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Lecturer(s)
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Konečný Karel, doc. PhDr. CSc.
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Cieslarová Zuzana, Mgr.
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Staněk Antonín, doc. Mgr. Ph.D.
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Hubálek Tomáš, Mgr. Ph.D.
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Stoklásková Monika, Mgr.
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Course content
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Topics of Lectures and Seminars: - Field-specific didactics of Civic Education and Social Science Foundations as a discipline: content, aims, methods, didactic transformation. - The purpose, aims, and social significance of Civic Education and the social sciences. - Curricular anchoring of Civic Education and Social Science Foundations: the Framework Educational Programme for Basic Education, the Framework Educational Programme for Grammar Schools, school educational programmes, key competences, literacies, and expected learning outcomes. - Thematic units in teaching. Lesson planning, formulation of aims, and evidence of learning. - Specific features of teaching social science topics at basic and secondary schools. - Working with educational media and resources: textbooks, legal texts, media messages, data, and current social events. - Assessment, feedback, and reflection on learning in Civic Education and Social Science Foundations.
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Learning activities and teaching methods
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Dialogic Lecture (Discussion, Dialog, Brainstorming), Activating (Simulations, Games, Dramatization)
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Learning outcomes
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The course introduces students to the field-specific didactics of Civic Education and Social Science Foundations. It focuses on understanding the purpose, aims, and social significance of Civic Education and Social Science Foundations, on basic orientation in curricular documents, and on initial field-specific didactic thinking about content, thematic units, teaching methods, and pupils? learning activities. Students become familiar with the specific features of teaching social science topics at basic and secondary schools and gradually acquire the terminology needed to describe, analyse, and reflect on teaching in Civic Education and Social Science Foundations. Upon completion of the course, students should be able to: - explain what the field-specific didactics of Civic Education and Social Science Foundations deals with and why it is important for teacher preparation; - describe the basic purpose, aims, and social significance of Civic Education and Social Science Foundations; - demonstrate basic orientation in curricular documents related to Civic Education and Social Science Foundations at basic and secondary schools; - identify the main components of teaching: content, aim, method, pupil activity, and evidence of learning; - carry out a basic analysis of a selected topic or thematic unit in terms of its educational significance; - distinguish when a teaching method functions merely as an organisational procedure and when it genuinely supports the learning of specific content; - formulate a basic educational aim for a selected topic in Civic Education and Social Science Foundations; - provide examples of activating methods and RWCT methods suitable for teaching social science topics; - reflect on selected didactic situations and identify basic questions that a teacher asks when planning instruction; - describe the basic specific features of the profession of a teacher of Civic Education and Social Science Foundations and the importance of their professional preparation.
Upon completion of the course, students will acquire basic orientation in the field-specific didactics of Civic Education and Civic and Social Science Foundations. They will be able to identify the basic didactic categories of teaching Civic Education and Civic and Social Science Foundations, in particular content, aim, method, pupil learning activity, evidence of learning, and reflection. They will demonstrate basic orientation in curricular documents for basic and secondary schools and will be able to find support in these documents for teaching selected social science topics. At a basic level, students will be able to describe the purpose, aims, and social significance of Civic Education and Civic and Social Science Foundations, identify the specific features of teaching social science topics, and provide examples of suitable educational resources and methods. They will be able to carry out a simple analysis of a selected topic in terms of its educational significance, propose a basic formulation of an educational aim, and identify how it could be recognised that pupils have learned. At the same time, they will develop the ability to reflect on their initial understanding of the role of a teacher of Civic Education and Civic and Social Science Foundations and on the professional demands associated with teaching civic and social science topics.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Student performance
- attendance at seminars in accordance with the requirements set by the course instructor; - continuous completion of assignments related to the topics addressed in lectures and seminars; - independent study of scholarly literature and curricular documents; - completion of a written test verifying basic knowledge of the field-specific didactics of Civic Education and Social Science Foundations, curriculum, aims, methods, and the social significance of the subject. Specific Requirements for Students with an Individual Study Plan - 50% attendance at seminars, with a minimum attendance of 30%; - completion of assignments based on an individual agreement with the course instructor; - continuous assignments are also to be completed by the student, in accordance with an individual agreement with the course instructor; - to successfully complete the colloquium, it is necessary to complete all assigned tasks and take the written test.
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Recommended literature
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Biesta,G.(2020). Risking ourselves in education: Qualification, socialization, and subjectification revisited. Educational Theory, 70(1), 89?104..
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Bořkovec, M., Beran, V., Klinka, T., Kratochvílová, J., Loňková, P., Pavlas, T., Pravdová, B.. Stuchlíková, I., Šalamounová, Z., Šobáňová, P., & Vrabcová, D. (2023). Kompetenční rámec absolventa a absolventky učitelství: Společné profesní kompetence. Ministerstvo školství, mládeže a tělovýchovy..
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Council of Europe. (2018). Reference framework of competences for democratic culture: Volume 1: Context, concepts and model. Council of Europe Publishing..
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Dvořáková, M., & Lánský, O. (2024). Národní, globální, anebo kosmopolitní: České občanské vzdělávání na rozcestí. Orbis Scholae, 17(3), 9?31..
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Fapšo, M. (2024). Občanská gramotnost: Hledání základů didaktiky společenských věd a občanské výchovy. Orbis Scholae, 17(3), 103?121..
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Hubálek, T., & Labischová, D. (2026). Citizenship education curriculum in basic schools in the Czech Republic: A competency-based approach to educational content. Journal of Social Science Education, 25(1)..
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Labischová, D., & Hubálek, T. (2025). Civic and social science learning in the Czech Republic: Current state, challenges and prospects. Journal of Social Science Education, 24(1)..
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Ministerstvo školství, mládeže a tělovýchovy. (2021). Rámcový vzdělávací program pro gymnázia..
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Ministerstvo školství, mládeže a tělovýchovy. (2025). Rámcový vzdělávací program pro základní vzdělávání..
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Stuchlíková, I., & Janík, T. (Eds.). (2015). Oborové didaktiky: Vývoj ? stav ? perspektivy. Masarykova univerzita..
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Šebešová, P. (2024). Kritické myšlení v kontextu didaktiky filosofie a základů společenských věd. Orbis Scholae, 17(3), 85?102..
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