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Lecturer(s)
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Grygar Miroslav, Doc. PaedDr. CSc.
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Formánková Jana, Mgr. Ph.D.
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Course content
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unspecified
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Learning activities and teaching methods
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Interactive lecture, Lecture supplemented with a discussion, Lecture with a video analysis, Task-based study method, Lecture with visual aids
- Contact hours
- 10 hours per semester
- Practical training (number of hours)
- 5 hours per semester
- Undergraduate study programme term essay (20-40)
- 11 hours per semester
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| prerequisite |
|---|
| Knowledge |
|---|
| - to know basic concepts for description of the instruction - to operationalise basic concepts for describing the instruction - to know basic concepts for evaluating quality of the instruction - to illustrate the content of basic concepts on appropriate examples |
| Skills |
|---|
| - to demonstrate a didactic sensitivity for description and analysis of the instruction (basic arsenal of conceptual tools for analysis and its empirically suited application) - to recognize and to evaluate the situations that are key to the quality of teaching (to apply basic predispositions for professional vision) - to propose and critically evaluate improvement alterations for the assessed learning situation |
| Competences |
|---|
| N/A |
| N/A |
| N/A |
| learning outcomes |
|---|
| Knowledge |
|---|
| - To demonstrate knowledge of the required terminology, logical explanations of concepts within the cognitive contexts of the profession. - To understand of the relationship between the creative aspect of teaching and its curriculum-based agenda of educational programmes (RVP, ŠVP). - To considerate 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 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 |
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| - 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 use the documentation to support classroom situation analyses. - 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, use of reflective dialogue with the team for development of one's own professional knowledge and communication skills. - To presentate, justificate and to defence 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 |
| Competences |
|---|
| 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 |
| assessment methods |
|---|
| Test |
| Seminar work |
| Continuous assessment |
| Skills |
|---|
| Skills demonstration during practicum |
| Seminar work |
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Recommended literature
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Chocholoušková, Z., Hajerová Mullerová, L. Didaktika biologie ve vztahu mezi obecnou a oborovou didaktikou. Plzeň, 2019. ISBN 978-80-261-0.
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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.
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Korthagen, F. A. J. Jak spojit praxi s teorií: didaktika realistického vzdělávání učitelů.. Brno, 2011. ISBN 978 -80 -7315 -22.
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MUŽÍK, J. Andragogická didaktika. Řízení vzdělávacího procesu. Praha: Wolters-Kluwer, 2011.
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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.
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VALIŠOVÁ, A., KASÍKOVÁ, H. (eds.). Pedagogika pro učiele. Praha: Grada, 2011. ISBN 978-80-247-3357-9.
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