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Lecturer(s)
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Kolumber Tereza, Mgr.
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Janíková Marcela, doc. PhDr. Mgr. Ph.D.
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Course content
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- Concept of education, teaching, learning. - Teaching theory, Theory of uneducatedness. - The objectives of teaching and their taxonomy. - Learning objectives and their formulations. - Content of teaching in terms of curricular theories. - Content of teaching in terms of teaching tasks. - Methods of teaching - classical. - Activating teaching methods. - Forms of teaching bulk and individual. - Cooperative teaching. - Control and evaluation of teaching results. - Formative evaluation of teaching results. - Your own written preparation for class. - Reflection of the results of the implementation of teaching.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Analysis of a presentation, Educational trip
- Participation in classes
- 56 hours per semester
- Educational trip
- 8 hours per semester
- Home preparation for classes
- 16 hours per semester
- Preparation for examination
- 30 hours per semester
- Preparation for course credit
- 20 hours per semester
- Term paper
- 50 hours per semester
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| prerequisite |
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| Knowledge |
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| unspecified |
| unspecified |
| learning outcomes |
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| describe different teaching theories |
| describe different teaching theories |
| list the learning objectives |
| list the learning objectives |
| classify teaching methods |
| classify teaching methods |
| explain the essence of formative assessment |
| explain the essence of formative assessment |
| characterize feedback and (self)reflection |
| characterize feedback and (self)reflection |
| Skills |
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| express teaching goals in appropriate way |
| express teaching goals in appropriate way |
| propose preparation for the teaching unit |
| propose preparation for the teaching unit |
| argue the appropriateness of the chosen teaching methods, forms with regard to the set goal of teaching |
| argue the appropriateness of the chosen teaching methods, forms with regard to the set goal of teaching |
| implement the teaching of the given school subject |
| implement the teaching of the given school subject |
| reflect on one's own pedagogical output |
| reflect on one's own pedagogical output |
| teaching methods |
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| Knowledge |
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| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Dialogic (Discussion, conversation, brainstorming) |
| Educational trip |
| Analysis of a presentation |
| Analysis of a presentation |
| Educational trip |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
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| Oral examination |
| Oral examination |
| Analysis of seminar paper |
| Analysis of seminar paper |
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Recommended literature
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JANÍK, T. a kol. Kvalita (ve) vzdělávání: obsahově zaměřený přístup ke zkoumání a zlepšení výuky. Brno: Masarykova univerzita, 2013.
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KALHOUS, Z., OBST, O. a kol. Školní didaktika. Praha: Portál, 2002. ISBN 80-7178-253-X.
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LUKÁŠOVÁ, H. (ed.), HELUS, Z., KRATOCHVÍLOVÁ, J., RÝDL, K., SPILKOVÁ, V., ZDRAŽIL, T. Proměny pojetí vzdělávání a školního hodnocení (Filosofická východiska a pedagogické souvislosti). Praha: AWŠ, 2012.
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LUKÁŠOVÁ, H. Kvalita života dětí a didaktika. Praha: Portál, 2010.
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LUKAVSKÁ, E. Pozor, děti! Didaktické otázky vyučování orientovaného na dítě. Dobrá voda: Aleš Čeněk, 2003.
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SKALKOVÁ, J. Obecná didaktika. Praha: Grada, 2007. ISBN 80-247-1821-9.
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Slavík, J., Janík, T., Najvar, P., & Knecht, P. Transdiciplinární didaktika: o učitelském sdílení znalostí a zvyšování kvality výuky napříč obory. Brno: Masarykova univerzita, 2017.
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