ZSVRS03J Seminar for Teaching Practice III (one-field study)

Faculty of Arts
Spring 2024
Extent and Intensity
1/1/0. 2 credit(s). Type of Completion: zk (examination).
Teacher(s)
Mgr. Jakub Vojta, Ph.D. (lecturer)
Guaranteed by
Mgr. Jakub Vojta, Ph.D.
Department of Philosophy – Faculty of Arts
Supplier department: Department of Philosophy – Faculty of Arts
Timetable of Seminar Groups
ZSVRS03J/Kombi01: Fri 8. 3. 18:00–19:40 A11, Fri 17. 5. 18:00–19:40 A11, J. Vojta
ZSVRS03J/Prez01: Thu 16:00–17:40 A11, except Thu 18. 4., J. Vojta
Prerequisites (in Czech)
ZSVRS02J Sem. for Teach. Pr. II && NOW( ZSVPP03J Teaching Practice III )
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
Reflective seminars represent a social form of reflection and allow participants to address topics related to practice together and with the support of FF educators.
Learning outcomes
Upon completion of the course, the student will be able to: - reflect on their own teaching, that of their colleagues and that of another teacher; - identify the pros and cons of their own teaching; - find the motivations for their own development.
Syllabus
  • Setting and maintaining the conditions for learning in the classroom (classroom discipline) - The student asks questions such as: How does the teacher work ahead (proactively) to ensure that centers of indiscipline or inattention do not arise in the classroom? What does he or she do when students are not paying attention? What does she do when students are disruptive? What means of discipline does he use and with what effect? - Student learning across the curriculum - For example, the student asks questions such as: How are individual students engaged in the lesson? Are the most active learners the same across subjects? Are the highest achieving pupils the same across subjects? etc. - Communication as a means of learning - for example, the student asks questions such as: does the teacher ask questions of his/her students that allow them to argue? Do students argue in the classroom? Why yes, why no? Does the teacher give formative feedback to his/her students? When and how? Does he/she manage to set the conditions for open discussion among pupils in the lesson? Does this discussion lead to the achievement of the lesson objectives? - Confronting the lesson plan with reality - For example, the student asks questions such as: Has my lesson plan proved viable? Did the lesson plan work as I imagined? Where did it differ? How do I view the fact that the teaching differed from the plan? How does it make me feel? What do I want to continue to work on? - Topics may be modified to meet the needs of the trainees.
Literature
    required literature
  • JUKLOVÁ, Kateřina. Začínající učitel z pohledu profesního vývoje. Vydání: první. Hradec Králové: Gaudeamus, 2013, 177 stran. ISBN 9788074352669. info
  • NEZVALOVÁ, Danuše. Reflexe v pregraduální přípravě učitele. 1. vyd. Olomouc: Univerzita Palackého v Olomouci, 2000, 72 s. ISBN 8024402084. info
Teaching methods
Reflective Interview Guided Discourse Roleplay
Assessment methods
Creation, check, and defending of a learning presentation Creation, check, and defending of a written test The practices reflection continuously
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Information on course enrolment limitations: Předmět je určen pouze pro studenty s imatrikulací od 2021.
The course is also listed under the following terms Spring 2023, Spring 2025.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/phil/spring2024/ZSVRS03J