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Main menu for Browse IS/STAG
Course info
KPG / OBDSS
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Course description
Department/Unit / Abbreviation
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KPG
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OBDSS
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Academic Year
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2023/2024
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Academic Year
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2023/2024
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Title
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General Methodology
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Form of course completion
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Exam
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Form of course completion
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Exam
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Accredited / Credits
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Yes,
3
Cred.
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Type of completion
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Combined
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Type of completion
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Combined
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Time requirements
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Lecture
1
[Hours/Week]
Seminar
1
[Hours/Week]
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Course credit prior to examination
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Yes
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Course credit prior to examination
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Yes
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Automatic acceptance of credit before examination
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Yes in the case of a previous evaluation 4 nebo nic.
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Included in study average
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YES
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Language of instruction
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Czech
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Occ/max
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Automatic acceptance of credit before examination
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Yes in the case of a previous evaluation 4 nebo nic.
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Summer semester
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0 / -
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0 / -
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0 / -
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Included in study average
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YES
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Winter semester
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87 / -
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0 / -
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0 / -
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Repeated registration
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NO
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Repeated registration
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NO
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Timetable
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Yes
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Semester taught
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Winter + Summer
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Semester taught
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Winter + Summer
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Minimum (B + C) students
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10
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Optional course |
Yes
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Optional course
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Yes
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Language of instruction
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Czech
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Internship duration
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0
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No. of hours of on-premise lessons |
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Evaluation scale |
1|2|3|4 |
Periodicity |
každý rok
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Evaluation scale for credit before examination |
S|N |
Periodicita upřesnění |
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Fundamental theoretical course |
Yes
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Fundamental course |
No
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Fundamental theoretical course |
Yes
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Evaluation scale |
1|2|3|4 |
Evaluation scale for credit before examination |
S|N |
Substituted course
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None
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Preclusive courses
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N/A
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Prerequisite courses
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N/A
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Informally recommended courses
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N/A
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Courses depending on this Course
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N/A
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Histogram of students' grades over the years:
Graphic PNG
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XLS
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Course objectives:
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To develop the independent professional pedagogical thinking, to characterize didactics from the point of view of development, changes and pedagogical innovations. To develop the grounding and attitudinal base for another application of pedagogical theory in the sphere of branches of didactics.
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Requirements on student
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Attendance at the lectures is optional, but if you attend, you can get points for each lecture, which will be added to you as a bonus during the exam. You can get one extra point for sharing your experience in the form of a video in the discussion forum of this course.
Active participation in seminars is important for acquiring professional skills. During the seminars, you will work on practical tasks and gradually build your professional portfolio.
You will receive credit after submitting a portfolio in the form that will be communicated to you at the seminar.
The exam will take place as a written test, which you will write at the designated time in the computer room in LMS Moodle. The test will contain both closed and open questions. Exam dates will be announced mainly for the month of January.
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Content
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1. Teaching planning (teaching objectives, curriculum and its structure, active involvement of all pupils, promotion of curiosity and motivation to learn, teaching forms and methods, teaching timetable, material didactic resources, framework and school curricula for secondary schools and vocational schools, teaching planning for specific target groups and specific forms of teaching in secondary schools and vocational schools)
2. Learning environments (appropriate conditions for learning, appropriate classroom layout, creating a safe learning environment, rules, guiding pupils towards learning and collaborative behaviour, appropriate electronic environment for digital learning, alternative and non-traditional learning environments, specific learning environments in different secondary schools and vocational schools, occupational safety during practical learning in secondary school, school culture and specificities of relationships in secondary school and vocational school)
3. Conducting teaching (initiation of teaching, initial and ongoing motivation to learn, ongoing assessment of pupils' level of understanding, responding to pupils' needs, supporting pupils in independent work, implementation of group work and cooperative learning, implementation of non-traditional teaching - field trips, project-based learning, research-based learning, specifics of teaching different target groups in secondary school and vocational secondary school, challenging situations, conflicts and solving learning and disciplinary problems of secondary school and vocational secondary school pupils).
4. Group dynamics and classroom management (the development of relationships between students and their behaviour in the classroom over time - forming, storming, norming, performing, the atmosphere suitable for cooperation within the classroom, setting the rights and obligations of students and responding to their observance/violation, unwritten norms, specifics of group dynamics and classroom management for different target groups in the work of a teacher in secondary school and secondary vocational school).
5. Guiding pupils towards independence and responsibility (conscious work with the development of pupils' responsibility for their behaviour and for classroom relationships, development of pupils' skills in responding to specific behaviours of classmates, reflection on one's own communication habits and their impact on pupils' responsibility and independence, the specifics of leading to autonomy and responsibility among different target groups in the work of a teacher in secondary school and secondary vocational school, the specifics of communication with pupils, with parents, with colleagues, with the management of secondary school and secondary vocational school).
6. Feedback, student assessment and reflection on teaching (guiding students to receive and give feedback, summative, formative, authentic and peer assessment, self-assessment, criterion-referenced assessment, guiding students to reflect on their learning, teacher reflection on teaching and achievement of objectives, specifics of assessment of different target groups in secondary school and vocational secondary school, the choice of adequate ways of assessing pupils and providing feedback in theoretical and practical teaching in secondary school and secondary vocational training, the specifics of assessment in different forms of teaching and in different disciplines in secondary school and secondary vocational training, the quality of teaching in secondary school and its evaluation).
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Activities
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Fields of study
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Pro předmět vypracovány studijní opory v MOODLE, vypracován CW s organizačními informacemi.
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Guarantors and lecturers
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Literature
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Basic:
JANÍK, T., MAŇÁK, J., KNECHT, P. Cíle a obsahy školního vzdělávání a metodologie jejich utváření. Brno: Paido, 2009. ISBN 978-80-7315-194.
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Basic:
KORTHAGEN, F. A.; J., KESSELS, J.; KOSTER, B.; LAGERWERF, B.; WUBBELS, T. Jak spojit praxi s teorií: didaktika realistického vzdělávání učitelů. Brno: Paido, 2011. ISBN 978-80-7315-221-5.
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Basic:
MERTIN, V., KREJČOVÁ, L. a kol. Metody a postupy poznávání žáka. Pedagogická diagnostika. Praha: Wolters-Kluwer, 2016. ISBN 978-80-7552-014-2.
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Basic:
HAJEROVÁ MŰLLEROVÁ, L., SLAVÍK, J. Modelování kurikula. Plzeň: ZČU, 2020. ISBN 978-80-261-0903-7.
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Basic:
Vališová, A.; Kovaříková, M. Obecná didaktika: A její širší pedagogické souvislosti v úkolech a cvičeních. Praha: Grada Publishing, 2021. ISBN 978-80-271-3249-2.
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Basic:
TROJAN, V. Pedagogický proces a jeho řízení. Praha: Wolters Kluwer, 2014. ISBN 978-80-7478-539-9.
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Basic:
SLAVÍK, J., HAJEROVÁ MŰLLEROVÁ, L., SOUKUPOVÁ, P. et al. Reflexe a hodnocení kvality výuky I. Plzeň: ZČU, 2020. ISBN 978-80-261-0920-4.
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Basic:
Fletcher-Wood, H. Responzivní výuka: Kognitivní vědy a formativní hodnocení v praxi. Praha: UNIVERSUM, 2021. ISBN 978-80-242-7152-1.
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Basic:
RVP pro ZV, SŠ v platném znění.
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Basic:
SLAVÍK, J., JANÍK, T.; NAJVAR; P, KNECHT, P. Transdisciplinární didaktika (o učitelském sdílení znalostí a zvyšování kvality výuky napříč obory). Brno: MUNI PRESS, 2017. ISBN 978-80-210-8568-8.
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Basic:
Petlák, Erich. Všeobecná didaktika. 3. vydanie. 2016. ISBN 978-80-8153-064-7.
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Extending:
KOLÁŘ, Z., VALIŠOVÁ, A. Analýza vyučování: vyučování jako dialog, řízení učení žáků, styly a způsoby hodnocení, komunikace, kooperace a interakce. Praha: Grada Publishing, 2009. ISBN 978-80-247-2857-5.
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Extending:
Šikulová, Renata; Müllerová, Lenka. Cvičebnice obecné didaktiky pro studenty učitelství. Vyd. 1. V Ústí nad Labem : Univerzita J.E. Purkyně, 2001. ISBN 80-7044-365-0.
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Extending:
Kolář, Zdeněk; Šikulová, Renata. Hodnocení žáků. 2., dopl. vyd. Praha : Grada, 2009. ISBN 978-80-247-2834-6.
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Extending:
STUCHLÍKOVÁ, I. JANÍK, T. et al. Oborové didaktiky: vývoj-stav-perspektivy. Brno, MU, 2015.
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Extending:
Průcha, Jan. Pedagogická encyklopedie. Vyd. 1. Praha : Portál, 2009. ISBN 978-80-7367-546-2.
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Extending:
VALIŠOVÁ, A., KASÍKOVÁ, H. (eds.). Pedagogika pro učiele. Praha: Grada, 2011. ISBN 978-80-247-3357-9.
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Extending:
BERTRAND, Y. Soudobé teorie vzdělávání. Praha : Portál, 1998. ISBN 80-7178-216-5.
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Extending:
KALHOUS, Z., OBST, O. Školní didaktika. Praha: Portál, 2002. ISBN 80-7178-253-X.
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Extending:
PRŮCHA, J. Učitel: současné poznatky o profesi. Praha: Portál, 2009. ISBN 80-7178-621-7.
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Extending:
SPILKOVÁ, V., VAŠUTOVÁ, J. a kol. Učitelská profese v měnících se požadavcích na vzdělávání. Praha: PdF UK, 2007. ISBN 978-80-7290-384-9.
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Extending:
RAMBOUSEK, V. Vybrané kapitoly z didaktiky a psychodidaktiky. Praha: PdF UK, 2014. ISBN 978-80-7290-671-0.
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Extending:
MAZAČOVÁ, N. Vybrané problémy obecné didaktiky. Praha: PdF UK, 2014. ISBN 978-80-7290-677-2.
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Recommended:
Rýdl, Karel. Alternativní pedagogické hnutí v současné společnosti. 1. vyd. Brno : Marek Zeman, 1994. ISBN 80-900035-8-3.
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Recommended:
Průcha, Jan. Alternativní školy. 2., upr. vyd. Praha : Portál, 1996. ISBN 80-7178-072-3.
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Recommended:
Singule,F.:. Americká pragmatická pedagogika,.
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Recommended:
MEZERA, A. Dotazníky k sebehodnocení žáka. Praha: Raabe, 2015. ISBN 978-80-7496-181-6.
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Recommended:
STARÝ, K. Formativní hodnocení ve výuce. Praha: Portál, 2015. ISBN 978-80-262-1001-6.
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Recommended:
TESAŘOVÁ, M. Jak na žáky: Zvládání náročných situací ve třídě. Praha: Portál, 2016. ISBN 978-80-262-1047-4.
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Recommended:
BLOOM, P. Jak se děti učí významu slov. Praha: Karolinum, 2015. ISBN 978-80-246-3095-3.
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Recommended:
ŠEĎOVÁ, K., ŠVAŘÍČEK, R., ŠALAMOUNOVÁ, Z. Komunikace ve školní třídě. Praha: Portál, 2012. ISBN 978-80-262-0085-7.
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Recommended:
KASÍKOVÁ, H. Kooperativní učení, kooperativní škola. Praha : Portál, 1997. ISBN 80-7178-167-3.
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Recommended:
JANÍK, T. et al. Kvalita (ve) vzdělávání. Obsahově zaměřený přístup ke zkoumání a zlepšování výuky. Brno: Masarykova univerzita, 2016. ISBN 978-80-210-6349-5.
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Recommended:
LUKÁŠOVÁ, H. Kvalita života dětí a didaktika. Praha: Portál, 2010. ISBN 978-80-7367-784-8.
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Recommended:
Petty, Geoffrey. Moderní vyučování. Praha : Portál, 2002. ISBN 80-7178-681-0.
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Recommended:
Pavelková, Isabela. Motivace žáků k učení. Praha: PedF UK, 1998.
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Recommended:
SKALKOVÁ, J. Obecná didaktika. Praha: Grada Publishing, 2007. ISBN 978-80-247-1821-7.
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Recommended:
ZORMANOVÁ, L. Obecná didaktika. Praha: Grada Publishing, 2014. ISBN 978-80-247-4590-9.
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Recommended:
Pasch, Marvin. Od vzdělávacího programu k vyučovací hodině. Praha : Portál, 2005. ISBN 80-7367-054-2.
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Recommended:
Průcha, Jan; Mareš, Jiří; Walterová, Eliška. Pedagogický slovník. 4. aktualiz. vyd. Praha : Portál, 2003. ISBN 80-7178-772-8.
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Recommended:
ŠAFRÁNKOVÁ, D. Pedagogika. Praha: Grada, 2019. ISBN 978-80-247-5511-3.
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Recommended:
Vališová, Alena,; Kasíková, Hana,; Bureš, Miroslav. Pedagogika pro učitele. 2., rozĹĄ. a aktualiz. vyd. Praha : Grada, 2011. ISBN 978-80-247-3357-9.
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Recommended:
TOMKOVÁ, A. Portfolio v perspektivě reflektivně pojatého vzdelávání učitelů. Praha: Karolinum, 2018. ISBN 978-80-7290-982-7.
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Recommended:
ŠKODA, J., DOULÍK, P. Psychodidaktika: Metody efektivního a smysluplného učení a vyučování. Praha: Grada Publishing, 2011. ISBN 978-80-247-3341-8.
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Recommended:
Kopřiva, Pavel a kol. Respektovat a být respektován. 2. vyd. Kroměříž : Spirála, 2006. ISBN 80-901873-7-4.
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Recommended:
Singule, František. Současné pedagogické směry a jejich psychologické souvislosti. 1. vyd. Praha : Státní pedagogické nakladatelství, 1992. ISBN 80-04-26160-4.
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Recommended:
Košťálová, Hana. Školní hodnocení žáků a studentů se zaměřením na slovní hodnocení/. Portál, 2007. ISBN 978-80-7367-314-7.
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Recommended:
Kratochvílová, Jana. Teorie a praxe projektové výuky. 1. vyd. Brno : Masarykova univerzita, 2006. ISBN 80-210-4142-0.
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Recommended:
Kašová, J., Tomkov, A., Dvořáková, M. Učíme v projektech. Praha: Portál, 2009. ISBN 978-80-7367-521-1.
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Recommended:
Gavora, Peter. Úvod do pedagogického výzkumu. Brno : Paido, 2000. ISBN 80-85931-79-6.
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Recommended:
Tonucci, Francesco. Vyučovat nebo naučit?. Praha : Pedagogická fakulta Univerzity Karlovy, 1991. ISBN 80-901065-1-X.
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Recommended:
Maňák, Josef; Švec, Vlastimil. Výukové metody. Brno : Paido, 2003. ISBN 80-7315-039-5.
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Recommended:
Skalková, Jarmila. Za novou kvalitu vyučování : (inovace v soudobé pedagogické teorii i praxi). Brno : Paido, 1995. ISBN 80-85931-11-7.
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Recommended:
KREJČOVÁ, L. Žáci potřebují přemýšlet: Co pro to mohou udělat jejich učitelé. Praha: Portál, 2013. ISBN 978-80-262-0496-1.
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On-line library catalogues
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Time requirements
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All forms of study
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Activities
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Time requirements for activity [h]
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Contact hours
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24
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Preparation for comprehensive test (10-40)
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25
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Preparation for an examination (30-60)
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30
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Total
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79
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Prerequisites
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Knowledge - students are expected to possess the following knowledge before the course commences to finish it successfully: |
- to define basic categories of educational process goals of educational process, content (schoolwork), cooperation of a teacher and students, methods, organizational forms and didactic means for lessons, conditions during the educational process, |
- to explain the forms of mutual complicated relations among basic categories of educational process, |
- to explain basic terms used in the curriculum documents, |
- to describe chosen conception of lessons which more significantly influenced and all the time it influences the education interpretation in the present school (education theory of J. F. Herbarta, J. Deweye, structural or rather socially-structural interpretation of the education), |
- to distinguish various leading of the educational process and the look at a student and teacher´s position. |
Skills - students are expected to possess the following skills before the course commences to finish it successfully: |
- to analyze analyze the structure of the curriculum, |
- to work out the analysis of the textbook of chosen teaching subject, |
- to create appropriate problem tasks which arouse cognitive needs and students´ interests, |
- to work out the students´ initial pedagogical diagnostics, |
- to analyze the differences between for example teaching methods and organizational teaching forms, |
- to respect the students´ needs, jointly form the endanger and tolerant environment. |
Competences - students are expected to possess the following competences before the course commences to finish it successfully: |
- to gain competences for teaching and problem solution,
- to develop presentation and communication skills,
- to develop civic competences. |
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Learning outcomes
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Knowledge - knowledge resulting from the course: |
- to specify curriculum models, |
- to explain modelling of curriculum, |
- to distinguish between various models of leading the educational process as well as assessment of student's and teacher's positions; |
- to describe the elementary teacher's activities during preparation a lesson, including the reasons for individual parts of the preparation at the beginning of teacher's profressional career. |
Skills - skills resulting from the course: |
- to analyze the curriulum structure in the relation to School Educational Program (SEP) and studied area (chosen type of secondary school), |
- to work out an educational diagnostics of students, |
- to implement a differentiation of didactic approach, considering the individual specifics and possibilities of each student, |
- to create appropriate problem tasks which meet the students' cognitive needs and interests, |
- to analyze the hidden curriculum and its significant role for the students' attitudes development, |
- to create a portfolio for curriculum modelling; to prepare a didactic content transformation based on analysis of curriculum documents at the chosen topics on teaching subject, including the lesson preparation that will to carried out and followed by the reflection and self-reflection. |
Competences - competences resulting from the course: |
N/A |
N/A |
- to build an attitude to various forms of teaching, considering the curriculum reform running at schools (FEP, SEP), that will be based on the reflection and self-experience in teaching process planning and going through it: a student is able to support his/her opinion with relevant arguments;
- to develop their pedagogical and didactic skills (didactic thinking of future teachers), as well as diagnostic and management skills. |
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Assessment methods
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Knowledge - knowledge achieved by taking this course are verified by the following means: |
Written exam |
Test |
Skills - skills achieved by taking this course are verified by the following means: |
Written exam |
Test |
Skills demonstration during practicum |
Peer evaluation of students |
Formative evaluation |
Self-evaluation |
Competences - competence achieved by taking this course are verified by the following means: |
Continuous assessment |
Peer evaluation of students |
Formative evaluation |
Self-evaluation |
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Teaching methods
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Knowledge - the following training methods are used to achieve the required knowledge: |
Lecture |
Seminar classes |
Discussion |
E-learning |
Individual study |
Self-study of literature |
Skills - the following training methods are used to achieve the required skills: |
Seminar classes |
Individual study |
Self-study of literature |
Competences - the following training methods are used to achieve the required competences: |
Seminar classes |
Individual study |
Self-study of literature |
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