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Lecturer(s)
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Navrátilová Hana, PhDr. Ph.D.
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Course content
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- Practice in the form of observation (20 hours) takes place at selected cooperating or faculty schools. - Practice in the form of a seminar (5 hours) focused on the joint reflection of the observed phenomena in the classroom and school, including analysis of school documents. - Processing a portfolio of practices and the use of a self-reflective diary.
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Learning activities and teaching methods
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Dialogic (Discussion, conversation, brainstorming), Self-reflection, Individual work of students, Educational trip
- Educational trip
- 25 hours per semester
- Participation in classes
- 5 hours per semester
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| prerequisite |
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| Knowledge |
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| not specified |
| not specified |
| learning outcomes |
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| describe didactic analyse |
| describe didactic analyse |
| define basic didactic cathegories |
| define basic didactic cathegories |
| explain reflective models for teachers |
| explain reflective models for teachers |
| describe curriculum pro primary and secondary education |
| describe curriculum pro primary and secondary education |
| describe basic methods of diagnosing pupils |
| describe basic methods of diagnosing pupils |
| Skills |
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| project whole classroom and individual educational unit based on curriculum analysis |
| reflect on teaching: its course and achieved results, based on formative principles, pedagogical reflection and self-reflection; with the use of student, collegial, or external evaluations |
| reflect on teaching: its course and achieved results, based on formative principles, pedagogical reflection and self-reflection; with the use of student, collegial, or external evaluations |
| project whole classroom and individual educational unit based on curriculum analysis |
| on the basis of the evaluation and self-evaluation, propose and take any measures aimed at changing pedagogical approaches or teaching procedures |
| on the basis of the evaluation and self-evaluation, propose and take any measures aimed at changing pedagogical approaches or teaching procedures |
| reflect on teaching - its course and achieved results, based on formative principles, pedagogical reflection |
| reflect on teaching - its course and achieved results, based on formative principles, pedagogical reflection |
| project whole classroom and individual educational unit based on pupils´educational needs |
| project whole classroom and individual educational unit based on pupils´educational needs |
| teaching methods |
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| Knowledge |
|---|
| Educational trip |
| Educational trip |
| Self-reflection |
| Self-reflection |
| Individual work of students |
| Individual work of students |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
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| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
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Recommended literature
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Kolář, Z. & Vališová, A. Analýza vyučování. Praha: Grada, 2009.
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Lukášová, H. et al. Studentské portfolio jako výzkumný prostředek poznání cesty k učitelství: příspěvek k autoregulaci profesního učení a seberozvoje. Zlín: UTB ve Zlíně, 2014.
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Lukášová, H. Učitelské sebepojetí a jeho zkoumání. Zlín: Univerzita Tomáše Bati ve Zlíně, Fakulta humanitních studií, 2015.
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Petty, G. Moderní vyučování (Vyd. 3). Praha: Portál, 2004.
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Škoda, J., & Doulík, P. Psychodidakatika: metody efektivního a smysluplného učení a vyučování. Praha: Grada, 2011.
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