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Lecturer(s)
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Pospíšilová Helena, Mgr. Ph.D.
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Kolumber Tereza, Mgr.
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Course content
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- The suggestion of a solution for a pedagogical project. - Written elaboration of a pedagogical project. - Project education and Integrated thematic education. - Determining goals, and content according to the conditions of the school, class, and pupils. - Didactic starting points and procedures for the preparation of didactic synthesis from selected subject didactics. - Transdisciplinarity of subject didactics. - Presentation and analysis of suggestions for pedagogical projects. - Evaluation of the results of a pedagogical project. - Presentation of preparation for reflection on project practice. - Analysis of preparations for pedagogical practice. - Acquisition of the structure of the reflection of the final professional practice. - Reflections on project practice. - Final presentations of the project.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Text analysis, Self-reflection, Individual work of students
- Participation in classes
- 42 hours per semester
- Term paper
- 30 hours per semester
- Preparation for course credit
- 18 hours per semester
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| prerequisite |
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| Knowledge |
|---|
| unspecified |
| unspecified |
| learning outcomes |
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| describe key terms in the field of interaction and communication |
| describe key terms in the field of interaction and communication |
| define the principles of communication and interaction that are most applied in presentation skills |
| define the principles of communication and interaction that are most applied in presentation skills |
| clarify key concepts related to presentation skills |
| clarify key concepts related to presentation skills |
| characterize the professional portfolio and its essentials |
| characterize the professional portfolio and its essentials |
| explain the essence of a pedagogical project |
| explain the essence of a pedagogical project |
| Skills |
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| evaluate the results of the pedagogical project |
| evaluate the results of the pedagogical project |
| create a professional portfolio |
| create a professional portfolio |
| present the professional portfolio in a cultivated manner |
| present the professional portfolio in a cultivated manner |
| discuss and argue situations in the professional portfolio |
| discuss and argue situations in the professional portfolio |
| use the portfolio for the purposes of self-presentation and support of professional development |
| use the portfolio for the purposes of self-presentation and support of professional development |
| teaching methods |
|---|
| Knowledge |
|---|
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Text analysis |
| Individual work of students |
| Text analysis |
| Self-reflection |
| Self-reflection |
| Individual work of students |
| assessment methods |
|---|
| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
| Analysis of educational material |
| Analysis of educational material |
| Analysis of the student's performance |
| Analysis of the student's performance |
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Recommended literature
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Coufalová, J. Projektové vyučování pro první stupeň základní školy: náměty pro učitele. Praha: Fortuna, 2006.
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Dvořáková, M. Projektové vyučování v české škole: vývoj, inspirace, současné problémy. Praha: Karolinum, 2009.
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Exler, P. Využití projektové metody ve výtvarné výchově s artefiletickými postupy. Univerzita Palackého v Olomouci. 2015.
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Kratochvílová, Jana. Teorie a praxe projektové výuky. 1. vyd. Brno : Masarykova univerzita, 2006. ISBN 80-210-4142-0.
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Tomková, A., Kašová, J., & Dvořáková, M. Učíme v projektech. Praha: Portál, 2009.
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Warren, A. M. Project-Based Learning Across the Disciplines. Sage Publications. 2016.
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