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Lecturer(s)
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Svozilová Zuzana, Mgr. Ph.D.
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Mališ Jiří, Mgr. Ph.D.
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Svozil Zbyněk, doc. PhDr. Ph.D.
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Vašíčková Jana, doc. Mgr. Ph.D.
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Course content
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General didactics and its fundamental concepts. Education and learning, teaching and learning, the relationship between teacher, pupil and subject matter. Approaches to teaching and their historical origins. The pedagogical legacy of J. A. Comenius, transmissive and constructivist approaches, their possibilities and limitations. Didactic principles and curriculum analysis. Selection and structuring of the curriculum, working with context, interdisciplinary relationships and linking theory with practice. Teaching objectives and lesson planning. Taxonomy of cognitive, affective and psychomotor objectives, formulation of objectives and lesson preparation. Teaching methods and organisational forms. Verbal, illustrative-demonstrative, practical and active methods; whole-class, group, cooperative and individualised teaching. Learning processes and pupil motivation. Memory, attention, cognitive load, prior knowledge, revision, the experience of success and self-regulation of learning. School assessment and feedback. Formative and summative assessment, assessment criteria, dealing with errors, objectivity and bias in pupil assessment. Classroom management and the teacher's professional role. Authority, communication, rules, discipline, a safe classroom environment, and the prevention of bullying and cyberbullying. Curricular framework for education. Educational policy strategies, the relationship between the National Curriculum (RVP) and the School Educational Programme (ŠVP), key competences and cross-curricular themes. Critical thinking and media literacy in the classroom. Evaluating sources and arguments, cognitive biases, metacognition, the influence of emotions and social media, and the opportunities and risks of using artificial intelligence. Methods for developing critical thinking. The E-U-R model, Socratic questioning, discussion, critical analysis of texts, the INSERT method and reflection on learning.
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Learning activities and teaching methods
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Lecture, Dialogic Lecture (Discussion, Dialog, Brainstorming), Activating (Simulations, Games, Dramatization)
- Semestral Work
- 13 hours per semester
- Preparation for the Course Credit
- 13 hours per semester
- Attendace
- 13 hours per semester
- Homework for Teaching
- 13 hours per semester
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Learning outcomes
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The aim of the course is to familiarise students with the basic concepts, principles and approaches of general didactics and to develop their ability to plan, deliver and reflect on teaching. Emphasis is placed on linking learning objectives, curriculum content, teaching methods, organisational forms and assessment, taking into account learning processes and the individual needs of pupils. The course promotes critical and didactic thinking, the responsible use of information sources and reflection on the professional role of the teacher. In the seminars, students gain practical experience in leading a lesson and in both giving and receiving constructive feedback.
explain basic didactic concepts and compare transmissive and constructivist approaches to teaching; formulate learning objectives in the cognitive, affective and psychomotor domains and propose a method for assessing whether they have been achieved; carry out a didactic analysis of the curriculum and link it to pupils' prior knowledge, cross-curricular connections and practical applications; select and justify appropriate teaching methods, organisational forms and didactic resources; take into account motivation, memory, cognitive load and pupils' individual needs when planning lessons; use formative assessment, constructive feedback and error analysis to support learning; recognise the risks of subjective assessment and the influence of cognitive biases on pedagogical decision-making; design learning activities that develop critical thinking, reasoning and media literacy; explain the principles of classroom management, fostering a safe learning environment and preventing bullying; be familiar with key curriculum documents and reflect on a teacher's professional responsibilities, including the prevention of burnout; prepare and deliver a 45-minute lesson and, based on subsequent reflection, suggest ways to improve it.
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Prerequisites
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No special prerequisites.
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Assessment methods and criteria
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Analyssis of the Student's Portfolio, Seminar Work
Attendance at lectures and seminars - including set assignments. Delivering a teaching session as part of a seminar. A credit test.
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Recommended literature
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Čapek, Robert. (2015). Moderní didaktika: lexikon výukových a hodnoticích metod. Praha.
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GRECMANOVÁ, H., URBANOVSKÁ, E., NOVOTNÝ, P. (2000). Podporujeme aktivní myšlení a samostatné učení žáků. Olomouc.
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Hunterová M. a kol. (1999). Účinné vyučování v kostce. Praha.
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Christodoulou, D. Sedm mýtů o vzdělávání. EDUkačníLABoratoř (EDULAB). 2022.
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KALHOUS, Z., OBST, O. (2002). Školní didaktika.. Praha.
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KASÍKOVÁ, H. (2004). Kooperativní učení a vyučování. Praha.
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M. Pash. (2005). Od vzdělávacího programu k vyučovací hodině. Praha.
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Macpherson, R. & Hendrick, C. Co funguje ve třídě? Most mezi výzkumem a praxí. EDUkačníLABoratoř (EDULAB). 2019.
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Petty, G., & Foltýn, J. (2013). Moderní vyučování. Praha.
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Sitná, D. (2009). Metody aktivního vyučování : spolupráce žáků ve skupinách. Praha.
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Skalková, J. (2007). Obecná didaktika. Praha.
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TOMKOVÁ, Anna, KAŠOVÁ, Jitka a DVOŘÁKOVÁ, Markéta. (2009). Učíme v projektech.. Praha.
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Willingham, D. T. Proč žáci nemají rádi školu?. EDUkačníLABoratoř (EDULAB). 2023.
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