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Lecturer(s)
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Course content
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1. Analysis of video recordings of German lessons from the perspective of the National Curriculum Framework (RVP) and School Educational Program (ŠVP) 2-3. Simulation of individual students' performance according to RVP and ŠVP - focusing on teaching and practicing language skills in German instruction 4-5. Simulation of individual students' performance according to RVP and ŠVP - focusing on teaching and practicing speech skills 6. Simulation of individual students' performance according to RVP and ŠVP - focusing on teaching and practicing realia and working with text
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Learning activities and teaching methods
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Project-based instruction, Multimedia supported teaching, Students' portfolio, Practicum
- Contact hours
- 24 hours per semester
- Presentation preparation (report) (1-10)
- 8 hours per semester
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| prerequisite |
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| Knowledge |
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| to have basic theoretical knowledge of linguistic, pedagogical / didactic and psychological principles of foreign language teaching |
| Skills |
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| to work independently with scientific literature |
| learning outcomes |
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| Knowledge |
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| to provide the school system, especially basic school documents for secondary schools |
| to characterize a range of german textbooks (different types and levels of schools) |
| Skills |
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| to identify strengths and possible weaknesses of simulated teaching units delivered by both self and peers |
| to select and evaluate the teaching style and methods for effective language training in secondary schools |
| to complete and connect the theoretical and practical knowledge from previous studies and apply them in practice |
| to make reflections and self-reflection of german teaching |
| teaching methods |
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| Knowledge |
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| Practicum |
| Multimedia supported teaching |
| Students' portfolio |
| Skills |
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| Practicum |
| Individual study |
| Students' portfolio |
| Discussion |
| assessment methods |
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| Knowledge |
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| Continuous assessment |
| Self-evaluation |
| Skills |
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| Skills demonstration during practicum |
| Individual presentation at a seminar |
| Continuous assessment |
| Self-evaluation |
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Recommended literature
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Dokumenty MŠMT ČR a NPI. .
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EPOSA (Europäisches Portfolio für Sprachlehrende in Ausbildung). .
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Plzeňská fakultní škola: https://skoly.zcu.cz/. .
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DYTRTOVÁ, R.; KRHUTOVÁ, M. Učitel: příprava na profesi.. Praha, 2009. ISBN 978-80-247-2863-6.
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HENNIES, J., RITTER M. Deutschunterricht in der Inklusion .. ISBN 978-3-12-688064-0.
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JANÍK, T.; HAVEL, J. Pedagogická praxe a profesní rozvoj studentů. Brno, 2005. ISBN 80-210-3884-5.
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KRELLE, M., SENN, W. Qualitäten von Deutschunterricht. Empirische Unterrichtsforschung im Fach Deutsch.. ISBN 978-3-12-688067-1.
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SCHMIDJELL, A., ZIEELL, B. Unterrichtsbeobachtung und kollegiale Beratung. Buch mit DVD..
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SLAVÍK, J.; JANÍK, T.; NAJVAR, P.; KNECHT, P. Transdisciplinární didaktika. O učitelském sdílení znalostí a zvyšování kvality výuky napříč obory. Brno, 2017. ISBN 978-80-210-8568-8.
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Šimoník, Oldřich. Úvod do školní didaktiky. Brno : MSD, 2003. ISBN 80-86633-04-7.
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ZIEBELL, B. Unterrichtsbeobachtung und Lehrerverhalten. Berlin, 2002. ISBN 3-468-49633-8.
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