|
Lecturer(s)
|
-
Formánková Jana, Mgr. Ph.D.
-
Grygar Miroslav, Doc. PaedDr. CSc.
|
|
Course content
|
1. Teaching and principles of content-based approach. Didactic tetragon teacher curriculum pupil-creator pupil-partner (the constructivist model). Content units: Concept and pre-concept, idea, notion, expression meaning. Didactic content transformation. 2. Classroom work and its situational structure which makes the quality of instruction; core content and activity. 3. Teacher's activity in the classroom in relation to teaching reflection, primary intuition, secondary intuition of the teacher. Problem in classroom work failure. 4. Teaching quality vs. formal approach to teaching: Alienated and concealed cognition. 5. Teacher ability to reflect on the teaching work and develop it. The idea of the teaching process, pre-teaching and post-teaching structured reflection of the process. 6. 3A methodology in reflection, evaluation or research on teaching and its quality: annotation, analysis, alteration. Alteration as a starting point of professional progress through the reflective practice model. 7. Conceptual analysis of classroom situations and learning tasks. Functions and relations of the core content and core curriculum in conceptual analysis. 8. Role of active experimentation with content and function of reflective dialogue between pupils connected with socio-cognitive challenges ("conflicts") in cognitive activation of pupils (Klieme et al.) in the classroom. 9. Model of in-depth structure of teaching (MDS). Assessment of classroom situation quality with support in conceptual analysis and MDS with regard to the relationship between content, pupil activity or communication, target requirements and requirements for classroom evaluation.
|
|
Learning activities and teaching methods
|
Interactive lecture, Lecture supplemented with a discussion, Lecture with a video analysis, Task-based study method, Lecture with visual aids
- Preparation for an examination (30-60)
- 25 hours per semester
- Contact hours
- 26 hours per semester
|
| prerequisite |
|---|
| Knowledge |
|---|
| - to know terminology for conceptual analysis of the instruction - to operationalise terms for describing the instruction and for evaluating its quality - to illustrate the content of professional terminology on appropriate examples |
| Skills |
|---|
| - to demonstrate a didactic sensitivity for conceptual analysis of the instruction (a sufficiently wide arsenal of conceptual tools for analysis and its empirically suited and theoretically conclusive application) - to recognize and to know how to evaluate the situations that are key to the quality of the instruction (to apply professional vision) - to propose and critically evaluate improvement alterations for the assessed learning situation |
| Competences |
|---|
| N/A |
| N/A |
| learning outcomes |
|---|
| Knowledge |
|---|
| - To knowledge of the required terminology, logical explanations of concepts within the cognitive contexts of the profession and in the required broader inter- or supra-disciplinary, or philosophical context. - To understand of the relationship between the creative aspect of teaching and its curriculum-based agenda of educational programmes (RVP, ŠVP) and its reflection in pedagogical, didactic and subject didactic theory. - To consider of the relationship between the content of the implemented teaching task and the content of the relevant part of RVP; illustration of this relationship with an adequate example and explanation of its essence. - To consider of the relationship between the content of the implemented teaching task and the relevant cross themes. - To analyse of the prepared model of classroom work and extension of the model on the basis of its assessment results with corresponding interpretative and evaluating activities. |
| Skills |
|---|
| - To use of professional terminology (terms, or criteria of the subject, pedagogy, didactics) in analyses, interpretations and assessment of the teaching process and classroom situations. - To formulate personal opinions of the teaching process in analysing video recordings of classroom work or observing work of other teachers in the classroom, to demonstrate the ability to document the idea and use the documentation to support classroom situation analyses, proposals and justification of their evaluation and improvement. - To use of teaching process analysis for the formulation of general judgements and their defence, discussion and critical analysis on the basis of peer review, to use of reflective dialogue with the team for development of one's own professional knowledge and communication skills. - To presentat, justificate and to defend of improving alterations in a reflective group dialogue and discussion of potential variants with regard to more generally applicable criteria. - To demonstrate ability to assess, with the support of theory and curriculum materials (RVP, evaluation standards), the purpose and objectives of classroom situations, to analyse the related tasks with regard to evaluation standards, to estimate the potential impact of teaching on the pupil and to engage in inspired discussion of this. |
| Competences |
|---|
| N/A |
| N/A |
| N/A |
| teaching methods |
|---|
| Knowledge |
|---|
| Lecture with visual aids |
| Lecture with a video analysis |
| Lecture supplemented with a discussion |
| Interactive lecture |
| Task-based study method |
| Skills |
|---|
| Seminar |
| Multimedia supported teaching |
| Discussion |
| Competences |
|---|
| Task-based study method |
| assessment methods |
|---|
| Knowledge |
|---|
| Combined exam |
| Seminar work |
| Continuous assessment |
| Skills |
|---|
| Combined exam |
| Competences |
|---|
| Combined exam |
|
Recommended literature
|
-
Buty, Ch. et Tiberghien, A. Learning hypotheses and an associated tool to design and to analyse teaching?learning sequences.. 2016 Impact Factor 1.240 International Journal of Science Education, 2004.
-
Janík, Tomáš; Slavík, Jan,; Mužík, Vladislav,; Trna, Josef,; Janko, Tomáš,; Lokajíčková, Veronika; Lukavský, Jindřich,; Minaříková, Eva,; Sliacky, Jiří,; Šalamounová, Zuzana,; Šebestová, Simona; Vondrová, Naďa,; Zlatníček, Pavel. Kvalita (ve) vzdělávání: obsahově zaměřený přístup ke zkoumání a zlepšování výuky. 1. vydání. 2016. ISBN 978-80-210-6349-5.
-
Korthagen, F. A. J. Jak spojit praxi s teorií: didaktika realistického vzdělávání učitelů.. Brno, 2011. ISBN 978 -80 -7315 -22.
-
Rusek, M., Slavík, J., Najvar, P. Obsahová konstrukce a didaktické uplatnění přírodovědného edukačního experimentu ve výuce na příkladu chemie.. Praha, 2016.
-
SLAVÍK, J., HAJEROVÁ MŰLLEROVÁ, L. & SOUKUPOVÁ, P. et al. Reflexe a hodnocení kvality výuky I. Plzeň: ZČU, 2020. ISBN 978-80-261-0920-4.
-
Slavík, J., Janík, T., Najvar, P., Knecht, P. Transdisciplinární didaktika. O učitelském sdílení znalostí a zvyšování kvality výuky napříč obory.. Brno, 2017. ISBN 978-80-210-8568-8.
-
Stuchlíková, I., T. Janík a et. al. Oborové didaktiky: vývoj ? stav ? perspektivy. Brno, 2015. ISBN 978-80-210-7884-0.
|