SZ6608 Self-experience Preparation for the Profession I

Pedagogická fakulta
podzim 2023
Rozsah
0/1/0. 2 kr. Ukončení: z.
Vyučující
doc. Mgr. Jana Kratochvílová, Ph.D. (přednášející)
Mgr. Bc. Jan Nehyba, Ph.D. (přednášející)
Mgr. Radek Pospíšil, Ph.D. (přednášející)
Mgr. Petr Svojanovský, Ph.D. (přednášející)
Mgr. Lucie Škarková, Ph.D. (přednášející)
Mgr. Tomáš Andrášik, Ph.D. (cvičící)
Garance
Mgr. Bc. Jan Nehyba, Ph.D.
Katedra pedagogiky – Pedagogická fakulta
Dodavatelské pracoviště: Katedra pedagogiky – Pedagogická fakulta
Rozvrh seminárních/paralelních skupin
SZ6608/01: Pá 24. 11. 9:00–12:50 učebna 73, Pá 8. 12. 10:00–12:50 učebna 19, 14:00–17:50 učebna 73, T. Andrášik
Předpoklady
!NOWANY( SZ6008 Sebezkušenostní příprava na profesi I )
Omezení zápisu do předmětu
Předmět je nabízen i studentům mimo mateřské obory.
Mateřské obory/plány
Cíle předmětu
The purpose of this course is to help students realize the ways in which they think about personal and professional topics that support their development. Specifically, (1) how the experience which they have had up to now create their perception of themselves within their future careers. (2) Further, to reflect on how their thoughts, emotions and actions affect each other within their personal and professional development. All the thematic blocks will be based on (3) the students’ self-experience which they bring with them to the course and which arises in the course of instruction. The students’ attention is intentionally directed towards (4) reflection on their experience from the teaching assistant practice and on selected topics related to their personal and professional development (see outline below). The course is inspired by the concept of Systemic Modelling and the Personal Development Plan model. The aim is to encourage students to gradually take greater responsibility for their own learning (self-directed learning) and to enable students to realize and possibly revise their attitudes towards their future profession.
Výstupy z učení
Learning outcomes: • The student gains an understanding of the role of personal development in the professional development of a teacher. Method of verification: Active participation in most seminar sessions. • The student is able to reflect on their own personal attitudes in discussions of the seminar topics (More specifically, they are aware of how their personality configuration contributes to the feeling of safety in a group, how it influences their feelings with regard to different classroom settings, how their personality is reflected in their way of teaching and how their personality profile is linked to teaching skills). Method of verification: Active participation in discussions and interactions in a group and completion of work lists in seminars. • The student acquires the knowledge of the process of a group reflection on their teaching practice. Method of verification: Active participation in discussions regarding the reflection on their own teaching practice. • The student is able to connect seminar topics to their experience from the teaching practice. Method of verification: The seminar teacher can notice that the student interlinks seminar topics with their experience from the teaching practice.
Osnova
  • Main topics (syllabus): 1. Introduction (setting personal goals: what/where/who I would like to be by the end of the course, indicators). 2. What motivates me to teach and learn 3. What it looks like when I learn to the best of my ability 4. What it looks like when I teach to the best of my ability 5. My ideas about my life journey (student, teacher) 6. Reflection/ feedback : realisation of how I reflect and how I give feedback
Literatura
  • Carey, B. (2014). How we learn: The surprising truth about when, where, and why it happens. New York: Random House.
  • HATTIE, John a Gregory C. R. YATES. Visible learning and the science of how we learn. First published. London: Routledge, 2014, xvii, 349. ISBN 9780415704991. info
  • WAITZKIN, Josh. The art of learning : an inner journey to optimal performance. 1st pbk. ed. New York: Free Press, 2008, xxi, 265. ISBN 9780743277464. info
  • SCHÖN, Donald A. The reflective practitioner : how professionals think in action. Aldershot: Ashgate, 1991, x, 374. ISBN 9781857423198. info
Výukové metody
Facilitation of experiential learning in a group with an emphasis on reflection using selected methods that take into account the whole person (cognitive, affective and conative aspects, both explicit and tacit dimensions of knowledge). This can be e.g. the methods of systemic modelling, coaching, etc.
Metody hodnocení
Assessment is largely based on active participation in the course. Active participation means that the students reflect on their experience with individual themes related to the seminar either in a written or oral form. The written form of reflection consists of filling in worksheets during the course or writing a reflective journal. The oral form means that the student reflects on his/her inner experience in discussions. Completion of continuous tasks (max. 3) is used as an additional assessment method. These tasks are based on topics of the seminar and will be required to be submitted into the information system.
Vyučovací jazyk
Angličtina
Informace učitele
The student should sign up simultaneously for course of either Teaching practice for assistants or Teaching practice for assistants – teaching assistant. Study groups are open from 10 students. Outcoming Erasmus students have to write the garant of the subject for information about finishing. The minimum level of English is the level of B2. 100% attendance is required because it is a block subject.
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Předmět je zařazen také v obdobích podzim 2017, podzim 2018, podzim 2019, podzim 2020, podzim 2021, podzim 2022, podzim 2024.