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Lecturer(s)
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Petrů Puhrová Barbora, PhDr. Ph.D.
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Janíková Marcela, doc. PhDr. Mgr. Ph.D.
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Course content
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Content and formal finishing of written materials for the Final State Examination - final presence structured portfolio - this is the content of the block seminar consultations and also the class credit pre-requisite. It concerns the complex evaluation of pedagogical and didactical components of the studies. Students gradually learn about evaluation of their teachers from praxis and are able to confront this with their own self-evaluation. Assessments provided by the supervising teachers (mentors) from students' praxis create a part of the ground materials for the Final State Examination evaluation of results of students' professional growth in teaching. As mentioned earlier, currently running and continuous pedagogical praxis are realised in connection with the seminars on primary pedagogy. Students build their knowledge gained in the classes on Primary pedagogy 1-9, they focus on project creativity which is documented with the final written work submitted at the Final State Examination.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing)
- Participation in classes
- 56 hours per semester
- Term paper
- 40 hours per semester
- Preparation for examination
- 24 hours per semester
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| prerequisite |
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| Knowledge |
|---|
| not specified |
| not specified |
| learning outcomes |
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| specify pedagogical problems of school practice |
| specify pedagogical problems of school practice |
| explain the essence of the school system in the Czech Republic |
| explain the essence of the school system in the Czech Republic |
| describe basic didactic categories |
| describe basic didactic categories |
| clarify the essence of planning, implementation and evaluation of teaching |
| clarify the essence of planning, implementation and evaluation of teaching |
| analyze the structure of the teaching unit in the context of the school subject |
| analyze the structure of the teaching unit in the context of the school subject |
| Skills |
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| set a learning goal |
| set a learning goal |
| plan own teaching of school subjects |
| plan own teaching of school subjects |
| create a procedure for working with children with specific learning difficulties |
| create a procedure for working with children with specific learning difficulties |
| discuss the advantages and disadvantages of current curriculum documents |
| discuss the advantages and disadvantages of current curriculum documents |
| propose a solution to a selected pedagogical problem |
| propose a solution to a selected pedagogical problem |
| teaching methods |
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| Knowledge |
|---|
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| assessment methods |
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| Composite examination (Written part + oral part) |
| Composite examination (Written part + oral part) |
| Grade (Using a grade system) |
| Grade (Using a grade system) |
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Recommended literature
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LUKÁŠOVÁ, H., SVATOŠ, T., MAJERČÍKOVÁ, J. . Studentské portfolio jako prostředek pedagogického výzkumu ? Příspěvek k autoregulaci a seberozvoji. Zlín : ÚŠP UTB, 2014.
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PIŠOVÁ, M., DUSCHINSKÁ, K. A KOL. Mentoring v učitelství. Praha : PdF UK, 2011. ISBN 978-80-7290-589-8.
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PIŠOVÁ, M. (Ed.). Portfolio v profesní přípravě učitele. Pardubice : Univerzita Pardubice, 2007.
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PIŠOVÁ, M. (Ed.). Portfolio v profesních přípravě učitele ? otazníky, naděje, nebezpečí. Portfolio v profesní přípravě učitele. Pardubice : Univerzita Pardubice, 2007.
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SVATOŠ, T., HOLÝ, I. SStudentské portfolio v negraduálním učitelském vzdělávání. In PIŠOVÁ, M. (Ed.) Portfolio v profesní přípravě učitele. Pardubice : Univerzita Pardubice, 2007.
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SVATOŠ, T., KREJČOVÁ, V. Dotazník PoFoS- PRE. Vstupní dotazník k pedagogickému portfoliu. Hradec Králové : PF UHK, 2002.
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SVATOŠ, T. Studentské portfolio jako zdroj poznávání postojů začínajících studentů učitelství. Pedagogika. roč. LVI, č. 1, 2006.
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