Ped2020 School Education

Faculty of Education
Autumn 2025
Extent and Intensity
0/2/.7. 2 credit(s) (plus 2 credits for an exam). Recommended Type of Completion: zk (examination). Other types of completion: z (credit).
In-person direct teaching
Teacher(s)
Mgr. Karolína Dundálková, Ph.D. (lecturer)
Mgr. Petr Hájek (lecturer)
doc. PaedDr. Hana Horká, CSc. (lecturer)
prof. PhDr. Tomáš Janík, Ph.D., M.Ed. (lecturer)
doc. Mgr. Jana Kratochvílová, Ph.D. (lecturer)
Mgr. Magdalena Tylová (lecturer)
Mgr. Jarmila Bradová, Ph.D. (seminar tutor)
doc. Mgr. Petr Knecht, Ph.D. (seminar tutor)
Mgr. Radek Pospíšil, Ph.D. (assistant)
Mgr. Lucie Škarková, Ph.D. (assistant)
Guaranteed by
doc. PaedDr. Hana Horká, CSc.
Department of Education – Faculty of Education
Supplier department: Department of Education – Faculty of Education
Timetable of Seminar Groups
Ped2020/KombiPred01: Sat 27. 9. 9:00–11:50 D21 učebna, Sat 25. 10. 9:00–11:50 D21 učebna, Sat 22. 11. 9:00–10:50 D214 učebna, H. Horká, T. Janík, J. Kratochvílová
Ped2020/01: Tue 12:00–13:50 D20 učebna, M. Tylová
Ped2020/02: Mon 14:00–15:50 D16 učebna, M. Tylová
Ped2020/03: Wed 12:00–13:50 D214 učebna, M. Tylová
Ped2020/04: Tue 13:00–14:50 D42 učebna, P. Hájek
Ped2020/05: Tue 15:00–16:50 D36 učebna, P. Hájek
Ped2020/06: Mon 9:00–10:50 D112 učebna, K. Dundálková
Ped2020/07: Mon 11:00–12:50 D112 učebna, K. Dundálková
Ped2020/08: Mon 14:00–15:50 D32 učebna, K. Dundálková
Ped2020/09: Tue 13:00–14:50 D34 učebna, K. Dundálková
Ped2020/10: Wed 11:00–12:50 D36 učebna, K. Dundálková
Ped2020/11: Mon 10:00–11:50 A63 učebna, J. Bradová
Ped2020/12: Tue 14:00–15:50 D30 učebna, M. Tylová
Ped2020/13: Wed 13:00–14:50 B32 učebna, J. Bradová
Ped2020/14: Mon 9:00–10:50 D42 učebna, H. Horká
Ped2020/15: Mon 11:00–12:50 D24 učebna, M. Tylová
Ped2020/16: Mon 14:00–15:50 D112 učebna, H. Horká
Ped2020/17: Tue 13:00–14:50 D36 učebna, H. Horká
Prerequisites
!NOWANY( Ped4020 School Education )
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.
The capacity limit for the course is 470 student(s).
Current registration and enrolment status: enrolled: 464/470, only registered: 2/470, only registered with preference (fields directly associated with the programme): 2/470
fields of study / plans the course is directly associated with
there are 86 fields of study the course is directly associated with, display
Course objectives
The course focuses on the development of competences for effective planning, management and evaluation of teaching. It deepens and generalises participants' knowledge and experience of teaching practice and didactics. It draws on new findings from national and international educational, psychological and didactic research on teaching and learning in schools and relates them to school practice.
Learning outcomes
On completion of the course, the learner will be able to: • use the basic terminology of the subject with understanding and apply it to the description, analysis, interpretation and evaluation of selected curricular documents and teaching situations • formulae learning objectives in accordance with the curricular documents (expected learning outcomes, key competences, cross-curricular topics)• design and apply in practice a framework for the teaching of the chosen subject (curriculum design, effective delivery of teaching that supports pupils' learning through differentiation and individualisation) • select an appropriate method of pupil assessment in relation to the stated learning objective • give examples of different ways of assessing pupils and evaluate their advantages and disadvantages.
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
  • VALIŠOVÁ, Alena and Miroslava KOVAŘÍKOVÁ. Obecná didaktika : a její širší pedagogické souvislosti v úkolech a cvičeních. Vydání 1. Praha: Grada, 2021, 310 stran. ISBN 9788027132492. URL info
  • 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
    recommended literature
  • FLETCHER-WOOD, Harry. Responzivní výuka : kognitivní vědy a formativní hodnocení v praxi. Translated by Miroslava Kopicová. Vydání první. Praha: Euromedia Group, 2021, 170 stran. ISBN 9788024271521. info
  • SKALKOVÁ, Jarmila. Obecná didaktika. 2., rozš. a aktualiz. vyd. Praha: Grada, 2007, 322 s. ISBN 9788024718217. URL info
  • SLAVÍK, Jan. Hodnocení v současné škole :východiska a nové metody pro praxi. Vyd. 1. Praha: Portál, 1999, 190 s. ISBN 80-7178-262-9. info
Teaching methods
Expected instructional activities used in seminars: group discussion, problem-based learning, independent study of literature, preparation and presentation of theses based on reading, completion of continuous tasks. Teaching methods: Lecture, interview, group discussion, role play, problem solving, text work , presentation.
Assessment methods
Outcomes: In the portfolio assignment, the participant: (a) assigns selected objectives and contents of school education to basic concepts/theories of the curriculum (material vs. formal education, essentialism vs. progressivism, etc.); (b) identify key areas in the FEP that are relevant to the teaching of the selected subject; (c) study the SEP of the selected school and characterise the stated principles/strategies on which the school builds the SEP; (d) find out how the SEP defines the curriculum and outcomes for one of its approved subjects and how they correspond to educational philosophies; (e) present the curricular elaboration of the thematic unit and the planning of the lesson (didactic analysis of the curriculum, conceptual and operational, determination of teaching objectives, learning tasks, teaching strategies and assessment methods). Examination: Oral exam (on a topic from the list of topics + discussion on the portfolio assignment), application task according to the topic.
Náhradní absolvování
Students on study mobility abroad will receive a written information from their teachers about organisation of the course and the requirements for its completion.
Language of instruction
Czech
Study support
https://is.muni.cz/auth/ucitel/io/seznam?fakulta=1441;obdobi=9464;zuv=1889695;uvodnik=a
Further comments (probably available only in Czech)
Study Materials
Listed among pre-requisites of other courses
Teacher's information
Class attendace is compulsory for all study programmes. Teaching in combined studies takes place in blocks according to the curriculum (see above). Topics 1 - 3 will be included in the 1st block (3 hours), topics 4 - 5 will be included in the 2nd block (3 hours) and the last block will be dedicated to the 6th topic, i.e. assessment (2 hours).
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