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Lecturer(s)
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Zítková Petra, MgA.
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Zitková Helena, Mgr. Ph.D.
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Černá Monika, doc. PaedDr. Ph.D.
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Reimannová Irena, Mgr. Ph.D.
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Course content
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One day a week (Thursday) devoted to practical training at school, i.e. 80 hours (13 weeks, approx. 6 hours per week) Cooperation with a mentor and other colleagues focused not only on teaching English, but also on the school as an institution, pedagogical documents, etc. A wide range of activities: - Observation (10 hours) of the mentor's and other teachers' lessons; - Lesson planning and preparation (22 hours) Teaching (22 hours), including team teaching; (Self-)reflection on teaching, including planning (15 hours) - assisting the mentor (6 hours, e.g., preparing materials, tests, projects) - other activities (5 hours) according to the needs of the school and tasks related to teaching at the university Reflective practice and the interconnection of teaching certain subjects with activities at school (e.g., MREF1, MIDAJ)
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Learning activities and teaching methods
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Methods of individual activities, Monitoring, Skills training, Work-related activities
- Independent critical reading
- 10 hours per semester
- Preparation for a credit (assessment)
- 10 hours per semester
- Internship/Placement
- 52 hours per semester
- Home preparation for classes
- 78 hours per semester
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Learning outcomes
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The aim of the teaching practice is to help students to gain insight of the "world" of the selected school, class, teacher and learners, therefore students regularly perform one-day teaching practice weekly during the semester and cooperate with the selected teacher. The Teaching Practice I is integrated together with the English Language Instruction in Heterogeneous Classes and the Reflective Seminar I. Students will be able to develop their skills and professional competence, namely in the fields of planning, performing and reflecting their pedagogical activities, and their concepts of teaching (grounded in theory) based on the systematic reflection and selfreflection using their professional portfolios and the framework of "Competence profile of English Language Teacher". Students will be able to present, explain and defend their concepts of teaching. Students will observe and discuss lessons with their mentors, which will help them to develop their reflecting competence of their pedagogical activities and students reflect the taught lessons with the help of the mentor and plan other lessons.
The student develops the professional competence in cooperation with a mentor via the three-phase process: planning - teaching - analysing.
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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, Work-related product analysis, Discussion, Student portfolio analysis
Individual interview based on submitted materials: 1. completion of teaching practice to the required extent (see course content) 2. materials according to the requirements specified in Moodle 3. microteaching and its (self)reflection according to the requirements specified in Moodle
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Recommended literature
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Píšová, Michaela. Portfolio v profesní přípravě učitele. Pardubice: Univerzita Pardubice, 2007. ISBN 978-80-7395-024-8.
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Píšová, Michaela, Karolína Duschinská a kol. Mentoring v učitelství. Praha, 2012.
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Píšová, Michaela, Karolína Duschinská a kol. Mentoring v učitelství. Praha, 2012.
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Píšová, Michaela. Klinický rok : procesy profesního rozvoje studentů učitelství a jejich podpora. Pardubice: Univerzita Pardubice, 2005. ISBN 80-7194-744-X.
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Píšová, Michaela. Pro mentory projektu Klinický rok : vedení pedagogické praxe. Pardubice: Univerzita Pardubice, 2006. ISBN 80-7194-854-3.
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PODLAHOVÁ, L. První kroky učitele. Praha: Triton, 2004.
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RICHARDS, J.C.; LOCKHART, C. Reflective Teaching in Second Language Classrooms. Cambridge University Press, 2000.
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Spilková, Vladimíra, Anna Tomková a kol. Kvalita učitele a profesní standard. Praha, 2010.
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Spilková, Vladimíra, Anna Tomková a kol. Kvalita učitele a profesní standard. Praha, 2010.
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Spilková, Vladimíra, Anna Tomková, Nataša Mazáčová, Jana Kargerová a kol. Klinická škola a její role ve vzdělávání učitelů. Praha, 2015.
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Spilková, Vladimíra, Anna Tomková, Nataša Mazáčová, Jana Kargerová a kol. Klinická škola a její role ve vzdělávání učitelů. Praha, 2015.
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