SZ6691 Analysis and Interpretation of Educational Situations in Schools

Faculty of Education
Spring 2020
Extent and Intensity
0/0/.4. 2 credit(s). Type of Completion: z (credit).
doc. Mgr. Kateřina Lojdová, Ph.D. (lecturer)
Guaranteed by
doc. Mgr. Kateřina Lojdová, Ph.D.
Department of Education - Faculty of Education
Supplier department: Department of Education - Faculty 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.
The capacity limit for the course is 48 student(s).
Current registration and enrolment status: enrolled: 0/48, only registered: 0/48, only registered with preference (fields directly associated with the programme): 0/48
fields of study / plans the course is directly associated with
Course objectives
The course makes students familiar with upbringing aspects of school education. Students will encounter current research aimed at upbringing situations in schools. Based on work with qualitative data from these studies, student will analyse and interpret selected phenomena. In the context of seminar tasks, students will write their own story with a theme of „My biggest trouble in school“. As a second step, they will be required to rewrite the story from a point of a teacher, and as a third step, they will compare perspectivity of both agents. In this way, they learn to understand upbringing situations in various contexts, they move from pupil’s perspective to teacher’s/assistant’s perspective.
Learning outcomes
Learning outcomes: • After completing the course, the student will: • • understand the upbringing function of school, be able to name examples of various upbringing situations in school. • • be able to critically discuss selected concepts, name examples of realized research. • • be able to interpret qualitative data on a basic level that are related to upbringing situations in school. • • be able to consider different perspectives of upbringing situations agents.
  • 1. Socialization, upbringing, and education in school. Values in the elementary school education. Analysis of cross-cutting themes in the Framework Education Programme. • 2. School in society: reproduction of social (in)equalities in school. • 3. Authority, discipline, and power. Power in a school classroom: power bases (legitimate, coercive, rewarding, referential, expertial). • 4. Power in a classroom: power constellations. • 5. Misbehaviour, refusal of cooperation, and pupils’ resistance. • 6. Aggresivity and bullying. Analysis and interpretation of stories about aggresivity and bullying in schools. • 7. Hidden curriculum. • 8. Gender education in school. • 9. Seminar task 2: Re-telling students’ own stories from the perspective of a teacher • 10. Seminar task 3: Comparing pupil’s and teacher’s perspective in a story. Creation of recommendations for students’ own teaching practice. • 11. Analysis of “My biggest trouble in school” narratives of each participant in the seminar group (anonymously). Creation of pupil’s non-conformity and problematic behaviour typologies. Interpretation of non-conformity and problematic behaviour causes. Searching for possible solutions. • 12. Summary and reflection on the seminar.
  • Lewis, R. (2001). Classroom discipline and student responsibility: the students’ view. Teaching and Teacher Education, 1(3), 307−319.
  • Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum.
  • McGlaughlin, A., Weekes, D., & Wright, C. (2002). ’Race’, class and gender in exclusion from school. London: Routledge
  • Dickar, M. (2008). Corridor cultures: Mapping student resistance at an urban school. New York: NYU Press.
  • KATRŇÁK, Tomáš. Willis, Paul: Learning to Labour: How Working Class Kids Get Working Class Jobs. (Willis, Paul: Learning to Labour: How Working Class Kids Get Working Class Jobs. (Review)). (Recenze). Sociální studia. Fakulta sociálních studií MU Brno, 2000, vol. 5, No 5, p. 225-228. ISSN 1212-365X. info
Teaching methods
lectures, class discussion based on qualitative research data, storywriting
Assessment methods
Assessment method: • Completion of a task in three gradual steps. • Preparation for lectures: reading. • Active participation in seminars.
Language of instruction
Further comments (probably available only in Czech)
Information on the extent and intensity of the course: 4 hodiny.
The course is also listed under the following terms Spring 2021, Spring 2022.
  • Enrolment Statistics (Spring 2020, recent)
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