PdF:SZ6061 School Education - Seminary - Course Information
SZ6061 School Education - Seminary
Faculty of EducationAutumn 2024
- Extent and Intensity
- 0/1/0. 2 credit(s). Type of Completion: z (credit).
Taught in person. - Teacher(s)
- Mgr. Jarmila Bradová, Ph.D. (seminar tutor)
Mgr. Karolína Dundálková, Ph.D. (seminar tutor)
doc. PaedDr. Hana Horká, CSc. (seminar tutor)
Mgr. Jana Létalová, Ph.D. (seminar tutor)
Mgr. Jana Navrátilová, DiS., Ph.D. (seminar tutor)
Mgr. Radek Pospíšil, Ph.D. (assistant)
doc. Mgr. Jana Kratochvílová, Ph.D. (alternate examiner) - Guaranteed by
- doc. PaedDr. Hana Horká, CSc.
Department of Education – Faculty of Education
Supplier department: Department of Education – Faculty of Education - Prerequisites
- ! NOWANY ( SZ6661 School Education Seminary )
The course is also offered to the students of the fields other than those the course is directly associated with. !NOWANY(SZ6661) - Course Enrolment Limitations
- The course is also offered to the students of the fields other than those the course is directly associated with.
- fields of study / plans the course is directly associated with
- there are 54 fields of study the course is directly associated with, display
- Course objectives
- The course elaborates on students' knowledge and experiences gained during teaching practice and field didactics courses. The course aims at incorporating new knowledge from educational, psychological and pedagogical research on school education into teacher education. It aims at developing and supporting future teachers' professional vision, knowledge and acting. The course incorporates three thematic areas: (a) theory and practice of school, (b) theory and practice of curriculum, (c) theory and practice of instruction.
- Learning outcomes
- After completing the course, the student is able to: • Understand and use the basic terminology of school pedagogy. • Apply the basic terminology of school pedagogy to describe, analyze, interpret and evaluate the school as an institution and organization. Describe, analyze and evaluate the selected curricular documents and learning situations. • Characterize the educational environment of the school where they completed the teaching practice. • Describe and explain the curricular processes on a specific example. • Describe and critically analyze the work of the trainer teacher with curricular documents. • Characterize the selected quality criteria of teaching and give reasons for their importance for the teacher´s daily routine on the basis of practical examples. • Plan and evaluate the teaching unit on the basis of self-reflection (reasoning, relevance of the subject, objectives, contents, methods, evaluation and alteration). • Propose a framework preparation for instruction of a chosen topic or thematic unit of study and apply it in practice, preparation of teaching chosen topic; • Give examples of correctly and incorrectly formulated learning objectives by using the portfolio. • Suggest possible ways how to identify and influence pupils' concepts of learning. • Formulate teaching tasks of different cognitive levels. Considering the objective of instruction they provide an adequate way of pupil assessment; • Give reasons for using specific teaching methods during their teaching practice, review those methods critically and suggest other possibile methods which can be used in the same or similar teaching context.
- Syllabus
- Main topics (outline): 1. Didactic transformation of content (ontodidactic, psychodidactic, cognitive). The work of a teacher with a curriculum. Content: educational standards, FEP, SEP, the teacher as creator and user of a curriculum. Textbooks, teaching materials. Outcomes: Students will be able to: (a) classify selected objectives and contents of school education into basic concepts / theories of a curriculum (material vs. formal education, essentialism vs. progressivism, etc.); (b) identify key areas in the FEP relevant for teaching their chosen field; (c) study the SEP of a selected school and characterize the declared principles / strategies on which the school builds its SEP; (d) determine how the curriculum and outcomes for one of its subjects are defined in the SEP, and how they correspond to the philosophy of education of Pasche et al. The student should summarize outputs c) and d) in 1–2 paragraphs and submit it to the appropriate teacher according to the instructions given. 2. Preparing a teacher to teach. Content: Goals of education, motivation of pupils, relationship between teaching and learning, psycho-didactic transformation, learning tasks. Outputs: Based on critical evaluation of their own preparation for teaching students will be able to: (a) give examples of the formulation of cognitive, affective and psychomotoric goals (b) classify learning objectives and learning tasks based on Bloom's taxonomy of cognitive objectives (c) critically assess the difficulty of teaching objectives according to the pupils' real abilities; (d) prepare working conditions and an environment for pupils with specific educational needs. 3. Quality of teaching and its characteristics / components. Content: organization of teaching (use of time, appropriate pace, structuring), mediation of goals and content (clarity, structuring, cohesiveness), learning tasks (cognitive activation), supportive learning climate (constructive work with errors, adaptability of learning practices). Outputs: Students will be able to: (a) explain how activities fall under the organization and management of teaching; (b) justify how the organization of teaching is related to its quality; (c) illustrate, by way of an example, the reasons for lack of discipline in teaching and propose possible solutions; (d) propose learning tasks with varying levels of cognitive intensity, applying the principles of quality teaching. 4. Teaching as didactic transformation / cycle of pedagogical thinking and behaviour. Participants and processes of teaching. Content: the teacher and pupil in learning interaction, the quality and effectiveness of teaching, organization of the teaching process, reflection on the teaching process Outputs: Students will be able to: (a) apply their knowledge and skills in analysing the teaching process and evaluating its quality and effectiveness based on their practical experience, with the use of a video recording from a taught lesson (from virtual observations at www.rvp.cz); (b) Reflect on their own lesson and propose changes based on it. 5. Implementation of teaching Content: teaching styles, teaching methods in teaching and learning, organizational forms of teaching, teaching aids and media. Outputs: Students will be able to: (a) propose appropriate teaching methods, organizational forms and didactic means and media for teaching a selected topic; (b) critically assess and validate the suitability of a chosen method and form from the perspective of a pupil's learning style, the teacher's teaching style, and the didactic transformation of the content using an example of a specific topic. 6. Evaluation of pupils Content: Formative and summative evaluation, normative and criterial evaluation, autonomous and heteronomic assessment and validity of evaluation, competences, strategy of key competencies acquisition Outputs: Students will be able to: (a) use appropriate diagnostic methods and tools with regard to their strengths and weaknesses; (b) apply their knowledge and skills in designing a method of evaluating a particular lesson / teaching activity; (c) set a teaching objective and appropriate means of assessing whether it has been achieved.
- Literature
- required literature
- KRATOCHVÍLOVÁ, Jana. Systém hodnocení a sebehodnocení žáků, Zkušenosti z České republiky i Evropských škol (System of the pupils evaluation and self-evaluation, Experiences from the Czech Republic and the European Schools). 1st ed. Brno: MSD, 2011, 153 pp. ISBN 978-80-7392-169-9. info
- PASCH, Marvin, Trevor G. GARDNER, Georgea M. LANGER, Alane STARK and Christella MOODY. Od vzdělávacího programu k vyučovací hodině. Translated by Milan Koldinský. Vydání druhé. Praha: Portál, 2005, 416 stran. ISBN 8073670542. info
- Teaching methods
- Teaching activities and teaching methods used in seminars: group discussion, problem learning, independent study of professional literature, elaboration and presentation of theses from reading professional literature, fulfilment of ongoing tasks. Learning outcomes: Students analyse and critically reflect and use professional texts as a support for their own professional argumentation, they systematize and use basic professional terminology with understanding using model examples.
- Assessment methods
- Oral exam Students of Special Education do not take seminars, i.e. they do not have to pass the credit for the exam. Students of special pedagogy can work with case studies (SOURCE: Bytešníková, I. et al. (2019). Here we are! Case studies in special pedagogy - a special pedagogue and his role. Brno: MU.) and orient themselves on the 2 selected cases in their portfolio tasks, i.e. describe the individual teaching of pupils according to the following structure. STRUCTURE OF THE PORTFOLIO ASSIGNMENT A. Choose a school whose SEP is available to you (i.e. you do an internship at the school, the school has SEP on the website, etc.). Study the SEP and critically evaluate how the school presents itself. How do the declared principles/strategies correspond with the educational philosophies of Pasche et al.? For this, study chapter 2.1 from the publication Pasch et al. (2005). 1. What is the declared characteristic of the school? 2. What declared principles/strategies is the given SVP based on? Summarize your answers in one or two paragraphs. B. Subject - educational area: Year: Thematic unit - its goals, anchoring in ŠVP, RVP. List the expected outputs that you will develop in a targeted manner in the hours and state the name and thematic areas of the selected cross-cutting topic. Please cite the relevant pages of the RVP, where outputs and circuits are listed. Concept map for the thematic unit (DAU concept) Based on it, develop at least two lessons in the structure: · Goals, content analysis, teaching strategies and learning tasks (DAU operational). · Differentiation (one task for one student). · Evaluation (a specific example of one type of evaluation). Submit the assignment to the appropriate drop-in center according to the teachers' instructions. More information in the interactive outline. Task evaluation The task meets the following criteria: • This is the student's original text. • The scope (2 pages) and structure correspond to the assignment (see above). • The assignment is handed in by the prescribed deadline (or an exception is negotiated with the teacher in advance). • The text is written in accordance with the literary language standard. • The text is provided with a bibliography and contains citations according to the APA standard.
- Language of instruction
- Czech
- Listed among pre-requisites of other courses
- SZ6661 School Education Seminary
!NOWANY(SZ6061)
- SZ6661 School Education Seminary
- Teacher's information
- Students on mobility abroad will receive information about the requirements to fulfill the subject in the form of a letter about the organization of the teaching and from the teaching seminars.
- Enrolment Statistics (Autumn 2024, recent)
- Permalink: https://is.muni.cz/course/ped/autumn2024/SZ6061