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Lecturer(s)
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Hertlová Helena, Mgr. Ing.
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Dušková Eva, PhDr. Ph.D.
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Poulová Pg, Mgr. Ph.D.
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Hálová Alena, doc. PhDr. Ph.D.
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Course content
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1. How do we learn? (learning and memory, acquisition of theoretical knowledge and practical skills, needs and motivation, teacher-student relationship, social learning, teaching vs. learning, self-learning) 2. Different approaches to teaching and learning (basic theories of learning and their implications for current work in schools, alternative approaches to teaching in schools) 3. Teaching planning (teaching objectives, curriculum and its structure, active involvement of all pupils, promotion of curiosity and motivation to learn, forms and methods of teaching, teaching timetable, material didactic resources) 4. The learning environment (appropriate conditions for learning, appropriate classroom layout, creating a safe learning environment, rules, guiding pupils towards learning and collaborative behaviour, appropriate electronic environment for digital learning, alternative and non-traditional learning environments) 5. Instructional management (initiation of instruction, initial and ongoing motivation to learn, ongoing assessment of student understanding, responding to student needs, supporting students in independent work, implementing group work and cooperative learning, implementing non-traditional instruction - field trips, project-based learning, exploratory learning) 6. Feedback, pupil assessment and reflection on teaching (guiding pupils to receive and give feedback, summative, formative, authentic and peer assessment, self-assessment, criterion-referenced assessment, guiding pupils to reflect on their learning, teacher reflection on teaching and achievement of objectives)
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Learning activities and teaching methods
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Interactive lecture, E-learning, Cooperative instruction, Project-based instruction, Discussion, Students' portfolio, One-to-One tutorial, Seminar classes, Self-study of literature
- Contact hours
- 26 hours per semester
- Preparation for an examination (30-60)
- 20 hours per semester
- Undergraduate study programme term essay (20-40)
- 20 hours per semester
- Preparation for formative assessments (2-20)
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| characterizes pedagogy as a science, its use and structure |
| knows the basic issues and goals of education |
| know how to learn and how to develop their professional competences |
| Skills |
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| can describe their ideal teacher self |
| can formulate a personal development goal |
| Competences |
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| N/A |
| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| explain the basic principles of learning |
| explain the basic theories of learning |
| describe the chosen conception of teaching that influenced the education process in the contemporary school significantly |
| describes appropriate conditions for learning, can explain the reason |
| knows the principles and practices of summative, formative, authentic and peer assessment, self-assessment, criterion-referenced assessment |
| Skills |
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| analyse the educational situation |
| can provide feedback |
| can plan part of a lesson |
| can create appropriate conditions for learning |
| Competences |
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| N/A |
| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Interactive lecture |
| Lecture supplemented with a discussion |
| Seminar |
| Collaborative instruction |
| Textual studies |
| E-learning |
| Skills |
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| Seminar |
| Practicum |
| Skills demonstration |
| Cooperative instruction |
| Competences |
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| Cooperative instruction |
| Individual study |
| Students' portfolio |
| assessment methods |
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| Knowledge |
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| Oral exam |
| Portfolio |
| Skills |
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| Continuous assessment |
| Self-evaluation |
| Skills demonstration during practicum |
| Portfolio |
| Competences |
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| Seminar work |
| Group presentation at a seminar |
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Recommended literature
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Fletcher-Wood, H. Responzivní výuka: Kognitivní vědy a formativní hodnocení v praxi. Praha: UNIVERSUM, 2021. ISBN 978-80-242-7152-1.
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Janík, Tomáš; Maňák, Josef,; Knecht, Petr. Cíle a obsahy školního vzdělávání a metodologie jejich utváření. 1. vyd. Brno : Paido, 2009. ISBN 978-80-7315-194-2.
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Kalhous, Z.; Obst, O. Školní didaktika. Praha: Portál, 2002. ISBN 80-7178-253-X.
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Kašová, J., Tomkov, A., Dvořáková, M. Učíme v projektech. Praha: Portál, 2009. ISBN 978-80-7367-521-1.
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MAZAČOVÁ, N. Vybrané problémy obecné didaktiky. Praha: PdF UK, 2014. ISBN 978-80-7290-677-2.
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Pasch, Marvin. Od vzdělávacího programu k vyučovací hodině. Praha : Portál, 2005. ISBN 80-7367-054-2.
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PELIKÁN, J. Pomáhat být : otevřené otázky teorie provázející výchovy. Praha : Karolinum, 2002. ISBN 80-246-0345-4.
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Petty, Geoffrey. Moderní vyučování. Praha : Portál, 2002. ISBN 80-7178-681-0.
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SKALKOVÁ, J. Obecná didaktika. Praha: Grada Publishing, 2007. ISBN 978-80-247-1821-7.
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Spilková, Vladimíra; Vašutová, Jaroslava. Učitelská profese v měnících se požadavcích na vzdělávání : výzkumný záměr : úvodní teoreticko-metodologické studie 2008. Praha : Univerzita Karlova, Pedagogická fakulta, 2008. ISBN 978-80-7290-384-9.
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Zormanová, Lucie. Obecná didaktika : pro studium a praxi. Vyd. 1. Praha : Grada, 2014. ISBN 978-80-247-4590-9.
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