Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 187-205). Also available on the Internet.

The diploma thesis deals with the psychological context of career counselling and education in adolescence. Today, only a minimal amount of research interest in the Czech Republic is devoted to career counselling and education, while in several developed countries of the world it is an important social science field. The aim of the diploma thesis is to provide recommendations for career education at secondary schools and to design intervention programs for career counselling for a group of secondary school students. The research questions seek to answer what variables play a role in high school career decision-making, what high school students expect from career guidance and education in schools, and the benefits of sharing a career decision-making process among peers. The qualitative research was chosen to answer the given research questions. Data were collected by the focus group method. The research project involved 29 students from three Prague grammar schools and one secondary vocational school. The results show that high school students' career decision-making is primarily influenced by their values, abilities and skills, interests, personality traits, perceived obstacles and barriers, and social effect. High school students expect guidance, information, acquaintance, a realistic perspective,...

This thesis maps former primary school teachers and their professional view. Theoretical parts deals with the history of teacher's education, terms dealing with the profession of a teacher and current questions of the czech education. In the practical part, there are dialogues with teachers, where I'm focusing on their working experience throughout their careers.

Este estudo tem por objetivo analisar as políticas de valorização do magistério realizadas pela Prefeitura Municipal de Belo Horizonte durante os governos de 1993 a 2007, considerando os elementos: condições de trabalho, jornada de trabalho e plano de carreira. Situado entre os estudos de Estado, Sociedade e Educação, a pesquisa desenvolve uma abordagem da complexidade das relações de mudanças, de interpenetrações, de articulação e conflitos entre as ações do Estado, no nível de poder executivo municipal e seus agentes, por um lado, e a organização, reivindicações e lutas dos/as profissionais da educação que atuam na Rede Municipal de Educação de Belo Horizonte (RMEBH), por outro. A metodologia de estudo de caso envolve o uso de análise documental e de entrevista como instrumentos para a compreensão do seu objeto. Três partes constituem este estudo. Na primeira parte analisamos as definições de política de valorização do magistério, a partir das reflexões de João Monlevade, documentos de organismos internacionais como a UNESCO e a OCDE, documentos do Ministério da Educação, documentos de movimentos sociais, entre eles a CNTE, Sind-UTE/MG e Sind-REDE/BH, legislações federais, estaduais e municipais. Consideramos também o debate sobre carreira docente, realizado a partir de estudos existentes na área, como o de Rodolfo Ferreira, sobre trabalho docente e remuneração; os de Michel Huberman, José Alberto Gonçalves e Maria Isabel Loureiro, numa perspectiva de vida profissional; o de Gatti, focalizando a formação docente; e os de Bertha Valle, Mariza Abreu e Sonia Balzano, relacionados especificamente com plano de carreira. Na segunda parte, analisamos a política de valorização na Rede Municipal de Educação de Belo Horizonte (RMEBH), a partir do histórico da sua constituição, das reivindicações dos trabalhadores e trabalhadoras em educação, das propostas dos governos de 1993 a 2007 e da organização do trabalho escolar. Também verificamos em que medida as regulações das relações de trabalho, na RMEBH, incorporam ou não as alterações ocorridas na política educacional durante o mesmo período, na esfera federal e internacional. Na terceira parte refletimos acerca do trabalho das mulheres no sentido de compreender como as lutas das professoras primárias e das educadoras infantis da RMEBH vinculam-se à luta pela valorização do magistério e do trabalho feminino, a partir de uma perspectiva que considera a dimensão das relações sociais de gênero, particularmente as reflexões elaboradas por Helena Hirata e Daniele Kergoat. Nas conclusões, dialogamos com as reflexões realizadas em entrevistas por dirigentes sindicais e governamentais que participaram das mesas de negociações durante o período de 1993 a 2007. Este estudo possibilitou perceber que as políticas de valorização do magistério, nos aspectos que se referem à remuneração, carreira e condições de trabalho, estão, historicamente, entrelaçadas à problemática da qualidade do ensino. Os avanços e recuos se constituem no jogo contraditório de valores, que são próprios do processo educacional e de suas instituições e agentes, na formação humana de todos os cidadãos e cidadãs, e que não vem sendo reconhecidos pelos governos em suas políticas de formação profissional, salários e incentivos. Nesse jogo, é observada a articulação das esferas da produção e da reprodução para a manutenção da desvalorização de um trabalho eminentemente feminino, e direcionado, sobretudo, às crianças e adolescentes da classe trabalhadora. / This study aims to analyze the policies directed to valuate teaching professionals that have been held by the Municipality of Belo Horizonte during the governments from 1993 to 2007 and it considers the elements: working conditions, weekly journey of work and career plan. Aligned with the studies of State, Society and Education, the research has been developed through an historical approach of the complexity of the changes relationships, interpenetrations, articulations and conflicts between the actions of the State, which is considered in the level of municipal executive and of its officials by one side and the organization, claims and struggles of the education professionals who work in the Municipal Education System in Belo Horizonte (RMEBH), by the other. The methodology of case study involves the use of document analysis and interviews as tools for the understanding of its object. Three parts constitute this study. In the first part, we examine the politic definitions to valuate teaching professionals beginning from the thoughts of João Monlevade, the documents presented by international organizations such as UNESCO and OECD, the documents of Brazilian Ministry of Education, documents of social movements, including CNTE, Sind-UTE /MG and Sind-REDE/BH, the national laws and also the state and municipal ones. We consider also the debate over teaching career, which has been based in the studies conducted in the area, such as the work of Rodolfo Ferreira on teaching work and wages, the ones of Michel Huberman, José Alberto Gonçalves and Maria Isabel Loureiro, in the perspective of the professional life; the ones of Gatti about teacher training, and the ones of Bertha Valle, Mariza Abreu Sonia Balzano, that are specifically related to career plan. In the second part, we analyze the policies directed to the valuation of teaching professionals in the Municipal System of Education of Belo Horizonte (RMEBH), from the history of its construction, the claims of the workers in education, the proposals of the governments from 1993 to 2007 and the organization of school work. We also verify whether the regulations of labor relations by the City Board of Belo Horizonte have (or have not) incorporated the changes in the educational policy during the same period, in the federal and international scope. In the third part, we reflect about the work of the women in order to understand how the struggles of the \"primary teachers\" and \"childrens educators\" of the Municipal System of Education of Belo Horizonte RMEBH- have been connected to the struggle for the valuation of teaching professionals and female work from a perspective that considers the aspect of the gender social relations, particularly referred to the reflections elaborated by Helena Hirata and Daniele Kergoat. In the conclusions, we analyze the considerations made in interviews by union and government leaders who attended the table of negotiations during the period 1993 to 2007. The study enabled to realize that the policies to valuate teaching professionals in their aspects which refer to the remuneration, career and working conditions, have been historically, intertwined to the quality education question. The advances and setbacks have been forged in the contradictory play of values which are themselves specific of the educational process and its institutions and officials, in human formation of all citizens, and which have not been recognized by the governments in their policies of professional formation, wages and incentives. In this play, the articulation of the production and reproduction spheres it is seen for the maintenance of the devaluation of a predominantly female work and directed especially to children and adolescents of the working class.

Este estudo tem por objetivo analisar as políticas de valorização do magistério realizadas pela Prefeitura Municipal de Belo Horizonte durante os governos de 1993 a 2007, considerando os elementos: condições de trabalho, jornada de trabalho e plano de carreira. Situado entre os estudos de Estado, Sociedade e Educação, a pesquisa desenvolve uma abordagem da complexidade das relações de mudanças, de interpenetrações, de articulação e conflitos entre as ações do Estado, no nível de poder executivo municipal e seus agentes, por um lado, e a organização, reivindicações e lutas dos/as profissionais da educação que atuam na Rede Municipal de Educação de Belo Horizonte (RMEBH), por outro. A metodologia de estudo de caso envolve o uso de análise documental e de entrevista como instrumentos para a compreensão do seu objeto. Três partes constituem este estudo. Na primeira parte analisamos as definições de política de valorização do magistério, a partir das reflexões de João Monlevade, documentos de organismos internacionais como a UNESCO e a OCDE, documentos do Ministério da Educação, documentos de movimentos sociais, entre eles a CNTE, Sind-UTE/MG e Sind-REDE/BH, legislações federais, estaduais e municipais. Consideramos também o debate sobre carreira docente, realizado a partir de estudos existentes na área, como o de Rodolfo Ferreira, sobre trabalho docente e remuneração; os de Michel Huberman, José Alberto Gonçalves e Maria Isabel Loureiro, numa perspectiva de vida profissional; o de Gatti, focalizando a formação docente; e os de Bertha Valle, Mariza Abreu e Sonia Balzano, relacionados especificamente com plano de carreira. Na segunda parte, analisamos a política de valorização na Rede Municipal de Educação de Belo Horizonte (RMEBH), a partir do histórico da sua constituição, das reivindicações dos trabalhadores e trabalhadoras em educação, das propostas dos governos de 1993 a 2007 e da organização do trabalho escolar. Também verificamos em que medida as regulações das relações de trabalho, na RMEBH, incorporam ou não as alterações ocorridas na política educacional durante o mesmo período, na esfera federal e internacional. Na terceira parte refletimos acerca do trabalho das mulheres no sentido de compreender como as lutas das professoras primárias e das educadoras infantis da RMEBH vinculam-se à luta pela valorização do magistério e do trabalho feminino, a partir de uma perspectiva que considera a dimensão das relações sociais de gênero, particularmente as reflexões elaboradas por Helena Hirata e Daniele Kergoat. Nas conclusões, dialogamos com as reflexões realizadas em entrevistas por dirigentes sindicais e governamentais que participaram das mesas de negociações durante o período de 1993 a 2007. Este estudo possibilitou perceber que as políticas de valorização do magistério, nos aspectos que se referem à remuneração, carreira e condições de trabalho, estão, historicamente, entrelaçadas à problemática da qualidade do ensino. Os avanços e recuos se constituem no jogo contraditório de valores, que são próprios do processo educacional e de suas instituições e agentes, na formação humana de todos os cidadãos e cidadãs, e que não vem sendo reconhecidos pelos governos em suas políticas de formação profissional, salários e incentivos. Nesse jogo, é observada a articulação das esferas da produção e da reprodução para a manutenção da desvalorização de um trabalho eminentemente feminino, e direcionado, sobretudo, às crianças e adolescentes da classe trabalhadora. / This study aims to analyze the policies directed to valuate teaching professionals that have been held by the Municipality of Belo Horizonte during the governments from 1993 to 2007 and it considers the elements: working conditions, weekly journey of work and career plan. Aligned with the studies of State, Society and Education, the research has been developed through an historical approach of the complexity of the changes relationships, interpenetrations, articulations and conflicts between the actions of the State, which is considered in the level of municipal executive and of its officials by one side and the organization, claims and struggles of the education professionals who work in the Municipal Education System in Belo Horizonte (RMEBH), by the other. The methodology of case study involves the use of document analysis and interviews as tools for the understanding of its object. Three parts constitute this study. In the first part, we examine the politic definitions to valuate teaching professionals beginning from the thoughts of João Monlevade, the documents presented by international organizations such as UNESCO and OECD, the documents of Brazilian Ministry of Education, documents of social movements, including CNTE, Sind-UTE /MG and Sind-REDE/BH, the national laws and also the state and municipal ones. We consider also the debate over teaching career, which has been based in the studies conducted in the area, such as the work of Rodolfo Ferreira on teaching work and wages, the ones of Michel Huberman, José Alberto Gonçalves and Maria Isabel Loureiro, in the perspective of the professional life; the ones of Gatti about teacher training, and the ones of Bertha Valle, Mariza Abreu Sonia Balzano, that are specifically related to career plan. In the second part, we analyze the policies directed to the valuation of teaching professionals in the Municipal System of Education of Belo Horizonte (RMEBH), from the history of its construction, the claims of the workers in education, the proposals of the governments from 1993 to 2007 and the organization of school work. We also verify whether the regulations of labor relations by the City Board of Belo Horizonte have (or have not) incorporated the changes in the educational policy during the same period, in the federal and international scope. In the third part, we reflect about the work of the women in order to understand how the struggles of the \"primary teachers\" and \"childrens educators\" of the Municipal System of Education of Belo Horizonte RMEBH- have been connected to the struggle for the valuation of teaching professionals and female work from a perspective that considers the aspect of the gender social relations, particularly referred to the reflections elaborated by Helena Hirata and Daniele Kergoat. In the conclusions, we analyze the considerations made in interviews by union and government leaders who attended the table of negotiations during the period 1993 to 2007. The study enabled to realize that the policies to valuate teaching professionals in their aspects which refer to the remuneration, career and working conditions, have been historically, intertwined to the quality education question. The advances and setbacks have been forged in the contradictory play of values which are themselves specific of the educational process and its institutions and officials, in human formation of all citizens, and which have not been recognized by the governments in their policies of professional formation, wages and incentives. In this play, the articulation of the production and reproduction spheres it is seen for the maintenance of the devaluation of a predominantly female work and directed especially to children and adolescents of the working class.

The diploma thesis deals with the relationship and connections between career guidance and the personal well-being of adults. The aim of the work is to analyse the impact of career guidance on the personal well-being of adults. The theoretical basis of the work is devoted to the current form of career guidance in an andragogical context, the work of a career counsellor and various concepts of personal well-being are introduced. Subsequently, the relationship between career guidance and personal well-being is identified and specific mechanisms of the impact of career guidance on the personal well-being of an adult are described. Part of the diploma thesis is also a quantitative research, which aims to evaluate how clients of career guidance perceive its impact on specific dimensions of personal well-being. It was found that career guidance has the greatest impact on the dimension called self-acceptance and the dimension called meaning of life and has the least impact on the dimension called positive relationships. The results of the research also point to the importance of a form of career guidance in relation to the impact on personal well-being. Key words: career, counselling, career guidance, career education, career coaching, well-being, life satisfaction

The diploma thesis deals with the relationship and connections between career guidance and the personal well-being of adults. The aim of the work is to analyse the impact of career guidance on the personal well-being of adults. The theoretical basis of the work is devoted to the current form of career guidance in an andragogical context, the work of a career counsellor and various concepts of personal well-being are introduced. Subsequently, the relationship between career guidance and personal well-being is identified and specific mechanisms of the impact of career guidance on the personal well-being of an adult are described. Part of the diploma thesis is also a quantitative research, which aims to evaluate how clients of career guidance perceive its impact on specific dimensions of personal well-being. It was found that career guidance has the greatest impact on the dimension called self-acceptance and the dimension called meaning of life and has the least impact on the dimension called positive relationships. The results of the research also point to the importance of a form of career guidance in relation to the impact on personal well-being. Key words: career, counselling, career guidance, career education, career coaching, well-being, life satisfaction

This diploma thesis deals with the topic of career in teaching, which has many specific characteristics compared to the classical concept of career. The thesis focuses on the group of kindergarten teachers who stand at the beginning of the education system as important influencers on the life-long educational journey of each of us. The aim of the thesis is to analyse the view of the kindergarten teacher career by teachers and principals and to look for support from the school management level. The theoretical part deals with three basic areas, which are professional development, professional career and career system. The first chapter shows the connection between the professional development of teachers and their career, it also focuses on its individual components, especially continual education of teachers. The second chapter is devoted to the career itself and compares the theoretical background of the career with its specifics in the teaching career. It looks at the teaching profession in terms of its attractiveness and individual stages of the teachers' career. The third chapter reflects the need for a career system, characterizes its benefits and presents the current state of its setting in the Czech Republic and abroad. The research part uses a questionnaire survey to find out how teachers...