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Lecturer(s)
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Veselá Michaela, Mgr. Ph.D.
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Gillernová Ilona, doc. PhDr. CSc.
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Kovaříková Miroslava, PhDr. Ph.D.
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Course content
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Social-psychological training in educational skills for teachers focuses on self-awareness, self-reflection, getting to know others in social interactions, communication at school, conflicts at school and how to deal with them, mental health aspects of school interactions, social skills at school and how to develop them in teachers and students, the well-being of teachers and students in accordance with the new RVP ZV (Framework Educational Program for Primary Education) and its use. The subject leads to the development of key competencies for oneself and others according to the new RVP ZV and their importance for active learning and use in formative assessment. Subtopics: understanding the influence of teachers on students and the influence of students on teachers, - social perception and its effects - effective information transferone-way communication and feedback communication procedures, - understanding an individual's nonverbal expressions, - listening to the essence of the communicated content, empathy for individuals and the whole group (school class), - open expression of positive and negative experiences, expressing emotions and working with the emotions of others, the art of praise, - respecting and tolerating different views on interactions, - commenting on specific situations rather than generalized and generalizing experiences, - Accepting students' personalities, encouraging students' self-control, - Styles of conflict management, developing students' responsibility, - Developing self-confidence in each student's own abilities, developing self-assured behavior, - Guiding students toward cooperation. (time allocation: 2x8 hours of training)
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Learning activities and teaching methods
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Seminár
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Learning outcomes
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Objectives - I use techniques of self-awareness, self-reflection, and understanding others to innovate in teaching. - I adapt communication to specific situations at school (between teacher and student, teacher and parent, with colleagues) and use it for teaching in a heterogeneous classroom. - I apply conflict management skills at school and manage conflicts; - I reflect on the well-being of students in teaching; - I develop my own well-being; - I reflect on the requirements of the new RVP ZV curriculum for safe learning and well-being in teaching; - I use descriptive language for situations at school and apply it in formative education; Competencies developed: 3.1., 3.2., 5.1., 5.2., 6.1., 6.3 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
Active participation in training teachers in social and psychological skills
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Recommended literature
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BELZ, H., SIEGRIST, M. Klíčové kompetence a jejich rozvíjení. Praha: Portál, 2015. ISBN 978-80-262-0846-4.
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BOUKALOVÁ, H., CERHA, O., SEDLÁČEK, M., ŠÍROVÁ, E. Psychologie komunikace. Praha: Grada, 2023. ISBN 978-80-271-1388-0.
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GILLERNOVÁ, I., KREJČOVÁ, L. a kol. Sociální dovednosti ve škole..
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KOLAŘÍK, M. Interakční psychologický výcvik. Praha: Grada, 2019. ISBN 978-80-271-2193-9.
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KOMÁRKOVÁ, R., SLAMĚNÍK, I., VÝROST, J. (eds.). Aplikovaná sociální psychologie III. Sociálněpsychologický výcvik. Praha: GradaPublishing, 2005. ISBN 80-247-0180-4.
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KYRIACOU, Ch. Klíčové dovednosti učitele..
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MORGENSTERNOVÁ, M., ŠULOVÁ, L. et al. Interkulturní psychologie: rozvoj interkulturní senzitivity. Praha: Karolinum.
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PLAMÍNEK, J.. Jak řešit konflikty. Praha: Grada, 2006. ISBN 80-247-1591-0.
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ROSENBERG,M. B. Nenásilná komunikace ve škole. Praha: Portál, 2023. ISBN 978-80-262-2006-0.
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