SODA014 Social Inclusion and development of psychomotor skills of a Social educator

Faculty of Education
Autumn 2024
Extent and Intensity
0/0/0. 7 credit(s). Type of Completion: k (colloquium).
Teacher(s)
doc. PhDr. Věra Vojtová, Ph.D. (lecturer)
Mgr. Petr Soják, Ph.D. (lecturer)
Mgr. Dagmar Heiland Trávníková, Ph.D. (seminar tutor)
Mgr. Veronika Michovská, Ph.D. (seminar tutor)
MgA. Lenka Polánková, Ph.D. (seminar tutor)
Guaranteed by
doc. PhDr. Věra Vojtová, Ph.D.
Department of Special and Inclusive Education – Faculty of Education
Contact Person: Mgr. Kateřina Štěpařová
Supplier department: Department of Special and Inclusive Education – Faculty of Education
Prerequisites
SPA013
The course is designed as a compulsory optional in the PhD study programme of Social Pedagogy.
Course Enrolment Limitations
The course is offered to students of any study field.
Course objectives
The course objective is to provide PhD students with specific skills and knowledge related to educational and socially helping activities in the context of social inclusion. Within the framework of personal and social development, PhD students will practice their position in the educational process by detecting their strengths and weaknesses. Emphasis will be placed on the development of facilitating qualities, group work, improvement of social skills such as effective communication, cooperation, self language, here and now, group dynamics, cohesion and interaction. Based on the model social reality, PhD students will learn skills in the field of leadership and management of human resources, innovation, creative and critical thinking, cooperation, communication, evaluation.
Learning outcomes
The PhD students will be able to: • define the core of optional activation methods in the context of social inclusion; • explain current theories of personal and social development of people from various specific groups; • analyze foreign approaches and events around the topic of social inclusion; • implement and evaluate the leadership of (self) development groups under direct supervision; • evaluate the leadership of (self) development groups under direct supervision; • critically analyze information sources within the leadership and management of teams dealing with specific areas in people management; • critically reflect on the use of acquired professional skills for educational practice.
Syllabus
  • 1. Self-knowledge,self-development and development of professional cooperation. Reflective evaluation techniques in the context of social inclusion. 2. Efficient self-care, self-monitoring, self-management and self-prezentation in the context of social inclusion. 3. Efficiency of inner mental functions (perception channels, alpha level, peak experiences) in the context of social inclusion. 4. Efficiency of interpersonal skills in the environment of social inclusion (assertivity, active listening, acting, discussion, suitable strategies with problematic people). 5. Interventions with pupils with Special Educational Needs. 6. The art of communication from the perspective of Social Educator leading a team (couching, mentoring and supervision). 7. People management, leadership and main functions of management (planning, organizing, staffing, controlling and evaluation, time-management). 8. Issues of teamwork and cooperation: team, team roles and personality typologies.
Literature
    required literature
  • People at worklife, power, and social inclusion in the new economy. Edited by Marjorie L. DeVault. New York: New York University Press, 2008, viii, 344. ISBN 9780814720042. info
  • John Dewey and our educational prospecta critical engagement with Dewey's Democracy and education. Edited by David T. Hansen. Albany: State University of New York Press, 2006, ix, 195 p. ISBN 9780791480946. info
    recommended literature
  • ARMSTRONG, Michael and Stephen TAYLOR. Amstrong's handbook of human resource management practice. 13th ed. Philadelphia: Kogan Page, 2014, xxxiv, 842. ISBN 9780749469641. info
  • WHETTEN, David A. and Kim S. CAMERON. Developing management skills : global edition. 8th ed. Boston: Pearson, 2011, 742 s. ISBN 9780273756057. info
  • FRAZER, Hugh, Eric MARLIER and Ides NICAISE. A social inclusion roadmap for Europe 2020. Adeldoorn: Garant, 2010, 212 stran. ISBN 9789044126679. info
  • YUKL, Gary A. Leadership in organizations. 7th ed. Upper Saddle River, N. J.: Prentice-Hall, 2008, 350 s. ISBN 9780132424318. info
  • TETT, Lyn. Community education, lifelong learning and social inclusion. 2nd ed. Edinburgh: Dunedin Academic press, 2006, vi, 90. ISBN 1903765560. info
Teaching methods
feedback evaluation, group discussion, workshop, supervisory leadership.
Assessment methods
Colloquium, which will be awarded for a self-reflective final report of the PhD student on the educational formation of members of a specific social group. The purpose of this report is the professional development of social-care workers in the context of social inclusion.
Language of instruction
English
Further Comments
The course is taught annually.
The course is also listed under the following terms Autumn 2023, Spring 2024, Spring 2025.
  • Enrolment Statistics (recent)
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