| Course title | Curriculum and theory of teaching |
|---|---|
| Course code | KPV/XKTEV |
| 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 | Czech |
| Status of course | Compulsory |
| 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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Basic topics: -Didactics as a science and the teacher?s instrument (evolution of didactics, concept of didactics in Anglo-Saxon and Central-European context, classification of the theories of education, clinical approach, action research). -Concepts of quality of teaching (teaching as a compact process; interaction, individualization and differentiation, the role of feedback etc.) -Changing paradigms of curricular discourse, determinants and theoretical context of projecting the curriculum. -didactic mediation of the teaching matter (transformation, simplification, elementarization, reduction, reconstruction of the teaching matter), didactic (and microdidactic) analysis of the teaching matter (requirements on textbooks and other educational media). -Dimensions of a teacher?s professionalism (professional, diagnostic, didactic etc.). -Domestic and international researches of teaching and school education.
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| Learning activities and teaching methods |
| Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook) |
| Learning outcomes |
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Aims of the course/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.
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. |
| Prerequisites |
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KALHOUS, Z., OBST, O. aj. Školní didaktika. Praha : Portál, 2002.
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| Assessment methods and criteria |
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Oral exam, Student performance, Analyssis of the Student's Portfolio
Základní okruhy ke zkoušce vyplývají z cílů předmětu v platném akreditačním spisu: 1. Charakterizovat obecnou didaktiku jako vědní disciplínu, objasnit významné teorie vzdělávání a vysledovat jejich odraz v aktuálním pojetí kurikula českých škol, vysvětlit roli didaktiky v práci učitele při v řešení situací ve prospěch jednotlivce či skupiny vzdělávaných; 2. předestřít ucelený náhled na problematiku kvality výuky, podrobněji pak vymezit podstatu, příležitosti i rizika různých přístupů zaměřených na zabezpečení této kvality, dokumentovat na vhodných příkladech z edukační praxe; 3. v širším kontextu společenské reality prezentovat proměny paradigmatu kurikulárního diskurzu, objasnit vliv determinant kurikula, a to i vzhledem k projektování školního kurikula v aktuálním českém prostředí; 4. objasnit možné přístupy didaktického zprostředkování učiva (transformace, zjednodušení, elementarizace, redukce, rekonstrukce učiva; didaktická a mikrodidaktická analýza učiva), argumentovat ve prospěch požadavků kladených na optimální podobu učebnic aj. edukačních médií; 5. v globálním i specificky českém kontextu posoudit a empiricky doložit implikaci mezi soudobými proměnami vzdělávání a pojetím učitelské profese; 6. prokázat opodstatněnost nároků kladených na komplex dimenzí profesionality učitele, přednést odborný náhled na učitelství jako profesi, prezentovat a zdůvodnit svůj názor na potřebnost standardů kvality profese učitele (standardů práce učitele, pedagogických standardů); 7. zdůvodnit význam, který má realizace národních i mezinárodních výzkumů výuky a školního vzdělávání pro rozvoj didaktiky jako vědy i pro edukační praxi, představit významné výzkumy a analyzovat jejich výstupy spadající do oblasti odborného zájmu účastníka studia. |
| 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 (DC24-X) | Category: Pedagogy, teacher training and social care | 2 | Recommended year of study:2, 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 (DC24-X) | Category: Pedagogy, teacher training and social care | 2 | Recommended year of study:2, 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 (DC21) | 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 (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): Pedagogy (DC18) | Category: Pedagogy, teacher training and social care | 2 | Recommended year of study:2, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Pedagogy (DC17) | Category: Pedagogy, teacher training and social care | 2 | Recommended year of study:2, 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 (DC20) | 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 (DC23) | 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: - |