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Lecturer(s)
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Plisková Barbora, PhDr. Ph.D.
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Course content
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- Basic terminology of the topic - revision. - Teachers' expectations of cooperation with their pupils' parents and families. - Parents' expectations of their children's school and teachers. - Teacher's self-reflection in cooperation with parents. - Examples of good practice of cooperation between school and parents - excursion to a specific school and analysis of experience. - Current teacher's status - opinions, experience, reasons, solution proposals. - Types of parents according to the qualities of parents' behavior towards the child and school - methods of communication with them. - Parent as a participant of a primary education pupil's home studies. - Cooperation with "non-cooperative" parents. - Meeting with parents and its possibilities. - Reflection of the public opinion of school and the teacher.
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Learning activities and teaching methods
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Dialogic (Discussion, conversation, brainstorming), Activating (Simulation, games, dramatization), Dealing with situational issues - learning in situations
- Participation in classes
- 28 hours per semester
- Term paper
- 20 hours per semester
- Preparation for course credit
- 12 hours per semester
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| prerequisite |
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| Knowledge |
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| Nespecifikováno. |
| Nespecifikováno. |
| learning outcomes |
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| explain the basic terminology of family-school cooperation |
| explain the basic terminology of family-school cooperation |
| characterise the basic concepts structuring family-school cooperation |
| characterise the basic concepts structuring family-school cooperation |
| characterise the importance of parental involvement in relation to pupil outcomes |
| characterise the importance of parental involvement in relation to pupil outcomes |
| provide a comprehensive explanation of real problems in family-school collaboration |
| provide a comprehensive explanation of real problems in family-school collaboration |
| propose solutions to problems in the relationship between family and school |
| propose solutions to problems in the relationship between family and school |
| Skills |
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| provide an individualised approach to families |
| provide an individualised approach to families |
| choose the type of collaboration that best suits the needs and capabilities of the family |
| choose the type of collaboration that best suits the needs and capabilities of the family |
| identity parental and family bariers to the parental involvement and cooperation |
| identity parental and family bariers to the parental involvement and cooperation |
| communicate effectively with parents in a way that is understandable to parents |
| communicate effectively with parents in a way that is understandable to parents |
| apply suitable forms of communication |
| apply suitable forms of communication |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| assessment methods |
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| Analysis of seminar paper |
| Analysis of seminar paper |
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Recommended literature
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BÚGELOVÁ, T. Riaditeľ, učiteľ, rodič a ako si spríjemniť komunikáciu.. Prešov : Metodicko-pedagogické centrum, 2005.
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ČAPEK, R. Učitel a rodič. Spolupráce, třídní schůzka, komunikace. Praha : Grada Publishing, 2013.
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FEŘTEK, T. Rodiče vítáni. Praktický návod, jak usmířit rodiče a učitele našich dětí. Praha : Yinachi, 2011.
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HELUS, Z. Sociální psychologie pro pedagogy. Praha : Grada, 2007.
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LAŽOVÁ, L. Mateřská škola komunikuje s rodiči. Praha : Portál, 2013.
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ŠTECH, S., VIKTOROVÁ, I. Vztahy rodiny a školy ? hledání dialogu. In KOLLÁRIKOVÁ, Z., PUPALA, B. Predškolská a elementárna pedagogika.. Praha : Portál, 2001.
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ŠTECH, S. 2004. Angažovanost rodičů ve školní socializaci dětí. Pedagogika. roč. LIV, 2004.
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