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Lecturer(s)
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Obonya Juraj, Mgr. PhD.
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Tallová Barbora, Mgr. Ph.D.
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Janiš Kamil, Mgr. Ph.D.
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Jančík Petrová Zuzana, doc. PhDr. PhD.
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Course content
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- Definition of thematic concepts: science, theory, paradigm, discourse. - The system of educational sciences and the place of the philosophy of education and theories of education in it. - Learning theory, epistemological bases of teaching and their relationship to theories of education. - Overview of theories of education by selected authors. - Personalistic, Humanistic theories. - The role of teacher and child in personalistic and humanistic theories. - Academic theories, the basic program of academic theories, a teacher in academic theories. - Spiritualistic and social theories - a basic overview. - Cognitive-psychological theories. - Preconceptions of child, pupil and constructivist didactic procedures in application to pre-school education. - Sociocognitive theories and their approaches. - Socio-historical theory and theory of cooperative teaching in application to pre-school education. - Technological theories (information-multimedia theory). - Key personalities of individual theoretical approaches and their influence on the development of pre-school education.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Projection (static, dynamic), Dealing with situational issues - learning in situations
- Participation in classes
- 10 hours per semester
- Home preparation for classes
- 40 hours per semester
- Preparation for examination
- 33 hours per semester
- Term paper
- 25 hours per semester
- Preparation for course credit
- 12 hours per semester
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| prerequisite |
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| Knowledge |
|---|
| not specified |
| not specified |
| learning outcomes |
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| define the basic concepts of the issue (science, theory, paradigm, discourse) |
| define the basic concepts of the issue (science, theory, paradigm, discourse) |
| clarify the position of philosophy of education and theories of education in the system of educational sciences |
| clarify the position of philosophy of education and theories of education in the system of educational sciences |
| clarify the relationship between theories of learning, epistemological foundations of teaching and theories of education |
| clarify the relationship between theories of learning, epistemological foundations of teaching and theories of education |
| define the key theses of particular theories of education |
| define the key theses of particular theories of education |
| analyse the relationship between different theories of education and the forms and focus of early childhood education |
| analyse the relationship between different theories of education and the forms and focus of early childhood education |
| Skills |
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| discuss the relationship of learning theories, epistemological foundations of teaching to educational theories by identifying common thematic links |
| discuss the relationship of learning theories, epistemological foundations of teaching to educational theories by identifying common thematic links |
| to specify criteria for comparing different theories of education and training |
| to specify criteria for comparing different theories of education and training |
| to compare different theories of education on the basis of their key theses concerning the definition of education |
| to compare different theories of education on the basis of their key theses concerning the definition of education |
| argue in favour of different roles of the teacher from the perspective of different educational theories |
| argue in favour of different roles of the teacher from the perspective of different educational theories |
| make a selection of key theses of individual theories of education, taking into account their relevance to the needs of preschool education |
| make a selection of key theses of individual theories of education, taking into account their relevance to the needs of preschool education |
| teaching methods |
|---|
| Knowledge |
|---|
| Dialogic (Discussion, conversation, brainstorming) |
| Projection (static, dynamic) |
| Projection (static, dynamic) |
| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| Dealing with situational issues - learning in situations |
| Monologic (Exposition, lecture, briefing) |
| Dealing with situational issues - learning in situations |
| assessment methods |
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| Preparation of a presentation |
| Composite examination (Written part + oral part) |
| Composite examination (Written part + oral part) |
| Grade (Using a grade system) |
| Grade (Using a grade system) |
| Preparation of a presentation |
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Recommended literature
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Balvín, J. Teorie výchovy a vzdělávání. Distanční studijní opora. Zlín: UTB ve Zlíně, 2013.
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Bertrand, Y. Soudobé teorie vzdělávání. Praha: Portál, 1998.
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Kaščák, O., Pupala, B. Výchova a vzdelávanie v základnych diskurzoch. Prešov: Rokus, 2009.
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Lasahn, R. Úvod do pedagogiky. Bratislava: SPN, 1992.
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Liessmann, K. P. Teorie nevzdělanosti. Praha: Academia, 2010.
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PROKOP, J. Škola a společnost v kritických teoriích druhé poloviny 20. století. UK Praha: Karolinum, 2005.
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Průcha, J. Moderní pedagogika. Praha: Portál, 2007.
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Strouhal, M. Teorie výchovy. Praha: Grada, 2013.
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ZELINA, M. Teórie výchovy alebo hľadanie dobra. Bratislava, 2011.
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