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Lecturer(s)
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Lanková Barbora, PhDr. Ph.D.
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Course content
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1. Introductory lesson - acquaintance with the curriculum, with recommended literature, with the system of work in seminars and with requirements for completion of the subject. 2. Pedagogical diagnostics and its specifics in the work of a primary school teacher (definition of basic concepts, stages of the diagnostic process, principles for diagnosis) 3. Areas of pedagogical diagnostics in primary school, characteristics and application of methods at level 1 - general framework 4. Diagnosis of pupil's intellectual development (knowledge, skills, memory, attention) 5. Didactic tests and their application in primary school 6. Diagnostics of motivation and interest area, diagnosis of pupil's performance motivation 7. Diagnostics of the school environment. School class and its diagnostics, school / class climate 8. Self-diagnosis of pedagogical work of a teacher 9. Diagnosis of pupil self-assessment in relation to school work 10. Methods of pedagogical diagnostics and their use in the work of a primary school teacher 11. Methods of pedagogical diagnostics and their use in the work of a primary school teacher 12. Individual education plan. Strategy of IVP creation. 13. Credit test. 14. Evaluation of teaching, credits
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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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Learning outcomes of the course unit The aim of the course is to acquaint students with the essence of pedagogical diagnostics in the work of primary school teacher. To encourage students to reasonably choose methods that are appropriate for diagnosing differences in primary school pupils and enable them to recognize, assess, characterize and evaluate the level of development of the child (and of the whole class) in relation to the causes and conditions of this development.
Student can explain the importance of pedagogical diagnostics and evaluation for the work of primary school teacher, characterize basic terminology, describe and specify basic diagnostic methods and means, apply diagnostic activity in teaching as a natural part of the learning process, emphasizing its feedback function for pupil, teacher also distinguishes the control and evaluation of learning activities in the individual and social relationship norms, creates didactic tools for evaluating pupils' learning outcomes, creates opportunities for self-assessment of pupils in teaching.
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Prerequisites
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The subject has no prerequisites.
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Assessment methods and criteria
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unspecified
Active participation of the student in contact education; 2. successful passing the credit test; 3. Seminar work (student prepares and submits seminar work according to the instructions given in the study support). Study support available at: https://moodle.pf.ujep.cz/course/view.php?id=687 Guest entrance; password: guest
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Recommended literature
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ČÁP, J. Psychologie pro učitele. Praha: Portál, 2001. ISBN 80-717-8463-X.
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Dittrich, M. Pedagogicko-psychologická diagnostika.
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HRABAL, V. Jaký jsem učitel?. Praha: SPN, 1988.
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HRABAL, V. st., HRABAL, V. ml. Diagnostika. Pedagogicko-psychologická diagnostika žáka s úvodem do diagnostické aplikace statistiky. Praha: UK, 2002.
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Chráska M. Didaktické testy. Brno, 1999.
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KALHOUS, Z. - OBST, O. Školní didaktika. Praha: Portál, 2002.. Praha, 2002. ISBN 80-7178-253-X.
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KOLÁŘ, Z. - ŠIKULOVÁ, R. Hodnocení žáků. Praha, 2005.
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Kolář, Z. - Šikulová, R. Vyučování jako dialog. Praha, Grada, 2009.
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Mareš, J. Pedagogická psychologie. Praha, 2013.
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MERTIN, V., KREJČOVÁ, L. Metody a postupy poznávání žáka: pedagogická diagnostika.. Praha: Wolters Kluwer Česká republika, 2012. ISBN 978-807-3576-790.
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SPÁČILOVÁ, H. Pedagogická diagnostika v primární škole. Olomouc: PedF OU, 2003.
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Trpišovská, D. Psychologická diagnostika pro učitele.
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Vágnerová. Školní poradenská psychologie pro pedagogy. Praha, 2005. ISBN 80-246-1074-4.
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