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Course, academic year 2025/2026   
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Attendanting teaching school practice in chemistry - MC280C08
Title: Pedagogická praxe náslechová z chemie
Czech title: Pedagogická praxe náslechová z chemie
Guaranteed by: Department of Chemistry Education (31-280)
Faculty: Faculty of Science
Actual: from 2025
Semester: summer
E-Credits: 2
Examination process: summer s.:
Hours per week, examination: summer s.:0/1, C [HT]
Extent per academic year: 1 [weeks]
Capacity: unlimited
Min. number of students: unlimited
4EU+: no
Virtual mobility / capacity: no
State of the course: taught
Language: Czech
Note: priority enrollment if the course is part of the study plan
Guarantor: RNDr. Eva Stratilová Urválková, Ph.D.
Teacher(s): RNDr. Eva Stratilová Urválková, Ph.D.
Incompatibility : MC280C07
Annotation -
The course is intended for students of chemistry teaching in combination with another field (major and minor). As part of the course, students encounter real teaching practice for the first time by attending chemistry lessons at a selected (faculty) school for one to two weeks and observing ongoing teaching, as well as other activities related to teaching practice. If the organization of the lessons and agreement with the teacher allow, they actively participate in teaching - either in the form of tandem teaching or independent work with the class. This gives them their first experience of teaching and class management and helps them build their professional identity.
Students usually complete this practice in small groups so that they can discuss their experiences at school together. Throughout the program, students are supervised by a faculty teacher who, after lesson, discusses various pedagogical and didactic aspects with the students in a so-called analysis lesson. The faculty school allows teacher training students to attend chemistry lessons with several chemistry teachers so that students can gain a more vivid idea of the possibilities of teaching, i.e., different teaching styles.
The course includes all documents and materials in the Classroom named Observation Practice 2025/26 (bi, che), where students also submit the required outputs.

Last update: Stratilová Urválková Eva, RNDr., Ph.D. (15.02.2026)
Literature -

FONTANA, D. (2003). Psychologie ve školní praxi. Příručka pro učitele. Praha: Portál.

GANAJOVÁ, M. a kol. (2021). Formatívne hodnotenie vo výučbe prírodných vied, matematiky a informatiky. Košice: Univerzita Pavla Jozefa Šafárika.

GILBERT, I. (2013). Essential Motivation in the Classroom. New York: Routledge.

KARNSOVÁ, M. (1995). Jak budovat dobrý vztah mezi učitelem a žákem. Praha: Portál.

KOLÁŘ, Z., ŠIKULOVÁ, R. (2009). Hodnocení žáků. Praha: Grada Publishing, a. s.

KOLEKTIV AUTORŮ (2020). Příprava, organizace a realizace pedagogických praxí na Přírodovědecké fakultě Univerzity Karlovy. Praha: PřF UK.

KRATOCHVÍLOVÁ J., SVOJANOVSKÝ P. et al (2020). Standard kvality profesních kompetencí studenta učitelství. Dostupné online https://www.ped.muni.cz/media/3566145/standard-kvality-profesni-ch-kompetenci-online1.pdf

KOPŘIVA, P. a kol. (2008). Respektovat a být respektován. Kroměříž: Spirála.

KREJČOVÁ, L. (2013). Žáci potřebují přemýšlet. Co pro to mohou udělat jejich učitelé. Praha: Portál.

MŠMT (2023). Kompetenční rámec absolventa a absolventky učitelství. Praha. ISBN 978-80-87601-54-9. Dostupné z: https://msmt.gov.cz/uploads/kompetencni_ramec_absolventa_2023_10.pdf

PETTY, G. (1996). Moderní vyučování. Praha: Portál.

SIEGLOVÁ, D. (2019). Konec školní nudy. Didaktické metody pro 21. století. Praha: Grada Publishing, a. s.

SITNÁ, D. (2013). Metody aktivního vyučování. Spolupráce žáků ve skupinách. Praha: Portál. 

VALIŠOVÁ, A., KOVAŘÍKOVÁ, M. (2021). Obecná didaktika. Praha: Grada Publishing, a. s.

Last update: Stratilová Urválková Eva, RNDr., Ph.D. (15.02.2026)
Requirements to the exam -

It is essential to attend 10 chemistry lessons or chemistry lab sessions (9 lessons + 1 lab session recommended) at a selected high school, secondary school, and/or elementary school.

Active participation in chemistry lessons: one presentation in front of the class, in agreement with the faculty/accompanying teacher, in the form of tandem teaching with the teacher, with a classmate, or independently. The presentation is not limited in any way – it can be one or more teaching activities or a longer part of a lesson.

Taking notes during observations, analyzing and discussing lessons with faculty teachers after the observations. Submitting the notes for review after the observation practice by the head of teaching practice in chemistry at KUDCH.
Submitting a completed form - list of observed lessons: one form for the entire group. Discussion after the end of observations with the head of teaching practice in chemistry at KUDCH. 
Credit will be awarded after completing the observation practice and fulfilling all obligations in the credit week.

Requirements:
(1) participation in an introductory meeting and (2) a meeting to reflect on video observations (before practical training)
(3) submission of forms with records of hours observed (for the whole group)
(4) observation of 10 teaching units
(5) submission of 10 observation records

(6) submission of materials (description + any aids) for own output

(7) reflection on the practice (including the benefits of the practice, problems): joint meeting with the guarantor of teaching practice for chemistry + (8) written report/essay, approx. 1/2 A4 in length

In an emergency during the course of study, it is possible to complete video observations in chemistry classes or fulfill the practice in another way. However, students must always consult with the practice supervisor.

Last update: Stratilová Urválková Eva, RNDr., Ph.D. (15.02.2026)
Syllabus -

The observing teaching practice consists of three parts: before and after the practice students have a meeting with the supervisor of the practice for chemistry and the core part of the course consists of visiting the chemistry classes at the selected faculty school. These tutorials take place in groups (4-5 students together) with one or more chemistry teachers at the school.

Students' activities at the faculty school: students hospitalize in chemistry classes and then conduct a lesson analysis with the faculty teacher, where they consult individual steps or phenomena of the lesson based on the notes of the lesson observation.

The record of the hospitalization, the record must include: the header (name of the student, subject, school, name of the faculty teacher, class, date); the topic; the objective of the lesson; the organizational form(s); the course and organization of the lesson (professional content of the lesson, activities of the students, activities of the teacher); the evaluation of the lesson (work and activities of the students, the teacher, the fulfillment of the objective of the lesson, own comments on the activity of the students and the creativity of the teacher).

The meeting with the supervisor of the practice, which precedes and follows the actual hospitalizations at the faculty school, provides space first for a joint discussion of what phenomena the students should observe during the auditions, and after the practice they again discuss their observations, impressions, tips and objections. Reflection on the teaching practice, even if it is a listening practice, is an important part and preparation for the actual teaching practice in the following academic year.

------------

In the event of an emergency during the course of study, it is possible to take video tutorials in chemistry classes or otherwise complete the practicum. However, students must always make arrangements with the practicum supervisor.

Last update: Stratilová Urválková Eva, RNDr., Ph.D. (30.09.2024)
Learning outcomes -
  • Students list key concepts and terminology related to effective chemistry teaching practices.
  • Students identify the objectives and organizational forms of the observed lessons.
  • Students reflect on the areas of the Competency Framework for Teaching Graduates, monitor and evaluate the areas in the observed chemistry lessons.
  • Students  describe the different teaching methods observed during the chemistry classes.
  • Students  explain the importance of lesson objectives in guiding classroom activities.
  • Students demonstrate how to implement a specific teaching strategy observed in class during their own lesson planning.
  • Students feedback from their supervisor to improve their lesson analysis.
  • Students to compare different teaching approaches used by faculty teachers and discuss their effectiveness.
  • Students analyze student engagement during lessons and identify factors that contribute to successful learning experiences.
  • Students assess the effectiveness of a lesson based on student participation and achievement of learning objectives.
  • Students justify their evaluations of teaching practices by referencing specific observations and educational theories.
  • Students design a comprehensive lesson plan that incorporates effective strategies learned from their observations.
  • Students develop innovative instructional materials that enhance student understanding of complex chemistry concepts.

Students will identify key concepts and terminology related to effective chemistry teaching practices.
Students will identify the objectives and organizational forms of the observed lessons.
Students will describe the various teaching methods observed in chemistry lessons.
Students will explain the importance of lesson objectives in guiding classroom activities.

Students will reflect on the areas of the Competency Framework for Teaching Graduates, monitor and evaluate them in the observed lessons.
Students will demonstrate how they will apply a specific teaching strategy observed in the lesson when planning their own lesson.
Students will receive feedback from the accompanying teacher in order to improve their analysis of the lesson.
Students compare different teaching approaches used by faculty teachers and discuss their effectiveness.
Students analyze student engagement during class and identify factors that contribute to successful teaching.
Students evaluate the effectiveness of the lesson based on student participation and the achievement of teaching objectives.
Students justify their evaluation of teaching practices by referring to specific observations and educational theories.
Students design a comprehensive lesson plan that incorporates effective strategies gained from observation.
Students create innovative teaching materials that improve students' understanding of complex chemical concepts.

Last update: Stratilová Urválková Eva, RNDr., Ph.D. (15.02.2026)
Entry requirements -

Students introduce key concepts and terminology related to effective chemistry teaching practices.
Students identify the objectives and organizational forms of observed lessons.
Students describe various teaching methods observed in chemistry classes.
Students explain the importance of lesson objectives in guiding classroom activities.
Students demonstrate how they apply a specific teaching strategy observed in class when planning their own lesson.
Students receive feedback from the accompanying teacher to improve their analysis of the lesson.
Students compare different instructional approaches used by faculty teachers and discuss their effectiveness.
Students analyze student engagement during the lesson and identify factors that contribute to a successful lesson.
Students evaluate the effectiveness of a lesson based on student participation and achievement of instructional objectives.
Students justify their evaluation of instructional practices with reference to specific observations and educational theories.
Students design a comprehensive lesson plan that incorporates effective strategies derived from observations.
Students create innovative instructional materials that improve student understanding of complex chemistry concepts.

Last update: Stratilová Urválková Eva, RNDr., Ph.D. (30.09.2024)
Registration requirements - Czech

Předmět si zapíší všichni studenti bakalářských studijních oborů Chemie se zaměřením na vzdělávání (maior a minor).

Last update: Stratilová Urválková Eva, RNDr., Ph.D. (10.02.2021)
 
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