|
Lecturer(s)
|
-
Krpálková Jaroslava, PhDr. Ph.D.
-
Benediktová Vlasta, PhDr. Ph.D.
-
Formánková Jana, Mgr. Ph.D.
-
Klíma Jaroslav, Doc. PaedDr. Ph.D.
-
Slavíček Karel, Prof. PaedDr. CSc., dr. h. c.
|
|
Course content
|
Pedagogical diagnostic of pupils and its methods used in teacher´s work, including auto-diagnostic of the teacher. Learning process as a system of elements and relations. Analysis of the transmissive and constructive model with references to their historical sources. Quality of present and future school, questions of curricular reform, including analysis of basic categories and terms of the framework educational program, analysis of pupil´s key competences, shared topics, anticipated outcomes, educational areas and fields, educational strategies, including evaluation and self-evaluation of school, pupil and teachers. Defining outcomes in the cognitive, affective and psycho-motoric level, new conception of cognitive outcomes and taxonomy in this respect. Pupil´s motivation with respect to their needs and their upgrading in teaching, including diagnostics of pupil´s motivation. Introduction and critical analysis/evaluation of specific assessment tools and scoring procedures used in a given subject Upbringing and educational strategies with focus on relations: method - form- content- pupil- teacher (analysis of teaching methods, organizational form of teaching, activation methods, in relation to the development of cognitive, social, productive needs of pupils and using pupils´ learning styles. Forms and ways of evaluation of the pupil and the teacher. Analysis of particular forms of evaluation ( marking, oral evaluation, self-evaluation, work with error, using didactic tests, evaluation portfolio, using didactic test, portfolio for pupil evaluation, evaluation in cooperative learning, evaluation and self-evaluation of the teacher).
|
|
Learning activities and teaching methods
|
Interactive lecture, E-learning, Cooperative instruction, Project-based instruction, Discussion, Students' portfolio, One-to-One tutorial, Seminar classes, Self-study of literature
- Contact hours
- 39 hours per semester
- Team project (50/number of students)
- 50 hours per semester
- Preparation for an examination (30-60)
- 50 hours per semester
|
| prerequisite |
|---|
| Knowledge |
|---|
| Basic orientation in pedagogic nomenclature, especially from areas common pedagogy and theory upbringing. |
| learning outcomes |
|---|
| Student: Can understand and apply pedagogical diagnostics terms and on the bases of diagnostics methods analysis he/she will validate their possibilities and limits as part of teacher?s profession. ? Can analyze various educational models (with help of video-records, practice examples and his/her own research), use theoretical background and practical experience, and distinguish various ways of conducting a lesson as well as the views of the status of a teacher and a pupil. ? Can understand curricular reforms, basic curricular documents (especially the framework educational program for primary and secondary schools) and the differences between FEP and SEP. ? Can understand the terms as: educational methods, organizational forms of education and their classification etc. ? Can explain the differences between internal and external motivation, integrate the psychological and pedagogical findings of this area into his lessons and make a diagnostics of pupil?s motivational structure. Can prepare his own lesson and through this he can analyze particular categories of educational process in relation to SEP (school educational program). Can distinguish various forms of evaluation. Presents team project in the class and applies theoretical pedagogical findings, practice outcomes, teaching skills (pupils? motivation, teaching methods, evaluation...) in it. Can create a pleasant learning atmosphere that respects students ?needs as well as his/her attitudes, needs and feelings. Develops especially the learning, communicative, social, personal, problem-solving and civil competences. As for professional teacher?s competences, he/she develops especially the pedagogical competences as well as social, communicative, managerial and other competences. Students are familiar with basic issues associated with standardized testing and tests (MC tests, essays, oral exams, etc.). |
| teaching methods |
|---|
| Interactive lecture |
| E-learning |
| Project-based instruction |
| Cooperative instruction |
| Self-study of literature |
| Students' portfolio |
| One-to-One tutorial |
| Discussion |
| Seminar classes |
| assessment methods |
|---|
| Oral exam |
| Group presentation at a seminar |
| Project |
|
Recommended literature
|
-
RVP pro ZV, SŠ v platném znění.
-
Čábalová, Dagmar. Pedagogika pro učitele - modul B. V Plzni : Západočeská univerzita, 2007. ISBN 978-80-7043-593-9.
-
Gavora, Peter. Úvod do pedagogického výzkumu. Brno : Paido, 2000. ISBN 80-85931-79-6.
-
KALHOUS, Z., OBST, O. Školní didaktika.. Praha: Portál,, 2002. ISBN 80-7178-253-X.
-
KASÍKOVÁ, H. Kooperativní učení, kooperativní škola. Praha : Portál, 1997. ISBN 80-7178-167-3.
-
Kašová, J., Tomkov, A., Dvořáková, M. Učíme v projektech. Praha: Portál, 2009. ISBN 978-80-7367-521-1.
-
Kolář, Zdeněk; Šikulová, Renata. Hodnocení žáků. Vyd. 1. Praha Grada, 2005. ISBN 80-247-0885-X.
-
Kopřiva, Pavel a kol. Respektovat a být respektován. 2. vyd. Kroměříž : Spirála, 2006. ISBN 80-901873-7-4.
-
Košťálová, Hana. Školní hodnocení žáků a studentů se zaměřením na slovní hodnocení/. Portál, 2007. ISBN 978-80-7367-314-7.
-
Kratochvílová, Jana. Teorie a praxe projektové výuky. 1. vyd. Brno : Masarykova univerzita, 2006. ISBN 80-210-4142-0.
-
Maňák, Josef; Švec, Vlastimil. Výukové metody. Brno : Paido, 2003. ISBN 80-7315-039-5.
-
Matějček, Zdeněk. Po dobrém nebo po zlém? : O výchovných odměnách a trestech. 4. vyd. Praha : Portál, 1997. ISBN 80-7178-138-X.
-
Pasch, Marvin. Od vzdělávacího programu k vyučovací hodině. Praha : Portál, 2005. ISBN 80-7367-054-2.
-
Pavelková, Isabela. Motivace žáků k učení. Praha: PedF UK, 1998.
-
PELIKÁN, J. Pomáhat být : otevřené otázky teorie provázející výchovy. Praha : Karolinum, 2002. ISBN 80-246-0345-4.
-
Petty, Geoffrey. Moderní vyučování. Praha : Portál, 2002. ISBN 80-7178-681-0.
-
Průcha, Jan. Alternativní školy. 2., upr. vyd. Praha : Portál, 1996. ISBN 80-7178-072-3.
-
Průcha, Jan; Mareš, Jiří; Walterová, Eliška. Pedagogický slovník. 4. aktualiz. vyd. Praha : Portál, 2003. ISBN 80-7178-772-8.
-
Průcha, Jan. Učitel : současné poznatky o profesi. Praha : Portál, 2002. ISBN 80-7178-621-7.
-
Rýdl, Karel. Alternativní pedagogické hnutí v současné společnosti. 1. vyd. Brno : Marek Zeman, 1994. ISBN 80-900035-8-3.
-
Singule, František. Současné pedagogické směry a jejich psychologické souvislosti. 1. vyd. Praha : Státní pedagogické nakladatelství, 1992. ISBN 80-04-26160-4.
-
Singule,F.:. Americká pragmatická pedagogika,.
-
Skalková, Jarmila. Obecná didaktika. Praha : ISV, 1999. ISBN 80-85866-33-1.
-
Skalková, Jarmila. Za novou kvalitu vyučování : (inovace v soudobé pedagogické teorii i praxi). Brno : Paido, 1995. ISBN 80-85931-11-7.
-
Slavík, Jan. Hodnocení v současné škole : východiska a nové metody pro praxi. Praha : Portál, 1999. ISBN 80-7178-262-9.
-
STUCHLÍKOVÁ, I. JANÍK, T. et al. Oborové didaktiky: vývoj-stav-perspektivy. Brno, MU, 2015.
-
Šulová, Lenka. Jak učit výchovu k manželství a rodičovství?. Praha : Grada, 1995. ISBN 80-7169-218-2.
-
Tonucci, Francesco. Vyučovat nebo naučit?. Praha : Pedagogická fakulta Univerzity Karlovy, 1991. ISBN 80-901065-1-X.
-
Vališová, Alena,; Kasíková, Hana. Pedagogika pro učitele. Vyd. 1. Praha Grada, 2008.
|