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Lecturer(s)
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Jelénková Libuše, Mgr. Ph.D.
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Herentinová Pavlína, Bc. Mgr.
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Course content
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- The concept of the educational field of history in primary and secondary education. - Development of history teaching at primary and secondary schools. - Dimensions of the idea of historical thinking according to P. Seixas (determination of historical significance, use of primary ones, resources, determination of continuity and change, analysis of causes and consequences, taking a historical perspective, understanding ethics dimensions of historical interpretation). - Orientation in historical time for primary and secondary school pupils. Development of historical consciousness in primary and secondary schools. - History and its place in basic curricular documents. Discussion of the expected educational outcomes history in primary and secondary school. - Ethical aspects in the work of a teacher, the professional qualification of a teacher for teaching history. - The content of the educational field of history and the possibilities of its implementation in the curriculum of primary and secondary schools. - Formal, personnel and material conditions of school practice for the implementation of history.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Text analysis
- Participation in classes
- 15 hours per semester
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| prerequisite |
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| Knowledge |
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| not specified |
| not specified |
| learning outcomes |
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| describe the theoretical background of history teaching |
| describe the theoretical background of history teaching |
| discuss the dimensions of the concept of historical thinking according to P. Seixas |
| discuss the dimensions of the concept of historical thinking according to P. Seixas |
| characterise the development of historical consciousness in primary and secondary school pupils |
| characterise the development of historical consciousness in primary and secondary school pupils |
| analyse curriculum documents with reference to history |
| analyse curriculum documents with reference to history |
| define the basic didactic categories with reference to the teaching of history |
| define the basic didactic categories with reference to the teaching of history |
| Skills |
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| carry out a didactic analysis of the history curriculum |
| carry out a didactic analysis of the history curriculum |
| propose an appropriate didactic strategy for the teaching of history |
| propose an appropriate didactic strategy for the teaching of history |
| prepare for a history lesson |
| prepare for a history lesson |
| argue for the use of selected teaching methods and organisational forms in the teaching of history |
| argue for the use of selected teaching methods and organisational forms in the teaching of history |
| reflect on their own didactic strategy for teaching history |
| reflect on their own didactic strategy for teaching history |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Text analysis |
| Text analysis |
| assessment methods |
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| Essay |
| Essay |
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Recommended literature
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Čáp, J., & Mareš, J. Psychologie pro učitele. Praha: Portál, 2001.
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Fontana, D. Psychologie ve školní praxi. Praha: Portál, 1997.
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Hlaváček, I., Kašpar, J., & Nový, R. Vademecuum pomocných věd historických. Praha: UK, 2003.
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Parkan, F. Didaktika dějepisu. Praha: UK, 2014.
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Stradling, R. Multiperspektivita ve vyučování dějepisu: příručka pro učitele. Praha: MŠMT, 2004.
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Vaculík, J., & Čapka, F. Úvod do studia dějepisu a historický proseminář. Brno: MU, 2002.
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