SUP002 Basic Course in Education

Faculty of Arts
Autumn 2019
Extent and Intensity
1/1/0. 4 credit(s). Type of Completion: zk (examination).
Teacher(s)
Mgr. Ingrid Procházková (lecturer)
Mgr. Kateřina Korcová, Ph.D. (lecturer)
Mgr. Jana Navrátilová, DiS. (lecturer)
Mgr. Karla Brücknerová, Ph.D. (lecturer)
Mgr. et Mgr. Bc. Zuzana Šalamounová, Ph.D. (lecturer)
doc. Mgr. Klára Šeďová, 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 of Seminar Groups
SUP002/01: Thu 10:00–11:40 J21, Z. Šalamounová
SUP002/02: Wed 10:00–11:40 J21, I. Procházková
SUP002/03: Tue 18:00–19:40 J21, K. Korcová
SUP002/04: Thu 12:00–13:40 J21, K. Brücknerová
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 200 student(s).
Current registration and enrolment status: enrolled: 50/200, only registered: 0/200
Fields of study the course is directly associated with
there are 65 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 practise and correctly form educational questions of various types and assess their applicability in the process of education.
g) Assess the teacher’s influence on a student and use this knowledge in thinking about own teaching.
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. Power and authority of the teacher.
  • 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.
  • 10. Dialogic teaching: Basic characteristics, pillars and indicators of dialogic teaching.
  • 11. Classroom climate: Definition, climate structure, significance of examining classroom climate, sociometry.
  • 12. Alternative education: Roots of the reformative educational movement. Significant alternative concepts in international and Czech context: Waldorf schools, Montessori schools, Dalton Plan, Jena Plna, Zlín schools, home schooling, etc.
Literature
    required literature
  • PRŮCHA, Jan. Moderní pedagogika. 3., přeprac. a aktualiz. vy. Praha: Portál, 2005. 481 s. ISBN 807367047X. info
  • Rámcový vzdělávací program pro gymnázia. Praha: Výzkumný ústav pedagogický v Praze, 2007. 100 pp. ISBN 978-80-87000-11-3. URL info
    not specified
  • Contemporary theories of learning : learning theorists-- in their own words. Edited by Knud Illeris. 1st pub. London: Routledge, 2009. viii, 235. ISBN 9780415473439. 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
  • VALIŠOVÁ, Alena and Hana KASÍKOVÁ. Pedagogika pro učitele. Vyd. 1. Praha: Grada, 2007. 402 s. ISBN 9788024717340. info
  • GAVORA, Peter. Výzkumné metody v pedagogice : příručka pro studenty, učitele a výzkumné pracovníky. Brno: Paido, 1996. 130 s. ISBN 808593115X. info
  • ŠVAŘÍČEK, Roman and Klára ŠEĎOVÁ. Kvalitativní výzkum v pedagogických vědách: pravidla hry (Qualitative Research in Educational Sciences: Game Rules). Další autor:M.Sedláček,P.Novotný,K.Nedbálková,M.Miková,T.Janík,O.Kaščák,J.Zounek. vyd. 1. Praha: Portál, 2007. 384 pp. Pedagogika. ISBN 978-80-7367-313-0. URL 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, Dana KNOTOVÁ and Michal ŠIMÁNĚ. Normální život v nenormální době : základní školy a jejich učitelé (nejen) v období normalizace (Normal Life In Not So Normal Times. Primary Schools And Their Teachers (Not Only) During The So-Called Normalization Period). Vydání první. Praha: Wolters Kluwer, 2017. 192 pp. ISBN 978-80-7552-709-7. 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
  • POL, Milan. Škola v proměnách. 1. vydání. Brno: Masarykova univerzita, 2007. 194 stran. ISBN 9788021044999. info
  • PRŮCHA, Jan. Vzdělávání a školství ve světě :základní mezinárodní komparace vzdělávacích systémů. Vyd. 1. Praha: Portál, 1999. 319 s. ISBN 80-7178-290-4. info
  • PRŮCHA, Jan. Pedagogická evaluace : hodnocení vzdělávacích programů, procesů a výsledků. Vyd. 1. V Brně: Masarykova univerzita, 1996. 166 s. ISBN 8021013338. info
  • PRŮCHA, Jan. Učitel :současné poznatky o profesi. Vyd. 1. Praha: Portál, 2002. 154 s. ISBN 80-7178-621-7. 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
  • PRŮCHA, Jan. Alternativní školy a inovace ve vzdělávání. Vyd. 1. Praha: Portál, 2001. 139 s. ISBN 80-7178-584-9. info
Teaching methods
Every lecture is associated with a seminar. Students are required to prepare for the seminar by reading the articles placed in the e-learning environment and discuss them during the seminar. In the seminar part of the instruction, emphasis is laid on active and open forms of learning, which requires student participation in the instruction.
Assessment methods
Basic Course in Education is completed with a knowledge and skills-based written test composed of questions dealt with in class teaching and also based on compulsory literature and texts placed in the e-learning environment. The test is comprised of five open-ended questions designed to verify understanding of the subject and the ability to apply the knowledge gained. Maximum point score is 100. Students must gain the minimum of 66 points to successfully pass the test.
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Information about innovation of course.
This course has been innovated under the project "Faculty of Arts as Centre of Excellence in Education: Complex Innovation of Study Programmes and Fields at FF MU with Regard to the Requirements of the Knowledge Economy“ – Reg. No. CZ.1.07/2.2.00/28.0228, which is cofinanced by the European Social Fond and the national budget of the Czech Republic.

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