|
Lecturer(s)
|
-
Kasper Tomáš, prof. PhDr. Ph.D.
-
Kovaříková Miroslava, PhDr. Ph.D.
|
|
Course content
|
The course leads to the gradual, self-reflective development of students' professional competencies in the areas of planning, implementing, and reflecting on educational programs; creating an environment for educational activities with an emphasis on a differentiated approach to the creation and implementation of pedagogical activities; assessment; reflection on learning outcomes and support for formative assessment of pupils, as well as in the area of ethical conduct of teachers.
|
|
Learning activities and teaching methods
|
|
Dialogue metods(conversation,discussion,brainstorming), Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments), Project teaching
|
|
Learning outcomes
|
The aim and outcome of the Student Pedagogical Workshop course is to actively introduce selected examples of pedagogical topics currently being addressed at cooperating educational institutions, analyze selected educational programs of innovative educational institutions, and connect pedagogical practice and pedagogical thinking among students through professional discussions, excursions, and reflections. Students participate in the preparation of the pedagogical workshop, the program, and the design of the workshop, they participate in contacting experts from the field, and they participate in the course and evaluation of the student workshop. Student workshops also form part of the student's portfolio. While the Student Pedagogical Festival course focuses on several discussions and analyses of the pedagogical programs of selected pedagogical institutions, the Student Pedagogical Workshop course is more narrowly focused and usually deals with a single topic, a single pedagogical institution - its presentation and analysis.
|
|
Prerequisites
|
unspecified
|
|
Assessment methods and criteria
|
unspecified
Students actively participate in educational workshops, independently prepare presentations on selected topics or programs offered by educational institutions, and analyze and reflect on selected educational programs.
|
|
Recommended literature
|
-
DANIŠOVÁ, J. Učíme se venku. Kde a jak začít. Praha: Tereza, 2020. ISBN 978-80-87905-26-5.
-
DOSTÁL, J. Badatelsky orientovaná výuka: Pojetí, podstata, význam, přínosy. Olomouc: Univerzita Palackého v Olomouci.. 2015. ISBN 978-80-244-4393-5.
-
JANÍK, T., ČERNÁ, M., VYSTRČILOVÁ, P., VAĎUROVÁ, H., NEHYBA, J. et al. Postupy a nástroje pedagogické evaluace pro (budoucí) učitele.. Brno: MUNI, 2021. ISBN 978-80-210-9956-2.
-
KRATOCHVÍLOVÁ, J. et al. Standard kvality profesních kompetencí studenta učitelství.. Brno: MU, 2020. ISBN 978-80-210-9581-6.
-
MONTESSORI, M. Objevování dítěte. Praha: Portál, 2017. ISBN 978-80-262-1234-8.
-
POCHE KARGEROVÁ, J.. Spolupráce s rodinou a komunitou v programu Začít spolu. Praha: Pasparta Publishing, 2019. ISBN 978-80-88290-27-8.
-
STEINER, R. Výchova dítěte: Metodika vyučování. Olomouc: Michael, 2021. ISBN 978-80-86340-68-5.
-
TOMKOVÁ, A. Portfolio v perspektivě reflektivně pojatého vzdělávání učitelů.. PedF UK, 2018. ISBN 978-80-7290-982-7.
-
VÁŇOVÁ KREJČOVÁ, V. Začít spolu v kostce: vzdělávací program pro 21. století. Praha: Step by Step ČR, 2022. ISBN 978-80-907802-3-1.
-
VÍTEČKOVÁ, M.; NAJMONOVÁ, M. et al.. Začínající učitel v podmínkách inkluzivního vzdělávání.. České Budějovice: PedF JCU, 2020. ISBN 978-80-7394-847-4.
-
WALTEROVÁ, E.; DVOŘÁK, D. et al. Srovnávací pedagogika: proměny a výzvy. Praha: PedF UK, 2015. ISBN 978-80-7290-860-8.
|