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Lecturer(s)
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Janíková Marcela, doc. PhDr. Mgr. Ph.D.
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Zderčík Antonín, PhDr. Ph.D.
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Course content
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- School system, school, school education. - School as an institution, organization, community. - Roles and functions of the school in society. - Actors of school education. - Curriculum as a target-content program of the school. - Curriculum as a means of school development. - Forms of existence of the curriculum and curricular processes. - Teaching and learning. - Curriculum and learning tasks. - Planning, implementation and reflection of teaching. - Research on school education as the highest form of professional reflection on school education.
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Learning activities and teaching methods
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- Participation in classes
- 15 hours per semester
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| learning outcomes |
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| Knowledge |
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| define the basic categories of school pedagogy |
| define the basic categories of school pedagogy |
| describe the principles of curriculum development |
| describe the principles of curriculum development |
| explain the functions of the school as an institution |
| explain the functions of the school as an institution |
| specify the teaching profession |
| specify the teaching profession |
| describe the school system in the Czech Republic |
| describe the school system in the Czech Republic |
| Skills |
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| analyze the curriculum in relation to the goals and contents of education |
| analyze the curriculum in relation to the goals and contents of education |
| connect curricular and didactic issues in the preparation, implementation and reflection of teaching |
| connect curricular and didactic issues in the preparation, implementation and reflection of teaching |
| plan the teaching process with regard to the integrity of the goals, contents, methods and forms of teaching and learning |
| plan the teaching process with regard to the integrity of the goals, contents, methods and forms of teaching and learning |
| apply knowledge of organization and methodological procedures in the process of teaching planning |
| apply knowledge of organization and methodological procedures in the process of teaching planning |
| effectively use findings from research on school education as the highest form of professional reflection |
| effectively use findings from research on school education as the highest form of professional reflection |
| teaching methods |
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| Knowledge |
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| Individual work of students |
| Individual work of students |
| Lecturing |
| Lecturing |
| Skills |
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| Text analysis |
| Text analysis |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Self-reflection |
| Self-reflection |
| assessment methods |
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| Knowledge |
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| Analysis of educational material |
| Analysis of educational material |
| Analysis of works made by the student (Technical products) |
| Analysis of works made by the student (Technical products) |
| Didactic test |
| Didactic test |
| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
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Recommended literature
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Anderson, L. W. International encyclopedia of teaching and teacher education. Oxford. 2005.
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Hajerová Műllerová, L., & Slavík, J. Modelování kurikula. Plzeň. 2020.
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Janík, T., Maňák, J., & Knecht, T. Cíle a obsahy školního vyučování a metodologie jejich utváření. Brno: Paido, 2009.
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Janíková, Marcela. Základy školní pedagogiky. 1. vyd. Brno: Paido : Masarykova univerzita, 2009. ISBN 978-80-7315-183-6.
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Maňák, Josef. Kurikulum v současné škole. 1. vyd. Brno: Paido, 2008. ISBN 978-80-7315-175-1.
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Průcha, J. Moderní pedagogika. Praha: Portál, 2017.
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