In my diploma thesis I tried to track and name my path towards the pursuit of authentic, authorial acting approach. By reflection of certain approaches, disciplines and schools that I came along on this journey.

In my thesis, I describe and reflex upon working with imagined idea while in movement, as I have personaly experienced it during workshops for actors and dancers and during selected classes offered at the Department of Authorial Creativity and Pedagogy. My reflections are confronted with experience of a number of other participant of the workshops and with the expressed intentions of a selected number of teachers of these workshops. I deal with questions such as how the work with imagined ideas can influence one's movement, enrich the actor's motoric and expressive palette and how it can shape the way we experience our own body and influence our psychosomatic integrity. The first section of the thesis introduces theoretical background. The second section describes in detail individual exercises with movement based on imagined ideas and it includes also participants'and teachers' reflections and references to other contexts. The third section deals with the use of imagined ideas in movement while creating stage art.

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Diploma work engaged game and upbringing, if is there interconnection and continuity. In this work are three main chapter. First chapter apply upbringing. Then follow second charter about game. Third charter´s name is "Upbringing like process and upbringing like game".

The thesis A Voice in the desert examines the possibilities of beginnings, their continuance and reflection.

This Master`s thesis describes and extends knowledge about reflection in drama in education, providing a theoretical basis for a deliberate work with this pedagogical tool that streamlines the learning process and helps to transfer the experience. The individual chapters describe the meaning of reflection, its importance, what it offers to the participants and the lecturer, what can be reflected, how and when reflection can be performed, the role of a question in reflection, and what are the factors affecting reflection. Among other topics, the work also analyses the reflective part of five selected lessons of drama, offering a way to approach the analysis of reflection, and also verifies and enriches the already acquired knowledge.

The author will perform an analysis of news, comments, documentaries and other articles in which the selected Czech printed media reported about the events in Yugoslavia during the years 1945-1948. He will observe not only the news regarding political events or economic development in the country, but also the articles reflecting the everyday life in Yugoslavia (cultural events, national relationships, religion, tourism etc.). The analysis will be chronologically bounded by May 1945 (liberation of Czechoslovakia) and June 1948 (publication of so called first resolution of Inform Bureau). Heuristic base of the thesis will be chosen in a such a way, so it covers political stratification of the Czech public sector during that period. The author will be therefore analyzing relevant articles from the periodicals that were being published either by KSC (Czechoslovakian communist party) or its closed partners (Rude Pravo, Kulturni Politika). He will also investigate articles from the daily journal Svobodne Slovo, which was being published by the Czechoslovakian Social Party as well as part of the Lidova Demokracie journal; the news outlet of Czechoslovak People's Party. Analysis will also be performed on news broadcasts, commentaries and reportages published in independent daily journals and magazines,...

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This thesis examines the reflection skills of student English teachers at the Faculty of Education at Charles University in Prague during their teaching practice. The theoretical part introduces the reflective teaching model and looks into the phenomena of the teacher as reflective practitioner. The empirical part deals with the trainee teacher's reflection and methods, topics, depth and frequency. A significant part of the research also examines the influence of university employees (teacher mentors, supervisors, methodologists) as incentive supporters of the students' professional development regarding reflection. Key words: reflection, reflective cycle, reflective practitioner, trainee teacher, teaching practice, teacher mentor, supervisor, teacher education

Diploma thesis Teacher as a reflective practitioner is divided into theoretical and practical parts. The aim of theoretical part is characteristics of basic concepts related to reflection, dealing with issues of teacher education and opportunities for teachers who have already participated in the educational process. It presents the most commonly used techniques and methods of reflection and self-reflection, but other less common ones have been mentioned as well. The aim of the practical part analyses the current situation of teachers as reflecting practitioners at secondary schools with gastronomic specialization. Diploma thesis compares reflective processes among teachers of general educational subjects, professional courses and training.