|
Lecturer(s)
|
-
Janíková Marcela, doc. PhDr. Mgr. Ph.D.
-
Kolumber Tereza, Mgr. Ph.D.
-
Fasnerová Martina, doc. PhDr. Ph.D.
|
|
Course content
|
- Introduction to paedeutology. Theoretical foundations of the concept of personality and the teaching profession. - Teacher education. Teaching as an authentic profession. - The personality of the teacher. Teacher's professional self, teacher's identity. - Teacher knowledge - basics of teacher thinking. - The teacher's concept of teaching. Professional creativity. - Professional competence and activities of the teacher. - Professional gradation - professional development and teacher development. - Teaching strategy. - Teaching communication. - Social dimension of teaching. Health and professional fitness. - Researches of the teaching profession. - The Baťa system of school education.
|
|
Learning activities and teaching methods
|
Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Self-reflection, Educational trip
- Participation in classes
- 56 hours per semester
- Educational trip
- 8 hours per semester
- Home preparation for classes
- 5 hours per semester
- Preparation for course credit
- 5 hours per semester
- Preparation for examination
- 16 hours per semester
|
| prerequisite |
|---|
| Knowledge |
|---|
| unspecified |
| unspecified |
| learning outcomes |
|---|
| define fundamental concepts from paedeutology |
| define fundamental concepts from paedeutology |
| explain the principle of professional gradation |
| explain the principle of professional gradation |
| list the teacher's professional competences |
| list the teacher's professional competences |
| specify the teacher's concept of teaching |
| specify the teacher's concept of teaching |
| characterize different teaching strategies |
| characterize different teaching strategies |
| Skills |
|---|
| evaluate own personality as a future teacher |
| evaluate own personality as a future teacher |
| realize and analyze the life story of the selected teacher from practice and discuss important points in his/her professional trajectory |
| realize and analyze the life story of the selected teacher from practice and discuss important points in his/her professional trajectory |
| identify your own concept of teaching |
| identify your own concept of teaching |
| reflect one's own concept of teaching |
| reflect one's own concept of teaching |
| use the principles of effective communication in practice |
| use the principles of effective communication in practice |
| teaching methods |
|---|
| Knowledge |
|---|
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Self-reflection |
| Self-reflection |
| Educational trip |
| Educational trip |
| assessment methods |
|---|
| Analysis of a presentation given by the student |
| Composite examination (Written part + oral part) |
| Analysis of a presentation given by the student |
| Composite examination (Written part + oral part) |
|
Recommended literature
|
-
Gavora, P., & Mareš, J. Koncept self efficacy In Wiegerová, A. Self-efficacy v educačných súvislostiach (osobne vnímaná zdatnosť).. Bratislava: SPN.
-
Gavora, P. Výzkum životního příběhu: učitelka Adamová, Pedagogika, 51(3).. 2001.
-
Janík, T. Znalost jako klíčová kategorie učitelského vzdělávání. Brno, 2005. ISBN 80-7315-080-8.
-
Lukášová, H. Učitelské sebepojetí a jeho zkoumání. Zlín, 2015.
-
Lukášová-Kantorková, H. Učitelská profese v primárním vzdělávání a pedagogická příprava učitelů. Ostrava: PdF OU, 2003.
-
Průcha, J. Učitel: současné poznatky o profesi. Praha, 2002. ISBN 80-7178-621-7.
-
Spilková, V., & Hejlová, H. (Eds.). Příprava učitelů pro primární a preprimární vzdělávání v Česku a na Slovensku.. Praha: PdF UK, 2010.
-
Spilková, V. Evropské přístupy k pojetí kvality učitele - optikou formálních dokumentů. Pedagogika, 3-4, 2010.
|