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Lecturer(s)
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Vašíková Jana, Mgr. PhD.
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Tallová Barbora, Mgr. Ph.D.
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Course content
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- Introductory information about the subject. - The position of primary schools in the Czech education system. - Pre-primary, primary, and lower secondary school teachers and their mutual cooperation. - Kindergarten, transition from kindergarten to elementary school. - Specifics of education in a Montessori school. - Specifics of education in a Waldorf school. - Specifics of education in a Scio school. - Education in the other selected alternative schools. - Secondary school, transition from primary to secondary school. - Discipline in teaching. - Psychosocial climate of the school and classroom. - Assessment, school success and failure. - Learning environment. Motivation to learn. - Pedagogical triangle, communication with parents.
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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
- Home preparation for classes
- 6 hours per semester
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| prerequisite |
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| Knowledge |
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| In the same semester, the course Cooperation between kindergarten and primary school is taught in parallel. The course is designed as a demonstration of theoretical knowledge from the subject in practice. |
| In the same semester, the course Cooperation between kindergarten and primary school is taught in parallel. The course is designed as a demonstration of theoretical knowledge from the subject in practice. |
| learning outcomes |
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| types of alternative schools |
| types of alternative schools |
| basic principles of alternative schools |
| basic principles of alternative schools |
| the specifics of the approaches of different types of alternative schools to teaching and to the pupil |
| the specifics of the approaches of different types of alternative schools to teaching and to the pupil |
| basic terminology related to primary school |
| basic terminology related to primary school |
| the nature of curriculum documents and their continuity from pre-primary to primary and from primary to secondary education. |
| the nature of curriculum documents and their continuity from pre-primary to primary and from primary to secondary education. |
| Skills |
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| explain the function of the expected outcomes in the framework education programmes in the context of continuity to the next level of education |
| explain the function of the expected outcomes in the framework education programmes in the context of continuity to the next level of education |
| define primary education in the context of the Czech education system |
| define primary education in the context of the Czech education system |
| describe the differences between the different levels of education |
| describe the differences between the different levels of education |
| characterize the types of collaboration between pre-primary, primary and lower secondary schools |
| characterize the types of collaboration between pre-primary, primary and lower secondary schools |
| discuss approaches and methods used in alternative schools |
| discuss approaches and methods used in alternative schools |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Observation |
| Observation |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| assessment methods |
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| Analysis of educational material |
| Analysis of educational material |
| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
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Recommended literature
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Janík, T., & Janíková, M. Akční výzkum: výzkum prováděný učitelem. In Š. Švec et al., Metodologie věd o výchově: kvantitativně-scientistické a kvalitativně-humanitní přístupy v edukačním výzkumu. Brno. 2009.
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Korthagen, F. et al. Jak spojit praxi s teorií? Didaktika realistického vzdělávání učitelů. Brno. 2011.
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Peace Corps. Classroom Management: Idea Book. Washington D. C. 2008.
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Tomková, A., Spilková, V., Píšová, M., Mazáčová, N., Krčmářová, T., Kostková, K., & Kargerová, J. Rámec profesních kvalit učitele. Hodnoticí a sebehodnoticí arch. Praha. 2012.
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