UCJ01 Preparation for Czech Language Teaching I

Faculty of Arts
Autumn 2021
Extent and Intensity
0/0/0. 12 credit(s) (from 6 credit increase by 6). Type of Completion: z (credit).
Teacher(s)
Mgr. Vlastimil Čech, Ph.D. (lecturer)
Mgr. Marcela Křápková Hrdličková, Ph.D. (lecturer)
Mgr. Dorota Egerlová (assistant)
Mgr. Jana Fantová (assistant)
Guaranteed by
doc. PhDr. Zbyněk Fišer, 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
Prerequisites
UCJL01 Didactics of CzechLanguage and Literature I
UCJJ01 Didactics of Czech Language and Literature II
UZB001 Psychology for teachers I
UZB002 Basic Course in Education
UZB003 Theory of Instruction
UZB004 Psychology for teachers II
UZB005 Special Education & Pedagogical Diagnostics
UZB006 Compendium for Teachers
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 main course objective is for the student to apply the acquired knowledge to the teaching practice and the reflection upon it.

The specific course aims include:
1. learning to independently apply one's own skills when working with communication and information technologies, as well as tools, during the preparation for teaching, as well as planning additional educational activities (tutoring, examining, special courses, excursions, etc.);
2. learning to work with pedagogical documentation and educational plans (RVP, ŠVP, interdisciplinary transversal topics);
3. learning to prepare one's own teaching roles in tandems, in a position of teaching assistant, and an observer that listens to, attends, and shadows school classes;
4. learning to work with students with specific educational needs;
5. learning to reflect upon the of the teaching process, analyse one's own mistakes as well as propose solutions of crisis situations.
Learning outcomes
After the completion of the course, the student shall be able:
- to design e-learning courses and other modern technology tools to the practical teaching on a secondary-school level, in cooperation with secondary-school teachers;
- to assess the risks of the teaching process, the school environment, and the appropriate strategies for resolving crisis situations during the teaching process in the school environment, in cooperation with the secondary-school teacher;
- to prepare themselves for working with students with special educational needs in cooperation with the secondary-school teacher;
- to independently work with pedagogical documentation and with the teaching plans;
- to undertake support activities during the teaching process in the school environment;
- to prepare themselves for teaching in tandems;
- to reflect upon their own mistakes, as well as to propose ways of avoiding mistakes and crisis situations.
Syllabus
  • A. The beginning of the term - classes are realized at the university:
  • a. reflection upon the knowledge acquired from the Didactics of Czech Language and Literature I and II seminars, as well as upon its practical applicability;
  • b. using e-learning and other modern technology tools in the practical teaching on a secondary-school level: getting acquainted with the chosen technologies and the opportunities for their meaningful use in the teaching practice on a secondary-school level (working with web-based Moodle, i-pads, corpuses, interactive tables, etc.);
  • c. presentation and rhetoric skills;
  • d. preparation for teaching Czech to students with special education needs;
  • e. getting acquainted with the risks of the teaching process and the school environment, the strategies of resolving crisis situations in the teaching process in the school environment.
  • f. organisational preparation of the teaching practice.
  • B. Individual teaching practice - classes a realized at chosen secondary schools:
  • a. the student gets acquainted with the environment of the chosen school and with the teacher's job responsibilities;
  • b. the completes the provision of attending and observing classes, while keeping a log of the activities;
  • c. under the secondary-school teacher's leadership, the student is introduced to the ways of resolving crisis situations at the particular school;
  • d. the student gets acquainted with the pedagogical-psychological profile of the students in the class they shall be teaching in;
  • e. under the secondary-school teacher's leadership, the student undertakes support activities (correcting tests and writing assignments, tutoring, organizing excursions, devising individual plans for handicapped students, etc.);
  • f. the student works independently with the pedagogical documentation (the school pedagogical programme, the framework educational programme, the transrsal topics, the organization of the matura, the excursion, etc.);
  • g. the student designs the work with modern teaching technologies and tools in cooperation with the secondary-school teacher;
  • h. the student designs the independently lead class projects in cooperation with the secondary-school teacher;
  • i. the student models the independently lead class projects in cooperation with the secondary-school teacher;
  • j. the student attempts teaching in tandem, as well as individual teaching, in cooperation with the secondary-school teacher.
  • k. the student evaluates their own teaching and preparation, in cooperation with the secondary-school teacher.
  • C. Reflection upon the teaching practice - classes are realized at the faculty:
  • a. guided reflection upon the experience acquired during the teaching practice with the university teachers and the students attending the course UCJ01 Pedagogical practice in teaching Czech;
  • b. evaluation of the knowledge acquired during the teaching practice in the chosen school: analysis of the Czech teacher's most common mistakes and the possibilities for avoidance in practice, avoidance of crisis situations, working with students with specific educational needs;
  • c. written evaluation of the realized teaching practice.
  • D. Class allocation: a) joint study programme - 180 school hours in total, 10 school hours of direct teaching, 10 school hours of tutoring, 5 school hours of tandem teaching, 60 school hours of additional activities (assistance, observing, organisation of excursion, administrative work, preparation for teaching), 10 school hours of sharing and reflection upon one's experiences under the leadership of a departmental pedagogue, 85 school hours of preparation (for teaching and additional pedagogical activities, including work with electronic teaching tools, etc.). b) single study programme - 360 school hours in total, 10 school hours of direct teaching, 20 school hours of tutoring, 20 school hours of tandem teaching, 130 school hours of additional activities (assistance, observing, organisation of excursion, administrative work, preparation for teaching), 10 school hours of sharing and reflection upon one's experiences under the leadership of a departmental pedagogue, 170 school hours of preparation (for teaching and additional pedagogical activities, including work with electronic teaching tools, etc.).
Literature
  • NEUMAJER, Ondřej, Lucie ROHLÍKOVÁ and Jiří ZOUNEK. Učíme se s tabletem - využití mobilních technologií ve vzdělávání (Learning with Tablets - Use of Mobile Technology in Education). Praha: Wolters Kluwer, 2015, 188 pp. ISBN 978-80-7478-768-3. URL info
  • NENIČKOVÁ, Veronika. Možnosti využití slovního mraku ve výuce cizího jazyka (Word Clouds in Foreign Language Teaching). In Krejčová, Elena; Krejčí, Pavel. Výuka jihoslovanských jazyků a literatur v dnešní Evropě. Brno: Porta Balkanica, 2014, p. 253-265. ISBN 978-80-904846-7-2. URL info
  • ZOUNEK, Jiří. E-portfolia jako jiný přístup k učení a hodnocení studentů (E-portfolios as a different approach to learning and assessment of students). Řízení školy: Speciál pro střední školy. Praha: Wolters Kluwer ČR, 2013, roč.10, č. 1, p. 15-17. ISSN 1214-8679. info
  • DRLÍK, Martin. Moodle : kompletní průvodce tvorbou a správou elektronických kurzů. 1. vyd. Brno: Computer Press, 2013, 344 s. ISBN 9788025137598. info
  • ZOUNEK, Jiří and Petr SUDICKÝ. E-learning : učení (se) s online technologiemi (E-learning : teaching and learning with online technologies). Vyd. 1. Praha: Wolters Kluwer Česká republika, 2012, 226 pp. ISBN 978-80-7357-903-6. info
  • ČAPEK, Robert. Třídní klima a školní klima. Vyd. 1. Praha: Grada, 2010, 325 s. ISBN 9788024727424. URL info
  • ZOUNEK, Jiří and Klára ŠEĎOVÁ. Učitelé a technologie : mezi tradičním a moderním pojetím. 1. vydání. Brno: Paido, 2009, 172 stran. ISBN 9788073151874. info
  • ČAPEK, Robert. Odměny a tresty ve školní praxi. Vydání 1. Praha: Grada, 2008, 160 stran. ISBN 9788024717180. info
  • Rámcový vzdělávací program pro gymnázia. Online. Praha: Výzkumný ústav pedagogický v Praze, 2007, 100 pp. ISBN 978-80-87000-11-3. URL info
  • PAVLOVSKÁ, Marie. Dramatická výchova a Rámcový vzdělávací program pro základní vzdělávání. 1st ed. Brno: PdF MU, 2004, 4 pp. Komenský. ISBN 0323-0449. info
  • KRATOCHVÍLOVÁ, Jana. Rámcový vzdělávací program pro základní vzdělávání a didaktická příprava učitele (Framework curriculum for basic education and educational professionnal preparation). In Didaktika - opora proměn výuky? Hradec Králové: Gaudeamus, 2004, p. 64-66. ISBN 80-7041-498-7. info
  • ZOUNEK, Jiří, Rostislav KŘÍŽ and Zuzana KUNZOVÁ. Internet nejen pro studenty : jak hledat a najít. 1. vyd. Praha: Grada, 2003, 104 s. ISBN 8024705702. info
  • ČAPEK, Robert. Pedagogická praxe pro studenty : (alternativní vyučovací hodiny teoreticky i prakticky). 1. vyd. Hradec Králové: Gaudeamus, 2002, 107 s. ISBN 8070418087. info
  • ZOUNEK, Jiří and Rostislav KŘÍŽ. Internet pro pedagogy (Internet for Teachers). 1st ed. Praha: Grada, 2001, 128 pp. Internet pro ... ISBN 80-247-0044-1. info
  • ČAPEK, Robert. Pedagogická praxe pro studenty : od hospitace k souviské praxi. Vyd. 1. Hradec Králové: Gaudeamus, 2001, 133 s. ISBN 80-7041-412-X. info
  • BALVÍN, Jaroslav. Romové a alternativní pedagogika : 16. setkání Hnutí R na Technické univerzitě v Liberci 2.-3. června 2000. Ústí nad Labem: Hnutí R, 2000, 198 s. ISBN 8090246176. info
  • ČECHOVÁ, Marie and Vlastimil STYBLÍK. Čeština a její vyučování : didaktika českého jazyka pro učitele základních a středních škol a studenty učitelství. 2., upr. vyd., v SPN - pedag. Praha: SPN - pedagogické nakladatelství, 1998, 264 s. ISBN 8085937476. info
Teaching methods
Theoretical preparation - introduction, individual study of educational plans (RVP, ŠVP);
analysis - analysis of the pedagogical documentation; analysis of attending and observation of classes, analysis of individual classes;
internship, shadowing, interpretation and evaluation of pedagogical process in the written reflection upon the teaching practice.
Assessment methods
Credits are granted on the basis of the submitted written reflections of the teaching practice at the chosen school.
Language of instruction
Czech
Follow-Up Courses
Further comments (probably available only in Czech)
Study Materials
Information on completion of the course: 12 kreditů získává student jednooborového studia. Student sdruženého studia absolvuje praxi v poloviční hodinové dotaci, a tudíž získává 6 kreditů..
The course is taught each semester.
The course is taught: in blocks.
General note: Student si volí kreditové ohodnocení 6 nebo 12 kreditů podle svého studia.
Information on the extent and intensity of the course: blokově (180 nebo 360 hodin).
Credit evaluation note: 12 kreditů získává student jednooborového studia. Student sdruženého studia absolvuje praxi v poloviční hodinové dotaci, a tudíž získává 6 kreditů.
Teacher's information
https://is.muni.cz/auth/www/143794/workshopy-pro-ucitelske-obory-ff-mu.qwarp
The course is also listed under the following terms Autumn 2019, Spring 2020, Autumn 2020, Spring 2021, Spring 2022, Spring 2023, Autumn 2023.
  • Enrolment Statistics (Autumn 2021, recent)
  • Permalink: https://is.muni.cz/course/phil/autumn2021/UCJ01