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Lecturer(s)
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Klimecká Eva, Mgr. Ph.D.
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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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- Professional approaches to monitoring the quality of teaching. - Theoretical knowledge and practical experience - analysis of relationships. - The teacher's belief in the quality of teaching. - Teacher's approaches to teaching. - Cognition and evaluation - normative and explanatory concepts in didactics. - Time dimension of teaching, creation of mental scheme. - Teacher's self-concept. - Between literacy and competences - analysis of concepts. - Transformation of curriculum content. - Knowledge sharing model. - The problem of reduction in the content of the curriculum. - Functional literacy - construct analysis. - Representation of content as a basis for didactic insight into functional literacy. - Profession - teacher.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Text analysis, Educational trip
- Participation in classes
- 56 hours per semester
- Educational trip
- 8 hours per semester
- Term paper
- 20 hours per semester
- Preparation for course credit
- 10 hours per semester
- Home preparation for classes
- 10 hours per semester
- Preparation for examination
- 16 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 the models and characteristics of quality teaching |
| describe the models and characteristics of quality teaching |
| explain the teacher's approaches to teaching (on the continuum transmissive - constructivist) |
| explain the teacher's approaches to teaching (on the continuum transmissive - constructivist) |
| define the target categories of education (literacies, competences and others) |
| define the target categories of education (literacies, competences and others) |
| characterize the types of educational content transformation and their regularities |
| characterize the types of educational content transformation and their regularities |
| describe the structure of roles and activities in the teaching profession |
| describe the structure of roles and activities in the teaching profession |
| Skills |
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| distinguish between high-quality and low-quality teaching based on criteria and characteristics |
| distinguish between high-quality and low-quality teaching based on criteria and characteristics |
| conceptualize the teaching situation in the spirit of a transmissive and constructivist approach |
| conceptualize the teaching situation in the spirit of a transmissive and constructivist approach |
| select and present educational contents and methods in relation to literacy and competence-based educational goals |
| select and present educational contents and methods in relation to literacy and competence-based educational goals |
| transform the educational content in relation to the goals of education and the learning possibilities and problems of the pupils |
| transform the educational content in relation to the goals of education and the learning possibilities and problems of the pupils |
| argue for teaching as a profession with a defined structure of roles and activities |
| argue for teaching as a profession with a defined structure of roles and activities |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Text analysis |
| Text analysis |
| Educational trip |
| Educational trip |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| assessment methods |
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| Analysis of seminar paper |
| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
| Composite examination (Written part + oral part) |
| Composite examination (Written part + oral part) |
| Analysis of seminar paper |
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Recommended literature
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Časopisy: Pedagogická orientace, Orbis scholae, Studia paedagogica, Pedagogika, Komenský, e-Pedagogium..
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Hrabal, V., & Pavelková, I. Jaký jsem učitel. Praha: Portál, 2010.
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Janík, T. et al. Pedagogical content knowledge nebo didaktická znalost obsahu?. Brno: Paido, 2007.
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Janík, T. Znalost jako klíčová kategorie učitelského vzdělávání.. Brno: Paido, 2005.
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Kaščák, O. Škola jako rituálny priestor. Bratislava: Veda, 2010.
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Lukášová, H. Učitelské sebepojetí a jeho zkoumání. Zlín: FHS UTB, 2015.
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Slavík, J. a kol. Transdisciplinární didaktika. Brno: MU., 2017.
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Wiegerová, A. & Lampertová, A. A teacher´s diary as a research instrument. e-Pedagogium, 51(4), 24-32.. 2013.
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Wiegerová, A. et al. Self efficacy v edukačných súvislostiach. Bratislava: SPN, 2012.
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