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Lecturer(s)
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Nováková Daniela, PhDr. Ph.D.
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Course content
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1. Pedagogical practice in selected elementary schools, familiarization with the school environment, SVP, TP, classroom organization, assessment rules, school rules and the work of the classroom teacher. 2. The first day of observing the course of the pedagogical process, diagnosing the climate, the teacher's teaching strategies, cognitive activation and the students' learning styles 3. Preparation for lessons: criteria for compiling a comprehensive preparation, continuity with the school's SEP, use of the thematic plan. 4. Work with pupils with specific learning and behavior disorders, work with exceptionally gifted pupils. 5. Use of descriptive language. Communication with the pupil and with the pupils' parents. 6. Expanding documentation of the class teacher, documents of the school director. 7. Analysis of observed phenomena, connection of practical and theoretical aspects (motivation, methods, forms, evaluation, self-evaluation, climate,...). 8. Elements of cooperation in teaching, project method. Use of cross-curricular connections and integrated thematic teaching. 9. Extracurricular activities, interest groups, pedagogical councils and other meetings of the teaching staff. 10. Reflection of one's own feelings, perceptions, thinking and needs. 11. Final discussion and evaluation of practice, evaluation of positives and negatives. 12. Discussion on the process of compiling a portfolio for SZZ, use of materials from practice in the portfolio.
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Learning activities and teaching methods
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Clinical practice under supervision, Skills demonstration, Self-study of literature
- Graduate study programme term essay (40-50)
- 50 hours per semester
- Individual project (40)
- 40 hours per semester
- Practical training (number of hours)
- 180 hours per semester
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| prerequisite |
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| Knowledge |
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| No particular prerequisites specified. |
| Skills |
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| to plan, implement and reflect own teaching. |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| The student is able to prepare and perform teaching of qualified subjects under the guidance of a teacher. The student is able to participate in school activity - meetings, supervision, pedagogical conferences, parent-teacher conferences. |
| Skills |
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| to plan, implement and reflect own teaching. |
| Competences |
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| N/A |
| teaching methods |
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| Knowledge |
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| Clinical practice under supervision |
| Skills demonstration |
| Self-study of literature |
| Skills |
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| Clinical practice under supervision |
| Competences |
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| Clinical practice under supervision |
| assessment methods |
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| Knowledge |
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| Skills demonstration during practicum |
| Portfolio |
| Continuous assessment |
| Skills |
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| Skills demonstration during practicum |
| Competences |
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| Portfolio |
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Recommended literature
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Petty, Geoffrey. Evidence-based teaching : a practical approach. Second edition. 2014. ISBN 978-1-4085-0452-9.
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Petty, Geoffrey. How to : teach even bette : an evidence-based approach. 2018. ISBN 978-0-19-841410-0.
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PETTY, Geoffrey. Moderní vyučování. 6., rozš. a přeprac. vyd.. Praha: Portál, 2013. ISBN 978-80-262-0367-4.
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Podroužek, Ladislav. Pedagogická praxe v primární škole. Plzeň: Západočeská univerzita, 2007. ISBN 978-80-7043-591-5.
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SLAVÍK, J., HAJEROVÁ MŰLLEROVÁ, L., SOUKUPOVÁ, P. et al. Reflexe a hodnocení kvality výuky I. Plzeň: ZČU, 2020. ISBN 978-80-261-0920-4.
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TRUNDA, J. Profesní portfolio učitele: Soubor metod k hodnocení a sebehodnocení. Praha: Národní ústav pro vzdělávání, 2012. ISBN 978-80-87063-62-0.
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