Last update: PhDr. Monika Kadrnožková, Ph.D. (27.10.2020)
The Continuous Pedagogical practice takes place at Primary schools and at Lower annual multi-year grammar schools or recommended school facilities. The student selects the school from the list of faculty schools (updated by the relevant department). The student is co-operates with the mentor. It is opportunity to realize pedagogical situations that can be applied to student professional practice. The student leads a pedagogical portfolio of complex pedagogical situations and their possible solutions. The portfolio contains the results of pupils´ work and suggestions for evaluation student professional practice. The portfolio contains two audiovisual recording of students´ graduated practical lessons and their subsequent reflective (not only by the mentor but also by other students who participate in the practice).
Last update: PhDr. Monika Kadrnožková, Ph.D. (27.10.2020)
Continuous pedagogical practice is carried out in primary schools and in the lower grades of multi-year grammar schools or recommended school facilities. The listening itself is also a part of this practice. The student selects the school either in his / her place of residence or from the list of faculty schools (which is regularly updated by the relevant department). The student is in direct contact with his misleading teacher. He thus has the opportunity to implement pedagogical situations, which he will apply in his future teaching profession. The student maintains a pedagogical portfolio, in which he collects the results of students' work, suggestions for evaluating their own pedagogical activities, recommended literature for the practice itself, a portfolio of complex pedagogical situations and their possible solutions. The diary also includes two audiovisual recordings of his completed practical lessons and their subsequent reflections not only by the teacher but also by other students who participate in continuous practice.
Literature -
Last update: PhDr. Monika Kadrnožková, Ph.D. (27.10.2020)
Burnard, P. Inclusive pedagogies in music education: A comparative study of music teachers' perspectives from four countries. Journal of Music Education · May 2008, pp. 109-126. Available on: file:///C:/Users/uzivatel/AppData/Local/Temp/8591a-1.pdf.
Schmidt, P. Music Education as Transformative Practice. VRME, 2005, pp. 1-14. ISSN 1938-2065. Available on: file:///C:/Users/uzivatel/AppData/Local/Temp/13.MusicEducationasTransformativePractice.pdf.
Brophy, T.S. The Practice of Assessment in Music Education: Frameworks, Models, and Designs. Proceedings of the 2009 Florida Symposium on Assessment in Music Education, 2010. 552 pp.
Last update: PhDr. Monika Kadrnožková, Ph.D. (27.10.2020)
Burnard, P. Inclusive pedagogies in music education: A comparative study of music teachers' perspectives from four countries. Journal of Music Education · May 2008, pp. 109-126. Available on: file:///C:/Users/uzivatel/AppData/Local/Temp/8591a-1.pdf.
Schmidt, P. Music Education as Transformative Practice. VRME, 2005, pp. 1-14. ISSN 1938-2065. Available on: file:///C:/Users/uzivatel/AppData/Local/Temp/13.MusicEducationasTransformativePractice.pdf.
Brophy, T.S. The Practice of Assessment in Music Education: Frameworks, Models, and Designs. Proceedings of the 2009 Florida Symposium on Assessment in Music Education, 2010. 552 pp.
Course completion requirements - Czech
Last update: Mgr. Zuzana Selčanová, Ph.D. (28.01.2023)
Conditions for award credit:
1. Fill-in online Excel table for your pre-arranged teaching lessons (by 13/3/2023).
2. Teaching of 12 lessons (from 20/3/2023 to 13/4/2023).
3. Bring completed and signed an agreement to perform the work at final reflection meeting (21/4/2023).
4. Bring the mentor´s evaluation of your teaching during the practice at final reflection meeting (21/4/2023).
5. Pass an introduction meeting (24/2/2023).
6. Pass an final reflection meeting (21/4/2023).
6. Pass online course in Moodle: Safety of pedagogical work during internship:
