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Lecturer(s)
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Novák Michal, Mgr. Ph.D.
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Kopečková Vladislava, doc. PhDr. Ph.D.
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Hrdina Václav, Mgr. Ph.D.
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Course content
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1. Me and the university (specifics of studying at the university, study regulations, university and faculty environment, libraries, study rooms, student life and student associations) 2. I, the teacher (expectations, vision, own pupil and student experiences with teachers, role models, ideal teacher) 3. I, the student (how I learn, study skills and abilities, study effectiveness, self-organization, teamwork, critical thinking, academic integrity) 4. Pedagogy as a science (characteristics, uses of pedagogical science, structure of pedagogical science, current pedagogical research, sources of information - journals, dictionaries and encyclopaedias, libraries, databases, museums, archives) 5. Education and training in the contemporary world (basic issues, aims of education and training, concept of the process of education, formal, non-formal and informal education, lifelong learning) The functions of school and school education (aims and contents of school education, educational processes, learning in the school environment, teacher-student-parent communication, school workload and its management, discipline and non-discipline, forms and methods of teaching, non-traditional forms of learning and teaching)
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Learning activities and teaching methods
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- Contact hours
- 26 hours per semester
- Individual project (40)
- 10 hours per semester
- unspecified
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| can explain the basic concepts of social sciences |
| Skills |
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| can work with text |
| can describe their experiences with teachers and their expectations of the profession |
| Competences |
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| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| can describe the specifics of the study of teaching and has an overview of effective study practices |
| characterizes pedagogy as a science, its use and structure |
| know how to learn and how to develop their professional competences |
| knows the basic issues and goals of education |
| Skills |
|---|
| can describe their ideal teacher self |
| can formulate a personal development goal |
| Competences |
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| N/A |
| teaching methods |
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| Knowledge |
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| Interactive lecture |
| Discussion |
| Self-study of literature |
| Textual studies |
| Skills |
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| Discussion |
| Individual study |
| Interactive lecture |
| Multimedia supported teaching |
| Competences |
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| Interactive lecture |
| Individual study |
| assessment methods |
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| Knowledge |
|---|
| Test |
| Skills |
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| Portfolio |
| Competences |
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| Portfolio |
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Recommended literature
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Dvořák, Dominik. Česká základní škola : vícepřípadová studie. 1. vyd. Praha : Karolinum, 2010. ISBN 978-80-246-1896-8.
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DYTRTOVÁ, R.; KRHUTOVÁ, M. Učitel: příprava na profesi. Praha, 2009. ISBN 978-80-247-2863-6.
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Christodoulou, Daisy. Sedm mýtů o vzdělávání. Praha. 2022.
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Janík, Tomáš. Vše pro výchovu:Lekce z pedagogiky. Brno. 2021.
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Jedlička, Richard; Helus, Zdeněk. Teorie výchovy - tradice, současnost, perspektivy. Vyd. 1. V Praze : Karolinum, 2014. ISBN 978-80-246-2412-9.
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Juklová, Kateřina. Osobní epistemologie budoucího učitele : predikce a podpora studijních procesů a výsledků. Vydání 1. 2019. ISBN 978-80-271-2852-5.
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Strouhal, Martin. Teorie výchovy: k vybraným problémům a perspektivám jedné pedagogické disciplíny. Praha: Grada. 2013.
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Strouhal, Martin. Učit se být učitelem : k vybraným problémům učitelského vzdělávání. První vydání. 2016. ISBN 978-80-246-3465-4.
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ŠAFRÁNKOVÁ, D. Pedagogika. Praha: Grada, 2. vydání, 2019. ISBN 978-80-247-5511-3.
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