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Lecturer(s)
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Polách Martin, Mgr. et Mgr.
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Petrů Puhrová Barbora, PhDr. Ph.D.
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Course content
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- Action research. - Methods and tools of pedagogical diagnostics. - Subject-specific procedures in curriculum transformation. - Psychodidactic transformation. - Professional portfolio.
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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
- Term paper
- 30 hours per semester
- Home preparation for classes
- 36 hours per semester
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| prerequisite |
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| Knowledge |
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| Students have theoretical knowledge of selected subject-specific didactics. |
| Students have theoretical knowledge of selected subject-specific didactics. |
| Skills |
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| Successful completion of previous courses related to internships. |
| Successful completion of previous courses related to internships. |
| learning outcomes |
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| Knowledge |
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| define action research methods in the school environment |
| define action research methods in the school environment |
| describe methods and tools of pedagogical diagnostics |
| describe methods and tools of pedagogical diagnostics |
| know the procedures for diagnosing a student's personality |
| know the procedures for diagnosing a student's personality |
| describe the essence of curriculum transformation in individual school subjects |
| describe the essence of curriculum transformation in individual school subjects |
| understand the definition of key competencies from the RVP ZV |
| understand the definition of key competencies from the RVP ZV |
| Skills |
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| define a pedagogical problem and carry out action research |
| define a pedagogical problem and carry out action research |
| plan, implement, and reflect on one's own pedagogical activities during teaching |
| plan, implement, and reflect on one's own pedagogical activities during teaching |
| analyze the school curriculum and use the results in preparation for teaching |
| analyze the school curriculum and use the results in preparation for teaching |
| propose appropriate pedagogical diagnostic procedures at the beginning and during the school year |
| propose appropriate pedagogical diagnostic procedures at the beginning and during the school year |
| integrate the development of key competencies according to the RVP ZV into the preparation for teaching |
| integrate the development of key competencies according to the RVP ZV into the preparation for teaching |
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Recommended literature
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Janík, T., Maňák, J., & Knecht, P. (2009). Cíle a obsahy školního vzdělávání a metodologie jejich utváření. Brno: Paido, 2009.
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Klenowski, V. Developing portfolios for learning and assessment. New York: Routledge Falmer, 2004.
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Korthagen, F., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. Jak spojit praxi s teorií: Didaktika realistického vzdělávání učitelů. Brno: Paido, 2011.
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Kyriacou, Ch. Klíčové dovednosti učitele: cesty k lepšímu vyučování. Praha: Portál, 2012.
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Slavík, J., Janík, T., Najvar, P., & Knecht, P. Transdisciplinární didaktika. O učitelském sdílení znalostí a zvyšování kvality výuky napříč obory. Brno: Masarykova univerzita, 2017.
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