KL6003 Teaching Practice 3

Faculty of Education
Autumn 2024
Extent and Intensity
0/0/5. 2 credit(s). Type of Completion: z (credit).
In-person direct teaching
Teacher(s)
Bc. Eliška Bařina Barochová (assistant)
Mgr. Jarmila Bradová, Ph.D. (assistant)
doc. PaedDr. Hana Horká, CSc. (assistant)
Dana Jakubjanská, DiS. (assistant)
Bc. Anna Kolářová, M.A. (assistant)
doc. Mgr. Jana Kratochvílová, Ph.D. (assistant)
doc. Mgr. Kateřina Lojdová, Ph.D. (assistant)
Mgr. Bc. Jan Nehyba, Ph.D. (assistant)
Mgr. Jana Obrovská, Ph.D. (assistant)
Mgr. Radek Pospíšil, Ph.D. (assistant)
Mgr. Alžběta Severová (assistant)
Mgr. Petr Svojanovský, Ph.D. (assistant)
Mgr. Lucie Škarková, Ph.D. (assistant)
doc. RNDr. Eva Trnová, PhD. (assistant)
doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D. (assistant)
Guaranteed by
doc. Mgr. Petr Hala, Ph.D. et Ph.D.
Department of Education – Faculty of Education
Supplier department: Department of Music – 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 purpose of this course is to develop and enhance professional competences acquired during Teaching practice 1 and Teaching practice 2. The practice is of a continuous monthly form, which is realized at the end of the semester. In total, the practice takes 60 hours. Due to intensive participation in the activities of an elementary or secondary school and a higher number of own lessons (20 lessons), a student has a possibility of deeper understanding everyday teacher’s duties. The student becomes in his/her teacher’s role even more independent. Within this course, the student has a possibility to link theoretical knowledge gained in courses of Pedagogy, Psychology and his/her own study field with practical experience and to enhance reflective and self-reflective skills needed for teacher’s profession. Teaching outcomes: After completing the seminar the student will: • identify his/her strengths and weaknesses in teacher’s role • evaluate his/her own development in teacher’s role • plan, realise and reflect on his/her teaching together with other teacher’s duties • reflect on climate of a specific school/class and their influence on his/her own work, • create alterations used in teaching based on reflection of his/her own teaching, • identify pupils’ individual needs in the class, where s/he teaches.
Learning outcomes
The student will be able to connect the theoretical knowledge acquired in the courses of pedagogy, psychology and the studied field with practical experiences and deepen the reflective and self-reflective skills needed for the work of a teacher.
Syllabus
  • Main topics (syllabus): - actual teaching – 20 lessons. In case of subject taught at elementary/secondary schools less than twice a week, the student can alter the number of own lessons to an achievable number upon agreement with a didactic professional. If a student teaches less than 20 hours, s/he can substitute the missing lessons with individual tutoring of a pupil (pupils) upon agreement with a mentor or another teacher at school. - activities related to (class) teacher’s assistant, set by a director of elementary school or mentor (e.g. help with correction of written assignments or pupils’ notice books, teaching aids, individual work with pupils with special educational needs, assisting (together with the teacher) pupils’ excursions, preparation of school projects and events, monitoring pupils’ behaviour, participation in parents’ meetings, help with school/class administrative work); - observations of mentor’s lessons (depending on possibilities of the school); - completing long-term complex portfolio tasks – see the Manual of a teacher student in Teaching practice 3
Literature
  • Kyriacou, Ch. (Ed.). (2008). Klíčové dovednosti učitele: cesty k lepšímu vyučování. Praha: Portál.
  • Vašutová, J. (Ed.). (2007). Být učitelem: co by měl učitel vědět o své profesi. Praha: Univerzita Karlova, Pedagogická fakulta.
  • Šimoník, O. (1995). Začínající učitel. Brno: MU
  • Petty, G. (2004). Moderní vyučování. Praha: Portál
  • Gower, R., Phillips, D., & Walters, S. (1995). Teaching practice handbook. Oxford: Macmillan Heinemann.
  • DYTRTOVÁ, Radmila and Marie KRHUTOVÁ. Učitel : příprava na profesi. Vyd. 1. Praha: Grada, 2009, 121 s. ISBN 9788024728636. URL info
Teaching methods
Teaching methods: - active work supervised by a mentor - observation of teacher student’s lesson by a didactic professional - individual consultations
Assessment methods
Assessment method: - teacher student’s evaluation provided by the mentor - regular attendance to the school of the teaching practice
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
Information on the extent and intensity of the course: 60 hodin.
The course is also listed under the following terms Autumn 2017, Autumn 2018, Autumn 2019, autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2024/KL6003