Last update: PhDr. Monika Kadrnožková, Ph.D. (26.10.2020)
Field practice in pedagogy has a professional, motivational and social character. From a professional point of view, it builds on already completed courses, which it suitably complements and develops in practice. The course will focus on listening in selected alternative schools, schools for the education of pupils with special educational needs, in ecological centers, in other leisure facilities and on visits to pedagogical museums and places connected with the history of education. The aim of the course is to deepen the theoretical knowledge of students from the pedagogical disciplines of the bachelor's study in the field of pedagogy with a strong motivational emphasis on the profession in which graduates of this study can apply. 1. Listening in selected alternative schools. 2. Listening in schools for the education of pupils with special educational needs. 3. Activities in ecological centers. 4. Activities in selected leisure facilities. 5. Visits to pedagogical museums and places connected with the history of education. 6. Museum pedagogue and teacher. 7. Skills of preparation and practical implementation of educational programs in selected institutions. 8. Self-reflection and evaluation skills.
Last update: PhDr. Monika Kadrnožková, Ph.D. (26.10.2020)
Field practice in pedagogy has a professional, motivational and social character. From a professional point of view, it builds on already completed courses, which it suitably complements and develops in practice. The course will focus on listening in selected alternative schools, schools for the education of pupils with special educational needs, in ecological centers, in other leisure facilities and on visits to pedagogical museums and places connected with the history of education. The aim of the course is to deepen the theoretical knowledge of students from the pedagogical disciplines of the bachelor's study in the field of pedagogy with a strong motivational emphasis on the profession in which graduates of this study can apply. 1. Listening in selected alternative schools. 2. Listening in schools for the education of pupils with special educational needs. 3. Activities in ecological centers. 4. Activities in selected leisure facilities. 5. Visits to pedagogical museums and places connected with the history of education. 6. Museum pedagogue and teacher. 7. Skills of preparation and practical implementation of educational programs in selected institutions. 8. Self-reflection and evaluation skills.
Literature -
Last update: PhDr. Monika Kadrnožková, Ph.D. (26.10.2020)
Popple, K. (2015). Analysing Community Work: Theory And Practice. Open University Press.
Hooper-Greenhill, E. (2007). Museums and Education: Purpose, Pedagogy, Performance : Purpose, Pedagogy, Performance. New York: Routledge.
Ledwith, M. (2009). Participatory practice: Community-based Action for Transformative Change. Policy Press.
Talboys, G. K. (2016). Using Museums as an Educational Resource: An Introductory Handbook for Students and Teachers. New York: Routledge.
Twelvetrees, A. (2017). Community Development, Social Action and Social Planning.Red Globe Press.
Last update: PhDr. Monika Kadrnožková, Ph.D. (26.10.2020)
Popple, K. (2015). Analysing Community Work: Theory And Practice. Open University Press.
Hooper-Greenhill, E. (2007). Museums and Education: Purpose, Pedagogy, Performance : Purpose, Pedagogy, Performance. New York: Routledge.
Ledwith, M. (2009). Participatory practice: Community-based Action for Transformative Change. Policy Press.
Talboys, G. K. (2016). Using Museums as an Educational Resource: An Introductory Handbook for Students and Teachers. New York: Routledge.
Twelvetrees, A. (2017). Community Development, Social Action and Social Planning.Red Globe Press.
