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Lecturer(s)
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Rubáš Dominik, RNDr. Ph.D.
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Bendl Tomáš, RNDr. Ph.D.
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Course content
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A) Geography Education Innovations B) Thematic Fields building on Didactics of Geography C) Relevant Guest Speakers from Geography Education Practice
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Learning activities and teaching methods
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Demonstration, Active metods (simulation, situational contingency methods, drama,acting, namagerial acting ), Demonstration of student skills, Lecture, Seminár
- Class attendance
- 70 hours per semester
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Learning outcomes
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The course Geographical Pedagogical Reflection (GPR) represents the culmination of the didactic and practical preparation of future geography teachers. It builds on the courses Didactics of Geography I and II and on completed teaching practicum experiences, providing space for the synthesis, deepening, and critical reflection of the knowledge, skills, and experiences that students have developed throughout their studies. The course focuses on the deliberate integration of theoretical didactic principles with real classroom practice and on the development of a reflective approach to one's own teaching. Emphasis is placed on understanding the purpose and significance of geographical education, on strengthening teacher identity, and on the ability to justify one's own didactic decisions in the context of contemporary educational challenges. At the same time, GPR offers space to address thematic and didactic areas that could not be explored in detail in previous didactics courses and places particular emphasis on innovations in geographical education. An important component of the course is the verification of the achievement of professional objectives toward which students have been working in didactics courses and teaching practicum experiences. These objectives are assessed through practically oriented and inspiring case studies presented and jointly reflected upon by students, as well as through a summative professional portfolio documenting their professional development, pedagogical reasoning, and ability to reflect on their own teaching practice. Within the GPR course, students further develop their ability to: (1) Explain the purpose and objectives of geographical education and justify their importance in both national and global contexts. (2) Navigate curricular and other relevant documents and use them meaningfully in planning and implementing instruction. (3) Select and didactically process appropriate subject matter with regard to students' educational needs. (4) Design and apply a variety of teaching methods, organizational forms, and instructional strategies that support active learning as well as students' critical and creative thinking. (5) Formulate educational objectives, distinguish their levels, and appropriately align them with assessment methods. (6) Evaluate textbooks, atlases, and other instructional materials in terms of their didactic effectiveness. (7) Reflect on and critically evaluate one's own teaching practice, accept feedback, and use it for professional growth. (8) Apply modern approaches (e.g. the E-U-R model, formative assessment, activating teaching methods) in the design and implementation of specific lessons. (9) Motivate students to develop an interest in geography and support their ability to understand geographical relationships and interconnections. (10) Develop students' geographical thinking through appropriately selected methods and strategies that foster deeper understanding of geographical processes, phenomena, and relationships. (11) Develop understanding not only of geographical content but also of the required key competences of students.
After completing all the courses that shape the professional profile of future geography teachers (in particular UDGN, VGVN/DIDG1, GKUN/DIDG2, FPGV, and teaching practice), the student will be able to: Explain the purpose and goals of geographical education and justify their importance in both national and global contexts. Navigate curricular and other relevant documents and use them effectively in lesson planning and implementation. Select and didactically process appropriate subject matter with regard to students' educational needs. Design and apply diverse teaching methods, organizational forms, and instructional strategies that support active learning, as well as students' critical and creative thinking. Formulate educational objectives, distinguish their levels, and appropriately link them with assessment methods. Evaluate and work with textbooks, atlases, and other teaching aids in terms of their didactic effectiveness. Reflect on and critically assess their own teaching practice, accept feedback, and use it for professional growth. Apply modern approaches (e.g., E-U-R models, formative assessment, active learning strategies) in designing and delivering specific geography lessons. Motivate students to take an interest in geography and foster their ability to understand geographical relationships. Develop students' geographical thinking through appropriately chosen methods and strategies that promote deeper understanding of geographical processes, phenomena, and interconnections. Support not only the acquisition of selected geographical content but also the development of required key competences.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Oral exam, Presentation of artistic and creative activities
Refer to google classroom.
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Recommended literature
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Balderstone, D. Secondary Geography Handbook.. Sheffield, 2006. ISBN 1 84377 165 9.
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Downs, Roger M., et al. Geography for Life: National Geography Standards. Washington, 2012. ISBN 978-1-884136-41-2.
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Fien, J. et al. The Geography Teacher's Guide to the Classroom. . South Melbourne, 1984. ISBN 0 333 356600 8.
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Gersmehl, P. Teaching Geography. New York, 2014.
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Hofmann, E. a kol. Multimediální učebnice pro terénní výuku. . Brno, 2008.
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Kalhous, Z.; Obst. O. a kol. Školní didaktika.. Praha, 2002. ISBN 80-7178-253-X.
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Kühnlová, H. Život v našem regionu. Pracovní učebnice pro základní školy a víceletá gymnázia. Plzeň, 2007. ISBN 978-80-7238-489-1.
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MŠMT. Standard vzdělávání ve čtyřletetém gymnáziu.. Praha, 1996.
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Petty, G. Moderní vyučování.. Praha, 1996. ISBN 80-7178-681-0.
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Roberts, M. Geographical enquiry. Sheffield, 2010.
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Řezníčková, D. a kol. Geografie. Aktivně, aktuálně a s aplikacemi.. Praha, 2012. ISBN 978-80-87186-99-2.
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Vágai, T. a Vodáková, P. Projektové kurzy na katedře geografie FP TU v Liberci. Praha, 2010.
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Vávra, J. Didaktika geografie I: Od vzdělávacího programu k vyučovací hodině v zeměpisu na ZŠ, na příkladu tématu Světový oceán. . Liberec, 2006. ISBN 80-7372-083-3.
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VÚP. Rámcový vzdělávací program pro gymnázia.. Praha, 2007. ISBN 978-80-87000-11-3.
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VÚP. Rámcový vzdělávací program pro základní vzdělávání.. Praha, 2007.
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VÚP. Rámcový vzdělávací program pro základní vzdělávání.. Praha, 2007.
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