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Lecturer(s)
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Mašát Milan, Mgr. Ph.D.,MBA,Ed.D.
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Course content
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The course is delivered as a five-day intensive block based on simulation-based learning. Simulation-based learning and a safe learning environment: principles and phases of simulation-based learning, rules for collaboration and confidentiality, teacher and observer roles, distinguishing observation from interpretation, listening and managing one's own responses. Communication with pupils: empathy, active listening, clarifying needs and setting boundaries; simulations of conflict conversations and exploration of alternative ways of managing them. Communication with parents: dealing with disagreement, criticism and differing expectations; building trust and finding a shared way forward through simulation and debriefing. Communication with colleagues and school leaders: professional disagreement, assertiveness and constructive feedback; reflection on different professional roles, perspectives and cultural contexts. Integrating experiences and transferring learning to practice: integrated simulations, comparison of communication approaches, peer feedback and formulation of personal development goals for teaching practice. Learning resources include simulation scenarios, observation and reflection sheets, instructional videos and materials provided through the Moodle LMS.
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Learning activities and teaching methods
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Dialogic Lecture (Discussion, Dialog, Brainstorming), Demonstration, Activating (Simulations, Games, Dramatization), Group work
- Attendace
- 20 hours per semester
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Learning outcomes
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The aim of the course is to develop student teachers' basic social-emotional and communication competencies required for managing challenging and conflict-related professional situations involving pupils, parents, colleagues and school leaders. Through simulation-based learning, facilitated debriefing, feedback and reflection, students develop their ability to listen actively, communicate empathetically and assertively, recognise different perspectives of participants in an interaction, and explore alternative ways of responding. Particular emphasis is placed on transferring the learning experience to future teaching practice.
After completing the course, students will be able to: explain the purpose and basic phases of simulation-based learning and the importance of a safe environment for learning and professional reflection; use active listening, an empathetic response and appropriate assertive communication in a simulated interaction with a pupil, parent or colleague, taking account of the participants' needs and the purpose of the conversation; analyse a simulated conflict conversation, distinguish observed behaviour from interpretation, identify different perspectives, and assess how the chosen approach to communication affects mutual trust and opportunities for collaboration; provide specific and respectful feedback grounded in a description of observed behaviour and use received feedback to propose a change in their own approach; justify alternative responses to a selected professional situation and, drawing on reflection on their own experience, formulate a feasible plan for transferring their learning into teaching practice.
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Prerequisites
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The course has no formal prerequisites, co-requisites or course equivalences. It is intended for students in education-related study programmes, including international students. As the course is taught in English, students are expected to have sufficient command of English to participate actively in discussions, simulations and reflection; B2 level is recommended.
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Assessment methods and criteria
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Student performance
To receive course credit, students must attend at least 80% of the course, i.e. a minimum of 16 out of 20 teaching periods. Students are expected to participate actively in simulations, structured observation, debriefing and the provision of feedback. Ongoing practical tasks account for 100% of the course assessment. Assessment is primarily formative and also includes self-assessment and reflection on students' own experience.
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Recommended literature
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