Integrated examination in pedagogy, psychology and didactics of the field is a competency examination in which the student demonstrates the ability to connect and synthesize the knowledge of didactics of the field and the basic pedagogical and psychological disciplines and to integrate it into a specific theoretical explanatory framework (or several frameworks) in dealing with specific teaching situations.
The practical framework for the application of this knowledge is either the preparation for a specific lesson that has been taught and the written reflection on that lesson (or a video recording of the lesson accompanied by the written reflection) and the student portfolio (preparations, term papers, portfolio assignments, etc.). The learner works with these materials in preparation for the oral examination.
For the area of pedagogy, the student prepares to discuss these topics in a way that is supported by professional publications in the field, the results of pedagogical research and the portfolio. Using the example of a selected paper and a study of a professional journal, the student will present topics currently addressed in educational sciences.
It is important for the field of didactics that the student connects the knowledge from the study of the professional literature with his/her previous pedagogical experience, is able to critically evaluate both and use both in formulating his/her own approaches to solving didactic problems.
The evaluation is carried out according to a set of criteria known to the students.
The English language assessment consists of 2 components: linguistic and literary. In both cases, the level of the student's spoken expression is part of the assessment. The exam is based on the literature studied and is a professional discussion during which students demonstrate the ability to argue and confront different views and outline the possibilities of applying the acquired knowledge and skills in their teaching practice.
The oral examination in linguistics, which is based on the study of professional linguistic literature, demonstrates students' ability to assess and present the views of experts, compare them with their own knowledge and justify their positions on a given topic. Students are required to study selected professional publications from defined areas of linguistics (corresponding to the compulsory linguistic subjects studied) and during a professional discussion demonstrate the ability to argue and confront different views and outline the possibilities of applying the acquired knowledge in their pedagogical practice.
Further information is available at
http://katedry.ped.muni.cz/anglictina/current-students/ucitelstvi-pro-zs/state-exam-format/linguistics-necessary-publications.
Strand 1 - Basic trends in general linguistics. Basic linguistic concepts. Linguistic disciplines and approaches to the analysis of language. Diversification and development of the English language.
Strand 2 - Linguistic theories and specific analytical approaches to the study of linguistic phenomena.
Strand 3 - Basic characteristics of different linguistic disciplines in terms of the English language teaching profession.
In an oral examination in literature, the student will demonstrate the ability to critically analyze and argue independently within a broader theoretical background by analyzing a specific literary text from the post-1945 period. The student's task is to present an original but scholarly argument based on autonomous work with the text and to defend it in a subsequent discussion that demonstrates the student's reading and linguistic erudition and the ability to apply, deepen, develop and integrate the knowledge acquired.
