SOe203 Self experience preparation for profession

Faculty of Education
Autumn 2023
Extent and Intensity
0/1/0. 5 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Tomáš Andrášik, Ph.D. (seminar tutor)
Mgr. et Mgr. Markéta Košatková, Ph.D. (seminar tutor)
Mgr. Bc. Jan Nehyba, Ph.D. (seminar tutor)
Mgr. Zdeněk Janík, M.A., Ph.D. (assistant)
Guaranteed by
Mgr. Bc. Jan Nehyba, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Mgr. Bc. Jan Nehyba, Ph.D.
Supplier department: Department of Education – Faculty of Education
Course Enrolment Limitations
The course is offered to students of any study field.
Course objectives
The purpose of this course is to help students realize the ways in which they think about personal and professional topics that support their development. Specifically, (1) how the experience which they have had up to now create their perception of themselves within their future careers in a variety of culturally diverse situations. (2) Further, to reflect on how their thoughts, emotions and actions affect each other within their personal and professional development. All the thematic blocks will be based on (3) the students’ different cultural self-experience which they bring with them to the course and which arises in the course of instruction. The students’ attention is intentionally directed towards (4) reflection on their experience from the teaching assistant practice and on selected topics related to their personal and professional development (see outline below). The aim is to encourage students to gradually take greater responsibility for their own learning (self-directed learning) from the global perspective and to enable students to realize and possibly revise their attitudes towards their future profession.
Learning outcomes
Teaching outcomes: After completing the seminar, the student will: • be able to better understand their own process of self-reflection in relation to selected areas (see topics of the seminar). Students are more able to e.g. explain and evaluate their arguments, name their emotions and their relation to their behaviour, or critically inspect their own attitudes toward global education in intercultural situations; • have explored multiple selected topics (see topics of the seminar) connected to personal development (e.g. how to teach in the best way) and professional development (e.g. what their own subjective approach to teaching is). Students are able to e.g. name particular aspects of these themes which they had previously been less aware of and apply them to their own teaching practice in intercultural situations.
Syllabus
  • 1. Trust, safety, and rules in the intercultural community 2. Conflict and relationships in the classroom, community 3. Reflective practice and Council with cultural differences 4. Teacher justice and my values across culture 5. Who am I (Self and my parts) in the global situation 6. My well-being (personal goals and time management)
Literature
    required literature
  • Zimmerman, J. M., & Coyle, V. (2009). The way of council. Las Vegas: Bramble Books.
  • HATTIE, John and Gregory C. R. YATES. Visible learning and the science of how we learn. First published. London: Routledge, 2014, xvii, 349. ISBN 9780415704991. info
    recommended literature
  • Stephens, D. J. (2013). Hacking your education: Ditch the lectures, save tens of thousands, and learn more than your peers ever will. New York: Perigee Book.
  • CAREY, Benedict. How we learn : the surprising truth about when, where, and why it happens. First edition. New York: Random House, 2014, xvi, 254. ISBN 9780812993882. info
  • SCHÖN, Donald A. The reflective practitioner : how professionals think in action. Aldershot: Ashgate, 1991, x, 374. ISBN 9781857423198. info
Teaching methods
Teaching methods: Facilitation of experiential learning in a group with an emphasis on reflection using selected methods that take into account the whole person (cognitive, affective and conative aspects, both explicit and tacit dimensions of knowledge). Modeling of teacher's behavior.
Assessment methods
Assessment methods: Assessment is largely based on active participation in the course. Active participation means that the students reflect on their experience with individual themes related to the seminar either in a written or oral form. The written form of reflection consists of filling in worksheets during the course or writing a reflective journal. The oral form means that the student reflects on his/her inner experience in discussions. Completion of continuous tasks (max. 3) is used as an additional assessment method. These tasks are based on topics of the seminar and will be required to be submitted into the information system.
Language of instruction
English
Further Comments
Study Materials
  • Enrolment Statistics (recent)
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