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Lecturer(s)
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Spilková Vladimíra, prof. PhDr. CSc.
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Reimannová Irena, Mgr. Ph.D.
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Course content
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1. Introduction to general didactics - knowledge diagnostics, aims and content of general didactics 2. School quality, quality of teaching (the concept of humanistic child-/student-centered education), teacher quality/professionalism (the teacher as a reflective practitioner - individual concept of teaching) 3. Changes in aims and content in the Czech curricular documents 4. The learner 5. Communication between teacher - learners - parents 6. Socio-emotional classroom climate; climate of the school and teaching staff 7. Teaching methods - constructivist approach, inductive, inquiry-based; project-based and cooperative learning 8. Learner assessment 9. Classroom management
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Learning activities and teaching methods
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Dialogic (discussion, interview, brainstorming), Work with text (with textbook, with book), Stimulating activities (simulation, games, drama)
- Preparation for an exam
- 10 hours per semester
- Writing a seminar paper
- 40 hours per semester
- Contact teaching
- 12 hours per semester
- Home preparation for classes
- 26 hours per semester
- Independent critical reading
- 32 hours per semester
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Learning outcomes
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The aim of the course is for students to acquire key didactic knowledge and to understand it in deeper and more complex contexts. Furthermore, students should be able to apply this knowledge in developing their professional competences in lesson planning, implementation, and reflection.
The student will be able to deepen their knowledge and understanding of key pedagogical categories and will be able to apply them to develop their professional competences when planning lessons, their performance and reflection.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Oral examination, Home assignment evaluation
1. Active participation in seminars and/or completion of assigned tasks in the LMS Moodle. 2. Consultation of a selected topic from general didactics as part of preparation for the presentation during the final colloquium. 3. Presentation of the topic during the final colloquium. Requirements for the presentation: critical elaboration of the topic based primarily on secondary as well as primary sources (visual support recommended), maximum length 10 minutes. During the colloquium, participants will prepare one question related to the given presentation, followed by a professional discussion on the topic. Feedback and questions from the examiners. 4. List of studied literature (The Chicago Manual of Style 2017): to be submitted at the time of the colloquium.
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Recommended literature
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Rámcový vzdělávací program pro ZV.. Praha: MŠMT., 2017.
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Čapek, Robert. Učitel a rodič: Spolupráce, třídní schůzka, komunikace.. Praha, 2013.
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Fisher, Robert. Učíme děti myslet a učit se.. Praha: Portál., 2011.
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Kasíková, Hana. Kooperativní učení, kooperativní škola.. Praha: Portál., 2010.
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Košťálová, Hana, Šárka Miková a Jiřina Stang. Školní hodnocení žáků a studentů se zaměřením na slovní hodnocení.. Praha: Portál., 2012.
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Spilková, Vladimíra. Proměny primárního vzdělávání v ČR. Praha: Portál, 2005. ISBN 80-7178-942-9.
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Starý, Karel, Veronika Laufková a kol. Formativní hodnocení ve výuce.. Praha: Portál, 2016.
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Tomková, Anna. Učíme v projektech. Praha: Portál, 2009. ISBN 978-80-7367-527-1.
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Vališová, Alena, Hana Kasíková a kol. Pedagogika pro učitele.. Praha: Grada, 2011.
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