The thesis is a theorethical study with the main theme of teachers' education. It is divided into five chapters. The first chapter describes world trends in the area of teachers' education which are being adopted in the Czech Republic. Next three chapters are focused on the education of each teachers' group - preprimary, primary, secondary school. Each of these chapters includes the historic context of teachers' education and the content of their education. Today's conception of school education is considered as the key faktor which should be reflected in present teachers' education. The fifth chapter contains the perspectives of future development of teachers' education.

This thesis is devoted to the teaching profession with a focus on nursery school teaching. The theoretical part contains information about teaching as a profession, focusing directly on the prestige of nursery school teachers and describes the contemporary aspects of prestige. Finally, it is described in detail the development of the profession preschool teacher, as a source of ongoing professionalisation of teaching. The main objective of the research is to compare how the prestige of pre-primary teachers evaluated by teachers from other educational levels and preschool educators themselves. Furthermore, to determine how different the results of the investigation work of the author and poll by the Centre for Public Opinion Research (Centrum pro výzkum veřejného mínění - CVVM) at the Institute of Sociology of the prestige of the profession of 2013 and 2016. Design survey is mixed. The method is a questionnaire, structured interviews and document analysis. The results show the relative agreement with research by CVVM. Respondents rated significantly differently just 4 professions and teaching professions rated slightly higher than in the original survey. Comparison of the teaching profession, as evaluated by teachers, showed that each group of teachers (according to school grades) evaluated their...

My dissertation comes out of claim that the exploitation of library for children in kindergarten isn't systematically processed. But, it is apparent, acording international research (PIRLS, PISA), that the existence of library for children has positive influence to the development of reading literacy. The objective of my dissertation was the charting of the role of libraries for children in kindergarten. The dissertation were finding out how the library for children are used in kindergartens. What we need to build up to the functional library was the next topic of my dissertation. Both main topics were examinated in qualitative research. I used the design of case studying. I closely charted three cases of kindergarten where the library for children is used. It is needed to add relevant literature, interactive books and attractive books (inside and ouside). This way brings perfect and full using of library. Apart of this, it is the same with the appearence of the library. It is essential to captivate with attractive and nice appearence by children and adults too. KEYWORDS Children's library in the kindergarten, preschool children, preprimary education, work with books, books for children, readers, development, reading literacy, methods, case study.

Recent research has elucidated the sustained benefits of early mathematics instruction. With growing concern about the performance of South Africa’s senior learners in mathematics, it is imperative to look at long-term solutions within the education process. One such solution may be to focus on improved mathematics instruction as early as preprimary school. However, children at this young age are not typically suited to formal teaching. Alternative methods of mathematics instruction must be considered for maximum and effective impact. The study was conducted to test the notion that not all early methods of mathematics instruction are equal. During the empirical research approximately 200 preprimary school children in three different socio-economic environments (urban higher SES, township and rural) were tested after experiencing a teacher-guided play-based mathematics teaching intervention, or after experiencing a worksheet-based or free-flow play-based curriculum. The test performance of the participants was primarily compared to find relations between teaching methods and early mathematics performance. The study found that a teacher-guided play-based curriculum is superior to other curriculums in the instruction of mathematics in all educational settings, regardless of socioeconomic background. / Psychology of Education / M. Ed. (Psychology of Education)

Recent research has elucidated the sustained benefits of early mathematics instruction. With growing concern about the performance of South Africa’s senior learners in mathematics, it is imperative to look at long-term solutions within the education process. One such solution may be to focus on improved mathematics instruction as early as preprimary school. However, children at this young age are not typically suited to formal teaching. Alternative methods of mathematics instruction must be considered for maximum and effective impact. The study was conducted to test the notion that not all early methods of mathematics instruction are equal. During the empirical research approximately 200 preprimary school children in three different socio-economic environments (urban higher SES, township and rural) were tested after experiencing a teacher-guided play-based mathematics teaching intervention, or after experiencing a worksheet-based or free-flow play-based curriculum. The test performance of the participants was primarily compared to find relations between teaching methods and early mathematics performance. The study found that a teacher-guided play-based curriculum is superior to other curriculums in the instruction of mathematics in all educational settings, regardless of socioeconomic background. / Psychology of Education / M. Ed. (Psychology of Education)