The aim of this study was to describe the development of preschool and primary school teachers' careers. The theoretical portion of this study summarizes knowledge about a teacher's profession and the development of a teacher's career. The results of qualitatively oriented research are presented in the empirical portion. The researched data was obtained through twenty in-depth interviews that were conducted with teachers and kindergarten school directors, teachers, and head teachers at primary schools. By analysing and processing interviews, categories that capture the teachers' career paths were identified. The processing and evaluation of obtained data led to the creation of a theoretical model of the career path of preschool and primary school teachers.

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The paper is devoted to obtaining information on the resilience of kindergarten and primary school teachers. In the research, special attention was paid to beginning teachers, who we thought were more likely to be less resilient than teachers with longer experience. The research sample consisted of teachers of selected kindergartens and primary schools throughout the Czech Republic. The aim of the research was to find out whether there are differences in resilience between selected groups of teachers due to the current pandemic situation that each teacher had to deal with. Analysis of the data in the research revealed that beginning teachers have different rates of resilience compared to advanced teachers. No statistically significant differences were found in resilience between kindergarten and primary school teachers.

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Většina z těch, kdo kdy vstoupili do dlouhodobějšího kontaktu s nadaným dítětem, ať už jako pedagog, spolužák nebo i rodič, může potvrdit, že nadaní mají, oproti svým vrstevníkům, často odlišné potřeby a projevy, a to v oblasti LITERATURA Andersen, P. A. (1998). The cognitive valence theory of intimate communication.