Bi6002 Teaching Practice 2

Faculty of Education
Spring 2026
Extent and Intensity
0/0/5. 2 credit(s). Type of Completion: z (credit).
In-person direct teaching
Teacher(s)
Mgr. Libuše Vodová, Ph.D. (lecturer)
Bc. Eliška Bařina Barochová (assistant)
Mgr. Jarmila Bradová, Ph.D. (assistant)
Mgr. Karolína Dundálková, Ph.D. (assistant)
doc. PaedDr. Hana Horká, CSc. (assistant)
Dana Jakubjanská, DiS. (assistant)
doc. Mgr. Jana Kratochvílová, Ph.D. (assistant)
doc. Mgr. Kateřina Lojdová, Ph.D. (assistant)
Mgr. Bc. Jan Nehyba, Ph.D. (assistant)
Mgr. Jana Obrovská, Ph.D. (assistant)
Mgr. Radek Pospíšil, Ph.D. (assistant)
Mgr. Alžběta Severová (assistant)
Mgr. Petr Svojanovský, Ph.D. (assistant)
Mgr. Lucie Škarková, Ph.D. (assistant)
doc. RNDr. Eva Trnová, PhD. (assistant)
doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D. (assistant)
Guaranteed by
Mgr. Libuše Vodová, Ph.D.
Department of Education – Faculty of Education
Supplier department: Department of Biology – Faculty of Education
Prerequisites
Teaching practice 1
Course Enrolment Limitations
The course is offered to students of any study field.
Course objectives
The purpose of this course is to develop and enhance professional competences acquired during Teaching Practice 1 and to continuously take responsibility for one’s teaching and interaction with pupils. This practice emphasizes the aspect of the individual study field. Within this course, the student can link theoretical knowledge gained in courses of Pedagogy, Psychology, and his/her study field with practical experience and enhance reflective and self-reflective skills needed for the teacher’s profession. This practice is continuous. Student performs for 4 weeks within a set period. In total, it is 60 hours of practice in natural history. Of these, the student should spend 40 hours directly at school (10 hours of self-study, 10 hours of tandem teaching, and 20 hours dedicated to other activities at school), the remaining 20 hours are reserved for preparation and other tasks related to the practice.
Learning outcomes
After completing the course the student will:
• evaluate his/her own development in teacher’s role,
• make his/her own process of planning, realisation and reflection of his/her teaching more effective,
• create alterations used in teaching based on reflection of his/her own teaching,
• acquire basic skills relating to all aspects of teacher’s work (both of teaching and non-teaching character),
• reflect on climate of a specific school/class and their influence on his/her own work.
Syllabus
• actual teaching – 10 lessons,
• tandem teaching - 10 lessons,
• activities related to (class) teacher’s assistant, set by a director of elementary school or mentor (e.g. help with correction of written assignments or pupils’ notice books, teaching aids, individual work with pupils with special educational needs, assisting (together with the teacher) pupils’ excursions, preparation of school projects and events, monitoring pupils’ behaviour, participation in parents’ meetings, help with school/class administrative work, preparation of class meetings, substituting teachers etc.),
• observations of mentor’s lessons (depending on possibilities of the school),
• keeping a teaching diary and completing a long-term complex portfolio task
Literature
  • DYTRTOVÁ, Radmila and Marie KRHUTOVÁ. Učitel : příprava na profesi. Vyd. 1. Praha: Grada, 2009, 121 s. ISBN 9788024728636. URL info
  • KYRIACOU, Chris. Klíčové dovednosti učitele : cesty k lepšímu vyučování. Translated by Dominik Dvořák - Milan Koldinský. Vydání třetí. Praha: Portál, 2008, 155 stran. ISBN 9788073674342. info
  • VAŠUTOVÁ, Jaroslava. Být učitelem : co by měl učitel vědět o své profesi. 2. přeprac. vyd. Praha: Univerzita Karlova v Praze, Pedagogická fakulta, 2007, 76 s. ISBN 9788072903252. info
  • PETTY, Geoffrey. Moderní vyučování. Translated by Štěpán Kovařík. Vyd. 3. Praha: Portál, 2004, 380 s. ISBN 807178978X. info
  • GOWER, Roger; Diane PHILLIPS and Steve WALTERS. Teaching practice handbook. New edition. Oxford: Macmillan Heinemann, 1995, viii, 215. ISBN 0-435-24059-5. info
  • ŠIMONÍK, Oldřich. Začínající učitel (The beginning teacher). dotisk 1. vydání. Brno: MU, 1995, 101 pp. Spisy pedagogické fakulty MU, sv. 56. ISBN 80-210-0944-6. info
Teaching methods
Teaching methods: • active work supervised by a mentor • observation of teacher student’s lesson by a didactic professional • individual consultations
Assessment methods
Students evaluate their professional development as part of the internship evaluation using a questionnaire; a prerequisite for completing the course is also an evaluation of the student teacher prepared by the supervising teacher (respondent) and a visiting person from the faculty (if selected by the student for the given semester); • regular attendance of the student teacher at the school where he/she is practicing (confirmed list of activities and hours spent on the internship at the school by the supervising teacher); • delivery of an overview of observations and lessons learned • analysis of lessons learned by a subject teacher based on observations • processing and submission of records of observation hours (minimum 4 observations) and preparations for lessons learned (minimum 4 preparations for minimum 7 lessons of Natural History) • evaluation of 3 selected criteria from the SKPKS (before practice - in the middle of practice - after practice)
Language of instruction
Czech
Follow-Up Courses
The course is also listed under the following terms Spring 2017, Spring 2018, Spring 2019, Spring 2020, Spring 2021, Spring 2022, Spring 2023, Spring 2024, Spring 2025.
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