NJ6004 Practice Reflection 2

Faculty of Education
Spring 2025
Extent and Intensity
0/0/.3. 1 credit(s). Type of Completion: z (credit).
In-person direct teaching
Teacher(s)
PhDr. Alice Brychová, Ph.D. (seminar tutor)
Mgr. Karolína Dundálková, Ph.D. (seminar tutor)
Guaranteed by
PhDr. Alice Brychová, Ph.D.
Department of Education – Faculty of Education
Supplier department: Department of German Language and Literature – Faculty of Education
Prerequisites
!NOWANY( UO6004 Practice Reflection 2 , Fy6004 Practice Reflection 2 , HL6004 Practice Reflection 2 , HV6004 Practice Reflection 2 , CH6004 Practice Reflection 2 , KL6004 Practice Reflection 2 , OV6004 Practice Reflection 2 , AJ6004 Practice Reflection 2 , Bi6004 Practice Reflection 2 , CJ6004 Practice Reflection 2 , FJ6004 Practice Reflection 2 , Kv6004 Practice Reflection 2 , MA6004 Practice Reflection 2 , De6004 Practice Reflection 2 , RJ6004 Practice Reflection 2 , RV6004 Practice Reflection 2 , SP6004 Practice Reflection 2 , TE6004 Practice Reflection 2 , Vi6004 Practice Reflection 2 , VV6004 Practice Reflection 2 , Ze6004 Practice Reflection 2 )
!NOWANY(Fy6004,HL6004,HV6004,CH6004,KL6004,OV6004,AJ6004,Bi6004,CJ6004,De6004,FJ6004,Kv6004,MA6004,RJ6004,RV6004,SP6004,TE6004,Vi6004,VV6004,Ze6004).
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
Course objectives
The purpose of this course for students is to offer them space for reflection of experience from their own teaching practice realised within the course of Teaching practice 2 and Teaching practice 3 and to help them enhance their reflective and self-reflective skills in relation to their teaching practice. Teaching outcomes: After completing the seminar the student will: • better understand essential aspects of pedagogical situations and questions, which have been a discussion subject in the seminar – regarding the seminar discussion, s/he can e.g. name and evaluate differences between various ways of didactic transformation of the subject matter; • be able to intentionally use reflection (and self-reflection) as a tool for professional learning – s/he can be able to e.g. explain strengths and weaknesses of his/her own pedagogical (and specifically didactic) performance and suggest specific steps for their further positive development.
Learning outcomes
After completing the seminar the student will: • better understand essential aspects of pedagogical situations and questions, which have been a discussion subject in the seminar – regarding the seminar discussion, s/he can e.g. name and evaluate differences between various ways of didactic transformation of the subject matter; • be able to intentionally use reflection (and self-reflection) as a tool for professional learning – s/he can be able to e.g. explain strengths and weaknesses of his/her own pedagogical (and specifically didactic) performance and suggest specific steps for their further positive development.
Syllabus
  • • understanding the differences between descriptive and reflective writing • group work with a pedagogical (reflective) diary • acquiring of reflection and self-reflection as a tool for professional learning with respect to generally pedagogical and psychological aspect of teacher’s work
Literature
  • 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
  • DYTRTOVÁ, Radmila and Marie KRHUTOVÁ. Učitel : příprava na profesi. Vyd. 1. Praha: Grada, 2009, 121 s. ISBN 9788024728636. URL info
  • KORTHAGEN, F. A. J. and Jos KESSELS. Linking practice and theory : the pedagogy of realistic teacher education. London: Routledge, 2008, xvi, 312. ISBN 9780805839814. info
  • PÍŠOVÁ, Michaela. Klinický rok: procesy profesního rozvoje studentů učitelství a jejich podpora (Clinical year: professional development processes in student teachers and their support). první. Pardubice: Univerzita Pardubice, Fakulta humanitních studií, 2005, 231 pp. Monografica. ISBN 80-7194-744-X. info
  • KYRIACOU, Chris. Klíčové dovednosti učitele : cesty k lepšímu vyučování. Translated by Dominik Dvořák - Milan Koldinský. 2. vyd. Praha: Portál, 2004, 155 s. ISBN 8071789658. info
  • ŠIMONÍK, Oldřich. Začínající učitel (The beginning teacher). dotisk 1. vydání. Brno: MU, 1995, 101 pp. Spisy pedagogické fakulty MU, sv. 56. ISBN 80-210-0944-6. info
  • SCHÖN, Donald A. Educating the reflective practitioner. San Francisco: Jossey-Bass, 1987, xvii, 355. ISBN 1555422209. info
Teaching methods
• various forms of group discussions; • work with reflective diaries.
Assessment methods
• active participation in the seminar; • submission of records in the reflective diary.
Language of instruction
Czech
Further comments (probably available only in Czech)
Information on the extent and intensity of the course: 4 hodiny.
Listed among pre-requisites of other courses

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Teacher's information
Single-subject students enroll in this course twice during their studies, the first time together with Teaching Practice 2 and the second time together with Teaching Practice 3. Double-subject students enroll in this course once during their studies in connection with one of their fields of study (in the spring semester together with Teaching Practice 2) and once in connection with the other field of study (in the autumn semester together with Teaching Practice 3).
The course is also listed under the following terms Spring 2017, Autumn 2017, Spring 2018, Autumn 2018, Spring 2019, Autumn 2019, Spring 2020, autumn 2020, Spring 2021, Autumn 2021, Spring 2022, Autumn 2022, Spring 2023, Autumn 2023, Spring 2024, Autumn 2024.
  • Enrolment Statistics (Spring 2025, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2025/NJ6004