SOk423 Basics of Pedagogy

Faculty of Education
Spring 2024
Extent and Intensity
0.5/0.5/0. 4 credit(s). Type of Completion: zk (examination).
Taught in person.
doc. Mgr. Dušan Klapko, Ph.D. (lecturer)
Guaranteed by
doc. Mgr. Dušan Klapko, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Dana Jakubjanská, DiS.
Supplier department: Department of Social Education – Faculty of Education
Prerequisites (in Czech)
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 50 student(s).
Current registration and enrolment status: enrolled: 3/50, only registered: 0/50, only registered with preference (fields directly associated with the programme): 0/50
fields of study / plans the course is directly associated with
there are 6 fields of study the course is directly associated with, display
Course objectives
The course Basics of Pedagogy introduces the discipline Basics of Pedagogy and to present basic pedagogic terminology, methods, theories and structure of pedagogy as a scientific discipline. The course covers the relation between theory and practice, as well as selected social philosophy aspects of education. An outline of the course consists of analyses of contemporary education issues and process of educational transformation of Czech school system in context of post modern pedagogy.
Learning outcomes
At the end of the course the students will be able to: • present basic terminology and their knowledge of the structure and functions of pedagogy as a scientific discipline, • discuss education phenomena, • apply the facts to a solution of specific education problems • evaluate current status of Czech school system.
  • 1. Position of pedagogy in scientific disciplines system. Basic terminology, theories, classification, structure, division of pedagogical disciplines, auxiliary and limit sciences, subject of study. 2. Issues of pedagogy as a science. Difference between modern and post-modern pedagogy. Subject and boarders of pedagogy as a social discipline compared to nature science. 3. Theories of education (classification according to Y. Bertrand). Experience reflective learning (Korthagen). Didactic reconstruction (theory by Shulman). Teaching strategies by R. Fisher. Brunner´s concept of knowledge structure. Didactic analysis (Klafki). 4. Education objective as a didactic category. Taxonomy of educational learning objectives (Bloom, Kratwohl, Dave). Defining and evaluation of learning objective. Mistakes in learning objective specification. 5. Philosophical background and theoretical concept of pedagogy. Terminology, values, conception, representatives (Palouš - homo educandus, W. Brezinka, N. Pelcová, Steiner´s antroposophy) 6. Curriculum, school documents and legislative, textbooks, school system reform, (Framework Educational Programme, State Maturita Exam. Příhoda´s reform. Taxonomy of curriculum disciplines (cognitive, affective, psychomotoric, personal-social). Tyler´s principle of curriculum construction. 7. Czech educational system. Characteristics of key issues of the Czech educational system. Czech school transformation in context of current trends (social inclusion, European dimension in education, multiculturalism, IT and financial literacy, globalization of knowledge, gender studies, tacitness knowledge). School management.(school management and development). 8. Characteristics of the beginning of alternative education (representatives, trends, works, conceptions, principles, conditions of education) and its difference compared to “classic” school. Current trends and topics in education (cooperative learning, activity learning, school by play, critical thinking, anti-pedagogy) 9. Social inclusion, conditions of educations of pupils from socially disadvantaged background. Individual and social importance of education, equal access to education, social inequality in education, education and social justice.
    required literature
  • PRŮCHA, Jan. Moderní pedagogika. 5., aktualiz. a dopl. vyd. Praha: Portál. 483 s. ISBN 9788026204565. 2013. URL info
    recommended literature
  • BERTRAND, Yves. Soudobé teorie vzdělávání. Translated by Oldřich Selucký. Vydání první. Praha: Portál. 247 stran. ISBN 8071782165. 1998. 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. 416 stran. ISBN 8073670542. 2005. info
  • PETTY, Geoffrey. Moderní vyučování. Translated by Jiří Foltýn. Šesté, rozšířené a př. Praha: Portál. 562 stran. ISBN 9788026203674. 2013. info
  • STROUHAL, Martin. Teorie výchovy : k vybraným problémům a perspektivám jedné pedagogické disciplíny. Vydání 1. Praha: Grada. 192 stran. ISBN 9788024742120. 2013. URL info
  • FISHER, Robert. Učíme děti myslet a učit se : praktický průvodce strategiemi vyučování. Translated by Karel Balcar. Vydání třetí. Praha: Portál. 172 stran. ISBN 9788026200437. 2011. info
Teaching methods
Assessment methods
written tes, seminar work.
Language of instruction
Follow-Up Courses
Further comments (probably available only in Czech)
The course is taught annually.
The course is taught: in blocks.
Information on the extent and intensity of the course: 12 hodin.
Teacher's information
The course is also listed under the following terms Spring 2022, Spring 2023.
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