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Lecturer(s)
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Ašenbrenerová Ivana, doc. PhDr. Ph.D.
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Course content
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Assistant pedagogical practice focuses on pedagogical work with pupils at the 2nd level of primary and secondary schools. The aim of the internship is to cooperate with the teacher on direct educational activities not only for pupils with special educational needs, but also to help in communication between pupils and between pupils and the teacher. Other activities include helping the teacher prepare for the lesson, working with aids, preparing school experiments, etc. The student will participate in individual and group support of students during the educational process and in preparation for teaching. The student will complete 20 hours of practice at a fully organized primary or secondary school. At the beginning of the internship, the student completes 4 listening and observation hours, followed by active assistant hours in the subject corresponding to the study program (variant of the MAIOR and MINOR study plan). The lessons are analyzed. The student will keep a pedagogical diary, which he / she will submit to the subject didactic after the end of the internship (a variant of the MAIOR and MINOR study plan). The framework of the internship, ie the number of hours and outputs (portfolio from the internship + evaluation by the mentor of the internship), is set by the CPP. The content and specific credit requirements are determined by the subject didactic to whom the student submits the outputs (variant of the MAIOR and MINOR study plan). Credit is awarded by CPP methodologists on the basis of the consent of subject didactics (variant of the MAIOR and MINOR study plan). The student chooses the school facility independently in agreement with the subject didactic.
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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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Assistant pedagogical practice focuses on pedagogical work with pupils at the 2nd level of primary and secondary schools. The aim of the internship is to cooperate with the teacher on direct educational activities not only for pupils with special educational needs, but also to help in communication between pupils and between pupils and the teacher. Other activities include helping the teacher prepare for the lesson, working with aids, preparing school experiments, etc. The student will participate in individual and group support of students during the educational process and in preparation for teaching. The student will complete 20 hours of practice at a fully organized primary or secondary school. At the beginning of the internship, the student completes 4 listening and observation hours, followed by active assistant hours in the subject corresponding to the study program (variant of the MAIOR and MINOR study plan). The lessons are analyzed. The student will keep a pedagogical diary, which he / she will submit to the subject didactic after the end of the internship (a variant of the MAIOR and MINOR study plan). The framework of the internship, ie the number of hours and outputs (portfolio from the internship + evaluation by the mentor of the internship), is set by the CPP. The content and specific credit requirements are determined by the subject didactic to whom the student submits the outputs (variant of the MAIOR and MINOR study plan). Credit is awarded by CPP methodologists on the basis of the consent of subject didactics (variant of the MAIOR and MINOR study plan). The student chooses the school facility independently in agreement with the subject didactic.
see Course objectives
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Prerequisites
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none
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Assessment methods and criteria
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unspecified
proper completion of internship at a school facility submission of an electronic version of the portfolio from practice (IS STAG) submission of evaluation by a practice mentor (IS STAG)
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Recommended literature
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BRANDENBURG, Robyn, ed. et al. Teacher education: innovation, intervention and impact. Singapore: Springer, 2016. ISBN 978-981-10-0784-2.
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LOJDOVÁ, K. et al. Determinanty účinnosti učitelských praxí. Brno, 2016.
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SPILKOVÁ, V. et al. Klinická škola a její role ve vzdělávání učitelů. Praha, 2015.
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STROUHAL, Martin, ed. Učit se být učitelem: k vybraným problémům učitelského vzdělávání.. Praha: Univerzita Karlova, nakladatelství Karolinum,, 2016. ISBN 978-80-246-3465-4.
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