|
Lecturer(s)
|
-
Navrátilová Hana, PhDr. Ph.D.
|
|
Course content
|
The subject builds on the conducted pedagogical practice, where participants are assigned by the educator to faculty or cooperating schools (Pedagogical Practice IV). The completed practice will be further reflected upon in a group seminar. This reflective seminar, lasting 15 hours, will focus on the collective reflection of observed phenomena in the classroom and school, including the analysis of educational materials.
|
|
Learning activities and teaching methods
|
|
unspecified
|
| prerequisite |
|---|
| Knowledge |
|---|
| unspecified |
| unspecified |
| Skills |
|---|
| unspecified |
| unspecified |
| learning outcomes |
|---|
| Knowledge |
|---|
| explain the benefits of your teaching vision for students |
| explain the benefits of your teaching vision for students |
| describe support strategies for individualization in teaching |
| describe support strategies for individualization in teaching |
| describe the means of motivating students to learn |
| describe the means of motivating students to learn |
| describe current didactic strategies in teaching |
| describe current didactic strategies in teaching |
| describe the objectives and forms of self-assessment for teachers |
| describe the objectives and forms of self-assessment for teachers |
| Skills |
|---|
| reflect on current didactic strategies in the subject corresponding to the given field |
| reflect on current didactic strategies in the subject corresponding to the given field |
| identify their strengths and weaknesses in the role of a teacher |
| identify their strengths and weaknesses in the role of a teacher |
| reflect on shared experiences with the guiding teacher and subject didactician |
| reflect on shared experiences with the guiding teacher and subject didactician |
| reflect on one's own actions in various situations of interaction with students. |
| reflect on one's own actions in various situations of interaction with students. |
| propose possible changes in the didactic strategy based on reflection |
| propose possible changes in the didactic strategy based on reflection |
| teaching methods |
|---|
| Knowledge |
|---|
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Self-reflection |
| Self-reflection |
| Skills |
|---|
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Self-reflection |
| Self-reflection |
| assessment methods |
|---|
| Knowledge |
|---|
| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
|
Recommended literature
|
-
Dytrtová, R., & Krhutová, M. Učitel: příprava na profesi. Grada, 2009.
-
Kolář, Z., & Vališová, A. Analýza vyučování. Grada, 2009.
-
Slavík, J., Hajerová Műllerová, L., & Soukupová, P. Reflexe a hodnocení kvality výuky. ZČU, 2020.
|