Ze0134 Developing professional-disciplinary identity in geography teacher education: interviews I

Faculty of Education
Autumn 2023
Extent and Intensity
0/2/0. 2 credit(s). Type of Completion: z (credit).
Teacher(s)
doc. PaedDr. Eduard Hofmann, CSc. (seminar tutor)
Mgr. Štěpán Horký (seminar tutor)
Mgr. et Mgr. Michaela Spurná, Ph.D. (seminar tutor)
Guaranteed by
doc. PaedDr. Eduard Hofmann, CSc.
Department of Geography – Faculty of Education
Supplier department: Department of Geography – Faculty of Education
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The course is connected with professional and didactic subjects taught at the Department of Geography. The content follows the introductory questioning of students, in which they express their own expectations from the field and teaching in general. The identity of teachers is an individual process, and therefore the form of individual interviews is chosen here as well. These are focused primarily on (a) the course of study (difficulties and expectations), (b) personal priorities and challenges, and (c) self-development and the necessary material for self-development. Becoming a good geography teacher involves being aware of one's own growth and ideal, and we aim to teach students. Building the identity of a geography teacher is built primarily on mastering the field, the curriculum and the didactics. During their studies, students go through the field of geography, while at the same time meeting the stipulated expected outcomes in the curriculum that frame the field of geography and the didactic processing of the content, which clarifies or defines the geographical content. Linking these three areas creates three potentially conflicting situations that work in different ways and each student deals with them in their own way. The interviews are intended to help be aware of these situations and to take a proactive approach. The course targets the students of Geography with a focus on education from the 2nd year of bachelor´s degree.
Learning outcomes
An opening interview will take place as part of the course registration. However, a maximum of 2 interviews can take place in the bachelor's degree. The course is connected with an interview, which is part of the didactic course Didactics of Geography for bachelor studies in the 5th semester. One of the outcomes is a reflective diary structured into a portfolio, which students will use in the final state exam NMgr. to two areas: Topic 5 School management and possibilities to support the professional development of the teacher (Challenging life situations in the teacher's life. Psychological demands of teaching and how to manage them. Professional development of the teacher and its specifics. Burnout syndrome, possibilities of its prevention and solution (theory, legislation, school practice). Teacher's psychohygiene.) Topic 8 Teacher's and pupil's personality (Teacher's personality, their role, professional competences and development. Teacher's standard, professional ethics (eg Teacher's professional qualities framework). Educator as a reflective practitioner, models of reflection (ALACT). Class teacher.) Key benefits include: (a) regular interest in interviews, (b) awareness of one's own geographical expertise (what I excel at and what I don't), transformation of professional content according to the binding curriculum (what to teach and how to enforce it) and didactic possibilities, how to process content (what I learn in college and I cannot teach in primary school without change), (b) a proactive approach, which is defined by the fact that students come up with questions that they would like to solve or direct in them and that students they come up with alternatives for dealing with potential conflict situations
Syllabus
  • 1. a coaching interview mapping the interest in the study of teaching, the development of their own needs associated with the study, and how to achieve the expected 2. a coaching session connecting the field of geography with the school curriculum .... Students enrol in the course and repeatedly in the semesters of study: * in the 3rd or 4th semester of the 2nd year Bc. studies: follows up on the information provided in the entry questionnaire. Students' expectations and needs in the fields of geography and teaching are discussed * in the 6th semester of the 3rd year Bc. studies: follows the questions of the field and opens the field of didactics. The meaning and fullness of the first three years of study are concluded. Possible prospects and challenges.
Literature
    recommended literature
  • BROOKS, Clare. Teacher subject identity in professional practice : teaching with a professional compass. First published. New York: Routledge, 2016, 153 stran. ISBN 9781138025912. info
Teaching methods
coaching interviews, dialogue interaction, evaluation of needs, concerns and requirements
Assessment methods
The course ends with a pass / fail assessment. To be awarded the expected two credits these are the requirements: • active participation in the interview, interest in developing one's own identity, creating a reflective diary
Language of instruction
Czech
Follow-Up Courses
Further Comments
The course is taught each semester.
The course is taught: in blocks.
The course is also listed under the following terms Spring 2022, Autumn 2022, Spring 2023, Spring 2024, Autumn 2024, Spring 2025.
  • Enrolment Statistics (Autumn 2023, recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2023/Ze0134