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Lecturer(s)
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Gažáková Eva, MgA. Ph.D.
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Dubec Michal, Mgr. Ph.D.
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Podpera Milan, Mgr. Ph.D.
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Course content
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1. Undergraduate teacher training - introduction to the curriculum, basic principles of study, ethics and etiquette, communication, working with resources, course requirements 2. Personal and social development - Creating a cooperative group, Learning and peer collaboration 3. Personal and Social Development - Personal communication, disposition, Self-presentation, empathetic listening, Voice work techniques, non-verbal communication 4. Personal and Social Development - Play and game techniques in life and in the classroom 5. Teacher's personality, transformation of the teacher's role, professional competences and their development 6. Tools for the development of professional competences - self-assessment of competences (cards) and portfolio 7. Teacher communication - Basic social needs (status, autonomy, trust fairness) and the need for certainty as basic starting points for communication. 8. Teacher communication - The functioning of the child's brain during communication. The functioning of relational signals in communication. 9. Teacher communication - Principles of guiding children towards self-management and behavioural responsibility (descriptive language, self-opening, feedback, guiding to agreements). 10. Teacher Communication - Respectful approach to the child in communication. Principles and techniques of effective communication (description, information, communication, choice, expression of own needs and expectations, space for participation and activity of children) 11. Teacher communication - Voice in pedagogical practice. Psychosomatic conception of voice and its development. "Economic voice" optimal voice function. 12. Personal and social development - Gathering, critiquing and analyzing information in a team, team communication, Communication levels of problem solving, formulating arguments 13. Personal and Social Development - Evaluation, Appraisal and Appreciation
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Learning activities and teaching methods
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- Contact hours
- 52 hours per semester
- Contact hours
- 14 hours per semester
- unspecified
- 38 hours per semester
- Preparation for formative assessments (2-20)
- 10 hours per semester
- Preparation for formative assessments (2-20)
- 10 hours per semester
- Individual project (40)
- 40 hours per semester
- Individual project (40)
- 40 hours per semester
- Team project (50/number of students)
- 10 hours per semester
- Undergraduate study programme term essay (20-40)
- 20 hours per semester
- Team project (50/number of students)
- 10 hours per semester
- Undergraduate study programme term essay (20-40)
- 20 hours per semester
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| prerequisite |
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| Knowledge |
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| Orientation in pedagogical literature. |
| Skills |
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| Work independently with professional resources. |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| Can characterize the personality and professional competences of a teacher. |
| Can describe methods of effective communication. |
| Can explain the basic principles of vocal hygiene. |
| Skills |
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| Can use tools for the development of professional competences - self-assessment of competences and portfolio. |
| Can use basic techniques of effective communication. |
| Can apply specific principles used to guide pupils towards self-management and responsibility for behaviour (descriptive language, self-opening, feedback, guided agreements). |
| Can empathically engage in joint activities. |
| Can plan the functional use of activation methods and techniques when working with a group. |
| Can reflect on their experience in the process of active learning and experiential learning activities. |
| Competences |
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| N/A |
| teaching methods |
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| Knowledge |
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| Lecture supplemented with a discussion |
| Interactive lecture |
| Cooperative instruction |
| Textual studies |
| Skills |
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| Practicum |
| Seminar |
| Staging methods, role playing |
| Task-based study method |
| Competences |
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| Skills demonstration |
| Seminar |
| assessment methods |
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| Knowledge |
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| Portfolio |
| Formative evaluation |
| Continuous assessment |
| Skills |
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| Skills demonstration during practicum |
| Portfolio |
| Continuous assessment |
| Competences |
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| Portfolio |
| Kolokvium |
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Recommended literature
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Kopřiva, Pavel. Respektovat a být respektován. 3. vyd. Bystřice pod Hostýnem : Spirála, 2012. ISBN 978-80-904030-0-0.
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Rock, David. Jak pracuje váš mozek : strategie pro překonání rušivých vlivů, obnovení soustředění a pro bystřejší práci po celý den. Praha : Pragma, 2010. ISBN 978-80-7349-242-7.
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SPILKOVÁ, V., VAŠUTOVÁ, J. a kol. Učitelská profese v měnících se požadavcích na vzdělávání. Praha: PdF UK, 2007. ISBN 978-80-7290-384-9.
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Svobodová, Eva; Vítečková, Miluše. Osobnost předškolního pedagoga : sebereflexe, sociální kompetence a jejich rozvíjení. Vydání první. 2017. ISBN 978-80-262-1243-0.
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SYSLOVÁ, Zora a Lucie ŠKARKOVÁ. Rámec profesních kvalit učitele mateřské školy. Brno. 2015.
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SYSLOVÁ, Zora, Michaela PÍŠOVÁ, Veronika RODOVÁ, Lucie GRŮZOVÁ a Hana STADLEROVÁ. Profesní portfolio v přípravném vzdělávání učitelů mateřských škol a 1. stupně základních škol. 2018.
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VYDROVÁ, Jitka a kolektiv. Hlasová a mluvní výchova pro pedagogy.. Praha: MEDICAL HEALTHCOM, hlasové a sluchové centrum, 2014. ISBN 978-80-905554-4-.
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