SZ6625 Analysis and Interpretation of Educational Situations in Schools

Faculty of Education
Spring 2024

The course is not taught in Spring 2024

Extent and Intensity
0/2/0. 2 credit(s). Type of Completion: z (credit).
Taught in person.
Teacher(s)
doc. Mgr. Kateřina Lojdová, Ph.D. (lecturer)
Guaranteed by
doc. Mgr. Kateřina Lojdová, Ph.D.
Department of Education – Faculty of Education
Supplier department: Department of Education – Faculty of Education
Prerequisites (in Czech)
! NOWANY ( SZ6613 Drama Education in Teaching Practice , SZ6614 Global Development Education in Teachers Training , SZ6615 Cross-curricular Subjects in the National Framework Programme , SZ6616 Methods of Respecting Education Training , SZ6617 Multicultural Lectures at Secondary Education , SZ6618 Personal and Social Education , SZ6619 Support of Student's Self-development through Coaching Techniques , SZ6620 Education of Students with Different Mother Tongue , SZ6621 Social Pathology in Secondary Education , SZ6622 Values Education in Teaching Practice , SZ6623 Education of Talented Students , SZ6624 Education in Teaching Practice )
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
Course objectives
The course makes students familiar with upbringing aspects of school education. Students will encounter current research aimed at upbringing situations in schools. Based on work with qualitative data from these studies, student will analyse and interpret selected phenomena. In the context of seminar tasks, students will write their own story with a theme of „My biggest trouble in school“. As a second step, they will be required to rewrite the story from a point of a teacher, and as a third step, they will compare perspectivity of both agents. In this way, they learn to understand upbringing situations in various contexts, they move from pupil’s perspective to teacher’s/assistant’s perspective.
Learning outcomes:
After completing the course, the student will:
• understand the upbringing function of school, be able to name examples of various upbringing situations in school.
• be able to critically discuss selected concepts, name examples of realized research.
• be able to interpret qualitative data on a basic level that are related to upbringing situations in school.
• be able to consider different perspectives of upbringing situations agents.
Syllabus
  • Main topics (syllabus):
  • 1. Socialization, upbringing, and education in school. Values in the elementary school education. Analysis of cross-cutting themes in the Framework Education Programme.
  • 2. School in society: reproduction of social (in)equalities in school.
  • 3. Authority, discipline, and power. Power in a school classroom: power bases (legitimate, coercive, rewarding, referential, expertial).
  • 4. Power in a classroom: power constellations.
  • 5. Misbehaviour, refusal of cooperation, and pupils’ resistance.
  • 6. Aggresivity and bullying. Analysis and interpretation of stories about aggresivity and bullying in schools.
  • 7. Hidden curriculum.
  • 8. Gender education in school.
  • Seminar task 1: Creation of a narrative with the “My biggest trouble in school” theme. 9. Seminar task 2: Re-telling students’ own stories from the perspective of a teacher 10. Seminar task 3: Comparing pupil’s and teacher’s perspective in a story. Creation of recommendations for students’ own teaching practice. 11. Analysis of “My biggest trouble in school” narratives of each participant in the seminar group (anonymously). Creation of pupil’s non-conformity and problematic behaviour typologies. Interpretation of non-conformity and problematic behaviour causes. Searching for possible solutions. 12. Summary and reflection on the seminar.
Literature
    required literature
  • Woods, P. (2014). The Divided School (1st issued in 2014). London: Routledge and K. Paul.
    recommended literature
  • Lojdová K. (2015). Skryté kurikulum, žité příběhy, narativy studentů učitelství o škole. Pedagogická orientace, 25(5), 649−670.
  • Šeďová, K. (2011). Mocenské konstelace ve výukové komunikaci. Studia paedagogica, 16(1), 89−118.
  • Kaščák, O., & Filagová, M. (2007). Javisko a zákulisie školy: o materskej škole a skrytom kurikule. Trnava: Typi Universitatis Tyrnaviensis.
  • Bittnerová, D. (2002). Rvačka jako kulturní forma. In Pražská skupina školní etnografie, 1.–8. třída: příloha závěrečné zprávy o řešení grantového projektu GA ČR 406/00/0470 „Žák v měnících se podmínkách současné školy“. Dostupné z http://userweb.pedf.cu
  • Vlčková, K., & Lojdová, K. (2015). Z posluchárny za katedru: mocenské vztahy ve výuce studentů učitelství. Brno: Munipress.
  • Odsouzeni k manuální práci: vzdělanostní reprodukce v dělnické rodině.
  • Willis, P. (2004). Learning to Labour in New Times, (ed with Nadine Dolby & Greg Dimitriadis). New York: Routledge. ISBN 0415948541
  • Lojdová, K. (2015). Není nekázeň jako nekázeň: rezistentní chování žáků jako projev moci ve školní třídě. Orbis scholae, 9(1), 113−117.
  • Katrňák, T. (2004). Odsouzeni k manuální práci: vzdělanostní reprodukce v dělnické rodině. Praha: Sociologické nakladatelství.
  • JARKOVSKÁ, Lucie. Gender před tabulí: Etnografický výzkum genderové reprodukce v každodennosti školní třídy (Gender in front of the blackboard.). Praha: Sociologické nakladatelství, 2013, 250 pp. Edice Studie. ISBN 978-80-7419-119-0. info
Teaching methods
class discussion, group projects, presentations, reading
Assessment methods
Assessment method: completion of the seminar task in three gradual steps.
Preparation for seminars: reading.
Active participation in seminars.
Language of instruction
English
Listed among pre-requisites of other courses
  • Permalink: https://is.muni.cz/course/ped/spring2024/SZ6625