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Lecturer(s)
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Hes Milan, Mgr. Bc. Ph.D.
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Kasper Tomáš, prof. PhDr. Ph.D.
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Course content
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Annotation: The course develops professional cooperation skills between colleagues, teaching assistants, school counseling staff, and other experts. Based on knowledge of pedagogical concepts and approaches, it leads to reflection and evaluation of selected school-level curriculum documents. The course introduces educational approaches that support learning activation, differentiation in education, and innovative teaching methods. Subtopics: 1. Teachers and the teaching profession. Teachers' educational and training activities. Class teachers. Professional cooperation, teachers and school counseling centers, school counseling facilities, communication with other entities such as OSPOD and PČR. (time allocation: 3 hours) 2. Educational concepts and pedagogical approaches. Innovative teaching models (time allocation: 3 hours) 3. Self-evaluation and reflection on the selected school curriculum for a given level of education. (time allocation: 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), Lecture
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Learning outcomes
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Objectives: - I promote a culture of mutual and collaborative learning at school; - Based on my knowledge of how the school counseling center and other entities operate, I share insights about the (educational) needs of specific students; - I understand the process of creating educational content and the connections between the subjects taught and other subjects; - When planning the educational process, I cooperate with colleagues in order to develop the potential of students (reflecting interdisciplinary relationships and cross-curricular themes). - I am aware of the influence of pedagogical approaches on student learning. - I reflect on the concept of the chosen school educational program at the relevant level of education. Competencies developed: 1.1., 3.1., 3.2., 5.1., 5.2 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
Oral interview on topics and submitted analysis of the school curriculum
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Recommended literature
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BERTRAND, Y. Soudobé teorie vzdělávání. Praha: Portál, 1998.
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DVOŘÁK, D., HOLEC, J., DVOŘÁKOVÁ, M. Kurikulum školního vzdělávání: zahraniční reformy v 21. století..
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Gardner, T.G.; Pasch, M. a kol. Od vzdělávacího programu k vyučovací hodině. Praha:portál 2005.
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KASPER, T.; KASPEROVÁ, D. Dějiny pedagogiky. Praha : Grada 2008..
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Průcha, J. Alternativní školy a inovace ve vzdělávání. Praha: Portál, 2012. ISBN 978-80-7178-999-4.
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STROUHAL, M. Teorie výchovy. Praha: Grada, 2013. ISBN 978-80-247-4212-0.
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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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