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Lecturer(s)
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Janyšková Kristýna, Mgr. Ph.D.
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Pejšová Mouleová Lenka, Mgr.
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Course content
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The course "Mentoring pupil" is organized as a repetitive activity (2 hours of a direct work with a particular child in a their family background), which the student plans and implement for a pupil who is currently at risk of school failure, a pupil with problems in adapting to school conditions or a pupil with any other additional educational needs. During the course the student is required to make continuous records about their activities in order to submit a portfolio at the very end of the course. Student works with partner schools of FPE UWB. The teacher of the subject is in contact with a representative from partner primary school and the student is given with a particular offer. Selection of a child who needs a mentor is based on student's availability (time availability, studied approbation, the child's age, etc.). The student is also in contact with a partner non-profit organization of FPE UWB and he/she works under the supervision of a Ngo field social worker. Student's activity is on a regular basis and is based on a regular help with preparation for school, doing homework, tutoring, practicing the Czech language and conversation with a possible pupil who has Czech as a non native language. When working with a child student learns how to apply an individual approach, how to adjust learning conditions with respect to the pupil's possibilities and their educational potential. Student also regularly communicates with school staff, teacher of the subject and the Ngo field social worker. The student reflects his/her activities by means of writing a diary notes, in which he/she describes all his/her activities into details, reflects his/her pedagogical activities, experience with tutoring and with ways of communicating with all social actors. At the end of the semester, the diary is presented together with the final summary to the teacher of the subject and other students in the final reflective colloquium. From the side of the teacher students are provided with ongoing online support and via group supervision twice per semester.
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Learning activities and teaching methods
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- Practical training (number of hours)
- 26 hours per semester
- Undergraduate study programme term essay (20-40)
- 20 hours per semester
- Presentation preparation (report) (1-10)
- 6 hours per semester
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| prerequisite |
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| Knowledge |
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| Orient in the basics of general pedagogy. |
| Understand the concept, meaning and basic orientation in the field of primary education. |
| To become aware and aware of the social aspects of childhood. |
| Skills |
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| Apply knowledge about the basic categories of pedagogy in the context of primary education |
| Competences |
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| N/A |
| Successful initiation as well as the course and completion of the course assume that the student: - is identified with the course objectives and really wants to get involved; - Practical and accountable approach to practice is the effort to get as much information as possible about the mission of the organization, its goals, organizational structure, users of social services, the way of work and the specificity of the area - in practice, he / she is responsible for representing the FPE at URB at the place of practice, mainly by following the agreed rules. |
| learning outcomes |
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| Knowledge |
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| describe the role of social aspects of the educational process of children with the need of support measures in education from various reasons (social disadvantage, disability, extraordinary talent). |
| Skills |
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| in applying an individual approach to a child, the student will deepen his / her skills in adapting the conditions with regard to pupil's possibilities and his / her educational potential. |
| in communication by the various actors of the educational process and the subject mentoring program (with parents, school pedagogical staff, subject teacher and non-profit organization field worker). |
| Reflecting your pedagogical activities (direct work with the child to reflect through, experiences and experience with tutoring, experience with ways of communicating with individual actors). |
| He / she is able to reflect his / her work in writing through the diary and the prepared portfolio and orally at the closing colloquium. . |
| Competences |
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| N/A |
| teaching methods |
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| Knowledge |
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| Internship |
| Interactive lecture |
| Skills |
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| Internship |
| Group discussion |
| Competences |
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| Discussion |
| One-to-One tutorial |
| Group discussion |
| assessment methods |
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| Knowledge |
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| Skills demonstration during practicum |
| Portfolio |
| Continuous assessment |
| Self-evaluation |
| Skills |
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| Skills demonstration during practicum |
| Portfolio |
| Continuous assessment |
| Self-evaluation |
| Competences |
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| Skills demonstration during practicum |
| Portfolio |
| Continuous assessment |
| Self-evaluation |
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Recommended literature
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Henriksen, Jan-Olav, Arne Johan, Vetlesen. Blízké a vzdálené: etické teorie a principy práce s lidmi. Boskovice: Albert, 2000. ISBN 8085834855.
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Obrovská, Jana, Olga, Kusá, Zuzana Lehotská, Ivana Marášková a Kateřina Dobešová. Školní a mimoškolní doučování metodika. Praha, 2012. ISBN 978-8086-85-3.
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Šišková, Tatjana. Výchova k toleranci a proti rasismu : sborník. 1. vyd. Praha : Portál, 1998. ISBN 80-7178-285-8.
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