NJ6008 Teaching Practice 3

Faculty of Education
Autumn 2019
Extent and Intensity
0/0/10. 4 credit(s). Type of Completion: z (credit).
Teacher(s)
PhDr. Alice Brychová, Ph.D. (lecturer)
Mgr. Jarmila Bradová, Ph.D. (assistant)
Mgr. Karolína Dundálková, Ph.D. (assistant)
Bc. Denisa Foltová, DiS. (assistant)
doc. PaedDr. Hana Horká, CSc. (assistant)
Mgr. Blanka Klimovič (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. et Mgr. Kateřina Vlčková, Ph.D. (assistant)
Guaranteed by
prof. PhDr. Věra Janíková, Ph.D.
Department of Education – Faculty of Education
Supplier department: Department of German Language and Literature – 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 120 hours. Due to intensive participation in the activities of an elementary or secondary school and a higher number of own lessons (40 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.
Learning outcomes
After completing the subject, the student: • identifies his / her strengths and weaknesses in the role of the teacher, • evaluates his own development in the role of the teacher, • plans, implements and reflects his / her own teaching in co-operation with other duties teacher,
• reflects the climate of specific schools and classes and their impact on their own work,
• reflects on their own reflections, creates the alteration they use in teaching,
identifies individual needs of pupils in class, where he teaches.
Syllabus
  • • actual teaching – 40 lessons, • tandem teaching, • 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
Literature
  • ANDERLIK, Lore. Cesta k inkluzi : úvahy z praxe a pro praxi. Translated by Irena Marušincová. 1. vydání. V Praze: Stanislav Juhaňák - Triton, 2014, 210 stran. ISBN 9788073877651. info
  • VOJTOVÁ, Věra. Cílené strategie podpory inkluzivní praxe školy (Targeted Strategies Promoting Inclusive School Practice). In BARTOŇOVÁ, M., VÍTKOVÁ, M. et al. Vzdělávání žáků se speciálními vzdělávacími potřebami VII. Education of Pupils with Special Educational Needs VII. 1st ed. Brno: Paido, 2013, p. 351-358. ISBN 978-80-7315-246-8. info
  • JANÍK, Tomáš. Akční výzkum jako cesta ke zkvalitňování pedagogické praxe (Action research as a way to improvement of educational practice). In MAŇÁK, Josef and Vlastimil ŠVEC. Cesty pedagogického výzkumu. Brno: Paido, 2004, p. 51-68. Pedagogický výzkum v teorii a praxi, svazek 1. ISBN 80-7315-078-6. info
  • MALEŇÁKOVÁ, Šárka and Vlasta VILÍMOVÁ. Pedagogická praxe studentů Fakulty sportovních studií z pohledu žáků základních a středních škol (The pedagogical practise made by FSpS students from elementary school pupils point of view). In Pedagogická praxe v pregradální přípravě učitelů. 1. vydání. Brno: Masarykova univerzita, 2004, p. 176-181. ISBN 80-210-3378-9. info
  • VYSKOČILOVÁ, Eva and Soňa HERMOCHOVÁ. Cvičení z pedagogické praxe. 1. vydání. Praha: Univerzita Karlova, 1991, 101 stran. ISBN 8070663875. info
  • Cvičení z pedagogické praxe. Edited by Eva Vyskočilová. Praha: Státní pedagogické nakladatelství, 1978, 94 s. info
Teaching methods
practice: observation and teaching
Assessment methods
Assessment method: - 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)
Information on the extent and intensity of the course: 120 hodin.
The course is also listed under the following terms autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023, Autumn 2024.
  • Enrolment Statistics (Autumn 2019, recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2019/NJ6008