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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)
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Time allocation in the school: Double study programme - 2 weeks in each study programme. The optimal situation is to do the practice in both subjects at one school and spread it over 4 weeks. During the continuous practice period, the student has no other compulsory classes in his/her schedule. If he/she attends other classes during the period of continuous practice, this must not restrict the fulfilment of the study obligations of the continuous practice. Distribution of the study load (4 ECTS -100 hours) - 12 hours of individual or paired teaching, prepared in advance according to the instructions of the supervising teacher and normally carried out in the presence of the supervising teacher in the classroom. - 8 - 12 hours spent in classroom observation or assisting the teacher. - 12 hours of consultation of preparation and reflection of lessons with the teacher (in person or online). - 52 - 56 hours of independent preparation of own teaching and elaboration of assignments for the professional portfolio. + reflective seminars at the faculty Last update: Uličná Klára, doc. PhDr., Ph.D. (30.01.2025)
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Fulfillement of given requirements for all the reflective seminars during the semester in the preparatory and reflective phase, active participation. Observations or assistance to the mentor, teaching performance according to the requiered amount, i.e. individual teaching lessons, min. 2 tandem teaching lessons (some /not too many/ individual teaching lessons cam be changed for tandem teaching). (see desripotrs given by the faculty regulations) 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. (30.01.2025)
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Obligatory: 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) Additional: 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)
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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:
Teaching practice itself:
Reflection of the teaching practice:
Last update: Uličná Klára, doc. PhDr., Ph.D. (17.01.2023)
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