|
Lecturer(s)
|
-
Šarníková Gabriela, doc. PhDr. PhD.
|
|
Course content
|
Characteristics of alternative approaches and alternative schools. Attributes of alternative and traditional school. Waldorf school education and Rudolf Steiner Maria Montessori and her pedagogy. Jenaplan school. The Dalton plan. Franz Kett's Holistic Pedagogy. Forest schools and nurseries. Some of chosen topics: Innovative approaches of some pedagogues (For ex.: Franz Kett pedagogy, B. Nikitin, R. Feuerstein...) Alternative schools and alternative education in foreign countries and Czech schools like Heuréka school, Start together program, Healthy School, Integrated thematic teaching, Catechesis of the Good Shepherd etc.
|
|
Learning activities and teaching methods
|
|
Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook)
|
|
Learning outcomes
|
The aim of the course is to learn of issues of alternative school systems, use of alternative and innovative elements in education and activation methods. Students will understand the basic principles of Waldorf School and Pedagogy, Montessori School, Jena and Dalton Plans etc. Students will be able to compare alternative school systems, analyze their advantages and disadvantages. Students can recognize, name and apply in their work the basic characteristics and principles of individual alternative systems and programs.
The students are well informed about given issue, they distinguish types of each alternative school systems and approaches of these systems. Students can recognize, name and apply in their work the basic characteristics and principles of individual alternative systems and programs.
|
|
Prerequisites
|
Previous participation in the subjects of philosophy of education, Theory of education or historical perspective on education.
|
|
Assessment methods and criteria
|
Student performance, Seminar Work
Requirements for students are as follows: For the recognition and completion of the subject, 100% participation in the lesson is required. This is includes processing of the basic characteristics of the specified alternative systems. Students will prepare activities according to the assigned topic. Then students will upload it in written form to the Moodle system by the specified deadline. The work must meet the established criteria. Students with specific educational needs will have course completion requirements adapted to their type of disability. The modification of the requirements may include an extension of time for written tests and papers, alteration of the point assessment in written papers, or changes to the classroom environment and necessary study aids.
|
|
Recommended literature
|
-
Edited by Jan Průcha. (2004). Alternativní školy a inovace ve vzdělávání. Praha : Portal.
-
Jůva, Vladimír a Svobodová, Jarmila. (1996). Alternativní školy. Brno.
-
Kranich, Ernst-Michael. (2000). Waldorfské školy. Semily.
-
Málková, Gabriela. (2009). Zprostředkované učení. Praha.
-
Matulčíková, Mária. (2007). Reformnopedagogické a alternatívne školy a ich prínos pre reformu školy. Bratislava.
-
Montessori, Maria. (2017). Objevování dítěte. Praha.
-
Pohnětalová, Yveta. (2014). Alternativní edukační koncepce v současné pedagogické praxi. Hradec Králové.
-
Průcha, Jan. (2012). Alternativní školy a inovace ve vzdělávání. Praha.
-
Rýdl, Karel. (1994). Alternativní pedagogické hnutí v současné společnosti. Brno.
-
Rýdl, Karel. (2001). Peter Petersen a pedagogika jenského plánu.. Praha.
-
Steiner, Rudolf. (2006). Waldorfská pedagogika. Nové Hrady.
-
Zelina, Miron. (2000). Alternatívne školstvo. Bratislava.
|