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Lecturer(s)
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Brtnová-Čepičková Ivana, doc. PaedDr. Ph.D.
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Course content
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1. Introductory lesson- acquaintance with the teaching program, with the recommended literature, with the system of work in seminars and with the requirements for the completion of the course. 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 diagnostics) 3. Areas of pedagogical diagnostics in primary school, characteristics and application of methods at the 1st level? general framework 4. Diagnosis of the pupil's intellectual development (knowledge, skills, memory, attention), 5. Didactic tests and their application in primary school 6. Diagnostics of motivational and interest area, diagnostics of pupil's performance motivation 7. Diagnostics of the school environment. School class and its diagnostics, school / class climate 8. Self-diagnostics of teacher's pedagogical work 9. Methods of pedagogical diagnostics and their use in the work of a primary school teacher 10. Methods of pedagogical diagnostics and their use in the work of a primary school teacher 11. Individual educational plan. IVP creation strategy. 12. Credit test. 13. Teaching evaluation, credits
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Learning activities and teaching methods
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unspecified, unspecified, unspecified, unspecified
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Learning outcomes
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The aim of the course is to acquaint students with the essence of pedagogical diagnostics in the work of a teacher at the 1st stage of elementary school. To lead students to a reasoned choice of methods that are suitable for diagnosing differences in primary school pupils and that will enable him to recognize, assess, characterize and evaluate the level of development of the child (and the whole class) in relation to the causes and conditions of this development.
The student is able to explain the importance of pedagogical diagnostics and evaluation for the work of primary school teachers, characterizes basic terminology, describes and specifies basic diagnostic methods and tools, applies diagnostic activities in teaching as a natural part of the learning process with emphasis on its feedback function for students, teachers and parents, distinguishes between control and evaluation of learning activities in individual and social relational norm, creates didactic tools for evaluation of pupils' educational results, creates opportunities for self-evaluation of pupils in teaching.
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Prerequisites
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unspecified
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Assessment methods and criteria
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unspecified
Block teaching, consulting hours and e-mail communication. Requirements for fulfilling the course: 1. Active 100% student participation in contact teaching; 2. successful completion of the credit test; 3. seminar processing work (the student prepares and submits a seminar paper according to the instructions given in the study support). Study support available from: https://moodle.pf.ujep.cz/login/index.php; Entrance for guests; password - host
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Recommended literature
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Čáp, J., & Mareš, J. Psychologie pro učitele.. Praha: Portál., 2001.
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HRABAL, V., HRABAL, V. Diagnostika. Pedagogicko psychologická diagnostika žáka s úvodem do diagnostické aplikace statistiky. Praha: Karolinum, 2002.
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HRABAL, V. Jaký jsem učitel?. Praha: SPN, 1988.
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Chráska, M. Didaktické testy. Brno: Paido, 1999, s.91. ISBN 80-85931-68-0..
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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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