SZ6097 Theory and Methodology of Education

Faculty of Education
Spring 2021
Extent and Intensity
0/0/.5. 2 credit(s). Type of Completion: k (colloquium).
Teacher(s)
Mgr. Lenka Gulová, Ph.D. (lecturer)
doc. PaedDr. Hana Horká, CSc. (lecturer)
Mgr. et Mgr. Markéta Košatková, Ph.D. (lecturer)
Mgr. et Mgr. Martina Kurowski, Ph.D. (lecturer)
doc. Mgr. Kateřina Lojdová, Ph.D. (lecturer)
Mgr. Bc. Jan Nehyba, Ph.D. (lecturer)
doc. PhDr. Jiří Němec, Ph.D. (lecturer)
Mgr. Radek Pospíšil, Ph.D. (lecturer)
Mgr. Ondřej Stejskal (assistant)
Guaranteed by
doc. PhDr. Jiří Němec, Ph.D.
Department of Social Education – Faculty of Education
Supplier department: Department of Social Education – Faculty of Education
Timetable
Sat 20. 3. 17:00–19:50 učebna 35, Sat 22. 5. 8:00–10:50 učebna 35
Prerequisites (in Czech)
!NOWANY( SZ6629 Theory and Methodology of Education , SZ6029 Theory and Methodology of Education )
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
Course objectives
The course Educational Theory and Methodology is included in the innovated curriculum considering the profile of a graduate of a bachelor’s programme, which develops general teaching competencies, such as the ability to plan attractive educational activities from a selected area of interest (see the concept of the course’s seminars). It also sets to convey some incommunicable experience of the methods of personality development (the conative, ethical, aesthetic, social, etc. areas). The individual lectures are designed as a series of specific educational concepts (theories), the knowledge of which is a part of broader professional competencies, which the graduate can apply as an employee of non-school educational facilities (childcare worker, leisure-time animator) or later as a teacher. The lectures introduce topics, which are currently highly relevant for the society. According to their own interests, the students choose a practical (activation) seminar where they learn about practical methods and specific development of competencies through self-experiential forms of education. Some examples of these seminars are the Theory and Methodology of Games, T&M of Multicultural Education, T&M of Drama Education, T&M of Aesthetic Education, T&M of Environmental Education, T&M of Health Education, Basics of Axiology, etc. The lecture blocks also involve meeting with interesting and important people who, by speaking from experience, can share content with the students which would otherwise be hard to communicate; e.g. the Holocaust, etc.
Learning outcomes
After completing the course, the students will be able to: • describe areas of education and find links between their selected theories and practical examples. • construct a simple educational concept of a several-day-long event (outdoor school, school camp, course, etc.) including suggestions for specific activities regarding specific groups (participants) • describe the essence of social and personality education and illustrate it using examples • create a set of games appropriate for the development of specific cognitive processes and areas of personality development • design specific educational strategies for pupils with a different cultural background, with a social disadvantage, etc., with the goal of creating a positive classroom climate • describe the processes that lead to child (pupil) exclusion from the natural social environment (e.g. a class, peer group, family, etc.) and suggest prevention measures • work with the idea of values within the educational process • describe the importance of multicultural education in schools • understand new teaching approaches applied in the practice of education Key concepts: value education, otherness, multicultural education, leisure-time education, socially-educational aspect of education, respect, culture of recognition, society, family, school
Syllabus
  • 1. The 21st century school. The goal of the lecture is to point out the transformation of the society in terms of the current global issues impacting the individual, family and the society as a whole. 2. Difficult situations a teacher must face. The goal of the lecture is to introduce the socially educational aspect of education to the students. 3. Natural environments of child upbringing. The lecture aims to provide insight into the transformation of families depending on space and time. 4. Value education as part of teaching, the axiological dimension in teaching. The goal of this lecture is to address the topic of values in relation to the process of education. 5. Recognition culture at school. The goal of the lecture is to discuss the topic of otherness at schools, underline the importance of multicultural education as a means of fostering respect, tolerance and constructive cooperation. 6. Games and experiential learning methods. The goal of the lecture is to explain to the students how pupils can learn through games. 7. What and how we learn in free time. The platform of experientially-reflective learning – theoretical approaches with practical examples. 8. Alternative methods of education. The lecture aims to introduce current alternative methods and their possible application at schools.. 9. Drama education at school. The goal of the lecture is to introduce selected methods of drama education that can be applied in the practice of teaching. 10. Social exclusion of pupils. The lecture aims to ascertain where classroom assistants or teachers can turn for help when encountering social exclusion of their pupils, whether at school (school consulting centre) or outside of it (an education counselling centre under the Ministry of Education). 11. How are attitudes and prejudices formed? The goal of the lecture is to introduce theories, which explain the process of prejudice formation in a classroom and explain the principles at work when relationships are formed. 12. Social-educational aspects of classroom communication. The goal of the lecture is to introduce the importance of the non-verbal and the paralinguistic component of communication in a classroom. 13. A child as the key to lifelong learning. The basic premise is that if we wish to educate children and motivate them towards lifelong learning, it is necessary to involve parents and the broader community – to create a learning community. 14. Inspirational practice.
Literature
    recommended literature
  • BREZINKA, Wolfgang. Východiska k poznání výchovy : úvod k základům vědy o výchově, k filozofii výchovy a k praktické pedagogice. Translated by Alexandr Tuček. 1. vyd. Brno: L. Marek, 2001, 310 s. ISBN 8086263231. info
    not specified
  • DAMASIO, Antonio R. Descartesův omyl : emoce, rozum a lidský mozek. Translated by Lucie Bankovská Motlová - Alžběta Hesová. Vydání první. Praha: Mladá fronta, 2000, 259 stran. ISBN 8020408444. info
Teaching methods
Study the individual topics in the syllabus, familiarize themselves with the recommended reading and prepare for the written test.
Assessment methods
written test
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
Information on the extent and intensity of the course: 6 hodin.
The course is also listed under the following terms Spring 2020, Spring 2022, Spring 2023, Spring 2024, Spring 2025.
  • Enrolment Statistics (Spring 2021, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2021/SZ6097