SZ6611 Self-experience Preparation for the Profession II

Pedagogická fakulta
jaro 2018
Rozsah
0/1/0. 2 kr. Ukončení: z.
Vyučující
Mgr. Bc. Jan Nehyba, Ph.D. (přednášející)
Mgr. Petr Svojanovský, Ph.D. (přednášející)
Mgr. Lucie Škarková, Ph.D. (přednášející)
Mgr. Blanka Vaculík Pravdová, Ph.D. (přednášející)
Garance
Mgr. Bc. Jan Nehyba, Ph.D.
Katedra pedagogiky – Pedagogická fakulta
Dodavatelské pracoviště: Katedra pedagogiky – Pedagogická fakulta
Předpoklady
!NOWANY( SZ6011 Sebezkušenostní příprava na profesi II )
Omezení zápisu do předmětu
Předmět je nabízen i studentům mimo mateřské obory.
Mateřské obory/plány
Cíle předmětu
The purpose of this course is to help students realize the ways in which they think about personal and professional topics that support their development. Specifically, (1) how the experiences which they have had up to now create their perception of themselves within their future careers. (2) Further, to reflect on how their thoughts, emotions and actions affect each other within their personal and professional development. All the thematic blocks will be based on (3) the students’ self-experience which they bring with them to the course and which arises in the course of instruction. The students’ attention is intentionally directed towards (4) reflection on their experience from the teaching assistant practice and on selected topics related to their personal and professional development (see outline below). The course is inspired by the concept of Systemic Modelling and the Personal Development Plan model. The aim is to encourage students to gradually take greater responsibility for their own learning (self-directed learning) and to enable students to realize and possibly revise their attitudes towards their future profession.
Výstupy z učení
Teaching outcomes: After completing the seminar the student will: • be able to better understand their own process of self-reflection in relation to selected areas (see topics of the seminar). Students are more able to e.g. explain and evaluate their arguments, to name their emotions and their relation to their behaviour or critically inspect their own attitudes toward education; • have explored multiple selected topics (see topics of the seminar) connected to personal development (e.g. how best to teach others.) and professional development (e.g. what is their own subjective approach to teaching others). Students are able to e.g. name particular aspects of these themes which they had previously been less aware of and apply them to their own teaching assistant practice.
Osnova
  • Main topics (syllabus): 1. Introduction (revision of personal goals). 2. Relationship of students-teacher-pedagogical content 3. Reflective techniques 4. How to linking theory and practice - own experience 5. Evaluation of seminar 6. Create new personal and professional objectives - action plan
Literatura
  • Manson, M. (2016). The subtle art of not giving a f*ck: A counterintuitive approach to living a good life. New York: HarperOne.
  • Ariely, D. (2009). Predictably irrational: The hidden forces that shape our decisions. New York, NY: Harper.
  • BROWN, Peter C., Henry L. ROEDIGER a Mark A. MCDANIEL. Make it stick : the science of successful learning. London: Belknap Press of Harvard University Press, 2014, xi, 313. ISBN 9780674729018. info
  • BUCKLER, Scott a Paul CASTLE. Psychology for teachers. Los Angeles: Sage, 2014, xxiv, 363. ISBN 9781446211144. info
  • WILLINGHAM, Daniel T. Why don't students like school? : a cognitive scientist answers questions about how the mind works and what it means for your classroom. 1st ed. San Francisco: Jossey-Bass, 2009, 180 s. ISBN 9780470279304. info
  • SOUSA, David A. How the brain learns : a classroom teacher's guide. 2nd ed. Thousand Oaks, California: Corwin Press, 2001, xi, 305. ISBN 0761977651. info
Výukové metody
Facilitation of experiential learning in a group with an emphasis on reflection using selected methods that take into account the whole person (cognitive, affective and conative aspects, both explicit and tacit dimensions of knowledge). This can be e.g. the methods of systemic modelling, coaching, etc.
Metody hodnocení
Assessment is largely based on active participation in the course. Active participation means that the students reflect on their experience with individual themes related to the seminar either in a written or oral form. The written form of reflection consists of filling in worksheets during the course or writing a reflective journal. The oral form means that the student reflects on his/her inner experience in discussions. Completion of continuous tasks (max. 3) is used as an additional assessment method. These tasks are based on topics of the seminar and will be required to be submitted into the information system.
Vyučovací jazyk
Angličtina
Informace učitele
The student should sign up simultaneously for course of either Teaching practice for assistants or Teaching practice for assistants – teaching assistant.
Nachází se v prerekvizitách jiných předmětů
Předmět je zařazen také v obdobích jaro 2019, jaro 2020, jaro 2021, jaro 2022, jaro 2023, jaro 2024, jaro 2025.