Lecturer(s)
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Fibiger Martin, PhDr. Ph.D.
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Course content
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Didactic portfolio is supposed to give students an opportunity to self-reflection and to repeated evaluation of supporting didactic materials which they used during the continuous pedagogical practicum.
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Learning activities and teaching methods
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unspecified
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Learning outcomes
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The seminar focuses on verifying of didactic competence of students, before they start their pedagogical practice. Stu-dents can get credit when thy present model preparation for a school lesson, including preparation of tools and other useful materials, multimedia presentations, papers etc. Teacher verifies competence connected with solving of problem-atic situations in practice.
Student demonstrates his competence in the field of education; he has the competence to implement specific teaching. He is able to create an adequate and functional preparation for the appropriate type of lessons, didactic content, moti-vational techniques, student's profile (presents model preparation, describes its framework implementation). He can also orientate himself in accessible teaching supports (including manuals, textbooks, methodologies).
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Prerequisites
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knowledge of the field on the level of GCSE exam knowledge of disciplines connected to the central domain of study knowledge of appropriate terminology
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Assessment methods and criteria
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unspecified
activity presentation
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Recommended literature
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Coufalová, J. a kol. Hledisko kvality v přípravě učitelů. Plzeň: Západočeská univerzita v Plzni, 2010.
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Dytrtová, R. - Krhutová, M. Učitel příprava na profesi. Praha: Grada, 2009.
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Kasíková, H. - Žák, V. Učit se děti učit se: hospitační arch. Praha: Národní ústav pro vzdělávání, 2011.
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Mareš, J. Učitel - jeho příprava a požadavky školské praxe: sborník referátů z 2. konference České asociace pedagogického výzkumu. Ústí nad Labem: Česká asociace pedagogického výzkumu, 1994.
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Truda, J. Profesní portfolio učitele: soubor metod k hodnocení a sebehodnocení. Praha: Národní ústav pro vzdělávání, 2012.
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