Last update: PhDr. Monika Kadrnožková, Ph.D. (26.10.2020)
The course acquaints students with various educational institutions in which the professional activity of a social pedagogue, resp. social worker. Subsequently, students implement their practice in a selected facility focused on education and training, respectively. social services for children and youth. They are based on theoretical knowledge gained during previous studies and previous experience. They prepare a portfolio containing the goals of their practice, a description of the institution and a detailed description and reflection of their pedagogical activities. Their pedagogical activity is then reflected.
Objective of the course - aims of the course unit: Students will use existing knowledge and skills to implement their own pedagogical activities, during the observational part of practice in school or facility records and analyzes educational situations, suggests alternative ways of solving practical situations, records everything in the portfolio, which is reflected.
Content definition:
1. Preparation for practice - selection of institution, setting goals and time schedule - examples of institutions: primary schools, secondary schools (priority is teaching the subject of social pedagogy or social work). Leisure facilities, youth centres, children's homes, diagnostic institutes, institutions for adult education, pedagogical-psychological counseling, etc. in case of impossibility to teach the subject.
2. Practice - scope of practice at selected institutions: min. 20 hours, portfolio processing.
3. Analysis of practice - presentation of students 'activities at the final reflection, analysis of students' pedagogical activities, recommendations for further pedagogical practice.
Last update: PhDr. Monika Kadrnožková, Ph.D. (26.10.2020)
The course acquaints students with various educational institutions in which the professional activity of a social pedagogue, resp. social worker. Subsequently, students implement their practice in a selected facility focused on education and training, respectively. social services for children and youth. They are based on theoretical knowledge gained during previous studies and previous experience. They prepare a portfolio containing the goals of their practice, a description of the institution and a detailed description and reflection of their pedagogical activities. Their pedagogical activity is then reflected.
Objective of the course - aims of the course unit: Students will use existing knowledge and skills to implement their own pedagogical activities, during the observational part of practice in school or facility records and analyzes educational situations, suggests alternative ways of solving practical situations, records everything in the portfolio, which is reflected.
Content definition:
1. Preparation for practice - selection of institution, setting goals and time schedule - examples of institutions: primary schools, secondary schools (priority is teaching the subject of social pedagogy or social work). Leisure facilities, youth centres, children's homes, diagnostic institutes, institutions for adult education, pedagogical-psychological counseling, etc. in case of impossibility to teach the subject.
2. Practice - scope of practice at selected institutions: min. 20 hours, portfolio processing.
3. Analysis of practice - presentation of students 'activities at the final reflection, analysis of students' pedagogical activities, recommendations for further pedagogical practice.
Literature -
Last update: PhDr. Monika Kadrnožková, Ph.D. (26.10.2020)
Capel, S., Leask, M., Younie, S. (2016). Learning to Teach in the Secondary School: A companion to school experience. New York: Routledge.
Cohen, L., Manion, L., Morrison, K. (2010). A Guide to Teaching Practice. New York: Routledge.
Dymoke, S. (2012). Reflective Teaching and Learning in the Secondary School. London: Sage Publications.
Field, P., Jasper, C., Littler, L. (2016). Practice Education in Social Work: Achieving Professional Standards.Critical Publishing Ltd.
Last update: PhDr. Monika Kadrnožková, Ph.D. (26.10.2020)
Capel, S., Leask, M., Younie, S. (2016). Learning to Teach in the Secondary School: A companion to school experience. New York: Routledge.
Cohen, L., Manion, L., Morrison, K. (2010). A Guide to Teaching Practice. New York: Routledge.
Dymoke, S. (2012). Reflective Teaching and Learning in the Secondary School. London: Sage Publications.
Field, P., Jasper, C., Littler, L. (2016). Practice Education in Social Work: Achieving Professional Standards.Critical Publishing Ltd.
