Teacher Training of Specialized Subjects for Secondary Schools

This field of study is designed for graduates of bachelor's study of the same or similar specialization.

The aim of the study program of Teaching vocational subjects is to create professional, pedagogical, psychological, communication and other personality-cultivating competencies for teachers of vocational subjects at secondary vocational schools and secondary vocational schools.

The emphasis is equally on the development of professional skills and gaining knowledge in relevant disciplines that graduates will use in their teaching practice. The study develops the basic attitudes and values of graduates to become active, responsible and independent members of their professional community and society.

The studies emphasise the principle of interdisciplinarity (interconnection of some pedagogical and psychological subjects) and the principle of sequence and gradation of themes and courses, from the more general to the more specific. The concept is also characterized by the interdependence of theory and practice. An important part of the concept is the reflective teaching practice. The principles of reflection on teaching practice and self-reflection are related both to practice and to other experience-oriented subjects. An important part of the concept is also the promotion of inclusion, which is perceived as a cross-curricular theme (also supported by a separate course).

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;
• apply the principles of good practice;
• 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;
• plan, implement and evaluate own teaching at an appropriate level of professional quality standard;
• use basic professional terminology and information sources of educational and school psychology in describing, analyzing, interpreting and evaluating typical learning situations;
• to use the basic methods and tools of pedagogical diagnostics in practice, thus obtaining data available for individual support of the pupil / client and data for work with the group, class team;
• summarize the results of the professional examination and the principles of the work of the teacher with the described pupil (including the context of the applicable legislation) on the basis of the recommendations of experts from the school, school
• reflect the experience of one's own teaching practice in the professional community and use reflection and self-reflection as a tool for professional learning;
• explain and reflect in their educational activities the principles of inclusive education at the level of culture, policy and practice of the school.

The graduate obtains basic information from the disciplines necessary for the erudite work of the teacher of vocational subjects in the fields studied in the previous study. He / she will obtain a comprehensive education for such work including didactics of vocational subjects.

The profile of the graduate of the study program includes:

qualification readiness and degree of professional adaptability to the conditions and requirements of practice:

- basic vocational education including didactics of vocational subjects,

- application and communication readiness,

- communication competence,

characteristics of professions and institutions where they can apply their education:

- teacher of vocational subjects at secondary schools,

- activities that are allowed by Act 563/2004 Coll.

• Secondary school teacher

Teaching practice I (1st semester) is chosen for only one of his/her study fields.

Teaching practice II (2nd semester) must be enrolled in for both study fields.

Teaching practice III (3rd semester) must be enrolled in for both study fields.

The teaching practice is conceived as a coherent and gradated system with an emphasis on interconnection with theory and reflection and self-reflection of the student as a teacher.

The aim of the teaching practice is to acquire the professional competences necessary in the daily work of the teacher, to become acquainted with the roles which the teacher enters into in their work, to realize their own professional needs and to gradually take responsibility for the planning, implementation and evaluation of lessons. Throughout the teaching practice, students get a real idea of what a teacher's everyday work involves.

The teaching practice forms a coherent system of consecutive subjects. In the follow-up master's programmes, these are the subjects Teaching Practice 1 (1st semester), Teaching Practice 2 (2nd semester) and Teaching Practice 3 (3rd semester). In total, this makes up 280 hours (double-subject programme), followed by Seminar on Teaching Practice. Students enrol in the Seminar on Teaching Practice 1 twice during their studies (in the first and second semesters). The aim of the reflection is to provide students with a space for sharing and reflecting on experiences from their own teaching practice and helping them to deepen their reflective and self-reflective skills.

The system of teaching practice is regularly evaluated both through open and closed questions, both by students and the mentor teachers. The reflective seminars are also evaluated.

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.).