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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 61 to 69 of 69 (0.055 seconds)| 61 |
Způsoby řešení kázeňských problémů začínajícím učitelem na 1. stupni ZŠ / Methods of a beginning lower primary school teacher in dealing with disciplinary problemsMELKOVÁ, Blanka January 2018 (has links)
The aim of the diploma thesis is to introduce the way in which beginning teachers perceive and solve disciplinary problems. This work is divided into two parts. The first part deals with the theoretical knowledge that includes the characteristics of the child at primary school level, the personality of the beginning teacher and the teacher in general, discipline, imprisonment, educational problems and the theoretical idea of solving school problems. In the second part, we rely on the results of a mixed research survey, which was carried out through quantitative and qualitative research. Quantitative research seeks to find out what disciplinary problems are going on exactly where teachers face problems, who or what helps them most, about what types of children have preaching problems, and how teachers address the issue of religion. Qualitative research deals with specific issues and a subjective approach to their solution. The diploma thesis is based on the GAJU institutional project (GAJU 154/2016/S) "Preparing students and fresh graduates of PFU to solve educational problems of pupils."
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The induction of novice teachers in community junior secondary schools in Gaborone, BotswanaDube, Wilhelminah S 30 November 2008 (has links)
This study focuses on the induction of novice teachers in Community Junior Secondary Schools (CJSS) in Gaborone, Botswana. The point of departure is that induction is an important factor that is essential to the success of every beginner teacher. It is the responsibility of the school management to provide comprehensive induction programmes that will support beginner teachers and retain them in the teaching profession. This problem was investigated by means of a literature study and an empirical investigation using a qualitative approach. A small sample of beginner teachers in six selected schools in Gaborone formed the sample for this study. Findings indicated that the extent to which novice teachers are given professional guidance and support in schools is not enough. It is recommended that induction programmes receive more priority in schools since the first year of teaching is the most important determiner in the teaching career of an individual. / Education management / M.Ed. (Education Management)
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Práce začínajícího učitele dramatické výchovy na počátku školní docházky. / Work of Drama Teacher the Beginner at the beginning of the school attendance.Štychová, Eva January 2020 (has links)
This diploma thesis deals with theme of a work of a novice drama teacher at the beginning of school attendance. Specially in the first mid-term of the first class. The theoretical part is a vocational knowledge file which is the practical part based on. The thesis allows a deep view into the drama education. It will help us to learn about a child in the start of schooling and also the aims of the early education of the first mid-term. It also defines the drama education and its principles, goals and forms. The thesis describes an inclusion of drama education in FEP (for Elementary Education) and the ideal properties of a drama education teacher. It deals with an idea of dramatic game, system of the preparatory games and exercises. It does not only introduce methods and techniques of drama education, but it also helps us to create and plan the lessons, often with a use of literary basis. Practical part is based on an assumption or editing of ten lessons of drama education taught by a novice teacher. The lessons aim to develop friendly climate in a class, cooperation support, child social development and teaching of drama education with basic techniques. Other components of the practical part are reflections of lessons describing the progress of the pupils. This is also described by a survey from...
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Sociální klima třídy v 1. ročníku základní školy / Social class climate in the first grade of the primary schoolNovická, Denisa January 2020 (has links)
Social class climate in the first grade of the primary school is the topic of my diploma thesis. My work is oriented on the creating and affecting the class climate by a beginner teacher. The theoretical part of my thesis is describing the key concept of class societal climate. Later on, I am describing methods that teachers can use to affect the class societal climate. I have chosen methods of personal and societal education and describing them in detail within the theoretical part. Those methods are described in connection with Framework Education Program of Elementary Education and didactic point of view. In addition, there is a part describing pupils' maturity and their readiness before and after entering school. To be fully oriented in this area, I recognized as a very important thing to also include methods used for collecting information about the status of the class climate. The empirical part of my work incorporates teachers research based on McNiff cyclus. Activities related to Personal and Social Education I divided into separate chapters based on different objectives. For example a first meeting, building relationships, making rules, cooperation, conflict solving and final activities for validating the status of class unification. All different parts of activities are divided to...
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Problémy začínajících učitelů / Problems of novice teachersPoláchová, Magdaléna January 2020 (has links)
The diploma thesis with the title Problems of beginning teachers. This deals with the issues of beginning teachers during their first years of practice and it also points out the existing forms of support which are available to young teachers in their first years. The theoretical part describes who can be considered a beginning teacher and the preparations of beginning teachers in Czech Republic and abroad. It defines key pedagogical and professional competence problems that new teachers experience at the start of their career. It offers solutions on how to deal with common issues and it also points out the forms of support which is available. The empirical part analyses specific problems which can appear at the start of their careers. Methods used for this analysis consisted of a questionnaire of 70 new teachers and the interview of 2 new teachers from the same primary school. The objective of this method is to find out the problems facing new teachers which appear in the first 3 years of their practice and to see if these issues were the same as the concerns that they had before they started teaching. It also highlights whether new teachers were offered any kind of support, if this support was satisfying and if so in which particular areas. It also finds out the competencies that every teacher...
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Novice teachers' perceptions of school-based induction programmes at selected primary schools in Windhoek, NamibiaDishena, Robert Nghinaakundaama 12 1900 (has links)
School-based induction programmes largely focus on informing beginner teachers about the school culture and infrastructure, yet, the core business of education is teaching and learning. A consensus is, however, growing among educators and researchers that despite the positive experiences novice teachers experience during school-based induction programmes, they also experience challenges which affect their perceptions of school-based induction. Despite those challenges in the education sector, hope for the future, as guided by Vision 2030, still remains with one essential human resource: the teachers themselves. Therefore, if novice teachers are to impact profoundly on the learners’ academic achievement, then quality induction programmes must be in place in Namibian schools in order to support their instructional growth. A comprehensive nation-wide induction effort with high emphasise on mentoring will accelerate novice teacher efficacy and consequently learner learning. The purpose of this research study was to identify beginner teachers’ perceptions of school-based induction at selected primary schools in Windhoek and suggested a framework which may inform future research efforts and improve the application of school-based induction. To do this, a qualitative research methodology was preferred to assess the perceptions of novice teachers at the selected schools. Eight beginner teachers and four Heads of Departments participated in the study. The result draws attention to the professional enculturation of beginner teachers, but notably, compels practical reconsideration on how school-based induction is practised in light of beginner teacher growth and sustainability. / Educational Management and Leadership / M. Ed. (Educational Management)
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Novice teachers' perceptions of school-based induction programmes at selected primary schools in Windhoek, NamibiaDishena, Robert Nghinaakundaama 12 1900 (has links)
School-based induction programmes largely focus on informing beginner teachers about the school culture and infrastructure, yet, the core business of education is teaching and learning. A consensus is, however, growing among educators and researchers that despite the positive experiences novice teachers experience during school-based induction programmes, they also experience challenges which affect their perceptions of school-based induction. Despite those challenges in the education sector, hope for the future, as guided by Vision 2030, still remains with one essential human resource: the teachers themselves. Therefore, if novice teachers are to impact profoundly on the learners’ academic achievement, then quality induction programmes must be in place in Namibian schools in order to support their instructional growth. A comprehensive nation-wide induction effort with high emphasise on mentoring will accelerate novice teacher efficacy and consequently learner learning. The purpose of this research study was to identify beginner teachers’ perceptions of school-based induction at selected primary schools in Windhoek and suggested a framework which may inform future research efforts and improve the application of school-based induction. To do this, a qualitative research methodology was preferred to assess the perceptions of novice teachers at the selected schools. Eight beginner teachers and four Heads of Departments participated in the study. The result draws attention to the professional enculturation of beginner teachers, but notably, compels practical reconsideration on how school-based induction is practised in light of beginner teacher growth and sustainability. / Educational Leadership and Management / M. Ed. (Educational Management)
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Problémy začínajících učitelů / Problems of novice teachersDvořáková, Pavlína January 2015 (has links)
The present thesis Problems Faced by Beginning Teachers deals with the issue of beginning teachers and their problems in their first years of teaching. The aim of this paper is to identify key problems of beginning teachers. An analysis of scientific literature and other relevant documents, questionnaires and narrative interviews with beginning teachers were used to achieve a project objective. The thesis is divided into five chapters. The first chapter focuses on the concept of a teacher and their professional development. The second chapter describes teacher training, the third one deals with a role of mentors and the fourth chapter presents some potential problems that beginning teachers might face. The problems could be divided into several different categories, for instance, teaching problems, organizational problems, material and technical problems and social problems. The fifth chapter involves empirical research in the form of questionnaires, narrative interviews and my own introspection. The respondents are beginning teachers who are in their first five years of teaching experience.
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Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive ClassroomsBecker, Theresa 01 January 2012 (has links)
Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher’s self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs ttests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants’ self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants’ aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class iv artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
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