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Lecturer(s)
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Jelénková Libuše, Mgr. Ph.D.
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Navrátilová Hana, PhDr. Ph.D.
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Course content
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- The 15-hour internship takes place at selected collaborating or faculty schools. - Practice in the form of a seminar (5 hours) focused on the joint reflection of the observed phenomena in the classroom and school, including analysis of school documents. - Processing a portfolio of practices and the use of a self-reflective diary.
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Learning activities and teaching methods
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Dialogic (Discussion, conversation, brainstorming), Self-reflection, Individual work of students, Educational trip
- Participation in classes
- 5 hours per semester
- Educational trip
- 25 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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| methods of relevant subject didactics |
| methods of relevant subject didactics |
| methods of diagnosing the pupil and the class |
| methods of diagnosing the pupil and the class |
| principle of differentiation of learning tasks |
| principle of differentiation of learning tasks |
| student and class assessment tools |
| student and class assessment tools |
| actual didactic strategies |
| actual didactic strategies |
| Skills |
|---|
| design teaching according to the level of pupils and the requirements of the school, i.e. set goals and create learning tasks for the development of pupils, lead pupils to effective cooperation in the conditions of the subject and the whole school |
| design teaching according to the level of pupils and the requirements of the school, i.e. set goals and create learning tasks for the development of pupils, lead pupils to effective cooperation in the conditions of the subject and the whole school |
| implement teaching according to the preparation and evaluation of the real situation by adequately conducting the teaching and its effective organization |
| implement teaching according to the preparation and evaluation of the real situation by adequately conducting the teaching and its effective organization |
| implement teaching according to the level of pupils and the requirements of the school, i.e. through teaching, to aim for the set goals and create learning tasks for the development of pupils |
| implement teaching according to the level of pupils and the requirements of the school, i.e. through teaching, to aim for the set goals and create learning tasks for the development of pupils |
| determine and apply assessment tools in relation to the formulated goals of the educational program and the individual assumptions of the pupils, distinguish, reveal, stimulate and develop the individual personality qualities of the pupils |
| determine and apply assessment tools in relation to the formulated goals of the educational program and the individual assumptions of the pupils, distinguish, reveal, stimulate and develop the individual personality qualities of the pupils |
| ead pupils to effective cooperation in the conditions of the subject and the whole school |
| ead pupils to effective cooperation in the conditions of the subject and the whole school |
| teaching methods |
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| Knowledge |
|---|
| Educational trip |
| Educational trip |
| Self-reflection |
| Self-reflection |
| Individual work of students |
| Individual work of students |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
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| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
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Recommended literature
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Kolář, Z. & Vališová, A. Analýza vyučování. Praha: Grada, 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: UTB ve Zlíně, 2014.
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Lukášová, H. Učitelské sebepojetí a jeho zkoumání. Zlín: Univerzita Tomáše Bati ve Zlíně, Fakulta humanitních studií, 2015.
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Petty, G. Moderní vyučování (Vyd. 3). Praha: Portál, 2004.
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Škoda, J., & Doulík, P. Psychodidakatika: metody efektivního a smysluplného učení a vyučování. Praha: Grada, 2011.
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