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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 diagnostics - basic concepts, meaning, goals, strategies, types and areas. - Pedagogical diagnostics as a process - principles and stages, problems and their solutions. - Teacher's diagnostic competence, teacher's self-diagnosis. - Basic areas of the teacher's diagnostic work with a focus on the pupil - school maturity, diagnostics of the family environment. - Work with errors, evaluation, classification, forms, and procedures. - Basic areas of teachers' diagnostic work with a focus on the class - the school class as a social group. - Summative evaluation, verbal evaluation, formative evaluation. - Class climate, reflection and evaluation, relationships, and work with the class team. - Methods and tools of diagnostics with a focus on the pupil and the classroom environment. - Application of diagnostic methods in a pedagogical project - setting goals, content, and evaluation. - Portfolio as a diagnostic tool for (self)evaluation of pupil results.
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Learning activities and teaching methods
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- Participation in classes
- 28 hours per semester
- Term paper
- 30 hours per semester
- Preparation for examination
- 42 hours per semester
- Home preparation for classes
- 20 hours per semester
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| prerequisite |
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| Knowledge |
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| Students build on their knowledge of general pedagogy from previous years of study and also use their own experience with practical teaching in elementary school. |
| Students build on their knowledge of general pedagogy from previous years of study and also use their own experience with practical teaching in elementary school. |
| learning outcomes |
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| describe the theoretical and historical context of pedagogical diagnostics |
| describe the theoretical and historical context of pedagogical diagnostics |
| orientate oneself in current trends and innovative perspectives on pedagogical diagnostics |
| orientate oneself in current trends and innovative perspectives on pedagogical diagnostics |
| know specific techniques, strategies, and procedures of pedagogical diagnostics |
| know specific techniques, strategies, and procedures of pedagogical diagnostics |
| Skills |
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| justify a specific pedagogical-diagnostic procedure |
| justify a specific pedagogical-diagnostic procedure |
| design and implement individual diagnostics for the student |
| design and implement individual diagnostics for the student |
| explain the results of pedagogical diagnostics |
| explain the results of pedagogical diagnostics |
| teaching methods |
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| Knowledge |
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| Lecturing |
| Lecturing |
| Analysis of a presentation |
| Analysis of a presentation |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| Skills |
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| Self-reflection |
| Self-reflection |
| assessment methods |
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| Knowledge |
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| Oral examination |
| Oral examination |
| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
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Recommended literature
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Earle, S. Assessment in the primary classroom: Principles and practice. London: Sage, 2019.
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Gavora, P. Akí sú moji žiaci. Bratislava: Práca, 2015.
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Kašpárková, S. Pedagogická diagnostika třídy a žáka. Zlín: Univerzita Tomáše Bati, 2009.
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Mareš, j. Styly učení žáků a studentů. Praha: Portál, 1998.
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Swierkoszová, J. Pedagogická diagnostika dětského vývoje pro učitele primárního vzdělávání. Ostrava: Ostravská univerzita v Ostravě, 2010.
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Švec, V. Pedagogická příprava budoucích učitelů: Problémy a inspirace. Brno: Paido, 1999.
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Zelinková, O. Pedagogická diagnostika a individuální vzdělávací plán. Praha: Portál, 2011.
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