Pedagogy 1

Subject is not scheduled Not scheduled

Code Completion Credits Range Language Instruction Semester
107EPE1 credit 3 1 lecture hours (45 min) of instruction per week, 66 to 81 hours of self-study English winter

Subject guarantor

Name of lecturer(s)

Department

The subject provides Dance Department

Contents

Learning objectives:

The objective of the course is to build a knowledge base, which graduates will subsequently use both directly in their pedagogical work and as a prerequisite for further education of pedagogical staff. An important objective is to structure the knowledge from various pedagogical disciplines into a meaningful and practically usable knowledge system and the placement of pedagogical theories and pedagogical practice in the context of social phenomena and processes.

Thematic areas:

  1. Pedagogy as a discipline
  2. Education system in the Czech Republic and its comparison with selected foreign education systems
  3. Educational policy of the Czech Republic
  4. Evaluation of schools and education
  5. School as an institution, organization, community
  6. The teacher as a key actor in educational processes
  7. Pupil as an object and subject of education
  8. Educational goals, strategies and forms in pedagogical practice
  9. Education
  10. Learning

Learning outcomes

  1. The student characterizes the structure of pedagogy, pedagogical disciplines and their relationships. He/she gives examples of using the knowledge base of individual disciplines in pedagogical practice.
  2. The student describes the educational system in the Czech Republic (with a focus on art education), lists its specifics and compares it with two selected foreign education systems.
  3. The student characterizes the educational policy of the Czech Republic on the basis of knowledge of a basic legal norms and current strategic documents.
  4. The student describes and explains the possibilities of internal and external evaluation of quality and efficiency in education at the school level and the education system. The student is oriented in international pedagogical research, in which the Czech Republic is involved, and he/she can find the necessary data in their results.
  5. The student characterizes the school as an educational institution, as an organization and as a community. The student explains the functions of the school and their interrelationships.
  6. The student defines the teaching profession and describes possible approaches to the structure of professional qualities of a pedagogical worker.
  7. The student will use examples to explain some current trends in the approach to the student as a subject and at the same time the object of educational processes, he / she will describe and compare the cognitive and affective characteristics of students.
  8. The student presents examples of educational goals as a basic category in currently valid curricular documents (especially in the framework educational program and school educational program) and explains their relationship to specific educational strategies and forms.
  9. The student defines learning as a formative component of education, uses examples to explain the antinomies of education and indicates the possibilities of education in school education in his / her own pedagogical practice.
  10. The student explains the current learning paradigms and uses examples to explain the correlation between teaching and learning and opportunities.

Prerequisites and other requirements

none

Literature

Required reading:

BRUGUIÉRE, Catherine, Andrée TIBERGHIEN a Pierre CLÉMENT. Topics and Trends in Current Science Education. New York: Springer-Verlag, 2013. ISBN 978-94-007-7280-9.

EDWARDS-GROVES, Christine, Kirsten PETRIE, Mervi KAUKKO, Stephen KEMMIS a Susanne FRANCISCO. Pedagogy, Education, and Praxis in Critical Times. Singapore: Springer, 2021. ISBN 9811569282.

LOUGHRAN, John a Tom RUSSEL, ed. Teaching about Teaching: Purpose, Passion and Pedagogy in Teacher Education. Abingdon-on-Thames: Routledge, 1997. ISBN 978-0750706223.

MCCARTHY-BROWN, Nyama. Dance Pedagogy for a Diverse World: Culturally Relevant Teaching in Theory, Research and Practice. Jefferson: Mcfarland & Co, 2017. ISBN 9780786497027.

SÖÖT, Anu a Ele VISKUS. Contemporary Approaches to Dance Pedagogy – The Challenges of the 21st Century. Procedia - Social and Behavioral Sciences. 2014, 112, 290-299. ISSN 18770428. Available: doi:10.1016/j.sbspro.2014.01.1167.

Recommended reading:

ANDERSON, Lorin W., ed. International Encyclopedia of Teaching and Teacher Education. 2. Bingley: Emerald Publishing, 1996. ISBN 978-0080423043.

JANÍK, T. (2010). Stav a výhledy českého pedagogického výzkumu. Pedagogická orientace, 20, 2010 č. 2, s .5-22. ISSN 1805-9511 Dostupné z: https://journals.muni.cz/pedor/article/view/1361/1006.

PRŮCHA, Jan. Česká vzdělanost: multidisciplinární pohled na fenomén národní kultury. Praha: Wolters Kluwer, 2015. ISBN 978-80-7478-675-4.

PRŮCHA, Jan, Eliška WALTEROVÁ a Jiří MAREŠ. Pedagogický slovník. 7., aktualiz. a rozš. vyd. Praha: Portál, 2013, 395 s. ISBN 9788026204039.

RÝDL, Karel. Alternativní pedagogické hnutí v současné společnosti. Brno: Marek Zeman, 1994. ISBN 80-900035-8-3.

Evaluation methods and criteria

Assesment is awarded on the basis of successful completion of a knowledge test, well-written essays on a topic chosen by the student, and a written personal pedagogical platform.

Further information

No schedule has been prepared for this course

The subject is a part of the following study plans