Course Information

UO6006 Teaching Practice 3

Extent and Intensity

0/0/2.5. 2 credit(s). Type of Completion: z (credit).
In-person direct teaching

Teacher(s)

JUDr. Mgr. Ing. Kateřina Šmejkalová, PhD. (lecturer)
Bc. Eliška Bařina Barochová (assistant)
Dana Jakubjanská, DiS. (assistant)
Bc. Anna Kolářová, M.A. (assistant)
Mgr. Alžběta Severová (assistant)

Guaranteed by

doc. RNDr. Petr Sládek, CSc.
Department of Education – Faculty of Education
Supplier department: Department of Physics, Chemistry and Vocational Education – Faculty of Education

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 Teaching practice 2. The student has a possibility of deeper understanding everyday teacher’s duties and becoming in his/her teacher’s role even more independent. Within this course, the student has a possibility to link theoretical knowledge gained in courses of Pedagogy, Psychology and his/her own study field with practical experience and to enhance reflective and self-reflective skills needed for teacher’s profession. The practice is realised in two blocks of six hours, which means two days spent actually in school. The rest of the time is devoted to student’s own preparation for teaching and completion of tasks assigned by the mentor or headmaster. Teaching outcomes: After completing the seminar the student will: • identify his/her strengths and weaknesses in teacher’s role • evaluate his/her own development in teacher’s role • plan, realise and reflect on his/her teaching together with other teacher’s duties • reflect on climate of a specific school/class and their influence on his/her own work, • create alterations used in teaching based on reflection of his/her own teaching.

Learning outcomes

After completing the course the student will:• identify his/her strengths and weaknesses in teacher’s role,• evaluate his/her own development in teacher’s role,• plan, realise and reflect on his/her teaching together with other teacher’s duties,• reflect on climate of a specific school/class and their influence on his/her own work,• create alterations used in teaching based on reflection of his/her own teaching,• identify pupils’ individual needs in the class, where s/he teaches.

Syllabus

• Main topics (syllabus): - observations of 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 need, monitoring pupils’ behaviour, help with school/class administrative work); - actual teaching – 4 lessons; - observations of mentor’s lessons (depending on possibilities of the school); - writing of the reflective diary

Literature

• Kyriacou, Ch. (Ed.). (2008). Klíčové dovednosti učitele: cesty k lepšímu vyučování. Praha: Portál.
• Petty, G. (2004). Moderní vyučování. Praha: Portál
• Šimoník, O. (1995). Začínající učitel. Brno: MU
• Vašutová, J. (Ed.). (2007). Být učitelem: co by měl učitel vědět o své profesi. Praha: Univerzita Karlova, Pedagogická fakulta.
• Gower, R., Phillips, D., & Walters, S. (1995). Teaching practice handbook. Oxford: Macmillan Heinemann.
• DYTRTOVÁ, Radmila and Marie KRHUTOVÁ. Učitel : příprava na profesi. Vyd. 1. Praha: Grada, 2009, 121 s. ISBN 9788024728636. URL info

Teaching methods

Teaching methods: - active work supervised by a mentor - individual consultations

Assessment methods

Assessment method: - teacher student’s evaluation provided by the mentor - regular attendance to the school of the teaching practice

Language of instruction

Czech

Follow-Up Courses

• SZ6050 Teaching Practice 1
• UO6005 Teaching Practice 2

Further comments (probably available only in Czech)

Study Materials
Information on the extent and intensity of the course: 30 hodin.

UO6006 Teaching Practice 3

Extent and Intensity

0/0/2.5. 2 credit(s). Type of Completion: z (credit).

Teacher(s)

JUDr. Mgr. Ing. Kateřina Šmejkalová, PhD. (lecturer)
Bc. Denisa Foltová, DiS. (assistant)

Guaranteed by

doc. RNDr. Petr Sládek, CSc.
Department of Education – Faculty of Education
Supplier department: Department of Physics, Chemistry and Vocational Education – Faculty of Education

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 Teaching practice 2. The student has a possibility of deeper understanding everyday teacher’s duties and becoming in his/her teacher’s role even more independent. Within this course, the student has a possibility to link theoretical knowledge gained in courses of Pedagogy, Psychology and his/her own study field with practical experience and to enhance reflective and self-reflective skills needed for teacher’s profession. The practice is realised in two blocks of six hours, which means two days spent actually in school. The rest of the time is devoted to student’s own preparation for teaching and completion of tasks assigned by the mentor or headmaster. Teaching outcomes: After completing the seminar the student will: • identify his/her strengths and weaknesses in teacher’s role • evaluate his/her own development in teacher’s role • plan, realise and reflect on his/her teaching together with other teacher’s duties • reflect on climate of a specific school/class and their influence on his/her own work, • create alterations used in teaching based on reflection of his/her own teaching.

Learning outcomes

After completing the course the student will:• identify his/her strengths and weaknesses in teacher’s role,• evaluate his/her own development in teacher’s role,• plan, realise and reflect on his/her teaching together with other teacher’s duties,• reflect on climate of a specific school/class and their influence on his/her own work,• create alterations used in teaching based on reflection of his/her own teaching,• identify pupils’ individual needs in the class, where s/he teaches.

Syllabus

• Main topics (syllabus): - observations of 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 need, monitoring pupils’ behaviour, help with school/class administrative work); - actual teaching – 4 lessons; - observations of mentor’s lessons (depending on possibilities of the school); - writing of the reflective diary

Literature

• Kyriacou, Ch. (Ed.). (2008). Klíčové dovednosti učitele: cesty k lepšímu vyučování. Praha: Portál.
• Petty, G. (2004). Moderní vyučování. Praha: Portál
• Šimoník, O. (1995). Začínající učitel. Brno: MU
• Vašutová, J. (Ed.). (2007). Být učitelem: co by měl učitel vědět o své profesi. Praha: Univerzita Karlova, Pedagogická fakulta.
• Gower, R., Phillips, D., & Walters, S. (1995). Teaching practice handbook. Oxford: Macmillan Heinemann.
• DYTRTOVÁ, Radmila and Marie KRHUTOVÁ. Učitel : příprava na profesi. Vyd. 1. Praha: Grada, 2009, 121 s. ISBN 9788024728636. URL info

Teaching methods

Teaching methods: - active work supervised by a mentor - individual consultations

Assessment methods

Assessment method: - teacher student’s evaluation provided by the mentor - regular attendance to the school of the teaching practice

Language of instruction

Czech

Follow-Up Courses

• SZ6050 Teaching Practice 1
• UO6005 Teaching Practice 2

Further comments (probably available only in Czech)

Study Materials
Information on the extent and intensity of the course: 30 hodin.

UO6006 Teaching Practice 3

Extent and Intensity

0/0/2.5. 2 credit(s). Type of Completion: z (credit).

Teacher(s)

Mgr. Blanka Klimovič (lecturer)
JUDr. Mgr. Ing. Kateřina Šmejkalová, PhD. (lecturer)
Bc. Denisa Foltová, DiS. (assistant)

Guaranteed by

doc. RNDr. Petr Sládek, CSc.
Department of Education – Faculty of Education
Supplier department: Department of Physics, Chemistry and Vocational Education – Faculty of Education

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 Teaching practice 2. The student has a possibility of deeper understanding everyday teacher’s duties and becoming in his/her teacher’s role even more independent. Within this course, the student has a possibility to link theoretical knowledge gained in courses of Pedagogy, Psychology and his/her own study field with practical experience and to enhance reflective and self-reflective skills needed for teacher’s profession. The practice is realised in two blocks of six hours, which means two days spent actually in school. The rest of the time is devoted to student’s own preparation for teaching and completion of tasks assigned by the mentor or headmaster. Teaching outcomes: After completing the seminar the student will: • identify his/her strengths and weaknesses in teacher’s role • evaluate his/her own development in teacher’s role • plan, realise and reflect on his/her teaching together with other teacher’s duties • reflect on climate of a specific school/class and their influence on his/her own work, • create alterations used in teaching based on reflection of his/her own teaching.

Learning outcomes

After completing the course the student will:• identify his/her strengths and weaknesses in teacher’s role,• evaluate his/her own development in teacher’s role,• plan, realise and reflect on his/her teaching together with other teacher’s duties,• reflect on climate of a specific school/class and their influence on his/her own work,• create alterations used in teaching based on reflection of his/her own teaching,• identify pupils’ individual needs in the class, where s/he teaches.

Syllabus

• Main topics (syllabus): - observations of 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 need, monitoring pupils’ behaviour, help with school/class administrative work); - actual teaching – 4 lessons; - observations of mentor’s lessons (depending on possibilities of the school); - writing of the reflective diary

Literature

• Kyriacou, Ch. (Ed.). (2008). Klíčové dovednosti učitele: cesty k lepšímu vyučování. Praha: Portál.
• Petty, G. (2004). Moderní vyučování. Praha: Portál
• Šimoník, O. (1995). Začínající učitel. Brno: MU
• Vašutová, J. (Ed.). (2007). Být učitelem: co by měl učitel vědět o své profesi. Praha: Univerzita Karlova, Pedagogická fakulta.
• Gower, R., Phillips, D., & Walters, S. (1995). Teaching practice handbook. Oxford: Macmillan Heinemann.
• DYTRTOVÁ, Radmila and Marie KRHUTOVÁ. Učitel : příprava na profesi. Vyd. 1. Praha: Grada, 2009, 121 s. ISBN 9788024728636. URL info

Teaching methods

Teaching methods: - active work supervised by a mentor - individual consultations

Assessment methods

Assessment method: - teacher student’s evaluation provided by the mentor - regular attendance to the school of the teaching practice

Language of instruction

Czech

Follow-Up Courses

• SZ6050 Teaching Practice 1
• UO6005 Teaching Practice 2

Further comments (probably available only in Czech)

Study Materials
Information on the extent and intensity of the course: 30 hodin.

UO6006 Teaching Practice 3

Extent and Intensity

0/0/2.5. 2 credit(s). Type of Completion: z (credit).

Teacher(s)

Mgr. Blanka Klimovič (lecturer)
JUDr. Mgr. Ing. Kateřina Šmejkalová, PhD. (lecturer)
Bc. Denisa Foltová, DiS. (assistant)

Guaranteed by

doc. RNDr. Petr Sládek, CSc.
Department of Education – Faculty of Education
Supplier department: Department of Physics, Chemistry and Vocational Education – Faculty of Education

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 Teaching practice 2. The student has a possibility of deeper understanding everyday teacher’s duties and becoming in his/her teacher’s role even more independent. Within this course, the student has a possibility to link theoretical knowledge gained in courses of Pedagogy, Psychology and his/her own study field with practical experience and to enhance reflective and self-reflective skills needed for teacher’s profession. The practice is realised in two blocks of six hours, which means two days spent actually in school. The rest of the time is devoted to student’s own preparation for teaching and completion of tasks assigned by the mentor or headmaster. Teaching outcomes: After completing the seminar the student will: • identify his/her strengths and weaknesses in teacher’s role • evaluate his/her own development in teacher’s role • plan, realise and reflect on his/her teaching together with other teacher’s duties • reflect on climate of a specific school/class and their influence on his/her own work, • create alterations used in teaching based on reflection of his/her own teaching.

Learning outcomes

After completing the course the student will:• identify his/her strengths and weaknesses in teacher’s role,• evaluate his/her own development in teacher’s role,• plan, realise and reflect on his/her teaching together with other teacher’s duties,• reflect on climate of a specific school/class and their influence on his/her own work,• create alterations used in teaching based on reflection of his/her own teaching,• identify pupils’ individual needs in the class, where s/he teaches.

Syllabus

• Main topics (syllabus): - observations of 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 need, monitoring pupils’ behaviour, help with school/class administrative work); - actual teaching – 4 lessons; - observations of mentor’s lessons (depending on possibilities of the school); - writing of the reflective diary

Literature

• Kyriacou, Ch. (Ed.). (2008). Klíčové dovednosti učitele: cesty k lepšímu vyučování. Praha: Portál.
• Petty, G. (2004). Moderní vyučování. Praha: Portál
• Šimoník, O. (1995). Začínající učitel. Brno: MU
• Vašutová, J. (Ed.). (2007). Být učitelem: co by měl učitel vědět o své profesi. Praha: Univerzita Karlova, Pedagogická fakulta.
• Gower, R., Phillips, D., & Walters, S. (1995). Teaching practice handbook. Oxford: Macmillan Heinemann.
• DYTRTOVÁ, Radmila and Marie KRHUTOVÁ. Učitel : příprava na profesi. Vyd. 1. Praha: Grada, 2009, 121 s. ISBN 9788024728636. URL info

Teaching methods

Teaching methods: - active work supervised by a mentor - individual consultations

Assessment methods

Assessment method: - teacher student’s evaluation provided by the mentor - regular attendance to the school of the teaching practice

Language of instruction

Czech

Follow-Up Courses

• SZ6050 Teaching Practice 1
• UO6005 Teaching Practice 2

Further comments (probably available only in Czech)

Study Materials
Information on the extent and intensity of the course: 30 hodin.

UO6006 Teaching Practice 3

Extent and Intensity

0/0/2.5. 2 credit(s). Type of Completion: z (credit).

Teacher(s)

Mgr. Blanka Klimovič (lecturer)
JUDr. Mgr. Ing. Kateřina Šmejkalová, PhD. (lecturer)
Bc. Denisa Foltová, DiS. (assistant)

Guaranteed by

doc. RNDr. Petr Sládek, CSc.
Department of Education – Faculty of Education
Supplier department: Department of Physics, Chemistry and Vocational Education – Faculty of Education

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 Teaching practice 2. The student has a possibility of deeper understanding everyday teacher’s duties and becoming in his/her teacher’s role even more independent. Within this course, the student has a possibility to link theoretical knowledge gained in courses of Pedagogy, Psychology and his/her own study field with practical experience and to enhance reflective and self-reflective skills needed for teacher’s profession. The practice is realised in two blocks of six hours, which means two days spent actually in school. The rest of the time is devoted to student’s own preparation for teaching and completion of tasks assigned by the mentor or headmaster. Teaching outcomes: After completing the seminar the student will: • identify his/her strengths and weaknesses in teacher’s role • evaluate his/her own development in teacher’s role • plan, realise and reflect on his/her teaching together with other teacher’s duties • reflect on climate of a specific school/class and their influence on his/her own work, • create alterations used in teaching based on reflection of his/her own teaching.

Syllabus

• Main topics (syllabus): - observations of 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 need, monitoring pupils’ behaviour, help with school/class administrative work); - actual teaching – 4 lessons; - observations of mentor’s lessons (depending on possibilities of the school); - writing of the reflective diary

Literature

• Kyriacou, Ch. (Ed.). (2008). Klíčové dovednosti učitele: cesty k lepšímu vyučování. Praha: Portál.
• Petty, G. (2004). Moderní vyučování. Praha: Portál
• Šimoník, O. (1995). Začínající učitel. Brno: MU
• Gower, R., Phillips, D., & Walters, S. (1995). Teaching practice handbook. Oxford: Macmillan Heinemann.
• Vašutová, J. (Ed.). (2007). Být učitelem: co by měl učitel vědět o své profesi. Praha: Univerzita Karlova, Pedagogická fakulta.
• DYTRTOVÁ, Radmila and Marie KRHUTOVÁ. Učitel : příprava na profesi. Vyd. 1. Praha: Grada, 2009, 121 s. ISBN 9788024728636. URL info

Teaching methods

Teaching methods: - active work supervised by a mentor - individual consultations

Assessment methods

Assessment method: - teacher student’s evaluation provided by the mentor - regular attendance to the school of the teaching practice

Language of instruction

Czech

Follow-Up Courses

• SZ6050 Teaching Practice 1
• UO6005 Teaching Practice 2

Further comments (probably available only in Czech)

Study Materials
Information on the extent and intensity of the course: 30 hodin.

UO6006 Teaching Practice 3

Extent and Intensity

0/0/2.5. 2 credit(s). Type of Completion: z (credit).

Teacher(s)

Mgr. Blanka Klimovič (lecturer)
JUDr. Mgr. Ing. Kateřina Šmejkalová, PhD. (lecturer)
Bc. Denisa Foltová, DiS. (assistant)

Guaranteed by

doc. RNDr. Petr Sládek, CSc.
Department of Education – Faculty of Education
Supplier department: Department of Physics, Chemistry and Vocational Education – Faculty of Education

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 Teaching practice 2. The student has a possibility of deeper understanding everyday teacher’s duties and becoming in his/her teacher’s role even more independent. Within this course, the student has a possibility to link theoretical knowledge gained in courses of Pedagogy, Psychology and his/her own study field with practical experience and to enhance reflective and self-reflective skills needed for teacher’s profession. The practice is realised in two blocks of six hours, which means two days spent actually in school. The rest of the time is devoted to student’s own preparation for teaching and completion of tasks assigned by the mentor or headmaster. Teaching outcomes: After completing the seminar the student will: • identify his/her strengths and weaknesses in teacher’s role • evaluate his/her own development in teacher’s role • plan, realise and reflect on his/her teaching together with other teacher’s duties • reflect on climate of a specific school/class and their influence on his/her own work, • create alterations used in teaching based on reflection of his/her own teaching.

Syllabus

• Main topics (syllabus): - observations of 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 need, monitoring pupils’ behaviour, help with school/class administrative work); - actual teaching – 4 lessons; - observations of mentor’s lessons (depending on possibilities of the school); - writing of the reflective diary

Literature

• Kyriacou, Ch. (Ed.). (2008). Klíčové dovednosti učitele: cesty k lepšímu vyučování. Praha: Portál.
• Petty, G. (2004). Moderní vyučování. Praha: Portál
• Šimoník, O. (1995). Začínající učitel. Brno: MU
• Gower, R., Phillips, D., & Walters, S. (1995). Teaching practice handbook. Oxford: Macmillan Heinemann.
• Vašutová, J. (Ed.). (2007). Být učitelem: co by měl učitel vědět o své profesi. Praha: Univerzita Karlova, Pedagogická fakulta.
• DYTRTOVÁ, Radmila and Marie KRHUTOVÁ. Učitel : příprava na profesi. Vyd. 1. Praha: Grada, 2009, 121 s. ISBN 9788024728636. URL info

Teaching methods

Teaching methods: - active work supervised by a mentor - individual consultations

Assessment methods

Assessment method: - teacher student’s evaluation provided by the mentor - regular attendance to the school of the teaching practice

Language of instruction

Czech

Follow-Up Courses

• SZ6050 Teaching Practice 1
• UO6005 Teaching Practice 2

Further comments (probably available only in Czech)

Study Materials
Information on the extent and intensity of the course: 30 hodin.

UO6006 Teaching Practice 3

Extent and Intensity

0/0/2.5. 2 credit(s). Type of Completion: z (credit).

Teacher(s)

Mgr. Blanka Klimovič (lecturer)
JUDr. Mgr. Ing. Kateřina Šmejkalová, PhD. (lecturer)
Bc. Denisa Foltová, DiS. (assistant)

Guaranteed by

doc. RNDr. Petr Sládek, CSc.
Department of Education – Faculty of Education
Supplier department: Department of Physics, Chemistry and Vocational Education – Faculty of Education

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 Teaching practice 2. The student has a possibility of deeper understanding everyday teacher’s duties and becoming in his/her teacher’s role even more independent. Within this course, the student has a possibility to link theoretical knowledge gained in courses of Pedagogy, Psychology and his/her own study field with practical experience and to enhance reflective and self-reflective skills needed for teacher’s profession. The practice is realised in two blocks of six hours, which means two days spent actually in school. The rest of the time is devoted to student’s own preparation for teaching and completion of tasks assigned by the mentor or headmaster. Teaching outcomes: After completing the seminar the student will: • identify his/her strengths and weaknesses in teacher’s role • evaluate his/her own development in teacher’s role • plan, realise and reflect on his/her teaching together with other teacher’s duties • reflect on climate of a specific school/class and their influence on his/her own work, • create alterations used in teaching based on reflection of his/her own teaching.

Syllabus

• Main topics (syllabus): - observations of 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 need, monitoring pupils’ behaviour, help with school/class administrative work); - actual teaching – 4 lessons; - observations of mentor’s lessons (depending on possibilities of the school); - writing of the reflective diary

Literature

• Gower, R., Phillips, D., & Walters, S. (1995). Teaching practice handbook. Oxford: Macmillan Heinemann.
• Šimoník, O. (1995). Začínající učitel. Brno: MU
• Petty, G. (2004). Moderní vyučování. Praha: Portál
• Vašutová, J. (Ed.). (2007). Být učitelem: co by měl učitel vědět o své profesi. Praha: Univerzita Karlova, Pedagogická fakulta.
• Kyriacou, Ch. (Ed.). (2008). Klíčové dovednosti učitele: cesty k lepšímu vyučování. Praha: Portál.
• DYTRTOVÁ, Radmila and Marie KRHUTOVÁ. Učitel : příprava na profesi. Vyd. 1. Praha: Grada, 2009, 121 s. ISBN 9788024728636. URL info

Teaching methods

Teaching methods: - active work supervised by a mentor - individual consultations

Assessment methods

Assessment method: - teacher student’s evaluation provided by the mentor - regular attendance to the school of the teaching practice

Language of instruction

Czech

Follow-Up Courses

• SZ6050 Teaching Practice 1
• UO6005 Teaching Practice 2

Further comments (probably available only in Czech)

Study Materials
Information on the extent and intensity of the course: 30 hodin.

UO6006 Teaching Practice 3

Extent and Intensity

0/0/2.5. 2 credit(s). Type of Completion: z (credit).

Teacher(s)

Mgr. Blanka Klimovič (lecturer)
Bc. Denisa Foltová, DiS. (assistant)

Guaranteed by

doc. RNDr. Petr Sládek, CSc.
Department of Education – Faculty of Education
Supplier department: Department of Physics, Chemistry and Vocational Education – Faculty of Education

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 Teaching practice 2. The student has a possibility of deeper understanding everyday teacher’s duties and becoming in his/her teacher’s role even more independent. Within this course, the student has a possibility to link theoretical knowledge gained in courses of Pedagogy, Psychology and his/her own study field with practical experience and to enhance reflective and self-reflective skills needed for teacher’s profession. The practice is realised in two blocks of six hours, which means two days spent actually in school. The rest of the time is devoted to student’s own preparation for teaching and completion of tasks assigned by the mentor or headmaster. Teaching outcomes: After completing the seminar the student will: • identify his/her strengths and weaknesses in teacher’s role • evaluate his/her own development in teacher’s role • plan, realise and reflect on his/her teaching together with other teacher’s duties • reflect on climate of a specific school/class and their influence on his/her own work, • create alterations used in teaching based on reflection of his/her own teaching.

Syllabus

• Main topics (syllabus): - observations of 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 need, monitoring pupils’ behaviour, help with school/class administrative work); - actual teaching – 4 lessons; - observations of mentor’s lessons (depending on possibilities of the school); - writing of the reflective diary

Literature

• Gower, R., Phillips, D., & Walters, S. (1995). Teaching practice handbook. Oxford: Macmillan Heinemann.
• Šimoník, O. (1995). Začínající učitel. Brno: MU
• Petty, G. (2004). Moderní vyučování. Praha: Portál
• Vašutová, J. (Ed.). (2007). Být učitelem: co by měl učitel vědět o své profesi. Praha: Univerzita Karlova, Pedagogická fakulta.
• Kyriacou, Ch. (Ed.). (2008). Klíčové dovednosti učitele: cesty k lepšímu vyučování. Praha: Portál.
• DYTRTOVÁ, Radmila and Marie KRHUTOVÁ. Učitel : příprava na profesi. Vyd. 1. Praha: Grada, 2009, 121 s. ISBN 9788024728636. URL info

Teaching methods

Teaching methods: - active work supervised by a mentor - individual consultations

Assessment methods

Assessment method: - teacher student’s evaluation provided by the mentor - regular attendance to the school of the teaching practice

Language of instruction

Czech

Follow-Up Courses

• SZ6050 Teaching Practice 1
• UO6005 Teaching Practice 2

Further comments (probably available only in Czech)

Study Materials
Information on the extent and intensity of the course: 30 hodin.

• Enrolment Statistics (recent)