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Lecturer(s)
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Soukupová Pavla, Mgr. Ph.D.
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Course content
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The student will acquire competencies, knowledge and skills in pedagogical diagnostics. They will know the different methods and diagnostic techniques, their contribution and ways of implementation and the possibilities of their use. The student is able to choose the right technique based on the situation, knows his / her positives and negatives and can decide on that basis. The student is able to combine and complement the diagnostic methods to increase the validity of the results. Students will acquire basic competencies in the following areas: 1. Basic principles of pupil and class learning - principles of pedagogical diagnostics. 2. Ethical principles of using diagnostic methods. Legal aspects of pedagogical diagnostics. 3. Diagnostic process, basic methods of pedagogical diagnostics and interpretation of its results. Formative diagnostics directions. 4. Social perception, observation as a basic diagnostic method. 5. Diagnostics of learning styles. Diagnostics of school performance and results of activities. Didactic test and learning task as a diagnostic tool. 6. Personal Characteristics of Pupils Important for Handling the Claims of the School. Identification of talents and specific learning disorders. The link between pedagogical diagnostics and special-pedagogical diagnostics. 7. Diagnostics of social relations. Tools for diagnosing social relationships. 8. Climate classroom diagnostics, climate classroom measurement. Data Interpretation. Follow-up steps. 9. Diagnosis of school and family environment. 10. Diagnostic competences of teacher assistant and other subjects. 11. Possibilities of using the tools of pedagogical diagnostics in work in social group, community. 12. Instruments of pedagogical diagnostics as prevention of socially pathological phenomena, risk behavior of children and youth. 13. Colloquial presentation and reflection of semestral papers.
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Learning activities and teaching methods
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Instruction based on dialogue, Students' portfolio, Individual study, Practicum
- Individual project (40)
- 20 hours per semester
- Contact hours
- 26 hours per semester
- Presentation preparation (report) (1-10)
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| Subject is teporetick and practical, knowledges from social psychology, individual psychology, special pedagogy and didactics are supposes. |
| learning outcomes |
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| Student gains competences, skills and knowledge in the area of pedagogical diagnostics. He/she knows particular methods and techniques of diagnostics, their contribution and execution and possibilities of their use. |
| The student can propose a combination of diagnostic methods with the support of outputs from developmental and pedagogical psychology, special pedagogy and field didactics to increase validity of results. |
| Skills |
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| Student is able to choose the appropriate technique, knows its pros and cons and is able to decide accordingly. |
| The student can propose a combination of diagnostic methods to increase validity of results. |
| teaching methods |
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| Knowledge |
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| Practicum |
| Individual study |
| Students' portfolio |
| Discussion |
| assessment methods |
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| Skills demonstration during practicum |
| Seminar work |
| Self-evaluation |
| Portfolio |
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Recommended literature
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Bednářová, Jiřina; Dandová, Eva,; Kratochvílová, Jana,; Nádvorníková, Hana; Syslová, Zora,; Šulová, Lenka. Školní zralost a její diagnostika. 1. vydání. 2017. ISBN 978-80-7496-319-3.
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BRAUN, R. Pedagogicko - psychologická diagnostika. Praha, 2014. ISBN 978-80-7290-656-7.
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JANDERKOVÁ, D. Pedagogická diagnostika a vybrané problémy na 1. stupni ZŠ.. Praha: Raabe, 2018. ISBN 978-80-7496-389-6.
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JAQUES, D.; SALMON, G. Learning in groups.. Oxon: Routledge, 2007. ISBN 978-0-415-36526-0.
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Mertin, Václav,; Krejčová, Lenka. Metody a postupy poznávání žáka : pedagogická diagnostika. Vyd. 1. Praha: Wolters Kluwer Česká republika, 2012. ISBN 978-80-7357-679-0.
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