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Lecturer(s)
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Reimannová Irena, Mgr. Ph.D.
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Spilková Vladimíra, prof. PhDr. CSc.
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Course content
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Basic pedagogical categories (aim, content, communication teacher - learner(s), methods and forms of learning/teaching process). Attributes of quality school and instruction. Pupil - individual and developmental needs, differences between pupils Objectives and content of teaching Curriculum transformation after 1989 Pedagogical communication Social-emotional climate of the classroom Evaluation of pupils Teacher - requirements for professional competences
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Learning activities and teaching methods
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Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming), Work with text (with textbook, with book), Methods of individual activities, Monitoring, Demonstration, Skills training, Stimulating activities (simulation, games, drama)
- Independent critical reading
- 44 hours per semester
- Preparation for a credit (assessment)
- 24 hours per semester
- Home preparation for classes
- 26 hours per semester
- Contact teaching
- 26 hours per semester
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Learning outcomes
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The aim of the course is to provide students with basic general didactic knowledge, orient them in didactic categories, and give them insight into the process of transformation of Czech education and curriculum changes after 1989 in the context of our tradition and foreign trends. Students will be able to explain basic general didactic concepts at an elementary level, orient themselves in key didactic categories (goals, content, teacher, students, didactic tools), and understand the basic features of the transformation of Czech education after 1989 in the context of our tradition and international trends. KPUAJ 2.1., 3.1., 3.3., 4.1.
Students will be able to explain basic general didactic concepts at an elementary level, orient themselves in key didactic categories (goals, content, teacher, students, didactic tools), and understand the basic features of the transformation of Czech education after 1989 in the context of our tradition and international trends. KPUAJ 2.1., 3.1., 3.3., 4.1. Content-based integration of the three courses develops students´ competence to identify specific problems, to pose questions, to analyse and evaluate their own experience and the experience of others.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Home assignment evaluation, Discussion, Student portfolio analysis, Presentation
The credit is awareded when all the assignments are accomplished and is perfomed in the form of interview (f-2-2 or MS Teams) based on the materials submitted in the professional eportfolio of the integrated unit of Introduction to General Didactics, Introduction to Foreign Language Didactics and Teaching Practice and Its Reflection I. For the detailed criteria see LMS Moodle. Learning supported by LSM Moodle (lecture/seminar content, study materials), MS Teams (synchronuous communication), Mahara (eportfolio, asynchronous communication), + others if need be.
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Recommended literature
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Alena Vališová, Hana Kasíková et al. Pedagogika pro učitele. Praha, 2011.
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Jiří Mareš. Pedagogická psychologie. Praha. 2013.
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MŠMT. Rámcový vzdělávací program pro základní vzdělávání. Praha, 2017.
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PASCH, M. et al. Teaching as decision making.. New York, 1991. ISBN 0801301572.
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Wallace, Susan. Oxford Dictionary of Education. Oxford, 2015.
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