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Lecturer(s)
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Kalenda Jan, doc. Mgr. Ph.D.
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Suchánková Eliška, Mgr. Ph.D.
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Course content
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1. Introduction and course structure - rethinking education 2. Contemporary education systems - their roots and development trends 3. Key skills for the 21st century and how are skills assessed 4. Education and social media - contemporary debates I 5. Education and social media - contemporary debates II 6. Inequalities in education - insights from the world and the Czech Republic 7. Key learning theories and how to use them for your own learning and for teaching others 8. Alternative approaches to organizing education 9. Characteristics of successful education systems - Finland versus Singapore 10. Well-being and education 11. Technology and education: techno-optimism versus techno-pessimism 12. Lifelong learning 13. Course recap
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Learning activities and teaching methods
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Lecturing, Activating (Simulation, games, dramatization), Text analysis, Experience (self-experience), Dealing with situational issues - learning in situations, Educational trip
- Home preparation for classes
- 42 hours per semester
- Participation in classes
- 42 hours per semester
- Preparation for course credit
- 36 hours per semester
- Preparation for examination
- 60 hours per semester
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| prerequisite |
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| Knowledge |
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| Orientation in general education. |
| Orientation in general education. |
| learning outcomes |
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| key issues and challenges of contemporary education |
| key issues and challenges of contemporary education |
| key theories and findings on educational inequalities and debates about education in late modern societies |
| key theories and findings on educational inequalities and debates about education in late modern societies |
| principles of new learning theories, including the conceptualisation of learning environments |
| principles of new learning theories, including the conceptualisation of learning environments |
| theories of important alternative educators and their impact on the current form of education |
| theories of important alternative educators and their impact on the current form of education |
| Skills |
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| can state the pros and cons of current trends in education |
| can state the pros and cons of current trends in education |
| demonstrate knowledge of the basic problems and challenges of contemporary pedagogy through concrete examples |
| demonstrate knowledge of the basic problems and challenges of contemporary pedagogy through concrete examples |
| generalize the conclusions resulting from the transition from traditional to modern pedagogy |
| generalize the conclusions resulting from the transition from traditional to modern pedagogy |
| is able to participate in group work and use it for the development of individual knowledge and skills |
| is able to participate in group work and use it for the development of individual knowledge and skills |
| teaching methods |
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| Knowledge |
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| Teamwork |
| Teamwork |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Lecturing |
| Lecturing |
| Text analysis |
| Text analysis |
| assessment methods |
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| Preparation of a presentation |
| Preparation of a presentation |
| Analysis of educational material |
| Analysis of educational material |
| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
| Analysis of the student's performance |
| Analysis of the student's performance |
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Recommended literature
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Viz Teams prostředí: https://teams.microsoft.com/l/team/19%3add9JMV1mqsOksQASTEmb7HkrXxuva31NPgA1pdf16sg1%40thread.tacv2/conversations?groupId=8533a8e3-5c12-4c70-88ea-44e6d69b5262&tenantId=03e3d621-f48e-467f-8a5a-6b74a23db6c7. .
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Dewey, J. Demokracie a výchova. Praha. 1930.
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Montessori, M. Absorbující mysl. Praha. 2003.
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Palmer, J. A. Fifty Modern Thinker on EducaTION. London and New York. 2001.
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Šíp, R. Proč školství a jeho aktéři selhávají. Brno. 2019.
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