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Lecturer(s)
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Breníková Jana, Mgr. Ph.D.
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Dubec Michal, Mgr. Ph.D.
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Rohlíková Lucie, doc. PhDr. Ph.D.
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Podpera Milan, Mgr. Ph.D.
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Course content
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1. Me the student (how I learn, study skills and abilities, study efficiency, self-organization, teamwork, critical thinking, academic integrity) 2. Me the teacher (expectations, vision, my own experiences as a pupil and student with teachers, role models, the ideal teacher) 3. Pedagogy as a science (characteristics, use of pedagogical science, structure of pedagogical science, current pedagogical research, sources of information - magazines, dictionaries and encyclopedias, libraries, databases, museums, archives) 4. Education and training in the contemporary world (basic questions, goals of education and training, concept of the educational process, formal, non-formal, and informal education, lifelong learning) 5. The function of school and school education (goals and content of school education, educational processes, learning in the school environment, teacher-student-parent communication, school workload and coping with it, discipline and indiscipline, forms and methods of teaching, non-traditional forms of learning and teaching) 6. Changes in education over time and space (development of pedagogical thinking, historical milestones and personalities, reform pedagogy, alternative education, comparative pedagogy, inspiration from foreign education systems, global trends in education)
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Learning activities and teaching methods
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- Contact hours
- 26 hours per semester
- Individual project (40)
- 10 hours per semester
- unspecified
- 10 hours per semester
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| prerequisite |
|---|
| Knowledge |
|---|
| can explain the basic concepts of social sciences |
| Skills |
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| can work with text |
| can describe their experiences with teachers and their expectations of the profession |
| Competences |
|---|
| N/A |
| N/A |
| learning outcomes |
|---|
| Knowledge |
|---|
| can describe the specifics of the study of teaching and has an overview of effective study practices |
| characterizes pedagogy as a science, its use and structure |
| know how to learn and how to develop their professional competences |
| knows the basic issues and goals of education |
| Skills |
|---|
| can describe their ideal teacher self |
| can formulate a personal development goal |
| Competences |
|---|
| N/A |
| teaching methods |
|---|
| Knowledge |
|---|
| Interactive lecture |
| Discussion |
| Self-study of literature |
| Textual studies |
| Skills |
|---|
| Discussion |
| Individual study |
| Interactive lecture |
| Multimedia supported teaching |
| Competences |
|---|
| Interactive lecture |
| Individual study |
| assessment methods |
|---|
| Knowledge |
|---|
| Test |
| Skills |
|---|
| Portfolio |
| Competences |
|---|
| Portfolio |
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Recommended literature
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Christodoulou, Daisy. Sedm mýtů o vzdělávání. Praha. 2022.
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Jedlička, Richard; Helus, Zdeněk. Teorie výchovy - tradice, současnost, perspektivy. Vyd. 1. Praha: Karolinum, 2014. ISBN 978-80-246-2412-9.
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Juklová, Kateřina. Osobní epistemologie budoucího učitele : predikce a podpora studijních procesů a výsledků. Vydání 1. 2019. ISBN 978-80-271-2852-5.
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Petty, Geoffrey. Moderní vyučování. 6., rozš. a přeprac. vyd. Praha: Portál, 2013. ISBN 978-80-262-0367-4.
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Strouhal, Martin. Teorie výchovy: k vybraným problémům a perspektivám jedné pedagogické disciplíny. Praha. 2013.
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ŠAFRÁNKOVÁ, D. Pedagogika. Praha: Grada, 2. vydání, 2019. ISBN 978-80-247-5511-3.
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Willingham, D. T. Proč žáci nemají rádi školu?. Praha: EDUkační LABoratoř, 2013. ISBN 978-80-907-1234-5.
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