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Lecturer(s)
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Jirásková Miroslava, Mgr. Ph.D.
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Course content
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Familiarization activities in the group. Teamwork - team roles. Development of communication skills. Reflection and giving effective feedback. Empathy and listening skills. Conflicts, communication strategies to support conflict resolution. Character education - education for good - model situations, Abigail discussion game, Multisocio. Psychohygiene of the teacher, working with stress, self-regulation of stress, prevention of burnout syndrome. Wellness concept as an active way of life. Preparation, rehearsal, implementation and evaluation of the theatre experiment. Final reflection.
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Learning activities and teaching methods
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Dialogic (Discussion, conversation, brainstorming), Activating (Simulation, games, dramatization), Practice exercises, Self-reflection, Dealing with situational issues - learning in situations
- Participation in classes
- 42 hours per semester
- Term paper
- 14 hours per semester
- Home preparation for classes
- 4 hours per semester
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| prerequisite |
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| Knowledge |
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| cooperation in a group |
| cooperation in a group |
| otevřenosti ke změně a získávání nových náhledů v rámci psychohygieny |
| otevřenosti ke změně a získávání nových náhledů v rámci psychohygieny |
| pedagogické tvořivosti a ochoty improvizovat |
| pedagogické tvořivosti a ochoty improvizovat |
| sdílet ve skupině své postoje k probíraným tématům a obohacovat se navzájem |
| sdílet ve skupině své postoje k probíraným tématům a obohacovat se navzájem |
| reflexe a efektivní zpětné vazby |
| reflexe a efektivní zpětné vazby |
| openness to change and gaining new insights in psychohygiene |
| openness to change and gaining new insights in psychohygiene |
| pedagogical creativity and willingness to improvise |
| pedagogical creativity and willingness to improvise |
| willingness to share in the group their attitudes to the discussed topics and to enrich each other |
| willingness to share in the group their attitudes to the discussed topics and to enrich each other |
| reflection and effective feedback |
| reflection and effective feedback |
| otevřenost k metodám zážitkového učení |
| otevřenost k metodám zážitkového učení |
| knowledge of different theatre forms |
| knowledge of different theatre forms |
| understanding of dramatic principles |
| understanding of dramatic principles |
| Skills |
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| develop your social skills |
| develop your social skills |
| zvládnout nácvik sociální percepce |
| zvládnout nácvik sociální percepce |
| nastartovat skupinovou dynamiku |
| nastartovat skupinovou dynamiku |
| zvládat stres a zátěžové situace |
| zvládat stres a zátěžové situace |
| asertivně komunikovat i jednat |
| asertivně komunikovat i jednat |
| master social perception training |
| master social perception training |
| start group dynamics |
| start group dynamics |
| manage stress and stressful situations |
| manage stress and stressful situations |
| communicate and act assertively |
| communicate and act assertively |
| self-reflection and ability to receive feedback |
| self-reflection and ability to receive feedback |
| learning outcomes |
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| Knowledge |
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| apply acquired psychosocial competences in his pedagogical practice |
| apply acquired psychosocial competences in his pedagogical practice |
| willingness to self-develop, to listen and to create positive relationships with other people |
| willingness to self-develop, to listen and to create positive relationships with other people |
| express feelings about his own experience, remove barriers to communication and constructively resolve conflicts |
| express feelings about his own experience, remove barriers to communication and constructively resolve conflicts |
| psycho-hygiene, especially in the field of prevention and effective lifestyle |
| psycho-hygiene, especially in the field of prevention and effective lifestyle |
| teacher self-concept, identity and role differentiation |
| teacher self-concept, identity and role differentiation |
| Skills |
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| ability to communicate |
| ability to communicate |
| accept others |
| accept others |
| strength resilience under social stress |
| strength resilience under social stress |
| increase social intelligence |
| increase social intelligence |
| strengthen the self |
| strengthen the self |
| teaching methods |
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| Knowledge |
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| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Practice exercises |
| Self-reflection |
| Self-reflection |
| Practice exercises |
| assessment methods |
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| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
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Recommended literature
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Helus, Z., Bravená, N., & Franclová, M. Perspektivy učitelství. Praha: Univerzita Karlova, 2012.
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Kolářík, M. Interakční psychologický výcvik pro praxi. Praha, 2011.
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Komenský, J. A. Labyrint světa a ráj srdce v jazyce 21. století. Praha, 2010. ISBN 9788090437135.
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Kratochvílová, J., Horká, H., & Chaloupková, L. Rozvoj osobnostních a profesních kompetencí učitele 1. stupně základní školy. Brno, 2015.
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Kroftová, A. Metody dramatické výchovy. Brno. 2006.
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Lukášová, H. Učitelské sebepojetí a jeho zkoumání. Zlín: FHS UTB., 2015.
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Soják, P. Osobnostní a sociální rozvoj, aneb, Strom, mozaika a vzducholoď.. Praha, 2017.
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Starý, K. Profesní rozvoj učitelů: podpora učitelů pro zlepšování výsledků žáků. Praha: Karolinum, 2012.
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Svoboda, M. Psychosociální interakční výcvik v pedagogické praxi. Plzeň, 2017.
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Valenta, J. Dramatická výchova. Teorie a praxe. Praha. 2008.
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Valenta, J., Valenta, M. Škola hrou: Průvodce dramatickou výchovou. Praha: Portál. 2012.
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Vojtíšek, Z., Machková, E. Učení prožitkem: Metody a techniky pro školu i volný čas. Praha. 2005.
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