The master's thesis focuses on the area of educators’ oral performances - pre-school teachers’ (pre-school education) and teachers’ (primary education) oral performances. The awareness of importance of this activity for educational process importantly influences the quality of oral performances in practice, therefore the awareness in this area and assessment of the progress is significant.
The theoretical part presents a concept of the public appearance and implementing the concept into the educational process. Further on, it defines oral performance by using elements of rhetoric and linguistics, describes evaluation criteria of oral performance as well as numerical-descriptive assessment scale for assessing pre-school teachers’ and teachers’ oral performances. In the empirical part of the research, we came to conclusion that pre-school teachers and primary school teachers are aware that highly developed skills of oral performance are important; yet, they are not as developed as one would wish. Participants involved in the research are very attentive to their speech rhythm and speaking pace, whereas pre-school teachers also put stress on the elements of non-verbal communication. The assessment based on the numerical-descriptive assessment scale confirms the findings. By using the assessment scale, we found out that during oral performance primary school teachers produce grammatically well-formed texts more compared to pre-school teachers. The participants evaluated some areas of oral performance worse than are represented in practice and some better; thus, there are some deviations shown between self-assessment and assessment based on the numerical-descriptive assessment scales, especially in the area of reasonable usage of non-verbal communication.
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