np4112 School Pedagogy

Faculty of Sports Studies
autumn 2024
Extent and Intensity
1/1/0. 3 credit(s). Type of Completion: zk (examination).
In-person direct teaching
Teacher(s)
doc. PhDr. Vladimír Jůva, CSc. (lecturer)
Mgr. Jiří Sliacky, Ph.D. (lecturer)
Mgr. Jiří Sliacky, Ph.D. (seminar tutor)
Guaranteed by
doc. PhDr. Vladimír Jůva, CSc.
Department of Physical Education and Social Sciences – Faculty of Sports Studies
Contact Person: Mgr. Jiří Sliacky, Ph.D.
Supplier department: Department of Physical Education and Social Sciences – Faculty of Sports Studies
Timetable
Tue 11:00–11:50 B11/206, except Tue 17. 9.
  • Timetable of Seminar Groups:
np4112/UTVj: Tue 12:00–12:50 B11/235, except Tue 17. 9., J. Sliacky
np4112/02: Tue 13:00–13:50 B11/235, except Tue 17. 9., J. Sliacky
Prerequisites
BOZP_OK(bozp_po_stud) && BOZP_OK(bozp_po_stud_fsps)
No prerequisites.
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 to provide orientation in important issues of school pedagogy and reflect these issues in school practice. Because this course is situated in 1. semester of Master study programme for teachers, its’ another aim is to initiate and support students when developing their professional competencies, which will be fostered in other pedagogical courses and during teaching practice.
Learning outcomes
After finishing the course, students are able to characterise important historical milestones of the development of school as institution, to explain the role and functions of school in the society, to outline basic principles of educational policy and its reflection in the school practice. Further, students are able to reflect the influence of various factor on school culture, school climate and on safety in schools. Students are able to define the concept of curriculum and they can use their knowledge when they work with curriculum a when they design instruction. They are able to analyse lesson structure and its’ determinants. They are able to reason about criteria of instructional quality. They can classify methods of instruction and are able to propose, how to use methods in the school practice. Students acknowledge the teaching profession, professional development and (self)reflection. They are able to design instruction with regard to individual learning situation and achievements of pupils and of the whole class. They use descriptive language when they provide feedback to pupils. Students are able to differentiate various types of assessment and they reflect their strengths and weaknesses in the school practice.
Syllabus
  • 1. Development of the school as institution – historical perspective. Important school reforms. Role and functions of school in society. Theories of schooling. School as learning environment. Cooperation of school and society. School and other educational institutions (leisure time institutions, cultural institutions, sports institutions).
  • 2. School culture. School development. Safety in schools. Classroom. Classroom climate. Primary prevention: bullying, drug prevention, etc.
  • 3. Educational policy and curricular policy (Strategy of Educational Policy 2030+). Curricular documents (Framework Educational Programme, School Educational Programme). Aims of education. Curriculum. Content of education and content transformation.
  • 4. Instruction – theory and practice: designing, implementing, evaluating instruction. Setting instructional goals (cognitive, affective, psychomotoric). Blooms’ taxonomy of educational aims. Forms of classroom organisation. Phases of instruction. Didactical principles. Didactical tools and media. Quality of instruction.
  • 5. Teaching approaches and methods (definition, choice, categorisation, characteristics). Transmissive and constructivist teacher belief regarding teaching methods.
  • 6. Teacher (teaching profession, professional competencies, professional development, teachers’ belief, teaching style, reflective practitioner, teachers’ authority).
  • 7. Pupil (learning, learning theories, learning styles and strategies, students’ preconceptions, achievements, competencies). Homogeneity, heterogeneity, diversity among pupils. Motivation to learn. Discipline. Moral education.
  • 8. Classroom communication (forms, written communication, feedback).
  • 9. Pedagogical diagnostics (subject, process, categorization).
  • 10. Assessment of learning and of achievements (functions of assessment, forms of assessment). Assessment criteria. Formative assessme nt. Exams, marks / grades.
Literature
    required literature
  • JANÍKOVÁ, Marcela. Základy školní pedagogiky. 1. vydání. Brno: Masarykova univerzita, 2009, 119 stran. ISBN 9788021048799. info
  • MŠMT. Rámcový vzdělávací program pro základní vzdělávání. In Rámcový vzdělávací program pro základní vzdělávání. Praha: Ministerstvo školství, mládeže a tělovýchovy ČR, 2017. info
  • Rámcový vzdělávací program pro gymnázia. Online. Praha: Výzkumný ústav pedagogický v Praze, 2007, 100 pp. ISBN 978-80-87000-11-3. URL info
    recommended literature
  • ŠEĎOVÁ, Klára, Zuzana ŠALAMOUNOVÁ, Roman ŠVAŘÍČEK, Martin SEDLÁČEK, Martin MAJCÍK and Jana NAVRÁTILOVÁ. Výuková komunikace (Clasroom Discourse). 1st ed. Brno: Masarykova univerzita, 2019, 175 pp. ISBN 978-80-210-9529-8. info
  • SLAVÍK, Jan, Tomáš JANÍK, Petr NAJVAR and Petr KNECHT. Transdisciplinární didaktika: O učitelském sdílení znalostí a zvyšování kvality výuky napříč obory (Transdisciplinary didactics: on teachers‘ knowledge sharing and improving teaching in different subjects). Brno: Masarykova univerzita, 2017, 455 pp. Syntézy výzkumu 3. ISBN 978-80-210-8568-8. info
  • BELZ, Horst and Marco SIEGRIST. Klíčové kompetence a jejich rozvíjení : východiska, metody, cvičení a hry. Translated by Dana Lisá. Vydání třetí. Praha: Portál, 2015, 375 stran. ISBN 9788026208464. info
  • PRŮCHA, Jan, Eliška WALTEROVÁ and Jiří MAREŠ. Pedagogický slovník. 7., aktualiz. a rozš. vyd. Praha: Portál, 2013, 395 s. ISBN 9788026204039. info
  • PÍŠOVÁ, Michaela, Světlana HANUŠOVÁ, Klára KOSTKOVÁ, Věra JANÍKOVÁ, Petr NAJVAR and František TŮMA. Učitel expert: jeho charakteristiky a determinanty profesního rozvoje (na pozadí výuky cizích jazyků) (Expert teacher: the nature of expertise and determinants of professional development (in FLT perspective)). první. Brno: Masarykova univerzita, 2013, 237 pp. ISBN 978-80-210-6681-6. info
  • KYRIACOU, Chris. Klíčové dovednosti učitele : cesty k lepšímu vyučování. Translated by Dominik Dvořák - Milan Koldinský. Vydání čtvrté. Praha: Portál, 2012, 164 stran. ISBN 9788026200529. info
  • KALHOUS, Zdeněk and Otto OBST. Školní didaktika. Vyd. 2. Praha: Portál, 2009, 447 s. ISBN 9788073675714. info
  • MAŇÁK, Josef, Tomáš JANÍK and Vlastimil ŠVEC. Kurikulum v současné škole (Curriculum in todays school). Brno: Masarykova univerzita, 2008, 169 pp. Pedagogický výzkum v teorii a praxi. ISBN 978-80-7315-175-1. info
  • MAŇÁK, Josef and Vlastimil ŠVEC. Výukové metody. Brno: Paido, 2003, 219 stran. ISBN 8073150395. info
  • PRŮCHA, Jan. Učitel : současné poznatky o profesi. Vydání první. Praha: Portál, 2002, 154 stran. ISBN 8071786217. info
  • SLAVÍK, Jan. Hodnocení v současné škole : východiska a nové metody pro praxi. Vyd. 1. Praha: Portál, 1999, 190 s. ISBN 8071782629. info
  • ŘÍČAN, Pavel. Agresivita a šikana mezi dětmi : jak dát dětem ve škole pocit bezpečí. Vyd. 1. Praha: Portál, 1995, 95 s. ISBN 8071780499. info
Teaching methods
Lecture, individual work, group work, discussion, role playing, simulation-based learning, problem solving. In on-line teaching, various applications for activating students will be used, oral/written feedback regarding individual tasks.
Assessment methods
Completing particular tasks, preparing and presenting portfolio tasks, written test, oral exam.
Language of instruction
Czech
Follow-Up Courses
Further Comments
Study Materials
The course is also listed under the following terms Autumn 2019, autumn 2020, autumn 2021, autumn 2022, autumn 2023.
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