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Main menu for Browse IS/STAG
Course info
KVK / MVSŠ
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Course description
Department/Unit / Abbreviation
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KVK
/
MVSŠ
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Academic Year
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2023/2024
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Academic Year
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2023/2024
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Title
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Teaching Methods and Curriculum Real.
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Form of course completion
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Exam
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Form of course completion
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Exam
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Long Title
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Teaching Methods and Curriculum Realization in Art Education for High School
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Accredited / Credits
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Yes,
4
Cred.
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Type of completion
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Combined
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Type of completion
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Combined
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Time requirements
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Lecture
2
[Hours/Week]
Seminar
1
[Hours/Week]
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Course credit prior to examination
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Yes
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Course credit prior to examination
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Yes
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Automatic acceptance of credit before examination
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Yes in the case of a previous evaluation 4 nebo nic.
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Included in study average
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YES
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Language of instruction
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Czech
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Occ/max
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Automatic acceptance of credit before examination
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Yes in the case of a previous evaluation 4 nebo nic.
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Summer semester
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0 / -
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0 / -
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0 / -
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Included in study average
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YES
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Winter semester
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14 / -
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0 / -
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0 / -
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Repeated registration
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NO
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Repeated registration
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NO
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Timetable
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Yes
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Semester taught
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Winter semester
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Semester taught
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Winter semester
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Minimum (B + C) students
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not determined
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Optional course |
Yes
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Optional course
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Yes
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Language of instruction
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Czech
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Internship duration
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0
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No. of hours of on-premise lessons |
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Evaluation scale |
1|2|3|4 |
Periodicity |
každý rok
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Evaluation scale for credit before examination |
S|N |
Periodicita upřesnění |
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Fundamental theoretical course |
Yes
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Fundamental course |
No
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Fundamental theoretical course |
Yes
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Evaluation scale |
1|2|3|4 |
Evaluation scale for credit before examination |
S|N |
Substituted course
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None
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Preclusive courses
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N/A
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Prerequisite courses
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N/A
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Informally recommended courses
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N/A
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Courses depending on this Course
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N/A
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Histogram of students' grades over the years:
Graphic PNG
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XLS
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Course objectives:
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To involve, to develop and to demonstrate expertise, understanding, professional competence and general competence for the preparation, implementation and evaluation of teaching in art education with a focus on secondary schools. Understand general didactic and subject-specific aspects of teaching methodology and realization of the curriculum in art education. To acquire knowledge and basic skills for curricular research and its use for improving the quality of teaching in art education.
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Requirements on student
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Exam
To understand the nature and functions of the curriculum in the preparation, implementation and evaluation, and improvement of teaching in relation to the theory and practice of art education. To know the required professional terminology and to understand it in relation to applications in teaching. To illustrate theoretical knowledge with examples from practice.
Oral colloquial examination, presentation of a prepared project, self-evaluation and suggestions for improving alternatives to the assignment of an art task.
Credit
To produce a seminar paper, portfolio - proposal for an art education lesson and extra-curricular art activities, reflection, evaluation and suggestions for possible improvement.
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Content
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1. Teaching and learning environment in art education. Content of teaching and learning, curriculum and its relation to teaching methods. Curricular documents and their relation to the realization of the curriculum in secondary schools
2. The situation of teaching and experience, respectively. learning experience: objective and subjective aspects of content transformation and curriculum implementation in secondary schools
3. Basic types of symbolization and components of experience (experience) as analytical units for realization and study of the curriculum in art education of secondary schools
4. Learning role as a basis for the sentimentalization and conceptualization of educational content in art education. Intersubjective, subjective and objective aspect of content transformation in learning tasks in secondary schools
5. Conceptual Analysis of Creative Tasks and its Relationship to Curriculum Documents
6. Methodology, methodology and method in art education. Interaction between teacher, pupils and content on the basis of teaching skills in art education in secondary schools
7. Curriculum in art education; dynamic and static aspects of the existence of a curriculum with a focus on secondary schools
8. Phases and ways of applying the curriculum as a form of learning content (conceptual, project, realizational, result, effect form)
9. Hidden curriculum in art education and its relation to formal (explicit) curriculum. Problems of expressive creation as a way of realization of a curriculum in art education
10. Curriculum of art education in educational programs. Curriculum documents for secondary schools
11. Educational standards and their peculiarities in art education. Assessment of pupils in art education; autonomous and formative concept of assessment in secondary schools
12. Reflection of teaching as a tool for analyzing, evaluating and improving the quality of teaching in art education. The relationship between reflection of teaching, action research and curriculum research in secondary schools
13. Curricular research in art education. Action research, research with support in video recording, comparative research of the curriculum focusing on secondary schools
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Activities
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Fields of study
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E-learning - Moodle. Uhl Skřivanová, Věra. KVK/MVSŠ Metodika výuky a realizace kurikula výtvarné výchovy pro SŠ
https://phix.zcu.cz/moodle/enrol/index.php?id=4574
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Guarantors and lecturers
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-
Guarantors:
Prof. Dr. Johannes Kirschenmann-Tenter (100%),
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Lecturer:
Mgr. Monika Plíhalová (100%),
Doc. PaedDr. Jan Slavík, CSc. (60%),
PhDr. Věra Uhl Skřivanová, Ph.D. (40%),
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Seminar lecturer:
Mgr. Monika Plíhalová (100%),
Doc. PaedDr. Jan Slavík, CSc. (60%),
PhDr. Věra Uhl Skřivanová, Ph.D. (40%),
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Literature
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Basic:
Kirchner, C.; Kirschenmann, J. Kunst unterrichten: Didaktische Grundlagen und schülerorientierte Vermittlung. Kallmeyer, 2015. ISBN 978-37-800-4828-8.
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Basic:
Gunter, O. Was war, was bleibt? (Kontext Kunstpädagogik). Kopaed, 2017. ISBN 978-38-673-6148-4.
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Recommended:
FULKOVÁ, Marie, HAJDUŠKOVÁ, Lucie, SEHNALÍKOVÁ, Vladimíra. Galerijní a muzejní edukace 1.. Praha: Univerzita Karlova, Pedagogická fakulta, 2014. ISBN 978-80-7290-5.
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Recommended:
Fulková, Marie; Hajdušková, Lucie,; Sehnalíková, Vladimíra. Galerijní a muzejní edukace 1 : vlastní cestou k umění : vzdělávací programy Uměleckoprůmyslového musea v Praze a Galerie Rudolfinum v roce 2011. V Praze : Univerzita Karlova, Pedagogická fakulta, 2012. ISBN 978-80-7290-535-5.
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Recommended:
Dytrtová, Kateřina; Raudenský, Martin. Ko-text : tvar, zvuk a gesto, tvůrce, učitel a žák. Vydání první. 2015. ISBN 978-80-7414-920-7.
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Recommended:
DYTRTOVÁ, Kateřina, RAUDENSKÝ, Martin. Ko-text: tvar, zvuk a gesto, tvůrce, učitel a žák.. Ústí nad Labem: Fakulta umění a designu Univerzity J. E. Purkyně,, 2015. ISBN 978-80-7414-9.
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Recommended:
PÍŠOVÁ, Michaela et al. Kurikulární reforma na gymnáziích: případové studie tvorby kurikula: [výzkumná zpráva].. Praha: Výzkumný ústav pedagogický, 2011. ISBN 978-80-87000-78-6.
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Recommended:
TOMEŠKOVÁ, Kateřina. Otevřená klenotnice poznávání: didaktické analýzy edukačních programů Muzea Komenského v Přerově.. Olomouc: Univerzita Palackého v Olomouci, 2015. ISBN 978-80-244-4622-6.
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Recommended:
UHL SKŘIVANOVÁ, Věra, ed. Pedagogika umění ? umění pedagogiky, aneb Inovativní, interkulturní a interdisciplinární přístupy k edukaci.. Ústí nad Labem: Univerzita J. E. Purkyně v Ústí nad Labem, 2013. ISBN 978-80-7414-582-7.
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Recommended:
Uhl Skřivanová, Věra. Pedagogika umění - umění pedagogiky, aneb, Inovativní, interkulturní a interdisciplinární přístupy k edukaci Pedagogy of art - art of pedagogy though innovative, intercultural and interdisciplinary approaches to education = Kunstpädagogik - Kunst der Pädagogik innovative, interkulturelle und interdisziplinäre Ansätze der Kunstpädagogik. Vyd. 1. Ústí nad Labem : Univerzita Jana Evangelisty Purkyně, 2013. ISBN 978-80-7414-582-7.
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Recommended:
ŠOBÁŇOVÁ, Petra a JOHNOVÁ ČAPKOVÁ, Michaela. Plánování edukačních aktivit v muzeu: od strategického plánu k přípravě edukačního programu.. Olomouc: Univerzita Palackého v Olomouci, 2015. ISBN 978-80-244-4626-4.
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Recommended:
Uhl Skřivanová, Věra. Pojetí vzdělávacích cílů v ČR a Německu, aneb, Umělecko-pedagogická interpretace kurikulárních dokumentů českých a bavorských gymnázií. Brno : Paido, 2011. ISBN 978-80-7315-228-4.
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Recommended:
UHL SKŘIVANOVÁ, Věra. Pojetí vzdělávacích cílů v ČR a Německu aneb umělecko-pedagogická interpretace kurikulárních dokumentů českých a bavorských gymnázií.. Brno: Paido, 2011. ISBN 978-80-7315-228-4.
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Recommended:
Slavík, Jan; Hajerová Műllerová, Lenka,; Soukupová, Pavla. Reflexe a hodnocení kvality výuky. 2020. ISBN 978-80-261-0920-4.
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Recommended:
ŠOBÁŇOVÁ, Petra (ed.). Současný stav a perspektivy výtvarné výchovy: Reflexe kurikulárních dokumentů pro všeobecné vzdělávání.. Olomouc: Česká sekce INSEA, 2016. ISBN 978-80-904268-1-8.
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Recommended:
SLAVÍK, J., JANÍK, T., NAJVAR, P. a P. KNECHT. Transdisciplinární didaktika: o učitelském sdílení znalostí a zvyšování kvality výuky napříč obory.. Brno: Masarykova univerzita, Pedagogická fakulta, 2017. ISBN 978-80-210-8568-8.
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Recommended:
SLAVÍK, Jan, WAWROSZ, Petr. Umění zážitku zážitek umění. Teorie a praxe artefiletiky. 2. díl.. Praha: Univerzita Karlova, Pedagogická fakulta., 2004. ISBN 80-7290-130-3.
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Recommended:
SLAVÍK, J., WAWROSZ, P. Umění zážitku, zážitek umění. 2. díl : teorie a praxe artefiletiky. Praha : Univerzita Karlova-Pedagogická fakulta, 2004. ISBN 80-7290-130-3.
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On-line library catalogues
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Time requirements
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All forms of study
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Activities
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Time requirements for activity [h]
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Undergraduate study programme term essay (20-40)
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25
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Contact hours
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26
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Total
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51
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Prerequisites
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Knowledge - students are expected to possess the following knowledge before the course commences to finish it successfully: |
to clarify the basic rules for training, curriculum implementation and teaching reflection; |
to explain the basic concepts for teaching analysis;
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to describe basic procedures for interpretation and critical analysis of curriculum documents. |
Skills - students are expected to possess the following skills before the course commences to finish it successfully: |
to observe the lesson, to shape her thought image and to reflect it analytically;
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to form the basics of preparation for teaching;
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to apply the basic skills of realizing the curriculum. |
Competences - students are expected to possess the following competences before the course commences to finish it successfully: |
N/A |
N/A |
N/A |
N/A |
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Learning outcomes
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Knowledge - knowledge resulting from the course: |
to clarify the required rules for teaching preparation, curriculum implementation and reflection of teaching, and to explain their teaching sense; |
to explain the required concepts for teaching analysis and to understand their meaning for educational practice; |
to interpret and critically analyze curricular documents with an understanding;
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to explain the content of the basic didactic categories. |
Skills - skills resulting from the course: |
to observe the lesson, to shape her thought image and analytically reflect it with the application of the required terms; |
to create teacher's preparation for lesson and critically correct it in expert argumentation or practice; |
to apply the skills of realizing the curriculum with an understanding; |
to use theory effectively to reflect, evaluate and improve their own teaching practice; |
to creatively transform educational content. |
Competences - competences resulting from the course: |
N/A |
N/A |
N/A |
N/A |
N/A |
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Assessment methods
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Knowledge - knowledge achieved by taking this course are verified by the following means: |
Portfolio |
Seminar work |
Individual presentation at a seminar |
Formative evaluation |
Skills - skills achieved by taking this course are verified by the following means: |
Skills demonstration during practicum |
Individual presentation at a seminar |
Continuous assessment |
Portfolio |
Self-evaluation |
Competences - competence achieved by taking this course are verified by the following means: |
Skills demonstration during practicum |
Continuous assessment |
Self-evaluation |
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Teaching methods
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Knowledge - the following training methods are used to achieve the required knowledge: |
Lecture with a video analysis |
Lecture supplemented with a discussion |
Textual studies |
Cooperative instruction |
Seminar |
Multimedia supported teaching |
Collaborative instruction |
Self-study of literature |
E-learning |
Students' portfolio |
Skills - the following training methods are used to achieve the required skills: |
Cooperative instruction |
Individual study |
Students' portfolio |
Textual studies |
Content analysis of the curriculum.
Analysis according to the 3A methodology. |
Competences - the following training methods are used to achieve the required competences: |
Students' portfolio |
Discussion |
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