CJURS02J Reflection for Czech Teaching II

Faculty of Arts
Autumn 2024
Extent and Intensity
0/0/0. 2 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. Zbyněk Fišer, Ph.D. (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 %)
Timetable
Fri 14:00–16:40 D41, except Mon 18. 11. to Sun 24. 11.
Prerequisites
CJURS01J Reflection f. CZ Teaching I
During the same term, the student has to enroll in CJUPP02J Preparation for Czech Language and Literature Teaching II.
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 II. The course will include group reflection (a directed discussion) with other teaching students to support experience sharing as well as a dialogue with a department specialist to provide feedback to the student. 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 the following topics:
  • 1) Teacher and their class – the following issues will be included: How does the teacher communicate with their class? How successful was my communication with classes I had taught? Have I met special education needs students? How do I work with them? Do I cooperate with the pedagogical assistant? How? Do all pupils participate equally? How do I make the pupils speak?
  • 2) Didactic goals and evaluations – these questions will be focused on: Do I distinguish goals of lessons in accordance with the needs and abilities of the individual class? Am I successful reaching them? How do I reflect reaching the goals while teaching? Do I come back to the issue later, for example in the reflective diary? How does evaluation work in the school code? What forms of evaluation do I choose? What do I evaluate in writing? What importance do I give to individual subject components while evaluating? Do I tell the pupils clearly what I expect from them? How much time do I spend evaluating? How do I work with formative evaluation?
  • 3) Teacher identity – these questions will be discussed: Am I a full-fledged teacher? Do I wonder about what I‘m good at and what I need to improve? Do I regularly get back to the lessons I've taught, reflecting them retrospectively? Have I figured out what methods and forms of teaching go together with my teacher profile?
  • 4) Czech language and literature as a subject – the topics will include: What materials do I use while getting prepared? Do I utilize handbooks, information technologies or interactive aids? Do I refine language abilities of my pupils? How? Is it necessary to teach students about every single author and their works? How do I choose them? Are my pupils active readers? Do I support their readership? How? How could I motivate them to read?
  • 5) Topics will be modified in accordance to the needs and interests of students.
Literature
  • ŠTĚPÁNÍK, Stanislav. Výuka češtiny mezi tradicí a inovací. Vydání první. Praha: Academia, 2020, 326 stran. ISBN 9788020031198. info
  • STARÝ, Karel and Veronika LAUFKOVÁ. Formativní hodnocení ve výuce. Vydání první. Praha: Portál, 2016, 174 stran. ISBN 9788026210016. info
  • MICHALOVÁ, Zdeňka. Specifické poruchy učení. 1. vydání. Havlíčkův Brod: Tobiáš, 2016, 298 stran. ISBN 9788073111663. 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 will submit all interim assignments in the interactive syllabus, participate in at least 4 interim reflections, and complete a group final reflection.
Language of instruction
Czech
Follow-Up Courses
Further comments (probably available only in Czech)
Study Materials
The course is taught each semester.
Information on the extent and intensity of the course: blokově.
Listed among pre-requisites of other courses
The course is also listed under the following terms Autumn 2022, Autumn 2023, Spring 2025.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/phil/autumn2024/CJURS02J