SZ6611 Self-experience Preparation for the Profession II

Pedagogická fakulta
jaro 2021
0/1/0. 2 kr. Ukončení: z.
Mgr. Bc. Jan Nehyba, Ph.D. (přednášející)
Mgr. Petr Svojanovský, Ph.D. (přednášející)
Mgr. Lucie Škarková, Ph.D. (přednášející)
Mgr. Tomáš Andrášik (cvičící)
Mgr. Bc. Jan Nehyba, Ph.D.
Katedra pedagogiky - Pedagogická fakulta
Dodavatelské pracoviště: Katedra pedagogiky - Pedagogická fakulta
Rozvrh seminárních/paralelních skupin
SZ6611/01: Pá 5. 3. 13:00–16:50 učebna 73, Pá 9. 4. 13:00–16:50 učebna 73, Pá 7. 5. 13:00–16:50 učebna 73, T. Andrášik
! NOWANY ( SZ6011 Sebezkušenostní příprava na profesi II )
Omezení zápisu do předmětu
Předmět je nabízen i studentům mimo mateřské obory.
Mateřské obory/plány
Cíle předmětu
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.
Výstupy z učení
Learning outcomes: • The student gains an understanding of the role of personal development in the professional development of a teacher. Method of verification: Active participation in most seminar sessions. • The student is able to reflect on their own personal attitudes in discussions of the seminar topics (More specifically, they are aware of how their personality configuration contributes to the feeling of safety in a group, how it influences their feelings with regard to different classroom settings, how their personality is reflected in their way of teaching and how their personality profile is linked to teaching skills). Method of verification: Active participation in discussions and interactions in a group and completion of work lists in seminars. • The student acquires the knowledge of the process of a group reflection on their teaching practice. Method of verification: Active participation in discussions regarding the reflection on their own teaching practice. • The student is able to connect seminar topics to their experience from the teaching practice. Method of verification: The seminar teacher can notice that the student interlinks seminar topics with their experience from the teaching practice.
  • Main topics (syllabus): 1. Introduction (revision of personal goals). 2. Relationship of students-teacher-pedagogical content 3. Reflective techniques 4. How to linking theory and practice - own experience 5. Evaluation of seminar 6. Create new personal and professional objectives - action plan
  • Manson, M. (2016). The subtle art of not giving a f*ck: A counterintuitive approach to living a good life. New York: HarperOne.
  • Ariely, D. (2009). Predictably irrational: The hidden forces that shape our decisions. New York, NY: Harper.
  • BROWN, Peter C., Henry L. ROEDIGER a Mark A. MCDANIEL. Make it stick : the science of successful learning. London: Belknap Press of Harvard University Press, 2014. xi, 313. ISBN 9780674729018. info
  • BUCKLER, Scott a Paul CASTLE. Psychology for teachers. Los Angeles: Sage, 2014. xxiv, 363. ISBN 9781446211144. info
  • 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
  • SOUSA, David A. How the brain learns : a classroom teacher's guide. 2nd ed. Thousand Oaks, California: Corwin Press, 2001. xi, 305. ISBN 0761977651. info
Výukové metody
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, etc.
Metody hodnocení
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.
Vyučovací jazyk
Informace učitele
The student should sign up simultaneously for course of either Teaching practice for assistants or Teaching practice for assistants – teaching assistant. Study groups are open from 10 students. Outcoming Erasmus students have to write the garant of the subject for information about finishing. 100% attendance is required because it is a block subject. The minimum level of English is the level of B2.
Nachází se v prerekvizitách jiných předmětů
Předmět je zařazen také v obdobích jaro 2018, jaro 2019, jaro 2020.
  • Statistika zápisu (nejnovější)
  • Permalink: