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Lecturer(s)
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Course content
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1. - 4. Analysis of video records of German lessons in the view of curricular reforms. 5. - 13. Simulation of outputs of individual students in the view of curricular reforms. Simulation outputs are focused on the interpretation and practice of language teaching resources in German language (5 - 7), language skills (8 - 11), culture and work with texts (12 - 13).
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Learning activities and teaching methods
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Project-based instruction, Multimedia supported teaching, Students' portfolio, Practicum
- Individual project (40)
- 40 hours per semester
- Contact hours
- 24 hours per semester
- Presentation preparation (report) (1-10)
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| to have basic theoretical knowledge of linguistic, pedagogical / didactic and psychological principles of foreign language teaching |
| Skills |
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| to work independently with professional literature |
| learning outcomes |
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| Knowledge |
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| to describe school environment and basic documents for secondary education |
| to describe the variety of German textbooks designed for different levels and types of schools |
| Skills |
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| to identify strengths and possible weaknesses of simulated teaching units delivered by both self and peers |
| to select and to evaluate teaching styles and methods of effective teaching in a secondary school context |
| to link theory and practice from previous studies |
| to evaluate and to self-evaluate German teaching |
| teaching methods |
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| Knowledge |
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| Practicum |
| Multimedia supported teaching |
| Students' portfolio |
| Skills |
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| Practicum |
| Individual study |
| Students' portfolio |
| Discussion |
| assessment methods |
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| Knowledge |
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| Continuous assessment |
| Self-evaluation |
| Skills |
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| Skills demonstration during practicum |
| Individual presentation at a seminar |
| Continuous assessment |
| Self-evaluation |
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Recommended literature
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BASTIAN, J. Feedback-Methoden. 2016. ISBN 978-3-407-25754-3.
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BUTZKAMM, W. Unterrichtssprache Deutsch: Wörter und Wendungen für Lehrer und Schüler.. Ismaning, 1996. ISBN 3-19-001586-4.
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DYTRTOVÁ, R.; KRHUTOVÁ, M. Učitel: příprava na profesi.. ISBN 978-80-247-2863-6.
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JANÍK, T.; HAVEL, J. Pedagogická praxe a profesní rozvoj studentů. Brno, 2005. ISBN 80-210-3884-5.
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KOHLER, K. Reflexionskarten fur den Unterricht. 2016. ISBN 978-3-407-62994-4.
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Krbůšková,V. :. Pedagogická praxe - metodické pokyny.In:Pedagogická praxe na základní a střední a střední škole. S. 81-90.. ZČU v Plzni, PedF, 2007. ISBN 978-80-7043-590-8.
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Müller-Karpe,B. Mein Material-Pool für alle Fälle 100 x Texte und Aufgaben für den DaZ-Unterricht: Abwechslungsreiche Kopiervorlagen für die Sekundarstufe. Verlag an der Ruhr, 2019. ISBN 978-3834640482.
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PODLAHOVÁ, L. Ze studenta učitelem. ISBN 80-244-0444-3.
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SCHMIDJELL, A., ZIEELL, B. Unterrichtsbeobachtung und kollegiale Beratung. Buch mit DVD..
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Šimoník, Oldřich. Úvod do školní didaktiky. Brno : MSD, 2003. ISBN 80-86633-04-7.
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Ziebell, B.:. Unterrichtsbeobachtung und Lehrerverhalten.. Goethe-Institut München, 2003. ISBN 3-46849633-8.
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