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Lecturer(s)
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Harazinová Radka, PhDr. Ph.D.
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Novotová Jitka, PhDr. Ph.D.
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Rozkovcová Andrea, Mgr. Ph.D.
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Course content
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1. School (educational institution) as an area of pupils, teachers, and society. Pedagogical theory as a result of pedagogical research and reflection of pedagogical behavior. Through theory to practice - pedagogical science and its role in acting od pupils and teachers. Pedagogical profession, professionalization of teacher in an open society. Professional requirements and expected behavior of the teacher in the context of society. Ethics and pedagogy, teacher ethics. 2. Education and socialization - possibilities, limits, expectations, threats in an open, globalizing society. Society and education / individual and education. The aims of education and its implementation. Society and power in education. Educating in the tension between the expectations of the individual and the demands of society. Standards, values and education. 3. Education as a dialogue. Openness in education, necessity and regularity in education. Education and traditions. Tradition as an open possibility for individual growth and its link to the society x tradition as invariable order and "command". Education and the "leaving world" (A. Giddens). Education as a system: relations of educational actors, relation of conditions, aims and means of education, causal and final dependence on the system model of education, importance of the system concept of education for the daily work of the teacher. 4. Possibilities and limits of education - the roles, the function of education in society, limits resulting from pedagogical situation, conflict of education and values, criticism of unilateral approaches to education. Authority and freedom in education. 5. Concept of education and its current problems - the function of education in the social context, the function of general and vocational education, the concept of material and formal education and their critique in relation to the current school reform 6. Trends in education at the turn of the millennium and the reform of the Czech school - factors influencing education requirements at present, concepts of lifelong and open education, curriculum reform in the Czech Republic, curriculum documents, definition of reform in the school law. 7. The main ideas of curricular reform in the Czech Republic focusing on primary education - framework and school education programs, change of education objectives, key competences and expected outcomes, educational areas and integrated concepts of curriculum, cross-curricular themes, framework curriculum and possibilities of school profiling, pupils with special educational needs and extremely talented pupils.
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Learning activities and teaching methods
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Monological explanation (lecture, presentation,briefing), Dialogue metods(conversation,discussion,brainstorming)
- Class attendance
- 8 hours per semester
- Preparation for credit
- 12 hours per semester
- Preparation for credit
- 12 hours per semester
- Home preparation for classes
- 28 hours per semester
- Class attendance
- 42 hours per semester
- Home preparation for classes
- 8 hours per semester
- Preparation for exam
- 12 hours per semester
- Preparation for exam
- 12 hours per semester
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Learning outcomes
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The course introduces students to the study of pedagogical reflection of theory in terms of preparation for the teacher's profession. Emphasis is placed on the construction of basic concepts and the analysis of problems of general pedagogy in the context of sociological and socio-psychological relations, but also on their reflection from the perspective of pedagogical experience - direct or mediated within the seminar. Students are led to search for relationships in the established phenomena and problems, so that the construction of their pedagogical knowledge becomes part of their reflection of pedagogical experience and pedagogical behavior.
After completion of the subject student will be able: 1. to understand the content of prescribed curriculum of General pedagogy 2. to reflect the topic critically 3. to demonstrate specific intellectual skills gained in a course in writing of a semestral theses 4. to apply gained knowledge in educational process
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Prerequisites
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The student is able to read sources criticaly, present his ideas and opinions and work with others in finding solutions to problems.
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Assessment methods and criteria
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Oral exam, Oral presentation of self-study, Written assignment
Seminar work and intermediate tasks Processing and presenting a presentation Oral exam
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Recommended literature
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BREZINKA, W. Východiska k poznání výchovy: Úvod k základům vědy o výchově, k filozofii výchovy a k praktické pedagogice. Brno: Nakladatelství L. Marek, 2001. ISBN 80-86263-23-1.
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HAVLÍK, R., KOŤA, J. Sociologie výchovy a školy. Praha: Portál, 2011. ISBN 978-80-262-0042-0.
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KORTHAGEN, F. A. J. et al. Jak spojit praxi s teorií: didaktika realistického vzdělávání učitelů. Brno: Paido, 2011. ISBN 978-80-7315-221-5.
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MŠMT. Rámcový vzdělávací program pro základní vzdělávání. Praha. MŠMT, 2018.
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MŠMT. Strategie celoživotního učení ČR. Praha. MŠMT, 2007.
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MŠMT. Strategie vzdělávací politiky České republiky do roku 2020. Praha. MŠMT, 2014.
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PATOČKA, J. Filosofie výchovy. Praha: Pedagogická fakulta Univerzity Karlovy, 1997. ISBN 80-86039-33-1.
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PELIKÁN, J. Hledání těžiště výchovy. Praha: Karolinum, 2007. ISBN 978-80-246-1265-2.
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PRŮCHA, J., WALTEROVÁ, E., MAREŠ, J. Pedagogický slovník. Praha: Portál, 2013. ISBN 978-80-262-0403-9.
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PRŮCHA, Jan. Moderní pedagogika. Praha: Portál, 2017. ISBN 978-80-262-1228-7.
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SKALKOVÁ, J. Obecná didaktika: vyučovací proces, učivo a jeho výběr, metody, organizační formy vyučování. Praha: Grada, 2007. ISBN 978-80-247-1821-7.
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VALIŠOVÁ, A., KASÍKOVÁ, H., eds. Pedagogika pro učitele. Praha: Grada, 2011. ISBN 978-80-247-3357-9.
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VÁŇOVÁ, R., KRYKORKOVÁ, H. (eds.). Učitel v současné škole. Praha: FF UK, 2010. ISBN 978-80-7308-301-4.
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VAŠUTOVÁ, J. Profese učitele v českém vzdělávacím kontextu. Brno: Paido, 2004. ISBN 80-7315-082-4.
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VETEŠKA, J., TURECKIOVÁ, M. Kompetence ve vzdělávání. Praha, 2008. ISBN 978-80-247-1770-8.
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