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Lecturer(s)
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Dubec Michal, Mgr. Ph.D.
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Rohlíková Lucie, Doc. PhDr. 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 primary schools, teaching planning for specific target groups and specific forms of teaching in primary school) 2. The learning environment (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, school culture and specifics of relationships in primary school) 3. Instructional management (initiation of instruction, initial and ongoing motivation to learn, ongoing assessment of student understanding, responding to student needs, supporting students in independent work, implementation of group work and cooperative learning, implementation of non-traditional instruction - field trips, project-based learning, exploratory learning, specifics of teaching different target groups in elementary school, challenging situations, conflicts, and addressing student learning and discipline issues) 4. Group dynamics and classroom management (the development of relationships between pupils 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 pupils and responding to their observance/violation, unwritten norms, specifics of group dynamics and classroom management for different target groups in the work of the teacher in primary school). 5. Guiding pupils to independence and responsibility (conscious work on developing pupils' responsibility for their behaviour and for classroom relationships, developing pupils' skills in responding to specific behaviour of classmates, reflection on own habits in communication and their impact on pupils' responsibility and independence, specifics of guiding to independence and responsibility in different target groups in the work of a teacher in primary school, specifics of communication with pupils, with parents, with colleagues, with school management). 6. Feedback, pupil assessment and reflection on teaching (guiding pupils to receive and give feedback, summative, formative, authentic and peer assessment, self-assessment, criterion-referenced assessment, guiding pupils to reflect on their learning, teacher reflection on teaching and the achievement of set goals, specifics of assessment of different target groups in primary school, choice of adequate ways of assessing pupils and providing feedback in theoretical and practical teaching in primary school, specifics of assessment in different forms of teaching, quality of teaching 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
- Contact hours
- 24 hours per semester
- Preparation for an examination (30-60)
- 30 hours per semester
- Undergraduate study programme term essay (20-40)
- 25 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, |
| - 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 |
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| - 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 |
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| - to gain competences for teaching and problem solution, - to develop presentation and communication skills, - to develop civic competences. |
| learning outcomes |
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| Knowledge |
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| - to specify curriculum models, |
| - to explain modelling of curriculum, |
| - to distinguish various leading of the educational process and the view on student and teacher's positions, |
| - to describe teacher's basic activities in his lessons preparation, including the reasons for the individual parts of the lessons preparation of a teacher at the beginning of his career. |
| Skills |
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| - to analyze analyze the curriculum structure in the relation to the School Educational Programme (SEP) and area of studies (chosen type of a primary school), |
| - to work out the educational diagnostics of pupils, |
| - to implement a differentiation of didactic approach, considering the individual specifics and possibilities of each pupil, |
| - to create appropriate problem tasks which meet the pupils' cognitive needs interests, |
| - to analyze the hidden curriculum and its significant role for the pupils' 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 |
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| 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. |
| teaching methods |
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| Knowledge |
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| Lecture |
| Seminar classes |
| Discussion |
| E-learning |
| Individual study |
| Self-study of literature |
| Skills |
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| Seminar classes |
| Individual study |
| Self-study of literature |
| Competences |
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| Seminar classes |
| Individual study |
| Self-study of literature |
| assessment methods |
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| Knowledge |
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| Written exam |
| Test |
| Skills |
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| Written exam |
| Test |
| Skills demonstration during practicum |
| Peer evaluation of students |
| Formative evaluation |
| Self-evaluation |
| Competences |
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| Continuous assessment |
| Peer evaluation of students |
| Formative evaluation |
| Self-evaluation |
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