SZ6029 Theory and Methodology of Education

Faculty of Education
Spring 2019
Extent and Intensity
0/0/.5. 4 credit(s). Type of Completion: zk (examination).
Teacher(s)
Mgr. Lenka Gulová, Ph.D. (lecturer)
Mgr. et Mgr. Markéta Košatková, Ph.D. (lecturer)
Mgr. et Mgr. Martina Kurowski, Ph.D. (lecturer)
doc. Mgr. Kateřina Lojdová, Ph.D. (lecturer)
doc. PhDr. Jiří Němec, Ph.D. (lecturer)
doc. Mgr. Radim Šíp, Ph.D. (lecturer)
Mgr. František Trapl, Ph.D. (lecturer)
Guaranteed by
doc. PhDr. Jiří Němec, Ph.D.
Department of Social Education – Faculty of Education
Supplier department: Department of Social Education – Faculty of Education
Timetable
Fri 22. 3. 17:00–19:50 učebna 35, Fri 5. 4. 17:00–19:50 učebna 35
Prerequisites (in Czech)
! NOWANY ( SZ6629 Theory and Methodology of Education )
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 13 fields of study the course is directly associated with, display
Course objectives
The course Theory and Methodology of Education is included in the innovated curriculum considering the profile of a graduate of a bachelor’s programme, which develops general teaching competencies, such as the ability to plan attractive educational activities from a selected area of interest (see the concept of the course’s seminars). It also sets to convey some incommunicable experience of the methods of personality development (the conative, ethical, aesthetic, social, etc. areas). The individual lectures are designed as a series of specific educational concepts (theories), the knowledge of which is a part of broader professional competencies, which the graduate can apply as an employee of non-school educational facilities (childcare worker, leisure-time animator) or later as a teacher. The lectures introduce topics, which are currently highly relevant for the society. According to their own interests, the students choose a practical (activation) seminar where they learn about practical methods and specific development of competencies through self-experiential forms of education. Some examples of these seminars are the Theory and Methodology of Games, T&M of Multicultural Education, T&M of Drama Education, T&M of Aesthetic Education, T&M of Environmental Education, T&M of Health Education, Basics of Axiology, etc. The lecture blocks also involve meeting with interesting and important people who, by speaking from experience, can share content with the students which would otherwise be hard to communicate; e.g. the Holocaust, etc. Key concepts: value education, otherness, multicultural education, leisure-time education, socially-educational aspect of education, respect, culture of recognition, society, family, school
Learning outcomes
What should you be able to do after completing the course and what should the subject be useful for? · on practical examples describe practical areas of education and link them with selected and suitable theories and practical examples. · describe the educational effect in the work of teaching staff, define the relationship of education, discipline, authority and power. Design procedures within the work with authority and discipline in the frame of education. · define the educational effect of the class teacher, describe the cooperation of the class teacher with other participants of the educational process (especially with the pupils' parents). · describe a simple educational concept of a multiday event (schools in nature, camp, course, etc.), including designing specific activities in relation to specific groups (participants). · describe and develop concrete examples of social and personal development. · describe the meaning and importance of games in school and out-of-school settings. Explain the principles of the game and its development potential. · design activities and activities how to work with the topic values in the process of education and to characterize the importance of multicultural education in the school environment. · orientate in new innovative educational approaches, also on the basis of presentation of selected concepts of education from the area of alternative schools and concepts.
Syllabus
  • Introduction to the Theory and Methodology of Education This lecture will explain why it is important to deal with the educational aspects of the development of the personality of pupils, as well as of teachers, open the individual topics of the lecture blocks and present the interrelations of lectures and optional seminars. The first meeting will be devoted to the organizational matters, the presentation of individual teachers, the content of seminars, from which you can choose according to your interest and your choice. Requirements for completion of the course will be presented. 1. thematic group: Social world of the child / pupil • Shaping attitudes and prejudices Shaping attitudes and working with them. Students learn and critically explore some theoretical concepts that clarify the process of shaping prejudice in the classroom (or society) and explain the principles of relationships formation: the structure of attitude, the importance of media, the importance of experience in constituting attitudes. They will think about application of theories in the educational environment, or - how to work with attitudes, what is the role of teachers in creating a positive class environment. They will evaluate examples of concrete experiments as well as of the real situations. • The use of critical thinking in the globalized world, the influence and importance of media education Media literacy and media education, the importance of the school in understanding the (mass) media. Critical reflection of media messages: mass media and their impact on contemporary society, especially on the individuality of children and adolescents. Manipulative effects of media. Critical thinking principles: basic methods of active learning (three-phase model of learning E-U-R, learning by experience, etc.). • Social disadvantage, value education Social disadvantage: challenging situations. Students will learn and understand the socio-pedagogical aspects of education. They will analyze difficult situations of the teacher's work related to the social disadvantage of children, pupils and adolescents. They will understand the importance of environmental education and activation of individuals and groups as part of the educational process and their application within the context of social pedagogy and social work. Significance of values in work (not only) with socially disadvantaged individuals and groups. Value education as part of the pedagogical staff education. • Work of a teacher in a multiethnic classrooms Multi-ethnic classes in the context of Czech education policy. Barriers and opportunities to educate pupils with a different mother tongue. Tools and types for work in an inclusive environment. Social heterogeneity in the Czech Republic after 1989, perception of otherness and importance of multiethnic classes within the society. 2. thematic group: Relations in school environment and teacher's personality • Respectful education and authority Definition of authority, types of authority, sources of teacher's authority. Respectful education as an example of transformation of work with authority in education system. • Class teacher and his role in education process Educational activities of the class teacher in the classroom management, class timeschedule organization, system of recording and file documentation, materiál and tools administering, ensuring safety and health of pupils. Class teacher as a guarantee / coordinator and integrator of educational work. Collaboration with teachers, school management, counselors and parents. Paren-teacher meetings. • Discipline and authority within the classroom Forms and transformations of discipline in the classroom and working with them. Preventing and tackling indiscipline (proactive and reactive classroom management), including inappropriate teacher behavior towards pupils. Classroom power, power constellations, the power of the teacher, and the power of the disciples. Pupil's nonconformity and resistance. • Family, school and community Family transformation, family in postmodern society, family in the life of children, the relationship of family and school education (reproduction of social inequalities in education, harmony of normative worlds). School-family cooperation - current trends (example of contracts with parents). Family functionality. Indicators of family function versus the teaching staff. Cooperating organizations. • Alternative Educational Methods in Educational Work Defining alternative directions and innovations, their historical roots. Searching for characteristics of alternatives available in the Czech Republic (with an overview of alternative schools in Brno). Reasons leading parents to choose an alternative school. Examples of good practice. Innovative SOLE method. 3. thematic group: Experience as an element of the educational process • Experience-reflective learning Leasure time as part of education. Students will deeply understand the problems of experiential reflective learning, which develops especially in the field of interest education, but at present it becomes a strong alternative for school educational strategies. They will get acquainted with theoretical concepts of experiential reflective learning, reflection, experience, learning, constructivism, social learning theory. John Dewey, David Kolb, K. Lewin, David Schon, Ch. Argyris, including their practical application of theories to specific educational activity. • Educational possibilities of games Experiential methods and games, their use in schools and extra-curricular environment. Students will clarify how games can convey knowledge that is difficult to explain or share verbally. Apply the general game model as an "image of human reality", identify the essence of the simulation, the acquisition of roles, the principles and functions on which the essence of educational games is based.
Literature
    recommended literature
  • STŘELEC, Stanislav. Teorie a metodika výchovy-pojetí předmětu (The theory and methodology of education-the conception of subject). Online. In Studie z teorie a metodiky výchovy. Brno: MSD, s.r.o., 2002. p. 9-13, 150 pp. ISBN 80-86633-00-4. [citováno 2024-04-23] info
  • DAMASIO, Antonio R. Descartesův omyl : emoce, rozum a lidský mozek. Online. Translated by Lucie Bankovská Motlová - Alžběta Hesová. Vydání první. Praha: Mladá fronta, 2000. 259 stran. ISBN 8020408444. [citováno 2024-04-23] info
  • DAMASIO, Antonio R. Descartes' error :emotion, reason, and the human brain. Online. 1st ed. New York: Quill, 1998. xix, 312 s. ISBN 0-380-72647-5. [citováno 2024-04-23] info
  • BREZINKA, Wolfgang. Filozofické základy výchovy. Online. 1. vyd. Praha: Zvon, 1996. 213 s. ISBN 8071131695. [citováno 2024-04-23] info
    not specified
  • BREZINKA, Wolfgang. Východiska k poznání výchovy :úvod k základům vědy o výchově, k filozofii výchovy a k praktické pedagogice. Online. 1. vyd. Brno: L. Marek, 2001. 310 s. ISBN 80-86263-23-1. [citováno 2024-04-23] info
Teaching methods
Study the individual topics in the syllabus, familiarize themselves with the recommended reading and prepare for the written test.
Assessment methods
written test, multiple choice test, 30 questions, min 60%
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
Information on the extent and intensity of the course: 6 hodin.
Listed among pre-requisites of other courses
Teacher's information
http://moodlinka.ics.muni.cz/course/view.php?id=2624
The course is also listed under the following terms Spring 2017, Spring 2018, Spring 2020, Spring 2021, Spring 2022, Spring 2023, Spring 2024.
  • Enrolment Statistics (Spring 2019, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2019/SZ6029