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Lecturer(s)
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Žigová Marie, Prof. PhDr. Ing. Ph.D., MPH
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Course content
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1. Teaching planning (teaching objectives, curriculum and its structure, active involvement of all pupils, promotion of curiosity and motivation to learn, teaching forms and methods, teaching timetable, material didactic resources, framework and school curricula for secondary schools and vocational schools, teaching planning for specific target groups and specific forms of teaching in secondary schools and vocational schools) 2. Learning environments (appropriate conditions for learning, appropriate classroom layout, creating a safe learning environment, rules, guiding pupils towards learning and collaborative behaviour, appropriate electronic environment for digital learning, alternative and non-traditional learning environments, specific learning environments in different secondary schools and vocational schools, occupational safety during practical learning in secondary school, school culture and specificities of relationships in secondary school and vocational school) 3. Conducting teaching (initiation of teaching, initial and ongoing motivation to learn, ongoing assessment of pupils' level of understanding, responding to pupils' needs, supporting pupils in independent work, implementation of group work and cooperative learning, implementation of non-traditional teaching - field trips, project-based learning, research-based learning, specifics of teaching different target groups in secondary school and vocational secondary school, challenging situations, conflicts and solving learning and disciplinary problems of secondary school and vocational secondary school pupils). 4. Group dynamics and classroom management (the development of relationships between students and their behaviour in the classroom over time - forming, storming, norming, performing, the atmosphere suitable for cooperation within the classroom, setting the rights and obligations of students and responding to their observance/violation, unwritten norms, specifics of group dynamics and classroom management for different target groups in the work of a teacher in secondary school and secondary vocational school). 5. Guiding pupils towards independence and responsibility (conscious work with the development of pupils' responsibility for their behaviour and for classroom relationships, development of pupils' skills in responding to specific behaviours of classmates, reflection on one's own communication habits and their impact on pupils' responsibility and independence, the specifics of leading to autonomy and responsibility among different target groups in the work of a teacher in secondary school and secondary vocational school, the specifics of communication with pupils, with parents, with colleagues, with the management of secondary school and secondary vocational school). 6. Feedback, student assessment and reflection on teaching (guiding students to receive and give feedback, summative, formative, authentic and peer assessment, self-assessment, criterion-referenced assessment, guiding students to reflect on their learning, teacher reflection on teaching and achievement of objectives, specifics of assessment of different target groups in secondary school and vocational secondary school, the choice of adequate ways of assessing pupils and providing feedback in theoretical and practical teaching in secondary school and secondary vocational training, the specifics of assessment in different forms of teaching and in different disciplines in secondary school and secondary vocational training, the quality of teaching in secondary school and its evaluation).
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Learning activities and teaching methods
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Interactive lecture, E-learning, Cooperative instruction, Project-based instruction, Discussion, Students' portfolio, One-to-One tutorial, Seminar classes, Self-study of literature
- Contact hours
- 24 hours per semester
- Preparation for an examination (30-60)
- 30 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 define basic categories of educational process goals of educational process, content (schoolwork), cooperation of a teacher and students, methods, organizational forms and didactic means for lessons, conditions during the educational process, |
| - to explain the forms of mutual complicated relations among basic categories of educational process, |
| - to explain basic terms used in the curriculum documents, |
| - to describe chosen conception of lessons which more significantly influenced and all the time it influences the education interpretation in the present school (education theory of J. F. Herbarta, J. Deweye, structural or rather socially-structural interpretation of the education), |
| - to distinguish various leading of the educational process and the look at a student and teacher´s position. |
| Skills |
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| - to analyze analyze the structure of the curriculum, |
| - to work out the analysis of the textbook of chosen teaching subject, |
| - to create appropriate problem tasks which arouse cognitive needs and students´ interests, |
| - to work out the students´ initial pedagogical diagnostics, |
| - to analyze the differences between for example teaching methods and organizational teaching forms, |
| - to respect the students´ needs, jointly form the endanger and tolerant environment. |
| Competences |
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| - to gain competences for teaching and problem solution, - to develop presentation and communication skills, - to develop civic competences. |
| learning outcomes |
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| Knowledge |
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| - to specify curriculum models, |
| - to explain modelling of curriculum, |
| - to distinguish between various models of leading the educational process as well as assessment of student's and teacher's positions; |
| - to describe the elementary teacher's activities during preparation a lesson, including the reasons for individual parts of the preparation at the beginning of teacher's profressional career. |
| Skills |
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| - to analyze the curriulum structure in the relation to School Educational Program (SEP) and studied area (chosen type of secondary school), |
| - to work out an educational diagnostics of students, |
| - to implement a differentiation of didactic approach, considering the individual specifics and possibilities of each student, |
| - to create appropriate problem tasks which meet the students' cognitive needs and interests, |
| - to analyze the hidden curriculum and its significant role for the students' attitudes development, |
| - to create a portfolio for curriculum modelling; to prepare a didactic content transformation based on analysis of curriculum documents at the chosen topics on teaching subject, including the lesson preparation that will to carried out and followed by the reflection and self-reflection. |
| Competences |
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| N/A |
| N/A |
| - to build an attitude to various forms of teaching, considering the curriculum reform running at schools (FEP, SEP), that will be based on the reflection and self-experience in teaching process planning and going through it: a student is able to support his/her opinion with relevant arguments; - to develop their pedagogical and didactic skills (didactic thinking of future teachers), as well as diagnostic and management skills. |
| teaching methods |
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| Knowledge |
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| Lecture |
| Seminar classes |
| Discussion |
| E-learning |
| Individual study |
| Self-study of literature |
| Skills |
|---|
| Seminar classes |
| Individual study |
| Self-study of literature |
| Competences |
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| Seminar classes |
| Individual study |
| Self-study of literature |
| assessment methods |
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| Knowledge |
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| Written exam |
| Test |
| Skills |
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| Written exam |
| Test |
| Skills demonstration during practicum |
| Peer evaluation of students |
| Formative evaluation |
| Self-evaluation |
| Competences |
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| Continuous assessment |
| Peer evaluation of students |
| Formative evaluation |
| Self-evaluation |
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