Last update: PhDr. Monika Kadrnožková, Ph.D. (26.10.2020)
The course contributes to the development of didactic thinking and didactic skills. It focuses on the didactic analysis of selected topics of pedagogical subjects and on planning, model implementation and reflection on teaching. It leads students to systematic documentation and evaluation of their pedagogical experience in the didactic portfolio.
Aims: Students develop their skills to plan, implement and evaluate teaching. They will demonstrate these skills through their didactic portfolio and professional argumentation.
Content definition:
1. The role of motivation in the teaching of pedagogical subjects, activation of pupils' learning.
2. Models of teaching, transmissive and constructivist teaching of pedagogical topics.
3. Forms and methods of teaching pedagogy, effective teaching strategies.
4. Cognitive and affective goals in teaching pedagogical subjects. Assessment of students' learning outcomes, feedback and formative assessment.
5. Lesson planning, didactic analysis of the curriculum of a selected topic from the area of introduction to pedagogy. Model teaching and its reflection.
6. Lesson planning, didactic analysis of the curriculum of a selected topic in the field of leisure time pedagogy. Model teaching and its reflection.
7. Lesson planning, didactic analysis of the curriculum of a selected topic in the field of preschool pedagogy. Model teaching and its reflection.
8. Lesson planning, didactic analysis of the curriculum of a selected topic in the field of special pedagogy. Model teaching and its reflection.
9. Lesson planning, didactic analysis of the curriculum of a selected topic in the field of history of pedagogy. Model teaching and its reflection.
10. Reflection and evaluation of preparations for lessons, systematic arrangement and evaluation of materials in the didactic portfolio.
Last update: PhDr. Monika Kadrnožková, Ph.D. (26.10.2020)
The course contributes to the development of didactic thinking and didactic skills. It focuses on the didactic analysis of selected topics of pedagogical subjects and on planning, model implementation and reflection on teaching. It leads students to systematic documentation and evaluation of their pedagogical experience in the didactic portfolio.
Aims: Students develop their skills to plan, implement and evaluate teaching. They will demonstrate these skills through their didactic portfolio and professional argumentation.
Content definition:
1. The role of motivation in the teaching of pedagogical subjects, activation of pupils' learning.
2. Models of teaching, transmissive and constructivist teaching of pedagogical topics.
3. Forms and methods of teaching pedagogy, effective teaching strategies.
4. Cognitive and affective goals in teaching pedagogical subjects. Assessment of students' learning outcomes, feedback and formative assessment.
5. Lesson planning, didactic analysis of the curriculum of a selected topic from the area of introduction to pedagogy. Model teaching and its reflection.
6. Lesson planning, didactic analysis of the curriculum of a selected topic in the field of leisure time pedagogy. Model teaching and its reflection.
7. Lesson planning, didactic analysis of the curriculum of a selected topic in the field of preschool pedagogy. Model teaching and its reflection.
8. Lesson planning, didactic analysis of the curriculum of a selected topic in the field of special pedagogy. Model teaching and its reflection.
9. Lesson planning, didactic analysis of the curriculum of a selected topic in the field of history of pedagogy. Model teaching and its reflection.
10. Reflection and evaluation of preparations for lessons, systematic arrangement and evaluation of materials in the didactic portfolio.
Literature -
Last update: PhDr. Monika Kadrnožková, Ph.D. (26.10.2020)
Ghaye, T. (2010). Teaching and Learning through Reflective Practice: A Practical Guide for Positive Action. New York: Routledge.
Gravells, A. (2017). Principles and Practices of Teaching and Training. Learning Matters.
Kyriacou, Ch. (2018). Essential Teaching Skills. Oxford: Oxford University Press.
Petty, G. (2014). Teaching Today A Practical Guide. Oxford: Oxford University Press.
Thompson, C. Wolstencroft, P. (2013). The Trainee Teacher's Handbook: A companion for initial teacher training. Learning Matters.
Watson, E. (2020). Top Tips for New Teachers.Silverdale Publications.
White, E., Jarvis, J. (2013). School-based Teacher Training: A Handbook for Tutors and Mentors. London: Sage Publications.
Last update: PhDr. Monika Kadrnožková, Ph.D. (26.10.2020)
Ghaye, T. (2010). Teaching and Learning through Reflective Practice: A Practical Guide for Positive Action. New York: Routledge.
Gravells, A. (2017). Principles and Practices of Teaching and Training. Learning Matters.
Kyriacou, Ch. (2018). Essential Teaching Skills. Oxford: Oxford University Press.
Petty, G. (2014). Teaching Today A Practical Guide. Oxford: Oxford University Press.
Thompson, C. Wolstencroft, P. (2013). The Trainee Teacher's Handbook: A companion for initial teacher training. Learning Matters.
Watson, E. (2020). Top Tips for New Teachers.Silverdale Publications.
White, E., Jarvis, J. (2013). School-based Teacher Training: A Handbook for Tutors and Mentors. London: Sage Publications.
