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Lecturer(s)
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Petrů Puhrová Barbora, PhDr. Ph.D.
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Vašíková Jana, Mgr. PhD.
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Course content
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Theoretical basis of the concept of teacher personality. Teaching as an authentic profession. Teaching virtues and professional ethics. Teacher's identity - professional self of a teacher. Teacher knowledge - basics of teacher thinking. Teacher experience and regularities of empathy. Teacher decision-making - regularities of the decision making dimension of the profession. Teacher creativity - professional creativity and invention. The social dimension of teaching. Teacher health and professional condition. Research of the teaching profession.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Text analysis
- Participation in classes
- 10 hours per semester
- Preparation for course credit
- 90 hours per semester
- Home preparation for classes
- 45 hours per semester
- Term paper
- 95 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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| define the basic concepts of the issue (kindergarten teacher, kindergarten director, kindergarten as an institution/organization, profession, semiprofession, kindergarten, etc.) |
| define the basic concepts of the issue (kindergarten teacher, kindergarten director, kindergarten as an institution/organization, profession, semiprofession, kindergarten, etc.) |
| describe the professionalisation of the kindergarten teacher and its stages, |
| describe the professionalisation of the kindergarten teacher and its stages, |
| describe the teacher's professional self, professional knowledge, teacher decision-making, |
| describe the teacher's professional self, professional knowledge, teacher decision-making, |
| describe the professional preparation of kindergarten teachers in the Czech Republic, |
| describe the professional preparation of kindergarten teachers in the Czech Republic, |
| describe some of the research on this issue. |
| describe some of the research on this issue. |
| Skills |
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| use basic terminology and professional concepts in their written work/language, |
| use basic terminology and professional concepts in their written work/language, |
| apply theoretical knowledge to specific situations in the practice of the school, |
| apply theoretical knowledge to specific situations in the practice of the school, |
| analyse the system of professional training of teachers in the Czech Republic and abroad, |
| analyse the system of professional training of teachers in the Czech Republic and abroad, |
| analyse professional texts dealing with research on the teaching profession |
| analyse professional texts dealing with research on the teaching profession |
| discuss current topics and research related to the teaching profession and principalship in kindergartens. |
| discuss current topics and research related to the teaching profession and principalship in kindergartens. |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Text analysis |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Text analysis |
| assessment methods |
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| Qualifying examination |
| Qualifying examination |
| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
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Recommended literature
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Studijní opory pro program Předškolní pedagogika - Fakulta humanitních studií, dostupné z:. .
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ČŠI. Mezinárodní šetření TALIS 2024. Koncepční rámec. https://www.csicr.cz/cz/Aktuality/Narodni-zprava-TALIS-2024. 2025.
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Lukášová, H. Učitelské sebepojetí a jeho zkoumání. Zlín. 2015.
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Soukeníková, L., Stiborková, T., & Yevdokimova, A. Cesta k pedagogickému leadershipu v mateřských školách: Analýza faktorů determinujících jeho úspěšnou aktivaci v ORP Kutná Hora. Pedagogika, 75(2?3), 275?299. http://pages.pedf.cuni.cz/pedagogika/. 2025.
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Spilková, V. & Zavadilová, B. Mentoring jako prostředek podpory profesního učení studentů učitelství a učitelů. Pedagogická orientace, 31(1), 4?34. 2021.
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Syslová, Z., & Borkovcová, I. Zaškolovací aktivity realizované při uvádění začínajících učitelů a učitelek do praxe mateřských škol. Pedagogická orientace, 33(4), 416?443. https://doi.org/10.5817/PedOr2023-4-416. 2023.
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Syslová, Z., Loudová Stralczynská, B., Najvarová, V., & Koželuhová, Eva. Kvalifikace učitelů mateřských škol v perspektivě současných trendů předškolního vzdělávání, Studia paedagogica, 30(1), 91-120. 2025.
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Štech, S. Učitelská kvalifikace dnes ? de-profesionalizace praxí? Pedagogická orientace, 33(1), 46?64. https://doi.org/10.5817/PedOr2023-1-46. 2023.
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Wiegerová, A., & Gavora, P. Proč se chci stát učitelkou v mateřské škole? Pohled kvalitativního výzkumu. Pedagogická orientace, 24(4), 510-534. 2014.
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Wiegerová, A. et al. Profesionalizace učitele mateřské školy z pohledu reformy kurikula. Univerzita Tomáše Bati ve Zlíně, 2015.
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Wiegerová, A., Tirpáková, A., Petrů Puhrová, B., & Deutscherová, B. Resilience in preschool and elementary school teachers in the Czech Republic. TEACHER DEVELOPMENT. An International Journal of Teachers? Professional Development, Taylor & Francis Online. ISSN 1366-4530 (Print); ISSN 1747-5120 (Online) https://doi.org/10.1080/13664530.2024.2348814. 2024.
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