SZ6122 Practice Teaching Assistant - Assisting

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)
doc. Mgr. Jana Kratochvílová, Ph.D. (lecturer)
Mgr. Alena Bendová, Ph.D. (seminar tutor)
Mgr. Miroslav Jurčík, Ph.D. (seminar tutor)
Mgr. Lucie Škarková, Ph.D. (seminar tutor)
Bc. Eliška Bařina Barochová (assistant)
Bc. Anna Kolářová, M.A. (assistant)
Mgr. et Mgr. Markéta Košatková, Ph.D. (assistant)
Mgr. Alžběta Severová (assistant)
Guaranteed by
Mgr. Lucie Škarková, Ph.D.
Department of Education – Faculty of Education
Contact Person: Bc. Eliška Bařina Barochová
Supplier department: Department of Education – Faculty of Education
Prerequisites (in Czech)
(NOW( SZ6011 Self-experience Preparation for the Profession II ) || SZ6611 Self-experience Preparation for the Profession II ) && !NOWANY( SZ6722 Practice Teaching Assistant - Assisting , SZ6121 Practice Teaching Assistant - Tutoring , SZ6721 Practice Teaching Assistant - Tutoring , SZ6124 Practice Teaching Assistant - Tutoring , SZ6724 Practice Teaching Assistant - Tutoring , SZ6125 Practice Teaching Assistant - Assisting , SZ6725 Practice Teaching Assistant - Assisting )
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 130 student(s).
Current registration and enrolment status: enrolled: 0/130, only registered: 0/130, only registered with preference (fields directly associated with the programme): 0/130
fields of study / plans the course is directly associated with
there are 46 fields of study the course is directly associated with, display
Course objectives
The aim of the course is to enable students to become familiar with the specific skills necessary for the work of a teaching assistant in a school. During the internship, learners will work on specific tasks as arranged with the supervising teacher. The tasks are based on the checklist of activities in the pracice.
During the school year, the student gradually gets to know the daily activities of a teacher in the classroom: individual and group work with students, cooperation with teaching assistants and other teachers, special educators or psychologists, administrative duties, including working with the school's information systems, communication and cooperation with parents. The student observes and reflects on the teacher's collaboration with the teaching assistant and participates in the daily running of the classroom to the best of his/her ability. The student actively rehearses pedagogical activities with the student(s). The learner reflects on the development of his/her professional competences in the role of teaching assistant.
The fulfilment of the objectives is reflected in the course Self-Experience Preparation for the Profession, the student writes it down at the same time as this practice.
Learning outcomes
After completing the course, the student:
- will be able to understand the process of supporting pupils with SEN;
- can organize goals and choose methods that are appropriate in the tutoring process with respect to a particular child;
- can communicate with the teacher regarding the planning, implementation and evaluation of pedagogical activities in the classroom;
- coordinates the work of one pupil and a group of pupils (including pupils with SEN);
- can establish contact with pupils' parents;
- has experience of group facilitated reflection on practice;
- communicates individually with a pupil or with a group of pupils in a primary or secondary school. The learner interacts with pupils in pedagogical situations.
Core outcomes as per the Learner Professional Development Map:
Experience activities in the role of a teaching assistant when interacting with students and reflect on my entry into the school environment in the role of a teaching assistant. I have an overview of the professional competencies of a teaching assistant. I identify and reflect on the factors that hinder and assist in the collaboration between teacher and teaching assistant in the school classroom. I reflect on how the role of the teaching assistant creates conditions for student learning and know the principles of effective teacher-assistant collaboration.
Syllabus
  • During the semester, the learner carries out pedagogical practice, which consists in taking on the role of a teaching assistant in a school classroom.
  • The practice is continuous, the learner carries out the practice for 10 weeks during the semester, 4 hours per week. The recommended dates for the internship are Mondays between 8:00 am and 12:00 pm. The total is  60 hours, of which 40 hours are directly in the school and 20 hours are devoted primarily to preparation and consultation and supervision.
  • 1. participation in the organizational meeting (online - link on the web and in the interactive curriculum)
  • 2. selection of the school for the practice in IS, PRAXE agenda (assignment of the school for the practice in IS)
  • 3. implementation of the practice and processing of the outputs
  • 4. participation in the faculty reflection meeting
  • K organizing the selection of the school for the internship:
  • - Full-time students choose exclusively from the list of faculty and cooperating schools of the Faculty of Arts MU.
  • - The application process takes place in the information system on pre-determined dates.
  • - If the student is already working in the school as a teaching assistant or teacher*teacher, then he/she will set up a school for the internship in IS separately and provide the employer's confirmation (Confirmation of completion of internship) after the administrator has confirmed the internship. In this case, it does not have to be only the faculty schools of the Faculty of Arts of MU. The confirmation means the recognition of the completed hours of internship at the school. Furthermore, the learner then fulfils the outcomes of the internship, including participation in meetings and reflections.
  • - Questions should be directed to: pedpraxe@ped.muni.cz. In the subject line of the e-mail, please indicate the practice code to which the inquiry relates.
  • For current information and a schedule of practice, please visit the department's website at https://www.ped.muni.cz/pedagogika/praxe/bc-praxe/
Literature
    required literature
  • JANÍK, Tomáš and Petr NAJVAR. Fred A. J. Korthagen - Jak spojit praxi s teorií: didaktika realistického vzdělávání učitelů. (Fred A. J. Korthagen - Linking Practice and Theory: The Pedagogy of Realistic Teacher Education.). 1st ed. Brno: Paido, 2011, 294 pp. ISBN 978-80-7315-221-5. info
    recommended literature
  • GABAŠOVÁ, Jitka and Miroslav VOSMIK. Asistent pedagoga a klima třídy. Praha: Raabe, 2019, 107 stran. ISBN 9788074964190. info
  • NEHYBA, Jan, Bohumíra LAZAROVÁ, David A. KOLB, Fred A. J. KORTHAGEN, David BOUD, Peter JARVIS, Jennifer A. MOON, Jan KOLÁŘ, Saša DOBROVOLNÁ, Jakub ŠVEC and Josef VALENTA. Reflexe v procesu učení. Desetkrát stejně a přece jinak... (Reflection in The Process of Learning. Ten Times Equally Yet Differently...). 1. vyd. Brno: Masarykova univerzita, 2014, 120 pp. ISBN 978-80-210-6489-8. info
  • Teaching and learning from within : a core reflection approach to quality and inspiration in education. Edited by F. A. J. Korthagen - Younghee M. Kim - William L. Greene. First published. New York: Routledge, Taylor & Francis Group, 2013, xii, 212. ISBN 9780415522472. info
  • Teachers who teach teachers : reflections on teacher education. Edited by Tom Russell - F. A. J. Korthagen. 1st pub. London: Routledge Falmer, 1995, x, 202. ISBN 0750704667. info
    not specified
  • Horáčková, Ilona. (2015) Metodika práce asistenta pedagoga. Spolupráce s učitelem. Dostupné zde:http://inkluze.upol.cz/ebooks/metodika-prurez-02/metodika-prurez-02.pdf
  • Bradley, J. (2016) A co já s tím? Pedagogické úvahy a odborné postřehy asistenta pedagoga. Prostějov: Computer Media s.r.o.
  • HAVRDOVÁ, Zuzana and Martin HAJNÝ. Praktická supervize : průvodce supervizí pro začínající supervizory, manažery a příjemce supervize. Praha: Galén, 2008, 213 s. ISBN 9788072625321. info
Teaching methods
Practical training of pedagogical skills in classroom practice, reflective writing, group reflection, supervision
Assessment methods
The learner gets feedback on the pedagogical work done from the cooperating teacher in the school. The written outputs from the placement are entered into a prepared application in the information system. Outputs:
- 1. completion of administrative steps:
The learner chooses from the selection of internships in IS (or enters the agreed school in IS in the internship agenda in case the learner works at the school as a teacher or teaching assistant). Before the placement, he/she writes down all the necessary information - the name of the school, the name and contact details of the accompanying person, the date of the placement.
- 2. Completion of the internship in the given scope, work with checklist.
- 3. The supervising teacher confirms the completion of the practice through the form in the  IS according to the set rules (meeting the attendance for the practice, active participation in the practice in the school classroom, clear communication with the teachers and students, documentation of administration).
- 4. Participation in announced group reflections - logging in via IS.
- 5. Completion of a self-assessment Professional Development Map (Core Course Outcomes).
Náhradní absolvování
In the case of a trip abroad, it is necessary to write an e-mail to the course guarantor and to agree in advance on the performance of practice abroad or to set an individual date for practice in the Czech Republic. It is possible to complete the practice on a foreign trip after prior agreement.

The internship may be performed on an alternative date only for the following reasons: a) if the student is on a study or work placement abroad during the semester, b) in case of illness. For alternative dates, always contact the internship manager, barina@ped.muni.cz

Language of instruction
Czech
Study support
https://is.muni.cz/auth/el/ped/jaro2026/SZ6122/index.qwarp
Further comments (probably available only in Czech)
Study Materials
Listed among pre-requisites of other courses
Teacher's information
https://www.ped.muni.cz/pedagogika/praxe/bc-praxe/prez
The language of communication in the school environment is exclusively Czech (the official language of the Czech Republic). The use of written Czech in the school environment is regulated by Act No. 561/2004 Coll., the Act on Pre-School, Primary, Secondary, Higher Vocational and Other Education (Education Act).

More information on the Professional Development Map (Core Course Outcomes) - link https://www.ped.muni.cz/pedagogika/projekty/mapa-profesniho-rozvoje-studentu-ucitelstvi

A variant of the assistantship is to engage in entrepreneurial teacher projects. Offers for these placements are published on the Information System (IS) under the placements agenda. The learner collaborates with teachers who implement student projects, promoting project-based learning in education and the development of student entrepreneurship. The internship is available in both the fall and spring semesters, in the role of teaching assistant. This form of internship is more individualized and is governed by the deadlines of specific projects.

The information in the interactive course syllabus is binding.

The number of places is limited due to the availability of places from faculty and collaborating schools.

For more information on assistantships, visit the Department of Education website - https://www.ped.muni.cz/pedagogika/praxe/bc-praxe

The course is also listed under the following terms Autumn 2022, Spring 2023, Autumn 2023, Spring 2024, Autumn 2024, Spring 2025, Autumn 2025.
  • Enrolment Statistics (Spring 2026, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2026/SZ6122