CJURS01S Reflection for Czech Teaching I

Faculty of Arts
Spring 2025
Extent and Intensity
0/1/0. 1 credit(s). Type of Completion: z (credit).
In-person direct teaching
Teacher(s)
Mgr. Marcela Křápková Hrdličková, Ph.D. (lecturer)
Mgr. Lucie Taraldsen Medová, M.Phil., Ph.D. (lecturer)
doc. PhDr. Zdeňka Hladká, Dr. (assistant)
prof. Mgr. Pavel Kosek, Ph.D. (assistant)
doc. Mgr. Zuzana Urválková, Ph.D. (assistant)
Guaranteed by
Mgr. Marcela Křápková Hrdličková, Ph.D.
Department of Czech Literature – Faculty of Arts
Contact Person: Mgr. Veronika Bromová, Ph.D.
Supplier department: Department of Czech Literature – Faculty of Arts (50,00 %), Department of Czech Language – Faculty of Arts (50,00 %)
Prerequisites
During the same term, the student also has to enroll in CJUPP01S Preparation for Czech Language and Literature Teaching I.
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 crucial objective of the course is to develop the student's abilities of reflection and self-assessment as enhanced by Preparation for Czech Language and Literature Teaching I. The course will include group reflection (a directed discussion) with other teaching students to support experience sharing. A profession portfolio and a reflective diary will be used to self-assess the undertaken practice.
Learning outcomes
Once the course is complete, the student will be able to:
reflect a class of another teacher,
recognize positive and negative aspects of their teaching,
apply general didactical, pedagogical, and psychological aspects in practice,
critically evaluate and apply basic principles of departmental didactics.
Syllabus
  • The practice reflection includes following clusters of topics:
  • 1) Communication in the class – following questions will be included: Who talks during the lesson? The teacher exclusively, individual pupils or everybody? Are only some pupils active? What does the teacher do / What could the teacher do to make everybody communicate? Does the teacher clear the way to let pupils talk among themselves? How does the teacher support/undermine discipline? How effective are specific measures to prevent inattention? Do pupils argue actively or do they only respond mechanically? How should the teacher speak?
  • 2) Ideas, goals, and reality - we'll focus on the following: How do I define my goals? Have I accomplished them? If yes, why? If not, why? Is 45 minutes enough to accomplish the goal? Had my conception been different from reality?
  • 3) The teacher's identity – the discussion will focus on the following: What makes a teacher's job attractive? What makes it complicated? Have I managed to imagine myself as a teacher, not a (university) student? What do I feel confident in? Am I aware of any weaknesses of mine? What can I do to get rid of them? What type of a teacher do I wish to be? What are my accomplishments, what makes me feel proud?
  • 4) Czech language and literature as a subject – attention will be paid primarily to the following: How well is the subject described in the SEP of the school I taught at? How many lessons are dedicated to it in each year and field? How do teachers split the lessons among literature, language, and writing? Would I change anything in that? Why? Was it apparent that pupils are aware of the importance of the subject? Was the teacher doing anything for it? Have I faced questions such as “What is that good for?”? How did I react to them? Did the teachers reflect specific components of the subject in the chosen methods? Which methods do I consider effective?
  • 5) Topics will be modified to suit the needs and interests of the students.
Literature
  • ŠTĚPÁNÍK, Stanislav. Výuka češtiny mezi tradicí a inovací. Vydání první. Praha: Academia, 2020, 326 stran. ISBN 9788020031198. info
  • JUKLOVÁ, Kateřina. Začínající učitel z pohledu profesního vývoje. Vydání: první. Hradec Králové: Gaudeamus, 2013, 177 stran. ISBN 9788074352669. info
  • JANÍK, Tomáš, Josef MAŇÁK and Petr KNECHT. Cíle a obsahy školního vzdělávání a metodologie jejich utváření (Aims and contents of schooling and its designing). 1st ed. Brno: Paido, 2009, 173 pp. Pedagogický výzkum v teorii a praxi. ISBN 978-80-7315-194-2. info
  • PODLAHOVÁ, Libuše. Ze studenta učitelem : student - praktikant - začínající učitel. 1. vyd. Olomouc: Univerzita Palackého, 2002, 145 s. ISBN 8024404443. info
  • NEZVALOVÁ, Danuše. Reflexe v pregraduální přípravě učitele. 1. vyd. Olomouc: Univerzita Palackého v Olomouci, 2000, 72 s. ISBN 8024402084. info
Teaching methods
Workshops with active participation, reflection and self-evaluation, discussion.
Assessment methods
The student participates in 2 workshops at least. Their topics and dates will be specified at the beginning or during the term. Active participation is expected. At the end of the term or during the exam period, a common meeting focused on reflection of the practices will take place. Prior to the reflective meeting, all required documentation has to be uploaded.
Language of instruction
Czech
Follow-Up Courses
Further Comments
The course is taught: every other week.
Listed among pre-requisites of other courses
The course is also listed under the following terms Spring 2022, Spring 2023, Spring 2024.
  • Enrolment Statistics (Spring 2025, recent)
  • Permalink: https://is.muni.cz/course/phil/spring2025/CJURS01S