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Lecturer(s)
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Šíp Radim, doc. Mgr. Ph.D.
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Course content
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- Introduction - Pedagogy as a science, traditional and modern pedagogy, basic pedagogical terminology. - Pedagogical constructivism, autoregulation of learning, metacognition - Present view of the education, paradigms of pedagogy, present educational policy, educational reform. - Traditional school, alternative and innovative schools, unschooling. - Rewards and punishments in education. - Effective communication in education. - Methods of active teaching, experimental pedagogy.
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Learning activities and teaching methods
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Lecturing, Activating (Simulation, games, dramatization), Text analysis, Experience (self-experience), Dealing with situational issues - learning in situations, Educational trip
- Home preparation for classes
- 28 hours per semester
- Participation in classes
- 42 hours per semester
- Preparation for course credit
- 30 hours per semester
- Preparation for examination
- 50 hours per semester
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| prerequisite |
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| Knowledge |
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| Orientation in general education. |
| Orientation in general education. |
| learning outcomes |
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| basic pedagogical terminology |
| basic pedagogical terminology |
| differences between traditional and modern pedagogy |
| differences between traditional and modern pedagogy |
| pedagogical paradigms |
| pedagogical paradigms |
| alternative and innovative directions |
| alternative and innovative directions |
| educational reforms |
| educational reforms |
| Skills |
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| describes the differences between traditional and modern pedagogy |
| describes the differences between traditional and modern pedagogy |
| explains the differences in pedagogical paradigms |
| explains the differences in pedagogical paradigms |
| analyses the advantages and disadvantages of traditional, alternative and innovative directions in the pedagogy |
| analyses the advantages and disadvantages of traditional, alternative and innovative directions in the pedagogy |
| explains the nature of the educational reforms |
| explains the nature of the educational reforms |
| describes the impact of education policy on the operation of schools |
| describes the impact of education policy on the operation of schools |
| teaching methods |
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| Knowledge |
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| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Text analysis |
| Text analysis |
| Experience (self-experience) |
| Experience (self-experience) |
| Educational trip |
| Educational trip |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| Lecturing |
| Lecturing |
| assessment methods |
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| Oral examination |
| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
| Preparation of a presentation, giving a presentation |
| Preparation of a presentation, giving a presentation |
| Oral examination |
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Recommended literature
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Respektovat a být respektován. 3. vyd. Kroměříž : Spirála, 2008. ISBN 978-80-904030-0-0.
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BERTRAND, Y. Soudobé teorie vzdělávání. Praha, 1998.
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FISHER, R. Učíme děti myslet a učit se. Praktický průvodce strategiemi vyučování. .
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Hanuš, Radek. Zážitkově pedagogické učení. Vyd. 1. Praha : Grada, 2009. ISBN 978-80-247-2816-2.
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HRBÁČKOVÁ, K. Rozvoj autoregulace učení studentů. Zlín: UTB ve Zlíbě, 2011.
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PASCH, M. A KOL. Od vzdělávacího programu k vyučovací hodině. .
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PETTY, G. Moderní vyučování. .
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PRŮCHA, J. Alternativní školy a inovace ve vzdělávání.
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PRŮCHA, J. Moderní pedagogika. .
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PRŮCHA, J. Přehled pedagogiky. .
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Shapiro, Lawrence E. Emoční inteligence dítěte a její rozvoj. Vyd. 3. Praha : Portál, 2009. ISBN 978-80-7367-648-3.
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Sitná, Dagmar. Metody aktivního vyučování : spolupráce žáků ve skupinách. Vyd. 1. Praha : Portál, 2009. ISBN 978-80-7367-246-1.
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VALIŠOVÁ, A.; KASÍKOVÁ, H. A KOL. Pedagogika pro učitele. .
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