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Lecturer(s)
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Košárková Alice, Mgr. Ph.D.
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Course content
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basic didactic categories and their use in the planning, implementation, and evaluation of teaching, curriculum, framework and school educational programmes, and the relationship between the national curriculum framework and concrete teaching practice, didactic analysis of teaching content and work with subject matter, formulation of learning objectives and their relationship to the development of pupils' competences, teaching methods, organizational forms, didactic principles, and teaching aids, learning and teaching styles, teaching strategies, and support for pupils' active learning, teacher and pupil competences in relation to the national curriculum framework, interaction between the teacher and the pupil in the teaching process, evaluation of teaching, assessment of learning outcomes, and work with feedback, preparation of lesson plans, teaching preparations, and reflection on one's own pedagogical practice.
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Learning activities and teaching methods
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Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Activating (Simulations, Games, Dramatization)
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Learning outcomes
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The course focuses on understanding basic didactic categories and their application in pedagogical practice. Students will become familiar with issues related to curriculum, framework and school educational programmes, didactic analysis of teaching content, formulation of learning objectives, selection of teaching methods and forms, didactic principles, teaching aids, and evaluation of instruction. Attention will also be paid to the competences of the teacher and the pupil, especially as defined in the national curriculum framework, and to their relationship to the planning, implementation, and evaluation of teaching. Students will be guided to think didactically about teaching content, formulate appropriate objectives, choose suitable methods and tools, and reflect on whether instruction supports pupils' active learning and competence development. The aim of the course is to enable students to analyse selected teaching content, prepare the basic structure of a lesson, and apply didactic knowledge in the planning and reflection of teaching.
Upon completion of the course, students will be able to analyse a selected educational situation from a didactic perspective and reflect on it in relation to objectives, content, methods, forms, teaching aids, and evaluation. Students will be able to formulate appropriate didactic objectives, choose suitable teaching methods, organizational forms, and didactic tools with regard to the teaching content, target group, and conditions of instruction. They will also be able to reflect on whether the chosen approach supports pupils' active learning and the development of their competences.
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Prerequisites
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Basics of didactics.
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Assessment methods and criteria
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Student performance
To successfully complete the course, students are required to actively participate in classes and continuously study the materials provided in the Moodle study support. The course also includes the completion of assignments focused on the ability to apply theoretical didactic knowledge in practice. Students will work with selected didactic categories and relate them to concrete teaching situations. The course is completed by a colloquium. To complete the course, students will submit a proposal for a specific teaching unit, on the basis of which they will demonstrate their knowledge and understanding of individual didactic categories, especially objectives, content, methods, forms, teaching aids, interaction, and evaluation of instruction. Students with an individual study plan Students with an individual study plan will complete the colloquium and continuously submit written assignments specified in the Moodle study support. The submission of a proposal for a specific teaching unit is also part of the course completion.
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Recommended literature
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BELZ, Horst a SIEGRIST, Marco. (2015). Klíčové kompetence a jejich rozvíjení: východiska, metody, cvičení a hry. Praha.
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ČAPEK, Robert. (2015). Moderní didaktika. Praha.
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FENSTERMACHER, Gary D. a SOLTIS, Jonas F. (2008). Vyučovací styly učitelů. Praha.
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GRECMANOVÁ, Helena a kol. (2007). Aktivizační metody ve výuce, prostředek ŠVP. Olomouc.
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JEŘÁBEK, Jaroslav a TUPÝ, Jan. (2007). Rámcový vzdělávací program pro základní vzdělávání. Praha.
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KALHOUS, Zdeněk, OBST, Otto a kol. (2009). Školní didaktika. Praha.
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KYRIACOU, Chris. (2012). Klíčové dovednosti učitele: cesty k lepšímu vyučování. Praha.
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MAŇÁK, Josef. (2003). Výukové metody. Brno.
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PASCH, Marvin et al. (2005). Od vzdělávacího programu k vyučovací hodině. Praha.
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PETTY, Geoffrey. (2013). Moderní vyučování. Praha.
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SITNÁ, Dagmar. (2009). Metody aktivního vyučování: spolupráce žáků ve skupinách.. Praha.
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TUREK, Ivan. (2014). Didaktika. Bratislava.
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