The aim of this diploma thesis is to find out how much are students feeling prepared for future teacher´s profession in conditions of teaching and major-subject competencies. Questionnaires, which were used to do the survey, were filled in by students of the Faculty of Education, University of South Bohemia in Ceske Budejovice and then teachers, who are already engaged in this profession for several years. This work compares the level of proficiency of pedagogical and major-subject competencies. Furthermore the acquisition of competencies for the undergraduate students is compared with students completing their master degree in following programme and finally how men and women are feeling to be prepared. By the teachers I focused on the reached level of competence straight after finishing their studies followed by the level of competence after a few years of practical teaching. Teachers were questioned about what might help students with their acquirement of teaching skills.

The thesis "Beginning teacher from the point of view of dealing with professional qualities" reacts to the actual theme of seeking professional competencies of teachers and of suitable evaluation methods. It focuses on the work of beginning teachers and their professional quality and on further incentives for their professional growth. At the same time identifies what helps novice teachers during the first years of teaching activities. In the theoretical part knowledge and opinions of specialists are summarized and organized into three chapters. The experts were selected according to themes: teacher quality, professional competence, teaching profession, training of teachers and their support in practice. The practical part presents qualitative research which through the research methods (questionnaire, interview, data analysis, case study) describes the reality of beginning teachers work in primary school. The research try to answer the question: How teachers in the early years of practice manage its activities to evaluate their professional quality, what are dealing with and what helps them to be a good teacher. The most challenging task for beginning teachers is the timing of educational activities and managing with everyday practical and administrative activities. They are sure in the areas of...

1 Abstract This diploma thesis deals with motivation in teaching profession. It is devided into two parts. The teoratical part summarizes issues and motivation of teaching profession. The aim of the empirical part is research analysis focused on the view of the respondents' issues, their experiences and opinions. The results show that due to the respondents there are a lot of unsatisfactory factors, which are not long-term resolvable while these respondents speak about positive factors just sporadically. It is understood for them that some teachers were left the teaching profession.

The diploma thesis deals with the topic of teachers supervision as a tool for their professional development. This area is not yet the subject of much research and is far from being theoretically covered in our context. Likewise, we can talk about "not covering" Czech schools with supervision, which is seen here as worthy of change. The general aim of this work is to give a comprehensive view of this issue and to define the place of supervision in the professional development of teachers. The theoretical part summarizes available information on this topic in our context and links these rather modest information with the relevant theory of the teaching profession and supervision. The introductory chapter is devoted to a summary of existing research in this area. In response to the above research, the following chapter is devoted to a more detailed description of the teacher's profession - its role in the context of today's society and, in particular, to describe the demands and risks of this profession, which corresponds to the needs of helping professions. Subsequently, the competencies that are needed for professional management of the mentioned tasks, demands and risks are defined, while the emphasis is on the need of the teacher as a reflective practitioner and also on the personality and...