Teacher Education - Vocational Training

The graduates can work as teachers of practical training of the relevant field in the following areas: vocational training, apprenticeship practice, practical training and all practical exercises. They can also apply their qualifications in institutions dealing with the relevant field of education (training courses, retraining, professional qualifications, further education, etc.).

The study is single-subject and the core of the training consists of profile pedagogical and discipline didactic disciplines, whose logical sequence ensures gradation of the graduate's preparation. Through the intersection for all professions we chose subjects of economic character and management.

After successfully completing his/her studies the graduate is able to:

• use and apply his/her broad special knowledge for his/her teaching practice;
• use properly the basic methods of teaching in high school;
• work for specialized workplaces; he/she knows the safety principles and principles of health protection related to work;
• evaluate the suitability of educational methods in practice;
• select (from a broad spectrum of new knowledge) and use for teaching suitable current issues and to present them appropriately in the classroom;
• to think critically about the use of pedagogical and psychological knowledge in the practice of practical teaching teachers, to read common pedagogical and psychological texts for teachers and to understand them creatively;
• establishes educational goals and methods, plans, implements and reflects teaching sequences and activities to fit into the school curriculum;
• analyze the educational or educational situation in terms of educational communication, propose an alteration of the educational or educational situation, which corresponds to the rules of effective educational communication;
• to understand their own process of self-reflection, eg to better substantiate and evaluate their arguments, to name their emotions and their relation to action or to critically look at their own attitudes towards education;
• use the basic methods and tools of pedagogical diagnostics in practice and obtain data available for individual support of the student / client;
• to formulate arguments from theory and practice his own concept of education, which he would like to apply in his future profession;
• explain the basic principles of inclusive and special education; it reflects its attitude to diversity and its influence on its own pedagogical practice;
• understand the basic concepts, theories and interpretative frameworks of developmental and social psychology.

• Secondary school teacher

The system of pedagogical practice is set up in such a way that in the long term and systematically it aims at the development of professional competences of the student and prepares him / her for the full mastery of the role of the teacher of practical education (in this context vocational subjects (here we talk about teaching practice, which is devoted to the space in the curriculum of the follow-up Master's study). Given that we see practice and its reflection as a cornerstone in the preparation of future assistants and teachers, we have expanded the space for practice and reflection in the innovative practice system and made practice a mandatory part of study. The system of practices leads to the gradual development of professional competencies, by exposing the system of practices in accordance with the hierarchy of professional development needs of assistants and teachers, as well as their specialization. Given that Teaching Practical Training is a comprehensive study program includes a system of practices and a teaching (field) component.

Students:

-demonstrate an awareness of the current issues of their field of study, they can clearly and comprehensibly define the topic of the final thesis and its objectives, describe the initial state of knowledge and propose appropriate methods of achieving their stated goals;

-work with appropriate primary and secondary sources of information, cite them according to a valid standard (APA or ISO) and in accordance with the ethics of academic work;

-through the creation of their own text they demonstrate stylistic competence, and the ability to create an academic text;

-demonstrate the ability to ask questions and solve problems, to formulate new ideas and conclusions that bring at least some new knowledge about the phenomenon being studied, or enrich the methodological (in the area of research) or methodical (in the area of education) procedures in relation to clearly defined target groups (students at primary and secondary school, groups with specific educational needs, etc.).