SZ6043 Theory and Practice of School

Faculty of Education
Spring 2020
Extent and Intensity
0/1/0. 2 credit(s). Type of Completion: z (credit).
Teacher(s)
doc. PaedDr. Hana Horká, CSc. (lecturer)
doc. Mgr. Jana Kratochvílová, Ph.D. (lecturer)
Guaranteed by
doc. PaedDr. Hana Horká, CSc.
Department of Education – Faculty of Education
Supplier department: Department of Education – Faculty of Education
Timetable
Fri 28. 2. 10:00–12:50 učebna 35, Fri 3. 4. 10:00–12:50 učebna 35
Prerequisites (in Czech)
!NOWANY( SZ6044 Theory and Practice of Curriculum , SZ6045 Theory and Practice of Teaching , SZ6643 Theory and Practice of School , SZ6644 Theory and Practice of Curriculum , SZ6645 Theory and Practice of Teaching )
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 15 student(s).
Current registration and enrolment status: enrolled: 0/15, only registered: 0/15, only registered with preference (fields directly associated with the programme): 0/15
fields of study / plans the course is directly associated with
Course objectives
In the course students previous knowledge and experience from School Pedagogy will be deepened and systematised. The course is an introduction into study of the school, offers theoretical background and application for school practice. Students will master basic concepts of the theory of school and is able to apply them when describing, analysing and evaluating the school as institution and organisation.
Learning outcomes
After completing the course student is able: • to characterise educational environment of the school where she or he absolved her or his teaching practice; • to justify on practical examples the criteria of school quality in the context of teaching; • to design and implement criteria for the school self-evaluation, • to provide examples of good and not good practice in using evaluation methods.
Syllabus
  • Outline: 1.-2. The reasons for estabilishing the institution of school and its role in the society. Content: school, school education, school as a tool of human improvement, school as the basis of life, school as a workshop of humanity, school as a policy, school as a protected workshop, the function of school (personalizing, socializing, enculturating etc.), critical school theories. Outcomes: The student is able to (a) understand the essence of metaphors connected with school, (b) reflect the historical and social conditionality of school functions and their transformations, (c) give an overview and critical reflection of ideas about school among different social groups. 3. -4. The development of Czech school. Content: The changes of Czech school during the 20th century, the formation of Czech school in the period of so called „first republic“, in the period of nazi and communist dictatorships and after the revolution in 1989. Outcomes: The student is able to (a) name and explain the political and social determinants influencing the fuction of school and the school´s dominant characteristics in the specific periods of the development of Czech society, (b) reflect the continuity and discontinuity in the development of Czech education, (c) evaluate the influence of tradition and the environment in which the Czech school evolved. 5.-6. School as an Institution and Organisation: school management, school administration. Content: Schools as institutions, organisations and communities, school as an ordinary and specific organisation, school management, school administration, school concept, school objectives. Outcomes: The student is able to (a) describe and explain specific school concepts in terms of school management and administation, (b) compare the differences of school concepts as institution and organisation, (c) explain the differences of school management concepts concerning specific aspects of school life (based on the student´s own practice). 7.-8. School as a learning institution: evaluation, development, quality. Content: school as a learning organisation, the development of school, the profile of the school and its tools (the vision of school, school curriculum), the quality of school, school evaluation (external evaluation, internal evaluation), accountability, cooperation within the school (mentoring, mutual classroom observations). Outcomes: The student is able to: (a) explain why should the school be a learning institution, (b) show an overview of the school quality criteria and explain their relevance on the basis of specific examples from his/her own practice, (c) understand the principles of basic school monitoring and quality development tools. 9.-10. School and people in the school: professional community. Content: people at school – pupils, teachers and other educational staff who represent the school, professionalisation, professionalism, professionality, expertise in teaching, professional community, the culture of school. Outcomes: The student is able to: (a) show an overview of the importance of specific pedagogical professions and their role in the school, (b) describe the characteristics of the teacher´s professionality and expertise, (c) explain the significance of the professional community for quality and culturing of the school. 11.-12. School for the future: future for the school. Content: scenarios of the school of the future, reform pedagogical models of school (montessory, dalton, waldorf schools etc), alternative schools, EDUout: descholarization and other forms of weakening the position of the school. Outcomes: The student is able to (a) introduce scenarios of the school of the future (for example according to OECD) and take an expert opinion on them, (b) compare reform pedagogical models of school from a historical perspective and explain their influence on current innovative efforts in education, (c) consider and exemplify the risks of descholarization.
Literature
    required literature
  • JANÍK, Tomáš, Jan SLAVÍK, Vladislav MUŽÍK, Josef TRNA, Tomáš JANKO, Veronika LOKAJÍČKOVÁ, Jindřich LUKAVSKÝ, Eva MINAŘÍKOVÁ, Jiří SLIACKY, Zuzana ŠALAMOUNOVÁ, Simona ŠEBESTOVÁ, Naďa VONDROVÁ and Pavel ZLATNÍČEK. Kvalita (ve) vzdělávání: obsahově zaměřený přístup ke zkoumání a zlepšování výuky (Quality in Education: content focused approach to analysing and improving instruction). 1. vyd. Brno: Masarykova univerzita, 2013, 434 pp. Syntézy výzkumu vzdělávání, sv. 1. ISBN 978-80-210-6349-5. info
  • Janíková, M., et al. (2009). Základy školní pedagogiky. Brno: Paido.
  • Pasch, M. (2005). Od vzdělávacího programu k vyučovací hodině. Praha: Portál.
  • Pol, M. (2007). Škola v proměnách. Brno: Masarykova univerzita.
  • Píšová, M., Najvar, P., Janík, T., Hanušová, S., Kostková, K., Janíková, V., Tůma, F. & Zerzová, J. (2011). Teorie a výzkum expertnosti v učitelské profesi. Brno: Masarykova univerzita.
  • Skalková, J. (2007). Obecná didaktika. Praha: Grada.
  • Walterová, E., et al. (2004). Úloha školy v rozvoji vzdělanosti. 1. a 2. díl. Brno: Paido.
    recommended literature
  • Svobodová, J., et al. (2007). Výběr z reformních i současných edukačních koncepcí. Brno: MSD.
  • Connelly, F. M. (2007). (Ed.). The SAGE handbook of curriculum and instruction. Thousand Oaks: SAGE.
  • Dvořák, D., Starý, K., Urbánek, P., Chvál, M., & Walterová, E. (2010). Česká základní škola: vícepřípadová studie. Praha: Karolinum.
  • Dvořák, D, Starý, K., & Urbánek, P. (2015). Škola v globální době. Praha: Karolinum.
  • Dvořák, D. (2012). Od osnov ke standardům: proměny kurikulární teorie a praxe. Praha: PedF UK.
  • Kalous, J., & Veselý, A. (2006). (Eds.). Teorie a nástroje vzdělávací politiky. Praha: Karolinum.
  • Maňák, J., & Švec, V. (2003). Výukové metody. Brno: Paido.
  • Janík, T., Maňák, J., & Knecht, P. (2009). Cíle a obsahy školního vzdělávání a metodologie jejich utváření. Brno: Paido.
  • Průcha, J. (2013). Moderní pedagogika. Praha: Portál.
  • Tupý, J. (2014). Tvorba kurikulárních dokumentů v České republice. Brno: MU.
  • Slavík, J. (1999). Hodnocení v současné škole: východiska a nové metody pro praxi. Praha: Portál.
  • Walterová, E., Černý, K., Greger, D., & Chvál, M. (2010). Školství – věc (ne)veřejná? Názory veřejnosti na školu a vzdělávání. Praha: Karolinum.
  • Petty, G. (2009). Evidence-based teaching: A practical approach. Cheltenham: Nelson Thornes.
  • Pol, M., Hloušková, L., Lazarová, B., Novotný, P., & Sedláček, M. (2013). Když se školy učí. Brno: Masarykova univerzita.
Teaching methods
Learning activities and teaching methods used at seminars: group discussion, problem solving, independent study of professional (research-based) literature, processing and presentation of theses; the performance of ongoing tasks.
Assessment methods
The course ended with a credit. Credit is given for systematic and regular work in the seminar lessons and coninuous preparation of essays based on studying professional literature given by the teacher.
Language of instruction
Czech
Further Comments
Study Materials
The course is also listed under the following terms Spring 2017, Spring 2018, Spring 2019.
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