nk4121 Reflection on Practice 1

Faculty of Sports Studies
spring 2025
Extent and Intensity
0/0/0. 3 credit(s). Type of Completion: z (credit).
In-person direct teaching
Teacher(s)
Mgr. Jiří Sliacky, Ph.D. (seminar tutor)
Mgr. Olga Čechová (assistant)
Guaranteed by
Mgr. Jiří Sliacky, Ph.D.
Department of Physical Education and Social Sciences – Faculty of Sports Studies
Contact Person: Mgr. Jiří Sliacky, Ph.D.
Supplier department: Department of Physical Education and Social Sciences – Faculty of Sports Studies
Prerequisites
( nk4111 Introduction to Ped. Practices || n4111 Introduction to Ped. Practices ) &&BOZP_OK(bozp_po_stud) && BOZP_OK(bozp_po_stud_fsps)
A prerequisite for enrolment in the subject is previous completion of n4111 Introduction to Teaching Practice. Since the subject is linked in content to the parallel pedagogical practice, it can be taken only if the student is also taking n4120 Pedagogical Practices 1.
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The main objective of the subject is to actively involve students in reflecting on the teaching or observed teaching and to develop their diagnostic, evaluative, self-assessment and communicative competences. The main objective is fulfilled through defining methods and procedures of reflection and self-reflection, perceiving the procedural aspect of reflection and self-reflection, setting basic rules for giving feedback, and above all, having to concrete experience with reflective teaching.
Learning outcomes
After completion of the subject, students will:
­define the different methods and procedures of reflection and self-reflection of teaching
­characterise the process aspects of reflection and self-reflection
­define the rules for giving feedback
­gives feedback in an appropriate way
­sets a specific objective for reflection and respects the necessary conditions for reflection, the factors involved and the necessary rules
­explain the importance of reflection for further professional development
­formulate objectives for their further professional development on the basis of reflection
­sets criteria for evaluating to fulfilling of their professional development objectives
Syllabus
  • 1. Methods and procedures of reflection and self-reflection of teaching (reflective model ALACT, reflective methodology 3A, case study, analysis of video of teaching).
  • 2. Procedural aspects of reflection and self-reflection (conditions, factors).
  • 3. Feedback and rules of its provision.
  • 4. Competence framework of the graduate teacher.
  • 5. Formulation of professional development objectives and setting of evaluation criteria.
Literature
    required literature
  • JANÍK, Tomáš and Petr NAJVAR. Fred A. J. Korthagen - Jak spojit praxi s teorií: didaktika realistického vzdělávání učitelů. (Fred A. J. Korthagen - Linking Practice and Theory: The Pedagogy of Realistic Teacher Education.). 1st ed. Brno: Paido, 2011, 294 pp. ISBN 978-80-7315-221-5. info
    recommended literature
  • DYTRTOVÁ, Radmila and Marie KRHUTOVÁ. Učitel : příprava na profesi. Vyd. 1. Praha: Grada, 2009, 121 s. ISBN 9788024728636. URL info
  • REITMAYEROVÁ, Eva. Cílená zpětná vazba : metody pro vedoucí skupin a učitele. Illustrated by Věra Broumová. Vydání první. Praha: Portál, 2007, 173 stran. ISBN 9788073673178. info
  • PÍŠOVÁ, Michaela. Klinický rok: procesy profesního rozvoje studentů učitelství a jejich podpora (Clinical year: professional development processes in student teachers and their support). první. Pardubice: Univerzita Pardubice, Fakulta humanitních studií, 2005, 231 pp. Monografica. ISBN 80-7194-744-X. info
  • NELEŠOVSKÁ, Alena. Pedagogická komunikace v teorii a praxi : význam komunikace, vztah učitele k žákovi, komunikace ve škole, ukázky. Vydání 1. Praha: Grada, 2005, 171 stran. ISBN 8024707381. URL info
  • JANÍK, Tomáš and Jiří HAVEL. Pedagogická praxe a profesní rozvoj studentů (Teaching practice and students development). 2005. info
  • KYRIACOU, Chris. Řešení výchovných problémů ve škole. Translated by Dagmar Tomková. Vydání první. Praha: Portál, 2005, 151 stran. ISBN 8071789453. info
  • NAVRÁTIL, Stanislav and Jan MATTIOLI. Školní konflikty : jak jim předcházet? jak je řešit? Brno: Paido, 2005, 72 s. ISBN 8073151065. info
  • LAZAROVÁ, Bohumíra. K možnostem reflexivní práce ve vzdělávání učitelů (Towards possibilities of reflectiv work in teacher education). In Vzdělávat učitele. Příspěvky o inovativní praxi. 1st ed. Brno: Paido, 2001, p. 54-70. ISBN 80-7315-013-1. info
  • NEZVALOVÁ, Danuše. Reflexe v pregraduální přípravě učitele. 1. vyd. Olomouc: Univerzita Palackého v Olomouci, 2000, 72 s. ISBN 8024402084. info
Teaching methods
Discussion and dialogical methods, group teaching, independent work, brainstorming, critical thinking, video-based training.
Assessment methods
Formative feedback within activities in the classroom and on the basis of the analysis of submitted documents, criterial evaluation.
Language of instruction
Czech
Follow-Up Courses
Further comments (probably available only in Czech)
Information on the extent and intensity of the course: 7 h blokově.
Listed among pre-requisites of other courses
The course is also listed under the following terms Spring 2020, spring 2021, spring 2022, spring 2023, spring 2024.
  • Enrolment Statistics (spring 2025, recent)
  • Permalink: https://is.muni.cz/course/fsps/spring2025/nk4121