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Lecturer(s)
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Suchánková Eliška, Mgr. Ph.D.
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Course content
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- Contemporary conception of education and its background, lifelong learning, curriculum reform. - Tradition and modernisation in education. - Pedagogical reformism, important representatives of reform pedagogy, reform and experimental schools. - Alternative and innovative educational trends and approaches - terminology, common features and differences, classification. - Selected alternative and innovative approaches at our country and abroad - founders and their pedagogical ideas, philosophy of schools, specifics of education. - Current pedagogical problems and issues.
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Learning activities and teaching methods
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Lecturing, Dialogic (Discussion, conversation, brainstorming), Teamwork, Text analysis, Individual work of students, Students working in pairs, Dealing with situational issues - learning in situations
- Participation in classes
- 15 hours per semester
- Home preparation for classes
- 65 hours per semester
- Preparation for examination
- 70 hours per semester
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| learning outcomes |
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| Knowledge |
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| defines basic concepts (lifelong learning, curriculum reform, tradition and modernisation in education, pedagogical reformism, alternative and innovative schools) |
| defines basic concepts (lifelong learning, curriculum reform, tradition and modernisation in education, pedagogical reformism, alternative and innovative schools) |
| explains the importance of lifelong learning and curriculum reform |
| explains the importance of lifelong learning and curriculum reform |
| describes the historical development of alternative and innovative trends and concepts |
| describes the historical development of alternative and innovative trends and concepts |
| identifies common features of alternative schools, differences between traditional, alternative and innovative school |
| identifies common features of alternative schools, differences between traditional, alternative and innovative school |
| decribes basic alternative and innovative approaches and concepts in education |
| decribes basic alternative and innovative approaches and concepts in education |
| names current pedagogical issues and problems |
| names current pedagogical issues and problems |
| Skills |
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| finds relevant topics and resources on alternative and innovative approaches and concepts |
| finds relevant topics and resources on alternative and innovative approaches and concepts |
| analyses individual alternative and innovative approaches and concepts and takes its own position on them |
| analyses individual alternative and innovative approaches and concepts and takes its own position on them |
| analyses and discusses current pedagogical issues and problems |
| analyses and discusses current pedagogical issues and problems |
| applies the acquired knowledge in the preparation of an essay on innovative current pedagogical issues and topics |
| applies the acquired knowledge in the preparation of an essay on innovative current pedagogical issues and topics |
| teaching methods |
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| Knowledge |
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| Lecturing |
| Lecturing |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Text analysis |
| Text analysis |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Students working in pairs |
| Students working in pairs |
| Skills |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Individual work of students |
| Individual work of students |
| Students working in pairs |
| Students working in pairs |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| assessment methods |
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| Knowledge |
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| Essay |
| Essay |
| Written examination |
| Written examination |
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Recommended literature
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Carlgren, F. Výchova ke svobodě. Pedagogika Rudolfa Steinera. Praha: Baltazar. 1991.
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GARDOŠOVÁ, J., DUJKOVÁ, L. Vzdělávací program Začít spolu: metodický průvodce pro předškolní vzdělávání. Praha: Portál, 2003.
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GRAY, Peter. Svoboda učení. Praha: Scio, 2012. ISBN 978-80-7430-093-6.
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HÁNA, D. a KOSTELECKÁ, Y. Domácí vzdělávání v kontextu evropských vzdělávacích systémů.. Praha: UK v Praze, Pedagogická fakulta, 2019.
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CHRISTODOULOU, D. Sedm mýtů o vzdělávání. Praha: Edukační laboratoř. 2022.
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KOPŘIVA, P., NOVÁČKOVÁ, J., NEVOLOVÁ, D., KOPŘIVOVÁ, T. Respektovat a být respektován. Kroměříž: Spirála, 2005. ISBN 978-80-904030-0-0.
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MATULČÍKOVÁ, M. Reformnopedagogické a alternatívne školy a ich prínos pre reformu. Musica Liturgica. 2014.
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Montessori, M. Tajuplné dětství. Praha: Portál. 2014.
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Nováčková, J. Mýty ve vzdělávání: o škodlivosti některých zaběhaných představ o učení, škole a výchově a cestách, jak je překonat. Kroměříž: Spirála, 2008.
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POHNĚTALOVÁ, Y. Alternativní edukační koncepce v současné pedagogické praxi. Hradec Králové: Gaudeamus. 2014.
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PRŮCHA, J. Alternativní školy a inovace ve vzdělávání. Praha, 2004. ISBN 80-7178-977-1.
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Tichý, F. Přírodní škola - cesta jako cíl, aneb, Vyprávění o minulosti, současnosti a zkušenostech alternativního gymnázia. Semily: Geum, 2011.
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Wenke, Hans. Ať žije škola : daltonská výuka v praxi. Brno : Paido, 2000. ISBN 80-85931-82-6.
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ZORMANOVÁ, L. Výukové metody v pedagogice: tradiční a inovativní metody, transmisivní a konstruktivistické pojetí výuky, klasifikace výukových metod.. Praha: Grada, 2012.
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