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Lecturer(s)
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Tkadlečková Diana, Mgr. et Mgr. Ph.D.
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Švanda Pavel, Mgr. Ph.D.
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Grygar Miroslav, Doc. PaedDr. CSc.
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Kohoutová Jana, Mgr.
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Mistrová Zdeňka, Mgr. Ph.D.
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Řezníček Ondřej, PhDr. Ph.D.
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Bouda Antonín, PhDr. Mgr. Ph.D.
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Beneš Vladimír, RNDr. Ph.D.
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Nocarová Eva, PaedDr.
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Nová Anna, Mgr.
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Pavlovová Mrázková Klára, PaedDr. CSc.
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Formánková Jana, Mgr. Ph.D.
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Šedivá Vladislava, PhDr. Ph.D.
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Course content
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The course systematically builds on the Basics of Reflection and Evaluation of Teaching Quality. The concept of the subject is based on the use of Schön's concept of reflective practitioner and in the methodological area it is based mainly on Korthagen's concept of reflective practice and the 3A methodology based on conceptual analysis of the curriculum. Content focus of the lectures: 1. Content and its transformation in teaching. Didactic and cognitive transformation of content. 2. Relationship between the pedagogical work, its situations, the student's experience and the degree of contribution of teaching. 3. Model of technical rationality and model of reflective practice (D. Schön) in teacher education. 4. Schön's concept of reflective practitioner as an expression of the principle of professionalism in teaching. 5. The teacher as reflective practitioner in Korthagen's concept: from gestalt through schema to theory. 6. Korthagen's ALACT model of reflective teaching in the concept of reflective practitioner preparation. Alteration. 7. Conceptual analysis of teaching-learning situations and learning tasks. The role of the so-called new culture of teaching and learning. 8. Assessment of the quality of teaching situations in methodology 3A. Model of deep structure of teaching and learning (DSTL). 9. Assessing the quality of teaching situations with support in conceptual analysis and in the model of DSTL.
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Learning activities and teaching methods
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Interactive lecture, Lecture supplemented with a discussion, Lecture with a video analysis, Task-based study method, Lecture with visual aids
- Preparation for an examination (30-60)
- 25 hours per semester
- Contact hours
- 26 hours per semester
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| prerequisite |
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| Knowledge |
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| - to know terminology for conceptual analysis of the instruction - to operationalise terms for describing the instruction and for evaluating its quality - to illustrate the content of professional terminology on appropriate examples |
| Skills |
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| - to demonstrate a didactic sensitivity for conceptual analysis of the instruction (a sufficiently wide arsenal of conceptual tools for analysis and its empirically suited and theoretically conclusive application) - to recognize and to know how to evaluate the situations that are key to the quality of the instruction (to apply professional vision) - to propose and critically evaluate improvement alterations for the assessed learning situation |
| Competences |
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| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| - To know the required terminology, explain logically the concepts in required inter- or supra-disciplinary or philosophical context. - To understand of the relations between the creative aspects of teaching and the curriculum-based agenda of educational programmes (FEP, SEP) and its reflection in pedagogical and didactic theories. - To consider the relation between the content of implemented teaching task and the content of relevant part of FEP; to illustrate such a relationship with an adequate example and explanation. - To consider the relation between the content of implemented teaching task and the relevant cross-sectional topics. - To analyse the prepared model of classroom work, to extend this model with relevant assessment and interpretative activities. |
| Skills |
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| - To use the professional terminology (terms and criteria of pedagogy and didactics) in analyses, interpretations and assessment of teaching process and classroom situations. - To formulate the personal opinions on teaching process through analysis of video records of classroom work or observations; to demonstrate the ability to use the documentation in support, proposals and justification of classroom situations. - To use the teaching process analysis in formulation of general judgements, to discuss and make analyses within a peer-group, to use a reflective dialogue within the team to develop one's own professional knowledge and communication skills. - To present, justificate and argue the suggestions for improvments in a reflective group dialogue, to discuss variants regarding the generally applicable criteria. - To demonstrate the ability to explain and predict the purpose and objectives of classroom situations (using the theories and the curriculum documents like FEP or evaluation standards), to analyse the related tasks regarding the evaluation standards, and to estimate the potential impact of teaching on the pupil (including the discussion). |
| Competences |
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| N/A |
| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Lecture with visual aids |
| Lecture with a video analysis |
| Lecture supplemented with a discussion |
| Interactive lecture |
| Task-based study method |
| Skills |
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| Seminar |
| Multimedia supported teaching |
| Discussion |
| Competences |
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| Discussion |
| Students' portfolio |
| Collaborative instruction |
| assessment methods |
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| Knowledge |
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| Combined exam |
| Seminar work |
| Continuous assessment |
| Skills |
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| Combined exam |
| Competences |
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| Combined exam |
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Recommended literature
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Janík, T. et al. Metodika 3A: nástroj pro reflexi výuky a hodnocení její kvality. Masarykova univerzita v Brně. 2022.
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Korthagen, F. A. J. Jak spojit praxi s teorií: didaktika realistického vzdělávání učitelů. .
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Slavík, J., Hajerová Müllerová, L., & Soukupová, P. et al. Reflexe a hodnocení kvality výuky: 1. díl. Západočeská univerzita v Plzni. 2020.
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Slavík, J., Janík, T., Najvar, P., Knecht, P. Transdisciplinární didaktika. O učitelském sdílení znalostí a zvyšování kvality výuky napříč obory. Masarykova univerzita v Brně. 2017.
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Stuchlíková, I., T. Janík a et. al. Oborové didaktiky: vývoj ? stav ? perspektivy. Brno, 2015. ISBN 978-80-210-7884-0.
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