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The course builds on the already acquired knowledge of the students in English language teaching methodology and their ability to reflect on selected aspects of English teaching. This is expected to be achieved through structured observations, assistance in the classroom, thorough planning and realization of English language teaching lessons, and their subsequent reflections. The course is connected to reflective seminars, in which the observations and executed lessons will be reflected with support in theory.
Last update: Uličná Klára, doc. PhDr., Ph.D. (17.09.2024)
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The general aim of the course is to develop students' ability to plan and reflect their own teaching and the teaching of other actors, i.e. supervising teachers and other students. This subject-specific didactic teaching practice guides students to a deeper understanding of the processes of teaching and learning English at primary school. Last update: Uličná Klára, doc. PhDr., Ph.D. (17.09.2024)
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Přímá výuka (24 hodin), tvorba observačních archů (6 hodin), tvorba příprav na hodinu a výukových materiálů (20 hodin), vypracování sebereflexe (10 hodin). Last update: Müller Dočkalová Barbora, Mgr. (10.09.2023)
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Full attendance. Establishing contact with mentors according to instructions, reading relevant sections of the SEP, in collaboration with mentors creating a teaching practice plan (observations and teaching), lesson observations, assisting the teacher, independent teaching attempts. Keeping track of lesson observations, lesson planning, systematic reflection of teaching attemps and colleague's teaching attempts, continuous completion of an ELT portfolio. Written reflection of the experience (will be specified). Keeping a teaching practice log. The final grade is a summary of assessments in the following categories, which will be explained in detail during the first seminar: - Overall evaluation of the student by the mentoring teacher, - reliability (punctuality, timely submissions of lesson plans, and keeping agreed schedules), - a proactive approach and open communication, - the ability to engage in in-depth reflection on the lesson taught. Last update: Müller Dočkalová Barbora, Mgr. (11.09.2024)
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Obligatory reading: KYRIACOU, Ch.: Klíčové dovednosti učitele. Praha: Portál, 2012. ISBN 978-80-262-0052-9. Školní vzdělávací programy příslušných základních škol. BETÁKOVÁ, L.: Angličtina učitele angličtiny. Plzeň: Nakladatelství Fraus, 2006. ISBN 80-7238-550-X. Recommended reading: BREWSTER, J.; ELLIS, G.; GIRARD, D.: The Primary English Teacher’s Guide. Harlow: Pearson Education Limited, 2002. ISBN 978-0582447769. READ, C.: 500 Activities for the Primary Classroom. Oxford: Macmillan Publishers Limited, 2007. ISBN 978-1-4050-9907-3. SLATTERY, M.; WILLIS, J.: English for Primary Teachers: A handbook of activities and classroom language. Oxford: Oxford University Press, 2001. ISBN 978 0 19 437563 4. Last update: Müller Dočkalová Barbora, Mgr. (26.09.2023)
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1. týden: Zahájení praxe, instrukce k jejímu plnění. 2. - 6., 10. - 11. týden: Přípravy na výuku, vlastní výuka, přípravy na pozorování, realizace pozorování, reflexe. 12. týden: Závěrečné reflektivní setkání. Last update: Müller Dočkalová Barbora, Mgr. (26.09.2023)
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Students fulfill the requirements to the full extent and demonstrate a professional approach throughout the teaching practice. Students create and implement lesson plans suited to the age and level of the pupils, while applying theoretical didactic knowledge. Students effectively use teaching materials, identifiy their weaknesses in the given teaching context and compensate by adapting or supplementing them with additional materials. Last update: Müller Dočkalová Barbora, Mgr. (17.09.2024)
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