The theoretical part of the thesis deals with the teaching profession in primary schools of art in the 21st century in the context of curricular reform. It addresses not only the readiness of teachers to changes that the curriculum documents bring, but at the same time solves position management (role of directors) in this process. Concretizes the development of the teaching profession from the perspective of management in art schools. The research part of the thesis analyzes the selected documents school curricula, defines the content development for teachers through the training of teachers and emerging approaches of directors in this process. Dissertation will complete the topic by the recommendations of advanced training teachers for the management of teachers in art schools. KEYWORDS teaching profession, competency model, basic art education, curriculum reform, school educational program, the strategy of educational objectives, training of teachers, role and attitudes of directors

This paper concentrates on the area of professional assistance, especially the prevention of socio-pathological phenomena in children and adolescents. The theoretical part introduces the history and current concept of altruistic behaviour, defines the basic social areas and activities for which assisting another human being is characteristic. Attention is also devoted to the services of the helping sector and its clientele. The introduction also includes the analysis of the assumptions and demands on the performance of helping profession, its hidden difficulties and the prevention of unprofessional conduct. Social deviations are a natural part of every society. They can be carried not only by adults, but also by children and adolescents. The causes, course and consequences of socially unacceptable behaviour are studied by professionals to whom the final chapter of the theoretical part of this paper is dedicated. The practical part complements the characteristics of selected helping professions listed in the theoretical part on the basis of statements obtained under the expert survey conducted among the individual professionals. It also provides their comparison on the basis of predefined specifics.

Anotace: The thesis "The motivation for the teaching profession" dealt with fundamental problems of motivation to the teaching profession. In the theoretical part, we have focused on general characteristics of terms that pertain to the teaching profession, particularly the theory of the teaching profession, the choice of the teaching profession, the phase of the teaching profession, teacher typology, the role of teacher training and professionalization of teachers, but also washed into the teaching profession, status of teachers in society, the prestige of the teaching profession, on motivation and disincentives to the teaching profession, teachers' job satisfaction and coping in the teaching profession. Based on this theoretical target was set of thesis and research work was carried out. The aim of this thesis was to investigate the motivation of students second and 3 year master's program, major in Teaching for elementary schools, the Faculty of natural sciences, humanities and teaching Technical University in Liberec, which leads to the choice and the teaching profession. Research has therefore focused mainly on the circumstances of the election of teacher training, assessment of the advantages and disadvantages of the teaching profession, the prestige of the teaching profession, etc. The research was...

This diploma paper deals with analysis of requirements of a teacher{\crq}s professional role and conditions for preparation and development of teacher{\crq}s competences at Faculty of Education of the University of South Bohemia. The theoretical part of the diploma paper deals with theoretical questions relating to this problem. The practical part is oriented on finding problems in teacher{\crq}s education through the use of confrontation of the point of view of those students who are finishing their pre-gradual preparation as well as of new teachers in their professional practice. The author first defined research methods and hypotheses and then she analyzed the list of questions which was later given to the supposing individuals.

Dissertation is focused on the continuing education of teachers in terms of the current legisla-tion of the European Union and the Czech Republic as one of the key adaptive mechanisms that ensure the ability of the education system to adequately respond to the ever changing so-cial conditions in today's globalized world. The theoretical part through the analysis of different theoretical approaches to further education, defines and describes the issue of further education of teachers, the system - specific conditions, areas and its financing. It deals with the areas of the teacher's profession, their competences, career structure and professional standards. The empirical part of this dissertation, based on empirical research, describes the system of further education of teachers both in terms of school managment, and from the perspective of teachers and it maps specific factors affecting the quality of the current further education of teachers. Powered by TCPDF (www.tcpdf.org)

This work deals with professional ethical reflection and analysis of the code of ethics of social workers to join in the broader context of the social work profession and human rights principles. The introduction deals with disabilities, the basic concepts of ethics and social work with regard to the specifics of the social work profession and the requirements of professional social worker. Based on professional ethical reflection theoretical work also analyzes the document Code of Ethics of Social Workers of the Czech Republic in comparison with the International Social Work Code of Ethics and the Code of Charity Czech Republic with an emphasis on the interpretation of the principles of human rights and social justice. At the end of the work in relation to analysis tries to summarize the importance of criticism and also updated the Code of Conduct, including an indication of other possible paths to explore this issue.

The dissertation deals with the topic of managing and experiencing stressful (extraordi-nary) situations in teaching in connection with selected teachers' personality traits. The thesis has a theoretical-empirical character. Its theoretical part presents some basic know?ledge related to the topics relevant to the processed issues (teacher's profession, persona?lity, motivation, emotion, workload and stress in the teaching profession context, selected teaching methods and organizational forms, recommendations for effective teaching and learning difficulties solutions, basics of artefacts symbolic interpretation). The aim of the research described in the empirical part of the thesis is to obtain the detailed information about the experience of difficult situations in teaching and the possibilities of their man?agement in connection with the personality structure of the selected teachers. The re?search was carried out in the mixed methods design. His qualitative part contains a multiple? case study (semi-structured interviews were conducted with six lower se?condary school teachers, their teaching was observed, an interview about their thematic collage on the theme Me as a teacher in all its positions and roles was conducted, and the same questionnaires were applied as for the quantitative part of the survey) and some open coded interviews about the thematic collages. In the quantitative research section, the data from four questionnaires were evaluated the orientation questionnaire for detecting stress in teachers by Henning and Keller (1996), the Stress Management Stra?tegies SVF 78 (Janke & Erdmann, 2003), the Freiburg Personality Inventory (Kollárik, Poliaková, & Ritomsky, 1984) and a questionnaire of our own design contains open questions. Most of the participants in the research study experience extraordinary situa?tions in their teaching, which usually cause unpleasant emotions and affect their teaching negatively. Particular relationships between personality characteristics and the teaching of the participants have been found. Respondents did not show a higher level of psychoso?matic disturbance, emotional lability, depressivity or neuroticity compared to the com?mon population. Neither between the level of stress feelings and the age or length of practice, no statistically significant relationship has been found. On the contrary, the male self-description and the adaptive burden management showed a mutually significant con?nection. Also, a higher level of stress impact in physical aspect of women compared to men proved to be statistically significant.

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The thesis New Names of Professions is divided into a theoretical and a practical part. In the theoretical part, basic terms from the world of work are defined; the essential term is profession. Furthermore, neologisms are defined in the first part in accordance with professional literature without being confined to denomination of persons. For the purposes of the practical part, new names of professions were excerpted from the list of professions of the employment office and from a list in Učitelské noviny. Their occurrence was further verified using the EDA and Newton media databases and the results of the research were compared with the created list. An alphabetical list of the excerpted professions and a thematically divided list of those professions are an integral part of this work.

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.