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Lecturer(s)
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Course content
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During the pedagogical practice, the student is obliged to perform the following tasks: - complete the interrogations and record each interrogation on the attached examination sheet - to carry out independent pedagogical activity on the basis of written preparations - after listening and output, the practicing teacher performs an analysis with the student. The student prepares a proper written preparation for each output, submits it in advance and in time to the training teacher and adjusts it according to his instructions. After analyzing the student's output, the teacher will give a brief evaluation. Not only the output itself is evaluated, but also the content and formal level of preparation processing. - implement assistant activities. Assistant activity means, for example, preparation and production of aids, work with documentation, assistant work in activities led by a practicing teacher - assistance in group work, working with problem children and any other activity related to the work of a practicing teacher or operation of equipment back - to get acquainted in detail with the organization of work, administration and methods of work used in kindergarten - to get acquainted with the organization of the facility and with the pedagogical documentation, with the school educational program - get acquainted with pedagogical documentation and school equipment - get acquainted with other responsibilities of teachers arising from the operation of the school - to participate in school events according to the instructions of the practicing teacher and to fulfill other pedagogical duties
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Learning activities and teaching methods
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unspecified, unspecified
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Learning outcomes
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The aim of pedagogical practice is to gain through practical activities skills and experience in leading the educational process in kindergarten. The main task of this practice is the preparation and implementation of specific sections of educational work with a focus on targeted observation, design, implementation and their subsequent reflection with emphasis on self-reflection. Teaching practice takes place in the form of listening, assistant activities and own outputs. Students will get acquainted with the organization and preparation of educational activities and pedagogical documentation. Students will deepen their experience with the independent implementation of educational activities, they will be able to analyze the results of teaching and their own pedagogical performance. The internship will move to finding out the issues of the child's entry into school, school maturity, readiness and adaptation of the child to school. The aim of the internship is to get acquainted with the school educational program and respect the age and individual needs of preschool children.
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Prerequisites
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The student evaluates the course of practice, including the benefits of practice in relation to the selected facility. During the internship, the student will deepen the practical experience and knowledge gained so far, especially in the field of independent work in kindergarten. The student is acquainted with the organization and preparation of educational activities and pedagogical documentation in kindergarten. He has experience with the independent implementation of educational activities. He is able to analyze the results of teaching and his own pedagogical performance. The student is familiar with the basic terminology of preschool education, characterizes the qualities and specifics of preschool children, works with a curricular document for preschool education, applies theoretical knowledge to the creation of school and classroom education program, theoretically and partially practically manages planning activities in kindergarten content (material) and methodical and class documentation management. It specifies the concept of personality-oriented preschool education, its goals and key areas of preschool education and training (components of preschool education). He orients himself theoretically and practically in the basic concepts of education and in alternative educational programs. It characterizes the basic requirements for the performance of the teaching profession, describes the work activities and duties of a kindergarten teacher, the importance of self-reflection for professional and personal growth.
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Assessment methods and criteria
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unspecified
Elaboration of portfolio from practice. At the end of the internship, the student will prepare a portfolio from the internship, which will include: - assessment prepared by the practitioner - self-evaluation of practice - self-evaluation - a detailed overview of the activities that the student performed in practice - characteristics of the kindergarten, characteristics of the educational program of the kindergarten - observation records from listening hours - written preparations from personally realized outputs supplemented by self-reflection (the student evaluates his expectations, ideas of what worked, what failed according to his ideas, a proposal for improvement). The portfolio from practice will be provided with a title page, will contain all parts according to the documents for the credit and will be submitted in digital form as one PDF file. (Detailed instructions and necessary forms are provided to students via the CPP website - always in an updated form for the relevant semester). The conditions for granting the credit are: - completing practice in the full range of activities - compliance with the specified length of practice - positive evaluation by a trainee - submission of all materials for credit - portfolio from practice The method of portfolio evaluation from practice is verbal. On the basis of a positive evaluation, a study control (credit) will be awarded.
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Recommended literature
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Krejčová, V., Kargerová, J., Syslová, Z. Individualizace v mateřské škole.. Praha: Portál, 2015.
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PRŮCHA, J., KOŤÁTKOVÁ, S. Předškolní pedagogka. Praha, Portál, 2013. ISBN 978-80-262-0495-4.
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Syslová, Z., Kratochvílová, J., Fikarová, T. Pedagogická diagnostika v MŠ.. Praha: Portál, 2018.
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Syslová, Z., Štěpánková, L. Třídní projekty v mateřské škole.. Praha: Portál, 2019.
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