OV6001 Seminar on Teaching Practice 2

Faculty of Education
Spring 2021
Extent and Intensity
0/0.5/0. 1 credit(s). Type of Completion: z (credit).
Teacher(s)
doc. Mgr. Kateřina Lojdová, Ph.D. (seminar tutor)
Mgr. Petr Svojanovský, Ph.D. (seminar tutor)
Mgr. Lucie Škarková, Ph.D. (seminar tutor)
PhDr. Mgr. Radim Štěrba, Ph.D., DiS. (seminar tutor)
Guaranteed by
Mgr. Petr Svojanovský, Ph.D.
Department of Education – Faculty of Education
Supplier department: Department of Civics – Faculty of Education
Prerequisites
!NOWANY( Fy6001 Seminar on Teaching Practice 2 , HL6001 Seminar on Teaching Practice 2 , HV6001 Seminar on Teaching Practice 2 , CH6001 Seminar on Teaching Practice 2 , KL6001 Seminar on Teaching Practice 2 , AJ6001 Seminar on Teaching Practice 2 , Bi6001 Seminar on Teaching Practice 2 , CJ6001 Seminar on Teaching Practice 2 , De6001 Seminar on Teaching Practice 2 , FJ6001 Seminar on Teaching Practice 2 , Kv6001 Seminar on Teaching Practice 2 , MA6001 Seminar on Teaching Practice 2 , NJ6001 Seminar on Teaching Practice 2 , RJ6001 Seminar on Teaching Practice 2 , RV6001 Seminar on Teaching Practice 2 , SP6001 Seminar on Teaching Practice 2 , TE6001 Seminar on Teaching Practice 2 , Vi6001 Seminar on Teaching Practice 2 , VV6001 Seminar on Teaching Practice 2 , Ze6001 Seminar on Teaching Practice 2 )
!NOWANY(Fy6001,HL6001,HV6001,CH6001,KL6001,AJ6001,Bi6001,CJ6001,De6001,FJ6001,Kv6001,MA6001,NJ6001,RJ6001,RV6001,SP6001,TE6001,Vi6001,VV6001,Ze6001).
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
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. The way of the seminar management is inspired by the concept of the so-called reflecting teams, which is characteristic with cooperation of more professionals from different fields. As a result, the teaching is realized by a didactic professional together with either a pedagogue or psychologist. At the same time, selected mentors will be invited to the seminars. After completing the seminar the student will: 1) 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; 2) 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
  • • group work with a pedagogical (reflective) diary • group work with a professional portfolio • 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
  • 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
  • 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
  • SCHÖN, Donald A. Educating the reflective practitioner. San Francisco: Jossey-Bass, 1987, xvii, 355. ISBN 1555422209. info
Teaching methods
• various forms of group discussions • work with reflective diaries and professional portfolios.
Assessment methods
• active participation in the seminars (80 %) • continuous task completion and submission until the agreed deadline (reflective diary and professional portfolio).
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught: in blocks.
Information on the extent and intensity of the course: 3x90 minut při Učitelské praxi 2 a 2x135 minut při Učitelské praxi 3.
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, Autumn 2021, Spring 2022, Autumn 2022, Spring 2023, Autumn 2023, Spring 2024, Autumn 2024, Spring 2025.
  • Enrolment Statistics (Spring 2021, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2021/OV6001