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Lecturer(s)
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Bouda Antonín, PhDr. Mgr. Ph.D.
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Course content
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1. Principle and significance of listening practice. 2. The course of listening practice. 3. Analysis of monitored didactic phenomena in the process of obsession. 4. Analysis of monitored phenomena of the pedagogical process in the context of the practice listening. 5. Hospitality record. 6. Methods of observation of the educational unit and creation of a hospice record. 7. Hospitalization of educational unit at selected school I. 8. Hospitalization of educational unit at selected school II. 9. Hospitalization of educational unit at selected school III. 10. Hospitalization of educational unit at selected school IV. 11. Hospitalization of educational unit at selected school V. 12. Reflection of listening practice. 13. Evaluation, summary, reflection of course teaching.
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Learning activities and teaching methods
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- Graduate study programme term essay (40-50)
- 40 hours per semester
- Contact hours
- 5 hours per semester
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| prerequisite |
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| Knowledge |
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| It defines the basic concepts of general didactics. |
| It characterizes the individual components of the education process. |
| It clarifies the principles of an effective educational process. |
| It describes the basis of didactic theories. |
| Skills |
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| It examines individual theoretical bases according to various criteria. |
| It is a didactic analysis of the subject on a selected topic from the field of health education. |
| It distinguishes the individual components of the education process. |
| Competences |
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| N/A |
| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| - characterize Health Education as an educational discipline in RVP ZV. |
| - explain its importance in contemporary education. |
| - describe the expected outputs and thematic units from the Health Education, |
| - clarify the continuity of key competences with specialist topics in the field of health promotion. |
| - explain the didactic analysis of the curriculum in the Health Education: Educational Objectives, Teaching Methods and Organizational Forms, Evaluation. |
| Skills |
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| - propose the possibilities of fulfilling the key competences in the education field of Health Education. |
| - describe the didactic analysis of the curriculum in the education field Health education: educational goals, teaching methods and organizational forms, evaluation. |
| - assess and reflect professionally trained teaching units in Health Education. |
| - create and present a hospice record. |
| Competences |
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| N/A |
| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Field trip |
| Seminar classes |
| Skills |
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| Field trip |
| Seminar classes |
| Competences |
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| Field trip |
| Seminar classes |
| assessment methods |
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| Knowledge |
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| Group presentation at a seminar |
| Skills |
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| Group presentation at a seminar |
| Competences |
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| Group presentation at a seminar |
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Recommended literature
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ČAPEK, R. Pedagogická praxe pro studenty: (od hospitace k souvislé praxi).. Hradec Králové, 2001. ISBN 80-7041-412-X.
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Fialová, Ludmila; Flemr, Libor; Marádová, Eva,; Mužík, Vladislav. Vzdělávací oblast Člověk a zdraví v současné škole. Vydání první. 2014. ISBN 978-80-246-2885-1.
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Kalhous, Zdeněk; Obst, Otto. Školní didaktika. Vyd. 2. Praha : Portál, 2009. ISBN 978-80-7367-571-4.
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VAŠUTOVÁ, J. Být učitelem: co by měl učitel vědět o své profesi. Praha, 2007. ISBN 978-80-7290-2.
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