Branch programme/details

Bachelor’s degree programme Chemistry for Teacher Education prepares graduates mainly for the follow-up master study of future chemistry teachers in lower-secondary schools and upper-secondary schools where chemistry is a school subject of a general nature. Application outside the field of education, or for follow-up studies in related fields. The Program contains training of students in basic chemical disciplines (general, inorganic, organic analytical and physical chemistry and biochemistry) and in introduction to didactics of chemistry including various types of pedagogical practice. The knowledge and skills that students receive at lectures, seminars and laboratory exercises are the basis for a subsequent master's degree in teaching chemistry or other related disciplines.The aim of the study program is focused on philological education with a focus on educational issues, which use the prerequisites for achieving a defined graduate profile. The course develops not only theoretical philological knowledge of Russian studies at the level of linguistic, literary and linguistic-didactic, as well as practical students’ communication skills. Within the framework of practical language preparation, emphasis is put on the development of all components of communication competence. Priority goal of the bachelor study is creating the basis for the follow-up master study, which prepares Russian language teachers for elementary and secondary schools and therefore the didactic intention of students is shaped in all disciplines.

Přijímací zkouška má dvě části:

1. Zkouška z 1. studijního programu, plán maior, max. 40 b.

2. Zkouška z 2. studijního programu, plán minor, max. 40 b.

Celkem max. 80 b.

Výchova ke zdraví se zaměřením na vzdělávání

Přijímací zkouška je písemná (max 40.b.). Formou testu jsou ověřovány znalosti z oblasti biologie člověka a psychologie v rozsahu a na úrovni gymnaziálního učiva. Předpokládá se rovněž základní orientace uchazeče v poznatcích souvisejících s ochranou zdraví a významem podpory zdraví pro člověka a lidskou společnost.

Chemie se zaměřením na vzdělávání 

Přijímací zkouška je písemná. Formou multikomponentních úloh ověřuje jednak znalosti z chemie v rozsahu středoškolského (gymnaziálního) učiva, jednak úroveň přírodovědné gramotnosti uchazeče. Jednotlivé úlohy obsahují otázky na porozumění  poznatkům z oboru i komplexnější otázky zjišťující schopnost uchazeče propojovat tyto poznatky, analyzovat informace, pracovat s jednotlivými reprezentacemi dat (graf, tabulka, model apod.).

Maximální bodový zisk z testu je 40 bodů. Délka testu je 45 minut.

Admission to Bachelor's studies is conditioned by completed secondary education confirmed by a school-leaving certificate.

Výchova ke zdraví se zaměřením na vzdělávání

HELUS, Zdeněk. Úvod do psychologie. 2., přepracované a doplněné Vyd. Praha: Grada, 2018. ISBN 978-80-247-4675-3.

KREJČÍ, Milada et al. Výchova ke zdravému životnímu stylu: hybridní učebnice pro 2. stupeň ZŠ a odpovídající ročníky víceletých gymnázií. 2. Vyd. Plzeň: Fraus, 2021.ISBN 978-80-7489-732-0.

MACHOVÁ, Jitka a kol. Výchova ke zdraví. 2., aktualizované vydání. Praha: Grada, 2015.

NOLEN-HOEKSEMA, Susan et al. Psychologie Atkinsonové a Hilgarda. Vyd. 3., přeprac. Praha: Portál, 2012 (důraz je kladen především na kapitoly: Předmět psychologie, Psychický vývoj, Učení a podmiňování, Paměť a Motivace).

NOVOTNÝ, Ivan a HRUŠKA, Michal. Biologie člověka. 6., upravené vydání. Praha: Fortuna, 2021. ISBN 978-80-7373-169-4.

Chemie se zaměřením na vzdělávání  

BÁRTA, M. Chemické prvky kolem nás. Brno: Edika, 2012

DVOŘÁČKOVÁ, S. Chemie pro každého. Olomouc: Rubico, 2011

HOLEC, J. a RUSEK, M. Metodické komentáře a úlohy ke Standardům pro základní vzdělávání - chemie. Praha: NÚV, 2016.

MANDÍKOVÁ, D. a HOUFKOVÁ, J. Úlohy pro rozvoj přírodovědné gramotnosti: Utváření kompetencí žáků na základě zjištění šetření PISA 2009. Česká školní inspekce, 2012.

VACÍK, J., a kol. Přehled středoškolské chemie. Praha: SPN, 2010

Učebnice chemie pro základní školy a gymnázia

Graduates of The Bachelor’s degree programme Chemistry for Teacher Education education are prepared mainly for the follow-up master’s degree in chemistry teaching, but they can also find the application as teacher assistants or educators. Graduates can also be employed outside the education sector, for example in the state administration or in youth leisure facilities, where they can act as free time educators. Graduates can also find other uses as technical assistants of basic and applied research focusing on chemistry and related disciplines.The bachelor's graduate has extensive knowledge of Russian language, literature and culture, which he / she is able to put into the wider European context, is capable of independent development and further education in the field of study. The graduate of the bachelor's degree program, which includes linguistic, literary, cultural and didactic disciplines that are interconnected, achieves communication competence at the upper level of B2, in some aspects overlapping to C1 according to the Common European Framework of Reference. From the point of view of the linguistic component of study, the graduate masters key linguistic disciplines corresponding to the individual levels of language. The graduate is able to apply the acquired theoretical knowledge and skills from individual linguistic disciplines in practice, further he/she is able to compare the Russian and Czech language systems and evaluate the results of this comparison from the linguistic-didactic point of view. On the basis of literary scientific preparation, the graduate is able to objectively reflect and interpret texts of various genres and contents, as well as master various strategies of creating diverse texts in Russian language in both oral and written form. The graduate knows the history and theory of Russian literature from the literary monuments of the 18th century to contemporary works. The graduate reflects the issue of multiculturalism and is able to accept different cultures. The study is conceived as a potential basis for the follow-up master's program of Russian language teaching for the 2nd level of primary and secondary schools and other related fields of study in Russian studies. A graduate who will not continue in the follow-up master's degree will find employment in the field of education as an educator, leisure time teacher and assistant to a qualified teacher. Due to the achieved level of language competence, he/she can find employment outside the sphere of education in various domestic and international institutions and organizations, in the media and news agencies.