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Last update: Mgr. Věra Hejhalová, Ph.D. (07.02.2024)
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Last update: Mgr. Věra Hejhalová, Ph.D. (07.02.2024)
Utilization of the knowledge acquired in the Didaktik DaF I and II course in real practice |
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Last update: Mgr. Věra Hejhalová, Ph.D. (07.02.2024)
The student completes teaching practice at a cooperating grammar school/secondary school under the guidance of a cooperating teacher, in the scope of a total of 90 hours of practice, of which 18 hours of own outputs As part of the practice, the student also completes a series of hearings and subsequent analyses. From practice, the student writes a "diary", which contains both reflections from the listening sessions, as well as preparation of own outputs and reflection of own outputs incl. findings from analysis classes. |
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Last update: Mgr. Věra Hejhalová, Ph.D. (07.02.2024)
Bailey, K. M. (2006) Language teacher supervision. A case-based approach. Cambridge: Cambridge University Press. Bitljanová, V. & Edwards, S. & Pekařová, I. (2000) Práce se studenty na praxi ve škole. Příručka pro mentory. Liberec. Čapek, R. (2001) Pedagogická praxe pro studenty: od hospitace k souvislé praxi. Hradec Králové: Gaudeamus. Malderez, A. & C. Bodóczky. (1999) Mentor courses. Cambridge: Cambridge University Press. Mason, J. (2002) Researching your own practice. London: Routledge. Saginor, N. (2008) Diagnostic classroom observation. Thousand Oaks: SAGE. Corwin Press. Wajnryb, R. (1992) Classroom observation tasks: A resource book for language teachers and trainers. Cambridge: Cambridge University Press. Walker, R. & C. Adelman (2005) A guide to classroom observation. London: Routledge. Wragg, E.C. (1999) An Introduction to Classroom Observation. London: Routledge. |
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Last update: Mgr. Věra Hejhalová, Ph.D. (07.02.2024)
Practical teaching |
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Last update: Mgr. Věra Hejhalová, Ph.D. (07.02.2024)
- submitted Record of pedagogical practice with the evaluation of the cooperating teacher - submitted practice diary |
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Last update: Mgr. Věra Hejhalová, Ph.D. (07.02.2024)
Continuous practice has these key components: 1) 2 hearings in each class in which they will later teach; 2) preparation for own teaching – drawing up lesson plans and their analysis with the faculty teacher; 3) teaching for a total of 18 hours under the supervision of a faculty teacher; 4) analysis of learned lessons with a faculty teacher; 5) reflection in a diary from practice; 6) participation in the running of the school (supervisions, pedagogical meetings, parent meetings, etc.); 7) instructional (before the start) and debriefing (after completion) seminar led by the head of practice. |
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Last update: Mgr. Věra Hejhalová, Ph.D. (21.09.2023)
- completed Didaktik DaF I and II courses - the intention to start the CŽV Teaching for Secondary Schools (the so-called Pedagogical minimum) study after completing the M.Sc. studies of their field |
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Last update: Mgr. Věra Hejhalová, Ph.D. (07.02.2024)
- completed Didaktik DaF I and II courses |