|
Lecturer(s)
|
-
Kasper Tomáš, prof. PhDr. Ph.D.
|
|
Course content
|
1. Educational theory for teachers - educational theory as a tool to help teachers shape their teaching and educational style; Educational theories - 1. Spiritualist - Waldorf - Steiner, Jung; 2. Personalist and humanist - Montessori, Neill (Summerhill), Maslow, Rogers, Adler; 3. Social, socially critical - Dewey, Illich, Freire, Holt (Sudbury, free learning, unschooling); 4. Cognitive-psychological and social-cognitive: constructivism, Piaget, Vygotsky, Bruner, Dewey. The teacher's educational style and educational theories - a perspective on the development of the student's learning style. 2. Personalist approaches in education - foundations, principles for the teacher's work and for the design of the curriculum. The personalist-humanist conception of personality and the teacher's role in teaching, in group formation, and in supporting the development of the pupil's individuality. Non-directive, free education. Video analysis of the Montessori concept. 3. Spirituality, values, society, and education - spiritualist concepts of education - the Waldorf example. Analysis of the foundations and challenges of spiritualist concepts for the student's own teaching style. Video analysis of the Waldorf concept. 4. Social theory in pedagogy - freedom, order and norms, and the teacher's teaching style. Socially critical theories of education and upbringing: the 'deschooling' of society and I. Illich; P. Freire and the education of the 'oppressed'; E. Fromm and the social critique of consumerism in education and upbringing. Text-based assignment. 5. Social and democratic approaches to education and upbringing - J. Dewey and the foundations of citizenship education. The path to the project-based approach. Problem-based methods in teaching approaches. The school as a community - video analysis of a selected school programme. 6. Liberal concepts of education and upbringing - Sudbury, Summerhill, anti-pedagogy, unschooling. Video analysis of selected school programmes and educational concepts. Equal educational opportunities - current debate and historical experiences (Štorch, Makarenko) 7. Constructivism - Piaget, Vygotsky, Bruner, Dewey. Why and how to support the active construction of knowledge by pupils. Passivity, transmissivity, activity, construction. Learning for life - learning for the scientific system, for a discipline, for a subject. Video analysis of constructivist teaching. 8. Final summary, reflection: the course's contribution to developing one's own teaching style. culture, temporality, natural 'laws' and upbringing/education
|
|
Learning activities and teaching methods
|
Monological explanation (lecture, presentation,briefing), Dialogue metods(conversation,discussion,brainstorming), Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments)
- Class attendance
- 14 hours per semester
- Preparation for exam
- 14 hours per semester
- Home preparation for classes
- 22 hours per semester
- Class attendance
- 8 hours per semester
- Preparation for exam
- 14 hours per semester
- Home preparation for classes
- 18 hours per semester
|
|
Learning outcomes
|
The subject introduces the student to the basic problems of the theory of education with regard to the teaching profession. The subject synthesizes the pedagogical and psychological contexts of upbringing and education and thus helps the student to create his own pedagogical (educational and educational) style.
After completion of the subject student will be able To understand the content of prescribed curriculum of Theories of education
|
|
Prerequisites
|
Student has basic knowledge of pedagogy.
|
|
Assessment methods and criteria
|
Oral exam, Student's performance analysis, Written assignment
Exam requirements: Active participation in lectures; ongoing study of the recommended literature
|
|
Recommended literature
|
-
BENDL, S. Vychovatelství. Praha: Grada, 2015. ISBN 978-80-247-4248-9.
-
BENDL, S. Základy sociální pedagogiky. PedF UK, 2016.
-
BERTRAND, Y. Soudobé teorie vzdělání. Praha: Portál, 1998. ISBN 80-7178-216-5.
-
JEDLIČKA, R., ed. Teorie výchovy. Praha: Karolinum, 2014. ISBN 978-80-246-2412-9.
-
Kasper, T., Kasperová, D. Dějiny pedagogiky. Praha: Grada, 2008. ISBN 978-80-247-2429-4.
-
LIESSMANN, K. Teorie nevzdělanosti. Omyly společnosti vědění. Praha: Academia, 2008. ISBN 978-80-200-1677-5.
-
PELIKÁN, J. Hledání těžiště výchovy. Praha: Karolinum, 2007. ISBN 978-80-246-1265-.
-
STROUHAL, M. Teorie výchovy. Praha: Grada, 2013. ISBN 978-80-247-4212-0.
|