| Course title | Personality of a Special Educator |
|---|---|
| Course code | USS/XZOSP |
| Organizational form of instruction | no contact |
| Level of course | Doctoral |
| Year of study | not specified |
| Semester | Winter and summer |
| Number of ECTS credits | 7 |
| Language of instruction | Czech, English |
| Status of course | Compulsory-optional |
| Form of instruction | Face-to-face |
| Work placements | This is not an internship |
| Recommended optional programme components | None |
| Lecturer(s) |
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| Course content |
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unspecified
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| Learning activities and teaching methods |
| unspecified |
| Learning outcomes |
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The content of the subject is personality characteristics, current theories, personality models. The personality of a special pedagogue in a comprehensive concept of the field. The multidisciplinarity requirement of the team and the resulting demands will be taken into account for the professional training of a modern special pedagogue. The training system of the mentioned experts in the Czech Republic will be described and abroad. Consideration will be given to the conditions of preparation in the EU and, in comparison, in the USA. Forms and methods of preparation in bachelor's, master's and doctoral types of programs with regard to the requirements of an inclusive concept of education. Another area of ??study will be the personality of a professional in special pedagogy, ethical and other work principles. The position and roles of supervision in relation to impending burnout. List of recommended literature and materials: BAUMGARTEN, F. (2001). Zvládanie stresu ? Coping. In Výrost, J., Slaměník, I. (Eds), Aplikovaná sociální psychologie II. Praha: Grada Publishing. BRATSKÁ, M. (1992). Vieme riešiť závažové situácie? Bratislava: Slovenské pedagogické nakladatelstvo. COAN, R. W. (1999). Optimální osobnost a duševní zdraví. Praha: Grada Publishing. ISBN 80-7169-662-5 DANIEL, J. (2002). Zaťaž a jej zvládanie v profesii učitela. Pedagogická revue, roč.54, č.1. DRAPELA, J. Přehled teorií osobnosti. Praha: Portál, 1997. HANÁKOVÁ, A. a kol. (2018). Deskripce vybraných faktorů výchovy a vzdělávání u osob se zdravotním postižením. Olomouc: VUP. ISBN 978-80-244-5294-4 HASTINGS. R.P., OAKFORD, S. (2003). Student teachers' attitudes toward the inclusion of children with special needs. Educational Psychology, 23, pp. 87-95. HENNING, C., KELLER, G. (1996). Antistresový program pro učitele. Praha: Portál. ISBN 80-7178-093-6 HLADKÝ, A., ŽIDKOVÁ, Z. (1999). Metody hodnocení psychosociální pracovní zátěže. Praha: Karolinum. HONZÁK, R. (2013). Jak žít a vyhnout se syndromu vyhoření. Vyšehrad, Praha. HONZÁK, R. (1995). Strach, tréma, úzkost a jak je zvládat. Maxdorf, Praha. CHROMÝ, K., HONZÁK, R. (2005). Somatizace a funkční poruchy (1. vyd.). Grada Publishing. JANKOVSKÝ, J. (2003). Etika pro pomáhající profese. Praha: Triton. ISBN 80-7254-329-6 KAVALE, K. A. (2002). Mainstreaming to full inclusion: From orthogenesis to pathogenesis of an idea. International Journal of Disability, Development, and Education, 49, pp. 201-214. KEBZA, V., ŠOLCOVÁ, I. (1998). Syndrom vyhoření ? funkční duševní porucha. Praha: SZÚ. ISBN 80-7071-099-3 KEBZA, V., ŠOLCOVÁ, I. (2003). Syndrom vyhoření. Praha: SZÚ. ISBN 80-7071-231-7 KYRIACOU, CH. (1996). Klíčové dovednosti učitele (cesty k lepšímu vyučování). Praha: Portál. ISBN 80-7178-965-8 LIBIGEROVÁ, E. (1999). Syndrom profesionálního vyhoření. Praktický lékař, roč. 79, č. 4. LUDÍKOVÁ, L. (1990). Podíl profesionálů-speciálních pedagogů na rehabilitaci zrakově postižených. In: Rehabilitace zrakově postižených v Evropě. Praha: FZP ? FENES. LUDÍKOVÁ, L. (2001). Postavení speciální pedagogiky v koncepci vzdělávací politiky ČR In: I. Mezinárodní konference k problematice osob se specifickými potřebami. Olomouc: UP. MALLOTOVÁ, K. (2000). Burn-out neboli syndrom vyhoření. Psychologie Dnes, roč. 6, č. 2. MLČÁK, Z. (2000). K teoretickému paradigmatu psychické zátěže učitelů. Pedagogická orientace, č.3. NAKONEČNÝ, M. (2009). Psychologie osobnosti. Praha: Academia. NEŠPOR, K. (1999). Závislost na práci. Praha: Grada Publishing. ISBN 80-7169-764-8 NORLIN, J. W. (2003). Special Education Dictionary. Horsham: LRP Publication. ISBN 1-57834-002-0 PAULÍK, K. (2001). Subjektivní hodnocení vlastního zdraví učitelů. In Řehulka, E., Řehulková, O. (Eds.), Učitelé a zdraví 3.
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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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| Study plans that include the course |
| Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester | |
|---|---|---|---|---|
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC19) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC19) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC20) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC21) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC21) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC20) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |