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Lecturer(s)
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Kovaříková Miroslava, PhDr. Ph.D.
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Jursová Jitka, PaedDr. Ph.D.
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Course content
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The course develops didactic competencies based on knowledge of basic didactic categories. The knowledge and skills required for the teaching profession are based on the competency framework for teaching graduates, and theoretical knowledge is linked to the didactic analysis of specific teaching situations in the Czech school system. The course provides the necessary basic orientation in the legislative environment in education. It leads students to understand and apply the basic planning, teaching, organizational, and evaluation activities of a teacher. Subtopics of instruction: 1. Planning, conducting, and reflecting on instruction. Instructional planninginstructional goals, working with goals from the perspective of the teacher and student in the context of educational needs. The teacher's work with the curriculum. Didactic analysis of the curriculum. Conveying the curriculum to students. (4 hours) 2. Teaching models, transmissive, constructivist, and inquiry-based teaching. Activating teaching methods and forms of teaching. Teaching aids - material didactic aids, working with textbooks and multimedia teaching materials, didactic technology, the role of digital technologies in education. (4 hours) 3. Design and presentation of an educational program for a selected age group according to specified criteria and its evaluation. (4 hours)
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Learning activities and teaching methods
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Dialogue metods(conversation,discussion,brainstorming), Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments), Seminár
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Learning outcomes
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- Based on my knowledge of the general principles of the educational process, I formulate teaching objectives. - As part of the didactic transformation process, I convey the teaching content to students. - I plan lessons so that individual lessons follow on from each other and form a comprehensive whole. - From a wide range of teaching methods and organizational forms of teaching, I choose those that lead to the fulfillment of teaching goals. Developed competencies: 1.2., 2.1., 2.2., 3.2 see Competency Framework for Teaching Graduates
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Prerequisites
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unspecified
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Assessment methods and criteria
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unspecified
reflection on the design of an educational program for a selected age group based on established criteria
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Recommended literature
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DIDAU, D. Za děti chytřejší: snižování rozdílů ve školní úspěšnosti..
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DYLAN, W. & SIOBHÁN, L. Zavádění formativního hodnocení: praktické techniky pro základní a střední školy..
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FLETCHER-WOOD, H. Responzivní výuka: kognitivní vědy a formativní hodnocení v praxi.. Praha: Euromedia Group, 2021. ISBN 978-80-242-7152-1.
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PETTY, G. Moderní vyučování. Praha: Portál, 2013. ISBN 978-80-262-0367-4.
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VALIŠOVÁ, A. & KOVAŘÍKOVÁ, M. Obecná didaktika a její širší pedagogické souvislosti v úkolech a cvičeních.
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VÍTEČKOVÁ, M. Začínající učitel: jeho potřeby a uvádění do praxe. Brno: Paido, 2018. ISBN 978-80-7315-269-7.
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