CJUPP03J Preparation for Czech Language and Literature Teaching III

Faculty of Arts
Spring 2025
Extent and Intensity
0/0/0. 6 credit(s). Type of Completion: z (credit).
In-person direct teaching
Teacher(s)
Mgr. Marcela Křápková Hrdličková, Ph.D. (lecturer)
Mgr. Lucie Taraldsen Medová, M.Phil., Ph.D. (lecturer)
doc. PhDr. Zdeňka Hladká, Dr. (assistant)
prof. Mgr. Pavel Kosek, Ph.D. (assistant)
doc. Mgr. Zuzana Urválková, Ph.D. (assistant)
Guaranteed by
Mgr. Marcela Křápková Hrdličková, Ph.D.
Department of Czech Literature – Faculty of Arts
Contact Person: Mgr. Veronika Bromová, Ph.D.
Supplier department: Department of Czech Language – Faculty of Arts
Prerequisites
CJUPP02J Preparation f. CZ Teaching II
The student has already passed CJUPP01J Preparation for Czech Language and Literature Teaching I and CJUPP02J Preparation for Czech Language and Literature Teaching II. During the same term, the student also has to enroll in CJURS03J Reflection for Czech Teaching III.
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
Course objectives
The course is focused on application of theoretical knowledge in practice of a secondary school teacher. Preparation for Czech Language and Literature Teaching III concentrates on independent teaching of the attendee and the development of his abilities as a future teacher, focusing on the departmental teaching issues. Systematically, the student has to deal with specific departmental teaching issues as well as the related approach to teaching, its circumstances, and opportunities of teaching.
Learning outcomes
Once the course is complete, the student is able to:
plan and realize a lesson on their own in accordance with the FEP and SEP,
set realistic educational goals, reach them, and reflect them, critically assessing the results,
transform didactically the teaching topic on their own,
utilize and combine various didactical forms and methods in order to intensity the effectivity the most,
work with special education needs pupils,
interconnect specific components of the subject in a functional and effective way, using their relatedness,
motivate the pupils to read and to use language in a refined way, utilizing a broad variety of functional tools including (but not only) information and communication tools, experiential learning etc.,
use activation methods and forms of work,
approach innovations of education process and school practice proactively,
reflect their practice in an informed and adequately self-critical way, evaluating their strengths and weaknesses, being aware of who to ask for support,
judge if they keep positive circumstances for teaching in the classroom,
evaluate if learning is supported in pupils through communication,
individualize the teaching in the class and assess how successful they are in it and what they could improve,
judge what type of evaluation is suitable for specific pupils' results of learning and provide formative evaluation,
use methods to support cooperation in pupils, considering the social environment in the class and the support of prosocial behaviour in pupils,
propose a solution to deal with a critical situation independently and in accordance with conventions of the school,
fully identify themselves with the role of the teacher.
Syllabus
  • The student has already passed both departmental didactical courses as well as courses of pedagogical-psychological basis. In this course, both knowledge and competences from Preparation for Czech Language and Literature Teaching I and II are developed. The dominant part of the course is realized in cooperation with a secondary school of any type (a grammar school, a vocational school, a training school). In the chosen school (or schools):
  • a) the attendee sits in on classes, which they later reflect
  • b) the attendee gets acquainted with pedagogical-psychological characteristics of students of the classes they will teach
  • c) the attendee learns to deal with critical situations and prevent them as led by the secondary school teacher
  • d) the attendee cooperates with the mentoring teacher preparing teaching materials and aids, and creates them on their own
  • e) the attendee proposes work with modern teaching technologies and tools for teaching Czech at the chosen school, prepares them, and implements them in the lessons
  • f) the attendee works independently with pedagogical documentation (FEP, SEP, the school-leaving exam organization, the list of the school-leaving exam requirements etc.), creates individual study plans for special education needs pupils as led by the mentoring teacher
  • g) the attendee prepares their own lessons
  • h) the attendee realizes the planned lessons of Czech on their own
  • i) the attendee evaluates their way of teaching and their preparations for it both on their own and together with the mentoring teacher.
Literature
  • SIEGLOVÁ, Dagmar. Konec školní nudy : didaktické metody pro 21. století. První vydání. Praha: Grada, 2019, 336 stran. ISBN 9788027122547. URL info
  • GINNIS, Paul. Efektivní výukové nástroje pro učitele : strategie pro zvýšení úspěšnosti každého žáka. Illustrated by Les Evans. První vydání. [Praha]: Edulab, 2017, xxiii, 365. ISBN 9788090608269. info
  • NEUMAJER, Ondřej, Lucie ROHLÍKOVÁ and Jiří ZOUNEK. Učíme se s tabletem - využití mobilních technologií ve vzdělávání (Learning with Tablets - Use of Mobile Technology in Education). Praha: Wolters Kluwer, 2015, 188 pp. ISBN 978-80-7478-768-3. URL info
  • DRLÍK, Martin. Moodle : kompletní průvodce tvorbou a správou elektronických kurzů. 1. vyd. Brno: Computer Press, 2013, 344 s. ISBN 9788025137598. info
  • ČAPEK, Robert. Třídní klima a školní klima. Vyd. 1. Praha: Grada, 2010, 325 s. ISBN 9788024727424. URL info
  • ZOUNEK, Jiří and Klára ŠEĎOVÁ. Učitelé a technologie : mezi tradičním a moderním pojetím. 1. vydání. Brno: Paido, 2009, 172 stran. ISBN 9788073151874. info
  • ČAPEK, Robert. Odměny a tresty ve školní praxi. Vydání 1. Praha: Grada, 2008, 160 stran. ISBN 9788024717180. info
  • Rámcový vzdělávací program pro gymnázia. Online. Praha: Výzkumný ústav pedagogický v Praze, 2007, 100 pp. ISBN 978-80-87000-11-3. URL info
  • ZOUNEK, Jiří. Internet nejen pro studenty (Internet (not only) for Students). Praha: Grada, 2003, 104 pp. Internet pro... ISBN 80-247-0570-2. info
  • ČAPEK, Robert. Pedagogická praxe pro studenty : (alternativní vyučovací hodiny teoreticky i prakticky). 1. vyd. Hradec Králové: Gaudeamus, 2002, 107 s. ISBN 8070418087. info
  • ČAPEK, Robert. Pedagogická praxe pro studenty : od hospitace k souviské praxi. Vyd. 1. Hradec Králové: Gaudeamus, 2001, 133 s. ISBN 80-7041-412-X. info
  • ČECHOVÁ, M.; STYBLÍK, V. Čeština a její vyučování. 2nd ed. Praha: SPN, 1998, 264 pp. ISBN 80-85937-47-6. info
Teaching methods
Preparation of Czech Language and Literature III is the third out of three courses which make up the practical preparation of teaching students for their future jobs. Gradually, the courses track the developing knowledge, abilities as well as needs of teaching students, therefore, this course is focused on activities which let the student actively teach. During Preparation of Czech Language and Literature III, the student takes part in:
1) 8 hours of sitting in on classes of Czech language and literature, preferably in classes they will later teach in + 2 hours of reflection with the mentoring teacher
2) 16 hours of teaching on their own + 6 hours of their reflection with the mentoring teacher
3) 4 hours of teaching in tandem + 2 hours of reflection with the mentoring teacher
4) 32 hours of other activities at school (for example helping correcting essays, creating teaching aids, accompanying pupils during field-trips, organizing a project day / a field-trip / a school trip etc., preparing school projects, participating in class meetings, getting acquainted with pedagogical documentation, helping with school/class documentation, class lessons, standing-in for a full-time teacher etc.).
Assessment methods
During the practice, the student keeps a reflective diary, which is later uploaded in Odevzdávárna. It is recommended to continue writing the reflective diary which was kept throughout the practice. The student is also required to fill-in the self-evaluating tool in the IS and hand-in the required documentation as specified on https://www.phil.muni.cz/student/pedagogicke-praxe. Chosen parts of the teacher portfolio have to be uploaded as well, specifically, at least 2 plans of a linguistic or writing lesson and 2 plans of a literary lesson, 1 plan of any other lesson (it can be a tandem one), 1 didactic aid (a working sheet, a game, a screenshot of an electronic tool etc.), an overview of activities they participated in during the practice (in any format, preferably as an overview table). The portfolio may later be used at the state exam, therefore, we recommend to fill it in carefully. Other document can be included in it (a topic plan proposal, the SEP reflection, instructions to fill in a class record etc.).
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught each semester.
The course is taught: in blocks.
Information on the extent and intensity of the course: blokově.
The course is also listed under the following terms Spring 2022, Autumn 2022, Spring 2023, Spring 2024.
  • Enrolment Statistics (Spring 2025, recent)
  • Permalink: https://is.muni.cz/course/phil/spring2025/CJUPP03J