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Lecturer(s)
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Course content
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- Teaching practice in the form of lesson observations and teaching conducted by the participant, - Preparation and analysis of outcomes through guided consultations with the supervising teacher, focused both on observed situations and on the planning of the student's own teaching attempts, - Sharing experiences from subject didactics teaching practice among the student, the subject didactics lecturer, and the faculty or mentoring teacher. Furthermore, the teaching practice is supported by seminar-based instruction comprising 10 hours (Reflection on Subject Didactics Teaching Practice II), focused on joint reflection of observed phenomena and, in particular, on the specific features of subject-specific didactic strategies in the reflection on the planning, implementation, and evaluation of the student's teaching attempts.
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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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| characterise teachers' professional competences |
| characterise teachers' professional competences |
| 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 |
| 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 |
| design instruction according to pupils' levels and school requirements, i.e. set learning objectives and create learning tasks supporting pupils' development, and guide pupils towards effective cooperation within the context of a subject and the school as a whole |
| design instruction according to pupils' levels and school requirements, i.e. set learning objectives and create learning tasks supporting pupils' development, and guide pupils towards effective cooperation within the context of a subject and the school as a whole |
| Skills |
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| implement instruction according to lesson plans and evaluation of real classroom situations through appropriate instructional guidance and effective organisation of teaching |
| implement instruction according to lesson plans and evaluation of real classroom situations through appropriate instructional guidance and effective organisation of teaching |
| implement instruction in accordance with pupils' levels and school requirements, i.e. direct teaching towards the defined objectives and create learning tasks supporting pupils' development |
| implement instruction in accordance with pupils' levels and school requirements, i.e. direct teaching towards the defined objectives and create learning tasks supporting pupils' development |
| determine and apply assessment tools with regard to the formulated objectives of the educational programme and pupils' individual abilities |
| determine and apply assessment tools with regard to the formulated objectives of the educational programme and pupils' individual abilities |
| distinguish, identify, stimulate, and develop pupils' individual personal qualities |
| distinguish, identify, stimulate, and develop pupils' individual personal qualities |
| guide pupils towards effective cooperation within the context of a subject and the school as a whole |
| guide pupils towards effective cooperation within the context of a subject and the school as a whole |
| teaching methods |
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| Self-reflection |
| Self-reflection |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Observation |
| Observation |
| Individual work of students |
| Individual work of students |
| Educational trip |
| Educational trip |
| assessment methods |
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| Knowledge |
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| Workplace supervision |
| Workplace supervision |
| Conversation |
| Conversation |
| Sitting in on lectures/classes |
| Sitting in on lectures/classes |
| 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. 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. Učitelské sebepojetí a jeho zkoumání. 2015.
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Petty, G. Moderní vyučování. Vyd. 3. Praha. 2004.
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Škoda, J., & Doulík, P. Psychodidaktika: metody efektivního a smysluplného učení a vyučování. Praha. 2011.
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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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