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Lecturer(s)
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Šmelová Eva, prof. PhDr. Ph.D.
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Neumeister Pavel, Mgr. Ph.D.
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Course content
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unspecified
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Learning activities and teaching methods
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Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Activating (Simulations, Games, Dramatization)
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Learning outcomes
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The course is designed as a instrument of helping students identify or conceive their personal theory of education, which they will use as a theoretical base or starting point for their educational practice. The course is designed to introduce students to the basic discourses, dilemmas, and premises of fundamental educational theories with reference to the process of its historical formation, in the contexts of social, political and cultural changes.
Objectives: Student will be able: - to define the basic categories of pedagogical meta-theory - to characterize the basic questions and answers that create a specific discourse of education - to identify individual pedagogical theories on the basis of specific features - to compare the strengths and weaknesses of individual pedagogical theories - to take (have) your own critical position on individual theories - to argue our own implicit pedagogical theory as the basis of future own pedagogical thinking (teachers thinking) or pedagogical beliefs (teacher belief).
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Prerequisites
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No prerequisites based on prior study are required. The ability to think abstractly in the form of analysis, synthesis, and evaluative assessment of individual categories of thought is a prerequisite for participation in the course.
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Assessment methods and criteria
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unspecified
Requirements for the discharge of the course: - Active participation in class - submission of a term paper on Personal Theory of Education. In the term paper, the student will describe and argue through the basic categories of pedagogical thinking his/her own theory of education in terms of: - the goals of education - the properties of the educational object - the preferred characteristics of the educational subject - preferred means of education - key conditions influencing the educational process. In the quality assessment, the following will be considered in particular: - accuracy of expression through theoretically anchored professional concepts - the logical congruence of the different parts of the theory.
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Recommended literature
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BARKLEY, E. F., CROSS, K. P., MAJOR, C. H. Collaborative learning techniques: A handbook for college faculty. San Francisco: Jossey-Bass PublishersDaugherty, 2005..
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BERTRAND, Y. . Contemporary Theories and Practice in Education. Madison: ATWOOD Publishing, 2005.
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CHUDÝ, Š. a kol. The Concept of Education in the Czech and Slovak Pedagogical Theories since 1989. Brno: Paido, 2013..
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STEVEN, R., LEWOLT, B. Getting A's: Secrets expert learners use to get straight A's. Camarillo, CA: BrainX, 2004..
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TOBIN, K. (Ed.). The Practice of Constructivism in Science Education. Hillsdale - New Jersey: Lawrence Erbaum Associates, 1994..
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