All the world's a classroom.

Degree programme objectives

Through studying for the Master’s degree graduates gain the necessary competences that allow them to critically apply the use of their pedagogical and psychological knowledge in practice as a teacher at a primary or secondary school. Graduates are fully qualified to pursue the profession of a teacher. They are ready to base their professional conduct on well-structured knowledge and skills from their fields of approbation (content knowledge). The effectiveness of their professional conduct is conditioned by their subject-didactic (pedagogical content knowledge) and broader pedagogical and psychological knowledge and skills (knowledge of the broader background of education, knowledge of educational practices, knowledge about people involved in education, etc.).

The degree develops students’ analytical and comparative skills, which enable them to understand the diverse pedagogical reality and to use subject-specific, pedagogical, and psychological publications in their work for planning, implementing and reflecting on educational activities. They develop communication skills important for communication and collaboration with pupils/clients, colleagues in the workplace, with parents of pupils/clients and with practitioners. An important benefit of the degree is the development of self-reflective skills that provide space for the development of attitudes towards one another, to educated individuals and to the profession: perception of the responsibility of the teaching profession, the acceptance of the moral obligations of a helping profession and its ethics.

The studies emphasise the principle of interdisciplinarity (interconnection of some pedagogical and psychological subjects) and the principle of sequence and gradation of themes and courses, from the more general to the more specific. The concept is also characterized by the interdependence of theory and practice. An important part of the concept is the reflective teaching practice. The principles of reflection on teaching practice and self-reflection are related both to practice and to other experience-oriented subjects. An important part of the concept is also the promotion of inclusion, which is perceived as a cross-curricular theme (also supported by a separate course).

The aim of this study programme, which it is possible to study as a single or double–subject programme, is to prepare lower-secondary school teachers of English in an inspiring, stimulating and creative environment.

The Master’s degree programme focuses primarily on the study of the didactics of the English language and on forming relationships between the particular linguistic, cultural, and literary disciplines and the didactics of English. An emphasis is put on the didactic implications of all the disciplines and the practical application of all the knowledge to teaching practice at lower secondary schools.

The programme is designed for graduates of the Bachelor’s degree programme Specialization in Pedagogy, Teacher Training in Foreign Languages - English Language, the Bachelor’s degree programme Philology, English Language and Literature at faculties of arts, or the Bachelor’s degree programme Specialization in Pedagogy, Lower Secondary School Teacher Training in English Language and Literature (double-subject study) at faculties of education and for graduates of similar study fields.

Study plans

Studies

  • Objectives

    Through studying for the Master’s degree graduates gain the necessary competences that allow them to critically apply the use of their pedagogical and psychological knowledge in practice as a teacher at a primary or secondary school. Graduates are fully qualified to pursue the profession of a teacher. They are ready to base their professional conduct on well-structured knowledge and skills from their fields of approbation (content knowledge). The effectiveness of their professional conduct is conditioned by their subject-didactic (pedagogical content knowledge) and broader pedagogical and psychological knowledge and skills (knowledge of the broader background of education, knowledge of educational practices, knowledge about people involved in education, etc.).

    The degree develops students’ analytical and comparative skills, which enable them to understand the diverse pedagogical reality and to use subject-specific, pedagogical, and psychological publications in their work for planning, implementing and reflecting on educational activities. They develop communication skills important for communication and collaboration with pupils/clients, colleagues in the workplace, with parents of pupils/clients and with practitioners. An important benefit of the degree is the development of self-reflective skills that provide space for the development of attitudes towards one another, to educated individuals and to the profession: perception of the responsibility of the teaching profession, the acceptance of the moral obligations of a helping profession and its ethics.

    The studies emphasise the principle of interdisciplinarity (interconnection of some pedagogical and psychological subjects) and the principle of sequence and gradation of themes and courses, from the more general to the more specific. The concept is also characterized by the interdependence of theory and practice. An important part of the concept is the reflective teaching practice. The principles of reflection on teaching practice and self-reflection are related both to practice and to other experience-oriented subjects. An important part of the concept is also the promotion of inclusion, which is perceived as a cross-curricular theme (also supported by a separate course).

    The aim of this study programme, which it is possible to study as a single or double–subject programme, is to prepare lower-secondary school teachers of English in an inspiring, stimulating and creative environment.

    The Master’s degree programme focuses primarily on the study of the didactics of the English language and on forming relationships between the particular linguistic, cultural, and literary disciplines and the didactics of English. An emphasis is put on the didactic implications of all the disciplines and the practical application of all the knowledge to teaching practice at lower secondary schools.

    The programme is designed for graduates of the Bachelor’s degree programme Specialization in Pedagogy, Teacher Training in Foreign Languages - English Language, the Bachelor’s degree programme Philology, English Language and Literature at faculties of arts, or the Bachelor’s degree programme Specialization in Pedagogy, Lower Secondary School Teacher Training in English Language and Literature (double-subject study) at faculties of education and for graduates of similar study fields.

  • Learning Outcomes

    After successfully completing his/her studies the graduate is able to:

    • plan, implement and reflect on their own teaching at the appropriate level of established professional competences
    • use basic professional terminology and information sources of pedagogical and school psychology in describing, analysing, interpreting and evaluating typical teaching situations, as well as describing the educational environment of the school
    • use basic methods and tools of pedagogical diagnostics in teaching and gain data which is available for the support of an individual pupil/client. The results can be communicated appropriately to pupils, teachers, and parents .
    • explain and to reflect on the principles of inclusive education at the level of culture, politics and practice of the school in their educational activities
    • create an inclusive environment in the classroom, to apply at least some strategies of individualization and differentiation in teaching
    • describe and individually explain specific learning processes with a specific example from their portfolio
    • reflect on the experience of their own teaching practice in the professional community and to use reflection and self-reflection as a tool of professional learning
    • communicate in speaking and writing at C1+ level of CEFR
    • creatively analyse different types of texts, interpret them and use them when designing exercises in teaching; apply linguistic knowledge in the teaching profession
    • interpret specific relationships between language and culture, analyse the influence of intercultural factiors on communication between the members of different cultures, apply the knowledge in teaching at lower secondary schools
    • demonstrate knowledge of Anglo-American literature including the literature for children and young adults. The graduate understands literature not only as a source pf authentic language but also as a way to enhance cultural values.
    • understand the basics of language acquisition, be familiar with basic curricular documents relevant for English language teaching
    • plan lessons and courses, employ a combination of teaching methods and patterns of interaction of English language teaching including modern approaches (project teaching, e-learning) and evaluate them critically
    • use modern information technologies and cooperate on teaching with the help of e-learning courses.
  • Occupational Profiles of Graduates

    The graduates of the Master's programme are equipped with the necessary competences that enable them to work as lower secondary English teachers or English teachers at language schools. They are also qualified for work in out-of-school institutions (e.g. free-time centres). They can also be employed in non-teaching positions requiring an excellent knowledge of English (e.g. in public administration).

  • Regulated Professions
    • Teacher of the second level of primary school
  • Practical Training

    The teaching practice is conceived as a coherent and gradated system with an emphasis on interconnection with theory and reflection and self-reflection of the student as a teacher.

    The aim of the teaching practice is to acquire the professional competences necessary in the daily work of the teacher, to become acquainted with the roles which the teacher enters into in their work, to realize their own professional needs and to gradually take responsibility for the planning, implementation and evaluation of lessons. Throughout the teaching practice, students get a real idea of what a teacher's everyday work involves.

    The teaching practice forms a coherent system of consecutive subjects. In the follow-up master's programmes, these are the subjects Teaching Practice 1 (1st semester), Teaching Practice 2 (2nd semester) and Teaching Practice 3 (3rd semester). In total, this makes up 280 hours (double-subject programme), followed by Seminar on Teaching Practice. Students enrol in the Seminar on Teaching Practice 1 twice during their studies (in the first and second semesters). The aim of the reflection is to provide students with a space for sharing and reflecting on experiences from their own teaching practice and helping them to deepen their reflective and self-reflective skills.

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

  • Goals of Theses

    The final work of the student demonstrates the ability to apply the knowledge and skills acquired during the course of study in working on a specific professional-pedagogical problem. The type of final thesis corresponds to the content and level of the given degree of study. The student chooses from the following types of works: a) theoretical-applied, b) theoretical-empirical (research), c) theoretical. The types of work and recommendations for their implementation are further guided by the APA manual. The length of the final thesis ranges from 117,000 to 200,000 characters, including gaps, i.e. 65-80 standard pages.

    The standards for the implementation of the final theses at different departments are in accordance with the Dean's Instructions No. 1/2015 on implementation of the final work (Bachelor's, Master’s, post-graduate non-PhD and final works for Life-long Education) in the version effective from 1.11.2015.

    The thesis follows the following goals based on the profile of the graduate of the Faculty of Education of MU. Students:

    - demonstrate an awareness of the current issues of their field of study, they can clearly and comprehensibly define the topic of the final thesis and its objectives, describe the initial state of knowledge and propose appropriate methods of achieving their stated goals;

    - work with appropriate primary and secondary sources of information, cite them according to a valid standard (APA) and in accordance with the ethics of academic work ;

    - through the creation of their own text they demonstrate stylistic competence, and the ability to create an academic text;

    - demonstrate the ability to ask questions and solve problems, to formulate new ideas and conclusions that bring at least some new knowledge about the phenomenon being studied, or enrich the methodological (in the area of research) or methodical (in the area of education) procedures in relation to clearly defined target groups (pupils at primary and secondary school, groups with specific educational needs, etc.).

  • Access to Further Studies

    After completion of the Master’s degree, it is possible to continue with further studies in a doctoral degree programme (after satisfying the admission requirements). At the Faculty of Education students can apply for admission to doctoral studies in Foreign Language Didactics.

  • Additional Information

Basic information

Type
Master's degree programme (following the Bachelor's one)
Profile
academic
Degree
Mgr.
Length of studies
2 years
Language of instruction
Czech Czech

134
number of active students

Faculty of Education
Programme guaranteed by