|
Lecturer(s)
|
-
Havlínová Ivana, Mgr. Ph.D.
|
|
Course content
|
1. Curriculum reflection of teaching practice; 2. Controversy in the teaching of social themes; Eugen Fink: antinomy and dilemmas of education - with regard to Foundations of Humanities; 3. Personality types of pupils and the possibility of development of their key competencies within (cognitive and axiological level of social topics); working with errors; 4. Roles, competencies and demands on teachers of Humanities; 5. Discussion, debate, work with a case study, working with a film, the method of oral history in the lessons of Humanities 6. The role and possibilities of textbooks in teaching of Humanities; analysis of selected contemporary textbooks 7. Educational programs for individual disciplines of Humanities
|
|
Learning activities and teaching methods
|
|
unspecified, unspecified, unspecified, unspecified
|
|
Learning outcomes
|
The course is designed to reflect the students ' experience of teaching practice from the point of view of curriculum of a particular field of study - reflection is focused on the process of teaching units, analysis of pupils' teaching styles, their approaches and analysis of students ' teaching styles. The course is also focused on the analysis of contemporary textbooks, projects and educational programs of Foundations of Humanities, preparation of their own curricula and time-thematic plans of selected disciplines of Humanities.
Students will deepen: - knowledge of efficient pedagogical approaches in Curriculum of Humanities, especially discussion, debate, work with a case study, working with a film in the lessons, the methods of oral history in teaching selected topics of Humanities - knowledge of contemporary textbooks, teaching programs and projects, teaching of Humanities - ability of pedagogical reflection of his/her own teaching, his/her own teaching style and feedback of implemented teaching units - ability to think through basic dilemmas and antinomy of education in the specific conditions in teaching of Humanities - competence for their own preparation and implementation of school curriculum and educational plans in Humanities - understanding the specifics of Foundations of Citizenship and Humanities, the role of a teacher of Education for Humanities, Foundations of Citizenship and Humanities and Foundations of Humanities
|
|
Prerequisites
|
KPF/N043 - Curriculum and Instruction of Humanities I
|
|
Assessment methods and criteria
|
unspecified
During the course, students will create a portfolio, which will be compiled of all written outcomes from individual lessons. To obtain a credit: - it will be based on the discussion between students and a lecturer about project and curriculum analysis and a project of two selected thematic units of two disciplines of Humanities. It will be worked out by the student after the last module; - it will be based on a project preparation and presentation to work in the lessons of Humanities. Conditions for obtaining a credit: students will have a maximum of two excused absences 2. Students will work out tasks for students who were missing 3. During an interview, students will defend their curriculum analysis and a project of two selected thematic units of two disciplines of Humanities. 4. Students will prepare and present a project to work in the lesson of Humanities.
|
|
Recommended literature
|
-
Rámcový vzdělávycí program pro gymnaziální vzdělávání. Praha, 2007.
-
BELZ, H. - SIEGRIST, M. Klíčové kompetence a jejich rozvíjení. Praha, 2001. ISBN 80-7178-479-6.
-
HAVLÍIK, R. - KOŤA, J. Sociologie výchovy a školy. Praha, 2007. ISBN 978-80-7367-327-7.
-
HENDERSON, J. G. Reflective Teaching. The Study of Your Constructivist Practice. Englewood Cliffs, 1996.
-
KALHOUS, Z. - OBST, O. Školní didaktika. Praha, 2002. ISBN 80-7178-253-X.
-
MAŇÁK, J. - Janík, T. - Švec, V. Kurikulum v současné škole. Brno, 2008. ISBN 978-80-7315-175-1.
-
PASCH, M. a kol. Od vzdělávacího programu k vyučovací hodině. Praha, 1998. ISBN 80-7178-127-4.
-
PELCOVÁ, N. Filosofická a pedagogická antropologie. Praha, 2000. ISBN 80-246-0076-5.
-
PETTY, R. Moderní vyučování. Praha, 1996. ISBN 80-7178-070.
-
STROUHAL, M. Teorie výchovy. Praha, 2013. ISBN 978-80-247-4212-0.
|