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Course, academic year 2023/2024
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Case studies seminar: pedagogy - AUS519002
Title: Kazuistický seminář: pedagogika
Guaranteed by: Department of Education (21-KPED)
Faculty: Faculty of Arts
Actual: from 2022 to 2023
Semester: summer
Points: 0
E-Credits: 4
Examination process: summer s.:
Hours per week, examination: summer s.:0/2, C [HT]
Capacity: unknown / unlimited (unknown)
Min. number of students: 14
4EU+: no
Virtual mobility / capacity: no
Key competences:  
State of the course: taught
Language: Czech
Teaching methods: full-time
Teaching methods: full-time
Level:  
Note: course can be enrolled in outside the study plan
enabled for web enrollment
Guarantor: PaedDr. Eva Valášková Vincejová, Ph.D.
doc. PhDr. Josef Valenta, CSc.
Teacher(s): Mgr. Jiří Kropáč, LL.M., Ph.D.
Mgr. et Mgr. Martin Skutil, Ph.D.
Annotation -
The case study seminar is related to previous pedagogical subjects, but conceptually, it is also connected to subject didactics. Its main goal is to integrate the theory and practice of student pedagogical education. Its essence lies in the confrontation of students' subjective theories of teaching, scientific theories, and guided reflection on their practical experience in schools or educational institutions. In the case study seminar, students learn to reflect on the reality of schools and school education from a pedagogical perspective based on their own records, materials provided by the teacher, and through experiential learning - from the position of an observer of pedagogical events and as direct participants in practical activities.
For these reasons, the case study seminar is organized concurrently with or immediately after teaching practice. The case study seminar serves normative functions (motivation for the profession and further study of pedagogical topics), informative functions (development of students' specific ideas about pedagogical phenomena, perception of the working and social atmosphere of schools, illustration, and verification of theoretical teaching), and instrumental functions (cultivating observational skills and developing the ability to "see and hear" pedagogically, skills to navigate pedagogical situations and act in them).
Forms and methods of education in the case study seminar include: reflection on personal or provided practice recordings, microteaching or analysis of complete teaching lessons from a pedagogical perspective, joint observations and their analysis, analysis of problematic areas in education, and portfolio work.

1. The framework of a teacher's educational activities: the school's educational program and its adaptation to specific school needs, the organizational structure of the school, mandatory school documentation, opportunities for
further education of educational personnel.
2. Curriculum issues: Interdisciplinary relationships - integration of curriculum from different subjects and/or subjects and cross-cutting themes.
3. Coherence of goals - content - methods and forms - assessment in education.
4. Inclusive educational strategies.
5. Specifics of evaluation processes in the educational environment. School evaluation and teacher's work with evaluation tools.
6. School possibilities in educational influence. Ethical issues, moral awareness, and behavior. Issues of values in a teacher's work. Ways to develop students' social skills in teaching or other educational activities.
7. Scenic (performative, theatrical) aspects emerging during regular teaching lessons.
8. Cultivating pedagogical communication with students, colleagues, parents, etc.
9. Classroom management issues. Teacher authority. Correction of disruptive behavior.
10. Professional collegiality.
11. School preventive programs. Education of students with special educational needs - students with disabilities, students with health impairments, students with social disadvantages; issues of inclusive education.
12. Students with a different native language, education of foreign students, work in education.
13. Preventive work with risky behavior in children and youth (in the classroom, in the school), introduction to the Minimum Preventive Program and the Minimum Preventive Program against bullying.
Last update: Houšková Lucie (25.05.2023)
Literature -

Studijní literatura Povinná literatura:
KORTHAGEN, F. et al. Didaktika realistického vzdělávání učitelů. Brno: Paido, 2011.
KYRIACOU, Ch.. Klíčové dovednosti učitele. Praha: Portál, 1996.
NEZVALOVÁ, D.: Reflexe a pregraduální didaktická příprava učitele. E-pedagogium, 2, 2002. Získáno z:
http://epedagog.upol.cz/eped2.2002/clanek08.htm
REITHMAYEROVÁ, E., BROUMOVÁ, V.: Cílená zpětná vazba. Praha: Portál, 2007.
VALIŠOVÁ, A., KASÍKOVÁ, H. a kol. Pedagogika pro učitele. Praha: Grada Publishing, 2011.
Národní program rozvoje vzděláván v ČRí. Praha: UIV, 2001 (tzv.Bílá kniha).
Výstupy projektu Cesta ku kvalitě 2011
Manuály evaluačních nástrojů http://www.nuov.cz/ae/manualy-evaluacnich-nastroju
Evaluační nástroje: http://www.nuov.cz/ae/evaluacni-nastroje

Doporučená literatura:
BELZ, H.-SIEGRIS, M.: Klíčové kompetence a jejich rozvíjení. Praha: Portál, 2001.
BERTRAND, Y.: Soudobé teorie vzdělávaní. Praha: Portál, 1998.
CANGELOSI, J.S.: Strategie řízení třídy. Praha. Portál, 1998.
DVOŘÁKOVÁ, M., KOLÁŘ, Z., TVRZOVÁ, I., VÁŇOVÁ, R. Základní učebnice pedagogiky. Praha: Grada, 2015.
FENSTERMACHER,G.T., SOLTIS J.F.: Vyučovací styly učitelů. Praha: Portál, 2008..
GRECMANOVÁ,H.,URBANOVSKÁ,E.,NOVOTNÝ,P.: Podporujeme aktivní myšlení a samostatné učení žáků.
Olomouc: Hanex, 2000.
HRABAL, V., PAVELKOVÁ, I.: Jaký jsem učitel. Praha: Portál, 2010.
JANÍKOVÁ, M. Základy školní pedagogiky.Brno: Paido 2009.
KALHOUS, Z., OBST,O et al. Školní didaktika. Praha: Portál, 2002.
KALHOUS, Z., OBST,O . .: Didaktika sekundární školy. Olomouc: Univerzita Palackého v Olomouci, 2003.
KASÍKOVÁ,H.: Kooperativní učení a vyučování. Teoretické a praktické problémy. Praha: Karolinum 2001, 2009.
KASÍKOVÁ, H. Kooperativní učení, kooperativní škola. Praha: Portál, 2009.
KOTRBA, T., LACINA, L.: Praktické využití aktivizačních metod ve výuce. Brno: Společnost pro odbornou literaturu,
2007.
MAŇÁK, J: Nárys didaktiky. Brno : MU, 2003..
MEŠKOVÁ, M.: Motivace žáků efektivní komunikaci. Praha: Portál, 2012.
MUŽÍK, J: Andragogická didaktika. Praha: CODEX Bohemia, 1998.
PASCH, M a kol.: Od vzdělávacího programu k vyučovací hodině. Praha: Portál 1998.
PETTY, G.: Moderní vyučování. Praha: Portál 2013.
POL, M.,LAZAROVÁ,B.: Spolupráce učitelů -podmínka rozvoje školy. Praha, Strom 1999.
TOMKOVÁ, A., KAŠOVÁ, J., DVOŘÁKOVÁ, M. Učíme v projektech. Praha: Portál 2009.
TONUCCI : Vyučovat nebo naučit? Praha: PedF UK, 1991.
VALENTA, J a kol.: Pohledy – projektová metoda ve škole a za školou. Praha, ARTAMA, 1993.
VALENTA, J. Didaktika osobnostní a sociální výchovy. Praha: Grada Publishing, 2013.

Last update: Houšková Lucie (25.05.2023)
 
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