NJURS01S Reflexis of the Pedagogical practice

Faculty of Arts
Spring 2025
Extent and Intensity
1/1/0. 1 credit(s). Type of Completion: k (colloquium).
In-person direct teaching
Teacher(s)
Mgr. et Mgr. Markéta Hotařová, Ph.D. (lecturer)
Ursula Dorothea Riedner, Dr. phil. (lecturer)
Mgr. Martina Trombiková, Ph.D. (lecturer)
Mgr. Jana Formanová (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
Prerequisites
Prerequisite is completion of German or comparable bachelor's study and didactics 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 of the course is: - students to begin to shape their self-concepts as teachers: reflection on the preconceptions of the teacher's work, reflection on the teacher's work activities, reflection on their own linguistic biography and the impact of the knowledge on their own practice, designing their own vision of the ideal teacher self.
- be able to reflect on their practice (individually: reflective diary, portfolio, school presentation; in group: sharing and guided reflection) and set their own individual goals for their professional self-development (self-evaluation document)
- based on reflection, develop basic pedagogical and didactic skills with a focus on creating conditions for learning (according to Standard Area 2) and the development of a written preparation for teaching, including its implementation in practice (guided reflection with the subject didactician and the guiding teacher in the observation)
Learning outcomes
The student will be able to
- reflect on their preconceptions in relation to the teaching profession
- create his/her own idea of his/her ideal teaching self and be open to further reflection
- reflect on their practice both individually and in a group
- use the insights from reflection and hospitality productively in their practice so that progress is noticeable
- in practice then create appropriate conditions for learning in their teaching
- develop written preparation for teaching and then implement and reflect on this in practice
Syllabus
  • Reflection on listening practice, reflection on shadowing, reflection on one's own practice. All in relation to the practice described below. Focus: conditions for learning and written preparation for teaching. Reflection on preconceptions of teacher/teacher work, reflection on teacher/teacher work activities, reflection on own language biography and the impact of knowledge for own practice, design of own vision of ideal teacher self. For information on the practice see the website: https://www.phil.muni.cz/student/pedagogicke-praxe/pokyny-pro-studujici The internship takes place in a secondary school selected from the network of schools cooperating with the MU FF in collaboration 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
  • MEYER, Hilbert. Was ist guter Unterricht? Berlin: Cornelsen Verlag, 2004. 192 s. ISBN 978-3-589-22047-2.
  • Rámec profesních kvalit učitele cizího jazyka (2019): https://www.npi.cz/images/publikace/ramec_profesnich_kvalit_ucitele_ciziho_jazyka.pdf
    not specified
  • NEHYBA, Jan. Reflexe praxe: od skupinové reflexe k deliberativní praxi (Reflective practice: From Group Reflection to Deliberative Practice). 2022. Výlet do dobré praxe info
  • PRAVDOVÁ, Blanka. Já jako učitel: profesní sebepojetí studenta učitelství (My teacher self: Professional self-concept of a pre-service teacher). 1. vyd. Brno: Masarykova univerzita, 2014, 220 pp. ISBN 978-80-210-7604-4. 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
  • 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
  • ZIEBELL, Barbara. Unterrichtsbeobachtung und Lehrerverhalten. München: Goethe Institut, 2007, 1 DVD-vide. ISBN 9783468496196. info
  • PRŮCHA, Jan. Učitel. 2002. info
  • SORGER, Brigitte. Lehrerverhalten und Lehrerrolle im DaF-Unterricht (Teachers´ Role in Teaching German as a Foreign Language). In Fremd Sprachen Politik in Österreich, Mitteleuropa, Osteuropa. 1st ed. Wien - München: Jugend und Volk, 1993, p. 161-170. Schulheft 68/ 1993. ISBN 3-224-1 9343-3. info
  • SÖNTGEN, Willy. Unterrichtsanalyse : methodische Ansätze und ihre wissenschaftstheoretischen Implikationen. Hamburg: Verlag Dr. Kovač, 1992, 145 s. ISBN 3860640283. info
  • NEUNER, Gerhart, Michael KRÜGER and Ulrich GREWER. Übungstypologie zum kommunikativen Deutschunterricht. Berlin: Langenscheidt, 1981, 184 s. ISBN 3-468-49430-0. info
Teaching methods
initial reflection with the help of lecturer cards to reflect on emotions and 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 and the accompanying teacher in a tripartite (observation)
presentation
sharing
Assessment methods
active participation in the seminar
presentation of the school, professional profile
observation: in-person/video observation
reflection with the didactician
Within the practice then parallel:
reflective diary
teaching portfolio
self-assessment document (reflection of the student - accompanying teacher - subject didactician)
Language of instruction
German
Follow-Up Courses
Further comments (probably available only in Czech)
The course can also be completed outside the examination period.
The course is taught annually.
The course is taught: every week.
Information on the extent and intensity of the course: Pro prezenční studium se koná prezenčně dle rozvrhu, pro kombinované studium se koná online.
The course is also listed under the following terms Spring 2022, Spring 2023, Spring 2024.
  • Enrolment Statistics (Spring 2025, recent)
  • Permalink: https://is.muni.cz/course/phil/spring2025/NJURS01S