SZ6011 Self-experience Preparation for the Profession II

Faculty of Education
Spring 2021
Extent and Intensity
0/1/0. 2 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Tomáš Andrášik (lecturer)
doc. Mgr. Jana Kratochvílová, Ph.D. (lecturer)
Mgr. Bc. Jan Nehyba, Ph.D. (lecturer)
Mgr. Veronika Nýdrlová, Ph.D. (lecturer)
Mgr. Radek Pospíšil, Ph.D. (lecturer)
Mgr. Petr Svojanovský, Ph.D. (lecturer)
Mgr. Lucie Škarková, Ph.D. (lecturer)
Mgr. Karla Černá (seminar tutor)
Mgr. Jirina Karasova (seminar tutor)
Bc. et Bc. Lucie Moravčíková (seminar tutor)
Mgr. et Mgr. Markéta Sedláková, Ph.D. (seminar tutor)
Mgr. Dan Vykoukal (seminar tutor)
Guaranteed by
Mgr. Bc. Jan Nehyba, Ph.D.
Department of Education - Faculty of Education
Supplier department: Department of Education - Faculty of Education
Timetable of Seminar Groups
SZ6011/01: Fri 12. 3. 13:00–16:50 učebna 73, Fri 23. 4. 13:00–16:50 učebna 73, Fri 14. 5. 13:00–16:50 učebna 73, T. Andrášik
SZ6011/02: Fri 19. 3. 13:00–16:50 učebna 73, Fri 30. 4. 13:00–16:50 učebna 73, Fri 21. 5. 13:00–16:50 učebna 73, T. Andrášik
SZ6011/03: Fri 12. 3. 8:00–11:50 učebna 41, Fri 19. 3. 8:00–11:50 učebna 38, Fri 26. 3. 8:00–11:50 učebna 38, P. Svojanovský
SZ6011/04: Fri 12. 3. 13:00–16:50 učebna 38, Fri 19. 3. 13:00–16:50 učebna 38, Fri 26. 3. 13:00–16:50 učebna 38, P. Svojanovský
SZ6011/05: Fri 7. 5. 8:00–11:50 učebna 75, Fri 14. 5. 8:00–11:50 učebna 75, Fri 21. 5. 8:00–11:50 učebna 75, P. Svojanovský
SZ6011/06: Fri 7. 5. 13:00–16:50 učebna 75, Fri 14. 5. 13:00–16:50 učebna 75, Fri 21. 5. 13:00–16:50 učebna 75, P. Svojanovský
SZ6011/07: Fri 12. 3. 8:00–11:50 učebna 39, Fri 19. 3. 8:00–11:50 učebna 42, Fri 26. 3. 8:00–11:50 učebna 73, J. Nehyba
SZ6011/08: Fri 12. 3. 13:00–16:50 učebna 41, Fri 19. 3. 13:00–16:50 učebna 39, Fri 26. 3. 13:00–16:50 učebna 39, J. Nehyba
SZ6011/09: Fri 16. 4. 8:00–11:50 učebna 39, Fri 23. 4. 8:00–11:50 učebna 39, Fri 7. 5. 8:00–11:50 učebna 39, J. Nehyba
SZ6011/10: Fri 16. 4. 13:00–16:50 učebna 39, Fri 23. 4. 13:00–16:50 učebna 39, Fri 30. 4. 13:00–16:50 učebna 39, J. Nehyba
SZ6011/11: Fri 5. 3. 8:00–11:50 učebna 75, Fri 9. 4. 8:00–11:50 učebna 73, Fri 30. 4. 8:00–11:50 učebna 75, L. Škarková
SZ6011/12: Fri 5. 3. 13:00–16:50 učebna 75, Fri 9. 4. 13:00–16:50 učebna 75, Fri 30. 4. 13:00–16:50 učebna 75, J. Karasova, L. Škarková
SZ6011/13: Fri 19. 3. 8:00–11:50 učebna 73, Fri 16. 4. 13:00–16:50 učebna 75, Fri 14. 5. 8:00–11:50 učebna 22, L. Škarková
SZ6011/14: Fri 9. 4. 8:00–11:50 učebna 38, Fri 23. 4. 8:00–11:50 učebna 38, Fri 7. 5. 8:00–11:50 učebna 38, J. Karasova
SZ6011/15: Fri 12. 3. 8:00–11:50 učebna 75, Fri 19. 3. 8:00–11:50 učebna 75, Fri 26. 3. 8:00–11:50 učebna 75, M. Sedláková
SZ6011/16: Fri 9. 4. 8:00–11:50 učebna 75, Fri 16. 4. 8:00–11:50 učebna 75, Fri 23. 4. 8:00–11:50 učebna 75, M. Sedláková
SZ6011/17: Fri 12. 3. 13:00–16:50 učebna 75, Fri 19. 3. 13:00–16:50 učebna 75, Fri 26. 3. 13:00–16:50 učebna 75, M. Sedláková
SZ6011/18: Fri 16. 4. 8:00–11:50 učebna 38, Fri 30. 4. 8:00–11:50 učebna 38, Fri 14. 5. 8:00–11:50 učebna 38, D. Vykoukal
SZ6011/19: Fri 16. 4. 13:00–16:50 učebna 38, Fri 30. 4. 13:00–16:50 učebna 38, Fri 14. 5. 13:00–16:50 učebna 38, D. Vykoukal
SZ6011/20: Fri 16. 4. 8:00–11:50 učebna 73, Fri 30. 4. 8:00–11:50 učebna 73, Fri 14. 5. 8:00–11:50 učebna 73, L. Moravčíková
Prerequisites (in Czech)
! NOWANY ( SZ6611 Self-experience Preparation for the Profession II )
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 60 fields of study the course is directly associated with, display
Course objectives
The purpose of this course is to help students realize the ways in which they think about personal and professional topics that support their development. Specifically, (1) how the experiences which they have had up to now create their perception of themselves within their future careers. (2) Further, to reflect on how their thoughts, emotions and actions affect each other within their personal and professional development. All the thematic blocks will be based on (3) the students’ self-experience which they bring with them to the course and which arises in the course of instruction. The students’ attention is intentionally directed towards (4) reflection on their experience from the teaching assistant practice and on selected topics related to their personal and professional development (see outline below). The course is inspired by the concept of Systemic Modelling and the Personal Development Plan model. The aim is to encourage students to gradually take greater responsibility for their own learning (self-directed learning) and to enable students to realize and possibly revise their attitudes towards their future profession.
Learning outcomes
Teaching outcomes: After completing the seminar the student will: • be able to better understand their own process of self-reflection in relation to selected areas (see topics of the seminar). Students are more able to e.g. explain and evaluate their arguments, to name their emotions and their relation to their behaviour or critically inspect their own attitudes toward education; • have explored multiple selected topics (see topics of the seminar) connected to personal development (e.g. how best to teach others.) and professional development (e.g. what is their own subjective approach to teaching others). Students are able to e.g. name particular aspects of these themes which they had previously been less aware of and apply them to their own teaching assistant practice.
Syllabus
  • Main topics (syllabus): 1. Teacher justice and my values 2. Who am I (Self and my parts) 3. Setting new personal goals and time-management.
Literature
    recommended literature
  • Brown, P. C. (2014). Make it stick: The science of successful learning. Cambridge: The Belknap Press of Harvard University Press.
  • Buckler, S., & Castle, P. (2014). Psychology for teachers. Los Angeles: Sage.
  • WILLINGHAM, Daniel T. Why don't students like school? : a cognitive scientist answers questions about how the mind works and what it means for your classroom. 1st ed. San Francisco: Jossey-Bass, 2009. 180 s. ISBN 9780470279304. info
  • SCHÖN, Donald A. The reflective practitioner : how professionals think in action. Aldershot: Ashgate, 1991. x, 374. ISBN 9781857423198. info
    not specified
  • Robinson, K., & Aronica, L. (2013). Ve svém živlu: najděte sami sebe a změňte svůj život. Brno: BizBooks.
  • Coyle, D. (2009). The talent code: Greatness isn't born: It's grown, here's how. New York: Bantam Books.
  • Pacher, P. & Píšková, M. (2017). Průvodce sebepoznáním aneb Skrze sebe poznám Tebe. Brno: Institute of Applied Psychology.
  • Ariely, D. (2009). Jak drahé je zdarma: proč chytří lidé přijímají špatná rozhodnutí : iracionální faktory v ekonomice i v životě. Praha: Práh.
  • Manson, M. (2017). Důmyslné umění, jak mít všechno u pr**le. Praha: Omega.
  • Sousa, D. A. (2011). How the brain learns. Thousand Oaks: Corwin Press.
  • SCHWARTZ, Richard C. and Martha SWEEZY. Internal family systems therapy. Second edition. New York: The Guilford Press, 2020. xvi, 304. ISBN 9781462541461. info
  • ZIMMERMAN, Jack M. and Virginia COYLE. Cesta poradního kruhu : umění otevřené komunikace. Translated by Saša Neuman. V Praze: DharmaGaia, 2016. 379 stran. ISBN 9788074360619. info
Teaching methods
Teaching methods: Facilitation of experiential learning in a group with an emphasis on reflection using selected methods that take into account the whole person (cognitive, affective and conative aspects, both explicit and tacit dimensions of knowledge). This can be e.g. the methods of systemic modelling, coaching, Way of Council,... .
Assessment methods
Assessment methods: Assessment is largely based on active participation in the course. Active participation means that the students reflect on their experience with individual themes related to the seminar either in a written or oral form. The written form of reflection consists of filling in worksheets during the course or writing a reflective journal. The oral form means that the student reflects on his/her inner experience in discussions. Completion of continuous tasks (max. 3) is used as an additional assessment method. These tasks are based on topics of the seminar and will be required to be submitted into the information system.
Language of instruction
Czech
Further comments (probably available only in Czech)
Information on the extent and intensity of the course: 3x180 minut.
Listed among pre-requisites of other courses
The course is also listed under the following terms Spring 2018, Spring 2019, Spring 2020.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/spring2021/SZ6011