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Lecturer(s)
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Šmelová Eva, prof. PhDr. Ph.D.
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Chudý Štefan, doc. Mgr. Ph.D.
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Plischke Jitka, PhDr. Ph.D.
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Course content
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Basic concept of education. Pupil. Educational aims (taxonomy, qualities). Curriculum content. Learning tasks. Methods and forms of education fostering learner activity. Pedagogical communication. Motivation and discipline in education. Curricular documents, organisation of a school year. Teacher's personality, their competences. Pdagogical diagnostics and pupil assessment. Self-reflection and self-education of a teacher.
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Learning activities and teaching methods
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Lecture, Dialogic Lecture (Discussion, Dialog, Brainstorming), Activating (Simulations, Games, Dramatization)
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Learning outcomes
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Students should be able to characterize didactics and set its position among other sciences, to master its basic terminology and explain relationships among didactic phenomena. They will be able to characterize personalities of teenagers in current schools, to analyze process of educational decision making and instruction management, to clarify problematics of curriculum and work with educational documents. They will possess elementary communicative skills for educational activities and diagnostics. At the same time they will be able to set educational targets, to construct and decode various types of teaching tasks, to analyze particular types of instructional methods, forms and didactic means.
Students should be able to characterize didactics and set its position among other sciences, to master its basic terminology and explain relationships among didactic phenomena. They will be able to characterize personalities of teenagers in current schools, to analyze process of educational decision making and instruction management, to clarify problematics of curriculum and work with educational documents. They will possess elementary communicative skills for educational activities and diagnostics. At the same time they will be able to set educational targets, to construct and decode various types of teaching tasks, to analyze particular types of instructional methods, forms and didactic means.
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Prerequisites
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Unspecified
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Assessment methods and criteria
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Mark, Didactic Test, Seminar Work
Knowledge of assigned areas. Student portfolio: a review of scientific article, preparation for teaching by S. feature reviews the effectiveness of teaching textbooks.
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Recommended literature
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KALHOUS, Z., OBST, O. (2003). Školní didaktika. Praha.
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OBST, O. (2006). Didaktika sekundárního vzdělávání. Olomouc.
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SKALKOVÁ, J. (2007). Obecná didaktika.. Praha : Grada.
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Vališová,A., Kasíková, H. (2007). Pedagogika pro učitele. Praha: Grada Publishing.
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