement at vocational school. The aim of this work is the design of set of suitable measuring tasks covering the curriculum in electrotechnical measurements for the 3rd and 4th class of study branch of 26 41 M/01 Electrotechnics. Description of the properties of the measuring interface myDAQ and the respective utility programme National Instruments Multisim is a part of this work. The practical part contains technological and photographic documentation of the various products that can be connected to the interface myDAQ. This thesis is built on the author's bachelor thesis.

(in English): Dissertation is focused on the continuing education of teachers in terms of the current legislation of the European Union and the Czech Republic as one of the key adaptive mechanisms that ensure the ability of the education system to adequately respond to the ever changing social conditions in today's globalized world. The theoretical part through the analysis of different theoretical approaches to further education, defines and describes the issue of further education of teachers , the system - specific conditions , areas and its financing. It deals with the areas of the teacher's profession, their competences , career structure and professional standards. The empirical part of this dissertation, based on empirical research, describes the system of further education of teachers both in terms of school leadership , and from the perspective of teachers and it maps specific factors affecting the quality of the current further education of teachers.