The aim of the course is to familiarize students with the basic system of study, the position of geography and the status of geography education in the education system at Palacký University in Olomouc and other higher education institutions in the Czech Republic. In the applied part, the course focuses on key geographical topics and their reflection in the geography teacher education curriculum and their application using modern educational methods in teaching at primary and secondary schools. The course primarily develops competencies related to understanding the subject being taught and its didactic mediation (1.1, 1.2), setting educational objectives in relation to curricular documents (2.1) and supporting pupils' curiosity and motivation through problem-based, inquiry-based and interdisciplinary geography teaching (2.3). The student is familiar with the structure of geography education, understands the interconnection of subject-specific, didactic and pedagogical-psychological components of teacher education and is able to relate specialized geographical disciplines to the content and expected learning outcomes in the Framework Educational Programme and School Educational Programme. Through the analysis of cross-curricular relationships, an integrated approach to teaching and STEM/science approaches, the student also develops the competency of professional collaboration (5.1). Reflection on the curriculum, the professional profile of a geography teacher and various concepts of university-level teacher education contributes to the systematic formation of professional self-concept and professional development (6.1). Competencies 2.2 and 2.4 are also developed in a supporting role, particularly when selecting appropriate methods of didactic transformation of geographical content and modern educational methods. Basic topics: 1. Studying geography for education at KGG (basic information about the curriculum, interconnection of courses). 2. Geography in the education system at primary and secondary schools. 3. Framework Educational Programme and revised Framework Educational Programme (linking courses in the curriculum to what is taught at primary and secondary schools). 4. Link between selected geographical topics and the Framework Educational Programme/School Educational Programme - in the geography educational area for primary schools (revised), cross-curricular relationships, expected learning outcomes, Framework Educational Programme for grammar schools and updated Framework Educational Programme for secondary vocational education. 5. Integrated approach to geography teaching (STEM and science approach). 6. Geography teacher education at higher education institutions in the Czech Republic. For the combined form of study, study support is available at moodle.upol.cz.
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The aim of the course is to familiarize students with the basic system of study, the position of geography and the status of geographical education in the education system at Palacký University in Olomouc and other universities in the Czech Republic. In its applied part, the course focuses on key geographical topics and their reflection in the geography teacher education curriculum and their application through modern educational methods in teaching at primary and secondary schools. The course primarily develops competencies related to understanding the subject taught and its didactic mediation (1.1, 1.2), setting educational objectives in relation to curricular documents (2.1) and fostering pupils' curiosity and motivation through problem-based, inquiry-based and interdisciplinary geography teaching (2.3). The student is familiar with the structure of geographical education, understands the interconnectedness of the subject-specific, didactic and pedagogical-psychological components of teacher education and is able to relate specialized geographical disciplines to the content and expected learning outcomes in the Framework Educational Programme and School Educational Programme. Through the analysis of cross-curricular relationships, an integrated approach to teaching and STEM/science approaches, the student also develops the competency of professional collaboration (5.1). Reflection on the curriculum, the professional profile of a geography teacher and various concepts of university-level teacher education contributes to the systematic formation of professional self-concept and professional development (6.1). Competencies 2.2 and 2.4 are also developed in a supporting role, particularly when selecting appropriate methods of didactic transformation of geographical content and modern educational methods.
After completing the course the student: - explains the position of geographical education in the education system in the Czech Republic; - is familiar with the structure of the study programmes Geography for Education and Teaching Geography for Secondary Schools at UP; - explains the relationship between specialist geographical training, pedagogical-psychological training and subject didactics; - characterizes the position of geography in the RVP ZV, revised RVP ZV, RVP G and RVP SOV; - distinguishes the concepts of RVP, ŠVP, educational area, educational field, school subject, expected learning outcome (OVU); - is able to connect a specific geographical topic with the relevant parts of the RVP and ŠVP; - identifies cross-curricular relationships of geographical topics; - explains the importance of an integrated approach to geographical education; - characterizes the possibilities of STEM, STEAM and science education approaches in geography teaching; - is familiar with the main institutions preparing geography teachers in the Czech Republic; - critically analyzes a selected geography textbook; - is able to assess whether a textbook and school educational programme support the current approach to geographical education. The course primarily develops competencies related to understanding the subject taught and its didactic mediation (1.1, 1.2), setting educational objectives in relation to curricular documents (2.1) and supporting pupils' curiosity and motivation through problem-based, inquiry-based and interdisciplinary geography teaching (2.3). The student is familiar with the structure of geographical education, understands the interconnection of specialist, didactic and pedagogical-psychological components of teacher training and is able to relate specialist geographical disciplines to the content and expected learning outcomes in the RVP and ŠVP. Through the analysis of cross-curricular relationships, an integrated approach to teaching and STEM/science approaches the student also develops the competency of professional collaboration (5.1). Reflection on the study plan, the professional profile of a geography teacher and various concepts of university teacher training contributes to the systematic formation of professional self-concept and professional development (6.1). Competencies 2.2 and 2.4 are also developed in a supporting role, particularly when selecting appropriate methods of didactic transformation of geographical content and modern educational methods.
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