Civics and Basics of Social Studies for Education

An equally important objective of the programme is to lay the foundations for the development of pedagogical content knowledge grounded in relevant social science disciplines, thus preparing graduates for further study in teacher education in Civic Education at primary and secondary schools within a follow-up master’s programme. The graduate possesses foundational subject knowledge combined with subject didactics and is prepared for follow-up master’s studies. They may also work as a teacher assistant, an instructor in leisure-time centres, an educator in youth homes or after-school clubs, or within various civic associations engaged in educational activities.

By completing the bachelor’s programme, the graduate acquires the competencies necessary to critically reflect on the application of pedagogical and psychological knowledge in practice, whether as a teacher assistant or another educational professional (e.g. educator in youth homes, after-school clubs, or organisations focusing on educational activities), and to act accordingly.

The programme develops analytical and comparative skills that enable graduates to understand the diversity of educational realities and to effectively use subject-specific, pedagogical, and psychological literature in planning, implementing, and reflecting upon educational activities. It also enhances communication skills essential for interaction and cooperation with pupils/clients, colleagues, parents, and professionals from practice. An important benefit of the programme is the development of self-reflective skills, which support the formation of attitudes towards oneself, learners, and the profession, including an awareness of the responsibility of the teaching profession and an acceptance of the moral commitments and ethics of a helping profession.

The programme emphasises the principles of interdisciplinarity (linking selected pedagogical and psychological subjects) and progression and gradation of topics and courses from general to more specific. The integration of theory and practice further characterises the concept. A significant component is reflected in teaching practice, with reflection and self-reflection embedded in both practical training and other experiential courses. An important part of the conception is also support for inclusion, understood as a cross-cutting theme (supported additionally by a dedicated course).

Upon successful completion of the programme, the graduate is able to:

• create a general image of society and understand a person's role within society, from both the historical and current point of view, based on the knowledge gained in the fields of social sciences;
• understand, interpret, critically judge and present social science texts based on the development of critical thinking and practical experience with such texts;
• write a piece of text or a project related to one of the themes of social sciences;
• identify and describe the basic documents that govern the educational process at primary and secondary schools;
• think critically about the use of pedagogical and psychological knowledge in the practice of a teaching assistant or other pedagogical worker, read familiar pedagogical and psychological texts for educators and understand them creatively;
• describe and analyse an educational situation using special terminology and rules of effective pedagogical communication and to propose a change; use their knowledge and skills in communication with pupils, parents, teachers in the school context;
• cooperate with various teachers at school and under their leadership to plan, implement and reflect on the sequence of teaching and activities in relation to the appropriate school curriculum;
• use self-reflective skills to reflect on their actions: for example, to better justify and evaluate their arguments, to give voice to their emotions and their connection to some behaviour or to critically review their own attitudes towards education;
• use basic methods and tools of pedagogical diagnostics to support differentiation and individualization, obtaining data for individual pupil support; communicate the results appropriately to pupils, teachers, parents, or other professionals;
• formulate their own concept of education they would like to implement in their future profession, supporting it with arguments from theory and practice;
• explain the basic principles of inclusive and special education; to reflect on their attitude towards diversity and its influence on their own teaching;
• explain the basic concepts of developmental and social psychology and identify possible difficulties in pupils’ social competencies or school adaptation.

The graduate acquires comprehensive higher education in the field of teaching assistance in Civic Education and Social Sciences, which they will be able to apply in the work of a teaching assistant or as a professional specialist within public administration structures, non-profit organisations, and the private sector, particularly in roles focused on cooperation with European Union bodies and institutions.

• Teacher´s assistant

The system of compulsory teaching practice is aimed at developing the students’ professional competences and preparing them for the full-fledged role of a teaching assistant. The aim of the teaching assistant practice is to acquire the necessary skills for individual work with a pupil outside the process of teaching (tutoring at school in the pupils’ homes) and also when working with a teacher during lessons.

The teaching practice consists of a coherent system of consecutive subjects, which are taken from the third to the fifth semester of the degree. These are the subjects teaching assistant practice - tutoring 1, teaching assistant practice - tutoring 2, consisting of individual tutoring (60 hours), teaching assistant practice - teaching assistant 1 (60 hours) and teaching assistant practice - teaching assistant 2 (60 hours) and teaching assistant practice – teaching assistant 3. Overall, there 180 hours of teaching practice.

In the third and fourth semesters, the teaching practice is followed by the subjects self-experiential preparation for the profession 1 and self- experiential preparation for the profession 2, in which the students of the teaching assistant practice reflect (24 hours). Their aim is to enable students to have real experience with selected themes (see seminar topics) regarding personal and professional development through experiential learning with an emphasis on reflection; to encourage students to gradually take responsibility for their own learning process (self-directed learning); to enable students to become aware of and, if necessary, to revise their attitudes towards their future profession.

The system of teaching practice is regularly evaluated both through closed and open questions, both by students and the mentor teachers. The reflective seminars are also evaluated.

The graduate is prepared for follow-up master’s studies in teacher education in the given program for primary or secondary schools.