SZ6043 Theory and Practice of School

Faculty of Education
Spring 2017
Extent and Intensity
0/1/0. 2 credit(s). Type of Completion: z (credit).
Teacher(s)
doc. PaedDr. Hana Horká, CSc. (lecturer)
prof. PhDr. Tomáš Janík, Ph.D., M.Ed. (lecturer)
doc. PhDr. Mgr. Marcela Janíková, Ph.D. (lecturer)
Guaranteed by
doc. PaedDr. Hana Horká, CSc.
Department of Education – Faculty of Education
Contact Person: prof. PhDr. Tomáš Janík, Ph.D., M.Ed.
Supplier department: Institute for Research in School Education – Faculty of Education
Timetable of Seminar Groups
SZ6043/01: each odd Wednesday 11:10–12:50 učebna 53, T. Janík
SZ6043/02: each odd Wednesday 13:00–14:40 učebna 38, M. Janíková
SZ6043/03: each even Wednesday 11:10–12:50 učebna 53, T. Janík
SZ6043/04: each even Wednesday 13:00–14:40 učebna 38, M. Janíková
Prerequisites (in Czech)
!NOWANY( SZ6044 Theory and Practice of Curriculum , SZ6045 Theory and Practice of Teaching )
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 80 student(s).
Current registration and enrolment status: enrolled: 0/80, only registered: 0/80, only registered with preference (fields directly associated with the programme): 0/80
fields of study / plans the course is directly associated with
Course objectives
In the course students previous knowledge and experience from School Pedagogy will be deepened and systematised. The course is an introduction into study of the school, offers theoretical background and application for school practice. Students will master basic concepts of the theory of school and is able to apply them when describing, analysing and evaluating the school as institution and organisation. Learning outcomes of the course unit: student is able (a) to characterise educational environment of the school where she or he absolved her or his teaching practice; (b) to justify on practical examples the criteria of school quality in the context of teaching; (c) to design and implement criteria for the school self-evaluation, (d) to provide examples of good and not good practice in using evaluation methods.
Syllabus
  • Syllabus: 1.-2. Reasons for establishing school, the role of school in society 3.-4. School and its history 5.-6. School as institution and organisation: management, leadership, governance 7.-8. School as learning organisation: evaluation, development, quality assurance 9.-10. People in school: professional communities 11.-12. School for future: future for school
Literature
    required literature
  • JANÍK, Tomáš, Jan SLAVÍK, Vladislav MUŽÍK, Josef TRNA, Tomáš JANKO, Veronika LOKAJÍČKOVÁ, Jindřich LUKAVSKÝ, Eva MINAŘÍKOVÁ, Jiří SLIACKY, Zuzana ŠALAMOUNOVÁ, Simona ŠEBESTOVÁ, Naďa VONDROVÁ and Pavel ZLATNÍČEK. Kvalita (ve) vzdělávání: obsahově zaměřený přístup ke zkoumání a zlepšování výuky (Quality in Education: content focused approach to analysing and improving instruction). 1. vyd. Brno: Masarykova univerzita, 2013, 434 pp. Syntézy výzkumu vzdělávání, sv. 1. ISBN 978-80-210-6349-5. info
  • Janíková, M., et al. (2009). Základy školní pedagogiky. Brno: Paido.
  • Pasch, M. (2005). Od vzdělávacího programu k vyučovací hodině. Praha: Portál.
  • Pol, M. (2007). Škola v proměnách. Brno: Masarykova univerzita.
  • Píšová, M., Najvar, P., Janík, T., Hanušová, S., Kostková, K., Janíková, V., Tůma, F. & Zerzová, J. (2011). Teorie a výzkum expertnosti v učitelské profesi. Brno: Masarykova univerzita.
  • Skalková, J. (2007). Obecná didaktika. Praha: Grada.
  • Walterová, E., et al. (2004). Úloha školy v rozvoji vzdělanosti. 1. a 2. díl. Brno: Paido.
    recommended literature
  • Svobodová, J., et al. (2007). Výběr z reformních i současných edukačních koncepcí. Brno: MSD.
  • Connelly, F. M. (2007). (Ed.). The SAGE handbook of curriculum and instruction. Thousand Oaks: SAGE.
  • Dvořák, D., Starý, K., Urbánek, P., Chvál, M., & Walterová, E. (2010). Česká základní škola: vícepřípadová studie. Praha: Karolinum.
  • Dvořák, D, Starý, K., & Urbánek, P. (2015). Škola v globální době. Praha: Karolinum.
  • Dvořák, D. (2012). Od osnov ke standardům: proměny kurikulární teorie a praxe. Praha: PedF UK.
  • Kalous, J., & Veselý, A. (2006). (Eds.). Teorie a nástroje vzdělávací politiky. Praha: Karolinum.
  • Maňák, J., & Švec, V. (2003). Výukové metody. Brno: Paido.
  • Janík, T., Maňák, J., & Knecht, P. (2009). Cíle a obsahy školního vzdělávání a metodologie jejich utváření. Brno: Paido.
  • Průcha, J. (2013). Moderní pedagogika. Praha: Portál.
  • Tupý, J. (2014). Tvorba kurikulárních dokumentů v České republice. Brno: MU.
  • Slavík, J. (1999). Hodnocení v současné škole: východiska a nové metody pro praxi. Praha: Portál.
  • Walterová, E., Černý, K., Greger, D., & Chvál, M. (2010). Školství – věc (ne)veřejná? Názory veřejnosti na školu a vzdělávání. Praha: Karolinum.
  • Petty, G. (2009). Evidence-based teaching: A practical approach. Cheltenham: Nelson Thornes.
  • Pol, M., Hloušková, L., Lazarová, B., Novotný, P., & Sedláček, M. (2013). Když se školy učí. Brno: Masarykova univerzita.
Teaching methods
Learning activities and teaching methods used at seminars: group discussion, problem solving, independent study of professional (research-based) literature, processing and presentation of theses; the performance of ongoing tasks.
Assessment methods
The course ended with a credit. Credit is given for systematic and regular work in the seminar lessons and coninuous preparation of essays based on studying professional literature given by the teacher.
Language of instruction
Czech
Further Comments
Study Materials
The course is also listed under the following terms Spring 2018, Spring 2019, Spring 2020.
  • Enrolment Statistics (Spring 2017, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2017/SZ6043