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Lecturer(s)
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Kolumber Tereza, Mgr.
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Žáková Iva, Mgr. Ph.D.
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Course content
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- Acquainted activities in the group. - Social perception and its barriers. - Development of human personality. - Self-knowledge in relation to possibilities of education. - Development of communication skills. - Providing effective feedback. - The ability of empathy and listening. - Cooperation in the teaching team. - Conflicts, typology and elements of conflict situations. - Communication strategy supporting conflict resolution. - Teacher?s self-concept. - Key competencies and their development. - Development of professional competences of a kindergarten teacher. - Creative activities for personalty development.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Activating (Simulation, games, dramatization), Self-reflection, Dealing with situational issues - learning in situations
- Preparation for course credit
- 20 hours per semester
- Participation in classes
- 16 hours per semester
- Term paper
- 25 hours per semester
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| prerequisite |
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| Knowledge |
|---|
| not specified |
| not specified |
| learning outcomes |
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| describe the nature of social perception and its barriers |
| describe the nature of social perception and its barriers |
| describe typologies and elements of conflict situations |
| describe typologies and elements of conflict situations |
| explain the nature and use of assertive communication |
| explain the nature and use of assertive communication |
| characterise teacher self-concept and its exploration |
| characterise teacher self-concept and its exploration |
| describe the principles of collaboration in a teaching team |
| describe the principles of collaboration in a teaching team |
| Skills |
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| suggest creative activities for personality development of the mine |
| suggest creative activities for personality development of the mine |
| implement creative activities for the development of the personality of the mine |
| implement creative activities for the development of the personality of the mine |
| evaluate creative activities for personality development |
| evaluate creative activities for personality development |
| use the means of empathy in communication with classmates |
| use the means of empathy in communication with classmates |
| resolve model conflict situations |
| resolve model conflict situations |
| teaching methods |
|---|
| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Self-reflection |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Dealing with situational issues - learning in situations |
| Self-reflection |
| Dealing with situational issues - learning in situations |
| assessment methods |
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| Analysis of the student's performance |
| Analysis of the student's performance |
| 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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Helus, Z., Bravená, N., & Franclová, M. Perspektivy učitelství. Praha: Univerzita Karlova, 2012.
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Hladík, K., & Vávrová S. Mechanismy fungování rozvoje autoregulace učení studentů. Praha: Hnutí R, 2011.
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Kolařík, M. Interakční psychologický výcvik pro praxi. Praha: Grada, 2011.
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Lukášová, H. Učitelské sebepojetí a jeho zkoumání. Zlín: UTB, 2015.
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Navrátilová, H. Učitel mateřské školy a jeho postavení ve školském systému. In Wiegerová, A. et al. Profesionalizace učitele mateřské školy z pohledu reformy kurikula.. Zlín: UTB, 2015.
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Starý, K. Profesní rozvoj učitelů: podpora učitelů pro zlepšování výsledků žáků. Praha: Karolinum, 2012.
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Syslová, Z., & Chaloupková, L. Rámec profesních kvalit učitele mateřské školy. Brno: Masarykova univerzita, 2015.
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Syslová, Z. Profesní kompetence učitele mateřské školy. Praha: Grada, 2013.
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