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Lecturer(s)
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Formánková Jana, Mgr. Ph.D.
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Grygar Miroslav, Doc. PaedDr. CSc.
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Course content
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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.
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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
- 26 hours per semester
- Preparation for comprehensive test (10-40)
- 25 hours per semester
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| prerequisite |
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| Knowledge |
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| - 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 |
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| - 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 |
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| N/A |
| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| - 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 |
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| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Lecture with visual aids |
| Lecture with a video analysis |
| Lecture supplemented with a discussion |
| Interactive lecture |
| Task-based study method |
| assessment methods |
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| Test |
| Seminar work |
| Continuous assessment |
| Skills |
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| Skills demonstration during practicum |
| Seminar work |
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Recommended literature
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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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SLAVÍK, J., HAJEROVÁ MŰLLEROVÁ, L., SOUKUPOVÁ, P. et al. Reflexe a hodnocení kvality výuky I. Plzeň: ZČU, 2020. ISBN 978-80-261-0920-4.
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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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