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The course focuses on the role of authority in education, its definition, understanding, the process of its construction, and application. Students will become familiar with the circumstances of purposeful use of authority in upbringing, in various contexts. The aim of the course is to acquaint students with the issues of building and applying authority in education. The course will also provide students with tools to identify the interactive style of the teacher, which is one of the cornerstones of building authority.
Last update: Šaroch Jaroslav, PhDr., Ph.D. (06.09.2024)
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The student characterizes authority, the factors and processes of its construction and application, as well as the reasons for its loss. The student defines and explains the circumstances of purposeful use of authority in education. The student analyzes situations within education in terms of the teacher's applied interaction style and discusses related possible dilemmas. Last update: Šaroch Jaroslav, PhDr., Ph.D. (06.09.2024)
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2 ETCS equals 52 hours self-study of literature (10 hours), Last update: Šaroch Jaroslav, PhDr., Ph.D. (06.09.2024)
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Credit requirements: complete all assignments and actively participate in seminars (at least 70% attendance).
Assignments: Word associations, incomplete sentences, narrative, study report (3-4 pages), completion of the QTI questionnaire, active participation in a focus group, mind map, presentation on a selected topic. Last update: Šaroch Jaroslav, PhDr., Ph.D. (06.09.2024)
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VALIŠOVÁ, A. (Ed.). (2012). Autorita v edukační a sociální práci. Pardubice: Univerzita Pardubice. VALIŠOVÁ, A. (2013). Autorita učitele v multidimenzionálním kontextu. Inovace výstupů, obsahu a metod bakalářských programů vysokých škol neuniverzitního typu [pdfdokument]. ŠEĎOVÁ, K., ŠVAŘÍČEK, R. & ŠALAMOUNOVÁ, Z. (2012). Komunikace ve školní třídě. Praha: Portál. PETTY, G. (2013). Moderní vyučování. Praha: Portál. KYRIACOU, Ch. (2012). Klíčové dovednosti učitele. Praha: Portál. Last update: Šaroch Jaroslav, PhDr., Ph.D. (06.09.2024)
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Topics: 1. The concept of authority and its definition (conceptual fragmentation). 2. Authority in conceptual documents (White Paper, Strategy 2020/2030+, FEP, SEP). 3. External factors of authority building (society, school system). 4. Internal factors of authority building (biology, ontogenesis, expertise). 5. The issue of teacher authority from the perspective of its examination. 6. Building the authority of the teacher (relativization of authority and purposeful work with authority). 7. Authority and school (alternative schools). 8. Significant personalities who have become authorities (genesis and comparison of construction and application). 9. Examples of authority (teacher) in fiction or film and television (except for examples used in meetings). 10. Teacher's interaction styles (power constellations, classroom communication). Last update: Šaroch Jaroslav, PhDr., Ph.D. (06.09.2024)
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On-line study materials: https://dl1.cuni.cz/course/view.php?id=8000 Guest access key: akredkpg19 Last update: Šaroch Jaroslav, PhDr., Ph.D. (06.09.2024)
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Main aims: The student characterizes authority, the factors and processes of its construction and application, as well as the reasons for its loss. The student defines and explains the circumstances of purposeful use of authority in education. The student analyzes situations within education in terms of the teacher's applied interaction style and discusses related possible dilemmas. Specific learning outcomes (The student...): Provides own associations with authority and the authority of the teacher. Discusses own associations with authority and compare them with the results of the faculty survey and other research related to authority. Discusses the perception of authority in society and in education. Defines authority. Compares different understandings and conceptions of authority. Discusses different definitions and categorizations of authority. Describes through a narrative own experience with authority during the school attendance. Discusses positive and negative experiences. Specifies authority in the educational environment. Explains the concepts of deanonymization, personalization, individualization/differentiation, contextualization, metacognition, a safe and stimulating environment, and growth mindset in relation to building and applying teacher authority. Provides examples of applying these concepts in practice. Discusses the circumstances of building and applying authority in education and upbringing. Explains the importance of clarity and predictability in the school environment and activities for students of different ages; provides procedures for achieving clarity and predictability. Provides arguments for why rules are important in the classroom and teaching; links them to legal norms; explains the connections between rules and safety. Characterizes pedagogical practices, including disciplinary interventions that lead to the establishment of a safe climate. Characterizes basic procedures for creating rules involving students; identifies risks and ways to prevent them. Describes and justifies the importance of various types of adjustments to the physical environment of the classroom and school with regard to their function and aesthetics. Fills out the Teacher Interaction Style Questionnaire (QTI). Characterizes the bases of the QTI questionnaire and its focus on the dimensions of influence and proximity. Provides examples of dominance/submissiveness, resistance/cooperation in education. Compares their results in the QTI questionnaire with the results of related research. Discusses their results in the QTI questionnaire. Explains the use of the QTI questionnaire and its evaluation. Specifies the possibilities of its application in school. Describes communication practices and interaction styles of communication. Explains the influence of one's own values, attitudes, and stereotypes on teaching and relationships with students and their parents; lists the risks of forming impressions of others; lists the risks of self-fulfilling prophecies; clarify the risks of labeling for students' learning; provides (self)diagnostic procedures in this area. Justifies the importance of involving all students in teaching communication. Discusses possible dilemmas of teacher authority. Provides examples of the impacts of teacher authority abuse. Collaboratively creates a mind map with the concept of teacher authority at the core. Presents and discusses a mind map related to building and applying teacher authority. Explains what a focus group is. Provides the purpose of its use in education. Discusses the results of all activities in the course "Authority in Education" within the focus group. Characterizes the role of authority in education. Provides examples of building and applying authority in education. Explains the benefits and risks of authority in education. Last update: Šaroch Jaroslav, PhDr., Ph.D. (06.09.2024)
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