SZ7MK_ODI1 General Didactics

Faculty of Education
Autumn 2023
Extent and Intensity
0/0/.7. 4 credit(s). Type of Completion: zk (examination).
Teacher(s)
doc. PaedDr. Hana Horká, CSc. (lecturer)
Mgr. Radek Pospíšil, Ph.D. (assistant)
Mgr. Daniela Cincibus Vacková (assistant)
Mgr. Ivana Kupčíková, DiS. (assistant)
Bc. Dana Peňázová (assistant)
Guaranteed by
doc. PaedDr. Hana Horká, CSc.
Department of Education – Faculty of Education
Contact Person: Olga Bubnová
Supplier department: Department of Education – Faculty of Education
Prerequisites (in Czech)
SOUHLAS
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 9 fields of study the course is directly associated with, display
Course objectives
The objective of this course is (1) to initiate, (2) to support, and (3) to develop professional vision, professional knowledge, and professional action of future teachers.
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 didactics and curriculum theory (Knecht) 2. Educational and curricular policy (Knecht) 3. Educational system, school system, school as learning community and learning environment (Janík) 4. Education: theories, contents and purposes (Knecht) 5. Transformation of educational aims and contents (Janík) 6. Textbooks and educational media (Knecht) 7. Classroom instruction: teaching and learning (Trna) 8. Classroom organisation, classroom management (Knecht) 9. Learning tasks: The perspective of international comparative studies (Janík) 10. Assessing pupils: Teachers feedback on competence development (Trnová) 11. Analysis and reflection of teaching, improving quality of instruction (Knecht)
Literature
    required literature
  • 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
  • JANÍK, Tomáš, Josef MAŇÁK and Petr KNECHT. Cíle a obsahy školního vzdělávání a metodologie jejich utváření (Aims and contents of schooling and its designing). 1st ed. Brno: Paido, 2009, 173 pp. Pedagogický výzkum v teorii a praxi. ISBN 978-80-7315-194-2. info
  • SKALKOVÁ, Jarmila. Obecná didaktika. 2., rozš. a aktualiz. vyd. Praha: Grada, 2007, 322 s. ISBN 9788024718217. URL info
  • Janík, T., & Stuchlíková, I. (2010). Oborové didaktiky na vzestupu: přehled aktuálních vývojových tendencí. Scientia in educatione, 1(1), 5–32.
    recommended literature
  • • Štech, S. (1994). Co je to učitelství a lze se mu naučit? Pedagogika, 44(4), 310-320.
  • • Kansanen, P. (2004). Didaktika a její vztah k pedagogické psychologii: problémy klíčových pojmů a jejich překladu. Pedagogika, 54(1), 48-57.
  • • Mareš, J. (2009). Edukace založená na důkazech: Inspirace pro pedagogický výzkum i školní praxi. Pedagogika, 59(3), 232-258.
  • KALHOUS, Zdeněk and Otto OBST. Školní didaktika. Vyd. 2. Praha: Portál, 2009, 447 s. ISBN 9788073675714. info
  • PETTY, Geoffrey. Evidence-based teaching : a practical approach. 2nd ed. Cheltenham: Nelson Thornes, 2009, v, 378. ISBN 9781408504529. info
  • • Harbo, T. (1991). Humanizace vzdělávání a současné teorie kurikula. Pedagogika, 41(3), 247–255.
  • Teorie a nástroje vzdělávací politiky. Edited by Jaroslav Kalous - Arnošt Veselý. 1. vyd. Praha: Karolinum, 2006, 172 s. ISBN 9788024612607. info
  • • Walterová, E. et al. (2004). Úloha školy v rozvoji vzdělanosti. I. a II. díl. Brno: Paido.
  • • Janík, T., Knecht, P., Najvar, P., Píšová, M., & Slavík, J. (2011). Kurikulární reforma na gymnáziích: výzkumná zjištění a doporučení. Pedagogická orientace, 21(4), 375–415.
  • • Skalková, J. (2005). Rámcové vzdělávací programy – dlouhodobý úkol. Pedagogika, 55(1), 4-25.
  • MAŇÁK, Josef and Vlastimil ŠVEC. Výukové metody. Brno: Paido, 2003, 219 stran. ISBN 8073150395. info
  • • Slavík, J. (2003). Autonomní a heteronomní pojetí školního hodnocení - aktuální problém pedagogické teorie a praxe. Pedagogika, 53(1), 5-25.
  • • Švaříček, R. (2011). Funkce učitelských otázek ve výukové komunikaci na druhém stupni základní školy. Studia paedagogica, 16(1), 9-46.
  • • Janík, T., Slavík, J., & Najvar, P. et al. (2011). Kurikulární reforma na gymnáziích. Od virtuálních hospitací k videostudiím. Praha: NÚV.
  • • Minaříková, E., & Janík, T. (2012). Profesní vidění učitelů: od hledání pojmu k možnostem jeho uchopení. Pedagogická orientace, 22(2), 181–204.
Teaching methods
Lecture and independent studying of compulsory as well as recommended literature.
Assessment methods
Oral examination.
Language of instruction
Czech
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: 8 hodin.
The course is also listed under the following terms Autumn 2007, Autumn 2008, Autumn 2009, Autumn 2010, Autumn 2011, Autumn 2012, Autumn 2013, Autumn 2014, Autumn 2015, Autumn 2016, Autumn 2017, Autumn 2018, Autumn 2019, Autumn 2024.
  • Enrolment Statistics (Autumn 2023, recent)
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