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Lecturer(s)
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Hradská Valeria, PhDr. Mgr. Ph.D.
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Tomášková Marie, PhDr. Ph.D.
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Kukanová Darina, PhDr. Ph.D.
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Course content
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1. Integrative model of reflective pedagogical decision-making from a psychological perspective. 2. Inspirational sources of the model, connection to ontodidactics, psychodidactics and 3A methodology. 3. Pedagogical situations requiring a reaction, observable behavior, descriptive language (phenomenological observation). 4. Possible causes and triggers. 5. Student experiences and needs, interpretation of student behavior. 6. Reflection of the teacher and the relational context (how the teacher's emotions enter his decision-making). 7. Realistic pedagogical goal (pedagogical reflection and subsequent determination of a realistic goal). 8. Appropriate pedagogical interventions (in relation to a specific situation). 9. - 13. Training in the analysis of teaching situations according to the integrative model of reflective pedagogical decision-making.
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Learning activities and teaching methods
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- Contact hours
- 26 hours per semester
- Graduate study programme term essay (40-50)
- 26 hours per semester
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| prerequisite |
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| Knowledge |
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| - use basic concepts to describe teaching in a psychological context, - operationalise basic concepts to describe teaching, - use basic concepts to evaluate the quality of teaching, - illustrate the content of professional terminology with appropriate examples. - Apply basic concepts to analyze and describe teaching in a psychological context, - apply basic concepts to describe teaching, - apply basic terminology for evaluating the quality of teaching, - demonstrate the content of professional terminology using appropriate examples. |
| Skills |
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| demonstrate psychological sensitivity for the description and analysis of teaching (basic arsenal of conceptual tools for analysis and its empirically appropriate application) - recognize and be able to evaluate situations key to the quality of teaching (apply the basic prerequisites to the professional concept) - design and critically evaluate improving alternatives for the evaluated learning situation |
| Competences |
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| N/A |
| N/A |
| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| - apply the required terminology, explain the content of concepts logically in the cognitive context of psychology and the field, - understand the connections between the creative aspect of their pedagogical activity, its programmatic curricular background in educational programmes (RVP, ŠVP) and the psychological aspects arising from them, - reflect on the content of a completed teaching task from a psychological point of view; illustrate this link with an appropriate example and explain its nature, - analyse his/her model of pedagogical work; on the basis of the results of the assessment, supplement his/her model with appropriate modifications |
| Skills |
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| Know the required terminology, explain the content of concepts logically in the cognitive context of psychology and the field - Understand the connections between the creative side of their pedagogical activities, its program curricular background in educational programs (FEP, SEP) and psychological aspects resulting from them - Consider content - Use professional terminology (concepts or criteria from the field of psychology, pedagogy and didactics) in the analysis, interpretation, interpretation, in reasoning and evaluation of teaching situations. - In the analysis of video recordings of teaching, or. to manage the documentary record to the desired extent when observing real teaching. - On the basis of the analysis of teaching, formulate generalizing judgments, which he defends, discusses and critically analyzes and assesses himself with regard to the discussion in the collegial group; uses reflective group dialogue to develop its professional cognitive and communication base. - In a reflective dialogue within the group, present, justify and defend its proposal for improving alterations and discuss its possible variants with regard to more generally applicable criteria. completed learning tasks from a psychological point of view; illustrate this connection with a suitable example and explain its essence. - Analyze your model of pedagogical work; add appropriate alternatives to your model based on the results of the assessment |
| Competences |
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| N/A |
| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Lecture with a video analysis |
| Seminar |
| Collaborative instruction |
| Individual study |
| Skills |
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| Seminar |
| Lecture with a video analysis |
| Practicum |
| Competences |
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| Seminar |
| Collaborative instruction |
| Individual study |
| assessment methods |
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| Knowledge |
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| Continuous assessment |
| Self-evaluation |
| Kolokvium |
| Skills |
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| Portfolio |
| Kolokvium |
| Competences |
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| Portfolio |
| Kolokvium |
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Recommended literature
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Cooper, J. O., Heron, T. E., & Heward, W. L. Aplikovaná behaviorální analýza. Masarykova univerzita. 2024.
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DYTRTOVÁ, R.; KRHUTOVÁ, M. Učitel : příprava na profesi. Praha. 2009.
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Fontana, David. Psychologie ve školní praxi : příručka pro učitele. Vydání čtvrté. 2014.
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Holeček, Václav. Psychologie v učitelské praxi. Vyd. 1. Praha. 2014.
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Hrabal, Vladimír; Pavelková, Isabella. Jaký jsem učitel. Vyd. 1. Praha. 2010.
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Janík, T., Slavík, J., Najvar, P., & Češková, T. Metodika 3A: Nástroj pro reflexi výuky a hodnocení její kvality. 2022.
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Kearney, A. J. Jak porozumět aplikované behaviorální analýze: Úvod do ABA pro rodiče, učitele a další profesionály. 2022.
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Korthagen, F. A. J. Jak spojit praxi s teorií : didaktika realistického vzdělávání učitelů. 2011.
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Marková, A., & Cibulková, A. (Eds.). Užití prvků aplikované behaviorální analýzy ve školním prostředí. 2022.
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Mertin, T. Funkční analýza chování ? nástroj diagnostiky i intervence. 2016.
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Mertin, V., & Krejčová, L. (Eds.). Metody a postupy poznávání žáka: Pedagogická diagnostika (2., doplněné a aktualizované vyd.). 2016.
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Perls, F. S., Hefferline, R. F., & Goodman, P. Gestalt terapie: Vzrušení lidské osobnosti a její růst. 2004.
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Píšová, M., Najvar, P., Janík, T., Hanušová, S., Kostková, K., Janíková, V., Tůma, F., & Zerzová, J. Teorie a výzkum expertnosti v učitelské profesi. 2011.
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Rogers, C. R. Způsob bytí: Klíčová témata humanistické psychologie z pohledu jejího zakladatele. Praha. 2014.
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Slavík, Jan; Janík, Tomáš; Najvar, Petr,; Knecht, Petr. Transdisciplinární didaktika - o učitelském sdílení znalostí a zvyšování kvality výuky napříč obory. 1. vydání. 2017.
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