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Mural paintings in the urban environment in 16th and beginning of 17th century has been rather an ignored topic, however its artistic interpretation and iconographic concept says a lot about the life of residents during Renaissance. The art phenomenon in this work was studied on the borderland between Bohemia and Moravia, currently the place of Havlíčkův Brod, Pelhřimov and Jihlava districts. At the same time, this division facilitated systematic research and listing of surviving paintings. First, the study focuses on the summary of a colourful historical situation in the given place and religious affairs related in particular, but not only to the New Utraquism and Lutheranism which followed up local Utraquist foundations from the Hussite Era. One of the aims of the work is to study the relationship between religion and artistic or iconographic interpretation of paintings. Selected artistic sources related in particular to the graphic works of that time play also important role. This is why other chapters are dedicated to the study of the theory of art of mural paintings, urban houses abroad and in the concerned location, study of sacral interiors within the context of the Saxon environment, and the last chapter deals with the thematic and iconographic study of collected paintings. The results...

JIRÁKOVÁ, Kamila. Speech Therapy Prevention for the Pupils in the Beginning of School Attendance [Diploma thesis]. Prague: Faculty od Education, 2020. 98 s. The diploma thesis deals with the speech therapy prevention for the pupils in the beginning of school attendance. It is based on theoretical knowledge in this field and linked to research. A part of the diploma thesis and the research survey is an author's guide for teachers which aims to improve the ability to analyse pupil's speech and deficits in the language levels and to focus on its development. The aim of the diploma thesis is to motivate first grade teachers to a targeted and comprehensive analysis of their students' speech and to verify whether the guide for teachers is a suitable tool for improving this competence. The theoretical part defines the concept of communication and deals with speech as a complex ability in their four language levels. Attention is paid to speech therapy prevention, especially to the basic areas of speech therapy prevention and the importance and benefits of primary speech therapy prevention. It also outlines the possibility of using current children's literature in relation to speech therapy prevention. The chapter itself is then devoted to the pupils in the beginning of school attendance, their speech...

This diploma thesis deals with the issue of beginning primary school form teachers and the introduction into their profession. The aim of the thesis is to analyse what professional competence a graduate in Primary School Teacher Training needs for the role of a form teacher in terms of theoretical justification and practical knowledge and skills. To discuss and argue for a concept of a form teacher work preparation in the pre-graduate preparation. It investigates the teacher personality and its changes within the historical context. It describes historical development of teachers education and the current situation in the Czech Republic. It deals with a professional standard model, represents professional competences of the primary school and teacher standards. The form teacher is viewed from different angles. It deals with his work content, activities he should do, duties and competences. It defines the term professional ethics and code of ethics for teachers. This paper determines professional norms, values and responsibility which are accepted by every single educator in his profession. The core task of the practical part was a comparison of the questionnaire results and dialogues with the analysis of my own experience in the aspect of professional competences and form teacher competences. The...

This dissertation is dedicated to the weekly magazine Zítřek published by the Czechoslovak Socialist Party and to the historical period of the years 1968 - 1969. The study presents social and political context, the formation of the civil society, and the role of the weekly Zítřek in the following period. The study is focused on the origins of this weekly magazine Zítřek, its short duration, the long discussion about its stopping, and on its next course, as well. The weekly magazine Zítřek was established as a pro-reform magazine and that is the reason why the study is focused particularly on the press relationships, the history of the Czechoslovak Socialist Party, and its publishing house Melantrich. The study contains interviews with contemporary witnesses, Mrs. Sylva Daníčková and Mr. Aleš Fuchs, as well. In one part the study selects and evaluates articles published by Zítřek. The study is from a methodical view focused on the archive research and historical documents, the method of oral - history in the case of interviews with contemporary witness, and the method of content analysis.

La gestion des situations difficiles par les enseignants en classe est l'un des grands défis de l'enseignement. Les situations de conflit peuvent mobiliser des émotions fortes chez eux. Par conséquent, ils sont susceptibles de développer des maladies physiques ou mentales (Carlotto, 2010; Lineback, McCarthy et Reiser, 2015). Certains en viennent à abandonner la profession. En raison du manque d’expérience des enseignants débutants, ils sont plus facilement sujets à l’épuisement professionnel, car leurs premières années d’expériences sont marquées par une phase de choc de la réalité, d’insécurité et de surcharges émotionnelles (Huberman, 1989; Pelletier, 2015). Certains chercheurs ont étudié cette situation en quête de solutions pour aider les enseignants à gérer leurs émotions : les compétences socioémotionnelles (Collaborative for academic social and emotional learning, 2003; Yoder, 2014). Néanmoins, la majorité de ces recherches concernent les enseignants en salle de classe (Corcoran et Tormey, 2012; Zinsser, Deham, Curby et Shewark, 2015) et très peu présentent la situation des enseignants d'éducation physique débutants. Cette étude s’est penchée sur les émotions et les compétences socioémotionnelles d’un enseignant d’éducation physique débutant lors de la gestion de classe où il était interpellé par une situation difficile. Dans le cadre de notre recherche, nous avons choisi l'étude de cas. Cette recherche vise à cerner et décrire les émotions et identifier et comprendre les compétences socioémotionnelles mobilisées par le participant. Notre recherche est donc basée sur le paradigme interprétatif, car elle nous incite à comprendre la perspective du participant (Godoy, 1995). Nous avons constaté qu’il est possible d’acquérir ces compétences, malgré le manque de connaissances théoriques de l’enseignant à ce sujet. En fait, le participant a mobilisé toutes les cinq compétences socioémotionnelles à l’aide de cinq différentes ressources, qui sont : des expériences précédentes, des disciplines universitaires, des formations continues, des échanges avec les collègues de profession et, surtout de la psychothérapie personnelle. / The management of difficult situations by teachers in the classroom is one of the greatest challenges in teaching. Conflict situations can mobilize strong emotions for teachers. As a result, they are likely to develop physical or mental illnesses (Carlotto, 2010; Lineback, McCarthy and Reiser, 2015). Some of them may eventually leave the profession. Due to the lack of experience of beginning teachers, they are more easily subject to professional burnout, as their first years of experience are marked by a phase of reality shock, insecurity and emotional overloads (Huberman, 1989; Pelletier, 2015). Some researchers have studied it in search of solutions to help teachers manage their emotions: socioemotional skills (Collaborative for academic social and emotional learning, 2003; Yoder, 2014). However, the majority of this research concerns classroom teachers (Corcoran and Tormey, 2012; Zinsser, Deham, Curby and Shewark, 2015) and very little of this research has focused on beginning teachers in physical education. This study looked at the emotions and socio-emotional skills of a beginning teacher in physical education when managing a classroom in which he was confronted with a difficult situation. For the purposes of our research, we chose the case study. This research aimed to identify and describe the emotions and understand the participant’s mobilized socio-emotional skills. Our research is therefore based on the interpretive paradigm, as it encourages us to understand the participant's perspective (Godoy, 1995). We found that it is possible to acquire these skills, despite the teacher's lack of theoretical knowledge on this subject. In fact, the participant mobilized all five socio-emotional skills using five different resources, which are: previous experiences, academic disciplines, continuing education, exchanges with professional colleagues and, above all, personal psychotherapy.

The diploma thesis deals with the issue of beginning teachers in the field of pedagogical diagnostics. It is divided into theoretical and research part. The theoretical part of the thesis contains three chapters. The first part of the thesis summarizes the theoretical knowledge in the field of teaching profession and the requirements for a beginning teacher. Furthermore, the requirements for the theoretical readiness and competencies of the teacher are set with emphasis on the need for methodological guidance in its beginnings and the need for further education. The following chapter introduces the topic of pedagogical diagnostics and presents its definition, tasks and goals, the subject of pedagogical diagnostics and defines the diagnostic competencies of primary school teachers. In the last chapter of the theoretical part, the areas of partial functions are specified and their manifestations and deficits are characterized, which the teacher can observe in the pupil's speech during the educational process. The research part of the thesis is devoted to the practical readiness of beginning teachers for pedagogical diagnostics and their theoretical preparation. Through a qualitative procedure using a semi-structured interview technique, answers to research questions on the readiness of beginning...

Teacher collaboration is being implemented in many schools for a number of reasons with various claimed benefits. Collaboration is being heralded by many as a fix for many of the problems affecting teachers. This study shows that teachers believe that collaboration improves their ability to teach subject content, improves teaching methods, improves teacher's ability to manage students, and provides benefits to teachers in general. The majority of participants in this survey, whether currently participating in collaboration or not, indicated that they agree that collaboration provides these benefits. This study also examines four potential indicators of teacher attrition: administrative support, teacher salaries, excitement and enthusiasm toward teaching, and intent to stay in the teaching profession. The data showed that the effect of participation in collaboration has a slight positive effect on the indicators of potential attrition but not a statistically significant influence. Low teacher salaries remain a major area of frustration for the majority of teachers and should be further examined as a contributor to teacher attrition. Teacher attrition is a problem that must be addressed if a solution to the current and future teacher shortage is to be found. Further studies need to be conducted into this critical issue to determine the causes of this problem and find solutions.

This study was designed with two goals in mind. The first goal was to describe the formal and practical knowledge of intensive reading intervention teachers related to beginning reading instruction with at-risk first graders. A second goal was to understand any potential relationships between intensive reading teachers’ practical knowledge and formal knowledge. These two goals framed the study’s three research questions. To answer these three questions, the study was conducted in two phases. Phase one included 32 participants, all of whom worked in the role of a K-2 intensive reading intervention teacher. Each of these 32 participants completed a background questionnaire and a paper/pencil Teacher Knowledge Assessment (TKA). The TKA measured participants’ formal knowledge of beginning reading concepts. Participants’ scores on the TKA were then rank-ordered from lowest to highest to help guide the selection of phase two participants. Eight teachers in all participated in phase two of the study dedicated to the study of teachers’ practical knowledge of reading. Participants’ practical knowledge of reading was explored through three activities including a semi-structured interview, a concept-mapping activity and a videotaped reading lesson. Data analysis revealed several important findings. Intensive reading intervention teachers in this study’s sample differed in their formal knowledge of reading, measured by the TKA, and in their practical knowledge of reading, explored through interviews, concept-maps and reading lessons. The TKA revealed that study participants’ held more formal knowledge of concepts related to phonology and phonics and less formal knowledge of concepts related to morphology and syllable types. Related to practical knowledge, data analysis revealed that the teachers in this sample differed in their knowledge of beginning reading with subject-matter knowledge iv accounting for most of the differences. These gaps in subject-matter knowledge also impacted this sample of teachers’ use of instructional strategies and purposes of instruction. Data analysis also revealed insight into the relationships between this sample of teachers’ formal and practical reading knowledge. In this sample, intensive reading intervention teachers with more formal knowledge of reading concepts as measured on the TKA demonstrated more evidence of these concepts within their instruction provided to at-risk first grade readers. The participants in this sample who had less formal knowledge of beginning reading as measured by the TKA demonstrated less evidence of these concepts within their instruction provided to at-risk first grade readers. Participants with less formal knowledge did accurately calibrate their knowledge of the concepts tested on the TKA but did not equate the lower scores to their practical knowledge and overall teaching efficacy. The findings from this study added several important contributions to the literature on teacher knowledge and beginning reading instruction. First, the study was unique in its focus on intensive reading intervention teachers, thus contributing new findings related to a specialized group of teachers. Secondly, this study contributed descriptions of teachers’ practical knowledge with regards to beginning reading instruction. These descriptions are relatively absent in the current literature on teacher knowledge. Thirdly, the results from this study supported earlier findings in favor of a specialized body of subject-matter knowledge, especially related to beginning reading skills and concepts. Finally, the results contributed insight into the relationships between teachers’ formal reading knowledge and practical reading knowledge

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