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Lecturer(s)
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Šmelová Eva, prof. PhDr. Ph.D.
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Provázková Stolinská Dominika, doc. PhDr. Ph.D.
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Rašková Miluše, doc. PaedDr. Ph.D.
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Course content
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- Didactics as a science and as a teacher's tool (development of didactics, concepts of didactics in the European and the World content, classification of educational theories, clinical approach, action research). - Concept of teaching quality (teaching as a whole process, interaction, individualization and differentiation, feedback role, etc.). - Changes in the paradigm of curricular discourse, determinants and theoretical context of curriculum design. - Didactic mediation of the subject (transformation, simplification, elementarisation, reduction, reconstruction of the curriculum), didactic (and microdidactic) analysis of the subject (demands on textbooks and other educational media). - Contemporary changes in education and the teaching profession. - Dimension (professional, diagnostic, didactic, etc.) of the teacher's professionalism. - National and international research on teaching and school education.
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Learning activities and teaching methods
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Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook)
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Learning outcomes
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- explain major theories of education and trace their reflection in the current concept of the curriculum of Czech schools; explain the importance of knowledge of these theories in teachers? work when addressing situations in favour of individual learners or groups of learners; - present a comprehensive view of issues related to the quality of instruction and, in greater detail, define the essence, opportunities, and risks of various approaches aimed at ensuring this quality, documenting them with suitable examples from educational practice; - present, within the broader context of social reality, changes in the paradigm of curricular discourse; explain the influence of curriculum determinants, including with regard to the design of the school curriculum in the school environment; - explain possible approaches to the didactic mediation of subject matter (transformation, simplification, elementalisation, reduction, reconstruction of subject matter; didactic and micro-didactic analysis of subject matter); argue in favour of the requirements placed on the optimal form of textbooks and other educational media; - assess and empirically substantiate, in both a global and a specifically national context, the implication between contemporary changes in education and the concept of the teaching profession; - demonstrate the validity of the requirements placed on the complex dimensions of teacher professionalism; present an expert view of teaching as a profession; present and justify their opinion on the need for quality standards for the teaching profession (standards of teachers? work, - justify the importance of conducting national and international research on instruction and school education for the development of pedagogy as a science and for educational practice; present major research studies and analyse their outcomes within the participant?s area of professional interest.
The students will be able to: -characterize general didactics as a scientific discipline, explain major theories of teaching and identify their reflection in the current concept of the curriculum at Czech schools, explain the role of didactics in the teacher?s work when solving situations in favour of an individual or a group being educated, -present a comprehensive view of the problems of the quality of teaching, define in greater detail the nature, opportunities and risks of different approaches focusing on securing the quality, support it by suitable examples from the educational practice, -in a broader context of social reality, present the changing paradigms of curricular discourse, explain the influence of the determinants of curriculum, also considering the projection of school curriculum in the current Czech environment, -explain possible approaches of didactic mediation of the teaching matter (transformation, simplification, elementarization, reduction, reconstruction of the teaching matter; didactic and microdidactic analysis of the teaching matter), bring arguments in favour of the requirements for an optimal form of textbooks and other educational media, -in the global and specifically Czech context, assess and prove empirically the implication between the current changes in education and the concept of the teacher?s profession, -prove the legitimacy of the demands on the complex of the dimensions of the teacher?s professionalism, to present an expert view of the teaching profession, present and substantiate their opinion on the necessity of the standards of quality of the teacher?s profession (standards of teacher?s work, pedagogical standards), -substantiate the significance of domestic and international researches of teaching and school education for the development of didactics as a science and for the educational practice, present major researches and analyze their results pertaining to the area of the professional interest of the student.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Oral exam, Student performance, Analyssis of the Student's Portfolio
Preparation and defense of anchoring the dissertation from the point of view of general didactics. The student will submit a list of resources studiet and a portfolio documenting his/her self-study.
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Recommended literature
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BURBULES, Nicholas C. a Gert J.J.BIESTA. (2003). Pragmatism and educational research. New York.
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HARGREAVES, A. (1990). Curriuclum and assessment reform.. Buckingham.
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HELMKE, A. (2007). UnterrichtsQualität: erfassen, bewerten, verbessern. . Seelze.
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HENSLEY, Michele, DILLON, Jo. C., PRATT, Denise, FORD, Jacqueline a Ray BURKE. (2005). Tools for teaching social skills in school: Lesson plans, activities, and blended teaching techniques to help your students succeed.. Boys Town.
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ORBIS SCHOLAE. Educational Change in theGlobal Context. Monotematické číslo..
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