| Course title | Personality of a Special Educator |
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| Course code | USS/XZOSP |
| Organizational form of instruction | no contact |
| Level of course | Doctoral |
| Year of study | not specified |
| Semester | Winter and summer |
| Number of ECTS credits | 7 |
| Language of instruction | Czech, English |
| Status of course | Compulsory-optional |
| Form of instruction | Face-to-face |
| Work placements | This is not an internship |
| Recommended optional programme components | None |
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| Course content |
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The course covers personality characteristics, current theories, and personality models, as well as the personality of the special educator within the field's comprehensive framework. It addresses the requirement for multidisciplinary teams and the resulting demands on the professional training of modern special educators. The training systems for these professionals in the Czech Republic and abroad will be described, with a comparative look at practices within the EU and the USA. The course examines training formats and methods across bachelor?s, master?s, and doctoral programs, taking into account the requirements of inclusive education. Another area of ??study focuses on the professional personality in special education, along with ethical and other work principles. Finally, the course addresses the role and function of supervision in relation to the risk of burnout. Thematic areas: 1. Introduction to the issue: Definition and concept of the personality of a teacher (personality and professional self; specifics of the role of a special education teacher in inclusive and segregated education). 2. Historical and contemporary concepts: Personality of a teacher/pedagogue (psychological, pedagogical and philosophical approaches; transformation of the professional identity of a teacher in relation to society). 3. Personal competencies: Special education teacher (cognitive, emotional and social components; relationship to working with children and adults with disabilities). 4. Ethical aspects and value orientation: Ethical dilemmas in practice; the relationship between personal integrity and professional responsibility. 5. Resilience and coping strategies: Prevention of burnout; psychological resilience in stressful situations. 6. Professional identity and self-reflection: Methods of developing professional identity (supervision, intervision, mentoring); self-reflection as a tool for professional growth. 7. International perspective: Comparing the requirements for special education teachers in different countries; global challenges and professional standards.
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| Learning activities and teaching methods |
| Methods of Written Work |
| Learning outcomes |
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The Personality of a Special Education Teacher - Syllabus, Goals and Requirements Course title: Personality of a special education teacher. Course objectives: To deepen the theoretical and research understanding of the concept of the personality of a special education teacher. To analyze the personal, ethical and professional dimensions of his role in contemporary society. To support critical reflection on the relationship between the personality characteristics of a teacher and the effectiveness of his work. To develop the ability of doctoral students to independently conduct research in the field of professional identity, resilience and ethics of special education teachers. List of recommended literature and materials: HASTINGS. R.P., OAKFORD, S. (2003). Student teachers' attitudes toward the inclusion of children with special needs. Educational Psychology, 23, pp. 87-95. KAVALE, K. A. (2002). Mainstreaming to full inclusion: From orthogenesis to pathogenesis of an idea. International Journal of Disability, Development, and Education, 49, pp. 201-214. NORLIN, J. W. (2003). Special Education Dictionary. Horsham: LRP Publication. ISBN 1-57834-002-0 Mustafa, K. M. (2019). SPECIAL EDUCATORS: PERSONALITY AND TEACHING COMPETENCY. Discovery Publishing House Pvt Limited. Sanna, E. (2014). Special education teacher. Simon and Schuster.
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| Prerequisites |
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unspecified
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| Assessment methods and criteria |
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Student performance
Completion requirements: Written assignment (submitted one week before the exam) and oral exam (reflection on the written assignment + discussion on selected thematic areas). Written assignment (professional essay, 10 standard pages): Select and elaborate on one of the areas supported by relevant literature: 1. Research on the resilience of special education teachers: A comparative study of two foreign sources of professional journals (including methodology, ethical issues, and expected benefits). 2. Ethical dilemma in the work of a special education teacher: A comparative study of two foreign sources of professional journals (including methodology, ethical issues and expected benefits). 3. International comparison: Standards and requirements for the personality of a special education teacher in the Czech Republic and a selected country. Objective of the thesis: To be able to independently and critically analyze the issue of the personality of a special education teacher using current research findings and to reflect on the connections with one's own professional or academic practice. Evaluation: Originality and depth of analysis (40%); work with literature and accuracy of citations (20%); methodological anchoring (20%); stylistic and formal level of the work (20%). |
| Recommended literature |
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| Study plans that include the course |
| Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester | |
|---|---|---|---|---|
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC19) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC21) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC20) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC25) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC25) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC26) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC20) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC19) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC26) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC21) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |