SZ6624 Education in Teaching Practice

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.
Guaranteed by
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 , SZ6625 Analysis and Interpretation of Educational Situations in Schools )
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 aim of the course is to interrelate the experience gained by students in the educational field with theoretical concepts, with research findings, as well as with curricular documents related to the upbringing component of teacher’s work. Work in seminars is focused on development of student’s professional thinking and creation of student’s concept of upbringing, which corresponds with self-awareness in a future teacher’s role and simultaneously, accents the current situation both in Czech education and education abroad.
Learning outcomes:
After completing the course, the student will: • reflect on his/her own experience gained in the upbringing work field;
• characterize the significance of the upbringing component of teacher’s work;
• evaluate and compare upbringing strategies used by teachers;
• suggest and justify activities that can be used (by a teacher of a specific subject) for development of pupils’ key competences;
• assess pupil’s case study and suggest possible educational approaches and solutions founded by his/her relevant arguments;
• use the Framework Education Programme for Elementary Education and other curricular documents in his/her work and have a critical approach towards them;
• suggest activities (in cooperation with a colleague) that would be aimed to achieve expected outcomes of drama and ethic education in the framework of his/her own study field;
• create a “tool database” that can be used to influence the class and school climate by the (class)teacher;
• define his/her own concept of upbringing, which s/he would like to use in his/her future career; this concept needs to be founded by arguments, which should obviously contain a critical approach towards the resources studied.
Syllabus
  • Main topics (syllabus): 1.-2. Upbringing and education in teacher’ work – their relationship and significance. 3.-4. Upbringing in family and its influence on a pupil as well as on teacher’s work. 5.-6. Elementary school pupil’s final profile – from knowledge to competences. 7.-8. Cross-cutting themes of the Framework Education Programme for Elementary Education as a tool for value development. 9.-10. Class and school climate – significance, agents, tools, and strategies. 11.-12. Drama and ethic education in elementary school curriculum.
Literature
    required literature
  • Paksuniemi, M. (2013). The historical background of school system and teacher image in Finland. New York: Peter Lang AG.
  • Neil, A. S. (1995). Summerhill school: A new view of childhood. New York: St. Martin´s Press.
    recommended literature
  • Rigel, M. (2012). Vývoj kázeňských postihů na školách v českých zemích aneb Vyhání metla děti z pekla? Komenský, 137(2), 12–16.
  • Šalamounová, Z. (2013). V kůži někoho jiného. Komenský, 138(4), 32–35. Doporučená
  • Chládková, A. (2013). Jak na problémové chování žáků? Nechme se inspirovat Finskem. Komenský, 138(1), 24–27.
  • Šalamounová, Z. (2015). Když to bylo ve zprávách, musí to být pravda: jak ve výuce interpretovat novinové zprávy. Komenský, 140(4), 55−57.
  • Bradová, J. (2013). Hledání logiky ve výchově bez trestů. S Václavem Mertinem o školní nekázni a nelogičnosti trestání. Komenský, 138(1), 5–10.
  • Valenta, J. (2006). Osobnostní a sociální výchova a její cesty k žákovi. Kladno: Aisis.
  • Rodriguezová, V. (2014). S Jaroslavem Provazníkem o umění ve výchově a bezpečí dramatické hry. Komenský, 139(3), 6–9.
  • Demokracie versus extremismus: výchova k aktivnímu občanství. (2013). Praha: Asi-milování.
  • Lojdová, K. (2013). Třídíme s krysou Belisou aneb Environmentální výchova v 1. třídě. Komenský, 137(3), 34−37.
  • Mičienka, M., & Jirák, J. (2007). Základy mediální výchovy. Praha: Portál.
  • CANGELOSI, James S. Strategie řízení třídy : jak získat a udržet spolupráci žáků při výuce. Online. Vyd. 3. Praha: Portál, 2000. 289 s. ISBN 8071784060. [citováno 2024-04-23] info
  • DUNOVSKÝ, Jiří. Sociální pediatrie : vybrané kapitoly. Online. Vyd. 1. Praha: Grada, 1999. 279 s. ISBN 8071692549. [citováno 2024-04-23] info
Teaching methods
group discussion; pair work; group work; work with assigned literature; analysis of case studies; solution of a model situation
Assessment methods
Assessment methods:
- minimally 80% participation in seminars;
- regular preparation for lessons:
(a) study of recommended literature and submission of related tasks;
(b) writing and submission of reflection related to own experience with the issue discussed;
(c) submission of tasks as a proof of understanding and of the skill to apply the discussed themes in a creative way
Language of instruction
English
Listed among pre-requisites of other courses
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