PdF:SKPA007 Theory of Teaching Profession - Course Information

SKPA007 Theory of Teaching Profession

Extent and Intensity

0/0/0. 8 credit(s). Type of Completion: z (credit).

Teacher(s)

Mgr. Eva Minaříková, Ph.D. (lecturer)
doc. PaedDr. Hana Horká, CSc. (lecturer)

Guaranteed by

doc. PaedDr. Hana Horká, CSc.
Institute for Research in School Education – Faculty of Education
Contact Person: Mgr. Jana Veličková, Ph.D.
Supplier department: Institute for Research in School Education – Faculty of Education

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

• School Pedagogy (programme PdF, D-SCHPED) (2)

Course objectives

The main aim is to deepen and to systematize students' understanding of the theory and research on teachers.

Learning outcomes

By the end of the course, the student will be able to:
- identify the main paradigms in teacher research
- identify the basic literature on teacher research
- describe a selected currently researched area in teacher research and discuss its methodological issues.

Syllabus

• approaches to teacher research in diachronic perspective
• professionalization of teaching
• professional knowledge/skills/competencies
• teacher thinking
• professional development
• pre-service and in-service teacher education
• professional vision
• teacher as a reflective practitioner
• self-efficacy
• using video in teacher education.

Literature

required literature
• Blömeke, S., Reinhold, P., Tulodziecki, G., Wildt, J. (Hg.) Handbuch Lehrerbildung. Bad Heilbrunn: Klinkhardt, 2005.
• Spilková, V., Vašutová, J. a kol. Učitelská profese v měnících se požadavcích na vzdělání. Výzkumný záměr: úvodní teoreticko-metodologická studie. Praha: Univerzita Karlova, Pedagogická fakulta, 2009.
• Píšová, M. Klinický rok. Podpora procesů profesního rozvoje studentů učitelství. Pardubice: Univerzita Pardubice, 2005.
• Urbánek, P. Vybrané problémy učitelské profese. Liberec: TU v Liberci, Fakulta pedagogická, 2005.
• Creemers, H. P. M., Kyriakides, L., & Antoniou, P. (2013). Teacher professional development for improving quality of teaching. Dordrecht: Springer.
• Day, C., Calderhead, J., & Denicolo, P. (2012). Research on teacher thinking: understanding professional development. London: Routledge.
• Lankshear, C., & Knobel, M. (2004). A handbook for teacher research. McGraw-Hill Education (UK).
• Šeďová, K., Švaříček, R., Sedláček, M., & Šalamounová, Z. (2016). Jak se učitelé učí. Cestou profesního rozvoje k dialogickému vyučování. Masarykova univerzita.
• Janík, T., Minaříková, E., Píšová, M., Uličná, K., & Janík, M. (2016). Profesní vidění učitelů a jeho rozvíjení prostřednictvím videoklubů. Masarykova univerzita.
• Píšová, M., Hanušová, S., Kostková, K., Janíková, V., Najvar, P., & Tůma, F. (2013). Učitel expert: jeho charakteristiky a determinanty profesního rozvoje (na pozadí výuky cizích jazyků). Brno: Masarykova univerzita.

recommended literature
• Anderson, L. W. (ed.) International Encyclopedia of Teaching and Teacher Education. Oxford : Elsevier Science Ltd, 2nd edition, 1995.
• Calandra, B., & Rich, P. J. (2015). Digital video for teacher education: research and practice. New York: Routledge.
• D. J. Clandinin and J. Husu: The SAGE Handbook of Research on Teacher Education, 2017.

Teaching methods

lectures, class discussion

Assessment methods

To critically evaluate two foreign studies from the field of teacher research (f.e. from the journal Teaching and Teacher Education) in the form of a written essay (to be discussed at the final interview)
To defend a partially realized project of teacher research (as a basis of PhD. thesis) - to be discussed at the final interview

Language of instruction

English

Further Comments

The course is taught each semester.
The course is taught: in blocks.

• Enrolment Statistics (Autumn 2022, recent)
  
• Permalink: https://is.muni.cz/course/ped/autumn2022/SKPA007