UPG004 Methodology of teaching pedagogy: Professional development of a teacher

Faculty of Arts
Spring 2025

The course is not taught in Spring 2025

Extent and Intensity
1/1/0. 6 credit(s). Type of Completion: zk (examination).
Teacher(s)
Mgr. Roman Švaříček, Ph.D. (lecturer)
doc. Mgr. Jiří Zounek, Ph.D. (seminar tutor)
prof. Mgr. Klára Šeďová, Ph.D. (lecturer)
Mgr. Ingrid Procházková, Ph.D. (seminar tutor)
Guaranteed by
prof. Mgr. Klára Šeďová, Ph.D.
Department of Educational Sciences – Faculty of Arts
Supplier department: Department of Educational Sciences – Faculty of Arts
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 20 student(s).
Current registration and enrolment status: enrolled: 0/20, only registered: 0/20, only registered with preference (fields directly associated with the programme): 0/20
fields of study / plans the course is directly associated with
Course objectives
The course draws attention to the importance of teacher professional development and outlines several basic tools for the professional development of the teacher, thus encouraging and motivating teachers to pursue lifelong learning. These tools of professional development can be used both for the development of competences related to teaching and therefore also to didactics of pedagogy, but also in other areas of the teaching profession. Each of the tools will be presented by experienced lecturers who have practical experience with dealing with the issue. Under the guidance of experienced lecturers, the tools of professional development will be presented in detail, and the course will also include practical training in the use of each of the teacher professional development tools.
Learning outcomes
Upon completion of the course, the student will be able to: a) evaluate the possibilities, effects and limits of professional development b) characterize individual basic tools of professional teacher development c) analyse their own teaching, critically assess the conclusions of this analysis and propose possible measures (d) effectively manage their own professional development e) evaluate the effectiveness of their own professional development
Syllabus
  • 1. Professional development of teachers and further teacher education: The importance and effects of professional development, the effects of professional development on student academic achievement and the overall development of teaching, the impact of professional development on the satisfaction with the profession, the analysis of the educational needs of teachers. 2. Professional seniority: The fundamentals and principles of professional seniority, key tools of professional seniority and their use in practice, possibilities and effects of professional seniority (career management skills, ability to cope with change, prevention of burnout syndrome, successful professional practice), limits of professional seniority. 3. Mentoring in the teacher’s work: Fundamentals and principles of mentoring, key mentoring tools and their use in practice, the possibilities and effects of mentoring (peer support, self-management, developing work competences, becoming a professional, intergenerational learning), limits of mentoring. 4. Action research: Fundamentals and principles of action research, key tools of action research and their use in practice, possibilities and effects of action research (ability of self-reflection, self-research, cooperation with students, ability to achieve effective change, ability to learn new skills), the limits of action research.
Literature
    required literature
  • STARÝ, Karel, Dominik DVOŘÁK, David GREGER and Karolina DUSCHINSKÁ. Profesní rozvoj učitelů : podpora učitelů pro zlepšování výsledků žáků. Vydání první. V Praze: Karolinum, 2012, 188 stran. ISBN 9788024620879. info
  • PÍŠOVÁ, Michaela, Karolina DUSCHINSKÁ, Jana KARGEROVÁ, Alena LAMPERTOVÁ, Eva LUKAVSKÁ, Monika SZIMETHOVÁ and Anna TOMKOVÁ. Mentoring v učitelství (Mentoring in the teaching profession). první. Praha: Univerzita Karlova v Praze, Pedagogická fakulta, 2011, 204 pp. ISBN 978-80-7290-518-8. info
    recommended literature
  • ŠEĎOVÁ, Klára, Roman ŠVAŘÍČEK, Martin SEDLÁČEK and Zuzana ŠALAMOUNOVÁ. Jak se učitelé učí. Cestou profesního rozvoje k dialogickému vyučování (How teachers learn. Professional development as a way to dialogic teaching). 1st ed. Brno: Masarykova univerzita, 2016, 325 pp. ISBN 978-80-210-8462-9. info
  • Handbook of professional development in education : successful models and practices, PreK-12. Edited by Andy Hargreaves - Linda E. Martin - Sherry Kragler - Diana J. Quatroch. New York: The Guilford Press, 2014, xxix, 562. ISBN 9781462515219. info
  • POL, Milan. Jak podporovat profesní rozvoj vedoucích pracovníků škol? (How to support school leaders’ professional development?). In Education Quality Management:Ways to Make School Management More Professional. 2014. info
  • NEHYBA, Jan, Bohumíra LAZAROVÁ, David A. KOLB, Fred A. J. KORTHAGEN, David BOUD, Peter JARVIS, Jennifer A. MOON, Jan KOLÁŘ, Saša DOBROVOLNÁ, Jakub ŠVEC and Josef VALENTA. Reflexe v procesu učení. Desetkrát stejně a přece jinak... (Reflection in The Process of Learning. Ten Times Equally Yet Differently...). 1. vyd. Brno: Masarykova univerzita, 2014, 120 pp. ISBN 978-80-210-6489-8. info
  • LAZAROVÁ, Bohumíra. Mentoring jako podpora mezigenerační spolupráce ve škole (Mentoring as a support of integenerational co-operation in school). In Pozdní sběr. O práci zkušených učitelů. 1st ed. Brno: Paido, 2011, p. 99-106, 7 pp. 316. publikace. ISBN 978-80-7315-206-2. info
  • A toolkit for action research. Edited by Sandra M. Alber. Lanham, Md.: Rowman & Littlefield Publishers, 2010, xiii, 185. ISBN 1607096676. info
  • MCINTOSH, Paul. Action research and reflective practice : creative and visual methods to facilitate reflection and learning. 1st pub. London: Routledge, 2010, xii, 195. ISBN 9780203860113. info
  • JANÍK, Tomáš and Marcela JANÍKOVÁ. Akční výzkum: výzkum prováděný učitelem (Action research: teacher research). In ŠVEC, Štefan a kol. Metodologie věd o výchově: Kvantitativně-scientistické a kvalitativně-humanitní přístupy v edukačním výzkumu. 1st ed. Brno: Paido, 2009, p. 255-265. Edice pedagogické literatury, 302. publikace. ISBN 80-88778-73-5. 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
  • MOON, Jennifer A. Learning journals : a handbook for reflective practice and professional development. Second edition. London: Routledge, 2006, viii, 200. ISBN 0203969219. info
  • JANÍK, Tomáš. Akční výzkum jako cesta ke zkvalitňování pedagogické praxe (Action research as a way to improvement of educational practice). In MAŇÁK, Josef and Vlastimil ŠVEC. Cesty pedagogického výzkumu. Brno: Paido, 2004, p. 51-68. Pedagogický výzkum v teorii a praxi, svazek 1. ISBN 80-7315-078-6. info
  • KOHNOVÁ, Jana. Další vzdělávání učitelů a jejich profesní rozvoj. Praha: Univerzita Karlova, Pedagogická fakulta, 2004, 181 s. ISBN 8072901486. info
  • A practicum in TESOL : professional development through teaching practice. Edited by Graham Crookes. 1st pub. Cambridge: Cambridge University Press, 2003, xii, 303. ISBN 0521529980. info
Teaching methods
Lecture, discussion, practical training, reflection.
Assessment methods
Seminar paper.
Language of instruction
Czech
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