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Lecturer(s)
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Petr Michal, doc. JUDr. Ph.D.
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Tomoszek Maxim, JUDr. Ph.D.
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Vítová Blanka, doc. JUDr. LL.M. 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. The second semester builds on the previous semester, in which the student participated together with the supervisor in designated lectures and seminars and engaged with the supervisor in their teaching, e.g. by conducting partial teaching activities, followed by the submission of the student's reflection on this teaching. The student capitalized on this experience by working with the supervisor to select a topic within which the student further profiled his/her pedagogical skills and prepared and consulted with the supervisor a lesson plan and teaching materials for his/her own teaching. The implementation of this teaching under the supervision of the supervisor is then the content of the second semester of teaching. The implementation of the lessons is followed by the submission of a reflection and analysis of the lessons with the supervisor
Development of the student's pedagogical skills
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Prerequisites
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Completion of this course is conditional upon completion of Teaching Activity 1
SPK/LTEA1
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Assessment methods and criteria
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Student performance
Conducting a seminar by the student in the scope of at least 6 teaching hours of seminars (full-time form) or 2 teaching hours of seminars (combined form) according to a plan prepared in advance and consulted with the instructor, with the subsequent submission of the student's reflection of this teaching.
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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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