Abstract
The strategic goal of the presented research is to contribute to the search for quality of teaching and to deepen the understanding of the context of the teaching quality. The research questions were posed as follows: What are the parameters of quality that are typical of teaching of selected novice teachers? Which factors influence the teaching quality of the selected novice teachers? Have the parameters of the quality of physics teaching changed after eight years? Which parameters of quality are typical of teaching led by teachers whose students continue their study at the Faculty of Mathematics and Physics, Charles University? Does the self-evaluation of teaching by selected teachers differ from evaluation by a trained independent observer? To answer these questions, a mixed method research design was used.
A case study was chosen as the basic research plan. An ex-post facto research was chosen as the design of the quantitative part of the research, and the data was collected using pedagogical observation.
Regarding the qualitative part, the data was acquired using semi-structured interviews. The standardised instrument ZAKVAF was used for observation.