SUK002 Basic Course in Education

Faculty of Arts
Autumn 2019
Extent and Intensity
18/0/0. 4 credit(s). Type of Completion: zk (examination).
Teacher(s)
Mgr. et Mgr. Bc. Zuzana Šalamounová, Ph.D. (lecturer)
Mgr. Ingrid Procházková (lecturer)
doc. Mgr. Klára Šeďová, Ph.D. (lecturer)
Mgr. Martin Sedláček, Ph.D. (lecturer)
Guaranteed by
doc. Mgr. Klára Šeďová, Ph.D.
Department of Educational Sciences - Faculty of Arts
Contact Person: Mgr. et Mgr. Bc. Zuzana Šalamounová, Ph.D.
Supplier department: Department of Educational Sciences - Faculty of Arts
Timetable
Fri 11. 10. 13:00–14:40 C33, 15:00–16:40 C33, Fri 25. 10. 13:00–14:40 C33, 15:00–16:40 C33, Fri 22. 11. 13:00–14:40 C33, 15:00–16:40 C33, Fri 6. 12. 8:20–10:00 C33, 10:20–12:00 C33
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 110 student(s).
Current registration and enrolment status: enrolled: 32/110, only registered: 0/110, only registered with preference (fields directly associated with the programme): 0/110
Fields of study the course is directly associated with
there are 9 fields of study the course is directly associated with, display
Course objectives
The general aim of the Basic Course in Education is to introduce students to basic educational concepts and themes and show their real occurrence and use in practice. The Basic Course in Education presents the objectives, methods, forms and content of the educational process and its influence on students both in theory and practice. The course also outlines latest trends in the field.
Learning outcomes
Upon completion of the course, the student will be able to:
a) Define key educational concepts, such as upbringing, education and schooling, and also to characterize the principal actors of the educational process, including teachers, students, school and family, with regard to all consequences.
b) Present and characterize a basic overview of current educational topics.
c) Identify and describe current main objectives of Czech educational policy.
d) Analyse student characteristics and their impact on student academic achievement.
e) Apply in practice key competences and cross-curricular topics as characterized in Framework Educational Programme.
f) Apply basic rules of educational communication in practice and correctly form educational questions of various types and assess their applicability in the learning process.
Syllabus
  • 1. Pedagogy as a science: Definition, system of educational disciplines, pedagogy and its relation to other scholarly disciplines, educational research (qualitative, quantitative and mixed research), educational approaches (normative, explanatory).
  • 2. Basic educational concepts: Upbringing, education, schooling. Their definition and mutual relations.
  • 3. History of pedagogy: Origin of pedagogy. The most important figures of Czech and global educational science. Educational system of J. A. Komenský. Modern pedagogy: J. Locke, J. J. Rousseau, J. H. Pestalozzi, J. F. Herbart, L. N. Tolstoy and others. Pedagogical movements of 20th century, pragmatic pedagogy, positivist pedagogy, antipedagogy, etc.
  • 4. Educational system in the Czech Republic: System of schools and educational institutions. School legislation. School evaluation and self-evaluation, accountability. School as an institution, organization, community. School and education, family and upbringing, cooperation between family and school.
  • 5. Educational system in the Czech Republic: Educational policy as a framework of school activities: basic documents and trends, school policy implementation methods, educational policy principles. Strategic documents. White paper, Education Strategy 2020. Topical problems of educational policy. International PISA testing.
  • 6. Teacher: Characteristics of the teaching profession, development of a teacher’s professional career from a novice teacher to expert teacher, professional competences of a teacher, prestige of the teaching profession.
  • 7. Student: Student characteristics, types of students, student duties, educational needs of students. Sociocultural background of students, family background and other factors having an impact on student academic achievement.
  • 8. Curriculum: Definitions, types of curriculum, basic curricular documents (Framework Educational Programme and School Educational Programme), key student competences, cross-curricular topics, educational goals.
  • 9. Educational communication: Basic characteristics of classroom communication, structure of educational communication, posing questions, educational dialogue.
Literature
    not specified
  • VALIŠOVÁ, Alena and Hana KASÍKOVÁ. Pedagogika pro učitele. 2007. ISBN 978-80-247-1734-0. info
  • GAVORA, Peter. Výzkumné metody v pedagogice : příručka pro studenty, učitele a výzkumné pracovníky. Brno: Paido, 1996. 130 s. ISBN 808593115X. info
  • STROUHAL, Martin. Teorie výchovy : k vybraným problémům a perspektivám jedné pedagogické disciplíny. Vydání 1. Praha: Grada, 2013. 192 stran. ISBN 9788024742120. info
  • ZOUNEK, Jiří, Michal ŠIMÁNĚ and Dana KNOTOVÁ. Socialistická základní škola pohledem pamětníků : sonda do života učitelů v Jihomoravském kraji (Socialist Primary School as Seen by Eyewitnesses : Probing teachers’ life in the South Moravia Region). Vydání první. Praha: Wolters Kluwer, 2017. 201 pp. ISBN 978-80-7552-493-5. info
  • KASPER, Tomáš and Dana KASPEROVÁ. Dějiny pedagogiky. Vyd. 1. Praha: Grada, 2008. 224 s. ISBN 9788024724294. info
  • PRŮCHA, Jan. Vzdělávání a školství ve světě : základy mezinárodní komparace vzdělávacích systémů. Vyd. 1. Praha: Portál, 1999. 319 s. ISBN 8071782904. info
  • PRŮCHA, Jan. Učitel : současné poznatky o profesi. Vyd. 1. Praha: Portál, 2002. 154 s. ISBN 8071786217. info
  • MAREŠ, Jiří and Jaro KŘIVOHLAVÝ. Komunikace ve škole. Vydání první. Brno: Masarykova univerzita, 1995. 210 stran. ISBN 8021010703. info
  • ŠEĎOVÁ, Klára, Roman ŠVAŘÍČEK, Martin SEDLÁČEK and Zuzana ŠALAMOUNOVÁ. Jak se učitelé učí. Cestou profesního rozvoje k dialogickému vyučování (How teachers learn. Professional development as a way to dialogic teaching). 1. vyd. Brno: Masarykova univerzita, 2016. 325 pp. ISBN 978-80-210-8462-9. info
  • MERRIAM, Sharan B., Rosemary S. CAFFARELLA and Lisa BAUMGARTNER. Learning in adulthood : a comprehensive guide. 3rd ed. San Francisco: John Wiley & Sons, 2007. xvi, 533. ISBN 9780787975883. info
Teaching methods
Lectures and self-study.
Assessment methods
Předmět Školní pedagogika je ukončován znalostním i dovednostním písemným testem sestávajícím z otázek probíraných při prezenční výuce a také z povinné literatury. Test je sestaven z pěti otevřených otázek a maximální počet bodů, které je možno získat je 100. Pro úspěšné splnění testu je nutné překonat hranici 66 bodů. Kurz má povinnou docházku. Minimální požadovaná přítomnost je 80 procent.
Language of instruction
Czech
Follow-Up Courses
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
General note: Rozvrh naleznete na webových stránkách Ústavu pedagogických věd: http://www.phil.muni.cz/wupv/home/studium/obory/vzdelavani/doplnujici-pedagogicke-studium-dps.

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