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The course is designed for students of doctoral study program Media Studies, preferably for those who are in the secod year of the study. The is aimed at development teaching skills in Media Studies, especially for development of principles od didactic transformation of scientific topic into lecture or seminar (with presenting the results in „real“ situation of teaching). Part of the requirement is to learn how to use methods of getting feedback from students. Last update: Turková Kateřina, Mgr. Ing., Ph.D. (15.11.2022)
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The seminar aims for the doctoral students to master the basic principles of the pedagogical work of a university teacher and to be able to apply these principles to the field of media studies. The seminar combines a series of roles to provide this (hands-on) learning experience, namely (1) teaching assistant, (2) teacher and (3) mentor. Last update: Turková Kateřina, Mgr. Ing., Ph.D. (15.11.2022)
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The seminar consists out of three components: -C1: Active involvement in one academic course as a teaching assistant, supervised and mentored by an experienced teacher. -C2: Organisation of one lecture for an academic course, including its preparation, delivery and evaluation -C3: Mentorship of one student (enrolled in the first or second cycle of studies), for a particular course or assignment Component one is compulsory, while the PhD student can choose between component two or three. Through this seminar, the students will gain a better understanding of the didactic structure of the field of Media and Communication Studies. They will also learn how to prepare and maintain basic pedagogical documentation, and to use basic methods of verifying acquired knowledge and skills (and other diagnostic methods). Last update: Turková Kateřina, Mgr. Ing., Ph.D. (15.11.2022)
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Basic literature (for everyone): Alvermann, D. E., Moon, J. S., & Hagood, M. C. (2018). Popular culture in the classroom: Teaching and researching critical media literacy. Routledge. Bleazby, J. (2015). Formulating questions that foster critical media literacy. Screen Education, 76, 86-89. Cubbage, J. (ed.) (2022). Critical race media literacy: themes and strategies for media education. Routledge. Fernback, J. (2015). Teaching communication and media studies: Pedagogy and practice. Routledge. Jones, M. (2017). Culturally Responsive Teaching and Reflection in Higher Education. Taylor and Francis.
Last update: Bednařík Petr, PhDr., Ph.D. (31.03.2023)
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Lecture, independent work, consultations, exercise Last update: Turková Kateřina, Mgr. Ing., Ph.D. (15.11.2022)
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písemná a ústní, praktická Last update: Skácel Petr, Mgr., DiS. (23.02.2023)
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The seminar consists out of three components: -C1: Active involvement in one academic course as a teaching assistant, supervised and mentored by an experienced teacher. -C2: Organisation of one lecture for an academic course, including its preparation, delivery and evaluation -C3: Mentorship of one student (enrolled in the first or second cycle of studies), for a particular course or assignment Component one is compulsory, while the PhD student can choose between component two or three. Through this seminar, the students will gain a better understanding of the didactic structure of the field of Media and Communication Studies. They will also learn how to prepare and maintain basic pedagogical documentation, and to use basic methods of verifying acquired knowledge and skills (and other diagnostic methods). Last update: Turková Kateřina, Mgr. Ing., Ph.D. (15.11.2022)
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