SZ6061 School Education - Seminary

Faculty of Education
Autumn 2019
Extent and Intensity
0/1/0. 2 credit(s). Type of Completion: z (credit).
Teacher(s)
doc. PaedDr. Hana Horká, CSc. (lecturer)
Mgr. Jarmila Bradová, Ph.D. (seminar tutor)
doc. Mgr. Petr Knecht, Ph.D. (seminar tutor)
doc. Mgr. Jana Kratochvílová, Ph.D. (seminar tutor)
Mgr. Jana Létalová (seminar tutor)
Mgr. Jana Obrovská, Ph.D. (seminar tutor)
Mgr. Radek Pospíšil, Ph.D. (seminar tutor)
Mgr. Dana Veselá, Ph.D. (seminar tutor)
Guaranteed by
doc. PaedDr. Hana Horká, CSc.
Department of Education - Faculty of Education
Supplier department: Department of Education - Faculty of Education
Timetable of Seminar Groups
SZ6061/01: each odd Monday 14:00–15:50 učebna 51, P. Knecht
SZ6061/02: each odd Wednesday 12:00–13:50 učebna 24, J. Bradová
SZ6061/03: each odd Wednesday 8:00–9:50 učebna 42, H. Horká
SZ6061/04: each odd Wednesday 11:00–12:50 učebna 41, J. Létalová
SZ6061/05: each odd Wednesday 9:00–10:50 učebna 41, J. Létalová
SZ6061/07: each even Monday 14:00–15:50 učebna 51, P. Knecht
SZ6061/08: each even Wednesday 12:00–13:50 učebna 24, J. Bradová
SZ6061/09: each even Wednesday 8:00–9:50 učebna 42, H. Horká
SZ6061/10: each even Wednesday 11:00–12:50 učebna 41, J. Létalová
SZ6061/11: each even Wednesday 9:00–10:50 učebna 41, J. Létalová
SZ6061/13: No timetable has been entered into IS. J. Bradová
Prerequisites
! NOWANY ( SZ6661 School Education Seminary )
The course is also offered to the students of the fields other than those the course is directly associated with. !NOWANY(SZ6661)
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
there are 54 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 student is 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. Describe, analyze and evaluate 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). • Propose a framework preparation for instruction of a chosen topic or thematic unit of study and apply it in practice, preparation of teaching chosen topic; • 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. Considering the objective of instruction they provide an adequate way of pupil assessment; • 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.
Syllabus
  • Main topics (outline): 1. Didactic transformation of content (ontodidactic, psychodidactic, cognitive). The work of a teacher with a curriculum. Content: educational standards, FEP, SEP, the teacher as creator and user of a curriculum. Textbooks, teaching materials. Outcomes: Students will be able to: (a) classify selected objectives and contents of school education into basic concepts / theories of a curriculum (material vs. formal education, essentialism vs. progressivism, etc.); (b) identify key areas in the FEP relevant for teaching their chosen field; (c) study the SEP of a selected school and characterize the declared principles / strategies on which the school builds its SEP; (d) determine how the curriculum and outcomes for one of its subjects are defined in the SEP, and how they correspond to the philosophy of education of Pasche et al. The student should summarize outputs c) and d) in 1–2 paragraphs and submit it to the appropriate teacher according to the instructions given. 2. Preparing a teacher to teach. Content: Goals of education, motivation of pupils, relationship between teaching and learning, psycho-didactic transformation, learning tasks. Outputs: Based on critical evaluation of their own preparation for teaching students will be able to: (a) give examples of the formulation of cognitive, affective and psychomotoric goals (b) classify learning objectives and learning tasks based on Bloom's taxonomy of cognitive objectives (c) critically assess the difficulty of teaching objectives according to the pupils' real abilities; (d) prepare working conditions and an environment for pupils with specific educational needs. 3. Quality of teaching and its characteristics / components. Content: organization of teaching (use of time, appropriate pace, structuring), mediation of goals and content (clarity, structuring, cohesiveness), learning tasks (cognitive activation), supportive learning climate (constructive work with errors, adaptability of learning practices). Outputs: Students will be able to: (a) explain how activities fall under the organization and management of teaching; (b) justify how the organization of teaching is related to its quality; (c) illustrate, by way of an example, the reasons for lack of discipline in teaching and propose possible solutions; (d) propose learning tasks with varying levels of cognitive intensity, applying the principles of quality teaching. 4. Teaching as didactic transformation / cycle of pedagogical thinking and behaviour. Participants and processes of teaching. Content: the teacher and pupil in learning interaction, the quality and effectiveness of teaching, organization of the teaching process, reflection on the teaching process Outputs: Students will be able to: (a) apply their knowledge and skills in analysing the teaching process and evaluating its quality and effectiveness based on their practical experience, with the use of a video recording from a taught lesson (from virtual observations at www.rvp.cz); (b) Reflect on their own lesson and propose changes based on it. 5. Implementation of teaching Content: teaching styles, teaching methods in teaching and learning, organizational forms of teaching, teaching aids and media. Outputs: Students will be able to: (a) propose appropriate teaching methods, organizational forms and didactic means and media for teaching a selected topic; (b) critically assess and validate the suitability of a chosen method and form from the perspective of a pupil's learning style, the teacher's teaching style, and the didactic transformation of the content using an example of a specific topic. 6. Evaluation of pupils Content: Formative and summative evaluation, normative and criterial evaluation, autonomous and heteronomic assessment and validity of evaluation, competences, strategy of key competencies acquisition Outputs: Students will be able to: (a) use appropriate diagnostic methods and tools with regard to their strengths and weaknesses; (b) apply their knowledge and skills in designing a method of evaluating a particular lesson / teaching activity; (c) set a teaching objective and appropriate means of assessing whether it has been achieved.
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. Od vzdělávacího programu k vyučovací hodině. Vyd. 2. Praha: Portál, 2005. 416 s. ISBN 8073670542. info
    recommended literature
  • SKALKOVÁ, Jarmila. Obecná didaktika. 2., rozš. a aktualiz. vyd. Praha: Grada, 2007. 322 s. ISBN 9788024718217. info
  • SLAVÍK, Jan. Hodnocení v současné škole :východiska a nové metody pro praxi. Vyd. 1. Praha: Portál, 1999. 190 s. ISBN 80-7178-262-9. info
Teaching methods
Teaching activities and teaching methods used in seminars: group discussion, problem learning, independent study of professional literature, elaboration and presentation of theses from reading professional literature, fulfilment of ongoing tasks. Learning outcomes: Students analyse and critically reflect and use professional texts as a support for their own professional argumentation, they systematize and use basic professional terminology with understanding using model examples.
Assessment methods
The condition for participation in the examination is receiving the credit from the seminar. In order to get it, the student must elaborate and consult on a task using the following steps: 1. Study the SEP of a chosen school and characterize the declared principles / strategies on which the school builds the SEP. 2. Choose one thematic unit within one school year of the selected type of school and find out how the curriculum and outputs for one of its subjects are defined in the school's SEP and how they correspond to the philosophy of education of Pasche et al. The answers should be summarized in 1–2 paragraphs, referring to the above texts, and be handed in to the teacher on time according based on the instructions given. 3. Perform a didactic analysis of the curriculum of the chosen thematic unit (concepts, learning tasks, cross-curricular relations). 4. Formulate general goals for the selected thematic unit. 5. Organise the whole unit into several lessons. 6. For each lesson, formulate sub-goals derived from more general goals, and in accordance with this, design activities (learning tasks). 7. On the basis of practical experience, think about the teaching with regard to pupils' potential (e.g. gifted pupils, pupils with SEN). Put the output into one file in MS Word format, enter your name and citations according to the norms. Submit the task to the appropriate place by ... Task evaluation The task must meet the following criteria: • It is an original text from the student. • The length (2 pages) and structure correspond to the specifications (see above). • The task is submitted in due time (or an exception is agreed with the teacher in advance). • The text is written in correct standard language. • The text has a bibliography and contains APA citations. Course completion: After receiving and successfully completing the tasks, the student will be awarded a credit. On the day of the exam, the student first takes the written test. Upon passing the test, the student continues with an oral examination on the same day. If the test is graded with an F, the student is required to apply for a resit. If the exam result is „F“, the student is due to sign up for another term.
Language of instruction
Czech
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 2020, Spring 2021, Autumn 2021.
  • Enrolment Statistics (Autumn 2019, recent)
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