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Lecturer(s)
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Langer Jiří, doc. Mgr. Ph.D.
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Potměšilová Petra, doc. PhDr. et Mgr. Ph.D.
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Course content
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At present, more and more emphasis on promoting teaching staff. Supporting teaching staff then means above all prevention of burnout syndrome, abuse of authority, but also support in working with individuals from different social groups. In connection with this support are given three basic methods of supervision, coaching and mentoring.
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Learning activities and teaching methods
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Lecture, Dialogic Lecture (Discussion, Dialog, Brainstorming), Activating (Simulations, Games, Dramatization)
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Learning outcomes
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An early care worker should be able to use support activities in his work, which include supervision. Therefore, in lectures and exercises, students will learn about the importance and necessity of supervision in special education practice. Students will be presented with specific procedures in supervision both on a theoretical and practical level. Suggested topics for lectures and exercises: 1. Risk factors in special education work 2. Burnout syndrome, helper syndrome, abuse of power 3. Functional support systems and their use in special education practice (coaching, mentoring, supervision) 4. Supervision (legislative definition, types, current status) 5. Supervision order 6. Ethical aspects of supervision 7. Use of video demonstrations in supervision 8. Discussion of the problem as a form of supervision 9. Ballint group in special pedagogy 10. Expressive therapy as a form of supervision in special pedagogy 11. Management and managerial supervision List of recommended literature and materials: COPPOLA, A. J. - SCRICCA, D. B. - CONNORS, G. E. Supportive supervision: becoming a teacher of teachers. Thousand Oaks, Calif.: Corwin Press, 2004. HAVRDOVÁ, Z. a HAJNÝ, M. a kol. Praktická supervize: průvodce supervizí pro začínající supervizory, manažery a příjemce supervize. 1. vyd. Praha: Galén, 2008. HAWKINS, P. a SHONET, R. Supervize v pomáhajících profesích. 1. vyd. Praha: Portál, 2004. KOPŘIVA, K. Lidský vztah jako součást profese. 6. (v Portálu 5.) vyd. Praha: Portál, 2011. KŘIVOHLAVÝ, J. Hořet, ale nevyhořet. 2. přeprac. vyd. Praha: Karmelitánské nakl, 2012. NOLAN, J. F. - HOOVER, L. A. Teacher supervision and evaluation: theory into practice. 3rd ed. Hoboken, N.J: Wiley, 2011. POTMĚŠILOVÁ, P. Supervize v podmínkách speciálního vzdělávání. Olomouc: UP, 2014. SCHMIDBAUER, W. Psychická úskalí pomáhajících profesí. 1. vyd. Praha: Portál, 2000.
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Prerequisites
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are not specified
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Assessment methods and criteria
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Oral exam, Student performance
Conditions for completing: - active participation in lectures and seminars, - permitted absence max. 2x in necessary or significant cases, - propose an activity within the framework of support for ped. workers - passing the exam - oral For those with an individual plan: - the above + applies: - support proposal for a social pedagogue (theoretically anchored)
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Recommended literature
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Havrdová, Z., & Hajný, M. (2008). Praktická supervize: průvodce supervizí pro začínající supervizory, manažery a příjemce supervize. Praha: Galén.
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Hawkins, Shohet. (2004). Supervize v pomáhajících profesích. Praha: Portál.
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HORSKÁ, V. Koučování ve školní praxi. Praha: Grada Publishing, 2009. ISBN 978-80-247-2450-8..
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KEBZA, V., ŠOLCOVÁ, I. (2003). Syndrom vyhoření. Praha : Státní zdravotní ústav.
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KOPŘIVA, K. (2000). Lidský vztah jako součást profese. Praha : Portál.
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PÍŠOVÁ, M. a kol. Mentoring v učitelství: výzkumný záměr Učitelská profese v měnících se požadavcích na vzdělávání. Praha: UK, 2011..
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