PdF:PDR_PER2 The pedagogy and reality - Course Information

PDR_PER2 The pedagogogy as a science about educational reality

Extent and Intensity

0/0/10. 3 credit(s). Type of Completion: z (credit).

Teacher(s)

doc. PhDr. Stanislav Střelec, CSc. (lecturer)
prof. PhDr. Vlastimil Švec, CSc. (lecturer)
doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D. (lecturer)

Guaranteed by

prof. PhDr. Vlastimil Švec, CSc.
Department of Education – Faculty of Education
Contact Person: Soňa Kudelová
Supplier department: Department of Education – Faculty of Education

Prerequisites (in Czech)

PDR_PER1 The pedagogy and reality

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

• Education (programme PdF, D-PD4) (2)
• Social Education (programme PdF, D-PD4) (2)

Course objectives

to deepen knowledge about educational processes about an influence of environment on the personality, about an influence of educational subjects, which student acquired during his/her study of pedagogogy. The students should be able to critically evaluate of pedagogical reality, to investigate and use results for the development of personality.

Syllabus

• 1. Thematic unit – education environment
• Education reality – the concept defining
• Pedagogy and reality
• Edaucational environment and its typology
• Educational environment of family and school
• The structure and context of educational processes
• Educational process as a one of social interaction kind
• Input determinants of educational processes
• Educational processes of the class, psychosocial climate of the class
• Psychosocial climate of school and culture of the school
• The relationship of the heredity, environment and education
• 2. Thematic unit – aims of education
• Value orientation and education, pedagogical teleology
• Aims of education as orientation of educational process
• The aims of education
• The function of education aims
• The relationship among aims, conditions and tools of education
• The taxonomy of educational means
• The pyramid of educational aims
• The aim orientation in the teaching process
• The aims of education in ancient times, middle ages, renascence, enlightenment and modern society
• Educational fields and their aims direct
• 3. Thematic unit – content of education
• The transformation of the aims into education process
• The concretization of the aims in the society development
• The content of education in the history
• The educational fields and areas (the content of ethics, esthetic etc.)
• Ontodidactic and psychodidactic transformation of content
• The conceptions, dimensions and forms of curriculum
• The curriculum in th educational programmes
• The standards in education
• 4. Thematic unit – pedagogical communication and interaction: the processes of teaching and their participants
• Pedagogical communication and interaction - the concept definition
• The dialogical character of pedagogical communication
• Communication at school: verbal and nonverbal communication, tasks, teachers questions and pupils answers, power constellation at class
• Time and space view in pedagogical communication, organizational forms of teaching
• Social aspects of pedagogical interaction: teachers attitudes toward pupils and teachers expectation
• Teaching in school context: pupils preconcepts, conceptual teaching and conceptual change, teaching from the text and pictures, social and psychomotoric teaching
• Learning strategies and stley od learning, autoregulation of learning
• Teachers conception of education, teachers thinking, interactive a learning style of teacher, teachers knowledge and behavior
• The learning process and its conceptions, the key elements in the process of teaching
• The learning conceptions and methods: the concept learning method? classification of learning methods, activate and complex methods
• 5. Thematic unit – creativity as a source of personal development
• The view of activity in the history of pedagogy
• The functions of activity in education
• The independence in the personal development
• The creativity in education
• The base of cretaivity
• The relationship of activity, independence and creativity by the formation of personality
• Creative pupil, creative teacher, creative school
• The methods developing of the pupils creativity
• The creative procress, problem solving
• The development of creative personality

Literature

required literature
• Walterová, E. (2004). Úloha školy v rozvoji vzdělanosti. Brno: Paido.
• Helus, Z. (2004). Dítě v osobnostním pojetí. Praha: Portál.
• Bertrand, Y. (1998). Soudobé teorie vzdělávání. Vyd. 1. Praha: Portál.
• Havlík, R., & Koťa, J. (2002). Sociologie výchovy a školy. Praha: Portál.
• Brezinka, W. (2001). Východiska k poznání výchovy. Brno: L. Marek.
• Maňák, J., Janík, T., Švec, V. (2008). Kurikulum v současné škole. Brno: Paido.
• Švec, V. (2005). Pedagogické znalosti: teorie a praxe. Praha: ASPI Publishing.
• Pelikán, J. (2007). Hledání těžiště výchovy. Praha: Karolinum.
• Šeďová, K., Švaříček, R., & Šalamounová, Z. (2012). Komunikace ve školní třídě. Praha: Portál.
• Pasch, M. et al. (1998). Od vzdělávacího programu vyučovací hodině. Praha: Portál.
• Lojová, G., & Vlčková, K. (2011). Styly a strategie učení ve výuce cizích jazyků. Praha: Portál.
• Jurčová, M. (2009). Tvorivosť v každodennom živote a vo výskume. Bratislava: IRIS.
• Kožmín, T. (1995). Tvořivý sloh. Praha: Victoria Publishing.
• Maňák, J., & Švec, V. (2003). Výukové metody. Brno: Paido.
• Rámcový vzdělávací program pro základní vzdělávání. (2005). Praha: VÚP.
• Poláková, J. (2008). Smysl dialogu. O směřování k plnosti lidské komunikace. Praha: Vyšehrad.
• Zelina, M. (2004). Stratégie a metódy rozvoja osobnosti dieťaťa. Bratislava: IRIS.
• Hlavsa, J. (1981). Psychologické metody výchovy k tvořivosti. Praha: SPN.
• Malina, J. et al. (1993). O tvořivosti ve vědě, politice a umění. Brno: MU.
• Maňák, J. (1995). Rozvoj aktivity samostatnosti a tvořivosti žáků. Brno: MU.
• Skalková, J. (1971). Aktivita žáků ve vyučování. Praha: SPN.
• Mareš, J., & Křivohlavý, J. (1995). Komunikace ve škole. Brno: MU.
• Hrbáčková, K. et al. (2010). Kognitivní a nonkognitivní determinanty rozvoje autoregulace učení studentů. Brno: Paido.
• Janík, T., Maňák, J., & Knecht, P. (2009). Cíle a obsahy školního vzdělávání a metodologie jejich utváření. Brno: Paido.
• Národní program rozvoje vzdělávání v ČR. Bílá kniha. (2001). Praha: Ústav informací ve vzdělávání.
• Prokop, J. (2005). Škola a společnost v kritických teoriích druhé poloviny 20. století. Praha: Karolinum.
• Dacey, J. S., & Lennon, K. H. (2000). Kreativita. Praha: Grada.
• Vybíral, Z. (2000). Psychologie lidské komunikace. Praha: Portál.
• Mareš, J. (1998). Styly učení žáků a studentů. Praha: Portál.
• Kučerová, S. (1996). Člověk, hodnoty, výchova. Prešov: ManaCon.
• Janík, T. (2005). Znalost jako klíčová kategorie učitelského vzdělávání. Brno: Paido
• Walterová, E. (1994). Kurikulum: Proměny a trendy v mezinárodní perspektivě. Brno: MU.
• Chalupa, B. (2005). Tvořivé myšlení. Brno: Barrister a Pricipal.
• Kožuchová, M. (1995). Rozvoj technickej tvorivosti. Bratislava: SPN.
• Čáp, J., & Mareš, J. (2001). Psychologie pro učitele. Praha: Portál.
• Gavora, P. (2005). Učitel a žáci v komunikaci. Brno: Paido.

Teaching methods

lectures, seminar

Assessment methods

assessment of outputs

Language of instruction

Czech

Further comments (probably available only in Czech)

Study Materials
The course is taught annually.
Note related to how often the course is taught: dle rozvrhu.

Listed among pre-requisites of other courses

• PDR_PER3 The pedagogogy as a science about educational reality
  PDR_PER2  

• Enrolment Statistics (Spring 2016, recent)
  
• Permalink: https://is.muni.cz/course/ped/spring2016/PDR_PER2