FF:UCJ02 Preparation f.Czech TeachingII - Course Information
UCJ02 Preparation for Czech Language Teaching II
Faculty of ArtsAutumn 2022
- Extent and Intensity
- 0/0/0. 12 credit(s) (from 6 credit increase by 6). Type of Completion: z (credit).
- Teacher(s)
- Mgr. Marcela 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 Czech I UCJJ01 Didactics of Czech Language and Literature, pt. 2 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
- Upper Secondary School Teacher Training in Czech Language and Literature (programme FF, N-CJU_) (3)
- Upper Secondary School Teacher Training in Czech Language and Literature (programme FF, N-SS)
- Course objectives
- The student has already completed departmental teaching and courses covering psychological-pedagogical bases. The main course objective is for the student to enhance their didactic competences, and learn to effectively use the knowledge they had acquired during their previous teaching practice.
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 Czech language, literature, and style;
2. learning to plan one's own teaching in accordance to edicational plans (RVP, ŠVP);
3. learning to independently prepare one's own teaching role in individual teaching for the classes of Czech language in accordance with the thematic units;
4. enhancing one's skills in working with students with special educational needs;
5. learning to reflect upon the progress of the teaching, analyse one's own mistakes and limitations, as well as propose solutions of crises in teaching, in a more focused way. - Learning outcomes
- After the completion of the course, the student shall be able:
- to introduce e-learning courses and other modern technology tools to the practical teaching on a secondary-school level, in cooperation with secondary-school teachers;
- to independently assess the risks of both the teaching process, and the school environment;
- to functionally use appropriate strategies when resolving crisis situations in the teaching process and in the school environment;
- to prepare themselves for working with students with special educational needs;
- to independently work with pedagogical documentation and with the teaching plans;
- to prepare themselves for individual teaching of classes;
- to reflect upon individual classes, as well as the teaching of the thematic unit as a whole;
- to analyse and reflect upon their own mistakes and limitations, 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. reflection upon the skills and knowledge acquired in previous pedagogical practice;
- c. proposing the use of e-learning courses and other modern technology tools in the practical teaching on a secondary-school level, in cooperation with secondary-school Czech teachers (working with web-based Moodle, i-pads, corpuses, interactive tables, etc.);
- d. preparation for teaching Czech to students with special education needs;
- e. organisational preparation of the practical part.
- B. Individual teaching practice - classes a realized at chosen secondary schools:
- a. the student completes the provision of attending, observing, and reflecting upon classes, while keeping a log of the activities;
- b. the student gets acquainted with the pedagogical-psychological profile of the students in the class they shall be teaching in;
- c. under the secondary-school teacher's leadership, the student is introduced to the ways of resolving crisis situations at the particular school;
- d. under the secondary-school teacher's leadership, the student undertakes support activities (correcting tests and writing assignments, tutoring, organizing excursions, devising indiviudal plans for handicapped students, etc.);
- e. the student proposes work with modern teaching technologies and tools on Czech classes at the chosen school;
- f. the student designs the class projects in cooperation with the secondary-school teacher;
- g. 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.);
- h. the student proposes and prepares independently taught classes in cooperation with the secondary-school teacher;
- i. the student independently realizes the proposed Czech classes;
- j. the student assesses their own teaching and preparation for it themselves and 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 UCJ02 Pedagogical practice in teaching Czech;
- b. evaluation of the knowledge acquired durign the teaching practice in the chosen school: analysis of the most common mistakes and the possibilities for avoidance in practice, avoidance of crisis situations, working with students with specific educational needs, the effectiveness of using IT tools;
- c. written evaluation of the realized teaching practice.
- D. Class allocation: a) joint study programme - 180 school hours in total, 15 school hours of direct teaching, 5 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, 15 school hours of direct teaching, 20 school hours of tutoring, 15 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
- ZOUNEK, Jiří, Dana KNOTOVÁ and Michal ŠIMÁNĚ. “You have betrayed us for a little dirty money!” The Prague Spring as seen by primary school teachers. Paedagogica Historica. International Journal of the History of Education. Belgie, 2018, vol. 54, No 3, p. 320-337. ISSN 0030-9230. Available from: https://dx.doi.org/10.1080/00309230.2017.1394884. URL info
- HANUŠKOVÁ, Petra. Digitální technologie ve výuce (Digital technologies). Online. In Doleží, Linda. Začínáme učit češtinu pro náctileté cizince. Praha: Asociace učitelů češtiny jako cizího jazyka, 2016, p. 52-60. ISBN 978-80-270-1054-7. URL info
- ZOUNEK, Jiří, Libor JUHAŇÁK, Hana STAUDKOVÁ and Jiří POLÁČEK. E-learning. Učení (se) s digitálními technologiemi (E-learning. Learning with digital technologies). Vydání první. Praha: Wolters Kluwer, 2016, 280 pp. ISBN 978-80-7552-217-7. info
- ARNSETH, Hans Christian, Ola ERSTAD, Libor JUHAŇÁK and Jiří ZOUNEK. Pedagogika a nové výzvy výzkumu ICT : role digitálních technologií v každodenním životě a učení mládeže (Pedagogy and New Challenges in ICT Research : On the Role of Digital Technologies in Everyday Life and Youth Learning). Studia paedagogica. Brno: Masarykova univerzita, 2016, vol. 21, No 1, p. 87-110. ISSN 1803-7437. Available from: https://dx.doi.org/10.5817/SP2016-1-5. Digitální knihovna FF MU info
- MŠMT. Rámcový vzdělávací program pro základní vzdělávání. Praha: Ministerstvo školství, mládeže a tělovýchovy ČR, 2013, 143 pp. info
- FIŠER, Zbyněk. Tvůrčí psaní a literární výchova (Creative writing and education of literature). In Tvůrčí psaní v literární výchově jako nástroj poznávání. 1. vyd. Brno: Masarykova univerzita, 2012, p. 11-18. ISBN 978-80-210-6121-7. info
- Rámcový vzdělávací program pro gymnázia. Online. Praha: Výzkumný ústav pedagogický v Praze, 2007, 100 pp. ISBN 978-80-87000-11-3. URL info
- Rámcový vzdělávací program pro základní vzdělávání : s přílohou upravující vzdělávání žáků s lehkým mentálním postižením. Edited by Jan Tupý - Jaroslav Jeřábek. Praha: Výzkumný ústav pedagogický v Praze, 2005, 126, 92. ISBN 8087000021. 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
- BAREŠOVÁ, Andrea. E-Learning ve vzdělávání dospělých. 1. vyd. Praha: VOX, 2003, 174 s. ISBN 8086324273. 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
- 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
- Enrolment Statistics (Autumn 2022, recent)
- Permalink: https://is.muni.cz/course/phil/autumn2022/UCJ02