The aim of the thesis is to describe different aspects of the teaching profession in the French educational system. At the same time, we specify the ongoing substantial reform of the educational system that is, since 2013, changing certain parts of this profession. For this purpose, we focus firstly on the historical development during which the roots and principles of this profession were forged, since the times of the Gauls until the end of the 20th century. Moreover, we describe the current state of the French educational system in which many forms of the teaching profession appear. The following chapter concentrates on teacher education and the development of the institution that was established for that purpose, from the IUFM up to the current ESPE. Furthermore, we mention certain rights that emanate from the profession and the status of public servants. Also, we try to depict how teachers can move to a different school. Finally, the last chapter deals with some chosen current issues that are affecting the teaching profession. KEYWORDS French teachers, the teaching profession, French educational system, education reform, ESPE

A opção por uma determinada profissão traz implícitas representações, valores e crenças relacionadas, diretamente, ao modo de vida, às experiências e às vivências subjetivas dos indivíduos que se encontram, por vezes, influenciados por pessoas, processos, contextos e por questões sociais, históricas, culturais e políticas. Este estudo se propôs a investigar sobre o que leva um indivíduo a optar pela profissão docente, identificando como as interações entre estes sistemas contribuem para a constituição identitária docente. Trata-se de uma pesquisa qualitativa, em que a população pesquisada foi composta por seis professores da Educação Básica, de três contextos: estadual, particular e autarquia municipal, dada à acessibilidade a esses grupos. Os critérios de elegibilidade para a escolha dos participantes foram: ter mais de 20 anos ininterruptos de exercício em cada uma dessas escolas (três professores) e serem docentes recém-ingressados (três professores). Utilizou-se como instrumento a entrevista do tipo narrativa (auto) biográfica, e a análise dos dados ancorou-se na fenomenologia, segundo o método de Amedeo Giorgi, sendo os resultados discutidos à luz da Teoria Bioecológica de Desenvolvimento Humano (Bronfenbrenner, 1996) e das Dinâmicas de Construção Identitária (Barbier, 1996). Constatou-se que os `microssistemas família e a escolaforam responsáveis pela opção da profissão docente dos pesquisados, configurando-se como contextos de maior influência sobre os pesquisados. Em relação às dinâmicas de construção identitária, predominou a incidência da `dinâmica de afirmação identitária individual e coletiva. Conclui-se que a visão sobre a profissão, na ótica dos pesquisados, ainda conserva a noção de docência enquanto vocação, contrariando a lógica da funcionarização que entende a Escola e seus membros enquanto empresa. / The choice of a particular profession brings implied representations, values and beliefs directly related to the way of life, the experiences and the subjective experiences of individuals, which are sometimes influenced by people, processes, contexts, social, historical, cultural and policies. This study aimed to investigate what leads an individual to opt for teaching profession, identifying how the interactions between these systems contribute to their identity construction. This is a qualitative research, where the research population was composed of six teachers of basic education three contexts: state, private and other arrangements with the local authority, given the accessibility to these groups. Eligibility criteria for selecting participants were three professors have over 20 years of continuous exercise in each of these schools and three teachers newly entered. Was used as a tool to interview the biographical narrative type (self) and data analysis was anchored in phenomenology , Amedeo Giorgi second method, and the results are discussed in light of Bioecological Theory of Human Development (Bronfenbrenner, 1996) and dynamic of Identity Construction (Barbier, 1996) . It was found that the `microsystems family and school were responsible for the choice of the teaching profession of respondents, configuring contexts greatest influence on respondents. Regarding the dynamics of identity construction, the predominant effect of `dynamics of individual and collective identity affirmation. We conclude that the view of the profession, in the view of respondents, still retains the notion of teaching as a vocation, contradicting the logic of functionalization who understands the school and its members as a company.

The diploma thesis deals with the topic of the theoretical establishment of the professional pedagogical chamber in the Czech Republic as a public-law institution in terms of ethical and moral patronage of the teaching profession. The profession of teacher is characterized by thorough and demanding work with people, requiring not only extensive knowledge, which is subsequently passed on to pupils and students, but also respect of moral and ethical principles, which presents teachers in public as a valuable profession, but also sets the model for exemplary and desirable behavior in society. At present, however, there is no public-law self-governing professional organization in the Czech Republic that associates members of the teaching profession and morally and ethically shields their profession, as is done, for example, by the medical or advocacy chamber of their members. This, in conjunction with the persistent absence of a defined teacher's professional standard and formal code of ethics, leads to lack of an idea who should teachers refer to regarding the problems of ethics and moral behaviour, what is expected from them in this area and also have no support in a legally established and functional professional organization. The aim of this diploma thesis is therefore to identify and describe the...

The decline in teacher retention is a growing problem in the 21st century. Beginning teacher turnover rates have grown by 50% over the past decade, with the national rate increasing to over 20%. Beginning teachers entering the profession are leaving within their first 3 years, with half leaving the profession in the first 5 years. To meet their growing needs, districts and states spend billions of dollars to recruit, hire, and try to retain new teachers. The purpose of this case study was to examine beginning teachers' perceptions of their teacher mentoring program located in an urban school district. Bandura's social cognitive theory, socio-cultural theory, and Knowles's adult learning theory were used to frame this investigation. The research questions examined the extent to which beginning teachers perceived their current mentoring program's strengths and weaknesses, the mentoring strategies used, and the improvements that could be made to the program. Interview data and transcripts from 10 beginning teachers were examined through coding that established common themes among teacher perceptions. The results revealed the importance of having a mentor and the need for more structure, more collaboration, and more support in the program. The findings from this study were used to create a 3-day workshop that includes the identified themes. Implications for positive social change include strengthening mentoring programs through professional development with more attention to structure, collaboration, and support to help transition beginning teachers into the teaching profession so that they remain.

The diploma thesis deals with the issue of beginning teachers of health education. It focuses on the most common problems they have to face during the first 5 years in the teaching profession. The main goal of the thesis will be to identify the most common problems that beginning teachers of health education have to deal with. Furthermore, their adaptation in the school environment and inclusion in the teaching staff. But also coping with the problems during the first years of the teaching profession. Another goal will be to find out how they solve problems and how they deal with them. Whether they have been assigned an introductory teacher and whether they work with him. The theoretical part of the work clarifies the issues associated with the performance of the teaching profession, characterizes the preparation of the future teacher for the performance of the profession, further clarifies the term beginning teacher and introducing teacher. Last but not least, it describes the implementation of a beginning teacher. The practical part will be based on research through qualitative research - semi-structured interviews with beginning teachers of health education, who teach for a maximum of 5 years and with introductory teachers, with significantly longer practice and experience. The interview is...

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The aim of this study is to contribute with knowledge about preschool teachers'view of their collaboration task, with a particular focus on collaboration withguardians with a different linguistic or cultural background than Swedish. Toachieve the aim, semi-structured interviews were chosen as the method. Thestudy is based on interviews with four certified preschool teachers from twodifferent preschools in one and the same municipality. The collected data hasbeen analysed based on the intercultural perspective and the concepts ofintercultural competence, emerging interculture and interculturalcommunication.The results show that schooling is seen as the most important formal form ofcollaboration because it is where you can create the foundation for a securerelationship. The responsibility for creating safe relationships lies with thepreschool teachers. According to the preschool teachers, the first informationthat guardians encounter in preschool must be simple and short, and that aninterpreter is used when there is authority for it, so that all guardians haveaccess to the same information and that no misunderstandings arise. Thepreschool teachers use body language and staff with knowledge of the relevantlanguage to facilitate communications that take place on a daily basis. Theresult also shows that the creation of new informal forms of collaborationcreates opportunities for multicultural meetings where new insights andknowledge about fellow human beings are gained. Linguistic and culturaldiversity creates both challenges and opportunities. The challenge lies in a lackof language skills, which can cause both insecurity and exclusion in guardians.Possibilities are primarily seen in the fact that the preschool teacher candevelop into an intercultural mediator by being open to the cultural knowledgethat caregivers possess. To then use this cultural knowledge with the aim ofcreating a common language together with children, staff and carers in thepreschool's operations. This, in turn, can generate cultural knowledgespreading further and overcoming cultural prejudices in our society. / Syftet med den här studien är att bidra med kunskap om förskollärares syn påsamverkansuppdraget, med särskilt fokus på samverkan med vårdnadshavaremed annan språklig eller kulturell bakgrund än svenska. För att uppnå syftetvaldes semistrukturerade intervjuer som metod. Studien utgår från intervjuermed fyra legitimerade förskollärare från två olika förskolor i en och sammakommun. Det insamlade datamaterialet har analyserats med utgångspunkt i detinterkulturella perspektivet samt begreppen interkulturell kompetens,nydanande interkultur samt interkulturell kommunikation.Resultatet visar att inskolningen ses som den viktigaste formellasamverkansformen eftersom det är där man skapar grunden i en trygg relation.Ansvaret för att trygga relationer skapas ligger hos förskollärarna. Den förstainformationen vårdnadshavare möter i förskolan ska enligt förskollärarna varaenkel och kort. Dessutom lyfts användandet av tolk när det finns befogenhetför det så att samtliga vårdnadshavare får tillgång till samma information ochatt inga missförstånd uppstår. Förskollärarna använder kroppsspråket samtpersonal med kunskaper i det aktuella språket för att underlättakommunikationer som sker dagligen. Resultatet visar även att bredare utbudav samverkansformer ökar möjligheter till att inkludera fler antalvårdnadshavare som i sin tur kan öka insikter och kunskaper ommedmänniskor och dess kultur. Språklig och kulturell mångfald skapar bådeutmaningar och möjligheter. Utmaning finns i bristande språkkunskaper somkan orsaka både otrygghet och exkludering hos vårdnadshavare. Möjligheterses främst i att förskolläraren kan utvecklas till en interkulturell förmedlaregenom att vara öppen inför den kulturella kunskap som vårdnadshavarebesitter. För att sedan använda denna kulturella kunskap i syfte att skapa ettgemensamt språk tillsammans med barn, personal och vårdnadshavare iförskolans verksamhet. Det kan i sin tur generera i att kulturell kunskap spridsvidare och övervinner kulturella fördomar i vårt samhälle.

Summary in Afrikaans and English / Hierdie verhandeling omvat 'n beskrywing van die ontstaan en ontwikkeling van die onderwysersvereniging wat vanaf 1893 onder meer as die Vereeniging vir Onderwijzers en Onderwijzeressen in de Z.A.R. (VVOOZA), die Vereeniging van Onderwijzers en Onderwijzeressen in Zuid-Afrika (VVOOZA) vanaf 1903 en sedert 1923 as die Transvaalse Onderwysersvereniging (TO) bekend gestaan het. Die klem val op uitsprake van TO-voorsitters en aktiwiteite wat deur die TO van stapel gestuur is ter bevordering van die professionaliteit en professionele status van onderwysers en onderwyseresse. Die verhandeling sluit ook 'n ontleding van en kritiese besinning oor die kenmerke van professionaliteit in. In die verband word gefokus op die verhouding van die TO met enkele onderwysbelanghebbendes, die bevordering van die professionele beeId van onderwysers/onderwysersesse en die beginsels wat die TO tydens salarisonderhandelinge gehandhaaf het. 'n Belangrike gevolgtrekking waartoe gekom word, is dat die TO vir meer as 100 jaar nie net professionaliteit in onderwysverband bevorder het nie, maar dat sy uitsprake en aktiwiteite op sigself getuig van 'n professionele ingesteldheid. / This thesis comprises an account of the origin and development of the teachers' association known from 1893 as the Vereeniging vir Onderwijzers en Onderwijzeressen in de Z.A.R. (VVOOZA), as the Vereeniging van Onderwijzers en Onderwijzeressen in Zuid-Afrika (VVOOZA) from 1903, and since 1923 as the Transvaalse Onderwysersvereniging (TO). The accent is on pronouncements of TO chairpersons and activities initiated by the TO to promote professional qualities among teachers and to secure professional status for them. The thesis also includes an analysis and critical consideration of the criteria of professionalism, with special reference to the relationship between the TO and roleplayers with an interest in education, the promotion of the professional image of teachers, and the principles upheld by the TO in salary negotiations. An important conclusion drawn is that for more than 100 years of its existence, the TO not only promoted professional qualities in the educational context, but epitomises professionalism in its pronouncements and activities. / Educational Studies / M.Ed. (Historiese Opvoedkunde)

Summary in Afrikaans and English / Hierdie verhandeling omvat 'n beskrywing van die ontstaan en ontwikkeling van die onderwysersvereniging wat vanaf 1893 onder meer as die Vereeniging vir Onderwijzers en Onderwijzeressen in de Z.A.R. (VVOOZA), die Vereeniging van Onderwijzers en Onderwijzeressen in Zuid-Afrika (VVOOZA) vanaf 1903 en sedert 1923 as die Transvaalse Onderwysersvereniging (TO) bekend gestaan het. Die klem val op uitsprake van TO-voorsitters en aktiwiteite wat deur die TO van stapel gestuur is ter bevordering van die professionaliteit en professionele status van onderwysers en onderwyseresse. Die verhandeling sluit ook 'n ontleding van en kritiese besinning oor die kenmerke van professionaliteit in. In die verband word gefokus op die verhouding van die TO met enkele onderwysbelanghebbendes, die bevordering van die professionele beeId van onderwysers/onderwysersesse en die beginsels wat die TO tydens salarisonderhandelinge gehandhaaf het. 'n Belangrike gevolgtrekking waartoe gekom word, is dat die TO vir meer as 100 jaar nie net professionaliteit in onderwysverband bevorder het nie, maar dat sy uitsprake en aktiwiteite op sigself getuig van 'n professionele ingesteldheid. / This thesis comprises an account of the origin and development of the teachers' association known from 1893 as the Vereeniging vir Onderwijzers en Onderwijzeressen in de Z.A.R. (VVOOZA), as the Vereeniging van Onderwijzers en Onderwijzeressen in Zuid-Afrika (VVOOZA) from 1903, and since 1923 as the Transvaalse Onderwysersvereniging (TO). The accent is on pronouncements of TO chairpersons and activities initiated by the TO to promote professional qualities among teachers and to secure professional status for them. The thesis also includes an analysis and critical consideration of the criteria of professionalism, with special reference to the relationship between the TO and roleplayers with an interest in education, the promotion of the professional image of teachers, and the principles upheld by the TO in salary negotiations. An important conclusion drawn is that for more than 100 years of its existence, the TO not only promoted professional qualities in the educational context, but epitomises professionalism in its pronouncements and activities. / Educational Studies / M.Ed. (Historiese Opvoedkunde)

This master's thesis refers to the use of video as a teaching tool in the subject Didactics of Biology. It comprises two parts, one theoretical and another practical. The theoretical part charts the didactical and practical subjects taught at the Faculty of Education, Charles University in Prague, and deals with the use of video for the professional development of teachers. For the practical part, 8 lesson observation videos were recorded and placed on a newly created website (www.didaktikabiologievidea.cz). The observation videos were submitted to an analysis based on the 3A method and were used afterwards during the courses on Didactics of Biology. A questionnaire was carried out among the students of the teaching profession to evaluate the benefits of the videos for them. The questionnaire surveyed the motivation for studying Didactics of Biology, as well as the impact that these observation videos had on the performance of the teaching profession and the improvement of the teaching abilities. All above stated goals were accomplished in this work. Key words: lesson observation videos, didactics of biology, 3A, methodology, teaching profession, motivation, teaching abilities