Fy6004 Practice Reflection 2

Faculty of Education
Autumn 2024
Extent and Intensity
0/0/.3. 1 credit(s). Type of Completion: z (credit).
In-person direct teaching
Teacher(s)
Mgr. Petr Novák, Ph.D. (seminar tutor)
Mgr. Petr Svojanovský, Ph.D. (seminar tutor)
Guaranteed by
Mgr. Petr Svojanovský, Ph.D.
Department of Education – Faculty of Education
Supplier department: Department of Physics, Chemistry and Vocational Education – Faculty of Education
Prerequisites
!NOWANY( UO6004 Practice Reflection 2 , Bi6004 Practice Reflection 2 , HL6004 Practice Reflection 2 , HV6004 Practice Reflection 2 , CH6004 Practice Reflection 2 , KL6004 Practice Reflection 2 , OV6004 Practice Reflection 2 , AJ6004 Practice Reflection 2 , CJ6004 Practice Reflection 2 , De6004 Practice Reflection 2 , FJ6004 Practice Reflection 2 , Kv6004 Practice Reflection 2 , MA6004 Practice Reflection 2 , NJ6004 Practice Reflection 2 , RJ6004 Practice Reflection 2 , RV6004 Practice Reflection 2 , SP6004 Practice Reflection 2 , TE6004 Practice Reflection 2 , Vi6004 Practice Reflection 2 , VV6004 Practice Reflection 2 , Ze6004 Practice Reflection 2 )
!NOWANY(HL6004,HV6004,CH6004,KL6004,OV6004,AJ6004,Bi6004,CJ6004,De6004,FJ6004,Kv6004,MA6004,NJ6004,RJ6004,RV6004,SP6004,TE6004,Vi6004,VV6004,Ze6004).
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
there are 32 fields of study the course is directly associated with, display
Course objectives
The purpose of this course for students is to offer them space for reflection of experience from their own teaching practice realised within the course of Teaching practice 2 and Teaching practice 3 and to help them enhance their reflective and self-reflective skills in relation to their teaching practice.
Learning outcomes
Teaching outcomes: After completing the seminar the student will: • better understand essential aspects of pedagogical situations and questions, which have been a discussion subject in the seminar – regarding the seminar discussion, s/he can e.g. name and evaluate differences between various ways of didactic transformation of the subject matter; • be able to intentionally use reflection (and self-reflection) as a tool for professional learning – s/he can be able to e.g. explain strengths and weaknesses of his/her own pedagogical (and specifically didactic) performance and suggest specific steps for their further positive development.
Syllabus
  • • understanding the differences between descriptive and reflective writing • group work with a pedagogical (reflective) diary • acquiring of reflection and self-reflection as a tool for professional learning with respect to generally pedagogical and psychological aspect of teacher’s work
Literature
    required literature
  • 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
  • KYRIACOU, Chris. Klíčové dovednosti učitele : cesty k lepšímu vyučování. Translated by Dominik Dvořák - Milan Koldinský. 2. vyd. Praha: Portál, 2004, 155 s. ISBN 8071789658. info
  • ŠIMONÍK, Oldřich. Začínající učitel (The beginning teacher). dotisk 1. vydání. Brno: MU, 1995, 101 pp. Spisy pedagogické fakulty MU, sv. 56. ISBN 80-210-0944-6. info
    recommended literature
  • SCHÖN, Donald A. Educating the reflective practitioner. San Francisco: Jossey-Bass, 1987, xvii, 355. ISBN 1555422209. info
    not specified
  • PÍŠOVÁ, Michaela, Světlana HANUŠOVÁ, Klára KOSTKOVÁ, Věra JANÍKOVÁ, Petr NAJVAR and František TŮMA. Učitel expert: jeho charakteristiky a determinanty profesního rozvoje (na pozadí výuky cizích jazyků) (Expert teacher: the nature of expertise and determinants of professional development (in FLT perspective)). první. Brno: Masarykova univerzita, 2013, 237 pp. ISBN 978-80-210-6681-6. info
  • DYTRTOVÁ, Radmila and Marie KRHUTOVÁ. Učitel : příprava na profesi. Vyd. 1. Praha: Grada, 2009, 121 s. ISBN 9788024728636. URL info
  • KORTHAGEN, F. A. J. and Jos KESSELS. Linking practice and theory : the pedagogy of realistic teacher education. London: Routledge, 2008, xvi, 312. ISBN 9780805839814. info
Teaching methods
• various forms of group discussions; • work with reflective diaries.
Assessment methods
• active participation in the seminar; • submission of records in the reflective diary.
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught: in blocks.
Note related to how often the course is taught: Předmět probíhá dvakrát za semestr, vždy po dvou hodinách.
Information on the extent and intensity of the course: 4 hodiny.
Listed among pre-requisites of other courses

Zobrazit další předměty

The course is also listed under the following terms Spring 2017, Autumn 2017, Spring 2018, Autumn 2018, Spring 2019, Autumn 2019, Spring 2020, autumn 2020, Spring 2021, Autumn 2021, Spring 2022, Autumn 2022, Spring 2023, Autumn 2023, Spring 2024, Spring 2025.
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