|
Lecturer(s)
|
|
|
|
Course content
|
1.Organization of the curriculum of educational fields and its relationship to educational goals 2. Portfolio in the preparation of a teacher for teaching 3. Preparation of a portfolio for pedagogical practice 4. Effective teaching methods and forms of work in history/civic education and fundamentals of social sciences/German language and literature lessons and their choice depending on the set educational goals 5. Methods of verifying the fulfillment of educational goals of individual activities and the entire lesson 6. The importance and possibilities of implementing pedagogical reflection - hospitality reflection, reflection of the implemented lesson, self-reflection of the teacher
|
|
Learning activities and teaching methods
|
|
unspecified, unspecified, unspecified, unspecified, unspecified, unspecified, unspecified, unspecified
|
|
Learning outcomes
|
The content focus of the preparatory seminar for teaching practice is based on the need to prepare the student for ongoing practice and to equip him or her with sufficient theoretical foundations for successful completion of teaching practices.
Students will acquire knowledge of the educational content of civic education and the basics of social sciences, the German language and literature and history, and knowledge of the didactic transformation of the curriculum for specific levels of schools. They will prepare for ongoing practice at an agreed primary and secondary school, in particular how to carry out observation and assistance activities, how to plan and reflect on teaching together with an accompanying teacher, and how to maintain a pedagogical portfolio. 1.1, 1.2, 2.1, 2.2, 2.5, 5.1, 6.1
|
|
Prerequisites
|
None
|
|
Assessment methods and criteria
|
unspecified
Students actively participate in the seminar, and during the semester they prepare a portfolio for teaching practice, which they defend at the end of the semester as part of a joint reflection on ongoing teaching practice.
|
|
Recommended literature
|
-
Rámcově vzdělávací program pro gymnázia. Praha, 2007.
-
Rámcově vzdělávací program základního vzdělávání. Praha, 2013.
-
bez literatury. bez literatury.
-
ČAPEK, R. Pedagogická praxe pro studenty. (Alternativní vyučovací hodiny teoreticky i prakticky.). Hradec Králové: Gaudeamus, 2002. ISBN 80-7041-8082-7.
-
ČAPEK, R. Pedagogická praxe pro studenty. (Od hospitace k souvislé praxi.). Hradec Králové: Gaudeamus,, 2001. ISBN 80-7041-412-X.
-
Filová,H.,Šimoník,O.,Švec,V. Praktikum didaktických dovedností. Brno, 1996. ISBN 80-210-1365-6.
-
MAŇÁK, J. AJ. Profesionální praktika z pedagogiky.. Brno: Masarykova univerzita,, 1992. ISBN 80-210-0471-1.
-
PODLAHOVÁ, L. Pedagogická praxe. (Průvodce pro současné studenty a budoucí učitele).. Olomouc: Vydavatelství Univerzity Palackého,, 1998. ISBN 80-7067-793-7.
-
ŠTURMA, J. Školní pedagogika - část I.. Hradec Králové: GAUDEAMUS,, 1996. ISBN 80-7041-121-X.
-
ŠVEC, V. (ed.). Monitorování a rozvoj pedagogických dovedností.. Brno: Paido,, 2000. ISBN 80-85931-87- 7.
-
ŠVEC, V. Klíčové dovednosti ve vyučování výcviku. Brno: Masarykova univerzita,, 1998. ISBN 80- 210-1937-9.
-
TVRZOVÁ, I. A KOL. Praxe realizovaná při studiu oboru pedagogika.. Praha, 2002.
|