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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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Introduction to general didactics, diagnosis of knowledge, aim and content of education Quality of school, teaching/leaning processes, teacher Changes of objectives and content in curriculum documents of the Czech Republic Socioconstructivist conception of teaching Social communication teacher - pupils - parents, role of the class teacher Climate of the classroom, school, teaching staff Teaching strategies and organisation forms (projects, cooperative learnig etc.) Learner assessment Classroom management Individualization and differentiation
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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)
- Writing a seminar paper
- 40 hours per semester
- Preparation for an exam
- 10 hours per semester
- Contact teaching
- 26 hours per semester
- Home preparation for classes
- 24 hours per semester
- Independent critical reading
- 20 hours per semester
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Learning outcomes
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The aim of the course is to deepen understanding of key didactic knowledge (relating to changes in the curriculum, teaching objectives, pedagogical communication, classroom climate, teaching methods and organizational forms, student assessment, school-family cooperation, teacher authority, classroom management, individualization and differentiation of teaching, student motivation) and to develop their didactic thinking. An important task is to encourage students to think about themselves as teachers, their professional philosophy, and the creation and cultivation of their own approach to teaching. Students acquire didactic knowledge that forms the basis for the development of professional competencies during clinical practice and further academic study. They are prepared to manage the processes of planning, implementing, and reflecting on their own teaching. They think about their professional philosophy and concept of teaching, form opinions on key didactic issues, and are able to support them with arguments. KPUAJ 2,3,4, 6.1.
Students acquire didactic knowledge that forms the basis for the development of professional competencies during clinical practice and further academic study. They are prepared to manage the processes of planning, implementing, and reflecting on their own teaching. They think about their professional philosophy and concept of teaching, form opinions on key didactic issues, and are able to support them with arguments. KPUAJ 2,3,4, 6.1.
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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 (f-2-f/MS Teams and/or completing the assignments in eportfolio Mahara). Study materials and support is provided in LMS Moodle. 2. Topic and aim of the seminar paper, annotated bibliography of seminar paper sources (at least 5 sources), to be discussed in the seminar. 3. Seminar paper in Czech in general pedagogy, 1,500 - 2,500 words of the body text (critical elaboration of the topic supported with secondary and primary sources, at least 5; if artificial intelligence will be used, the following requirements must be met: (a) include the source used in the reference list; (b) list the specific application used; (c) evaluate its benefits, how it specifically helped them and what they see as its limitations)), resumé in English (300 words max.), deadline and form: will be specified. 4. Colloquium f-2-f/MS Teams (a. seminar paper presentation - key concepts, knowledge, problems, questions - mind or concept map welcomed - in the extent of 8 minute max., b. expert discussion on the seminar paper topics - sharing the seminar paper with colleagues, each student prepares 1 question for each studied seminar paper, which expresses knowledge of the topic, c. examiners' feedback and questions ). 5. List of literature studied (The Chicago Manual of Style 2017) - on the colloquium date.
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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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Jiří Mareš. Pedagogická psychologie.. Praha, 2013.
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Kasíková, Hana. Kooperativní učení, kooperativní škola.. Praha: Portál., 2010.
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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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