SubjectsSubjects(version: 953)
Course, academic year 2023/2024
   Login via CAS
Continuous English language teaching practice at lower-secondary school level with reflection - OPNA3A023A
Title: Souvislá praxe z anglického jazyka na 2. stupni ZŠ s reflexí
Guaranteed by: Katedra anglického jazyka a literatury (41-KAJL)
Faculty: Faculty of Education
Actual: from 2022
Semester: both
E-Credits: 8
Hours per week, examination: 0/2, C [HT]
Extent per academic year: 48 [hours]
Capacity: winter:unknown / unknown (unknown)
summer:unknown / unknown (unknown)
Min. number of students: unlimited
4EU+: no
Virtual mobility / capacity: no
State of the course: taught
Language: Czech
Teaching methods: full-time
Teaching methods: full-time
Note: course can be enrolled in outside the study plan
enabled for web enrollment
priority enrollment if the course is part of the study plan
you can enroll for the course in winter and in summer semester
Guarantor: doc. PhDr. Klára Uličná, Ph.D.
Teacher(s): doc. PhDr. Klára Uličná, Ph.D.
Co-requisite : OPNA3A022A
Pre-requisite : OPNA3A015A
Is co-requisite for: OPNA3A025A
Is incompatible with: OKNZ1A047B
Is pre-requisite for: OPNA3A032A
Annotation -
Continuous subject specific teaching practice with reflection is focused mainly on individual students’ teaching performance and its reflection with specific attention paid to the age of lower secondary school pupils. It consists of several basic stages: familiarization od students with selected school as an institution including relevant curricular documents and classes of individual students’ mentors through observation; own teaching performance in mentor’s classes, both in cooperation with mentor or with a classmate and individually. Students will also realize mutual observations. After the teaching practice, there will be a reflective phase. An integral part of the teaching practice will be a recording of a selected lesson and its reflection.
Last update: Uličná Klára, doc. PhDr., Ph.D. (17.01.2023)
Descriptors -
literature study (5 hours), fulfillment of given tasks during the semester (35 hours), fina paper submission - written reflection (15 hours), preparation for final credit achievement (7 hours)
Last update: Uličná Klára, doc. PhDr., Ph.D. (17.01.2023)
Literature -


Rámcový vzdělávací program pro základní vzdělávání. Praha: Výzkumný ústav pedagogický v Praze, 2007. ISBN 978-80-87000-37-3.

Rámec profesních kvalit učitele cizího jazyka. Praha: NÚV, 2019

RICHARDS, Jack C a Charles LOCKHART. Reflective teaching in second language classrooms. New York, NY, USA: Cambridge University Press, 1994, ISBN 05-214-5803-X.

Společný evropský referenční rámec. Univerzita Palackého v Olomouci, 2002. ISBN 80-244-0404-4.

ŠVP dané školy (vybrané části)


BROWN, H. Douglas. Teaching by principles: an interactive approach to language pedagogy. White Plains: Pearson Education, 2007, ISBN 978-0-13-612711-6.

GOWER, Roger, Diane PHILLIPS a Steve WALTERS. Teaching practice handbook. New ed. Oxford: Macmillan Heinemann English language teaching, 1995. ISBN 04-352-4059-5.

SCRIVENER, Jim. Learning teaching: the essential guide to English language teaching. Oxford: Macmillan, 2011. ISBN 978-0-230-72984-1.

And other titles - according to the focus of student's written reflection

Last update: Uličná Klára, doc. PhDr., Ph.D. (17.01.2023)
Syllabus -

The teaching practice consists of three integral phases: preparatory - implementation/teaching - reflective.

Organisation of the teaching practice, requirements for students before, during and after the teaching practice itself, acquaintance with official documents.

Preparation for the teaching practice:

  • Review of the characteristics of good English language teaching stated during the observation practice: What characteristics would I like to fulfil during the teaching practice?
  • Observation sheet design - to get acquainted with the classes in which the students will teach + preparation of questions for the teacher menotrs.
  • Formation of student micro-groups (pairs).
  • Selecting schools and approaching mentors.
  • Getting familiar with relevant parts of the school's curriculum, sharing in the seminar.
  • Revision of relevant topics: especially specific aspects of English language teaching; curriculum documents; lesson planning (aims, objectives, lesson structure, etc.)

Teaching practice itself:

  • Initial observations in the classes and groups in which the students will teach. Questioning teachers on prepared and actual questions arising from the observations.
  • Further mutual student observations, discussions and sharing.
  • Tandem teaching, with mentor and/or classmate, including reflection.
  • Independent teaching, including reflection with mentor (including video recording of at least one lesson).
  • Gradual portfolio completion.
  • ...

Reflection of the teaching practice:

  • Reflection of the teaching practice, including identification of own strengths and space for further improvement.
  • Self-assessment - characteristics of good english language teaching
  • Self-assessment and mentor assessment (according to the Professional Qualities Framework)
  • Written reflection on video recording
  • Completion of the professional portfolio
  • Peer sharing
  • Final reflective interviews
Last update: Uličná Klára, doc. PhDr., Ph.D. (17.01.2023)
Course completion requirements -

Fulfillement of given requirements for all the reflective seminars during the semester in the preparatory and reflective phase, active participation.

Observations (min. 10 lessons, ideally more) and teaching performance according to the requiered amount, i.e. min. 24 individual teaching lessons, min. 4 tandem teaching lessons (some /not too many/ individual teaching lessons cam be changed for tandem teaching).

Submission of a complete portfolio (i.e. including all the given tasks) by the deadline.

Final reflective interview.

Last update: Uličná Klára, doc. PhDr., Ph.D. (17.01.2023)
Charles University | Information system of Charles University |