SZ6051 School Education

Faculty of Education
Spring 2019
Extent and Intensity
0/0/.5. 4 credit(s). Type of Completion: zk (examination).
Teacher(s)
doc. PaedDr. Hana Horká, CSc. (lecturer)
prof. PhDr. Tomáš Janík, Ph.D., M.Ed. (lecturer)
doc. Mgr. Petr Knecht, Ph.D. (lecturer)
doc. Mgr. Jana Kratochvílová, Ph.D. (lecturer)
doc. Mgr. František Tůma, Ph.D. (seminar tutor)
Mgr. Jarmila Bradová, Ph.D. (alternate examiner)
Mgr. Jana Létalová, Ph.D. (alternate examiner)
Guaranteed by
doc. PaedDr. Hana Horká, CSc.
Department of Education – Faculty of Education
Supplier department: Department of Education – Faculty of Education
Timetable
Fri 1. 3. 18:00–19:50 učebna 50, Fri 29. 3. 18:00–19:50 učebna 50, Fri 26. 4. 18:00–19:50 učebna 50
Prerequisites
!NOWANY( SZ6651 School Education )
The course is also offered to the students of the fields other than those the course is directly associated with.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
there are 9 fields of study the course is directly associated with, display
Course objectives
The objective of this course is (1) to initiate, (2) to support, and (3) to develop professional vision, professional knowledge, and professional action of future teachers.
Learning outcomes
After completing the course, the students should be able to: • Understand and use the basic terminology of school pedagogy. • Apply the basic terminology of school pedagogy to describe, analyze, interpret and evaluate the school as an institution and organization. Describe, analyze and evaluate the selected curricular documents and learning situations. • Characterize the educational environment of the school where they completed the teaching practice. • Describe and explain the curricular processes on a specific example. • Describe and critically analyze the work of the trainer teacher with curricular documents. • Characterize the selected quality criteria of teaching and give reasons for their importance for the teacher´s daily routine on the basis of practical examples. • Plan and evaluate the teaching unit on the basis of self-reflection (reasoning, relevance of the subject, objectives, contents, methods, evaluation and alteration). • Give examples of correctly and incorrectly formulated learning objectives by using the portfolio. • Suggest possible ways how to identify and influence pupils' concepts of learning. • Formulate teaching tasks of different cognitive levels. • Give reasons for using specific teaching methods during their teaching practice, review those methods critically and suggest other possibile methods which can be used in the same or similar teaching context.
Syllabus
  • 1. Introduction into didactics and curriculum theory
  • 2. Educational and curricular policy
  • 3. Educational system, school system, school as learning community and learning environment
  • 4. Education: theories, contents and purposes
  • 5. Transformation of educational aims and contents
  • 6. Textbooks and educational media
  • 7. Classroom instruction: teaching and learning
  • 8. Classroom organisation, classroom management
  • 9. Learning tasks: The perspective of international comparative studies
  • 10. Assessing pupils: Teachers feedback on competence development
  • 11. Analysis and reflection of teaching, improving quality of instruction
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
  • PÍŠOVÁ, Michaela, Petr NAJVAR, Tomáš JANÍK, Světlana HANUŠOVÁ, Klára KOSTKOVÁ, Věra JANÍKOVÁ, František TŮMA and Jana ZERZOVÁ. Teorie a výzkum expertnosti v učitelské profesi (Theory and Research of Expertise in the Teaching Profession). 1. vyd. Brno: Masarykova univerzita, 2011, 154 pp. ISBN 978-80-210-5744-9. info
  • JANÍKOVÁ, Marcela. Základy školní pedagogiky. 1. vydání. Brno: Masarykova univerzita, 2009, 119 stran. ISBN 9788021048799. info
  • SKALKOVÁ, Jarmila. Obecná didaktika. 2., rozš. a aktualiz. vyd. Praha: Grada, 2007, 322 s. ISBN 9788024718217. URL info
  • POL, Milan. Škola v proměnách. 1. vydání. Brno: Masarykova univerzita, 2007, 194 stran. ISBN 9788021044999. info
  • PASCH, Marvin, Trevor G. GARDNER, Georgea M. LANGER, Alane STARK and Christella MOODY. Od vzdělávacího programu k vyučovací hodině. Translated by Milan Koldinský. Vydání druhé. Praha: Portál, 2005, 416 stran. ISBN 8073670542. info
  • WALTEROVÁ, Eliška. Úloha školy v rozvoji vzdělanosti. Brno: Paido, 2004, 295 stran. ISBN 8073150832. info
  • SLAVÍK, Jan. Hodnocení v současné škole : východiska a nové metody pro praxi. Vyd. 1. Praha: Portál, 1999, 190 s. ISBN 8071782629. info
Teaching methods
Lecture and independent studying of compulsory as well as recommended literature.
Assessment methods
On the day of the exam, the student undertakes a written test first. After passing the written test the student can be admitted to the oral exam. Both, written and oral exams are held on the same day. If the test result is „F“, the student is due to sign up for another term.
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
Information on the extent and intensity of the course: 6 hodin.
Listed among pre-requisites of other courses
The course is also listed under the following terms Spring 2017, Spring 2018, Autumn 2019, Spring 2020, autumn 2020, Spring 2021, Autumn 2021, Autumn 2022, Autumn 2023, Autumn 2024.
  • Enrolment Statistics (Spring 2019, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2019/SZ6051