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Lecturer(s)
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Smolová Irena, doc. RNDr. Ph.D.
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Szczyrba Zdeněk, doc. RNDr. Ph.D.
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Course content
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The subject is focused in terms of content on the project cycle and the system of creating a project application for projects in the field of education and on acquiring knowledge and practical skills about opportunities to obtain projects to support increasing quality in education. The subject is practically oriented towards supporting competencies in creating and preparing project applications, it supports the ability to navigate the structure of a project application including creating a project budget. Students are introduced to grant options and opportunities for teachers at primary and secondary schools. The aim is to familiarize students with the project cycle, examples of good practice from implemented projects of various providers. The subject fulfills the key competencies of male and female teaching graduates, especially 5. Professional cooperation, 5.1. I cooperate with male and female colleagues for the benefit of male and female pupils and shared professional growth and 3.3. Learning environment, and additionally also 1.1. I understand the subjects taught and continue to develop in them. The main emphasis is placed on the issue of practical aspects of implementing projects from grant schemes of the Ministry of Education, Youth and Sports of the Czech Republic, European investment and structural funds in individual phases of the project cycle. Seminars will be conceived as practically oriented teaching focused on developing skills in the field of project management including the development of relevant soft-skills of students (primarily the area of teamwork). Students will prepare their own project application and will present the project. Main topics: 1. Introduction to the subject - basic terminology 2. Institutional basis of projects in education 3. Project as a tool for implementing strategic management 4. Project preparation 5. Preparation of a project application - substantive part, 6. Preparation of a project application - financial part 7. Project implementation 8. Project completion process. 9. Project opportunities for primary and secondary schools. 10. Own implementation of a project to support the development of education at primary and secondary schools. Study materials are part of the electronic platform moodle.upol.cz, where the specific course for the subject is set up.
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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), Group work
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Learning outcomes
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The aim of the course is to familiarize students with the system of preparing project applications, the project cycle and opportunities to obtain projects to support quality improvement in education. The course is practically oriented towards supporting competencies in preparing and processing project applications, it supports the ability to navigate the structure of a project application including the preparation of a project budget. Students are introduced to funding options and opportunities for teachers at primary and secondary schools. The aim is to familiarize students with the project cycle, examples of good practice from implemented projects of various providers. The course fulfills the key competencies of male and female teacher education graduates, especially 5. Professional collaboration, 5.1. I collaborate with male and female colleagues for the benefit of male and female pupils and shared professional growth and 3.3. Learning environment, and additionally also 1.1. I understand the subjects taught and continue to develop in them.
After successfully completing the course, the graduate will be able to compile and implement the content and financial parts of a project and prepare a standard project application in connection with the identification of the relevant problem area, apply appropriate tools for the preparation of substantive and budgetary parts, identify potential risks for the applicant. After completing the lecture and seminar of the Projects and Project Preparation for Teachers course, the student: - will acquire competencies in mutual cooperation with colleagues when jointly preparing a project application (link to the Competency Framework: 5.1.4.) - will prepare their own project for the development and innovation of education (link to the Competency Framework: 1.1.1. and 1.1.4.) - is able to didactically transform content while effectively creating opportunities for learning, appropriately use subject-specific didactic concepts and work with the learning environment for pupils, including the digital environment (link to the Competency Framework: 1.2.2.) - will acquire competencies to cooperate with colleagues and school management so that optimal conditions for learning are created (link to the Competency Framework: 3.3.2.)
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Prerequisites
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Basic understanding of the education system. Ability to work in a team and collaborate.
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Assessment methods and criteria
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Analyssis of the Student's Portfolio, Seminar Work
Regular attendance at seminars, presentation of the seminar paper in the form of a self-created project, oral colloquium. Learning outcomes are assessed through a practically oriented portfolio that demonstrates the student's ability to prepare, justify and present a project application in the field of education. Individual outputs are assessed according to predefined criteria; emphasis is placed on the substantive and financial coherence of the project, risk identification, didactic grounding and applicability in school practice. a) Project application: The student prepares a proposal for a project aimed at the development or innovation of education, including identification of the problem area, objectives, target group, activities and expected outputs. Link to competencies: 1.1.1, 1.1.4. b) Budget and project cycle: The student prepares a basic schedule, budget and describes the interconnection of the individual phases of the project cycle, including potential risks for the applicant. Link to competencies: 1.1.4, 1.1.4. c) Didactic and organizational grounding: The student justifies how the project creates learning opportunities for pupils, how it works with the learning environment, including the digital environment, and how it supports collaboration at school. Link to competencies: 1.2.2, 1.2.10, 3.3.2, 5.1.4. d) Presentation and reflection: The student presents the project orally, defends its substantive and financial aspects and reflects on teamwork, feedback and possibilities for modifying the project. Link to competencies: 3.3.2, 5.1.4.
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Recommended literature
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Doležal J., Lacko B., Máchal P. a kol. (2009). Projektový management podle IPMA. Praha.
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Dömischová, I. (2011). Projektová výuka. Moderní strategie vzdělávání v České republice a německy mluvících zemí.. Olomouc.
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DVOŘÁKOVÁ, Markéta. (2009). Projektové vyučování v české škole: vývoj, inspirace, současné problémy. Praha.
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FIELDING, Paul J. (2020). Jak správně řídit projekty: osvojte si nezbytné dovednosti pro časově a finančně efektivní řízení projektů. Brno.
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Jurečková, V. (2007). Financování a řízení kulturních projektů. Olomouc.
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Kratochvílová, J. (2016). Teorie a praxe projektové výuky. Brno.
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LARMER, John, John R. MERGENDOLLER a Suzie BOSS. (2015). Setting the Standard for Project Based Learning: A Proven Approach to Rigorous Classroom Instruction..
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PRÁŠILOVÁ, M. (2004). Prezentace školy i osobnosti manažera. In PRÁŠILOVÁ, M. Projektování v mateřské škole.. Olomouc.
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T. Šubrt, P. Langrová. (2005). Projektové řízení I (základy a matematické metody). Praha.
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TOMKOVÁ, Anna, KAŠOVÁ, Jitka a DVOŘÁKOVÁ, Markéta. (2009). Učíme v projektech.. Praha.
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