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Lecturer(s)
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Vítová Blanka, doc. JUDr. LL.M. Ph.D.
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Petr Michal, doc. JUDr. Ph.D.
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Tomoszek Maxim, JUDr. Ph.D.
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Hamuľáková Klára, JUDr. Ph.D.
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Course content
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Specific features of the approach to adult education. Methods of pedagogical work. Ways of involving students in joint educational activities. Final evaluation of students.
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Learning activities and teaching methods
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Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming)
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Learning outcomes
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The course is primarily aimed at developing the student's pedagogical skills, but a secondary aim is also to consolidate knowledge, as a deep structured knowledge of the subject is a prerequisite for the knowledge to be communicated in a comprehensible way. In the first semester of the course, the student is obliged to attend the lectures and seminars designated by the supervisor and to participate together with the supervisor in their teaching, e.g. by conducting partial teaching activities, in the scope of at least 6 teaching hours of seminars (full-time form) or 2 teaching hours of seminars (combined form), followed by the submission of the student's reflection on this teaching. Then, in cooperation with the supervisor, the topic within which the student is to profile his/her pedagogical skills is selected and the student is required to prepare a lesson plan and teaching materials for the lesson, which he/she consults with his/her supervisor.
Development of the student's pedagogical skills
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Prerequisites
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Completion of this subject is not conditional on successful completion of another subject.
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Assessment methods and criteria
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Student performance
The student is obliged to attend lectures and seminars together with the supervisor and to participate together with the supervisor in their teaching, e.g. by conducting partial teaching activities, in the scope of at least 6 teaching hours of seminars (full-time form) or 2 teaching hours of seminars (combined form), with subsequent submission of the student's reflection of this teaching. Then, in cooperation with the supervisor, the topic within which the student is to profile his/her pedagogical skills is selected and the student is required to prepare a lesson plan and teaching materials for the lesson, which he/she consults with his/her supervisor.
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Recommended literature
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ALEMANNO, A., KHADAR, L. (eds.). (2018). Reinventing Legal Education. How Clinical Education Is Reforming the Teaching and Practice of Law in Europe.. Cambridge University Press.
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DEMEOLA, Z., CORNETT, L., ANDERSON, E., HULSE, K., U. (2021). Foundations Instructional Design Guide. Use Learning Outcomes & Standards-Based Assessments to Train Better Lawyers.. Institute for the Advancement of the American Legal System.
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MAHARG, P. (2016). Transforming Legal Education: Learning and Teaching the Law in the Early Twenty-First Century. Routledge.
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SCHWARTZ, M., H., SPARROW, S., HESS, G., F. (2017). Teaching Law by Design. Engaging Students from the Syllabus to the Final Exam. (2nd ed.).. Carolina Academic Press.
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SCHWARTZ, M. H., SPARROW, S., HESS, G., F. (2013). What the Best Law Teachers Do. Harvard University Press.
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