PdF:SZ6038 Educational Communication - Course Information
SZ6038 Educational Communication
Faculty of EducationSpring 2024
- Extent and Intensity
- 0/0/.5. 3 credit(s). Type of Completion: k (colloquium).
- Teacher(s)
- Mgr. Lenka Ďulíková, Ph.D. (seminar tutor)
Mgr. Miroslav Jurčík, Ph.D. (seminar tutor)
Mgr. Lucie Škarková, Ph.D. (seminar tutor)
Mgr. Alena Bendová, Ph.D. (alternate examiner)
Mgr. Jarmila Bradová, Ph.D. (alternate examiner) - Guaranteed by
- Mgr. Lucie Škarková, Ph.D.
Department of Education – Faculty of Education
Contact Person: Olga Bubnová
Supplier department: Department of Education – Faculty of Education - Timetable of Seminar Groups
- SZ6038/Kombi01: Sat 6. 4. 9:00–11:50 učebna 24, Fri 17. 5. 14:00–16:50 učebna 24, L. Ďulíková
SZ6038/Kombi02: Sat 6. 4. 9:00–11:50 učebna 10, Fri 17. 5. 14:00–16:50 učebna 35, L. Škarková
SZ6038/Kombi03: Sat 6. 4. 9:00–11:50 učebna 35, Fri 17. 5. 17:00–19:50 učebna 35, M. Jurčík - 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
- Teacher Training in Foreign Languages - English Language (programme PdF, B-SPE)
- Teacher Training in Foreign Languages - German Language (programme PdF, B-SPE)
- Speech and Language Therapy (programme PdF, B-LOG)
- German Language for Education (programme PdF, B-NJ3S) (2)
- Lower Secondary School Teacher Training in English Language and Literature (programme PdF, B-SPE)
- Lower Secondary School Teacher Training in History (programme PdF, B-SPE)
- Lower Secondary School Teacher Training in German Language and Literature (programme PdF, B-SPE)
- Lower Secondary School Teacher Training in Russian Language and Literature (programme PdF, B-SPE)
- Lower Secondary School Teacher Training in Special Education (programme PdF, B-SPE)
- Russian Language for Education (programme PdF, B-RJ3S) (2)
- Special Education - Communication Techniques (programme PdF, B-SPD)
- Special Education (programme PdF, B-SPD)
- Special Education (programme PdF, B-SPD, specialization Logopedy)
- Special Education (programme PdF, B-SPD, specialization Ostatní pedie)
- Special Education (programme PdF, B-SPZP)
- Special Education for Education (programme PdF, B-SP3S)
- Lower Secondary School Teacher Training in Physics (programme PdF, N-ZS)
- Lower Secondary School Teacher Training in Chemistry (programme PdF, N-ZS)
- Teacher Education - Vocational Training (one-field combined) (programme PdF, B-OVP)
- Health Education (programme PdF, B-VZ3S)
- Child and Youth Afterschool Education (one-field combined) (programme PdF, B-VY)
- Course objectives
- The aim of the course is to
(a) familiarize students with the specifics of classroom communication. This will be achieved by various teaching methods and forms that will allow students to observe and evaluate the diversity of classroom communication when using them in the instruction;
(b) develop student's ability to reflect specific educational situations in relation to characteristics of classroom communication as well as in relation to individual actors of classroom communication (teacher, teacher assistant, pupil, parent).
• describe and analyze teaching or educational situation (among other, virtual classroom observations on websites rvp.cz are used) in terms of classroom communication, making use of scientific terminology. Propose an alteration to teaching or educational situation, which corresponds with the rules of effective classroom communication. - Learning outcomes
- At the end of this course:
• the student discusses selected issues of pedagogical communication. In argumentation, he uses the knowledge gained from the study of professional literature.
• the student evaluates his current pedagogical communication, names its strengths, identifies ways to improve it .;
• the student provides the classmate with functional feedback on specific communication skills and thus demonstrates the acquisition of this skill at the required level and at the same time an understanding of pedagogical communication in a specific pedagogical situation .;
• the student analyzes teaching or educational situations or examples of communication from the school environment (eg anonymized written communication, examples of written feedback, or teaching communication within video recordings from teaching such as virtual observation from the rvp. cz website), tries to suggest an alteration of teaching or educational situation, which corresponds to the rules of effective pedagogical communication. - Syllabus
- Main topics (syllabus): • 1. Classroom communication and classroom interaction, Verbal communication (spoken and written) and nonverbal communication. The specifics of classroom communication (IFR structure, dialogue in instruction, conditions, methods, content, resources, objectives), Presentation skills – PowerPoint. Feedback - its types, functions, and importance for an individual's learning. Teacher's questions. • 2 Effective parents and teachers' communication in the schools. Effective communication with parents: teacher-pupil - parent. Techniques of interviewing, listening, summarizing, recapitulation. Way of Council - method of communication. • 3. Communication in difficult education situations (use of space in classroom communication, emotional side of classroom communications (acceptance, empathy, positivity, expressivity, humor, etc.). Nonviolent communication.
- Literature
- required literature
- ŠEĎOVÁ, Klára, Zuzana ŠALAMOUNOVÁ, Roman ŠVAŘÍČEK, Martin SEDLÁČEK, Martin MAJCÍK and Jana NAVRÁTILOVÁ. Výuková komunikace (Classroom Discourse). Brno: Muni press, 2019, 175 pp. 1. ISBN 978-80-210-9529-8. info
- GAVORA, Peter. Učitel a žáci v komunikaci. Translated by Veronika Lyková. Brno: Paido, 2005, 165 stran. ISBN 8073151049. info
- recommended literature
- ŠEĎOVÁ, Klára, Roman ŠVAŘÍČEK and Zuzana ŠALAMOUNOVÁ. Komunikace ve školní třídě (Communication in classroom). Vyd. 1. Praha: Portál, 2012, 293 pp. ISBN 978-80-262-0085-7. info
- MEŠKOVÁ, Marta. Motivace žáků efektivní komunikací. Vyd. 1. Praha: Portál, 2012, 135 s. ISBN 9788026201984. info
- not specified
- Švaříček, R., & Šalamounová, Z. (2013). Vizuální akty ve výukové komunikaci. Pedagogická orientace, 23(1), 48–71.
- Vybrané studie z časopisu Komenský: http://www.ped.muni.cz/komensky/predesle-rocniky
- VLČKOVÁ, Kateřina, Kateřina LOJDOVÁ, Josef LUKAS, Jan MAREŠ, Zuzana ŠALAMOUNOVÁ, Tomáš KOHOUTEK, Jarmila BRADOVÁ and Stanislav JEŽEK. Z posluchárny za katedru: Mocenské vztahy ve výuce studentů učitelství (From a Lecture Hall to a Teacher´s Desk Power Relations in Student Teacher Classes). Online. 1., elektronické vyd. Brno: Masarykova univerzita, 2015, 237 pp. ISBN 978-80-210-8097-3. Available from: https://dx.doi.org/10.5817/CZ.MUNI.M210-8097-2015. Čítárna Munispace info
- PALENČÁROVÁ, Jana and Karel ŠEBESTA. Aktivní naslouchání při vyučování : rozvíjení komunikačních dovedností na 1. stupni ZŠ. Vyd. 1. Praha: Portál, 2006, 102 s. ISBN 8073671018. info
- NELEŠOVSKÁ, Alena. Pedagogická komunikace v teorii a praxi : význam komunikace, vztah učitele k žákovi, komunikace ve škole, ukázky. Vydání 1. Praha: Grada, 2005, 171 stran. ISBN 8024707381. URL info
- CAZDEN, Courtney B. Classroom discourse : the language of teaching and learning. 2nd ed. Portsmouth: Heinemann, 2001, vi, 208. ISBN 0325003785. info
- CANGELOSI, James S. Strategie řízení třídy : jak získat a udržet spolupráci žáků při výuce. Vyd. 3. Praha: Portál, 2000, 289 s. ISBN 8071784060. info
- MAREŠ, Jiří and Jaro KŘIVOHLAVÝ. Komunikace ve škole. Vydání první. Brno: Masarykova univerzita, 1995, 210 stran. ISBN 8021010703. info
- Teaching methods
- Presentations, feedback, reflection, discussion.
- Assessment methods
- Additional information:
To complete the course successfully:
- is a requirement to make a video recording of one's own output (training of a monological form of pedagogical communication - interpretation) Video interpretation and feedback is submitted to the information system on a predetermined date. The information is placed in an interactive syllabus. -is a requirement for the elaboration of written feedback on video interpretation within a given group of students and incorporation of the obtained feedback into written self-reflection. Written self-reflection (in the range of 1-2 pages, 5000 characters) is submitted to the delivery room in the information system. The seminar ends with a group evaluation - a colloquium. Students register for the term colloquium in the information system. A student who submitted a video interpretation provided feedback and submitted a self-reflection registers for the colloquium. - 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
- SZ6638 Educational Communication
!NOWANY(SZ6038)
- SZ6638 Educational Communication
- Enrolment Statistics (Spring 2024, recent)
- Permalink: https://is.muni.cz/course/ped/spring2024/SZ6038