Syftet med det här arbetet är att undersöka hur individualiserad undervisning fungerar i praktiken. Fyra huvudområden,som anses vara grundläggande kriterier för individualiserad undervisning dvs. ansvar, planering, motivation och kontroll undersöks närmare. För att undersöka detta använde jag mig av fem kvalitativa intervjuer med lärare som dagligen arbetar med individualiserad undervisning i grundskolans senare år. Erhållna resultat visar att variation av innehåll och arbetssätt fungerar enligt teorin. Det som inte individualiseras är tiden och målsättningen för varje elev. Istället bestäms detta av lärarna. Enligt de intervjuade lärarna beror detta på tidsbristen, stora klasser och alltfler administrativa uppgifter som åläggs dem. När det gäller språkundervisningen framkom det att det är tveksamt om kommunikationen tillgodoses med individualiserad undervisning. / The purpose of this essay is to investigate how the individualization of teaching works in practice. Four main areas: responsibility, planning, motivation and control, which are the basis of the criteria for the individualization of teaching were closely investigated. In my research I used qualitative interviews with five senior level teachers of elementary school who on daily basis work with individualization of teaching. The obtained results show that the variation of teaching contents and workforms work in accordance with the theory. However, time and goal setting are not individualized for each student since they are decided by the teachers. According to the interviewed teachers this depends on the lack of time, a large number of students in classes and the growing amount of administrative tasks that teachers have to deal with. Considering language teaching, it is not certain whether the oral communication as an integrated part of the language teaching is satisfied with this method.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-29T17:56:26Z No. of bitstreams: 1 neyrismarfelipedossantos.pdf: 630131 bytes, checksum: de3b3423fef0e53aa949e010e4cb4c2c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-05-02T01:25:15Z (GMT) No. of bitstreams: 1 neyrismarfelipedossantos.pdf: 630131 bytes, checksum: de3b3423fef0e53aa949e010e4cb4c2c (MD5) / Made available in DSpace on 2016-05-02T01:25:15Z (GMT). No. of bitstreams: 1 neyrismarfelipedossantos.pdf: 630131 bytes, checksum: de3b3423fef0e53aa949e010e4cb4c2c (MD5) Previous issue date: 2014-09-30 / Na atual conjuntura social, em que muitos dos valores perpetuados há gerações parecem ter se perdido ao longo do tempo, a escola, mais do que nunca tem sentido o reflexo deste fenômeno, pois cada vez mais vem tomando para si a tarefa de educar moral e tecnicamente, o que acaba por sobrecarregar ainda mais esta instituição. Neste contexto, surge como iniciativa adotada pela rede estadual de ensino no Estado do Ceará, o Projeto Diretor de Turma (PDT) que visa o estreitamento de laços entre os agentes educacionais, quais sejam: O aluno, a escola e a família. Advindo de Portugal e adotado na rede pública estadual cearense em meados de 2008, o PPDT tem como centro a proposta de desmassificar o ensino, tornando-o mais personalizado e tentando, ao máximo, suprir as necessidades educacionais dos agentes envolvidos no processo de educar. É a partir desse cenário que defino como objetivo principal para o meu trabalho avaliar a implementação e a execução deste projeto na escola que foi alvo desta pesquisa, bem como, fazendo um comparativo entre o desenho do projeto e a realidade encontrada na referida escola. A investigação tem como aporte teórico os estudos de Leite(2010), Mendonça(2009), Nogueira(2006), Peregrino(2010), Zenhas(2004), dentre outros. Com a intenção de construir um panorama sobre o funcionamento do projeto na escola estudada, utilizo a pesquisa documental e a pesquisa de campo. Neste trabalho de pesquisa, que tem como centralidade a análise do referido projeto que busca tornar-se uma política pública em educação, serão elencados pontos fortes, pontos que precisam ser melhorados, bem como, um plano de ação educacional, com base nos dados coletados na escola pesquisada. / In the current social climate that many values perpetuated for generations seem to have been lost over time, and the school, more than ever has felt the effect of this phenomenon, since increasingly been taking up the task of educating and moral technically, what ultimately overload this institution. In this context, emerges as an initiative adopted by state schools in the state of Ceará, the Project Director of Class (PPGP) aimed at strengthening ties between educational agents, which are: the student, the school and the family. Coming from Portugal and adopted in Ceará state public schools and in mid 2008, the center has as PPDT the proposed singularize the education, making it more personalized and trying as much as possible meet the educational needs of those involved in the education process. It is from this scenario which I define the main objective as my work to evaluate the implementation and execution of this project in school that was the target of this research, as well as making a comparison between the project design and the reality found in this school. Research has as the theoretical studies of Leite (2010), Mendonçaa (2009), Nogueira (2006), Peregrino (2010), Zenhas (2004), among others. With the intention to build a picture of the operation of the project at the school, I use the desk research and field research. In this research work, which has centered on the analysis of that project that seeks to become a public policy education, will be show strengths, areas that need improvement, as well as an educational action plan, based on the data collected will be listed at school studied.

This thesis describes and discusses distance education of pupils at elementary school. It is divided into a theoretical part and an empirical part. The theoretical part defines the concept of distance education and its changes due to the changes in the Czech education related to the pandemic covid-19. Futhermore, some methodologies and recommendations for the organization of distance education and research are presented. Subsequently, the development of measure abroad is briefly outlined, some foreign studies are presented. Finally, the functions of the school and its importance in the child's life are briefly described. The empirical part describes the research, of which primary goal was to map the organization of distance learning at a selected primary school. The research sample consisted of 7 primary school teachers, as well as a headmaster and school special pedagogue. Based on the analysis of the data from interviews, the course of distance education was determined. The results suggest that the great advantage of the school, which facilitated the transition to distance learning, was the timely setting of rules and general principles of acces to distance learning. Cooperation between pedagogical staff works very well at the school, which facilitates the work of teachers and makes it easier to...

Kurbelová, Jana: The individualization of teaching - the school reform of the thirties in the Czechoslovak Republic. Diploma work, Charles University in Prague, Faculty of Arts, Department of Pedagogy, 2013. 78 pages (include insets). The consultant of diploma work: doc. PhDr. Růžena Váňová, CSc. The diploma work is primarily focused on the school system reform in 1930s' in Czechoslovakia led by Václav Príhoda. It detaily elaborates a Príhoda's new method of teaching, especially the individual approach to a teacher- pupil relationship. The goal of this diploma work is to analyse the individual approach implementation in detail on a theoretical and practical level. In theory, it is a description and an analysis of the Příhoda's method of the unitary and internally differentiated education with a respect to pupil's individuality. The practical level is represented by conclusions coming from the experimental work focused on theoretical rules in praxis application, provided by reformational schools. The diploma work has a historical and didactic meaning. Key words individualization of teaching, individualization, collectivism, differentiation, self- education, Dalton plan, Vaclav Prihoda, school reform, experimental schools, 1918-1938