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Lecturer(s)
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Fasnerová Martina, doc. PhDr. Ph.D.
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Course content
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The didactic model of a school (components comprising it and the coherence of the relations between them). The similarities and differences of the didactic models of higher educational degrees. Individual educational categories. The process of teaching in school: subjects, object, strategies, methods, tools, forms, organizational structure, aids , tools, materials, factors, elements and circumstances participating in and influencing teaching. Subjects of the teaching process: educational specifications the child/learner and professional characteristics of the teacher. The possibilities of their mutual interactions, transactions and individual interactions based on the curriculum using the supporting aid components. Mutual relations and merging of learning and teaching in the classroom. The issue of the educational objective in teaching and the issue of identification, determination and didactic operating with the didactic content (curriculum) in teaching. Categorization of the target objectives. Didactic analysis of the curriculum. Dimensions of education, psychological dimensions of education, sociological dimension of education, didactic dimension of education, anthropological preconditions of education. Education the Czech Republic. School reforms from the perspective of the educational theories. The issue of curricular research.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Individual work of students
- Home preparation for classes
- 96 hours per semester
- Preparation for examination
- 96 hours per semester
- Term paper
- 96 hours per semester
- Participation in classes
- 12 hours per semester
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| prerequisite |
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| Knowledge |
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| Nespecifikováno. |
| Nespecifikováno. |
| learning outcomes |
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| analyses socio-economic status of pupils and their well-being |
| analyses socio-economic status of pupils and their well-being |
| defines key competences of the 21st century |
| defines key competences of the 21st century |
| transforms current and current trends addressed in school pedagogy |
| transforms current and current trends addressed in school pedagogy |
| accepts current changes in connection with the modification of curriculum documents |
| accepts current changes in connection with the modification of curriculum documents |
| Reviewed by principles of anchoring literacy in curriculum documents |
| Reviewed by principles of anchoring literacy in curriculum documents |
| Skills |
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| analyze current trends in school pedagogy |
| analyze current trends in school pedagogy |
| analyze current changes in current curriculum documents |
| analyze current changes in current curriculum documents |
| define the principles and status of literacy in curriculum documents |
| define the principles and status of literacy in curriculum documents |
| assess the results of current research carried out in the field of literacy |
| assess the results of current research carried out in the field of literacy |
| analyze current legislation in relation to current trends in education |
| analyze current legislation in relation to current trends in education |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| Individual work of students |
| Individual work of students |
| Monologic (Exposition, lecture, briefing) |
| assessment methods |
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| Composite examination (Written part + oral part) |
| Composite examination (Written part + oral part) |
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Recommended literature
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BLACK, A., DAVERN, L. When a Preservice Teacher Meets the Classroom Team. In Educational Leadership, p. 52-55. Canada: ASCD, 1998.
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HRABAL, V., PAVELKOVÁ, I. Jaký jsem učitel. Brno, 2010. ISBN 978-80-7367-755-8.
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JANÍK, T. a kol. Pedagogical content knowledge nebo didaktická znalost obsahu?. Brno, 2007.
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JANÍK, T., ŠVEC, V. K perspektivám školního vzdělávání. Brno, 2009. ISBN 978-80-7315-193-5.
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KALHOUS, Z., OBST, O. Školní didaktika. Praha, 2002.
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Kaščák, O., Pupala, B. Škola zlatých goliérov. Praha: Slon, 2012.
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KAŠČÁK, O., PUPALA, B. Škola zlatých golierov. Praha: Slon, 2012.
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KOLÁŘ, Z., ŠIKULOVÁ, R. Vyučování jako dialog. Praha: Grada, 2007.
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KOLÁŘ, Z., VALIŠOVÁ, A. Analýza vyučování. Praha, 2009.
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KOŽUCHOVÁ, M., GAVORA, P., WIEGEROVÁ, A., MAJERČÍKOVÁ, J., HIRSCHNEROVÁ, Z. Pedagogická diagnostika v primárnom vzdelávaní. Bratislava, 2011.
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POL, M. Škola v proměnách. Brno: Masarykova univerzita, 2007. ISBN 978-80-210-4499-9.
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Slavík, J., Janík, T., Najvar, P., & Knecht, P. Transdiciplinární didaktika: o učitelském sdílení znalostí a zvyšování kvality výuky napříč obory. Brno: Masarykova univerzita, 2017.
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SPILKOVÁ, V. Proměny primárního vzdělávání v ČR. Praha: Portál, 2005. ISBN 80-7178-942-9.
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TUREK, I. Inovácie v didaktike. Bratislava: Metodickopedagogické centrum, 2005.
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VIŠŇOVSKÝ, Ľ., KAČÁNI, V. Základy školskej pedagogiky. Bratislava: Iris, 2005.
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WIEGEROVÁ, A. Self efficacy v edukačných súvislostiach. Bratislava: SPN, 2012.
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Wiegerová, A. The careers of young Czech University teachers in the fiels of Pedagogy. Zlín: UTB, 2016.
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WIEGEROVÁ, A. Transformation of Eduction Programmes in Slovakia - Its Impact on Preparation of Future Teachers at Primary School. In Fredrikke 4. p. 7-12. Nesna: Nesna College, 2009.
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