The course develops general prerequisites for the teaching profession, connects theoretical knowledge with didactic analysis of specific teaching situations in the conditions of the school system in the Czech Republic. It brings the necessary basic orientation in the legislative environment in education. It leads students to understand the basic planning, teaching, organizational and evaluation activities of a teacher. Aims: Students characterize and put into context basic didactic concepts in the context of teaching. Demonstrate knowledge of information sources. They analyze model teaching situations with the support of professional argumentation, using examples to explain the process of planning, implementation and evaluation of teaching. 1. General didactics as a scientific discipline, various conceptions of its place in pedagogical sciences and in the practice of the teaching profession in historical and international contexts. Didactic research, information sources. 2. Theoretical foundations of teaching and learning, paradigms of learning and their didactic implications. Determinants of teaching. 3. Educational goals and their key position in the process of planning and implementation of teaching. Relationships between objectives, assessment of learning outcomes and pupils' activities. 4. Objectives and means of pedagogical diagnostics, evaluation of pupils' learning outcomes, formative evaluation. Results of Czech pupils in international comparison. 5. Teaching models, teaching strategies, teaching methods, organizational forms of teaching. Transmissive teaching, conditions for its effective implementation. 6. Pedagogical communication in the teaching process, types of teaching interviews, teacher questions, techniques of dialogic teaching and their analysis, research of pedagogical communication. 7. Constructivist teaching and conditions for its effective implementation, research-oriented teaching. Socially oriented models of teaching, effectively conducted cooperative teaching. 8. Pupils' needs in teaching, didactic means of individualization and personalization of teaching. 9. Basics of curriculum theory. Analysis of the system and structure of curricular documents in the Czech Republic, the phase of curriculum implementation and the planning process. 10. Basic legal norms in education, school documentation, labor law issues in school practice. 11. Teacher's profession, methodological support, professional growth.
Literature - Czech
Last update: PhDr. Monika Kadrnožková, Ph.D. (26.10.2020)
Aubrey, K., Riley, A. (2018). Understanding and Using Educational Theories. London: Sage Publications.
Capel, S., Leask, M., Younie, S. (2019). Learning to Teach in the Secondary School: A Companion to School Experience. New York: Routledge.
Ginnis, P. (2002). The Teacher's Toolkit: Raise Classroom Achievement with Strategies for Every Learner.Crown House Publishing.
Ellis, V. (2013). Learning and Teaching in Secondary Schools.Learning Matters.
Petty, G. (2014). Teaching Today A Practical Guide. Oxford: Oxford University Press.
Wiliam, D., Leahy, S. (2015). Embedding Formative Assessment.Learning Sciences International.
