ZSVPP01S Teaching Practice I. (two-field study)

Faculty of Arts
Spring 2024
Extent and Intensity
0/0/0. 3 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Jana Fantová (assistant)
Mgr. Jana Formanová (assistant)
Mgr. Jakub Vojta, Ph.D. (alternate examiner)
Guaranteed by
Mgr. Jakub Vojta, Ph.D.
Department of Philosophy – Faculty of Arts
Supplier department: Department of Philosophy – Faculty of Arts
Prerequisites (in Czech)
PHUZDD1_2 Teaching Methodology Workshop
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The practice of students of teaching at the Faculty of Arts is explicitly divided into three areas: these are (1) The formation of the teacher's self-concept, (2) The formation of conditions and opportunities for learning, (3) The didactic area. Across all three related subjects, propedeutic and disciplinary didactic goals are set in interdependence, the achievement of which is a prerequisite for the quality performance of the teaching profession. Within each of the practice areas, the objectives are linked to these specific areas to varying degrees. Goals that are tied to Teaching Practice I also appear in  Teaching Practices II and III, since we consider the professional preparation of teachers to be a continuous, ongoing continuing professional development for which the same goals may continue to apply. In the framework of Pedagogical Practice I, propedeutic goals are in the foreground, which are the determinant for the disciplinary didactic goals. The following general (educational) objectives are set for Pedagogical Practice I: -Students form their self-concepts as teachers. -Students are able to reflect on their practice. -Students are able to evaluate what didactic skills they have developed in the course of their practice and in what way.
Learning outcomes
(1) The area of teacher self-concept formation: the student reflects on his/her practice. The student thinks of himself or herself as a teacher. The student is aware of the range of activities associated with the performance of the teaching profession. The student continually evaluates what he/she feels confident about and what needs more support. (2) The area of creating conditions and opportunities for learning: the student evaluates in the context of his/her practice how conditions for learning can be set and maintained. The student perceives students as individuals. The student evaluates whether he/she is successful in promoting student learning through communication. (3) Didactic area: The student is able to prepare a lesson plan and then reflect on it in the context of the course of instruction.
Syllabus
  • 1. Reflection and its importance in the professional preparation of teachers. 2. The teacher and his/her self-concept. 3. 4. Regulation of teaching. 5. Individualisation of teaching. 6. Communication as a means of learning. 7. Designing a teaching plan.
Teaching methods
Pedagogical Practice I is the first of a series of three practices forming part of the professional preparation of teacher students. The placements are structured in a gradual manner to meet the changing needs of student teachers during their professional preparation. Therefore, the activities in which the student is an observer are predominant in Practice I. The methods applied in the practice are as follows: shadowing, single classroom oriented listening, conducting own teaching, conducting tandem teaching together with the supervising teacher, reflecting on the practice. Timing of activities: 6 hours of shadowing (1 day of six hours each) + 1 hours of reflection with the supervising teacher. 9 hours of classroom observation with orientation to the pupils' behaviour in and out of the classroom (2 full days (of four and five hours, a full day in one class, i.e. without orientation only to the subjects according to the appraisal studied) + 2 hours of reflection with the accompanying teacher 3 hours of self-study + 2 hours of reflection with the accompanying teacher 4 hours of in tandem teaching + 2 hours of reflection with the accompanying teacher 9 hours of other activities directly in the school (e.g. shadowing the teacher outside of school hours; familiarization with the school, its operation, vision, curriculum, administration, etc.; study of pedagogical documentation and individual education plans of pupils, etc.; participation in class meetings, discussion sessions, school meetings, tripartite meetings, excursions, competitions, projects, supervision, etc. Reflection on teaching with the supervising teacher (not including reflection on the FF); planning teaching in cooperation with the supervising teacher, joint preparation of teaching aids, etc.; evaluation of pupils' learning results in cooperation with the supervising teacher (correction of pupils' products and their evaluation), etc.
Assessment methods
https://www.phil.muni.cz/student/pedagogicke-praxe
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Information on course enrolment limitations: Předmět je určen pouze pro studenty s imatrikulací od 2021.
Listed among pre-requisites of other courses
Teacher's information
Students enrol in this course in the 2nd semester of their studies. In the same period they will also take Reflective Seminar I, which will reflect on topics related to practice. At the same time they enrol in Didactics of Philosophy and ZSV, School Didactics and Special Education and Diagnostics.
The course is also listed under the following terms Spring 2022, Spring 2023, Spring 2025.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/phil/spring2024/ZSVPP01S