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Lecturer(s)
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Šafránková Dagmar, PhDr. Ph.D.
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Zachová Markéta, PhDr. Ph.D.
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Course content
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Lecture topics: 1. Definition of the subject, aims and content of general didactics in relation to assisting professions, incl. historical context. 2. Contributing professions and their social context. 3. The curriculum and its transformation and modernization, incl. transdisciplinary overlap. 4. Didactic cycle as the basis of education (goals, methods, forms, means, evaluation, communication and interaction). 5. Crisis situations of teaching and their consequences and possibilities of solution. 6. Assisting worker and his role in education and training, incl. professional competencies and its readiness to educate in selected target groups. 7. Current trends and their application to education and training (inclusive education, modern technologies and digitization of education, cooperative and project teaching, etc.). 8. Pedagogical evaluation and its level (educational needs, programs, teaching texts, real teaching, institutional efficiency, etc.). 9. The quality of life of children and youth in didactic contexts. Content of seminars: Seminars will practically develop selected didactic topics through discussion, problem solving, team cooperative work, and ongoing evaluations and self-evaluation.
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Learning activities and teaching methods
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- Contact hours
- 26 hours per semester
- Team project (50/number of students)
- 30 hours per semester
- Preparation for an examination (30-60)
- 40 hours per semester
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| prerequisite |
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| Knowledge |
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| to explain and distinguish basic pedagogical categories in the scope of general pedagogy |
| to analyze impact and event. the impact of current changes in society on education and training |
| to justify the importance of pedagogy as a science in assisting professions, incl. research questions |
| Skills |
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| to search and process information in pedagogical lliterature |
| to apply discussion rules |
| to use cooperative rules for teamwork |
| to use basic pedagogical categories in the context of helping professions |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| to explain basic objectives, subject and content of general didactics in the context of assisting professions |
| to charakterize the basic issues of learning and education from the point of view of the pupil and the teacher |
| to explain the risks of education and training in teaching, their consequences and solutions |
| to explain the rolereadiness of the assisting worker in teaching, incl. professional competencies |
| Skills |
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| to an and implement teaching and methodical procedures using knowledge from general didactics, modern technologies and selected target groups |
| to apply didactic knowledge, especially the cooperative model of teaching, in the context of joint education |
| to transform the didactic cycle of education in the context of helping professions (goals, methods, means, forms, evaluation, communication, cooperation |
| 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 |
| Self-study of literature |
| Skills |
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| Cooperative instruction |
| Discussion |
| Seminar classes |
| Individual study |
| Competences |
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| Multimedia supported teaching |
| Self-study of literature |
| Skills demonstration |
| assessment methods |
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| Knowledge |
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| Combined exam |
| Group presentation at a seminar |
| Continuous assessment |
| Skills |
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| Skills demonstration during practicum |
| Group presentation at a seminar |
| Self-evaluation |
| Competences |
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| Seminar work |
| Combined exam |
| Self-evaluation |
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Recommended literature
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Čábalová, Dagmar. Pedagogika. Vyd. 1. Praha : Grada, 2011. ISBN 978-80-247-2993-0.
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Gavora, Peter. Učitel a žáci v komunikaci. Brno : Paido, 2005. ISBN 80-7315-104-9.
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Hofmann, E., Löhle, M. Jak úspěšně učit.. Praha : Grada, 2017. ISBN 978-80-271-0286-0.
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Horská, Viola. Koučování ve školní praxi. Vyd. 1. Praha : Grada, 2009. ISBN 978-80-247-2450-8.
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Kaleja, M. (Ne) připravený pedagog a žák z prostředí sociální exkluze.. Opava, Slezká univerzita v Opavě, 2015. ISBN 978-80-7510-160-0.
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Kalhous, Zdeněk; Obst, Otto. Školní didaktika. Vyd. 2. Praha : Portál, 2009. ISBN 978-80-7367-571-4.
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Kolář, Zdeněk; Šikulová, Renata. Hodnocení žáků. 2., dopl. vyd. Praha : Grada, 2009. ISBN 978-80-247-2834-6.
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Maňák, Josef; Švec, Vlastimil. Výukové metody. Brno : Paido, 2003. ISBN 80-7315-039-5.
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SKALKOVÁ, J. Obecná didaktika. Praha: Grada Publishing, 2007. ISBN 978-80-247-1821-7.
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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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Svoboda, Jan; Němcová, Leona. Krizové situace výchovy a výuky. 1. vydání. 2015. ISBN 978-80-7387-935-8.
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Vališová, Alena,; Kasíková, Hana,; Bureš, Miroslav. Pedagogika pro učitele. 2., rozĹĄ. a aktualiz. vyd. Praha : Grada, 2011. ISBN 978-80-247-3357-9.
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Vašutová, Jaroslava. Být učitelem : co by měl učitel vědět o své profesi. 2., přeprac. vyd. Praha : Univerzita Karlova, 2007. ISBN 978-80-7290-325-2.
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Walterová, Eliška. Učitelé jako profesní skupina, jejich vzdělávání a podpůrný systém : výstup projektu rezortního výzkumu MŠMT ČR č. LS 20007 Podpora práce učitelů : sborník z celostátní konference. 2. díl. Praha : Univerzita Karlova-Pedagogická fakulta, 2001. ISBN 80-7290-059-5.
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Zormanová, Lucie. Didaktika dospělých. 2017. ISBN 978-80-271-0051-4.
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ZORMANOVÁ, Lucie. Obecná didaktika pro studium a praxi. 1. vyd. Praha: Grada. 2014. 240 s. ISBN 978-80-247-4590-9..
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Zormanová, Lucie. Výukové metody v pedagogice : tradiční a inovativní metody, transmisivní a konstruktivistické pojetí výuky, klasifikace výukových metod. Vyd. 1. Praha : Grada, 2012. ISBN 978-80-247-4100-0.
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