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Lecturer(s)
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Bílý Jiří, doc. JUDr. Ph.D.
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Razim Jakub, JUDr. PhDr. Ph.D. et Ph.D.
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Dostalík Petr, doc. JUDr. Ph.D.
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Bubelová Kamila, JUDr. Ph.D.
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Horák Ondřej, doc. JUDr. Ph.D.
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Course content
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Vocal and non-verbal expression in lectures and seminars. Scheduling of time and topics in the classroom. Access to students and their active involvement in the seminar.
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Learning activities and teaching methods
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Lecture, Monologic Lecture(Interpretation, Training)
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Learning outcomes
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The course is part of the third pillar of the study programme developing professional skills and general competences of the student. It aims primarily at the development of the student's pedagogical skills; a secondary objective is also the consolidation of knowledge, since a deep structured knowledge of the subject is a prerequisite for the knowledge to be communicated in a comprehensible way. The course builds on the pedagogical propedeutics in the first year of study. It is designed as a four-semester course for students specializing in Legal History and Roman Law. In the fourth semester of the course, as in the case of the third semester, a certain level of pedagogical skills of the student is expected to have been achieved, therefore, the student is again prepared to give a lecture in this semester in cooperation with the supervisor. In cooperation with the supervisor, the topic of the lecture is selected and the student is obliged to prepare properly for the lecture, including studying the literature specified by the supervisor, preparing the lecture and submitting it to the supervisor for review. Subsequently, the student is entrusted to conduct the lecture in the presence of his/her supervisor. At the same time, the student is obliged to actively teach the minimum number of hours of seminar instruction under the guidance of the supervisor, according to the chosen form of study.
Development of the student's pedagogical skills.
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Prerequisites
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Completion of this course is conditional upon completion of the courses Scientific and Pedagogical Propedeutics I., II. and Pedagogical Activity in the Field of Legal History and Roman Law I. - III.
KPO/DVPP1 and KPO/DVPP2 and KTP/DPCR1 and KTP/DPCR2 and KTP/DPCR3
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Assessment methods and criteria
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Student performance
Student conducting a seminar of at least 6 teaching hours of seminars and one lecture of 2 teaching hours (full-time form). Students in the combined form are required to conduct seminars of 4 teaching hours (combined form).
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Recommended literature
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Appleby Joyce, Lynn Hunt a Margaret Jacob. (2002). Jak říkat pravdu o dějinách: historie, věda, historie jako věda a Spojené státy americké. Brno: Centrum pro studium demokracie a kultury.
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BLOCH, Marc. (2011). Obrana historie aneb historik a jeho řemeslo. Praha: Argo.
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Carr, Edward Hallett. (1967). Co je historie?. Praha: Svoboda.
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časopis Dějiny - teorie - kritika. časopis Dějiny - teorie - kritika.
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Himl, Pavel, Jan Tuček a kol. (2015). Texty k historickému prosemináři FHS UK.
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Horský, Jan. (2009). Dějepisectví mezi vědou a vyprěvěním: úvahy o povaze, postupech a mezích historické vědy.. Praha: Argo.
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Kutnar František, Jaroslav Marek. (2009). Přehledné dějiny českého a slovenského dějepisectví. Praha: Nakladatelství Lidové noviny.
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Miroslav Hroch a kol. (1985). Úvod do studia dějepisu. Praha: Státní pedagogické nakladatelství.
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Pešek, Jiří (ed.). (2000). VIII. Sjezd českých historiků. Hradec Králové 10.-12. září 1999. Praha: Scriptorium.
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Podlahová, Libuše, a kol. (2012). Didaktika pro vysokoškolské učitele. Grada Publishing: Praha.
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Rohlíková/Vejvodová. (2012). Vyučovací metody na vysoké škole. Grada Publishing: Praha.
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Třeštík, Dušan. (1999). Mysliti dějiny. Praha: Paseka.
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