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Lecturer(s)
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Course content
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- Teaching practice in the form of lesson observations with a total workload of 20 hours is carried out at selected partner or faculty schools. It is recommended that students complete 10 observations at the lower secondary level of primary school and 10 observations at upper secondary school, with regard to the student's field of study. - Preparation of a teaching practice portfolio and the use of a self-reflective journal. Furthermore, the teaching practice is supported by seminar-based instruction (5 hours) focused on the joint reflection of observed classroom and school phenomena, including the analysis of school documentation (Reflection on Subject Didactics Teaching Practice I).
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Learning activities and teaching methods
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unspecified
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| learning outcomes |
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| Knowledge |
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| explain didactic analysis of subject matter |
| explain didactic analysis of subject matter |
| identify basic didactic categories (objectives, methods, instructional resources) in observed teaching |
| identify basic didactic categories (objectives, methods, instructional resources) in observed teaching |
| explain reflective models for teachers |
| explain reflective models for teachers |
| identify subject matter in observed teaching in relation to the curriculum for primary and secondary education |
| identify subject matter in observed teaching in relation to the curriculum for primary and secondary education |
| describe basic methods of student assessment and diagnosis |
| describe basic methods of student assessment and diagnosis |
| analyse a School Educational Programme for a specific school in relation to its application in teaching |
| analyse a School Educational Programme for a specific school in relation to its application in teaching |
| Skills |
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| formulate educational objectives |
| formulate educational objectives |
| design whole-class and individual instruction based on appropriate subject-matter analysis |
| design whole-class and individual instruction based on appropriate subject-matter analysis |
| discuss selected aspects of observed teaching with the supervising teacher |
| discuss selected aspects of observed teaching with the supervising teacher |
| reflect on teaching processes and learning outcomes based on formative principles of pedagogical reflection |
| reflect on teaching processes and learning outcomes based on formative principles of pedagogical reflection |
| prepare lesson plans using knowledge of pedagogical planning procedures |
| prepare lesson plans using knowledge of pedagogical planning procedures |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Skills |
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| Individual work of students |
| Individual work of students |
| Observation |
| Observation |
| Demonstration |
| Demonstration |
| Self-reflection |
| Self-reflection |
| assessment methods |
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| Knowledge |
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| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
| Analysis of seminar paper |
| Analysis of seminar paper |
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Recommended literature
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Kolář, Z., & Vališová, A. Analýza vyučování. Praha. 2009.
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Lukášová, H. et al. Studentské portfolio jako výzkumný prostředek poznání cesty k učitelství: příspěvek k autoregulaci profesního učení a seberozvoje. Zlín. 2014.
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Lukášová, H. et al. Učitelské sebepojetí a jeho zkoumání. Zlín. 2015.
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Lukášová. H. Profesní učitelské učení a reflexe studentského portfolia. Pedagogika, 71(3), s. 377-402. Praha. 2021.
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Petty, G. Moderní vyučování. Vyd. 3. Praha. 2004.
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Vališová, A., & Kovaříková, M. Obecná didaktika a její širší pedagogické souvislosti v úkolech a cvičeních. Praha. 2021.
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