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Main menu for Browse IS/STAG
Course info
KPG / OBDIZ
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Course description
Department/Unit / Abbreviation
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KPG
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OBDIZ
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Academic Year
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2023/2024
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Academic Year
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2023/2024
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Title
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General Methodology
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Form of course completion
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Exam
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Form of course completion
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Exam
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Accredited / Credits
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Yes,
3
Cred.
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Type of completion
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Combined
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Type of completion
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Combined
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Time requirements
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Lecture
1
[Hours/Week]
Seminar
2
[Hours/Week]
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Course credit prior to examination
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Yes
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Course credit prior to examination
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Yes
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Automatic acceptance of credit before examination
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Yes in the case of a previous evaluation 4 nebo nic.
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Included in study average
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YES
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Language of instruction
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-
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Occ/max
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Automatic acceptance of credit before examination
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Yes in the case of a previous evaluation 4 nebo nic.
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Summer semester
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0 / -
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0 / -
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0 / -
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Included in study average
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YES
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Winter semester
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0 / -
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0 / -
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0 / 40
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Repeated registration
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NO
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Repeated registration
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NO
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Timetable
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Yes
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Semester taught
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Winter + Summer
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Semester taught
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Winter + Summer
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Minimum (B + C) students
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10
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Optional course |
Yes
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Optional course
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Yes
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Language of instruction
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-
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Internship duration
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0
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No. of hours of on-premise lessons |
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Evaluation scale |
1|2|3|4 |
Periodicity |
každý rok
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Evaluation scale for credit before examination |
S|N |
Periodicita upřesnění |
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Fundamental theoretical course |
No
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Fundamental course |
No
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Fundamental theoretical course |
No
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Evaluation scale |
1|2|3|4 |
Evaluation scale for credit before examination |
S|N |
Substituted course
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None
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Preclusive courses
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N/A
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Prerequisite courses
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N/A
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Informally recommended courses
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N/A
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Courses depending on this Course
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N/A
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Histogram of students' grades over the years:
Graphic PNG
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XLS
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Course objectives:
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Student will gain basic knowledge, skills and attitudes in the field of pedagogy with a view to the analysis of educational process. Student will understand new paradigm of pedagogy in the process of transformational changes in CR. He/she will gain knowledge and attitudes for further application of pedagogical theory in the area of other methodology subjects.
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Requirements on student
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1.The seminar work the working out of word. document (the tasks commissioned in the courseware), which is going to content the practice in the relation to the formulated outputs of the subject (see STAG), and that is with the reflection.
2. The portfolio working out (word. document) in the sense of the curriculum modelling to carry out the didactic transformation of the content with the reflection. In the portfolio a student puts everything what is possible to give evidence photos, scans, tests, reffering to the used literature, internet sources etc.
A student hands both outputs in his/her credit exclusively over STAG, accepted outputs are also valued through STAG.
The organizing instructions for work with the portfolio.
1. We recommend for students to create their portfolio continuously.
2. The portfolio board and all their folders contain the student´s personal dates (the student´s name, a study combination, a study year, a date of an item (document) working out.
3. The well-arranged content of all items (documents) is the part of the portfolio.
4. The list of the read special literature.
5. Explain what does the transformation of branch contents into curriculum contents lays in and how the mind contents are happened from the curriculum contents? Do the concrete example which is going out of the content of your approbation subject.
6. Give reasons for the criterions of their selection and their arrangement in the curriculum by way of an example of selected branch knowledges and skills.
7. Describe methods and education strategies, which you are going to use.
8. By way of the concrete example illustrate the way of their using for achieving of selected goals.
9. Clarify correlation among education contents, goals, students´activities and their possibilities by way of an example of didactic case history of your approbation subject.
10. Carry out the reflection. Critically re-examine suggested alternatives (alternations) of solution of teaching situation and present the other alternatives.
LUKÁŠOVÁ, H., SVATOŠ, T., MAJERČÍKOVÁ, J. Studentské portfolio jako výzkumný prostředek poznání cesty k učitelství: příspěvek k autoregulaci profesního učení a seberozvoje. Zlín: Univerzita Tomáše Bati ve Zlíně, 2014.
NEZVALOVÁ, D. Portfolio a jeho hodnocení. Olomouc: Univerzita Palackého, 2012.
TRUNDA, J. Profesní portfolio učitele. Praha: NÚV, 2012. Dostupné z: http://www.nuov.cz/uploads
/AE/evaluacni_nastroje/09_Profesni_portfolio_ucitele.pdf
The exam: a written exam.
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Content
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Lessons are organized as two-hours the lesson content is aimed at problems of high schools, it is including:
1.The teacher profile in the frame of secondary education together with legislation, teacher´s competence, professional preparation for future teachers the ascents of the subject called general didactics (specification of general didactics),
2.The basic models, the conception of lessons which more significantly influenced and all the time they influence interpretation of lessons in the present school, the basic categories of teaching process,
3.Goals and education contents and their transformation the education content , curriculum reform and its principles , curriculum modelling, didactic transformation of content, raisingly education goals, their functions, significance, formulation,
4.The organization and the classroom management, organizing forms of lessons, teaching methods and the criterions of the classification,
5.The didactic means, the textbooks and the other didactic mediums, the conditions under which the lesson process is running,
6.The student´s valuation (student´s rating), the diagnostics and the feedback for the development of competences, analysis and reflection of education and the developing of its quality.
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Activities
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Fields of study
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Pro předmět jsou vypracovány studijní opory MOODLE, rovněž v CW.
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Guarantors and lecturers
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Guarantors:
Prof. PhDr. Ing. Lenka Hajerová Müllerová, Ph.D., MPH (100%),
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Lecturer:
Prof. PhDr. Ing. Lenka Hajerová Müllerová, Ph.D., MPH (100%),
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Seminar lecturer:
Prof. PhDr. Ing. Lenka Hajerová Müllerová, Ph.D., MPH (100%),
Mgr. Pavla Soukupová, Ph.D. (100%),
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Literature
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Basic:
JANÍK, T., MAŇÁK, J., KNECHT, P. Cíle a obsahy školního vzdělávání a metodologie jejich utváření. Brno: Paido, 2009. ISBN 978-80-7315-194.
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Basic:
Chocholoušková, Z., Hajerová Mullerová, L. Didaktika biologie ve vztahu mezi obecnou a oborovou didaktikou. Plzeň, 2019. ISBN 978-80-261-0.
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Basic:
SKALKOVÁ, J. Obecná didaktika. Praha: Grada Publishing, 2007. ISBN 978-80-247-1821-7.
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Basic:
ZORMANOVÁ, L. Obecná didaktika. Praha: Grada Publishing, 2014. ISBN 978-80-247-4590-9.
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Basic:
RVP pro ZV, SŠ v platném znění.
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Basic:
KALHOUS, Z., OBST, O. Školní didaktika. Praha: Portál, 2002. ISBN 80-7178-253-X.
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Basic:
SLAVÍK, J., JANÍK, T.; NAJVAR; P, KNECHT, P. Transdisciplinární didaktika (o učitelském sdílení znalostí a zvyšování kvality výuky napříč obory). Brno: MUNI PRESS, 2017. ISBN 978-80-210-8568-8.
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Basic:
SPILKOVÁ, V., VAŠUTOVÁ, J. a kol. Učitelská profese v měnících se požadavcích na vzdělávání. Praha: PdF UK, 2007. ISBN 978-80-7290-384-9.
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Basic:
Petlák, Erich. Všeobecná didaktika. 3. vydanie. 2016. ISBN 978-80-8153-064-7.
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Basic:
RAMBOUSEK, V. Vybrané kapitoly z didaktiky a psychodidaktiky. Praha: PdF UK, 2014. ISBN 978-80-7290-671-0.
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Basic:
MAZAČOVÁ, N. Vybrané problémy obecné didaktiky. Praha: PdF UK, 2014. ISBN 978-80-7290-677-2.
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Extending:
KOLÁŘ, Z., VALIŠOVÁ, A. Analýza vyučování: vyučování jako dialog, řízení učení žáků, styly a způsoby hodnocení, komunikace, kooperace a interakce. Praha: Grada Publishing, 2009. ISBN 978-80-247-2857-5.
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Extending:
Šikulová, Renata; Müllerová, Lenka. Cvičebnice obecné didaktiky pro studenty učitelství. Vyd. 1. V Ústí nad Labem : Univerzita J.E. Purkyně, 2001. ISBN 80-7044-365-0.
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Extending:
Kolář, Zdeněk; Šikulová, Renata. Hodnocení žáků. 2., dopl. vyd. Praha : Grada, 2009. ISBN 978-80-247-2834-6.
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Extending:
KORTHAGEN, F. A.; J., KESSELS, J.; KOSTER, B.; LAGERWERF, B.; WUBBELS, T. Jak spojit praxi s teorií: didaktika realistického vzdělávání učitelů. Brno: Paido, 2011. ISBN 978-80-7315-221-5.
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Extending:
MERTIN, V., KREJČOVÁ, L. a kol. Metody a postupy poznávání žáka. Pedagogická diagnostika. Praha: Wolters-Kluwer, 2016. ISBN 978-80-7552-014-2.
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Extending:
Průcha, Jan. Pedagogická encyklopedie. Vyd. 1. Praha : Portál, 2009. ISBN 978-80-7367-546-2.
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Extending:
Čábalová, Dagmar. Pedagogika. Vyd. 1. Praha : Grada, 2011. ISBN 978-80-247-2993-0.
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Extending:
ŠKODA, J., DOULÍK, P. Psychodidaktika: Metody efektivního a smysluplného učení a vyučování. Praha: Grada Publishing, 2011. ISBN 978-80-247-3341-8.
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Extending:
PRŮCHA, J. Učitel: současné poznatky o profesi. Praha: Portál, 2009. ISBN 80-7178-621-7.
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Recommended:
Rýdl, Karel. Alternativní pedagogické hnutí v současné společnosti. 1. vyd. Brno : Marek Zeman, 1994. ISBN 80-900035-8-3.
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Recommended:
Průcha, Jan. Alternativní školy. 2., upr. vyd. Praha : Portál, 1996. ISBN 80-7178-072-3.
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Recommended:
Singule,F.:. Americká pragmatická pedagogika,.
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Recommended:
Slavík, Jan. Hodnocení v současné škole : východiska a nové metody pro praxi. Praha : Portál, 1999. ISBN 80-7178-262-9.
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Recommended:
Šulová, Lenka. Jak učit výchovu k manželství a rodičovství?. Praha : Grada, 1995. ISBN 80-7169-218-2.
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Recommended:
KASÍKOVÁ, H. Kooperativní učení, kooperativní škola. Praha : Portál, 1997. ISBN 80-7178-167-3.
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Recommended:
Petty, Geoffrey. Moderní vyučování. Praha : Portál, 2002. ISBN 80-7178-681-0.
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Recommended:
Pavelková, Isabela. Motivace žáků k učení. Praha: PedF UK, 1998.
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Recommended:
STUCHLÍKOVÁ, I. JANÍK, T. et al. Oborové didaktiky: vývoj-stav-perspektivy. Brno, MU, 2015.
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Recommended:
Pasch, Marvin. Od vzdělávacího programu k vyučovací hodině. Praha : Portál, 2005. ISBN 80-7367-054-2.
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Recommended:
Průcha, Jan; Mareš, Jiří; Walterová, Eliška. Pedagogický slovník. 4. aktualiz. vyd. Praha : Portál, 2003. ISBN 80-7178-772-8.
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Recommended:
Čábalová, Dagmar. Pedagogika pro učitele - modul B. V Plzni : Západočeská univerzita, 2007. ISBN 978-80-7043-593-9.
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Recommended:
Čábalová. Pedagogika pro učitele základních a středních škol. Plzeň, 2011. ISBN 978-80-261-0001-0.
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Recommended:
Matějček, Zdeněk. Po dobrém nebo po zlém? : O výchovných odměnách a trestech. 4. vyd. Praha : Portál, 1997. ISBN 80-7178-138-X.
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Recommended:
PELIKÁN, J. Pomáhat být : otevřené otázky teorie provázející výchovy. Praha : Karolinum, 2002. ISBN 80-246-0345-4.
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Recommended:
Kopřiva, Pavel a kol. Respektovat a být respektován. 2. vyd. Kroměříž : Spirála, 2006. ISBN 80-901873-7-4.
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Recommended:
Singule, František. Současné pedagogické směry a jejich psychologické souvislosti. 1. vyd. Praha : Státní pedagogické nakladatelství, 1992. ISBN 80-04-26160-4.
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Recommended:
Košťálová, Hana. Školní hodnocení žáků a studentů se zaměřením na slovní hodnocení/. Portál, 2007. ISBN 978-80-7367-314-7.
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Recommended:
Kratochvílová, Jana. Teorie a praxe projektové výuky. 1. vyd. Brno : Masarykova univerzita, 2006. ISBN 80-210-4142-0.
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Recommended:
Kašová, J., Tomkov, A., Dvořáková, M. Učíme v projektech. Praha: Portál, 2009. ISBN 978-80-7367-521-1.
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Recommended:
Gavora, Peter. Úvod do pedagogického výzkumu. Brno : Paido, 2000. ISBN 80-85931-79-6.
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Recommended:
Tonucci, Francesco. Vyučovat nebo naučit?. Praha : Pedagogická fakulta Univerzity Karlovy, 1991. ISBN 80-901065-1-X.
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Recommended:
Maňák, Josef; Švec, Vlastimil. Výukové metody. Brno : Paido, 2003. ISBN 80-7315-039-5.
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Recommended:
Skalková, Jarmila. Za novou kvalitu vyučování : (inovace v soudobé pedagogické teorii i praxi). Brno : Paido, 1995. ISBN 80-85931-11-7.
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On-line library catalogues
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Time requirements
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All forms of study
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Activities
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Time requirements for activity [h]
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Preparation for an examination (30-60)
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20
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Individual project (40)
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12
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Graduate study programme term essay (40-50)
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10
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Contact hours
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36
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Total
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78
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Prerequisites
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Knowledge - students are expected to possess the following knowledge before the course commences to finish it successfully: |
- vysvětlit pedagogiku jako vědu v historickém i současném kontextu společnosti, |
- analyzovat vliv společenských změn na výchovu a vzdělávání a dokáže zdůvodnit jejich dopad, |
- rozlišit a vymezit základní pedagogické kategorie, |
- zhohodnotit možnosti spolupráce pedagogiky s ostatními vědními obory, |
- objasnit současné problémy v pedagogické teorii a praxi základních škol, |
- zdůvodnit význam pedagogického výzkumu pro teorii a praxi. |
Skills - students are expected to possess the following skills before the course commences to finish it successfully: |
- rozpoznat současné problémy pedagogické teorie a praxe a navrhnout jejich řešení, |
- doložit na příkladech z praxe využití pedagogické teorie, |
- využívat odborné pedagogické termíny. |
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Learning outcomes
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Knowledge - knowledge resulting from the course: |
- to describe chosen conception of lessons which more significantly influenced and all the time it influences the education interpretation in the present school (education theory of J.F.Herbarta, J.Deweye, structural or rather socially-structural interpretation of the education), |
- to distinguish various leading of the educational process and the look at a student and teacher´s position, |
- to explain basic terms used in the curriculum documents, |
- to define basic categories of educational process goals of educational process, content (schoolwork), cooperation of a teacher and students, methods, organizational forms and didactic means for lessons, conditions during the educational process, |
- to explain the forms of mutual complicated relations among basic categories of educational process, |
- to describe teacher´s basic activity in the preparation for education including given reasons of the parts of the preparation for lessons of a beginning teacher, |
Skills - skills resulting from the course: |
- to analyze basic curriculum documents, |
- to analyze individual categories of teaching process in the relation to ŠVP, |
- to analyze the differences between for example teaching methods and organizational teaching forms, |
- to work out the analysis of the textbook of chosen teaching subject, |
- to work out the students´ initial pedagogical diagnostics, |
- to create appropriate problem tasks which arouse cognitive needs and students´ interests, |
- to analyze hidden curriculum its significant role in the sphere of the developing of students´ attitudes, |
- to realize the differentiation of didactic accesses in view of the fact to individual curiosities and students´possibilities, |
- to create portfolio in the sense of the curriculum modelling on the base of analysis of curriculum documents at the chosen theme of teaching subject, to make the didactic transformation of the content including the preparation for a teaching lesson/unit, to realize it and after that carry out the reflection, the self-reflection, |
- to respect the students´ needs , jointly form the endanger and tolerant environment, |
Competences - competences resulting from the course: |
N/A |
- to take a stand on various forms of the teaching leading of the view of the curriculum reform running at schools (RVP, ŠVP) and that on the base of the reflection of the own planning and the realization of teaching process, a student is able to support his/her attitude with arguments,
- to develop especially pedagogical and didactic competences (in the sense of developing of didactic thinking at students as future teachers), diagnostic and management ones,
- to gain competences for teaching and problem solution,
- to develop presentation and communication skills,
- to develop civic competences. |
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Assessment methods
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Knowledge - knowledge achieved by taking this course are verified by the following means: |
Written exam |
Seminar work |
Portfolio |
Skills - skills achieved by taking this course are verified by the following means: |
Portfolio |
Seminar work |
A teacher considers during the portfolio valuation whether a student:
- chooses principal accesses and teaching methods and instruction goals for filling of long-term education goals,
- defines part education goals from the point of view of long-term education goals,
- chooses a meaningful content and considers the continuity, the complexity and interconnection of education including among-subjected relations and suitable methods and educational organization,
- is going out of the course and results reflection of the previous education and students´ instruction during his/her planning,
- chooses ways of differentiation individualization education (educational goals, a content,methods and a study organization) as necessary of the concrete students,
- plans, of what and how students and teachers will know that they achieved the given goals, it is decided about the way of reflection and process valuation and results of students´ education,
- foresees situations which can come during the education and thinks over their solution. |
Competences - competence achieved by taking this course are verified by the following means: |
Written exam |
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Teaching methods
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Knowledge - the following training methods are used to achieve the required knowledge: |
Self-study of literature |
Discussion |
Seminar classes |
Skills - the following training methods are used to achieve the required skills: |
Seminar classes |
Self-study of literature |
Students' portfolio |
Competences - the following training methods are used to achieve the required competences: |
Self-study of literature |
Seminar classes |
Individual study |
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