4 ABSTRACT The aim of the diploma thesis is a professional analysis of characters from the book The Book of Ferda the Ant by Ondřej Sekora. The second goal is to create worksheets and activity proposals, usable in science lessons. Methodological manuals are also included. KEYWORDS insects (Insecta), communication types, Ondřej Sekora, worksheets for teaching entomology, activities for teaching entomology, key competencies, methods of active teaching

The subject of this thesis is introduction of interpersonal relationships theme to pre-school age children. The aims of this work are: a) To introduce books with interpersonal relationships themes intended for pre-school age children. b) To ascertain if and in what way is this theme used in pre-school setting and where the pre-school educators take inspiration from when choosing quality literature for children. c) To propose, realise and reflect on activities (connected to chosen books with interpersonal relationships themes introduced through a child hero) which develop the key competencies of pre-school children related to reading. The practical part was built on data collection through online questionnaire for teachers; the aim was to ascertain whether interpersonal relationships topics are used in practice when working with books in pre-school setting and where the educators find inspiration when searching for this type of literature intended for pre-school children. The second part contains suggestions and realization of activities connected to chosen books with the interpersonal relationships theme introduced through a child hero, which develop the key competencies of pre-school children related to reading according to Curriculum Framework for Pre-School Education and the reflection on these...

Diplomová práce se zabývá konceptem "závěrečných bakalářských prací žáků 5. tříd" na základní škole v kontextu badatelsky orientovaného vyučování. Práce si klade za cíl popsat celý proces vzniku takovéto závěrečné práce a popsat jeho souvislosti s badatelsky orientovaným vyučováním a rozvojem klíčových kompetencí. Autor v teoretické části vysvětluje jednotlivé kroky badatelsky orientovaného vyučování, definuje klíčové kompetence a přibližuje problematiku psaní a čtení odborného textu. V praktické části v kontextu badatelsky orientovaného vyučování pak analyzuje jednotlivé fáze procesu tvorby žákovské práce od výběru tématu až po závěrečnou obhajobu. Při analýze vychází ze zkušeností pedagogů základní školy a doplňuje ji o konkrétní ukázky ze žákovských prací. KLÍČOVÁ SLOVA badatelsky orientovaná výuka, žákovské "Závěrečné práce", čtení a psaní odborného textu, klíčové kompetence, 1. stupeň ZŠ ABSTRACT The thesis is looking into the concept of "final theses of 5th-grade pupils" attending primary school in the Czech Republic in the context of inquiry-based learning. The thesis aims to describe the whole process of creating such pupils' thesis and explain its links to inquiry-based learning and the development of key competencies. The author explains individual steps of inquiry-based learning, defines...

Aim of this diploma thesis is to provide the reader an insight into the subject of health education. Theoretical part of this thesis defines curriculum and subject didactics. Knowledge of these two documents has impact on the efficient preparation of teaching process. Practical part of this thesis defines five lessons teaching with the use of traditional and activation methods. Teaching part is focused on providing first aid. The realization itself took place on Primary school Korenskeho in Prague 5 in June 2021. Teacher's feedback is submitted for each realized educational method and proposal of possible improvements was suggested. Feedback from pupils was carried out by questionnaires. Pupils rated individual educational methods in terms of efficiency, difficulty and attractivity by five degree scale. Thirty seven pupils from two sixth grades participated in the survey. Collected data from survey were presented in graphs. Results show that pupils prefer learning with activation elements. The most pupular activities among the pupils were training in bandaging and contest Jeopardy. Analysis showed there is a dependency between effectivity and attractivity of the used methods. Output of this thesis is suggestion of preparations of individual lessons and their verification in practice.

A programme analysis of the compulsory courses at the bachelor level of the KTH Royal Institute of Technology study programme Engineering Chemistry was conducted in order to evaluate how sustainable development is integrated and progressed as well as the attitudes toward sustainable development from the faculty. The analysis built on governing documents as well as interviews with examiners and students. To evaluate the results of this data corpus, thematic analysis was applied, which resulted in themes of environmental focus, poor progression, vague learning objectives and student-teacher disconnect. However, the sustainable development content within the courses appeared to be majorly integrated. In order to use these results for an evaluation of sustainable development the CDIO standard framework was applied, in combination with an unpublished framework by Anders Rosén. This resulted in the programme being evaluated to beat level 2 in the sustainable development standard, with high proximity to level 3. This evaluation culminated in a development project, where suggestions mainly focused on increasing content pertaining to skills for sustainable development, covering more than environmental sustainability as well as increasing integration and progression throughout the programme. / En programanalys av de obligatoriska kandidatkurserna på civilingenjörsprogrammet Teknisk kemi på KTH genomfördes för att utvärdera hur hållbar utveckling integreras och huruvida det finns en etablerad progression samt lärarkårens attituder gentemot ämnet. Analysen tog empiri från styrdokument samt intervjuer med examinatorer och studenter. För att utvärdera resultaten av denna data tillämpades innehålls respektive tematisk analys, vilket resulterade i teman: fokus på miljö, svag progression, vaga lärandemål och skilda uppfattningar mellan lärare och studenter. Integrationen framstod som välutförd genom programmet enligt lärarkåren. För att kunna bruka dessa resultat i utvärderingen av hållbar utveckling tillämpades CDIO:s standarder i kombination med fyr-aspekt ramverket. Detta gav programmet en nivå av 2 i standarden för hållbar utveckling, med en hög närhet till nivå 3. Utvärderingen resulterade i ett utvecklingsprojekt, resulterande i förslag med huvudsakligt fokus på att öka innehållet av färdigheter för hållbar utveckling, bredda från enbart miljömässig hållbarhet samt öka integration och progression genom hela kandidaten.

A programme analysis of the compulsory courses at the bachelor level of the KTH Royal Institute of Technology study programme Engineering Chemistry was conducted in order to evaluate how sustainable development is integrated and progressed as well as the attitudes toward sustainable development from the faculty. The analysis built on governing documents as well as interviews with examiners and students. To evaluate the results of this data corpus, thematic analysis was applied, which resulted in themes of environmental focus, poor progression, vague learning objectives and student-teacher disconnect. However, the sustainable development content within the courses appeared to be majorly integrated. In order to use these results for an evaluation of sustainable development the CDIO standard framework was applied, in combination with an unpublished framework by Anders Rosén.  This resulted in the programme being evaluated to be at level 2 in the sustainable development standard, with high proximity level 3. This evaluation culminated in a development project, where suggestions mainly focused on increasing content pertaining to skills for sustainable development, covering more than environmental sustainability as well as increasing integration and progression throughout the programme. / En programanalys av de obligatoriska kandidatkurserna på civilingenjörsprogrammet Teknisk kemi på KTH genomfördes för att utvärdera hur hållbar utveckling integreras och huruvida det finns en etablerad progression samt lärarkårens attituder gentemot ämnet. Analysen tog empiri från styrdokument samt intervjuer med examinatorer och studenter. För att utvärdera resultaten av denna data tillämpades innehålls respektive tematisk analys, vilket resulterade i teman: fokus på miljö, svag progression, vaga lärandemål och skilda uppfattningar mellan lärare och studenter. Integrationen framstod som väl utförd genom programmet enligt lärarkåren. För att kunna bruka dessa resultat i utvärderingen av hållbar utveckling tillämpades CDIO:s standarder i kombination med fyr-aspekt ramverket. Detta gav programmet en nivå av 2 i standarden för hållbar utveckling, med en hög närhet till nivå 3. Utvärderingen resulterade i ett utvecklingsprojekt, resulterande i förslag med huvudsakligt fokus på att öka innehållet av färdigheter för hållbar utveckling, bredda från enbart miljömässig hållbarhet samt öka integration och progression genom hela kandidaten.

Denna studie har undersökt vilka förutsättningar en chef upplever sig ha för att tillämpa ett stödjande ledarskap inom den offentliga förvaltningen Vård och omsorg. Bakgrunden till denna studie bygger på att det finns ett behov av att personal som arbetar inom den offentliga förvaltningen Vård och Omsorg att utveckla sin kompetens. Detta behöver ske på grund av att personalens kunskapsbrister inom dessa verksamheter har medfört att brukare utsätts för risker om missförhållanden på grund av personalens kunskapsbrister. Studien har belyst vilka behov av stöd som de anställda inom Vård och omsorg kan tänkas behöva ha för att kunna utveckla sin kompetens. Det framkom att det kan finnas ett behov av stöd för eventuella kognitiva nedsättningar som kan beskrivas vara ett dolt funktionshinder. Efter detta har chefer som arbetar inom Vård och omsorg blivit intervjuade för att beskriva sin upplevelse av sina förutsättningar för att kunna ge sina medarbetare de stöd som kan tänkas behövas. Resultatet visade att det kunde ske om cheferna upplevde sig ha rätt förutsättningar för att arbeta med syfte, metod och ledarskap i relation med att det tydligt att det var brukarfokus som var syftet. Syftet förtydligade vad som skulle göras och varför det var viktigt med brukarfokus. Det gav också metodiska förutsättningar inför att kunna planera och utvärdera arbetet i verksamheten samt för medarbetarens utvecklings. Om brukarfokus var ett tydligt syfte kunde deras ledarskap liknas vid ett verktyg för att ge ett individanpassat stöd till medarbetaren. / The study has examined the conditions a manager feels he or she has for applying supportive leadership within the public administration Health and care. The background tells that there is a need for the employers in the public administration Health and Care to develop their skills. This is happened because the employers insufficient knowledge has affected the residents who need their support being exposed to risks of misconduct due to the staff's lack of knowledge. The study has highlighted the need for support that employees in Health and Care may need to be able to develop their skills. It emerged that there may be a need for support for any cognitive impairments that can be described as a hidden disability. After this, managers who work in Health and Care have been interviewed to describe their experience of their conditions to be able to give their employees the support that may be needed. The results showed that it could happen if the managers felt they had the right conditions to work with purpose, method, and leadership in relation to the fact that it was clear that it was the user focus that was the purpose. The purpose clarified what was to be done and why user focus was important. It also provided methodical conditions for being able to plan and evaluate the work in the business and for the employee's development. If user focus was a clear purpose, their leadership could be likened to a tool to provide individualized support to the employee.

本研究旨在建構國內適用之幼兒就學準備度評量「五歲幼兒就學準備度評量表（長題本）」，供幼兒園確保教育品質之用。研究者首先廣泛蒐集幼兒就學準備度相關文獻，包含：幼兒就學準備度內涵、幼兒學習標準與表現指標、幼兒就學準備度評量等部分，接著選取具有代表性、符合我國文化特性，以及出版日期較新之六篇重點文獻進行統整與比較，藉由文獻分析後所建立的國內外幼兒就學準備度內涵對照表，與了解幼兒學習標準與表現指標、幼兒就學準備度評量現況後的啟示，作為建構五歲幼兒就學準備度評量表（長題本）之參考。六篇重要文獻包含美國Head Start辦公室所發展的「幼兒學習成果架構」（Child Outcomes Framework）、High Scope基金會所發展的兒童行為觀察記錄表Child Observation Record (COR)、盧美貴（2003)「我國五歲幼兒基本能力與學力指標建構研究」、林秀錦與王天苗(2004)「幼兒入學準備能力之研究」、香港教育局（2003）的「兒童發展表現指標」、香港教育學院的「兒童發展評量表」（2007）。研究者以盧美貴（2003）「我國五歲幼兒基本能力與學力指標」與香港教育學院「兒童發展評量表」為藍本建構出評量表（長題本）之雛形，並透過問卷調查法與訪談調查法，進行五歲幼兒就學準備度評量表（長題本）的適用性檢視與修訂，最後完成我國適用之五歲幼兒就學準備度評量表（長題本）之建構。在調查研究的部分，為確立「長題本」的適用性，研究者以立意取樣，選取公私立幼兒園各2所，各1班，共計4班，每班2位教師，共8位老師，請教師評量班上的大班幼兒，求兩位教師評分結果的相關，建立評量表之信度，並根據訪談的意見與回饋進行評量表內容之修正。 我國適用之五歲幼兒就學準備度評量表（長題本）不僅可以在教學上使用亦可作為研究用。為進一步了解評量表（長題本）在相關研究之應用性，研究者透過預試及專家小組的討論篩選題目，建構五歲幼兒就學準備度評量表（短題本），探討教師與家長對幼兒就學準備度期望與現況之情形。研究者以便利取樣，抽取台北市公私立幼兒園的教師與家長，實施調查研究，共寄出525份問卷，回收425份，有效份數為400份，有效回收比例為76％，有效回收份數中，家長有178份，教師有222份。研究者將問卷所得之量化資料以SPSS 12.0中文版統計套裝軟體進行分析；綜合文獻分析、問卷調查與訪談調查，本研究之結論如下： 一、我國適用之五歲幼兒就學準備度評量表（長題本）具有良好的適用性。 二、我國適用之五歲幼兒就學準備度評量表（長題本）建構結果：包含「領域」、「重點」、「項目」與「行為指標」四個層次，分為健康與身體、情緒與社會、語言與溝通、認知及學習取向五個領域，共有24個重點、62個項目、177個行為指標。每個行為指標又分為三個水平，代表該能力發展的程度，由不熟悉至精熟。評量表以檢核表形式呈現，由熟悉幼兒的教師勾選，備註欄提供教師紀錄與該行為指標相關的軼事記錄、例證、評語、作品等，做為評量的依據與輔助說明。 三、家長與教師對幼兒就學準備度的期望有顯著差異，家長的期望高於教師的期望。 四、公私立幼兒園的家長背景變項在教育程度、職業類別、家庭每月總收入、與幼兒就讀幼兒園年數有顯著差異；公私立教師的背景變項在教師年齡、教學年資、大班教學年資、最高學歷、任教年級有顯著差異。五、公私立幼兒園家長背景變項、教師背景變項與幼兒就學準備度期望間部分有差異。 六、教師背景的最高學歷與語言與溝通領域的期望達顯著差異，教師年齡與情緒與社會領域、學習取向領域的期望達到顯著差異；家長背景的家長教育程度與健康與身體領域、情緒與社會領域、認知領域、學習取向領域、認知數理邏輯領域的期望達顯著差異，且事後比較發現學歷為研究所以上的家長期望較低。 七、家長對幼兒就學準備度期望與幼兒就學準備度表現現況有顯著差異，家長對幼兒就學準備度的期望顯著高於幼兒就學準備度表現的現況。 最後，研究者根據文獻分析、問卷調查及訪談調查的結果提出建議，期許對未來幼教的發展有所裨益。 / The main purpose of this study is to construct a reliable and valid five-year-old children school readiness assessment (long version) in order to ensure the quality of education in kindergartens. Through extensively collecting several relevant literatures as to Child Outcomes Framework (Head Start), Child Observation Record (COR), Readiness Skills Preparing for Better Earning and Adjustment in Elementary school (Shiu-Chin Lin & Tien-Miau Wang, 2004), Key Competency and Performance Indicators in Early Childhood Education (Mei-kuei Lu, 2003), Hong Kong Children's Development Performance Indicators (Hong Kong Government's Bureau, 2003), Hong Kong Child Development Scale (2007), the five-year-old children school readiness assessment (long version) is formed and revised after literature analysis, questionnaire survey and personal interview. This can not only be used for teaching but also for researching. The five-year-old children school readiness assessment (short version) is for understanding the expectation of kindergarten teachers and parents of school readiness. The results are analyzed by means, standard deviations, t-test and one-way ANOVA. Here are the results of this study: A. The five-year-old children school readiness assessment (long version) has good reliability and validity. B. The five-year-old children school readiness assessment (long version) is related to five domains (physical health and development domain, social and emotional domain, language and communicate domain, cognitive domain and approaches to learning domain), 24 points, 62 items and 177 indicators. Every indicator has three performance levels and a remarks column that can offer teachers to record related observations, reviews, children’s performances etc. C. The expectation of school readiness between kindergarten teachers’ and parents’ is significantly different. Parents’ expectation is higher than kindergarten teachers’ expectation. D. There are significantly different characters between public and private kindergartens. E. There are significantly different expectations of school readiness among the different background of families and kindergarten teachers. F. The parents’ expectation of school readiness and their children’s performance of school readiness is significant different. Parents’ expectation is higher than their children’s school readiness performance.

Thesis "Beginning teacher - analysis of his personality, work and the most common problems in his work" deals with the personality of a beginning teacher, mentions the most common problems in his work and tries to find ideas for improving the situation. As the same times in analyses the selected components of his personality, which usually participates the lack of attention, especially in preparing future teachers, and which usually not mentioned in proper context. It focuses primary on the professional competence of teachers in relation to the student's core competencies as well as in other contexts. It also discusses the role of novice teachers in the context of the transformation of the Czech education system and also in the context of the Lisbon process. Analyses of key documents are included too. Great attention is paid to think about the different problematic areas concerning the work of novices teachers. In this context, the author focuses on the matter of authority and educational styles. It is based not only on the special literature but also on the sound, which took the form of numerous interview, surveys, questionnaires and observation. In conclusion, there are suggested recommendations of improving the situation of beginning teachers with regard to the analysis of the current academic...

The diploma thesis deals with interdisciplinary teaching and learning approaches at the level of a planned curriculum. The theoretical part is devoted to the issues of interdisciplinary teaching and learning approaches, description of school-age children and game-based learning. It includes the concepts of integration in teaching, numeracy, instructor, learning, motivation and game-based learning. There is also mentioned the Framework Educational Program for Primary Education, key competencies and its selected educational areas. The practical part contains a set of activities that integrate interdisciplinary teaching and learning. For each activity there is a description of its realization from the point of view of the author of the diploma thesis.