LJURS03J Reflective seminar III

Faculty of Arts
Spring 2025

The course is not taught in Spring 2025

Extent and Intensity
0/0/0. 2 credit(s). Type of Completion: z (credit).
In-person direct teaching
Teacher(s)
doc. Mgr. Dana Stehlíková, Ph.D. (seminar tutor)
Mgr. et Mgr. Tomáš Weissar (seminar tutor)
Guaranteed by
doc. Mgr. Dana Stehlíková, Ph.D.
Department of Classical Studies – Faculty of Arts
Supplier department: Department of Classical Studies – Faculty of Arts
Prerequisites
LJURS02J Teacher Training II
During the same term, the student has to enroll in LJUPP03J Teacher Training III.
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The main objective of the course is to develop the student's abilities of reflection and self-assessment as enhanced by Teacher Training II. The course will include group reflection with other teaching students to support experience sharing. A profession portfolio and a reflective diary will be used to self-assess the undertaken practice.
Learning outcomes
Once the course is complete, the students will be able to:
- reflect a class of another teacher,
- recognize positive and negative aspects of their teaching,
- apply general didactical, pedagogical, and psychological aspects in practice,
- critically evaluate and apply basic principles of departmental didactics.
Syllabus
  • The practice reflection includes the following topics:
  • 1) Communication in the classroom – the following issues will be included: Who's talking in class? Exclusively the teacher, individual students, or does everyone communicate? Are only some pupils active? What does/could the teacher do to get everyone to communicate? Does the teacher create opportunities for pupils to communicate with each other? How does the teacher (un)prevent indiscipline from occurring? What is the effect of different measures against inattention? Do pupils argue in class or are they limited to mechanical responses? How should the teacher talk?
  • 2) Ideas, goals and reality - we will focus on the following issues, among others: how do I define my goals?Have I succeeded in achieving them?Why yes, why no?Is 45 minutes enough to achieve a goal?Did my idea differ from reality?
  • 3) Teacher Identity - the following issues will be discussed, among others: what is attractive about being a teacher?And what makes it difficult?Have I been able to unlearn my position as a (university) student and perceive myself as a teacher?In what do I feel strong/powerful?Am I aware of any weaknesses in myself? What can I do to address them? What type of teacher do I want to be? What have I accomplished that I am proud of?
  • 4) Latin Language and Literature as a teaching subject - attention will be paid to the following questions, among others: how is this subject taught at the school where the student works (time allocation, textbooks, integration into related subjects)? How do teachers divide the time allocation between literature, language and the realities of the ancient and medieval world?Would I change anything about this?Why?Was it evident that pupils perceived the importance of the subject?Did the teacher do anything about it? Did I face questions like "What good is this going to do me?"? How did I respond to them? Do teachers differentiate between the different components of subject teaching even in terms of the methods chosen? Which ones do I find effective?
  • Topics will be modified according to the needs and interests of the students.
Literature
  • JUKLOVÁ, Kateřina. Začínající učitel z pohledu profesního vývoje. Vydání: první. Hradec Králové: Gaudeamus, 2013, 177 stran. ISBN 9788074352669. info
  • JANÍK, Tomáš, Josef MAŇÁK and Petr KNECHT. Cíle a obsahy školního vzdělávání a metodologie jejich utváření (Aims and contents of schooling and its designing). 1st ed. Brno: Paido, 2009, 173 pp. Pedagogický výzkum v teorii a praxi. ISBN 978-80-7315-194-2. info
  • PODLAHOVÁ, Libuše. Ze studenta učitelem : student - praktikant - začínající učitel. 1. vyd. Olomouc: Univerzita Palackého, 2002, 145 s. ISBN 8024404443. info
  • NEZVALOVÁ, Danuše. Reflexe v pregraduální přípravě učitele. 1. vyd. Olomouc: Univerzita Palackého v Olomouci, 2000, 72 s. ISBN 8024402084. info
Teaching methods
Reflection, self-reflection, discussion.
Assessment methods
At the end of the semester or in the exam period, a joint meeting will be held to reflect on the practice. Active participation in the discussion is expected.
Language of instruction
Czech
Further Comments
The course is taught each semester.
The course is taught: in blocks.
The course is also listed under the following terms Autumn 2021, Spring 2024.
  • Enrolment Statistics (Spring 2025, recent)
  • Permalink: https://is.muni.cz/course/phil/spring2025/LJURS03J