SZc011 School Education

Faculty of Education
Autumn 2019
Extent and Intensity
0/0/.7. 4 credit(s). Type of Completion: zk (examination).
Teacher(s)
doc. PaedDr. Hana Horká, CSc. (lecturer)
doc. Mgr. Jana Kratochvílová, Ph.D. (lecturer)
Mgr. Dana Veselá, Ph.D. (lecturer)
Guaranteed by
doc. Mgr. Kateřina Lojdová, Ph.D.
Department of Education – Faculty of Education
Supplier department: Department of Education – Faculty of Education
Timetable of Seminar Groups
SZc011/01: Fri 25. 10. 18:00–19:50 učebna 50, Fri 15. 11. 18:00–19:50 učebna 50, Fri 29. 11. 18:00–19:50 učebna 50, H. Horká, J. Kratochvílová
Prerequisites
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 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 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 students should be 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. Describe, analyze and evaluate the selected curricular documents and learning situations. • Characterize the educational environment of the school where they completed the teaching practice. • Describe and explain the curricular processes on a specific example. • Describe and critically analyze the work of the trainer teacher with curricular documents. • 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). • 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. • 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
  • Main topics (outline): 1. Didactic transformation of content (ontodidactic, psychodidactic, cognitive). The work of a teacher with a curriculum. Content: educational standards, FEP, SEP, the teacher as creator and user of a curriculum. Textbooks, teaching materials. Outcomes: Students will be able to: (a) classify selected objectives and contents of school education into basic concepts / theories of a curriculum (material vs. formal education, essentialism vs. progressivism, etc.); (b) identify key areas in the FEP relevant for teaching their chosen field; (c) study the SEP of a selected school and characterize the declared principles / strategies on which the school builds its SEP; (d) determine how the curriculum and outcomes for one of its subjects are defined in the SEP, and how they correspond to the philosophy of education of Pasche et al. The student should summarize outputs c) and d) in 1–2 paragraphs and submit it to the appropriate teacher according to the instructions given. 2. Preparing a teacher to teach. Content: Goals of education, motivation of pupils, relationship between teaching and learning, psycho-didactic transformation, learning tasks. Outputs: Based on critical evaluation of their own preparation for teaching students will be able to: (a) give examples of the formulation of cognitive, affective and psychomotoric goals (b) classify learning objectives and learning tasks based on Bloom's taxonomy of cognitive objectives (c) critically assess the difficulty of teaching objectives according to the pupils' real abilities; (d) prepare working conditions and an environment for pupils with specific educational needs. 3. Quality of teaching and its characteristics / components. Content: organization of teaching (use of time, appropriate pace, structuring), mediation of goals and content (clarity, structuring, cohesiveness), learning tasks (cognitive activation), supportive learning climate (constructive work with errors, adaptability of learning practices). Outputs: Students will be able to: (a) explain how activities fall under the organization and management of teaching; (b) justify how the organization of teaching is related to its quality; (c) illustrate, by way of an example, the reasons for lack of discipline in teaching and propose possible solutions; (d) propose learning tasks with varying levels of cognitive intensity, applying the principles of quality teaching. 4. Teaching as didactic transformation / cycle of pedagogical thinking and behaviour. Participants and processes of teaching. Content: the teacher and pupil in learning interaction, the quality and effectiveness of teaching, organization of the teaching process, reflection on the teaching process Outputs: Students will be able to: (a) apply their knowledge and skills in analysing the teaching process and evaluating its quality and effectiveness based on their practical experience, with the use of a video recording from a taught lesson (from virtual observations at www.rvp.cz); (b) Reflect on their own lesson and propose changes based on it. 5. Implementation of teaching Content: teaching styles, teaching methods in teaching and learning, organizational forms of teaching, teaching aids and media. Outputs: Students will be able to: (a) propose appropriate teaching methods, organizational forms and didactic means and media for teaching a selected topic; (b) critically assess and validate the suitability of a chosen method and form from the perspective of a pupil's learning style, the teacher's teaching style, and the didactic transformation of the content using an example of a specific topic. 6. Evaluation of pupils Content: Formative and summative evaluation, normative and criterial evaluation, autonomous and heteronomic assessment and validity of evaluation, competences, strategy of key competencies acquisition Outputs: Students will be able to: (a) use appropriate diagnostic methods and tools with regard to their strengths and weaknesses; (b) apply their knowledge and skills in designing a method of evaluating a particular lesson / teaching activity; (c) set a teaching objective and appropriate means of assessing whether it has been achieved.
Literature
    required literature
  • 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
  • SLAVÍK, Jan. Hodnocení v současné škole : východiska a nové metody pro praxi. Vyd. 1. Praha: Portál, 1999, 190 s. ISBN 8071782629. 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
    not specified
  • 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
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 is graded with an F, the student is required to apply for a resit.
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Information on the extent and intensity of the course: 8 hodin.
The course is also listed under the following terms Spring 2018, Spring 2019, autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023, Autumn 2024.
  • Enrolment Statistics (Autumn 2019, recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2019/SZc011