The diploma thesis deals with the issue of how teachers influence the choice of leisure time activities of children of first grades of primary school. The aim is to track in which way a teacher can influence the process. The theoretical background of the thesis are notions, such as leisure time, the characteristics and progress of young school children and the atmosphere in which young children spend their leisure time. Theinfluences are analyzed that form children and affect the way they spend their lemure time. Particular attention is paid to the role of a primary school teacher and the ways in which they can influence their pupils' leisure time. The practical part compares leisuretime activities of children in Prague and in a small town.

The topic of my Diplome Thesis is Personal Education and its influence on the class climate at Primary School. In the theoretical part i describe the class climate, its participants, types, approaches and methods of its research. Thereafter, I explore how to optimize class climate. In the second part I describe the Personal and Social Edusation. I analyse the benefits of this croos- curricular topic, I split its contents on the topics and in conclusion, I analyse methodology principles and scheme of work with the aktivity of the Personal and Social Education. In the practical part I do the initial diagnosis of the climate in my class. It builds long- term interventions implemented activities of the Personal and Social Education, which is topped off with the final diagnosis. The comparison of both of the diagnostics, where it is showed a very positive shift, it illustrates the influence of Personal and Social Education in the class climate. Key words Primary school, class climate, diagnostics, Personal and Social Education, method, teacher action research

Face à un retour en effectifs croissants des enseignants du primaire du Burkina Faso en formation continue à l’université, notre recherche visait à questionner cette démarche individuelle et à en dégager les fondements. En second point, il s’est agi d’interroger les dispositifs de formation continue en vigueur en général et, en ce qui concerne notamment les universités, de comprendre les mécanismes mis en place pour accompagner la demande des instituteurs. Au terme de nos investigations, nous retenons pour l’essentiel que les motivations des enquêtés sont multiples. Dans l’ensemble, des raisons de promotion professionnelle, de renforcement de compétences ainsi que des mobiles économiques sont à l’origine de cet engagement. S’il apparait un glissement entre les différents prétextes, il convient de mentionner toutefois la persistance du motif identitaire au travers des autres motifs laissant ainsi penser qu’aux côtés des raisons évoquées pour justifier le retour en formation continue universitaire, la reconnaissance sociale préside la démarche des enseignants du primaire concernés.En outre, si les universités burkinabè prévoient des dispositifs pour prendre en charge la formation continue, notre recherche révèle que ces dispositifs ne sont pas encore suffisamment outillés pour faire face à la demande des enseignants du primaire. / In view of a return to an increasing number of primary school teachers of Burkina Faso in permanent adult training at the university, our research was aiming at questioning this individual procedure and highlight its foundations. Secondly, it was to question the systems of permanent adult training generaly in force and as far as the universities are mainly concerned, to understand the mecanisms settled to accompany the request of the teachers.At the end at our investigations, we essentially understand that the motivations of those who have been questioned are many.In the whole, some reasons of professional promotion, of competence reinforcement as well as some economic motives are at the origine of this commitment. If a difference appears between the different excuses, we should however mention the persistance of the identitary motive through the others, which may lead us to think that next to the recalled reasons to justify the return in universitary permanent adult training, the social recorgnition presides over the approach of the concerned primary school teachers.In addition, if the univesities in Burkina Faso predict some systems to take in charge the permanent training, our research reveals that these systems are not yet suffisciently able to face the request of the primary school teachers.

The thesis focuses on a teacher beginner at country primary school. It is divided into a theoretical and a practical part. In the theoretical part, we define the concept of a beginning teacher, his competences, professional preparation for teaching in primary school and specific problems of a novice teacher. It also deals with a small school with mixed-age (multileveled) classes, with the history and the specifics of this type of school. A special part of this thesis is focused on the teaching process in schools with age-mixed classes. The practical part aims to describe and evaluate specific problems beginning teachers have at small schools with age-mixed classes, as well as their personal experience. Research is based on interviews with teachers and headmasters and on observations at school. KEYWORDS beginning teacher, primary school teacher, country primary school, mixed-age classes

The thesis focuses on differentiation, which is currently a highly discussed topic in connection with inclusive education. Teachers are expected to adjust their way of teaching to the individual needs of students in heterogeneous classrooms. The aim of this thesis is to examine various differentiation strategies and methods, which teachers could use and moreover, to discover whether the methods are being applied to education scheme in a private primary school and if so, then in what ways. The theoretical part introduces the terms differentiation and individualisation and in addition, explores teaching strategies and methods supporting differentiation together with allowing for the individual students' needs. The empirical study investigates the use of differentiation strategies among private primary school teachers. Qualitative research is based on in-depth interviews with teachers, which were conducted right before and after detailed in class-observation of their teaching. The research discovered that out of various differentiation strategies and methods, which were introduced in the theoretical part, the majority of observed classes were focusing on group work and critical thinking. It was clear that in practice, the internal differentiation prevailed over the external one together with working...

In the theoretical part of the thesis I am going to focus on the theoretical problems of teaching practice at universities and its role in the preparation of future teachers. In the practical part I will use questionnaires and interviews to seek features of a good faculty school, and try to specify areas that demand more support to faculty schools from the Faculty of Education. The practical part will be supplemented by case study. KEYWORDS Faculty school, university faculty school, university primary school teacher, school authorities, teaching practice

In a time of emergency measures due to the coronavirus pandemic, teachers have been forced to transition into distance education without prior experience and training, thus facing a significant professional challenge. Every teacher has dealt with this change differently and was given the opportunity to reflect their own teaching approach. The main aim of this thesis is to describe how distance education has transformed the approach of various types of teachers to the individual needs of students, in other words, to individualized teaching. In the theoretical part, selected approaches to the typology of teachers and their teaching styles will be described, using available professional publications. The importance of individualization as one of the key principles of current education will be justified. The ways in which a primary school teacher can respond to the individual needs of pupils in teaching will be summarized. The characteristic features of distance education, its advantages and limits will be described. In the practical part of the thesis, teacher's approaches to individualization in in- person and distance education will be mapped through qualitative research, in the form of a questionnaire and in-depth interviews. Key words individualization, distance education, primary school teacher,...

Inclusive Education has gained significant currency nationally and internationally. It demands that the teacher be able to meet the needs of learners with impairments in ordinary classrooms. The success of inclusive education rests on quality teacher preparation geared towards inclusive education. The focus of this investigation is on preparedness of mainstream primary school teachers in implementing inclusive education policy in the Nongoma circuit. The lack of teachers prepared to provide quality inclusive teaching to learners and the limitations of existing support structures both impact on inclusion. Through a questionnaire an effort was made to ascertain teachers’ preparedness for inclusive education in the Nongoma circuit. This measure was utilized to determine the extent to which teachers are prepared for the implementation of inclusive education in the classroom. It was also used to describe the nature of training provided by District Based Support Team in an advancement of inclusive education practices in the classroom. The researcher also identified enabling strategies required for teachers in an inclusive classroom environment. Finally, recommendations on strategies for the successful implementation of inclusive education in the classroom were made. The data was collected through a questionnaire. The researcher selected three wards Nongoma circuit as research sites with all teachers in the selected schools participating. / Inclusive Education / M. Ed. (Inclusive education)

The thesis is focused on a preschool-aged children and on possibilities of their personality and social development through the educational project in preschool education. The first, theoretical part, deals with the process of socialization which is broadly developing after the start of preschool education. It also presents pieces of information about educational process in pre-primary school related to the importance of the process of socialization in educational practice as well as in relation to contemporary personality approach and comprehensive integrated approach in preschool education. The main focus remains on the possibilities of educational projects in this area. The second, practical part, explores via observation and questionaire methods the personality expressions of children in social interaction and relationships between children. But first and foremost it verifies the benefits of educational projecting for the possibility of intentional work on personality and social development of children in pre-primary school. KEY WORDS socialization, personality of a preschool child, pre-primary school, preschool education, personality model of preschool education, pre-primary school teacher, educational project

The thesis titled Multileveled school's teachers specific qualities and professional preparation focuses on finding specific qualities of multileveled schools, qualities of their teachers in the area of professional competence and quality of institutions for training future teachers. The theoretical background is applied to the research section. Depth group interview, observation and analysis of written sources reveals the essence of teachers' work at multileveled school with all its specifics. Summarize the results and try to find the relations between the observed and the specifics of their qualities. Can not say unequivocally that the multileveled schools'specifics and specific teachers skills are quality guarantee. The teacher always depends his knowledge, skills, values, attitudes and personality traits and the initial training and continuing professional development, as consider the quality of their work and how to proceed further development. Even though specific teacher's job may be a part of a potential professional qualities that teachers want to develop.