Palacký University Olomouc
Study programmes & Course catalogue
for academic year 2024/2025
Palacký University Olomouc
Česky
Search

Course: Lector Competencies

» List of faculties » FIF » KSA
Course title Lector Competencies
Course code KSA/LKVD
Organizational form of instruction Seminar
Level of course Master
Year of study not specified
Semester Winter and summer
Number of ECTS credits 4
Language of instruction Czech
Status of course unspecified
Form of instruction Face-to-face
Work placements This is not an internship
Recommended optional programme components None
Lecturer(s)
  • Dvořáková Miroslava, PhDr. Ph.D.
  • Grecmanová Helena, prof. PhDr. Ph.D.
Course content
1. Lecturer competencies. Characteristic of the lecturer competencies, their groups of vocational, communication, personal, methodological, and rhetoric. 2. Vocational lecturer competencies. Knowledge, experience and skills from individual field of practice of the lecturer and also the ability to work interdisciplinary, the presumption to which is broad, general education. 3. Methodological competencies - basic conditions for their usage. Important is the knowledge of the technology of education/adult didactics, it is the knowledge about the adult participants of education, the goals, content, forms and methods of education, material didactic aids in education. 4. Methodological competencies - the beginning of teaching. Introducing the lecturer, introducing the course, organization, rules, introducing the participants and finding out about their expectations, "ice breaking". 5. Methodological competencies - motivation. Motivation in the beginning and during the educational event. 6. Methodological competencies - introducing the content. Knowledge and ability to choose properly the traditional and so called activating teaching methods, knowledge and ability to choose properly the didactic aids and technology, set properly the room for teaching. 7. Methodological competencies - repetition and practising. Knowledge and ability to use properly particular methods of repetition and practising of the learnt, through traditional and so called activating teaching methods. 8. Methodological competencies - examining and evaluating of the learnt. Knowledge and ability to use properly the methods of running and final forms of examining, give a feed-back about what was learnt. 9. Methodological competencies - evaluation of teaching. Knowledge and ability to use properly the methods of formative and summative evaluations; gain appropriate feed-back to what was thought and how it is evaluated by the participants. 10. Communication and rhetoric competencies. Communication competencies in the terms of verbal and non-verbal communication and rhetoric competencies of the educator of adults. 11. Personal competencies. Wanted and non-wanted personal features of the educator of adults. 12. Possible ways of developing lecturer competencies. Possible ways of developing lecturer´s vocational, communication, personal, methodological, and rhetoric competencies.

Learning activities and teaching methods
Lecture, Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Observation, Demonstration, Projection (static, dynamic), Work Activities, Activating (Simulations, Games, Dramatization)
Learning outcomes
The subject deals with an introduction of basic competencies of a good teacher of adults in four fields: expert, methodical, rhetoric and communicational in the area of verbal and nonverbal communication and personality, with emphasis on acquiring and practicing of methodical competencies.
The graduate of this discipline will be able to: - define the lecturer competencies and their individual spheres (vocation, methodological, communication, personal), - assess, which spheres of the lecturer competencies and how to develop. The graduate of this discipline will be able to: - create a plan of the lecturer competencies development. The graduate of this discipline will be able to: - make further development of his/her own methodological and communication lecturer competencies.
Prerequisites
unspecified

Assessment methods and criteria
Student performance, Analysis of Activities ( Technical works), Systematic Observation of Student

This course is concluded with colloquium. To gain the colloquium it is necessary to work out the correspondence task and gain positive feed-back to it and active participating on the tutorials. Colloquium will be done as group discussions on possible ways to develop lecturers´ competencies.
Recommended literature
  • Studijní pomůcky: pracovní listy a powerpointové prezentace určené ke studiu dalších, doplňujících informací k tématu.
  • BARTÁK, J. Základní kniha lektora/trenéra. Praha: Votobia, 2003. ISBN 80-7220-158-1..
  • BEDNÁŘ, M. Etický kodex lektora. Andragogika, č. 2, 1998, s. 10-11..
  • Brázdová, Z. Hodnocení ve vzdělávání dospělých. Olomouc: CODV, 2000. 42 s..
  • BUDÍK, J. Metody koučování a vzdělávání. Andragogika, 2009, č. 1, s. 5-6. ISSN 1211-6378..
  • DOUBRAVOVÁ, J. Kompetenční model lektora teambuildingu. Andragogika, 2010, č. 4. ISSN 1211-6378..
  • DVOŘÁKOVÁ, M. Technologie vzdělávání dospělých. Olomouc: UP, 2011..
  • Dvořáková, M.:. Úvod do evaluace ve vzdělávání dospělých. Olomouc 2006..
  • EGHARDT, K. Koučink od A do Z. In Trendy firemního vzdělávání. Speciální příloha časopisů Business Spotlight, Moderní řízení, HRM. Listopad 2010..
  • FENSTERMACHER, G. D. - SOLTIS, J. F. Vyučovací styly učitelů. Praha: Portál, 2008. ISBN 978-80-7367-471-7..
  • GRECMANOVÁ, H. - URBANOVSKÁ, E. Aktivizační metody ve výuce, prostředek ŠVP. Olomouc: Hanex, 2007. ISBN 978-80-85783-5..
  • HANUŠ, R. - CHYTILOVÁ, L. Zážitkově pedagogické učení. Praha: Grada Publishing, 2009. ISBN 978-80-247-2816-2..
  • HAYES, N. (2005). Psychologie týmové práce. Strategie efektivního vedení týmů. Praha: Portál.
  • HENNIG, C. - KELLER, G. Antistresový program pro učitele: projevy, příčiny a způsoby překonání stresu z povolání. Praha: Portál, 1996..
  • HORSKÁ, V. Koučování ve školní praxi. Praha: Grada Publishing, 2009. ISBN 978-80-247-2450-8..
  • KALHOUS, Z. - OBST, O. a kol. Školní didaktika. Praha: Portál, 2002. ISBN 80-7178-253-X..
  • Kasíková, H. Kooperativní učení, kooperativní škola. Praha: Portál, 1997..
  • KAZÍK, P. Rukověť dobrého lektora. Praha: Grada Publishing, 2008. ISBN 978-80-247-2453-9..
  • KOPŘIVA, K. Lidský vztah jako součást profese: psychoterapeutické kapitoly pro sociální, pedagogické a zdravotnické profese. Praha: Portál, 1999..
  • KOTRBA, T. - LACINA, L. Praktické využití aktivizačních metod ve výuce. Brno: Společnost pro odbornou literaturu, 2007. ISBN 978-80-87029-12-1..
  • MAŇÁK, J. - ŠVEC, V. Výukové metody. Brno: Paido, 2003. ISBN 80-7315-039-5..
  • MUŽÍK, J. Andragogická didaktika. Praha: Codex Bohemia, 1998. ISBN 80-85963-52-3..
  • MUŽÍK, J. Androdidaktika. Praha: ASPI, 2004. ISBN 80-7357-045-9..
  • PLAMÍNEK, J. (2010). Vzdělávání dospělých: průvodce pro lektory, účastníky a zadavatele. Praha: Grada Publishing, 2010. ISBN 978-80-247-3235-0.. Praha: GRADA.
  • SITNÁ, D. Metody aktivního vyučování. Spolupráce žáků ve skupinách. Praha: Portál, 2009. ISBN 978-80-7367-246-1..
  • SKALKOVÁ, J. (2007). Obecná didaktika: vyučovací proces, učivo, a jeho výběr, metody, organizační formy vyučování. . Praha: Grada.
  • SVATOŠ, V. - LEBEDA, P. Outdoor trénink pro manažery a firemní týmy. Praha: Grada Publishing, 2005. ISBN 80-247-0318-1..
  • ŠOFEROVÁ, J. Lektorské finty: Jak připravit a realizovat zajímavá školení. Praha: Grada Publishing, 2008. ISBN 978-80-247-2483-6..
  • ZAHRÁDKOVÁ, E. Teambuilding - cesta k efektivní spolupráci. 1. vyd. Praha: Portál, 2005. ISBN 80-7367-042-9..


Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester
Palacký University Olomouc, date of update: 30.04.2025 23:58. Data created for academic year 2024/2025