Lecturer(s)
|
-
Jirásková Miroslava, Mgr. Ph.D.
|
Course content
|
Meeting activities in a group. Social perception and its limits. Teacher's self-concept - identity and a role. Development of communication skills. Reflection and providing effective feedback. The ability to emphasize and listen. Conflicts, communication strategies supporting conflict resolution. Psychohygiene of a teacher, work with stress, burden autoregulation - practical experience and suggestions, how to effectively work with yourself, as a prevention of burnout syndrome. The Wellness concept as an active lifestyle - it is a positive and supporting attitude, focusing on the conscious process of developing a person's potentials in various areas of life. Examples of relaxation techniques, inspiration for change in the field of psychohygiene and acceptation of the authentic, meaningful, unique life and proffesional journey of a teacher. Final reflection.
|
Learning activities and teaching methods
|
Dialogic (Discussion, conversation, brainstorming), Activating (Simulation, games, dramatization), Practice exercises, Self-reflection, Dealing with situational issues - learning in situations
- Participation in classes
- 42 hours per semester
- Term paper
- 14 hours per semester
- Home preparation for classes
- 4 hours per semester
|
prerequisite |
---|
Knowledge |
---|
cooperation in a group |
cooperation in a group |
otevřenosti ke změně a získávání nových náhledů v rámci psychohygieny |
otevřenosti ke změně a získávání nových náhledů v rámci psychohygieny |
pedagogické tvořivosti a ochoty improvizovat |
pedagogické tvořivosti a ochoty improvizovat |
sdílet ve skupině své postoje k probíraným tématům a obohacovat se navzájem |
sdílet ve skupině své postoje k probíraným tématům a obohacovat se navzájem |
reflexe a efektivní zpětné vazby |
reflexe a efektivní zpětné vazby |
openness to change and gaining new insights in psychohygiene |
openness to change and gaining new insights in psychohygiene |
pedagogical creativity and willingness to improvise |
pedagogical creativity and willingness to improvise |
willingness to share in the group their attitudes to the discussed topics and to enrich each other |
willingness to share in the group their attitudes to the discussed topics and to enrich each other |
reflection and effective feedback |
reflection and effective feedback |
Skills |
---|
develop your social skills |
develop your social skills |
zvládnout nácvik sociální percepce |
zvládnout nácvik sociální percepce |
nastartovat skupinovou dynamiku |
nastartovat skupinovou dynamiku |
zvládat stres a zátěžové situace |
zvládat stres a zátěžové situace |
asertivně komunikovat i jednat |
asertivně komunikovat i jednat |
master social perception training |
master social perception training |
start group dynamics |
start group dynamics |
manage stress and stressful situations |
manage stress and stressful situations |
communicate and act assertively |
communicate and act assertively |
learning outcomes |
---|
Knowledge |
---|
apply acquired psychosocial competences in his pedagogical practice |
apply acquired psychosocial competences in his pedagogical practice |
willingness to self-develop, to listen and to create positive relationships with other people |
willingness to self-develop, to listen and to create positive relationships with other people |
express feelings about his own experience, remove barriers to communication and constructively resolve conflicts |
express feelings about his own experience, remove barriers to communication and constructively resolve conflicts |
psycho-hygiene, especially in the field of prevention and effective lifestyle |
psycho-hygiene, especially in the field of prevention and effective lifestyle |
teacher self-concept, identity and role differentiation |
teacher self-concept, identity and role differentiation |
Skills |
---|
ability to communicate |
ability to communicate |
accept others |
accept others |
strength resilience under social stress |
strength resilience under social stress |
increase social intelligence |
increase social intelligence |
strengthen the self |
strengthen the self |
teaching methods |
---|
Knowledge |
---|
Dialogic (Discussion, conversation, brainstorming) |
Activating (Simulation, games, dramatization) |
Activating (Simulation, games, dramatization) |
Dialogic (Discussion, conversation, brainstorming) |
Practice exercises |
Dealing with situational issues - learning in situations |
Dealing with situational issues - learning in situations |
Self-reflection |
Self-reflection |
Practice exercises |
assessment methods |
---|
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 ...) |
Recommended literature
|
-
Helus, Z., Bravená, N., & Franclová, M. Perspektivy učitelství. Praha: Univerzita Karlova, 2012.
-
Kolářík, M. Interakční psychologický výcvik pro praxi. Praha, 2011.
-
Kratochvílová, J., Horká, H., & Chaloupková, L. Rozvoj osobnostních a profesních kompetencí učitele 1. stupně základní školy. Brno, 2015.
-
Lukášová, H. Učitelské sebepojetí a jeho zkoumání. Zlín: FHS UTB., 2015.
-
Soják, P. Osobnostní a sociální rozvoj, aneb, Strom, mozaika a vzducholoď.. Praha, 2017.
-
Starý, K. Profesní rozvoj učitelů: podpora učitelů pro zlepšování výsledků žáků. Praha: Karolinum, 2012.
-
Svoboda, M. Psychosociální interakční výcvik v pedagogické praxi. Plzeň, 2017.
|