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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 citizenship education and the basics of social sciences and its implementation in education. Inspiration from abroad. - Personalistic and humanistic theories of upbringing and education as a theoretical starting point. - The importance of morality and ethics in contemporary postmodern society. - The concept of citizenship education as part of lifelong education. - Universal values and their transfer. - Prosocial behavior as a key concept of citizenship education. - Ethical aspects in a teacher's work, a teacher's code of ethics, a teacher's ethical conduct, a teacher's professional qualification for teaching citizenship education. - The content of citizenship education and the basics of social sciences in primary and secondary education and the possibility of its implementation in the school curriculum. - Development of the pupil's key competences through education.
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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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| characterize the teaching goals of citizenship education and the basics of social sciences |
| characterize the teaching goals of citizenship education and the basics of social sciences |
| describe the theoretical basis of teaching citizenship education and the basics of social sciences |
| describe the theoretical basis of teaching citizenship education and the basics of social sciences |
| discuss the importance of morality and ethics in contemporary postmodern society |
| discuss the importance of morality and ethics in contemporary postmodern society |
| to characterize ethical aspects in the teacher's work |
| to characterize ethical aspects in the teacher's work |
| describe the content of citizenship education and the basics of social sciences in primary and secondary education |
| describe the content of citizenship education and the basics of social sciences in primary and secondary education |
| Skills |
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| implement the didactic transformation of the curriculum |
| implement the didactic transformation of the curriculum |
| design teaching according to the level of the pupils and the requirements of the school |
| design teaching according to the level of the pupils and the requirements of the school |
| create learning tasks for the development of pupils |
| create learning tasks for the development of pupils |
| lead pupils to effective cooperation in the conditions of the subject and the whole school |
| lead pupils to effective cooperation in the conditions of the subject and the whole school |
| prepare the lesson |
| prepare the lesson |
| teaching methods |
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| Knowledge |
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| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Skills |
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| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
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Recommended literature
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Brestovanský, M. Hodnoty vztahy a škola. Trnava: Typi. 2019.
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Havlínová, I. Didaktické náměty pro učitele občanské výchovy a základů společenských věd. Praha: Univerzita Karlova. 2014.
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Piťha, P. Výchova, naděje společnosti. Praha: Poustevník. 2006.
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Podmanický, I. Teória a prax etickej výchovy 1. Trnava: PF TU. 2012.
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Průcha, J. Moderní pedagogika. Praha: Portál. 2007.
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