SZ6642 School Education

Faculty of Education
Autumn 2021
Extent and Intensity
1/0/0. 2 credit(s). Type of Completion: zk (examination).
Taught in person.
Mgr. Jarmila Bradová, Ph.D. (lecturer)
Mgr. Karolína Dundálková, Ph.D. (lecturer)
doc. Mgr. Jana Kratochvílová, Ph.D. (lecturer)
doc. Mgr. Kateřina Lojdová, Ph.D. (lecturer)
Mgr. Lucie Škarková, Ph.D. (lecturer)
doc. RNDr. Eva Trnová, PhD. (lecturer)
Mgr. Radek Pospíšil, Ph.D. (assistant)
Guaranteed by
doc. Mgr. Jana Kratochvílová, Ph.D.
Department of Education - Faculty of Education
Supplier department: Department of Education - Faculty of Education
Fri 1. 10. 9:00–11:50 učebna 3, Fri 22. 10. 9:00–11:50 učebna 1, Fri 12. 11. 9:00–11:50 učebna 3, Fri 10. 12. 9:00–11:50 učebna 3
! NOWANY ( SZ6042 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.
fields of study / plans the course is directly associated with
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 are able:
• to use with understanding terminology from the field of school education;
• to apply terminology from the field of school education when analysing, interpreting, evaluating schools, curricula, instruction;
• to characterize educational environment of school where the students absolved her/his teaching practice;
• to explain on an example how curriculum is developed, implemented and evaluated;
• to describe and analyse critically how the mentor-teacher is working with curriculum;
• to describe on examples from practice criteria of instructional qulity and justify its importance for teaching;
• to design and to reflect on the lesson (to justify the selection of contents, methods etc.);
• to illustrate )with the use of portfolio) examples of learning outcomes descriptions;
• to explain ways of diagnosing and re-constracting students preconceptions;
• to design learning task on various levels of cognitive activation;
• to justify (with the reference to theory) methods used during his/her teaching practice and to propose improvements;
• to illustrate methods of students evaluation and to analyse their pro und contra critically.
  • 1. Introduction into didactics and curriculum theory
  • 2. Educational and curricular policy
  • 3. Educational system, school system, school as learning community and learning environment
  • 4. Education: theories, contents and purposes
  • 5. Transformation of educational aims and contents
  • 6. Textbooks and educational media
  • 7. Classroom instruction: teaching and learning
  • 8. Classroom organisation, classroom management
  • 9. Learning tasks: The perspective of international comparative studies
  • 10. Assessing pupils: Teachers feedback on competence development
  • 11. Analysis and reflection of teaching, improving quality of instruction
  • Stigler, J. W., & Hiebert, J. (1999). The teaching gap; Best ideas from the world’s teachers for improving education in the classroom. New York, NY: The Free Press.
Teaching methods
Lecture and independent studying of compulsory as well as recommended literature.
Assessment methods
Oral examination. Because the course is integrative in its nature, it is assumed that students prepare for the oral exam globally. The exam is not based only on knowledge gained during lectures and self-study; it focuses also on experience of teaching practice and reflective seminars, and knowledge of educational psychology.
Language of instruction
Further Comments
Study Materials
Listed among pre-requisites of other courses
The course is also listed under the following terms Spring 2017, Spring 2018, Spring 2019, Autumn 2019, autumn 2020.
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