The content of the course is based on the current starting points emphasizing the psychological competence of teachers, because for teachers the imaginary focus of importance shifts from the ontodidactic level (ie mastering the essence of the scientific field and its transformation into a teaching subject) to the psychodidactic level (ie. mainly thanks to psychological competencies with the aim of developing one of the so-called soft skills). In the context of the educational process, self-regulated learning and metacognition expresses the ability of a pupil or student to manage their own learning or themselves in learning, and in FEPs the self-regulated learning and metacognition constructs are associated with so-called key competencies (especially learning and problem-solving competencies). During the course, students will be introduced to the approach of self-regulated learning (Zimmerman, 2002) and the necessary component of metacognition (Flavell, 1979; Nelson & Narens, 1994). Teaching focused on promoting self-regulated learning and metacognition leads pupils to develop their basic academic skills (Dent & Koenka, 2016), problem solving (Rudolph et al., 2017; Schoenfeld, 2016) and self-reflection (Kuhn, 2000; Veenman, 2015) . The main emphasis of the course will be on (a) the diagnosis and methodology of ways of determining the level of metacognitive development and (b) the practical dimension - what are the ways (approaches, teaching forms and methods, techniques) leading to the pupil's metacognitive development.
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