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Lecturer(s)
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Krpálková Jaroslava, PhDr. Ph.D.
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Course content
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Pedagogic diagnostics pupil and hers method used in work teacher, inclusive auto - diagnostician teacher. Tutorial suit like system elements and relations. Analysis transmisive and constructive mock - up with reference on their personage data. Quality current data and future schools, questions kurikular reform, inclusive analyses basic caregory and conceptions RVP and ŠVP bent on their dissimilarities, analysis pivotal jurisdiction pupil, sectional subjects, expected exits, educational region and spheres, educational and educational policy, inclusive evaluation and autoevaluation schools, pupils and teachers. Setting of objectives flush cognitive, affectionate and psychomotor, new conception cognitive aims and especially taxonomy in this sense. Motivation pupil with have a respect to needs pupil and their up - dating in education, inclusive diagnosticians motivation pupil. Allowance and educational policy with a view to terms: method- form ? subject matter ? pupil - teacher (analysis tutorial methods, organizational forms class, aktiv methods concerning evolution identification, social and wattage needs pupils and usage instructional styles pupil). Forms and method of valuation pupil and teacher. Analysis single forms evaluation (evaluation mark, word evaluation, autonomous evaluation and work with error, usage doctrinal test, portfolios to evaluation pupil, evaluation in cooperative class, evaluation and themselves - evaluation teacher).
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Learning activities and teaching methods
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Interactive lecture, E-learning, Cooperative instruction, Discussion, One-to-One tutorial, Seminar classes, Self-study of literature
- Preparation for an examination (30-60)
- 40 hours per semester
- Contact hours
- 20 hours per semester
- Individual project (40)
- 30 hours per semester
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| prerequisite |
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| Knowledge |
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| Basic orientation in pedagogic nomenclature, especially from areas common pedagogy and theory upbringing. Graduation educational subjekt KPG/PED1. |
| learning outcomes |
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| 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. |
| teaching methods |
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| Interactive lecture |
| E-learning |
| Cooperative instruction |
| Self-study of literature |
| One-to-One tutorial |
| Discussion |
| Seminar classes |
| assessment methods |
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| Oral exam |
| Seminar work |
| Group presentation at a seminar |
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Recommended literature
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RVP pro ZV, SŠ v platném znění.
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Čábalová, Dagmar. Pedagogika pro učitele - modul B. V Plzni : Západočeská univerzita, 2007. ISBN 978-80-7043-593-9.
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HRABAL, V., MAN, F., PAVELKOVÁ, I. Psychologické otázky motivace ve škole. 1. vyd. Praha : SPN, 1984.
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KALHOUS, Z., OBST, O. Školní didaktika.. Praha: Portál,, 2002. ISBN 80-7178-253-X.
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KASÍKOVÁ, H. Kooperativní učení, kooperativní škola. Praha : Portál, 1997. ISBN 80-7178-167-3.
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Kašová, J., Tomkov, A., Dvořáková, M. Učíme v projektech. Praha: Portál, 2009. ISBN 978-80-7367-521-1.
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Kolář, Zdeněk; Šikulová, Renata. Hodnocení žáků. Vyd. 1. Praha Grada, 2005. ISBN 80-247-0885-X.
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Kopřiva, Pavel a kol. Respektovat a být respektován. 2. vyd. Kroměříž : Spirála, 2006. ISBN 80-901873-7-4.
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Košťálová, Hana. Školní hodnocení žáků a studentů se zaměřením na slovní hodnocení/. Portál, 2007. ISBN 978-80-7367-314-7.
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Kratochvílová, Jana. Teorie a praxe projektové výuky. 1. vyd. Brno : Masarykova univerzita, 2006. ISBN 80-210-4142-0.
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Maňák, Josef; Švec, Vlastimil. Výukové metody. Brno : Paido, 2003. ISBN 80-7315-039-5.
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Pavelková, Isabela. Motivace žáků k učení. Praha: PedF UK, 1998.
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PELIKÁN, J. Pomáhat být : otevřené otázky teorie provázející výchovy. Praha : Karolinum, 2002. ISBN 80-246-0345-4.
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Petty, Geoffrey. Moderní vyučování. Praha : Portál, 2002. ISBN 80-7178-681-0.
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Průcha, Jan; Mareš, Jiří; Walterová, Eliška. Pedagogický slovník. 4. aktualiz. vyd. Praha : Portál, 2003. ISBN 80-7178-772-8.
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Singule, František. Současné pedagogické směry a jejich psychologické souvislosti. 1. vyd. Praha : Státní pedagogické nakladatelství, 1992. ISBN 80-04-26160-4.
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Singule,F.:. Americká pragmatická pedagogika,.
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Skalková, Jarmila. Obecná didaktika. Praha : ISV, 1999. ISBN 80-85866-33-1.
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Skalková, Jarmila. Za novou kvalitu vyučování : (inovace v soudobé pedagogické teorii i praxi). Brno : Paido, 1995. ISBN 80-85931-11-7.
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Slavík, Jan. Hodnocení v současné škole : východiska a nové metody pro praxi. Praha : Portál, 1999. ISBN 80-7178-262-9.
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Tonucci, Francesco. Vyučovat nebo naučit?. Praha : Pedagogická fakulta Univerzity Karlovy, 1991. ISBN 80-901065-1-X.
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Vališová, Alena,; Kasíková, Hana. Pedagogika pro učitele. Vyd. 1. Praha Grada, 2008.
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