SZ6051 School Education

Faculty of Education
Spring 2021
Extent and Intensity
0/0/.5. 4 credit(s). Type of Completion: zk (examination).
Teacher(s)
doc. PaedDr. Hana Horká, CSc. (lecturer)
prof. PhDr. Tomáš Janík, Ph.D., M.Ed. (lecturer)
doc. Mgr. Petr Knecht, Ph.D. (lecturer)
doc. Mgr. Jana Kratochvílová, Ph.D. (lecturer)
Mgr. Radek Pospíšil, Ph.D. (assistant)
Mgr. Alena Baslerová (alternate examiner)
Mgr. Jarmila Bradová, Ph.D. (alternate examiner)
Mgr. Jana Létalová, Ph.D. (alternate examiner)
Mgr. Dana Veselá, Ph.D. (alternate examiner)
Guaranteed by
doc. PaedDr. Hana Horká, CSc.
Department of Education – Faculty of Education
Supplier department: Department of Education – Faculty of Education
Timetable
Fri 19. 3. 16:00–18:50 kancelář vyučujícího, Fri 23. 4. 16:00–18:50 kancelář vyučujícího
Prerequisites
!NOWANY( SZ6651 School Education )
The course is also offered to the students of the fields other than those the course is directly associated with.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The course elaborates on students' knowledge and experiences gained during teaching practice and field didactics courses. The course aims at incorporating new knowledge from educational, psychological and pedagogical research on school education into teacher education. It aims at developing and supporting future teachers' professional vision, knowledge and acting. The course incorporates three thematic areas: (a) theory and practice of school, (b) theory and practice of curriculum, (c) theory and practice of instruction.
Learning outcomes
After completing the course, the student is able to: • Understand and use the basic terminology of school pedagogy. • Apply the basic terminology of school pedagogy to describe, analyze, interpret and evaluate the school as an institution and organization. • Characterize the selected quality criteria of teaching and give reasons for their importance for the teacher´s daily routine on the basis of practical examples. • Plan and evaluate the teaching unit on the basis of self-reflection (reasoning, relevance of the subject, objectives, contents, methods, evaluation and alteration). • Propose a framework preparation for instruction of a chosen topic or thematic unit of study and apply it in practice, preparation of teaching chosen topic; • Give examples of correctly and incorrectly formulated learning objectives by using the portfolio. • Suggest possible ways how to identify and influence pupils' concepts of learning. • Formulate teaching tasks of different cognitive levels. Considering the objective of instruction they provide an adequate way of pupil assessment; • Give reasons for using specific teaching methods during their teaching practice, review those methods critically and suggest other possibile methods which can be used in the same or similar teaching context.
Syllabus
  • 1. Introduction into the study of school pedagogy. 2. Educational and curricular policy, curriculum documents. 3. Teaching methods and forms. 4. Educational and school system, school as institution and organisation: school and its functions, school as a learning environment. 5. Reasons for establishing school, the role of school in society. 6. School and its history. School for future: future for school 7. Pedagogical research as a teacher's assistant. 8. Textbooks and educational media. 9. Instruction: teaching and learning, actors and processes of instruction. 10. Curriculum: aims and contents školního vzdělávání and jejich transformation kurikulární procesy. 11. Evaluation of pupils' education process and results - types and functions of evaluation. 12. Evaluation of pupils' results - forms of evaluation, basic demands on evaluation.
Literature
    required literature
  • KRATOCHVÍLOVÁ, Jana. Systém hodnocení a sebehodnocení žáků, Zkušenosti z České republiky i Evropských škol (System of the pupils evaluation and self-evaluation, Experiences from the Czech Republic and the European Schools). 1st ed. Brno: MSD, 2011, 153 pp. ISBN 978-80-7392-169-9. info
  • PASCH, Marvin, Trevor G. GARDNER, Georgea M. LANGER, Alane STARK and Christella MOODY. Od vzdělávacího programu k vyučovací hodině. Translated by Milan Koldinský. Vydání druhé. Praha: Portál, 2005, 416 stran. ISBN 8073670542. info
    recommended literature
  • JANÍKOVÁ, Marcela. Základy školní pedagogiky. 1. vydání. Brno: Masarykova univerzita, 2009, 119 stran. ISBN 9788021048799. info
  • SKALKOVÁ, Jarmila. Obecná didaktika. 2., rozš. a aktualiz. vyd. Praha: Grada, 2007, 322 s. ISBN 9788024718217. URL info
  • SLAVÍK, Jan. Hodnocení v současné škole : východiska a nové metody pro praxi. Vyd. 1. Praha: Portál, 1999, 190 s. ISBN 8071782629. info
Teaching methods
Lecture and independent studying of compulsory as well as recommended literature.
Assessment methods
On the day of the exam, the student undertakes a written test first. After passing the written test the student can be admitted to the oral exam. Both, written and oral exams are held on the same day. If the test result is „F“, the student is due to sign up for another term. If the exam result is „F“, the student is due to sign up for another term.
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
Information on the extent and intensity of the course: 6 hodin.
Listed among pre-requisites of other courses
The course is also listed under the following terms Spring 2017, Spring 2018, Spring 2019, Autumn 2019, Spring 2020, autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023, Autumn 2024.
  • Enrolment Statistics (Spring 2021, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2021/SZ6051