The object of this diploma thesis is to determine and describe the factors affecting the cooperation of teachers and their assistants at a common basic school as perceived from their point of view. The diploma thesis is structured in two sections - the theoretical part and the empirical part. The first chapter of the theoretical part deals with the reformation of the educational system in the Czech Republic after the year 1989. The second chapter is devoted to an inclusive school, to national and international documents underlying the efforts for the enforcement of the inclusion. Also, the associated nationwide controversial appreciation of its implementation is mentioned. The third chapter is focused to the teachers and their assistants, their roles and cooperation at the inclusive school. In the empirical section of the thesis, the selected design and methodology of my respective survey is described and the compiled data of the survey are interpreted. At the end of the thesis, there is the presentation of the survey results. The research survey revealed the specific personality characteristics, professional competences and skills and also factors influencing the communication between the teacher and their assistance both in a positive or negative way. The respondents selected the fundamental...

The aim of this study is to describe two strategies of professional teacher development in Cuba and analyse how they affect the professional growth of the teachers. The strategies investigated are methodological work sessions and further education at the university. Eight upper-secondary school teachers were interviewed and it was analysed how their professional growth was affected by the Cuban professional development strategies. The model utilized was the interconnected model of professional growth (Clarke & Hollingsworth, 2002).The results show that, four of the eight interviewed teachers experienced change sequences and growth networks as a consequence of participating in the two investigated strategies. The methodological work sessions promote a collaborative approach among the teachers to developing the education in their school. Further education in the university, on the other hand, encourages the teachers to reflect individually on practical school-related problems. The results indicate that the organization of the work both the professional development strategies provided acted as an incentive for the interviewed teachers’ development. / Målet med den här studien är att beskriva två lärarutvecklingsstrategier i Kuba och analysera hur de påverkar lärarnas professionella utveckling. De undersökta strategierna är metodologiska arbetsmöten och vidareutbildning vid universitet. Åtta gymnasielärare intervjuades och det analyserades hur deras professionella utveckling påverkats av de kubanska lärarutvecklingsstrategierna. Modellen som använts är the interconnected model of professional growth (Clarke & Hollingsworth, 2002).Resultaten visar att de metodologiska arbetsmötena uppmuntrar lärarna att arbeta kollektivt med att utveckla utbildningen i sin skola. Universitetsvidareutbildning, vad andra sidan, främjar individuell reflektion över praktiska skolrelaterade problem. Resultatet indikerar att den organisation av arbetet som båda lärarutvecklingsstrategierna medför stimulerar lärarna att utvecklas.