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Lecturer(s)
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Heringová Jitka, Mgr. Ph.D.
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Nová Anna, Mgr.
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Kohoutová Jana, Mgr.
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Bultasová Simona, doc. Mgr. Ph.D.
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Pavlovová Mrázková Klára, PaedDr. CSc.
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Mistrová Zdeňka, Mgr. Ph.D.
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Nocarová Eva, PaedDr.
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Švanda Pavel, Mgr. Ph.D.
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Formánková Jana, Mgr. Ph.D.
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Grygar Miroslav, Doc. PaedDr. CSc.
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Layerová Eva, Mgr.
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Kadlecová Vladimíra, Mgr. Ph.D.
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Beneš Vladimír, RNDr. Ph.D.
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Klabačková Radka, Mgr.
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Čmielová Darina, Mgr. Ph.D.
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Šedivá Vladislava, PhDr. Ph.D.
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Bouda Antonín, PhDr. Mgr. Ph.D.
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Tkadlečková Diana, Mgr. et Mgr. Ph.D.
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Course content
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1. Teaching and principles of content-based approach. Didactic tetragon teacher curriculum pupil-creator pupil-partner (the constructivist model). Content units: Concept and pre-concept, idea, notion, expression meaning. Didactic content transformation. 2. Classroom work and its situational structure which makes the quality of instruction; core content and activity. 3. Teacher's activity in the classroom in relation to teaching reflection, primary intuition, secondary intuition of the teacher. Problem in classroom work failure. 4. Teaching quality vs. formal approach to teaching: Alienated and concealed cognition. 5. Teacher ability to reflect on the teaching work and develop it. The idea of the teaching process, pre-teaching and post-teaching structured reflection of the process. 6. 3A methodology in reflection, evaluation or research on teaching and its quality: annotation, analysis, alteration. Alteration as a starting point of professional progress through the reflective practice model. 7. Conceptual analysis of classroom situations and learning tasks. Functions and relations of the core content and core curriculum in conceptual analysis. 8. Role of active experimentation with content and function of reflective dialogue between pupils connected with socio-cognitive challenges ("conflicts") in cognitive activation of pupils (Klieme et al.) in the classroom. 9. Model of in-depth structure of teaching (MDS). Assessment of classroom situation quality with support in conceptual analysis and MDS with regard to the relationship between content, pupil activity or communication, target requirements and requirements for classroom evaluation.
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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
- Contact hours
- 26 hours per semester
- Preparation for comprehensive test (10-40)
- 25 hours per semester
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| prerequisite |
|---|
| Knowledge |
|---|
| - to know basic concepts for description of the instruction - to operationalise basic concepts for describing the instruction - to know basic concepts for evaluating quality of the instruction - to illustrate the content of basic concepts on appropriate examples |
| Skills |
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| - to demonstrate a didactic sensitivity for description and analysis of the instruction (basic arsenal of conceptual tools for analysis and its empirically suited application) - to recognize and to evaluate the situations that are key to the quality of teaching (to apply basic predispositions for professional vision) - to propose and critically evaluate improvement alterations for the assessed learning situation |
| Competences |
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| N/A |
| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| - To demonstrate knowledge of the required terminology, logical explanations of concepts within the cognitive contexts of the profession. - To understand the relationship between the creative aspect of teaching and a curriculum-based agenda of educational programs. - To consider the relationship between content of the implemented teaching task and the content of the relevant part of educational framework program; to illustrate such a relationship with an adequate example and explanation. - To analyse the prepared model of classroom work and to extend the model on the basis of the interpretative and evaluating activities. |
| Skills |
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| - To use the professional terminology (terms and criteria in the field of education and didactics) for analyses, interpretations and assessment of the teaching process and classroom situations. - To use the video recordings analysis to support classroom situations. - To use the teaching process analysis in formulation of general judgements, discussions and critical analysis on the basis of peer review, using a team reflective dialogue in a development of one's own professional knowledge and communication skills. - To present, justify and argue the improving alterations in a reflective group dialogue and to discuss the variants, regarding the generally applicable criteria. |
| Competences |
|---|
| N/A |
| N/A |
| teaching methods |
|---|
| 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 |
| assessment methods |
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| Test |
| Seminar work |
| Continuous assessment |
| Skills |
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| Skills demonstration during practicum |
| Seminar work |
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Recommended literature
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Chocholoušková, Z., Hajerová Mullerová, L. Didaktika biologie ve vztahu mezi obecnou a oborovou didaktikou. Plzeň, 2019. ISBN 978-80-261-0.
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Janík, Tomáš; Slavík, Jan,; Mužík, Vladislav,; Trna, Josef,; Janko, Tomáš,; Lokajíčková, Veronika; Lukavský, Jindřich,; Minaříková, Eva,; Sliacky, Jiří,; Šalamounová, Zuzana,; Šebestová, Simona; Vondrová, Naďa,; Zlatníček, Pavel. Kvalita (ve) vzdělávání: obsahově zaměřený přístup ke zkoumání a zlepšování výuky. 1. vydání. 2016. ISBN 978-80-210-6349-5.
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Korthagen, F. A. J. Jak spojit praxi s teorií: didaktika realistického vzdělávání učitelů.. Brno, 2011. ISBN 978 -80 -7315 -22.
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MUŽÍK, J. Andragogická didaktika. Řízení vzdělávacího procesu. Praha: Wolters-Kluwer, 2011.
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Slavík, J., Janík, T., Najvar, P., Knecht, P. Transdisciplinární didaktika. O učitelském sdílení znalostí a zvyšování kvality výuky napříč obory.. Brno, 2017. ISBN 978-80-210-8568-8.
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VALIŠOVÁ, A., KASÍKOVÁ, H. (eds.). Pedagogika pro učiele. Praha: Grada, 2011. ISBN 978-80-247-3357-9.
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