Virtual communities of practice have been used to improve teachers' instructional practice; yet, many of these communities do not take into account the effect of teachers' personal learning and collegial collaboration beliefs on engagement within this model. The purpose of this qualitative case study was to examine if teaching was enhanced through participation in virtual communities of practice and determine if teachers' personal beliefs prior to entering these communities influenced their engagement. Wenger's social learning theory served as the conceptual framework. The research questions asked how teachers' beliefs on personal learning and their beliefs on collaboration influenced their engagement in virtual communities of practice and how personal learning networks facilitated extended technology-based learning in the classroom. Data were collected through 2 semi structured interviews with 9 teacher participants and analysis of digital records from the Classroom 2.0 and Flat Connections Nings. Manual, open-coding of the data revealed themes which explained the use of personalized learning networks for instructional growth and social networking for collaborative practice. Findings indicated that while teachers' previously held ideas were not significantly altered, the social, supportive environments created through virtual learning communities made a suitable setting for professional development. These findings may effect positive social change as virtual communities of practice for teachers evolve into professional development environments that challenge teacher beliefs, use progressive technologies, and engage teachers in collaborative activities.

Title of the thesis: Characterization of training of skibobbers in Jablonec nad Jizerou Aim of the thesis: The aim of the thesis is to characterize a training plan throughout a whole year, to learn the training difficulties during various periods and to show differences and similarities with training plans of skiers. Methods: Search of literature focused on training of skiers a learning of biomechanical aspects of ski-driving. There is a very few pieces of literature dealing with skibobs. Therefore most of the information is gain from trainers in Jablonec nad Jizerou, especially from the current representation trainer. The training plans of skier and skibobber are completed from available sources (interview, notes). Training analysis and their differences were done by deductive analysis. Results: Characterization of training units of skibobber and skier is very similar. The differences were found in training composition where in case of a skibobber there is more emphasis laid on strengthening his or her arms. This kind of training is also more frequent than in case of a skier. Thanks to more bicycles training and motion activities for strengthening arms. Skibbobers have also more frequent participation in various races. However, this depends on individual efficiency. Key words: skiers, skibobbers,...