Oborová didaktika a pedagogické dovednosti pro výuku na VŠ

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Garant předmětu

Jméno vyučujícího (jména vyučujících)

David ČENĚK, Richard Andrew NOWELL

Katedra

Předmět zajišťuje Předměty a studijní plány zajišťované fakultou

Obsah

This series of six seminar introduces Ph.D. students to key facets of a well-managed course, inspired by student-centered approaches. A well-managed course provides the infrastructure around which successful learning and teaching experiences are built. Accordingly, students will focus on six key facets: 1) Teaching Philosophy 2) Communication Infrastructure, 3), Environment Management, 4) Student Connection, 5) Adaptive Teaching, and 6) Feedback Composition. They will develop their competencies in these areas by compiling a “Teaching Journal” in which they explore personalized solutions and strategies. In so doing, the course aims to furnish doctoral students with the practical skills needed to deliver world-leading content (with as little stress as possible).

This course comprises six workshops conducted in the English language. Each one includes a small but necessary amount of instructor-driven content, outlining the topics in a manner geared to maximizing practical application. Sessions will, however, mainly consist of student-oriented learning: discussions, self-reflection, and peer-to-peer evaluation. Great effort will be made to synthesize the weekly topics with students’ career development in teaching. Accordingly, students will work toward maximizing their performances as teachers, by employing key strategies to support successful course delivery.

Výsledky učení

By the end of this course, students are expected to demonstrate competencies in:

•Supportive Communication Strategies

•Practical Environment Management

•Pragmatic Teaching Philosophy

•Meaningful Student Connection

•Seamless Adaptive Teaching

•Constructive Feedback Composition

Předpoklady a další požadavky

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Literatura

Brockmeyerová-Fenclová, J., Čapek, V., & Kotásek, J. (2000). Oborové didaktiky jako samostatné vědecké disciplíny.

Pedagogika, 50(1), 23–37.

Cirbes, M. Didaktika dospělých. Bratislava: Vydavatelstvo Obzor, 1989.

ČAPEK, V. Metodologické otázky didaktik vědních, uměleckých a technických oborů. In Speciální didaktiky jako vědní obory a jako studijní předměty. Sb. z konf. Praha : UK.

Gundem, B., & Hopmann, S. (Eds). (1995). Didaktik and/or curriculum. An international dialogue. New York: Peter

Lang.

Hník, O., & Klumparová, Š. (2012). European framework for literary education on lower and upper secondary

school (LIFT-2 Project). AD ALTA: Journal of Interdisciplinary Research, 1(2), 32–35.

Horák, F. a kol. Didaktika základní a střední školy. Olomouc: UP, 1985.

Howard-Jones, P. (2010). Introducing neuroeducational research. London: Routledge.

Hudson, B., & Meyer, M. A. (Eds.). (2011). Beyond fragmentation: Didactics, learning and teaching in Europe. Opladen:

Verlag Barbara Budrich & Farmington Hills.

Janík, T. (2004). Význam Shulmanovy teorie pedagogických znalostí pro oborové didaktiky a pro vzdělávání učitelů.

Pedagogika, 54(3), 243–250.

Janík, T. (2009). Didaktické znalosti obsahu a jejich význam pro oborové didaktiky, tvorbu kurikula a učitelské vzdělávání. Brno: Paido

Janík. T.; Stuchlíková I. (2016). Oborové didaktiky – vývoj, stav, perspektivy. Masarykova univerzity.

Jůva, V.sen.& jun. Úvod do pedagogiky. Brno, Paido 1995.

ŠVEC, V. (ed.) (2000). Monitorování a rozvoj pedagogických dovedností. Brno : Paido.

Hodnoticí metody a kritéria

1. Participation (75 percent)

Given the practical nature, and the student-oriented approaches promoted on this course, it is essential all students are actively involved. Accordingly, the breadth, depth, and relevance of their in-class contributions will be taken in to account, as will be their willingness to engage in and receive constructive peer-to-peer evaluation.

Attendance: Students must attend at least four full sessions to pass this course.

1. Teaching Journal (25 percent)

At the end of the course, students will submit a Teaching Journal, containing the short reflections, approaches, and strategies they wrote across the semester. This is graded on the extent to which it reflects the qualities introduced on the course (see “Learning Outcomes” above).

Due Date: 7 May 2026

Submission: This manuscript is to be emailed in PDF or Word format to the instructor.

Extensions: Available from the instructor on medical, humanitarian, and other grounds.

Poznámka

SESSION BREAKDOWN

Please note that this structure is a guide. All topics will be covered, but individual sessions may bleed into one another if fruitful discussions and exercises end up “over-running”.

TOPIC 1 TEACHING PHILOSOPHY 12 February

Top-draw teachers derive their conduct and persona from a set of pedagogical values or a “Teaching Philosophy”; doing so helps them to develop teaching practice and teaching personae that motivate students. Accordingly, this session invites students to consider how best to draw from their own Teaching Philosophy in order to maximize student experience and outcomes.

Preparation

•Start your Teaching Journal with an short entry about a) your pedagogical values, and b) how they influence your teaching practice and teaching personae.

NOTE: Students are NOT required to submit their entries to the instructure on a session-by-session basis, although they are expected to talk about them in the sessions themselves.

Targeted Learning Outcomes

•To appreciate how building teaching practice and persona on pedagogical values facilitates student engagement and learning, and course delivery.

•To appreciate their teaching philosophy independently.

TOPIC 2 COMMUNICATION INFRASTRUCTURE 26 February

Top-draw teachers appreciate that courses happen outside student-teacher sessions; doing so enables them to maximize student focus beyond face-to-face interaction. Accordingly, this session invites students to consider how to implement a communication infrastructure that promotes student engagement, rapport, and empowerment.

Preparation:

•Add a short entry to your Teaching Journal in which you draft a) a short welcome message to your students, and b) an end-of-course message to them.

Targeted Learning Outcomes

•To appreciate why consistent and composed communication facilitates student engagement, learning, and confidence.

•To develop such communication independently.

TOPIC 3 ENVIRONMENT MANAGEMENT 12 March

Top-draw teachers focus on their students during sessions; doing so requires they create a physical environment supportive of the needs of students and themselves. Accordingly, this session invites students to consider how best to organize their teaching spaces and indeed themselves so they can concentrate on being the best teachers they can be.

Preparation

•Add a short Teaching Journal entry about a) how best to create a physical teaching environment for a classe, and b) the things in-class that help you teach effectively.

Targeted Learning Outcomes

•To appreciate how organizing teaching spaces, and teacher-comfort, facilitate engagement, learning, and confidence.

•To manage their teaching environment independently.

TOPIC 4 STUDENT CONNECTION 26 March

Top-draw teachers recognize an optimal learning environment is derived from respect, fondness, and comradery; doing so not only builds student trust and motivation, but also increases the chance of a course running smoothly. Accordingly, this session invites students to consider how to develop effective ways of interacting with their own students, from those who embrace their teaching to folks resistant to it.

Preparation

•Add a short Teaching Journal entry about a) ways of building rapport with engaged students, and b) ways of connecting with disengaged students.

Targeted Learning Outcomes

•To appreciate how connecting with students facilitates student engagement and learning, and course delivery.

•To develop rapport-building strategies independently.

TOPIC 5 ADAPTIVE TEACHING 9 April

Top-draw teachers implement adaptive teaching; doing so allows them covertly to refocus their sessions in response to variables like weak student preparation, absenteeism, and tech issues. Accordingly, this session invites students to consider how best to organize sessions that permit flexibility amid challenging circumstances.

Preparation

•Add a short Teaching Journal entry about a) things beyond your control that complicate your teaching practice, and b) what you can do to preempt or counter them.

Targeted Learning Outcomes

•To appreciate how adaptive teaching facilitates student engagement and learning, and course delivery.

•To develop adaptive teaching independently.

TOPIC 6 FEEDBACK COMPOSITION 23 April

Top-draw teachers provide inspiring responses to student work; doing so allows them to rationalize their evaluations and enables students to elevate their work independently. Accordingly, this session invites students to consider how best to draft student feedback that celebrates achievement, highlights shortcomings, and offers pathways to self-improvement.

Preparation

•Add a short Teaching Journal entry drafting feedback for a) a student who excelled in an assessment, and b) a student who has failed to score a passing grade.

Targeted Learning Outcomes

•To appreciate why encouraging assessment feedback facilitates student engagement and learning, and course delivery.

•To design assessment feedback independently.

Rozvrh na akademický rok 2025/26:

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