NJURS03J Reflexis of the Pedagogical practice II

Faculty of Arts
Spring 2024
Extent and Intensity
1/1/0. 2 credit(s). Type of Completion: k (colloquium).
Teacher(s)
Ursula Dorothea Riedner, Dr. phil. (lecturer)
Mgr. et Mgr. Markéta Hotařová, Ph.D. (seminar tutor)
Mgr. Martina Trombiková, Ph.D. (seminar tutor)
doc. Mgr. Aleš Urválek, Ph.D. (seminar tutor)
Mgr. Dorota Egerlová (assistant)
Mgr. Jana Fantová (assistant)
Guaranteed by
Ursula Dorothea Riedner, Dr. phil.
Department of German, Scandinavian and Netherland Studies – Faculty of Arts
Supplier department: Department of German, Scandinavian and Netherland Studies – Faculty of Arts
Timetable of Seminar Groups
NJURS03J/Kombinovane: each odd Tuesday 16:00–17:40 M21, U. Riedner, M. Trombiková
NJURS03J/Prezencni: each even Tuesday 16:00–17:40 M21, except Tue 16. 4., U. Riedner, M. Trombiková
Prerequisites
Prerequisite is completion of German or comparable bachelor's study, completion of the subject didactics III and listening practice and pedagogical practice I.
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 aim is:
- learners to reflect on their initial self-concept as a teacher and to consolidate the foundations of their vision of their ideal teacher self
- to be able to reflect on their practice in a more focused way (individually: reflective diary, portfolio; in a group: sharing and guided reflection) and to set their own individual goals for their professional self-development (self-evaluation document)
- on the basis of reflection, develop and deepen their initial pedagogical and didactic skills, focusing on the design of teaching, i.e. the chosen methods and forms of teaching, activities, their sequencing and dynamics with regard to the lesson objective(s) (according to the Area 1 - Instructional Planning - and 3 - Supporting Learning Standards), including the development of a written lesson plan and its implementation in practice (microteaching and guided reflection with the subject area didactician and the accompanying teacher in the tripartite/observation)
- gaining inspiration for teaching by sharing examples of good practice
- gaining inspiration for teaching on the use of AI in foreign language teaching through a block workshop
Learning outcomes
The student will be able to
- reflect on the development of his/her teacher self-concept
- reflect purposefully on their practice both individually and in a group, focusing on teaching methods and forms (with the aim of developing all skills, working with grammar, vocabulary, pronunciation, realia and aesthetic media)
- productively use the insights from reflection, microteaching and hospitality in their practice so that progress is noticeable
- in practice, then meaningfully plan, prepare and implement coherent teaching with regard to the methods, forms and activities of learning chosen
- be familiar with the possibilities of using AI in foreign language teaching
Syllabus
  • Reflection of practice I: listening, self and tandem teaching. All in relation to the practice described below. Focus: Methods and forms of teaching. 26.11. (14:00-17:40): block workshop with Mgr. Jana Nálepová, Ph.D. (Silesian University, Hueber Verlag) on the use of AI in foreign language teaching See website for information about the workshop: https://www.phil.muni.cz/student/pedagogicke-praxe/pokyny-pro-studujici The internship takes place at a secondary school selected from the network of schools cooperating with the MUFF in cooperation with the supervising teacher and the subject didactician. The student is informed at the beginning of the semester about the course and conditions for successful completion of the internship. This is followed by the actual course of the internship and continuous evaluation. The internship includes the didactic teacher's visit to the student's classroom, the completion of the didactic workshops offered, and ongoing written reflection on the completed internship as part of the teacher's reflective journal and the maintenance of a teaching portfolio. With these final documents (including the electronic Self-Assessment Document), the student will report on his/her practice at the end of the semester and in the final reflective meeting with the didactician, he/she will reflect on his/her pedagogical competences and set partial self-development goals for the next semester.
Literature
    required literature
  • Standard kvality profesních kompetencí studenta učitelství (2020): https://www.ped.muni.cz/media/3566145/standard-kvality-profesni-ch-kompetenci-online1.pdf
    recommended literature
  • Rámec profesních kvalit učitele cizího jazyka (2019): https://www.npi.cz/images/publikace/ramec_profesnich_kvalit_ucitele_ciziho_jazyka.pdf
  • BRINITZER, Michaela, Hans-Jürgen HANTSCHEL, Sandra KROEMER, Monika MÖLLER-FRORATH and Lourdes ROS-EL-HOSNI. DaF unterrichten : Basiswissen Didaktik Deutsch als Fremd- und Zweitsprache. 2. Auflage. Stuttgart: Ernst Klett Sprachen, 2016, 200 stran. ISBN 9783126753081. info
    not specified
  • HEYD, Gertraude. Deutsch lehren :Grundwissen für den Unterricht in Deutsch als Fremdsprache. 2. überarbeitete und erweit. Frankfurt am Main: Moritz Diesterweg, 1991, 290 s. ISBN 3-425-04373-0. info
  • Meister, Hildegard: Qualifiziert unterrichten: E-Learning: Handbuch für den Fremdsprachenunterricht.Deutsch als Fremdsprache, 2014, Hueber Verlag
  • HENDRICK, Carl and Robin MACPHERSON. Co funguje ve třídě? : most mezi výzkumem a praxí. Translated by Pavla Le Roch. Druhé, revidované vydání. Praha: Čtení pomáhá, 2021, 230 stran. ISBN 9788024274768. info
  • WILIAM, Dylan and Siobhán LEAHY. Zavádění formativního hodnocení : praktické techniky pro základní a střední školy. Třetí revidované vydání. Praha: EDUkační LABoratoř, 2020, xxvi, 243. ISBN 9788090608283. info
  • JANÍK, Tomáš and Petr NAJVAR. Fred A. J. Korthagen - Jak spojit praxi s teorií: didaktika realistického vzdělávání učitelů. (Fred A. J. Korthagen - Linking Practice and Theory: The Pedagogy of Realistic Teacher Education.). 1st ed. Brno: Paido, 2011, 294 pp. ISBN 978-80-7315-221-5. info
  • NEHYBA, Jan. Reflexe praxe: od skupinové reflexe k deliberativní praxi (Reflective practice: From Group Reflection to Deliberative Practice). 2022. Výlet do dobré praxe 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
Teaching methods
initial reflection on the state of practice
group reflection
individual reflection based on experience and input from the teacher
writing a reflective journal on own pedagogical experience
reflective discussion with the subject didactician as well as the accompanying teacher in a tripartite (hospitalization)
microteaching
sharing of good practice
presentation
Assessment methods
active participation in the seminar
output and presentation within microteaching
observation: face-to-face/videoobservation
reflection with the didactic teacher
Within the practice then parallel:
reflective diary
teaching portfolio
self-assessment document (reflection of the student - accompanying teacher - subject didactician)
observation
reflection with subject didactics
Language of instruction
German
Further Comments
Study Materials
The course can also be completed outside the examination period.
The course is taught annually.
The course is also listed under the following terms Spring 2023, Spring 2025.
  • Enrolment Statistics (recent)
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