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Lecturer(s)
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Petrů Puhrová Barbora, PhDr. Ph.D.
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Course content
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- Pedagogical portfolio. - The essence of (self) reflection, and feedback. - Interaction in teaching. - Snapshot of a teacher's working day.
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Learning activities and teaching methods
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- Educational trip
- 40 hours per semester
- Participation in classes
- 14 hours per semester
- Preparation for course credit
- 6 hours per semester
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| prerequisite |
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| Knowledge |
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| Students are in the first semester of study. General knowledge of the school environment from the student's point of view is assumed. |
| Students are in the first semester of study. General knowledge of the school environment from the student's point of view is assumed. |
| learning outcomes |
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| basic concepts related to pedagogical practice |
| basic concepts related to pedagogical practice |
| tools suitable for observing pedagogical interaction |
| tools suitable for observing pedagogical interaction |
| the difference between feedback and (self) reflection |
| the difference between feedback and (self) reflection |
| basic work activities of a teacher in the 1st grade of elementary school |
| basic work activities of a teacher in the 1st grade of elementary school |
| the essence of creation and follow-up work with a pedagogical portfolio |
| the essence of creation and follow-up work with a pedagogical portfolio |
| Skills |
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| work with the pedagogical portfolio |
| work with the pedagogical portfolio |
| explain the difference between reflection and feedback |
| explain the difference between reflection and feedback |
| select and use appropriate tools for observing pedagogical interaction |
| select and use appropriate tools for observing pedagogical interaction |
| describe the framework activities of a teacher in the 1st grade of elementary school |
| describe the framework activities of a teacher in the 1st grade of elementary school |
| communicate about common and atypical interactions observed during practice |
| communicate about common and atypical interactions observed during practice |
| teaching methods |
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| Knowledge |
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| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Individual work of students |
| Individual work of students |
| Skills |
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| Self-reflection |
| Self-reflection |
| Educational trip |
| Educational trip |
| assessment methods |
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| Knowledge |
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| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
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Recommended literature
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Lunenberg, M., Dengerink, J., & Korthagen, F. The Professional Teacher Educator Roles, Behaviour, and Professional Development of Teacher Educators. Rotterdam: Sense Publishers. 2014.
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Spilková, V., Tomková, A., Mazáčová, N., & Kargerová, J. Klinická škola a její role ve vzdělávání učitelů. Praha: Redita. 2015.
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