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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. Introduction - familiarization with the program of instruction, recommended literature, the system of work in the seminaries and the requirements for completion of the course. 2. Educational diagnostics and its specifics in the work of primary school teachers (basic concepts, phases of the diagnostic process, principles of diagnosis) 3. Areas pedagogical diagnosis in primary school, characterization and application of methods for 1st grade - a general framework 4. Diagnostics of intellectual development of the student (knowledge, skills, memory, attention) 5th Didactic tests and their application in primary school 6. Diagnostics motivation and interest areas, diagnostics pupil achievement motivation 7th Diagnostics school environment. School class and its diagnosis, school / classroom climate 8th Autodiagnostika pedagogical work of teachers 9. Diagnostics pupil self-assessment in relation to school work 10. Methods of pedagogical diagnostics and their use in the work of primary school teachers 11. Methods of pedagogical diagnostics and their use in the work of primary school teachers 12th Individual Education Plan. IVP creation strategy. 13. Test. 14. Evaluation of teaching, credits
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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 aim of the course is to acquaint students with the nature of pedagogical diagnostics in the work of teachers in the first grade of primary school. The student masters the knowledge and skills related to the selection and description of methods of pedagogical diagnostics, allowing it to identify, assess, characterize and evaluate the level of development of the child (and the entire class) in relation to the causes and conditions of this development. Students demonstrate the ability to apply acquired knowledge about pedagogical diagnostics solution case studies.
Student (ka) can explain the importance of educational diagnosis and evaluation of the work of primary school teacher, describes the basic terminology, describes and specifies the basic diagnostic methods and means of applying diagnostic activities in the classroom as a natural part of the learning process with emphasis on its feedback function for the student, teacher and parents, distinguishes between control and evaluation of learning activities in individual and social relational norm, creates a didactic tool for the evaluation of learning outcomes, creating opportunities for self-assessment of pupils in the classroom.
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Prerequisites
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The subject requires no specific prerequisites.
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Assessment methods and criteria
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unspecified
Active 100% attendance in contact lessons; 2. Successful mastering the final test; 3. Processing seminar work (student prepares and submits the seminar work according to the instructions provided in the study support). Educational support available from: https://moodle.pf.ujep.cz/login/index.php; Guest access; 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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Dittrich, M. Pedagogicko-psychologická diagnostika.
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HRABAL, V. Jaký jsem učitel?. Praha: SPN, 1988.
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CHRÁSKA, M. Didaktické testy. Brno: Paido, 1999. ISBN 80-85931-68-0.
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Mareš, J. Pedagogická psychologie. Praha, 2013.
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SPÁČILOVÁ, H. Pedagogická diagnostika v primární škole. Olomouc: PedF OU, 2003.
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TRPIŠOVSKÁ, D. a kol. Psychologická diagnostika pro učitele.. Ústí nad Labem: PF UJEP, 1997. ISBN 80-7044-159-3.
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Vágnerová. Školní poradenská psychologie pro pedagogy. Praha, 2005. ISBN 80-246-1074-4.
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