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Lecturer(s)
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Škoda Jiří, prof. PhDr. Ph.D., MBA
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Říčan Jaroslav, doc. Mgr. Ph.D.
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Course content
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" The content of education, its codification and change over time, curricular reform and its principles, knowledge of the educational content " Goals in education, their function, meaning, and formulation. Taxonomy of cognitive, affective, and psychomotor goals. " Organisational forms of tuition from the time perspective, the number of tutored individuals' perspective, the place perspective " Teaching methods and sorting criteria; tuition activation methods; modern trends from the method's perspective " Didactic means - tools, textbooks, ICT in tuition; didactic modelling and experimentation. " Communication in education, verbal and nonverbal communication, communication by act, illegal communication " Diagnostics in education, its meaning, function, methods, diagnostic process, and its conclusion + recommendation " Evaluation during tuition, meaning of evaluation, types of evaluation, properties of evaluation, subjective source for error " Didactic testing, types of tests, types of test items, test properties, rules for making teacher-made tests " The causes of a pupil's failure, biological, psychological, and social, work with the failing pupil " Innovative and modern trends in education, didactic reconstruction " Teacher's profile in secondary education, typology of teachers, teacher's authority
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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 goal of this subject is to prepare students for programmes focused on teacher qualification at both theoretical and practical levels for the management of the process of education in the broad context of school and leisure applications. As a part of lectures and seminars, the following topics will be covered: The subject of general didactics, modern theories of education, content of education, curricular theory, curricular documents, goals in education, organisational forms of education, teaching methods, didactic means, communication in education, psycho-educational diagnostics and its methods, evaluation during tuition, causes of pupils' failure, modern and innovative trends in education, and the elementary and high school teacher's profile. Seminars and the individual preparation for the general didactics will be oriented towards the solo creative activity of students who should be able to acquire the necessary knowledge using this specific style. The goal of seminars that follow up the lectures on general didactics should be a practical procession of the selected topics. The main content of the seminars and the individual solo preparation is a practical application of the areas taught during lectures to the selected topics connected with the education of individuals of various ages, and to be able to address the problem of possible specific needs in the education of certain individuals (and to analyse the problems connected with this topic). Another goal of this subject is to familiarize its students with the basic didactic literature and to create competences connected to the critical analysis of informational sources
The student describes the system of the curricular documents in the CZ, explains the basic principles of the curricular reform, describes the nonmaterial and material didactic means, defines the organisational forms and educational methods, describes the meaning and functions of evaluation in tuition, defines the subjective sources of error in evaluation, and characterizes the methods of feedback gathering. A student describes the process of diagnostics in education, basic methods used in diagnostics, and determines the possibilities of their use during the process of education.
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Prerequisites
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none
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Assessment methods and criteria
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unspecified
According to the teacher's instructions.
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Recommended literature
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BLOOM, P. Jak se děti učí významu slov.. Praha: Karolinum, 2014.
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CARBONNIER, G., CARTON, M., KING, K. Education, Learning, Training. Critical Issues for Development.. Nijhoff: Brill, 2014.
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CLARK, R. Evidence-Based Training Methods: A Guide For Training Professionals. Association for Talent Development,. 2014.
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ČAPEK, R. Moderní didaktika. Praha, 2015. ISBN 978-80-247-3450-7.
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JANÍK, T. et al. Kvalita (ve) vzdělávání. Obsahově zaměřený přístup ke zkoumání a zlepšování výuky.. Brno: MU, 2016.
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JANÍK, T., MAŇÁK, J., KNECHT, P. Cíle a obsahy školního vzdělávání a metodologie jejich utváření. Brno: PAIDO, 2009.
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JANIŠ, K., LOUDOVÁ, I. Obecná didaktika: vybraná témata..
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JEDLIČKA, R., KOŤA, J., SLAVÍK, J. Pedagogická psychologie pro učitele. Psychologie ve výchově a vzdělávání.. Praha: Grada, 2018.
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KREJČOVÁ, L. Žáci potřebují přemýšlet: Co pro to mohou udělat jejich učitelé.. Praha: Portál, 2013.
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MAZÁČOVÁ, M. Vybrané problémy obecné didaktiky.. Praha: UK, 2014.
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MERTIN, V., KREJČOVÁ, L. a kol. Metody a postupy poznávání žáka. Pedagogická diagnostika.. Praha: Wolters-Kluwer, 2016.
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MOORE, A. Teaching and Learning: Pedagogy, Curriculum and Culture (Key Issues in Teaching and Learning).. New York: Routledge Falmer, 2001.
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PRICE, K., M. Planning Effective Instruction: Diversity Responsive Methods and Management.. Boston: Cengage Learning, 2014.
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SLAVÍK, J., JANÍK, T.; NAJVAR; P, KNECHT, P. Transdisciplinární didaktika (o učitelském sdílení znalostí a zvyšování kvality výuky napříč obory). Brno: MUNI PRESS, 2017.
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TROJAN, V. Pedagogický proces a jeho řízení.. Praha: Wolters Kluwer, 2014.
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ZORMANOVÁ, L. Obecná didaktika: Pro studium a praxi.. Praha: Grada, 2014.
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