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Lecturer(s)
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Course content
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1.School History: Its Position, Possibilities, and Perspectives 2.Development of History Teaching in the Czech Lands ? Inspiration from Tradition 3.Goals and Possibilities of Contemporary History Teaching within the Framework of the Framework Educational Program (FEP) and School Educational Program (SEP) 4.The Personality of the History Teacher with an Emphasis on Their Skills 5.Organization (Selection, Programs) of Curriculum ? Theory and International Experience 6.European Identity, European Themes and Experiences in Czech (European) Schools 7.Historical Thinking, Its Development and Specifics in the Context of Historical Culture; Historical Awareness (Consciousness) Distance Learning Topics: 1.Evaluation of a Specific School Educational Program (SEP) 2.Reflection on the Organization of Thematic Units 3.Proposal of Own Thematic Unit in the Context of School History 4.Internal Structuring of a Thematic Unit 5.Discussion for Understanding
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Learning activities and teaching methods
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unspecified, unspecified, unspecified, unspecified, unspecified
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Learning outcomes
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Based on the current development of history didactics, or school history, the subject deepens students' theoretical knowledge, acquired both in historiographical and pedagogical-psychological disciplines, and at the same time enables them to acquire practical skills in the various activities necessary for teaching history. The student gets an overview of the history of history teaching as well as the basic concepts, strategies, techniques, methods of history didactics not only in the Czech environment. In addition to theoretical knowledge, the subject is aimed at developing and constantly practicing the practical skills of a potential history teacher.
The student: 1.Demonstrates knowledge of contemporary concepts in school history education. 2.Is familiar with the development of history teaching in the Czech context. 3.Enhances communication skills and is able to moderate discussions. 4.Is capable of creating and defending a plan of thematic units. 5.Is able to reflect on and justify the goals/outcomes of history teaching.
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Prerequisites
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The course builds upon the following subjects: Introduction to the Study of History ? KHI/KBH48 History Didactics ? Practical Exercises ? KHI/KBH67 Reflective Seminar on Teaching Practice ? KHI/KBH68 The course is conducted in cooperation with the following subjects: Preparatory Seminar for Teaching Practice ? KHI/KMU12 Continuous Teaching Practice ? KHI/KMU13 Interdisciplinary Relations of History I ? KHI/KMU11
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Assessment methods and criteria
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unspecified
The student prepares partial presentations on individual topics in both written form (essay) and oral form (introduction to a discussion). The student actively participates in discussions as a moderator, note-taker, and participant. The student coordinates their activities with fellow classmates. The student creates a portfolio of personal key outputs related to the assigned topic or thematic unit.
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Recommended literature
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Beneš Zdeněk, Gracová, Blažena. Průcha, J. Sondy a analýzy. Učebnice dějepisu ? teorie a multikulturní aspekty edukačního média.. Praha, 2008.
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ČINÁTL, Kamil, PINKAS, Jaroslav. Dějiny ve filmu: film ve výuce dějepisu. Praha. 2014.
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Havlůjová Hana Najbert Jaroslav. Paměť a projektové vyučování v dějepise. Praha, 2014. ISBN 978-80-87912.
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Seixas, Peter, Morton, Tom. The Big Six: Historical thinking concepts. Toronto, 2013. ISBN 978-01-7654-154-5.
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Stradling, Robert. Jak učit evropské dějiny 20. století. Praha, 2003.
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Stradling Robert. Multiperspektivita ve vyučování dějepisu: příručka pro učitele. Praha, 2004.
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