The dataset contains delimitation of borders of dialect regions, subgroups, areas and types in the Czech Republic. It is the result of an extensive expert revision that was based on various sources and made the delimitation exact and accurate. At the same time, the dataset corresponds to the underlying data of the Mapka application running at https://korpus.cz/mapka/
There are four files in this submission. Two files contain the delimitation of dialect regions ("oblasti"; both in GeoJSON and Shapefile formats) and two files contain the delimitation of smaller dialect areas, i.e. subgroups, areas and types ("oblasti_jemne"; again in GeoJSON and Shapefile formats).
The item contains a list of 2,058 noun/verb conversion pairs along with related formations (word-formation paradigms) provided with linguistic features, including semantic categories that characterize semantic relations between the noun and the verb in each conversion pair. Semantic categories were assigned manually by two human annotators based on a set of sentences containing the noun and the verb from individual conversion pairs. In addition to the list of paradigms, the item contains a set of 739 files (a separate file for each conversion pair) annotated by the annotators in parallel and a set of 2,058 files containing the final annotation, which is included in the list of paradigms.
The presented data and metadata include answers to questions raised in the questionnaire focused on the experience of teaching practicums and their role in the practical preparation of English language teachers at the Faculty of Arts, Charles University, as well as a basic quantitative analysis of the answers.
The analysis of the questionnaires shows that trainees are, in most cases, prepared for their teaching practicum both professionally and in terms of pedagogy and psychology, and the use of reflective teaching methods seems very useful. The benefits of the teaching practicum include, in particular, getting to know the real situation of teaching in secondary schools and working with a larger group of pupils, getting to know oneself as a teacher, gaining self-confidence, and becoming aware of one's own limits and areas for improvement. The downsides of the current system of teaching practice include mainly the low time allocation, the lack of integration of the practice in the curriculum, and the lack of involvement of the trainee in the daily running of the school (administrative work, supervision, meetings) and the lack of quality feedback from the faculty teacher.