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Lecturer(s)
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Rohlíková Lucie, Doc. PhDr. Ph.D.
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Dubec Michal, Mgr. Ph.D.
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Soukupová Pavla, Mgr. Ph.D.
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Course 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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Learning activities and teaching methods
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Interactive lecture, E-learning, Cooperative instruction, Project-based instruction, Discussion, Students' portfolio, One-to-One tutorial, Seminar classes, Self-study of literature
- Graduate study programme term essay (40-50)
- 20 hours per semester
- Contact hours
- 26 hours per semester
- Preparation for an examination (30-60)
- 30 hours per semester
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| prerequisite |
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| Knowledge |
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| 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, |
| explain the basic principles of learning |
| explain the basic theories of learning |
| describe the chosen conception of teaching that influenced the education process in the contemporary school significantly |
| describes appropriate conditions for learning, can explain the reason |
| knows the principles and practices of summative, formative, authentic and peer assessment, self-assessment, criterion-referenced assessment |
| Skills |
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| analyse the educational situation |
| can provide feedback |
| can plan part of a lesson |
| can create appropriate conditions for learning |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| knows the curriculum documents for secondary and secondary schools |
| can explain the specifics of lesson planning for specific target groups and specific forms of teaching in secondary school and vocational secondary school |
| can describe the culture of the school and the specifics of relationships in secondary school and secondary vocational training |
| knows the stages of the development of relationships and behaviour of people in groups over time (forming, storming, norming, performing, adjourning) |
| knows the principle of teacher activities and interventions in the different phases of classroom development over time |
| knows the difference between motivation and stimulation and can clearly describe what the teacher is responsible for in the school and what the pupils are responsible for |
| Skills |
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| can plan teaching for specific target groups and specific forms of teaching in secondary school and vocational secondary school |
| can create a safe environment for learning |
| they can motivate their pupils, gauge their level of understanding and respond to their needs |
| can support pupils in independent work, group work and cooperative learning |
| knows how to plan activities for each stage of the development of pupils' relationships and behaviour in the classroom over time |
| can carry out simple teacher interventions in the different phases of the development of pupils' relationships and behaviour in the classroom over time and document what they specifically develop in pupils |
| can lead pupils to receive and give feedback |
| Competences |
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| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Interactive lecture |
| Lecture supplemented with a discussion |
| Seminar |
| Self-study of literature |
| Individual study |
| Skills |
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| Seminar classes |
| Individual study |
| Skills demonstration |
| Staging methods, role playing |
| Competences |
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| Individual study |
| Self-study of literature |
| assessment methods |
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| Knowledge |
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| Test |
| Portfolio |
| Combined exam |
| Skills |
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| Skills demonstration during practicum |
| Peer evaluation of students |
| Formative evaluation |
| Self-evaluation |
| Portfolio |
| Competences |
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| Continuous assessment |
| Peer evaluation of students |
| Formative evaluation |
| Self-evaluation |
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Recommended literature
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RVP pro ZV, SŠ v platném znění.
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Belz, Horst; Siegrist, Marco. Klíčové kompetence a jejich rozvíjení : východiska, metody, cvičení a hry. Vydání třetí. 2015. ISBN 978-80-262-0846-4.
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Bendl, Stanislav. Školní kázeň v teorii a praxi : učebnice pro studenty učitelství. 1. vyd. Praha : Triton, 2011. ISBN 978-80-7387-432-2.
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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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FORSYTH, Donelson R. Group dynamics. 2014.
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Šeďová, Klára; Švaříček, Roman,; Šalamounová, Zuzana. Komunikace ve školní třídě. Vyd. 1. Praha : Portál, 2012. ISBN 978-80-262-0085-7.
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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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Šolc, Petr. Skupinová dynamika a práce se školní třídou. Liberec. 2011.
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