| Course title | Trends in pre-primary and primary education |
|---|---|
| Course code | KPV/X4TPE |
| 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 | 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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- Definition of the subject of didactics, the relation of didactics and field didactics, methods of didactic research. - Changes in pre-primary and primary education in a historical context. - Educational process and its components in the pre-primary and primary school conditions. - The personality of the teacher in the process of pre-primary and primary education. - Curricular reforms, - Educational communication and interaction at primary school. - Effective approaches to managing the teaching process in pre-primary and primary education. - Pre-primary and primary education research in Europe and the world.
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| Learning activities and teaching methods |
| Lecture, Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Demonstration, Activating (Simulations, Games, Dramatization) |
| Learning outcomes |
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Aims of the subject / students will be able to: - describe and explain the essence of changes in the didactic thinking in the second half of the 20th century and their reflection on pre-primary and primary education in European conditions to show a comprehensive overview of the curricular reform with a focus on issues, - pre-primary and primary education, to analyze in detail the current curriculum for pre-primary and primary education, in terms of the components of the individual curricula and their consistency, - explain and analyze didactical thinking in connection with the alternative school movement and pedagogical innovations in the last decade of the 20th century and its importance for pre-primary and primary education, - analyze the didactic process in pre-primary and primary education, focusing on its most important components (i.e. in terms of: objectives, content, teacher and pupil interaction, methods, organizational forms and didactic means and learning conditions), and will be able to demonstrate comprehension theoretical backgrounds and the ability to apply them in case study case studies, or analysis of school documents, - to focus on the researches with a focus on pre-primary and primary education in Europe and the world.
Students will be provided with competencies that will get to the content and objectives of the course. |
| Prerequisites |
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General orientation in education and general didactics.
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| Assessment methods and criteria |
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Mark, Systematic Observation of Student, Seminar Work
The study of literature, reflection of current issues of primary and pre-primary education, a list of the literature. Submission of a research paper reflecting the relationship of the dissertation to the optional discipline. |
| 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): Education (DC22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC20) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC19) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC21) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC18) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC21) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |