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Lecturer(s)
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Komzáková Martina, PhDr. Ph.D.
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Kosíková Věra, PhDr. et PaedDr. Ph.D.
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Course content
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Structure and content: 1) the learning situation as an educational continuum - key subjects and processes, the role of ontodidactics, psychodidactics and psychology for its implementation. 2) 3A methodology as a model for analyzing, reflecting and designing functional alterations of the learning situation, the relationship between the subjects of ZRHV, RHV and APS. 3) The interaction between the personality of the pupil, the teacher and the whole class in the teaching situation in terms of the structure of their personalities, motivations, needs, values and specific needs of pupils with SEN or pupils with psychological problems , or pupils with mental illness. 4) the complexity of the LEARNING process in relation to mentalization from a psychological and psychodidactic point of view in the teaching situation. 5) Evaluation and feedback in the learning situation as a growth factor in relation to communication, social interaction and a safe classroom climate. 6) Social environmental factors (family, reference groups and virtual) that influence students on their social behavior in the learning situation, including their relationship with authority and the teacher. 7) the learning situation as a work environment and source of fatigue in relation to stress regulation 8 - 13) training in the analysis of teaching situations according to the 3A methodology from a psychological and psychodidactic context
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Learning activities and teaching methods
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- Preparation for comprehensive test (10-40)
- 15 hours per semester
- Contact hours
- 39 hours per semester
- Graduate study programme term essay (40-50)
- 25 hours per semester
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| prerequisite |
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| Knowledge |
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| - use basic concepts to describe teaching in a psychological context, - operationalise basic concepts to describe teaching, - use basic concepts to evaluate the quality of teaching, - illustrate the content of professional terminology with appropriate examples. - apply basic concepts to analyze and describe teaching in a psychological context, - apply basic concepts to describe teaching, - apply basic terminology for evaluating the quality of teaching, - demonstrate the content of professional terminology using |
| Skills |
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| Demonstrate psychological sensitivity for describing and analysing teaching (a basic arsenal of conceptual tools for analysis and their empirically relevant application) - recognise and be able to evaluate situations crucial to the quality of teaching (applying the basic assumptions of professional vision) - propose and critically evaluate improvement alternatives for the teaching situation being evaluated |
| Competences |
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| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| - apply the required terminology, explain the content of concepts logically in the cognitive context of psychology and the field, - understand the connections between the creative aspect of their pedagogical activity, its programmatic curricular background in educational programmes (RVP, ŠVP) and the psychological aspects arising from them, - reflect on the content of a completed teaching task from a psychological point of view; illustrate this link with an appropriate example and explain its nature, - analyse his/her model of pedagogical work; on the basis of the results of the assessment, supplement his/her model with appropriate modifications |
| Skills |
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| To use professional terminology (concepts or criteria from the field of psychology, pedagogy and didactics) when analysing, interpreting, interpreting, making inferences and evaluating teaching situations. - When analysing video recordings of teaching, or when observing real teaching, master the documentation record to the desired extent. - Formulate generalizing judgments based on the analysis of teaching that are defended, discussed, and critically analyzed and evaluated by oneself in light of collegial group discussion; use reflective group dialogue to develop one's professional cognitive and communicative base. - In reflective group dialogue, presents, justifies and defends his/her proposal for an improving alteration and discusses possible variations with respect to more generally applicable criteria. |
| Competences |
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| N/A |
| teaching methods |
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| Knowledge |
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| Lecture |
| Seminar |
| Collaborative instruction |
| Individual study |
| Skills |
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| Lecture with a video analysis |
| Practicum |
| Seminar |
| Competences |
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| Collaborative instruction |
| Seminar |
| Individual study |
| assessment methods |
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| Knowledge |
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| Test |
| Continuous assessment |
| Self-evaluation |
| Kolokvium |
| Skills |
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| Test |
| Portfolio |
| Competences |
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| Kolokvium |
| Project |
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Recommended literature
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KORTHAGEN,FRED. ET AL. Jak spojit praxi s teorií: Didaktika realistického vzdělávání učitelů.. Brno, 2011. ISBN 978-80-246-0192-2.
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Píšová, Michaela. Mentoring v učitelství : výzkumný záměr Učitelská profese v měnících se požadavcích na vzdělávání. V Praze : Univerzita Karlova v Praze, Pedagogická fakulta, 2011. ISBN 978-80-7290-518-8.
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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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Spilková, V. & Tomková, A. et al. Kvalita učitele a profesní standard.. Praha, 2010.
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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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