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Lecturer(s)
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Kovaříková Miroslava, PhDr. Ph.D.
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Hes Milan, Mgr. Bc. Ph.D.
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Kacafírková Petra, PhDr. Ph.D.
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Příhonská Jana, doc. RNDr. Ph.D.
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Rubáš Dominik, RNDr. Ph.D.
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Prade Martin, Mgr.
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Course content
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Subtopics: 1. Didactic analysis of educational content and lesson planning, competency-based approach to education in mathematics, chemistry, natural history, and geography; conceptual and value-based approach to subjects; connections to cross-curricular topics, basic literacy, and key points. The teacher's concept of teaching - the role of the teacher in teaching, the activities and competencies of the teacher in the process of designing, implementing, and evaluating teaching. Teaching style, professional competencies of the teacher (2 hours) 2. Teacher's work with the curriculum - psychodidactic aspects of designing educational content (target group, conditions for teaching, methods and forms) Didactic presentation of the subject matter. Teacher's work with teaching objectives and content. Development of key competencies. Integration of educational content into school practice. Creation of school educational programs and lesson plans, teacher preparation for lessons, use of textbooks (2 hours) 3. Lesson planning - structuring teaching units. Group teaching and its didactic aspects, individual work with students, group and cooperative forms of teaching, problem-based and project-based teaching, individualized and differentiated teaching, self-teaching, distance learning, and e-learning (2 hours) 4. Pedagogical innovations and their application in the didactics of science subjects - research-oriented teaching, instructivist and constructivist approaches in chemistry teaching (2 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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Objectives: - Based on my knowledge of the content of curricular documents, I formulate teaching objectives. - I plan lessons so that individual lessons follow on from each other and form a comprehensive whole. - I guide students to set their own learning goals in the field. - I plan lessons based on the educational needs of students. - From a wide range of teaching methods and organizational forms, I choose those that lead to the fulfillment of teaching goals; - As part of the educational process, I emphasize the active involvement of all students in teaching; - When formulating teaching goals, I collaborate with colleagues in order to reflect interdisciplinary and cross-curricular topics; - As part of the didactic transformation process, I convey the teaching content to students, also taking into account the principles of STEM teaching. - I am familiar with the interrelationships between the subjects taught in the educational field of Man and Nature. Competencies developed: 1.1, 1.2, 2.1, 2.2, 2.4, 5.1, 6.1 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
Seminar papers, analyses of practical didactic parts of portfolios, mutual discussions and reflections in a peer environment of seminars, reflections on experiences and practices developing didactic competences in seminars.
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Recommended literature
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KUŘINA, F. Matematika a porozumění světu.. Praha: Academia., 2009. ISBN 978-80-200-1743-7.
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KYRIACOU, C. Klíčové dovednosti učitele. Praha: Portál, 2012. ISBN 978-80-262-0052-9.
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PASCH, M.a kol. Od vzdělávacího programu k vyučovací hodině. Praha, Portál 1998.
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PETTY, G. Moderní vyučování. Praha, 2008. ISBN 978-80-7367-427-4.
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POLÁK, Josef. Didaktika matematiky: jak učit matematiku zajímavě a užitečně. Plzeň: Fraus, 2014. ISBN 978-80-7238-449-5.
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RENDL, M., VONDROVÁ, N. Kritická místa matematiky na základní škole očima učitelů. online. Praha: UK, 2013. ISBN 978-80-7290-723-6.
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