Osobnostní a sociální rozvoj učitele na gymnáziu

Abstract

Predkla dana pra ce se ve trech kapitola ch snazi pojmout co nejsirsi spektrum podminek, informaci a uhl pohledu, ktere je nezbytne bra t v uvahu v nastavova ni dalsiho vzdžla va ni uc itel v oblasti osobnostniho a socia lniho rozvoje. Jedna se o celozivotni proces zdokonalova ni, ktery ovlivni dalsi uc itelovo psobeni na za ky i jeho vlastni zivot. Tato pra ce zkouma legislativni zazemi v mezina rodni dimenzi a v ceske m kontextu. V teoreticke ca sti vysvžtluje pojmy, ktere se nejcastžji v te to te matice objevuji a klade si za cil obecne kompetence rozklicovat do dilcich mžritelnych dovednosti. Pra ce si neklade za cil dane proble my resit, jedna se o nastinžni cele vyse jmenovane te matiky. Vžtsina informaci byla cerpa na z relevantni pedagogicke literatury a za kon. Aktua lni te mata a na zory byly prevzaty z internetovych diskuzi. V za vžru kazde kapitoly se autorka snazi o shrnuti podklad zjistžnych z literatury a vyjadruje svj vlastni na zor.

Supposed work attempts in its three chapters conceive as wide as possible spectrum of conditions, informations and angels of different views, which are necessary to take into account in setting up of further development (education) of teachers in area of personal and social development. It is whole life process of improvement , which influence further acts of the teacher on students and his own life. It has not as a target to solve the problems, it only outlines whole mentioned thematic. Most of informations were taken from relevant pedagogic literature and laws. Actual themes and discussions where taken over from web discussions. At the end of each chapter an author tries to summarize a groundwork found out in literature and expresses her own opinion.