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Lecturer(s)
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Grecmanová Helena, prof. PhDr. Ph.D.
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Course content
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The concept of pedagogy. Pedagogy as a scientific discipline. Historical roots of pedagogy. The relationship between pedagogy, andragogy and educational reality. The phenomenon of education. The phenomenon of education. Structure of pedagogy: disciplines and specializations of pedagogical sciences. The relationship of pedagogy to other sciences. Basic questions of general pedagogy. School, institutionalized education: goals and contents of school education, educational processes, results and effects of education. Methods and forms of education. Actors of education and training: pupils and students, adults, teachers and other teaching staff. Curriculum. Competences and their development. Professional development of teachers, educators. Education in extracurricular environments. Formal, non-formal and informal education. Pedagogical interaction and communication. Lifelong and lifelong learning and education. Knowledge Society. Distance education. Education of specific population groups.
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Learning activities and teaching methods
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unspecified
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Learning outcomes
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Due to the increasing emphasis on the quality of education, the aim of the course is to provide students with a basic overview of pedagogy as a scientific discipline and its relationship to pedagogical practice. After completing the course, the student will be able to: - characterize pedagogy as a knowledge discipline, its internal division and links to other sciences, - clarify the specifics of education and training for children, adolescents and adults, - explain the key concepts of pedagogy and the relationships between them, give examples from educational practice, - clarify and compare the concept of goals, content and process of education depending on the given social context, - present a comprehensive overview of the educational process, the role of various actors and partners in education, - identify influences on the educational process from different points of view, - using a specific example to distinguish between the goals, contents, processes and results of education and training, - prove the validity of the demands placed on the professionalism of teachers, educators, lecturers, - to define in more detail the essence, opportunities and risks of the concept of education and training in different contexts, to document it using examples from educational practice.
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Prerequisites
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unspecified
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Assessment methods and criteria
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unspecified
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Recommended literature
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Gavora, P. (2005). Učitel a žáci v komunikaci.. Brno.
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GRECMANOVÁ, H., HOLOUŠOVÁ, D., URBANOVSKÁ, E. (1997). Obecná pedagogika I. 1. vyd.. Olomouc: Hanex.
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GRECMANOVÁ, H., HOLOUŠOVÁ, D., URBANOVSKÁ, E. (1998). Obecná pedagogika II.. Olomouc : Hanex.
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J. Průcha. (2013). Moderní pedagogika. Praha.
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Krykorková, H. Učitel v současné škole..
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ORBIS SCHOLAE. (2007). Kurikulum v proměnách školy. Monotematické číslo. .
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Průcha J. Pedagogická encyklopedie. Praha : Portál, 2009,.
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SKALKOVÁ, J. (2004). Pedagogika a výzvy nové doby.. Brno: Paido.
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VALIŠOVÁ, A., KASÍKOVÁ, H. A KOL. (2007). Pedagogika pro učitele. Praha : Grada.
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WALTEROVÁ, E. (2004). Úloha školy v rozvoji vzdělanosti I, II.. Brno.
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