|
Lecturer(s)
|
-
Janíková Marcela, doc. PhDr. Mgr. Ph.D.
-
Žáková Iva, Mgr. Ph.D.
-
Petrů Puhrová Barbora, PhDr. Ph.D.
|
|
Course content
|
- Professional portfolio as a document on the evaluation of professional teaching practice. - Analysis of professional practice. - Creation of the final full-time structured portfolio. - Evaluation of the pedagogical and didactic component of the study of teaching. - Evaluation of teachers from practice. - Analysis of written assessments of teachers from practice. - Self-reflection of own teaching methods and its confrontation with teacher evaluation. - Presentation of selected pedagogical situations and their solution by the student. - Discussion of proposals for solving pedagogical situations and searching for alternative options. - Linking theoretical concepts with problems identified in practice. - Creating conclusions from written materials for the final state exam. - Presentation of the final results of professional practice. - Formulation of general conclusions resulting from the reflection of professional practice.
|
|
Learning activities and teaching methods
|
Dialogic (Discussion, conversation, brainstorming), Text analysis, Self-reflection, Individual work of students
- Participation in classes
- 42 hours per semester
- Preparation for course credit
- 10 hours per semester
- Term paper
- 30 hours per semester
- Home preparation for classes
- 8 hours per semester
|
| prerequisite |
|---|
| Knowledge |
|---|
| Not specified. |
| Not specified. |
| learning outcomes |
|---|
| characterize the essence of the pedagogical portfolio |
| characterize the essence of the pedagogical portfolio |
| analyze key aspects of the teacher's work in connection with one's own continuous practice |
| analyze key aspects of the teacher's work in connection with one's own continuous practice |
| describe the key points of preparation for teaching |
| describe the key points of preparation for teaching |
| differentiate between feedback and reflection |
| differentiate between feedback and reflection |
| list the tools that can be used to reflect on professional practice |
| list the tools that can be used to reflect on professional practice |
| Skills |
|---|
| finalize the pedagogical portfolio for the state final exam |
| finalize the pedagogical portfolio for the state final exam |
| suggest alternatives to examples of good practice |
| suggest alternatives to examples of good practice |
| present the final version of the structured portfolio |
| present the final version of the structured portfolio |
| carry out self-reflection of one's own professional practice |
| carry out self-reflection of one's own professional practice |
| provide feedback on the work of the accompanying teacher |
| provide feedback on the work of the accompanying teacher |
| teaching methods |
|---|
| Knowledge |
|---|
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Individual work of students |
| Individual work of students |
| Self-reflection |
| Text analysis |
| Text analysis |
| Self-reflection |
| assessment methods |
|---|
| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
|
Recommended literature
|
-
Lukášová, H., Svatoš, T., & Majerčíková, J. Studentské portfolio jako výzkumný prostředek poznání cesty k učitelství. Zlín: UTB, 2014.
-
Píšová, M., & Duschinská, K., a kol. Mentoring v učitelství. Praha: PdF UK, 2011.
-
Píšová, M. (Ed.). Portfolio v profesní přípravě učitele - otazníky, naděje, nebezpečí. Portfolio v profesní přípravě učitele.. Pardubice: Univerzita Pardubice, 2007.
-
Spilková, V., & Hejlová, H. (Eds.). Příprava učitelů pro primární a preprimární vzdělávání v Česku a na Slovensku.. Praha: PdF UK, 2010.
-
Svatoš, T., & Holý, I. Studentské portfolio v pregraduálním učitelském vzdělávání. In Píšová, M. (Ed.) Portfolio v profesní přípravě učitele. Pardubice: Univerzita Pardubice, s. 21-38.. 2007.
-
Svatoš, T., & Krejčová, V. Dotazník PoFoS- PRE. Vstupní dotazník k pedagogickému portfoliu.. Hradec Králové: PF UHK, 2002.
-
Svatoš, T. Studentské portfolio jako zdroj poznávání postojů začínajících studentů učitelství. Pedagogika, LVI(1). 2006.
|