PdF:SZ6042 School Education - Course Information

SZ6042 School Education

Extent and Intensity

1/0/0. 2 credit(s). Type of Completion: zk (examination).
Taught in person.

Teacher(s)

Mgr. Karolína Dundálková, Ph.D. (lecturer)
doc. PaedDr. Hana Horká, CSc. (lecturer)
prof. PhDr. Tomáš Janík, Ph.D., M.Ed. (lecturer)
doc. Mgr. Jana Kratochvílová, Ph.D. (lecturer)
Mgr. Radek Pospíšil, Ph.D. (assistant)
Mgr. Jarmila Bradová, Ph.D. (alternate examiner)
Mgr. Jana Létalová, Ph.D. (alternate examiner)
Mgr. Jana Navrátilová, DiS., 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 ( SZ6642 School Education )
The course is also offered to the students of the fields other than those the course is directly associated with.

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 350 student(s).
Current registration and enrolment status: enrolled: 0/350, only registered: 0/350, only registered with preference (fields directly associated with the programme): 0/350

fields of study / plans the course is directly associated with

there are 55 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 students should be 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, 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); • 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; • 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; • on the examples show the various possibilities of pupils' assessment and assess their advantages and disadvantages.

Syllabus

• 1. Introduction into the study of school pedagogy. 2. Educational and curricular policy, curriculum documents. Curriculum: aims and contents školního vzdělávání and jejich transformation. 3. Instruction: teaching and learning, actors and processes of instruction. 4. Learning tasks. 5. Teaching methods and forms. 6. Textbooks and educational media. 7.-8. Modern teaching aids. 9.Evaluation of pupils' education process and results - types and functions of evaluation. 10. Evaluation of pupils' results - forms of evaluation, basic demands on evaluation. 11. Differentiation and individualization in teaching. 12. Educational and school system, school as institution and organisation: school and its functions, school as a learning environment. Reasons for establishing school, the role of school in society. School and its history. School for future: future for school.

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

recommended literature
• JANÍKOVÁ, Marcela. Základy školní pedagogiky. 1. vydání. Brno: Masarykova univerzita, 2009, 119 stran. ISBN 9788021048799. 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 8071782629. info

Teaching methods

Lecture and independent studying of compulsory as well as recommended literature.

Assessment methods

oral examination

Language of instruction

Czech

Listed among pre-requisites of other courses

• SZ6642 School Education
  !NOWANY(SZ6042)  

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. Special Pedagogy students do not attend seminars, ie they do not have to pass the 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.

• Enrolment Statistics (Autumn 2024, recent)
  
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