PdF:PDR_PER2 The pedagogy and reality - Course Information
PDR_PER2 The pedagogogy as a science about educational reality
Faculty of EducationSpring 2025
- Extent and Intensity
- 0/0/10. 3 credit(s). Type of Completion: z (credit).
In-person direct teaching - Teacher(s)
- prof. PhDr. Vlastimil Švec, CSc. (lecturer)
doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D. (lecturer) - Guaranteed by
- prof. PhDr. Vlastimil Švec, CSc.
Department of Education – Faculty of Education
Contact Person: Gabriela Vohradská
Supplier department: Department of Education – Faculty of Education - Prerequisites (in Czech)
- PDR_PER1 The pedagogy and reality
- 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
- Education (programme PdF, D-PD4) (2)
- Social Education (programme PdF, D-PD4) (2)
- Course objectives
- to deepen knowledge about educational processes about an influence of environment on the personality, about an influence of educational subjects, which student acquired during his/her study of pedagogogy. The students should be able to critically evaluate of pedagogical reality, to investigate and use results for the development of personality.
- Syllabus
- 1. Thematic unit – education environment
- Education reality – the concept defining
- Pedagogy and reality
- Edaucational environment and its typology
- Educational environment of family and school
- The structure and context of educational processes
- Educational process as a one of social interaction kind
- Input determinants of educational processes
- Educational processes of the class, psychosocial climate of the class
- Psychosocial climate of school and culture of the school
- The relationship of the heredity, environment and education
- 2. Thematic unit – aims of education
- Value orientation and education, pedagogical teleology
- Aims of education as orientation of educational process
- The aims of education
- The function of education aims
- The relationship among aims, conditions and tools of education
- The taxonomy of educational means
- The pyramid of educational aims
- The aim orientation in the teaching process
- The aims of education in ancient times, middle ages, renascence, enlightenment and modern society
- Educational fields and their aims direct
- 3. Thematic unit – content of education
- The transformation of the aims into education process
- The concretization of the aims in the society development
- The content of education in the history
- The educational fields and areas (the content of ethics, esthetic etc.)
- Ontodidactic and psychodidactic transformation of content
- The conceptions, dimensions and forms of curriculum
- The curriculum in th educational programmes
- The standards in education
- 4. Thematic unit – pedagogical communication and interaction: the processes of teaching and their participants
- Pedagogical communication and interaction - the concept definition
- The dialogical character of pedagogical communication
- Communication at school: verbal and nonverbal communication, tasks, teachers questions and pupils answers, power constellation at class
- Time and space view in pedagogical communication, organizational forms of teaching
- Social aspects of pedagogical interaction: teachers attitudes toward pupils and teachers expectation
- Teaching in school context: pupils preconcepts, conceptual teaching and conceptual change, teaching from the text and pictures, social and psychomotoric teaching
- Learning strategies and stley od learning, autoregulation of learning
- Teachers conception of education, teachers thinking, interactive a learning style of teacher, teachers knowledge and behavior
- The learning process and its conceptions, the key elements in the process of teaching
- The learning conceptions and methods: the concept learning method? classification of learning methods, activate and complex methods
- 5. Thematic unit – creativity as a source of personal development
- The view of activity in the history of pedagogy
- The functions of activity in education
- The independence in the personal development
- The creativity in education
- The base of cretaivity
- The relationship of activity, independence and creativity by the formation of personality
- Creative pupil, creative teacher, creative school
- The methods developing of the pupils creativity
- The creative procress, problem solving
- The development of creative personality
- Literature
- required literature
- Walterová, E. (2004). Úloha školy v rozvoji vzdělanosti. Brno: Paido.
- Helus, Z. (2004). Dítě v osobnostním pojetí. Praha: Portál.
- Bertrand, Y. (1998). Soudobé teorie vzdělávání. Vyd. 1. Praha: Portál.
- Havlík, R., & Koťa, J. (2002). Sociologie výchovy a školy. Praha: Portál.
- Brezinka, W. (2001). Východiska k poznání výchovy. Brno: L. Marek.
- Maňák, J., Janík, T., Švec, V. (2008). Kurikulum v současné škole. Brno: Paido.
- Švec, V. (2005). Pedagogické znalosti: teorie a praxe. Praha: ASPI Publishing.
- Pelikán, J. (2007). Hledání těžiště výchovy. Praha: Karolinum.
- Šeďová, K., Švaříček, R., & Šalamounová, Z. (2012). Komunikace ve školní třídě. Praha: Portál.
- Pasch, M. et al. (1998). Od vzdělávacího programu vyučovací hodině. Praha: Portál.
- Lojová, G., & Vlčková, K. (2011). Styly a strategie učení ve výuce cizích jazyků. Praha: Portál.
- Jurčová, M. (2009). Tvorivosť v každodennom živote a vo výskume. Bratislava: IRIS.
- Kožmín, T. (1995). Tvořivý sloh. Praha: Victoria Publishing.
- Maňák, J., & Švec, V. (2003). Výukové metody. Brno: Paido.
- Rámcový vzdělávací program pro základní vzdělávání. (2005). Praha: VÚP.
- Poláková, J. (2008). Smysl dialogu. O směřování k plnosti lidské komunikace. Praha: Vyšehrad.
- Zelina, M. (2004). Stratégie a metódy rozvoja osobnosti dieťaťa. Bratislava: IRIS.
- Hlavsa, J. (1981). Psychologické metody výchovy k tvořivosti. Praha: SPN.
- Malina, J. et al. (1993). O tvořivosti ve vědě, politice a umění. Brno: MU.
- Maňák, J. (1995). Rozvoj aktivity samostatnosti a tvořivosti žáků. Brno: MU.
- Skalková, J. (1971). Aktivita žáků ve vyučování. Praha: SPN.
- Mareš, J., & Křivohlavý, J. (1995). Komunikace ve škole. Brno: MU.
- Hrbáčková, K. et al. (2010). Kognitivní a nonkognitivní determinanty rozvoje autoregulace učení studentů. Brno: Paido.
- Janík, T., Maňák, J., & Knecht, P. (2009). Cíle a obsahy školního vzdělávání a metodologie jejich utváření. Brno: Paido.
- Národní program rozvoje vzdělávání v ČR. Bílá kniha. (2001). Praha: Ústav informací ve vzdělávání.
- Prokop, J. (2005). Škola a společnost v kritických teoriích druhé poloviny 20. století. Praha: Karolinum.
- Dacey, J. S., & Lennon, K. H. (2000). Kreativita. Praha: Grada.
- Vybíral, Z. (2000). Psychologie lidské komunikace. Praha: Portál.
- Mareš, J. (1998). Styly učení žáků a studentů. Praha: Portál.
- Kučerová, S. (1996). Člověk, hodnoty, výchova. Prešov: ManaCon.
- Janík, T. (2005). Znalost jako klíčová kategorie učitelského vzdělávání. Brno: Paido
- Walterová, E. (1994). Kurikulum: Proměny a trendy v mezinárodní perspektivě. Brno: MU.
- Chalupa, B. (2005). Tvořivé myšlení. Brno: Barrister a Pricipal.
- Kožuchová, M. (1995). Rozvoj technickej tvorivosti. Bratislava: SPN.
- Čáp, J., & Mareš, J. (2001). Psychologie pro učitele. Praha: Portál.
- Gavora, P. (2005). Učitel a žáci v komunikaci. Brno: Paido.
- Teaching methods
- lectures, seminar
- Assessment methods
- assessment of outputs
- Language of instruction
- Czech
- Further comments (probably available only in Czech)
- The course is taught annually.
Note related to how often the course is taught: dle rozvrhu. - Listed among pre-requisites of other courses
- Enrolment Statistics (recent)
- Permalink: https://is.muni.cz/course/ped/spring2025/PDR_PER2