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Lecturer(s)
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Koribská Iva, Mgr. Ph.D.
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Šmelová Eva, prof. PhDr. Ph.D.
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Neumeister Pavel, Mgr. Ph.D.
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Plischke Jitka, PhDr. Ph.D.
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Course content
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Basic themes: 1. Teaching as a complex process, 2. basic didactic categories (teaching objective, curriculum, teaching task, teaching methods, organizational forms, material didactic means), 3. observation of teaching, 4. teaching situation, 5. teacher's teaching style, 6. pupil's learning styles.
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Learning activities and teaching methods
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- Homework for Teaching
- 5 hours per semester
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Learning outcomes
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Aims of the subject / students will be able to: Define individual didactic categories, Recognize and characterize teacher's teaching strategies (teaching styles), Recognize and characterize pupil's learning styles, To observe the teaching by means of appropriately chosen tools (video-work shadowing), Analyze monitored teaching units with focus on key teaching situations, Reflect the didactic categories contained in teaching and evaluate their implementation by teachers, Analyze and consequently evaluate solutions to observed teaching situations, Suggest alternatives of given solutions, respond appropriately to emerging teaching situations,
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Prerequisites
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Presumed competencies: Upon completion of the subject the students will be able to: Describe teaching as a complex process in the context of education of an individual, To clarify the importance of individual didactic categories in their interdependence, Purposefully observe and analyze teaching in the school environment, To follow the concept of teaching by different teachers, to analyze the elements of their teaching strategies, Analyze the solution of observed learning situations,
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Assessment methods and criteria
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unspecified
Active participation in the lessons (80%), presentation of coursework, active cooperation in completing tasks assigned in lessons
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Recommended literature
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Atalayer, F. (2004). Modern basic art (design) education and post-modernity-traditional. Anadolu Journal of Art, 15(1)..
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Duschl, R. A., & Bismack, A. S. (Eds.). (2016). Reconceptualizing STEM education: The central role of practices. New York, NY: Routledge..
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Grossman, P. (2018). Teaching core practices in teacher education. Cambridge, MA: Harvard Education Press..
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Hodson, D. (2009). Teaching and learning about science: Language, theories, methods, history, traditions and values. Boston, MA: Brill Sense..
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Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Needham, MA: Allyn & Bacon..
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Jarvis, P. (Ed.). (2006). The theory and practice of teaching. New York, NY: Routledge..
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Miller, M., & Carney, J. (2008). Using video annotation software to enhance the mentoring and professional development of teacher candidates. Washington State Kappan: A Journal for Research, Leadership, and Practice, 2(2), 16-32..
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Richards, C., & Holford, D. (2018). The teaching of primary science: Policy and practice. New York, NY: Routledge..
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