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Lecturer(s)
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Kirschenmann-Tenter Johannes, Prof. Dr.
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Slavík Jan, Doc. PaedDr. CSc.
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Uhl Skřivanová Věra, PhDr. Ph.D.
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Course content
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1. Teaching in the context of the curriculum and its breakdown into situations. Reflection of teaching and thought image of teaching. Didactic Case Report on Art Education with a focus on secondary school or elementary school 2. Professional Court of Education vs. lay court on education. Theoretical Evidence and Empirical Adherence of Courts of Education Pre-structured reflection of teaching, subsequently structured reflection of teaching and their connection with research of teaching in art education at secondary or elementary school 3. Concept Analysis of Content Transformations in Teaching as a Tool for Analytical Reflection and Research on Teaching in Art Education at Secondary Schools 4. Context between reflection of teaching and teaching research. Concept of reflective practice in relation to action or evaluation research. Research as a link between the theory and the practice of art education in secondary schools 5. Qualitative and quantitative research design. Mixed research. Differences and relationships between generalization from sample to population and generalization analytical. Use of teaching research to support practice in art education at secondary schools 6. The curriculum in relation to teaching research at secondary schools. Credibility and portability (qualitative research) or validity and reliability (quantitative research) with regard to curriculum in art education in secondary schools 7. Comparative research of the curriculum as a source of knowledge about the pedagogical and didactic key aspects of the learning environment in art education in secondary schools 8. Relationship between the theory in the field and empirical research. Problems of facts in research and detection of the occurrence of the phenomena under investigation. Methodology of research, method of research and their consequences for the quality of research in art education at secondary schools 9. Planning research. Processing of the state of knowledge. Selection of the target field of research. Determining the value and objectives of research, the subject of research and research issues or questions. Selection of a research sample; random selection, purpose selection. Timetable of research 10. Organization of research and its process with focus on secondary schools and primary schools. Research project. Research field: place, time, person. Retrieval and processing of information. Organization of data or data acquisition 11. Recording the progress of the research and processing the acquired knowledge. Technological support in the recording and processing of research data or data in art education at secondary schools 12. Exploitation of research results and publication of research findings. Addressees of research findings, distribution and use of knowledge in a community of practice and a professional community 13. Ethics of research in art education. The research team as a working community
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Learning activities and teaching methods
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- Contact hours
- 39 hours per semester
- unspecified
- 40 hours per semester
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| prerequisite |
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| Knowledge |
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| to explain the relationship between theoretical concepts and the interpretation of learning situations. |
| Skills |
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| to reflect an instruction analytically with a focus on key or critical situations; |
| to structure her/his experience of teaching and her/his thought image through professional concepts; |
| to apply prerequisites for pre-and post-structured reflection of teaching. |
| Competences |
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| N/A |
| N/A |
| N/A |
| N/A |
| N/A |
| N/A |
| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| to clarify all the required terms for reflection of teaching analytically with a focus on key or critical learning situations; |
| to define required knowledge for structuring the mental picture of teaching; |
| to explain the concepts of reflection and research in the context of art education; |
| to explain the context between theoretical concepts and the interpretation of learning situations. |
| Skills |
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| to reflect teaching and learning analytically with adequate use of professional concepts and focusing on key or critical situations; |
| to structure own experience of teaching and its mental image through professional concepts in order to analyze, evaluate and justify its professional judgments or judgments in an empirically relevant and theoretical way; |
| to create, on the basis of a preliminary or subsequently structured reflection of teaching, the basis for teaching research and a reasoned assessment of its quality. |
| Competences |
|---|
| N/A |
| N/A |
| N/A |
| N/A |
| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Lecture supplemented with a discussion |
| Lecture |
| Lecture with a video analysis |
| Textual studies |
| Task-based study method |
| Discussion |
| Skills |
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| Skills demonstration |
| Students' portfolio |
| Discussion |
| Competences |
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| Seminar |
| Cooperative instruction |
| assessment methods |
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| Knowledge |
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| Oral exam |
| Seminar work |
| Individual presentation at a seminar |
| Group presentation at a seminar |
| Continuous assessment |
| Skills |
|---|
| Oral exam |
| Seminar work |
| Individual presentation at a seminar |
| Group presentation at a seminar |
| Competences |
|---|
| Oral exam |
| Seminar work |
| Individual presentation at a seminar |
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Recommended literature
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BRÜCKNEROVÁ, Karla. Jak zkoumat výtvarnou výchovu. In Škola doktorských studií Katedra výtvarné kultury, Pedagogická fakulta, Univerzita Jana Evangelisty Purkyně. Katedra výtvarné kultury, Pedagogická fakulta, Univerzita Jana Evangelisty Purkyně, 2018.
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Brücknerová, Karla. Skici ze současné estetické výchovy. 1. vyd. Brno : Masarykova univerzita, 2011. ISBN 978-80-210-5616-9.
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Hendl, Jan. Kvalitativní výzkum.. Praha: Portál, 2005. ISBN 80-7367-040-2.
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Chráska, Miroslav. Metody pedagogického výzkumu. Základy kvantitativního výzkumu.. Praha: Grada, 2007. ISBN 978-80-247-1369-4.
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Švaříček, Roman; Šeďová, Klára. Kvalitativní výzkum v pedagogických vědách. Praha: Portál, 2007. ISBN 978-80-7367-313-0.
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Uhl Skřivanová, Věra. Pojetí vzdělávacích cílů v ČR a Německu aneb umělecko-pedagogická interpretace kurikulárních dokumentů českých a bavorských gymnázií. Brno: Paido, 2011.
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