KRISTLOVÁ, Martina. Competences and skills of teachers for implementation personal and social education of school work. Praha: Faculty of Education, Charles 's Univerzity, 2019. The diploma theisis. The diploma thesis is concerned with social and personal education at primary school. Its finds out competences and skills of teachers how they can carry their positive influence on their pupils expect of school environment. Theorectical part describes personal progress of child and social education. Then types of educations by teachers we can find out there., teaching methods and teaching 's methods implementation to the personal and social education of pupils as well. Practical part of diploma thesis contains three methods of research. The first one is long-time watching of teachers methods of education and pupils 's behaviour during the teaching lesson. The second one is oneself-evaluateing questionnaire for teachers. The last method includes two questionnaires for pupils and the both of them are researching popularity or unpopularity for pupils in the classroom. All questinnaires are the most important for my research because all of dates which I got together were very unexpected and somewhere suprising for me. Results are represented in tables. After tables I formed well arranged graphs where we...

The thesis deals with the topic of psychological aspects which are essential for the work of social pedagogue in the area of social work. It deals with individual psychological aspects selected by comparison of the specific literature and researches in that area. Chosen terms consist of social interaction, social communication, social intelligence and empathy. Social communication emphasizes social pedagogical communication which is used by the social pedagogue during the communication process with clients. Further, it specifies the problematics of social interaction as a basis of the creation of interpersonal relationships. The thesis defines basic paradigms in the area of social intelligence and social competence, especially it deals with the term of social skill. Specifically, it shows the skill of active listening, which is classified as a basis of dialogue with clients. At the end the thesis emphasizes the significance of empathy among helping professions, it defines models and theories of empathy. The aim of the thesis concerns the definition of individual psychological aspects in the work of social pedagogue in the area of social work and classify them to the context of helping profession.

Made available in DSpace on 2016-04-27T16:33:25Z (GMT). No. of bitstreams: 1 Simone Carvalho Massias.pdf: 603567 bytes, checksum: e0dbb751c792493d22d493ef1fe4bee3 (MD5) Previous issue date: 2007-08-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This essay aims to characterize the proposals of formation elaborated by Associação Nacional pela Formação dos Profissionais da Educação (ANFOPE) to define the Pedagogy Course in Brazil, once the course has been discussed long its history, and being as an intensified form since the Lei de Diretrizes e Bases da Educação Nacional , promulgated in 1996. The characterization ANFOPE s proposals was achieved trough studies of Final Documents elaborated by the association itself at the end of each meeting promoted at national level aiming the discussion of educational area watters. As the study has the focus on the proposals the association to the Pedagogy Course, there was a concern to dedicate a chapter in which the story of the course is presented, followed by a chapter dedicated to the association history and another one to the presentation of its formation proposals. In the end of this essay, beginning with knowledge of discussions carried out on the Pedagogy Course, of the main actions and formation proposals by ANFOPE it was possible to point at the final considerations, that the discussions and clashes along history, were related to the definition of the course as licenciateship and bachelorship, sending to discussion on the identity of the Pedagogy Course and, consequently, on the profissional identity of the pedagogue / Esta dissertação tem como objetivo caracterizar as propostas de formação elaboradas pela Associação Nacional pela Formação dos Profissionais da Educação (ANFOPE) para a definição do Curso de Pedagogia no Brasil, uma vez que o curso tem sido discutido ao longo de sua história, sendo de forma intensificada a partir da Lei de Diretrizes e Bases da Educação Nacional, promulgada em 1996. A caracterização das propostas da ANFOPE foi realizada por meio do estudo dos Documentos Finais elaborados pela própria associação ao término de cada encontro que promoveu, em nível nacional, com o objetivo de discutir questões da área educacional. Devido ao estudo ter como foco as propostas da associação para o Curso de Pedagogia, houve a preocupação em dedicar um capítulo em que a história do mesmo é apresentada, seguida do capítulo dedicado à história da associação e outro a apresentação das suas propostas de formação. Ao final desta dissertação, a partir do conhecimento das discussões realizadas em torno do Curso de Pedagogia, das principais ações e propostas de formação da ANFOPE, foi possível apontar nas considerações finais, que as discussões e embates ao longo da história, foram relacionados à definição do curso como licenciatura ou bacharelado, remetendo a discussão sobre a identidade do Curso de Pedagogia e, conseqüentemente, sobre a identidade profissional do pedagogo

The theoretical part describes modern education and its outcomes. The issue of quality measurement in education on the whole is addressed while mentioning the fact that the concept of quality of education has no exact definition. Further, the basic functions of school are descibed together with their evaluation. The significant aspect of parent-school cooperation is mentioned in the context of coordinated curriculum. This theoretical framework explains the environment in which the pupil`s prosocial behaviour arises and develops further. Followingly, the standards of quality in promoting personal integrity are introduced. The standards include eleven principles which cultivate moral and ethical values in all participants of educational process. The delineation of current educational grounds and goals, along with suitable methods and sociological view of education constitute another part of the work. The sociological view ends with analysis of sustainability of morality and school role in promoting values. The ethical code is described, its definition, formation procedure, outline as well as ethical code sample for education stressing the ballance of all participants in educational process. In the next chapter, problem areas and fundamental ethical issues are defined, their solutions suggested. The...

Den här uppsatsen använder essä som kvalitativ metod för att undersöka ett dilemma som utspelar sig i flera gestaltade berättelser utifrån mina egna erfarenheter. De beskriver de dokumentationskrav i förskolans läroplan som påverkar mig. Jag granskar där några av de svårigheter som jag har mött i dokumentationsarbetet som finns på förskolan, såsom svårigheten med att vara emotionellt närvarande med barnen, samtidigt som jag dokumenterar. Jag använder mig av den hermeneutiska cirkeln för att få en mer nyanserad bild av dilemmat. Syftet med den här essän är att undersöka pedagogens förhållningssätt till dokumentationsarbetet och hur det påverkar barnen. De frågor jag ställer i uppsatsen handlar om dokumentationens syfte, barns inflytande, det etiska förhållningssättet till barns livsvärldar och pedagogens närvaro i dokumentationsprocessen. Jag belyser frågeställningarna genom att lyfta den pedagogiska dokumentationen som grund för ett gemensamt reflektionsarbete, som också fokuserar på barns inflytande och medverkan. Jag reflekterar även över pedagogens etiska förhållningssätt i dokumentationsarbetet, barnens integritet och livsvärldar. Min uppsats kommer diskutera det maktutövande som den vuxne har utifrån sin position, se till omdömesförmågan och fronesis som pedagogen behöver för att förstå hur man ska handla klokt och se saker från flera perspektiv. Även pedagogens närvaro och praktiska kunskap i dokumentationssituationerna samt reflektionens nödvändighet för att förändra det egna förhållningssättet och möta barnen på ett klokt sätt i de dokumentationssituationer som uppkommer i förskolans vardag. / This paper uses essay as a qualitative method to investigate a dilemma which takes place in multiple portrayed stories based on my own experiences. These stories describe how the documentation requirements in the preschool curriculum affect me. I review some of the difficulties that I have experienced within the process of documentation at the preschool, such as the difficulty to be emotionally present with the children while simultaneously documenting. I rely on the hermeneutic circle to present a more nuanced picture of the dilemma. The purpose of this essay is to examine the preschool pedagogue´s approach to documentation and how it in turn affects the children. The questions I ask in this essay concern the purpose of documentation, the influence of the children, the ethical approach to children's life worlds and the presence of the preschool pedagogue in the documentation process. I will highlight the issues by raising pedagogical documentation as a common ground for reflection work, which also focuses on the influence and involvement of the child. I also reflect over the preschool pedagogue´s ethical approach to documentation work as well as the children's integrity and life worlds. My essay will discuss how adults exert power based on their position, view the ability to reflect and make use of fronesis which is needed for the preschool pedagogue to understand how to act wisely and see things from multiple perspectives. The pedagogue’s ability to be emotionally present with the children and ability to make use of practical experience with regard to documentation coupled with pedagogue’s ability to reflect over situations are necessary factors for reevaluating a pedagogical approach.

Darbe atlikta teorinė bendradarbiavimo kultūros ugdymo įstaigoje tarp socialinių pedagogų ir klasės auklėtojų analizė. Iškelta hipotezė, jog efektyviai pedagoginei pagalbai (savižudybių prevencijai) įgyvendinti trukdo nepakankamas socialinių pedagogų ir klasės auklėtojų bendradarbiavimas. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - atskleisti socialinių pedagogų ir klasės auklėtojų bendradarbiavimo ypatumus. Atlikta statistinė duomenų analizė. Tyrime dalyvavo 263 pedagogai. Empirinėje dalyje nagrinėjama socialinio pedagogo ir klasės auklėtojo bendradarbiavimo situacija ir galimybės užtikrinant savižudybės prevencijos programos paslaugas vaikui ir jo aplinkai. Svarbiausios empirinio tyrimo išvados: 1. Bendri socialinių pedagogų ir klasės auklėtojų tikslai, padedant pagalbos reikalaujančiam mokiniui, formuoja teigiamą požiūrį į ugdymo institucijos aplinką bei tuo pačiu inicijuoja tarpusavio bendradarbiavimą. 2. Socialiniai pedagogai bei klasės auklėtojai nepakankamai aktyviai bendradarbiauja dirbdami savo darbą bei mokosi iš savo patirties: sieja teorines ir praktines žinias, apmąsto vartojamus darbo metodus bei galimus alternatyvius problemų sprendimo variantus, domisi grįžtamąja informacija, iškilusius klausimus aptaria konsultuodamiesi ir bendradarbiaudami su kolegomis. 3. Atlikus tyrimą paaiškėjo, jog hipotezė efektyviai pedagoginei pagalbai (savižudybių prevencijai) įgyvendinti trukdo nepakankamas socialinių pedagogų ir klasės auklėtojų... [toliau žr. visą tekstą] / Darbe atlikta teorinė bendradarbiavimo kultūros ugdymo įstaigoje tarp socialinių pedagogų ir klasės auklėtojų analizė. Iškelta hipotezė, jog efektyviai pedagoginei pagalbai (savižudybių prevencijai) įgyvendinti trukdo nepakankamas socialinių pedagogų ir klasės auklėtojų bendradarbiavimas. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - atskleisti socialinių pedagogų ir klasės auklėtojų bendradarbiavimo ypatumus. Atlikta statistinė duomenų analizė. Tyrime dalyvavo 263 pedagogai. Empirinėje dalyje nagrinėjama socialinio pedagogo ir klasės auklėtojo bendradarbiavimo situacija ir galimybės užtikrinant savižudybės prevencijos programos paslaugas vaikui ir jo aplinkai. Svarbiausios empirinio tyrimo išvados: 1. Bendri socialinių pedagogų ir klasės auklėtojų tikslai, padedant pagalbos reikalaujančiam mokiniui, formuoja teigiamą požiūrį į ugdymo institucijos aplinką bei tuo pačiu inicijuoja tarpusavio bendradarbiavimą. 2. Socialiniai pedagogai bei klasės auklėtojai nepakankamai aktyviai bendradarbiauja dirbdami savo darbą bei mokosi iš savo patirties: sieja teorines ir praktines žinias, apmąsto vartojamus darbo metodus bei galimus alternatyvius problemų sprendimo variantus, domisi grįžtamąja informacija, iškilusius klausimus aptaria konsultuodamiesi ir bendradarbiaudami su kolegomis. 3. Atlikus tyrimą paaiškėjo, jog hipotezė efektyviai pedagoginei pagalbai (savižudybių prevencijai) įgyvendinti trukdo nepakankamas socialinių pedagogų ir klasės auklėtojų... [toliau žr. visą tekstą] / The theoretical work of cooperation in the cultural education institution between social class and teacher educators analysis. The hypothesis that an effective pedagogical assistance (Suicide Prevention) prevents the lack of social class and teacher educators co-operation. Method of questionnaire survey was carried out with a goal - to reveal the social class and teacher educators co-features. A statistic analysis of data. The study involved 263 teachers. The empirical part examines social class and teacher educator co-operation situation and the possibility of providing suicide prevention program services to children and the environment. The main empirical findings: 1. Shared social class and teacher educators support the objectives of which provides assistance to pupils, forming a positive attitude towards the environment and the educational institution at the same time initiate mutual cooperation. 2. Social class and teacher educators to actively cooperate with insufficient course of their work and learn from their experiences: links theoretical and practical knowledge, used to reflect on work practices and possible alternative options for solving problems, is interested in feedback, discuss issues raised during the consultation and collaboration with colleagues. 3. The study showed that the hypothesis of effective pedagogical aids (suicide prevention) prevents the lack of social class and teacher educators co-operation because of social class and teacher educators is an... [to full text]

The aim of this study is to increase the knowledge and understanding of how leisure-time pedagogues´ professional identity is changed as a consequence of altered governance and resulting new tasks. More specifically the study is oriented towards understanding how external demands for quality accounts, assessments and documentation in leisure-time centers and schools, affect leisure-time pedagogues´ practice of their profession and professional identity, and how the leisure-time pedagogues relate to these demands. The empirical data are generated through interviews with 23 leisure-time pedagogues, 8 school leaders, document analyses, and a survey among 105 leisure-time pedagogues. The analysis draws on profession theories perspective and concepts like knowledge base, jurisdiction and discretion to understand what is central in the leisure-time pedagogues’ profession and in what direction the profession is developing: de-professionalization, professionalization or re-configuration. Bourdieu´s sociological theories with concepts of field, capital and habitus are also used for understanding of the leisure-time pedagogues´ positions, actions, and explicit relations to other professional groups. The results indicate dilemmas that the leisure-time pedagogues face related to far-going decentralisation, introduction of new public management, reduced resources, and closer links between leisure-time centres and schools. Working with traditional methods creates problems and it becomes hard to balance the work between leisure-time centre and school. The thesis shows that leisure-time pedagogues constantly conduct independent individual assessments that are mainly hidden. This has not been pointed out before but is linked to the leisure-time pedagogues´ professional identity. Assess­ment as an accounting task has on the other hand been added in connection with the transfer to the educational sector and altered forms of governance. Leisure-time pedagogues are both ambivalent and critical to these demands for transparency and accountability. Even though the leisure-time pedagogues are subjected to increased control and expected to work more with assessments in different forms, and are forced to reduce their professional work in leisure-time centres, we cannot entirely talk about de-professionalization. Also features of professionalization and signs of reconfiguration of the profession are visible. The thesis illustrates that the profession of leisure-time pedagogue is being reshaped and that the leisure-time pedagogues’ professional identity can be understood in different ways. The thesis also illustrates how a core of traditional knowledge base stands out as central for most of the professionals in the various professional identities that are found. The differences that are found are related to the local governance of schools’ organisation; to what extent the leisure-time pedagogues’ work is placed in the compulsory school day; and how strong the leisure-time pedagogues’ collective base is in the school unit.

This graduation thesis is dedicated to the personality of the pedagogue in relation to the primary bullying prevention realisation at the primary level of the schools. The first part deals with the characteristics of the young learner period of the child development through the perspective of the developmental psychology aimed primarily at the cognitive and emotional development as well as the moral awareness. The second part views two basic tendencies of the upbringing and the education that appear in the pedagogical environment. It offers a description of the contemporary idea of upbringing and education in our background including its critics' opinions. The third part concerns the problematics of bullying and the primary prevention options. The last part is dedicated to the personality of the pedagogue from a psychological and pedagogical point of view with a philosophical overlap.

Aim: Ethical code and its application in education, provide it or not? Focus: The consequences of using ethical code. Does it change the student-teacher relationship? What does the current state of this relationship look like? Is this relationship viewed as a mutually agreed contract, or is anyone in this relationship advantaged. Is there sufficient law and specification for this relationship? How is the current student-teacher relationship specified? How has it been viewed recently, how is it viewed currently and how will it progress? Could ethical code and specification of ethical conduct be beneficient or is it to be viewed as another blind bureaucratic meassure? The comparison with other helping professions.

This work deals with the application of leisure education graduates on the labor market in the Czech Republic. It introduces the concept of leisure, its origins and historical development of educational activities. It deals with the pedagogy of leisure as a science, pedagogy discipline and the field of study. It introduces the pedagogue of leisure, his vocational training, profile and application. Last but not least, closer to the ties of labor market, it covers the unemployment and status of university graduates on the labor market. The last chapter presents the results of the performed research. The research focused on finding employment of graduates of leisure education from Faculty of Theology of University of South Bohemia on the czech labor market in relation to this field, their preparation for practice and obtaining their opinions about that field of study.