RJUPP01S Teaching Practice I

Faculty of Arts
Spring 2022
Extent and Intensity
0/0/0. 3 credit(s). Type of Completion: z (credit).
Teacher(s)
doc. PhDr. Jiří Gazda, CSc. (seminar tutor)
Mgr. Taťjana Zaňko, Ph.D. (seminar tutor)
Mgr. Dorota Egerlová (assistant)
Mgr. Jana Fantová (assistant)
Guaranteed by
doc. PhDr. Jiří Gazda, CSc.
Department of Slavonic Studies – Faculty of Arts
Contact Person: doc. PhDr. Jiří Gazda, CSc.
Supplier department: Department of Slavonic Studies – Faculty of Arts
Prerequisites
Students enrol in this course in the 2nd semester of their studies. In the same period they will also take Reflective Seminar I, in which topics related to practice will be reflected upon. At the same time, they enrol in School Didactics and Special Education and Diagnostics.
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
Course goals: the practice of students of teaching at the Faculty of Arts is explicitly divided into three areas: the areas of (1) Formation of self-concept of the teacher, (2) Formation of conditions and opportunities for learning, (3) Didactic area. Across all three related subjects, propedeutic and disciplinary didactic goals are set in interdependence, the achievement of which is a prerequisite for the quality performance of the teaching profession. Within each of the practice areas, the objectives are linked to these specific areas to varying degrees.
Goals that are tied to Teaching Practice I also appear in  Teaching Practices II and III, since we view the professional preparation of teachers as a continuous, continuing professional development process for which the same goals may continue to apply. In the framework of Teaching Practice I, propedeutic goals are in the foreground, which are the determinant for the disciplinary didactic goals.
The following general (educational) objectives are set for Pedagogical Practice I:
- Students form their self-concepts as teachers.
- Students are able to reflect on their practice.
- Students are able to evaluate what didactic skills they have developed in the course of their practice and in what ways.

The specific learning objectives for Teaching Practice I are listed in the Learning Outcomes section.
Learning outcomes
(1) The area of teacher self-concept formation:
The student reflects on his/her practice.
The student thinks of himself as a teacher.
The student is aware of the range of activities associated with performing as a teacher.
The student continually evaluates what he/she feels confident in and what he/she needs more support in.
(2) The area of creating conditions and opportunities for learning: the student evaluates, in the context of his/her practice, how conditions for learning can be set and maintained. The student perceives learners as individuals. The student evaluates whether he/she is successful in promoting student learning through communication.
(3) Didactic area: The student is able to prepare a lesson plan and then reflect on it in the context of the course of instruction.
Syllabus
  • 1. Reflection and its importance in the professional preparation of teachers.
  • 2. The teacher and his/her self-concept.
  • 3. Profiogram of the teaching profession.
  • 4. Regulation of teaching.
  • 5. Individualization of teaching.
  • 6. Communication as a means of learning.
  • 7. Designing a lesson plan.
Teaching methods
Teaching Practice I is the first of a series of three practices forming part of the professional preparation of teacher students. The placements are structured in a gradual manner to meet the changing needs of student teachers during their professional preparation. Therefore, the activities in which the student is an observer are predominant in Practice I.
The methods applied in the practice are as follows: shadowing, single classroom oriented listening, conducting one's own teaching, conducting tandem teaching together with the supervising teacher, reflecting on the practice.
Assessment methods
Mgr. Egerlová according to the requirements for the completion of practice.
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
The course is taught: in blocks.
Information on the extent and intensity of the course: 35 hodin.
Teacher's information
Time allocation of activities:

6 hours of shadowing (1 day) + 1 hour of reflection with accompanying teacher

9 hours of classroom observation with orientation to the pupils' actions in and out of class (2 days of 4-5 hours each, each day for one class, i.e. without orientation only to the subjects according to the apprenticeship studied) + 1.5 hours of reflection with the accompanying teacher

2 hours of self-study + 1 hour of reflection with the accompanying teacher

3 hours of tandem tuition + 1.5 hours of reflection with accompanying teacher

10 hours of other activities directly in the school (e.g. shadowing the teacher outside of lessons; familiarisation with the school, its operation, vision, curriculum, administration, etc.; study of pedagogical documentation and pupils' individual education plans, etc.; participation in class meetings, discussion sessions, school meetings, tripartite meetings, excursions, competitions, projects, supervision, etc. Reflection on teaching with the supervising teacher (this does not include reflection on the FF); planning teaching in cooperation with the supervising teacher, joint preparation of teaching aids, etc.; evaluation of pupils' learning outcomes in cooperation with the supervising teacher (correction of pupils' products and their evaluation), etc.

The course is also listed under the following terms Spring 2023, Spring 2024, Spring 2025.
  • Enrolment Statistics (Spring 2022, recent)
  • Permalink: https://is.muni.cz/course/phil/spring2022/RJUPP01S