CH6003 Teaching Practice 3

Faculty of Education
Autumn 2018
Extent and Intensity
0/0/5. 2 credit(s). Type of Completion: z (credit).
Teacher(s)
PhDr. Mgr. Monika Bortlíková (lecturer)
Mgr. Blanka Klimovič (lecturer)
Mgr. Jiří Šibor, Ph.D. (lecturer)
Mgr. Jarmila Bradová, Ph.D. (assistant)
Bc. Denisa Foltová, DiS. (assistant)
doc. PaedDr. Hana Horká, CSc. (assistant)
doc. Mgr. Jana Kratochvílová, Ph.D. (assistant)
doc. Mgr. Kateřina Lojdová, Ph.D. (assistant)
Mgr. Bc. Jan Nehyba, Ph.D. (assistant)
Mgr. Jana Obrovská, Ph.D. (assistant)
Mgr. Radek Pospíšil, Ph.D. (assistant)
Mgr. Petr Svojanovský, Ph.D. (assistant)
Mgr. Lucie Škarková, Ph.D. (assistant)
doc. RNDr. Eva Trnová, PhD. (assistant)
doc. Mgr. František Tůma, Ph.D. (assistant)
Mgr. Blanka Vaculík Pravdová, Ph.D. (assistant)
doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D. (assistant)
Guaranteed by
doc. RNDr. Petr Sládek, CSc.
Department of Education – Faculty of Education
Supplier department: Department of Physics, Chemistry and Vocational Education – Faculty of Education
Course Enrolment Limitations
The course is offered to students of any study field.
Course objectives
The purpose of this course is to develop and enhance professional competences acquired during Teaching practice 1 and Teaching practice 2. The practice is of a continuous monthly form, which is realized at the end of the semester. In total, the practice takes 60 hours. Due to intensive participation in the activities of an elementary or secondary school and a higher number of own lessons (20 lessons), a student has a possibility of deeper understanding everyday teacher’s duties. The student becomes in his/her teacher’s role even more independent. Within this course, the student has a possibility to link theoretical knowledge gained in courses of Pedagogy, Psychology and his/her own study field with practical experience and to enhance reflective and self-reflective skills needed for teacher’s profession. Teaching outcomes: After completing the seminar the student will: • identify his/her strengths and weaknesses in teacher’s role • evaluate his/her own development in teacher’s role • plan, realise and reflect on his/her teaching together with other teacher’s duties • reflect on climate of a specific school/class and their influence on his/her own work, • create alterations used in teaching based on reflection of his/her own teaching, • identify pupils’ individual needs in the class, where s/he teaches.
Learning outcomes
After completing the subject, the student: • identifies his / her strengths and weaknesses as a teacher, • evaluates his own development as a teacher, • plans, implements and reflects his / her own teaching in conjunction with other duties of the teacher • can reflect the climate of a particular school and class and their influence on own work • based on reflection, their own hours create the alteration they use in teaching • identify the individual needs of pupils in the class they teach.
Syllabus
  • Main topics (syllabus): - actual teaching – 20 lessons. In case of subject taught at elementary/secondary schools less than twice a week, the student can alter the number of own lessons to an achievable number upon agreement with a didactic professional. If a student teaches less than 20 hours, s/he can substitute the missing lessons with individual tutoring of a pupil (pupils) upon agreement with a mentor or another teacher at school. - activities related to (class) teacher’s assistant, set by a director of elementary school or mentor (e.g. help with correction of written assignments or pupils’ notice books, teaching aids, individual work with pupils with special educational needs, assisting (together with the teacher) pupils’ excursions, preparation of school projects and events, monitoring pupils’ behaviour, participation in parents’ meetings, help with school/class administrative work); - observations of mentor’s lessons (depending on possibilities of the school); - completing long-term complex portfolio tasks – see the Manual of a teacher student in Teaching practice 3
Literature
  • Šimoník, O. (1995). Začínající učitel. Brno: MU
  • Gower, R., Phillips, D., & Walters, S. (1995). Teaching practice handbook. Oxford: Macmillan Heinemann.
  • Vašutová, J. (Ed.). (2007). Být učitelem: co by měl učitel vědět o své profesi. Praha: Univerzita Karlova, Pedagogická fakulta.
  • Kyriacou, Ch. (Ed.). (2008). Klíčové dovednosti učitele: cesty k lepšímu vyučování. Praha: Portál.
  • Petty, G. (2004). Moderní vyučování. Praha: Portál
  • DYTRTOVÁ, Radmila and Marie KRHUTOVÁ. Učitel : příprava na profesi. Vyd. 1. Praha: Grada, 2009, 121 s. ISBN 9788024728636. URL info
Teaching methods
Teaching methods: - active work supervised by a mentor - observation of teacher student’s lesson by a didactic professional - individual consultations
Assessment methods
Assessment method: - teacher student’s evaluation provided by the mentor - regular attendance to the school of the teaching practice
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
Information on the extent and intensity of the course: 60 hodin.
The course is also listed under the following terms Autumn 2017, Autumn 2019, autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023, Autumn 2024.
  • Enrolment Statistics (Autumn 2018, recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2018/CH6003