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Lecturer(s)
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Kantorová Jana, doc. PhDr. Ph.D.
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Šmelová Eva, prof. PhDr. Ph.D.
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Jůvová Alena, PaedDr. Ph.D.
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Čech Tomáš, doc. PhDr. Ph.D.
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Fasnerová Martina, doc. PhDr. Ph.D.
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Course content
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<LI> Explanation and definition of basic concepts. <LI> School pedagogy as a theoretical basis for the educational process. <LI> Open and community school, cooperation between school and family, cooperation with local government. <LI> Inclusion in Czech schools. <LI> The relationship between teacher and student in the educational process. Classroom management. <LI> Modern didactic principles and resources in school education. <LI> Paradigm change and current trends in school pedagogy. <LI> The influence of reform pedagogy and alternative pedagogical directions on the contemporary school. <LI> Action research in the school environment. <LI> School as a social institution. <LI> Social educator and his role in the school environment.
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Learning activities and teaching methods
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Lecture, Monologic Lecture(Interpretation, Training), Group work
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Learning outcomes
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The theoretically focused subject will provide basic information about the specific features of school pedagogy. It is based on the assumption of the application of a social pedagogue in a school environment as a member of an interdisciplinary team of a school counseling center. It is assumed that the graduate should be familiar with the types of interventions that a social pedagogue provides in elementary and secondary schools - primary prevention of risky behavior, conflict resolution, assistance to students at risk of social exclusion and students who find themselves in problematic or critical life situations. He will be a member of an interdisciplinary team in the care of a child with special educational needs and social disadvantage. Completion of the subject is a starting point and prerequisite for subsequent subjects in the second year, namely KPG/SZP@ Social Pedagogical Practice at School and KPG/SSY@ Social Pedagogical Symposium.
After completing the course, students should be able to: <LI> Define basic concepts of school pedagogy, explain the relationship between school education actors. <LI> Clarify the concept of the education system in the Czech Republic, in an international historical context. <LI> Clarify the position of social pedagogy in the school environment. <LI> Understand the concept of inclusion in the Czech educational reality (education of a child with special educational needs). <LI> Characterize basic communication procedures with the student's family. <LI> Explain basic didactic principles and general didactic methods. <LI> Understand the nature and functions of school climate, explain the importance of activities that lead to climate improvement (teambuilding, excursions, adaptation courses, etc.). <LI> Clarify the basics of action research as a method of actively searching for outbreaks of possible school and extracurricular conflicts - mediation and peer mediation strategies. <LI> Apply theoretical knowledge in the design of a school project.
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Prerequisites
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There are no prerequisites for enrolling in the course, it is up to the student to develop their competencies towards social pedagogical work in the school environment. However, the course is a prerequisite for enrolling in the course KPG/SZP@ Social Pedagogical Practice in Elementary Schools.
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Assessment methods and criteria
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Student performance, Seminar Work
A. ATTENDANCE to classes (with a tolerance of 1 absence). B. SEMESTER WORK Preventive program / concept. The work aims to apply theoretical knowledge to the preparation of a program / concept that will reflect the specific needs of the selected school. Based on the investigation conducted in the given school, the student will develop a proposal for a prevention program (primary general, primary selective, secondary), or intervention to prevent or solve the identified problems in a specific school (the implementation of the program is expected within the course KPG/SZP@ Social Pedagogical Practice in Elementary Schools). The work will contain: Description of the results of the own investigation and the needs of a specific school, proposal for a preventive or intervention concept, the procedure for solving and intervention, conditions of implementation (timetable, experts involved, material and spatial needs, etc.). In the case of using professional sources, correct work in accordance with the citation standards ČSN or APA is expected. Requirements for processing: min. 5 pages (line spacing 1, font size max. 12 Arial). Evaluation criteria: The complexity of the work is evaluated according to the assignment, with an emphasis on the conceptuality and meaningfulness of the prepared project. The work will be evaluated in the range of 0-10 points, and to pass it is necessary to obtain at least 6 points - the student will receive a comment with comments, which in the case of an evaluation of 0-5 points will be reflected on when revising the semester work. C. ORAL EXAM within the scope of the subject areas, which will verify orientation in the subject and expected learning outcomes, presentation of the prepared project.
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Recommended literature
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ČECH, T.; HORMANDLOVÁ, T. Profesní obraz školního speciálního pedagoga v podmínkách základní školy. Olomouc: Univerzita Palackého v Olomouci, 2020. .
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DANĚK, J.; ŠMÍDA, J. a kol. (2024). Metodika práce pro sociální pedagogy. Olomouc.
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GAVORA, Peter. Úvod do pedagogického výzkumu. 2., rozš. české vyd. Brno: Paido, 2010. ISBN 978-80-7315-185-0. Dostupné také z: http://www.digitalniknihovna.cz/mzk/uuid/uuid:116ee690-51c4-11e7-a7b7-005056827e51.
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JANÍK, Tomáš a Vlastimil ŠVEC. K perspektivám školního vzdělávání. Brno: Paido, 2009. Pedagogický výzkum v teorii a praxi. ISBN 978-80-7315-193-5. Dostupné také z: http://www.digitalniknihovna.cz/mzk/uuid/uuid:10ae2ea0-51c4-11e7-a7b7-005056827e51.
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JŮVOVÁ, A. a kol. Pedagogická propedeutika. Olomouc: Univerzita Palackého, 2013. ISBN 978-80-86768-58-8..
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LECHTA, Viktor. Inkluzivní pedagogika. Praha: Portál, 2016. ISBN 978-80-262-1123-5..
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PRŮCHA, Jan. Moderní pedagogika. 6. akt. vydání. Praha: Portál, 2017. ISBN 978-80-262-1228-7..
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ROBINSON, Ken a Lou ARONICA. Creative schools: the grassroots revolution that's transforming education. New York: Penguin Books, 2016. ISBN 978-0-14-310806-1..
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ŠMÍDA, J.; ČECH, T.; HORMANDLOVÁ, T.; JŮVOVÁ, A. (2024). Sociální pedagog a jeho role v kontextu potřeb základních škol. Olomouc.
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