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Lecturer(s)
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Jihlavec Jan, Mgr. DiS.
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Brzáková Beksová Kateřina, ThDr. Th.D.
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Čavojská Gabriela, Mgr.
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Hodíková Barbora, Mgr.
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Braumová Zdeňka, Mgr. Ph.D.
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Course content
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1. Social, interpersonal, and intra-personal perception, mistakes in social knowledge (Pygmalion effect, Golem effect) - self-presentation and mediated self-presentation. 2. Emotional intelligence, life satisfaction, meaning of existence, teachers expectances, expectances of the class and parents. Auto-vision. 3. Cognitive abilities, drives, instincts, passions, emotions, fluid and crystal intelligence, wisdom, experience, cognitive harmony - assertiveness, supervision group. 4. Balance of the roles - teacher, pupil, counsellor, colleague: efficient communication, limits of efficient communication - self-directed group. 5. Valuation, negative and positive moment from the practise, soft skills, how to criticize, assertive communication, cooperation, flexibility - how to set a question, wrong questions, interview, efficient dealing with problems. 6. Special education competencies in the frame of teacher's collective, counselling ethics - parent, child, adult, supervision group on the topic of the role conflict. 7. Pronouncing a problem, self-esteem, Burn-Out syndrome prevention, character, activities for the healthy self-esteem, cooperative approach in solving problems - final supervision group, end of the reflective work, evaluation, filling up the portfolio.
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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), Task-based study method
- Class attendance
- 28 hours per semester
- Home preparation for classes
- 40 hours per semester
- Semestral paper
- 52 hours per semester
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Learning outcomes
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The reflection of special pedagogy practical training fulfils the role of correcting professional behaviour in the profession. It is meant as the tool of personal and professional development of the teacher. The goal of the practical seminars is to adopt practical skills of self-knowledge, professional supervision, mental hygiene, coping, and protective mechanisms in teacher's profession. The goal of the group reflection is to train practically cognitive, emotional and social skills; development and strengthening of specific personal and professional competencies necessary for efficient education. Primary goal is to adopt efficient communication, and empathy. Students are led towards group work just like in supervision. The group dynamics is used. Community strategy emphasizes the interdisciplinary context of special pedagogy and education.
The reflection of special pedagogy practical training fulfils the role of correcting professional behaviour in the profession. It is meant as the tool of personal and professional development of the teacher. The goal of the practical seminars is to adopt practical skills of self-knowledge, professional supervision, mental hygiene, coping, and protective mechanisms in teacher's profession. The goal of the group reflection is to train practically cognitive, emotional and social skills; development and strengthening of specific personal and professional competencies necessary for efficient education. Primary goal is to adopt efficient communication, and empathy. Students are led towards group work just like in supervision. The group dynamics is used. Community strategy emphasizes the interdisciplinary context of special pedagogy and education
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Prerequisites
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Special education and consecutive knowledge gained through the educational background.
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Assessment methods and criteria
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Student's performance analysis
Active attending supervision meetings, processing of auto-vision, submission of portfolio.
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Recommended literature
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AMBROZOVÁ, E., POKORNÝ, V. Umění komunikace - znak profesionální kompetence: sociálně psychologický výcvik - manuál k metodice výcviku. Brno: Ústav psychologického poradenství a diagnostiky, 2002. ISBN 80-86568-14-8.
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BAŠTECKÁ, B., ČERMÁKOVÁ, V., KINKOR, M. Týmová supervize: teorie a praxe. Praha: Portál, 2016. ISBN 978-80-262-0940-9.
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KOLAŘÍK, M. Interakční psychologický výcvik. Praha: Grada, 2011. ISBN 978-80-247-2941-1.
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KŘIVOHLAVÝ, J. Hořet, ale nevyhořet. Kostelní Vydří: Karmelitánské nakladatelství, 2012. ISBN 978-80-7195-573-3.
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