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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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Age-related characteristics of lower secondary school pupils, their psychological, social, religious, and spiritual development, and the significance of these characteristics for religious education. Defining the content of religious education with regard to pupils, their experiences, questions, and needs; working with curricula, thematic units, and current teaching materials. Selection of appropriate methods, forms, and didactic procedures for religious education; preparation of didactic units on selected topics for lower secondary school pupils. Analysis of selected parts of textbooks, worksheets, methodological materials, and other teaching aids used in religious education at lower secondary school level. Reflection on the aims, meaning, value-oriented and religious dimension of religious education, and on ways to support pupils' understanding, dialogue, and personal reflection.
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Learning activities and teaching methods
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Lecture, Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Activating (Simulations, Games, Dramatization), Group work
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Learning outcomes
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The course Theory and Practice of Teaching Religion at Lower Secondary School introduces students to the theoretical foundations and practical possibilities of preparing religion lessons for pupils of lower secondary school age. It focuses on the design of didactic units using basic didactic categories such as learning objectives, teaching content, methods, didactic principles, organizational forms, teaching aids, pupil activation, reflection, and assessment. Emphasis is placed on the practical application of acquired knowledge and skills. Students will be guided to reflect on religious education with regard to the age-related, psychological, religious, and spiritual characteristics of lower secondary school pupils, to select appropriate content and teaching methods, and to prepare specifically focused lessons. The course will also include textbooks, methodological materials, and other teaching aids used in religious education. Students will develop the ability to didactically analyse a selected topic, formulate appropriate objectives, and design a teaching procedure that supports understanding, dialogue, active pupil involvement, and sensitive work with religious and value-oriented themes.
Upon completion of the course, students will be familiar with the basic content of religious education at lower secondary school level and will be oriented in the topics, curricula, textbooks, and methodological materials used for this age group. Students will be able to reflect on teaching content with regard to pupils' age, experiences, questions, and religious or spiritual development. They will be able to select an appropriate topic, analyse it didactically, formulate suitable objectives, and design a basic lesson plan. Students will also be able to work sensitively with religious and value-oriented themes in a way that supports understanding, dialogue, active pupil involvement, and respect for pupils' diverse life and religious experiences.
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Prerequisites
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no special prerequisites are required for studying the subject.
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Assessment methods and criteria
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Oral exam, Seminar Work
Active participation in classes is required; any absence for serious reasons must be properly excused. The course is completed by an oral examination. The basis for the examination will be a short paper prepared in advance, in which students elaborate on a selected topic suitable for teaching religion at lower secondary school level. In the paper, students will briefly justify their choice of topic with regard to the target group, reflect on its didactic treatment, and propose a possible way of working with the topic in a lesson. Emphasis will be placed on the ability to connect the theoretical foundations of the course with practical lesson preparation, especially the appropriateness of the topic, pupil activation, choice of methods, and sensitive work with religious and value-oriented content. Students with an individual study plan: Students with an individual study plan are required to complete the oral examination and submit written assignments specified in the study support.
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Recommended literature
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BARNES, L.P.; WRIGHT, A.; BRADOM, A-M. Learning to Teach Religious Education in the Secondary School. Routlege. 2008.
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CARR-GREGG, M.; SHALE, E. Puberťáci a adolescenti. Praha. 2010.
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ČAPEK, R. (2022). Moderní didaktika: Lexikon výukových a hodnotících metod. Praha.
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ČBK. Dokument o směřování katecheze a náboženského vzdělávání v České republice. Praha. 2015.
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FOJTÍKOVÁ ROUBALOVÁ, M. Didaktické pomůcky ve výuce náboženství a katechezi. Ružomberok. 2015.
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GROM, B., FRIEMEL, F.G. Katecheticke? metody. Olomouc. 1996.
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KALHOUS, Z., OBST, O. Školní didaktika. Praha. 2009.
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PETTY, G. Moderní vyučování. Praha. 2013.
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SIEGLOVÁ, D. Konec školní nudy. Didaktické metody pro 21: století. Praha. 2019.
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