SZ6651 School Education

Pedagogická fakulta
podzim 2020
Rozsah
0/0/.5. 6 hodin. 4 kr. Ukončení: zk.
Vyučující
Mgr. Karolína Dundálková, Ph.D. (přednášející)
prof. PhDr. Tomáš Janík, Ph.D., M.Ed. (přednášející)
doc. PhDr. Mgr. Marcela Janíková, Ph.D. (přednášející)
doc. Mgr. Petr Knecht, Ph.D. (přednášející)
doc. Mgr. Kateřina Lojdová, Ph.D. (přednášející)
Mgr. Michal Šimáně, Ph.D. (přednášející)
Mgr. Lucie Škarková, Ph.D. (přednášející)
prof. PhDr. Vlastimil Švec, CSc. (přednášející)
doc. RNDr. Eva Trnová, PhD. (přednášející)
Mgr. Jarmila Bradová, Ph.D. (cvičící)
Mgr. Radek Pospíšil, Ph.D. (pomocník)
Garance
prof. PhDr. Tomáš Janík, Ph.D., M.Ed.
Katedra pedagogiky – Pedagogická fakulta
Dodavatelské pracoviště: Institut výzkumu školního vzdělávání – Pedagogická fakulta
Rozvrh seminárních/paralelních skupin
SZ6651/Kombi01: Pá 16. 10. 9:00–11:50 učebna 41, Pá 13. 11. 9:00–11:50 učebna 38, J. Bradová
Předpoklady
!NOWANY( SZ6051 Školní pedagogika )
The course is also offered to the students of the fields other than those the course is directly associated with.
Omezení zápisu do předmětu
Předmět je nabízen i studentům mimo mateřské obory.
Mateřské obory/plány
Cíle předmětu
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.
Výstupy z učení
After completing the course, the students are able:
• to use with understanding terminology from the field of school education;
• to apply terminology from the field of school education when analysing, interpreting, evaluating schools, curricula, instruction;
• to characterize educational environment of school where the students absolved her/his teaching practice;
• to explain on an example how curriculum is developed, implemented and evaluated;
• to describe and analyse critically how the mentor-teacher is working with curriculum;
• to describe on examples from practice criteria of instructional qulity and justify its importance for teaching;
• to design and to reflect on the lesson (to justify the selection of contents, methods etc.);
• to illustrate )with the use of portfolio) examples of learning outcomes descriptions;
• to explain ways of diagnosing and re-constracting students preconceptions;
• to design learning task on various levels of cognitive activation;
• to justify (with the reference to theory) methods used during his/her teaching practice and to propose improvements;
• to illustrate methods of students evaluation and to analyse their pro und contra critically.
Osnova
  • 1. Introduction into didactics and curriculum theory
  • 2. Educational and curricular policy
  • 3. Educational system, school system, school as learning community and learning environment
  • 4. Education: theories, contents and purposes
  • 5. Transformation of educational aims and contents
  • 6. Textbooks and educational media
  • 7. Classroom instruction: teaching and learning
  • 8. Classroom organisation, classroom management
  • 9. Learning tasks: The perspective of international comparative studies
  • 10. Assessing pupils: Teachers feedback on competence development
  • 11. Analysis and reflection of teaching, improving quality of instruction
Literatura
  • Stigler, J. W., & Hiebert, J. (1999). The teaching gap; Best ideas from the world’s teachers for improving education in the classroom. New York, NY: The Free Press.
Výukové metody
Lecture and independent studying of compulsory as well as recommended literature.
Metody hodnocení
Oral examination.
Because the course is integrative in its nature, it is assumed that students prepare for the oral exam globally. The exam is not based only on knowledge gained during lectures and self-study; it focuses also on experience of teaching practice and reflective seminarans, and knowledge of educational psychology.
Vyučovací jazyk
Angličtina
Další komentáře
Studijní materiály
Nachází se v prerekvizitách jiných předmětů
Předmět je zařazen také v obdobích jaro 2017, jaro 2018, jaro 2019, podzim 2019, podzim 2021, podzim 2022, podzim 2023, podzim 2024.