|
Lecturer(s)
|
-
Krpálková Jaroslava, PhDr. Ph.D.
|
|
Course content
|
General didactics and its meaning in the educating process. Teaching process as a system of elements and relations, including teacher´s conception of the education and the pupil´s/student´s personality. Quality of current and future school, questions of curriculum reform, including analysis of basic categories and conceptions. Formulation of aims at cognitive, affective and psychomotor level, new conception of cognitive aims and especially all taxology in this sense. Motivation of a pupil with consideration of pupil´s needs and their actualization in pedagogy including diagnostics of pupil´s motivation. Pedagogical and educational strategies focused on relations: method - form - subject matter - pupil - teacher (analysis of educational methods, organisational forms of teaching, activising methods (problem, project, cooperative models of education) in relationship to development of cognitive, social and performance needs of pupils and use of learning styles of a pupil). Education supported by multimedia. Forms and ways of pupil´s and teacher´s evaluation. Analysis of individual forms of classification (grade classification, verbal classification, autonomous classification and working with mistake, usage of didactic test, portfolio to classificate a pupil, classification in cooperative education, evaluation and self-evaluation of the teacher). Specifics of education of adults, questions of andragogic didactics.
|
|
Learning activities and teaching methods
|
Interactive lecture, Lecture with practical applications, Cooperative instruction, Project-based instruction, Discussion, Multimedia supported teaching, Skills demonstration, Self-study of literature, Textual studies, Seminar
- Preparation for an examination (30-60)
- 55 hours per semester
- Team project (50/number of students)
- 45 hours per semester
- Contact hours
- 30 hours per semester
|
| prerequisite |
|---|
| Knowledge |
|---|
| Basic orientation in pedagogic nomenclature, especially from areas common pedagogy and theory upbringing. |
| learning outcomes |
|---|
| A student is able to understand and apply conceptions from the sphere of pedagogical diagnostics of a pupil and a teacher, on the basis of analysis of individual diagnostical methods verifies their possibilities and limitations in the work of a teacher; on the basis of the videorecording, examples from practice and the studying itself is able to analyse various conceptions of educating process; he/she is able to understand different models of pedagogy, use theoretical pieces of knowledge and own experience and is able to differentiate various leading of the teaching process as well as the views of standing of the student and mentor, etc. On the basis of reflection of own planning and implementation of the teaching process heúshe is able to take up an attitude to various forms of education leading and is able to back up this attitude by arguments. He/she is able to understand the conceptions as: educational methods, organisational forms of pedagogy; to understand various criteria of their classification and their pertinence for both a student and a teacher. He/she is able to experience various activising strategies of pedagogy in the seminar. He/she is able to explain the differences between pupil´s external and internal motivation, to integrate the pieces of knowledge from psychology and pedagogy in this sphere, he/she is able to diagnose motivational structures of a pupil. On the basis of creating own class preparation (part of the exam) is able to analyse individual categories of educational process in relationship to participants of pedagogy and education. He / she is able to understand the differences of various classification forms in pedagogy, especially the differences between classification by grades, verbal classification, autonomous classification etc. In the seminar he/she is able to execute the team project, apply in it the theoretical pedagogical pieces of knowledge, subject knowledge, outputs from research sound from practice and skills relevant to leading the educational process (for example motivation of a pupil, educational methods, classification of a pupil). He / she is able to learn to create non-threatening and tolerant environment that respects the needs of pupils/students, but also his/her own attitude, feelings and needs. He/she is able to understand the differences between general didactics and andragogic didactics in relationship to specificity of the target group (education of the adults). All above mentioned competences are developed to teach, communicative, social, problem solving and partly also civil competence. From professional competences of the mentor all above mentioned pedagogical and didactical competences are partly developed, partly diagnostical, social and communicative competences. Subsequently, manager competence are developer as well. (for example during planning and executing of team work). |
| teaching methods |
|---|
| Interactive lecture |
| Seminar |
| Multimedia supported teaching |
| Textual studies |
| Skills demonstration |
| Project-based instruction |
| Cooperative instruction |
| Self-study of literature |
| Discussion |
| assessment methods |
|---|
| Combined exam |
| Seminar work |
| Group presentation at a seminar |
| Continuous assessment |
|
Recommended literature
|
-
Čábalová, Dagmar. Pedagogika pro učitele - modul B. V Plzni : Západočeská univerzita, 2007. ISBN 978-80-7043-593-9.
-
Čábalová, Dagmar. Pedagogika. Vyd. 1. Praha : Grada, 2011. ISBN 978-80-247-2993-0.
-
Čábalová. Pedagogika pro učitele základních a středních škol. Plzeň, 2011. ISBN 978-80-261-0001-0.
-
Chráska, Miroslav. Didaktické testy : příručka pro učitele a studenty učitelství. Brno : Paido, 1999. ISBN 80-85931-68-0.
-
KASÍKOVÁ, H. Kooperativní učení, kooperativní škola. Praha : Portál, 1997. ISBN 80-7178-167-3.
-
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.
-
Mareš, J. Styly učení žáků a studentů.
-
Mužík. Didaktika profesního vzdělávání dospělých. Plzeň, 2005.
-
Mužík, J. Andragogická didaktika.
-
PETTY, G. Moderní vyučování. Praha : Portál, 2006. ISBN 80-7367-172-7.
-
Skalková, Jarmila. Obecná didaktika : vyučovací proces, učivo a jeho výběr, metody, organizační formy vyučování. Praha : Grada, 2007. ISBN 978-80-247-1821-7.
-
Zelinková, Olga. Pedagogická diagnostika a individuální vzdělávací program. Praha : Portál, 2001. ISBN 80-7178-544-X.
|