For this diploma thesis, I have researched teamwork in education and its psychological and other dimensions. The style of teaching in the first grade of primary school was substantially changed with the introduction of the nine-year programme and the inclusion of childcare workers in the teaching process. Teamwork became the statutory approach. Individual teaching was replaced with work in tandem, which includes team planning, team teaching and team evaluation. In my research, I was interested in what parents think about the teamwork of teachers and childcare workers in the first grade of primary school, where they might see the advantages of such approach for their child, and what do they dislike in this teamwork. The results were then compared to the expectations, made on the basis of theoretical knowledge. A survey was used for the collection of data. The sample included parents of first-grade children of various primary schools, who expressed their opinions on the teamwork of teacher and childcare worker in the given class. My findings show that parents are aware of the benefits of teamwork for their children, and also for themselves. They see the main advantages especially in better work and consequently better learning success of children, better relationship between teachers and childcare workers and children, and the positive impact of teamwork on the atmosphere of the entire class. To help improve teamwork even further, parents have suggested the following changes: better mutual communication, more equivalence in a team, taking parents’ opinions and suggestions into account, more contacts between parents and the team, more contacts with parents by both members of the team, one childcare worker instead of two, and more pleasure to work. Despite all these suggestions for improvement, the experience of parents with teamwork of teacher and childcare worker in the first grade of primary school is positive.
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