Pedagogy 2

Subject is not scheduled Not scheduled

Code Completion Credits Range Language Instruction Semester
107EPE2 exam 3 1 lecture hours (45 min) of instruction per week, 65 to 80 hours of self-study English summer

Subject guarantor

Name of lecturer(s)

Department

Předmět zajišťuje 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 the structuring of knowledge from various pedagogical disciplines, including didactics 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. Pedagogical research and its methodology
  2. Ethics in pedagogy
  3. Educational planning
  4. Active and authentic learning
  5. Current alternative pedagogical schools
  6. Current problems and challenges of pedagogical theory and practice
  7. Evaluation in teaching and evaluation of learning outcomes.
  8. Pedagogical communication
  9. Support for pupils with special educational needs

Learning outcomes

  1. The student formulates the research problem, he / she chooses the appropriate research design, appropriate methods of data collection, analysis and interpretation, while respecting the requirements for the validity and reliability of the research.
  2. The student understands the relationship between morals, morality and ethics in pedagogical practice, uses examples to demonstrate the ethical problems of the teaching profession.
  3. The student draws up a thematic plan and preparation for a teaching unit in which the objectives of teaching, the content of education and the organizational form of education are together a logical system.
  4. The student explains the principles of active, authentic learning on the example of their branch practice.
  5. The student characterizes the concepts of alternative pedagogical concepts and explains the principles of Waldorf education (Rudolf Steiner Free Schools), Montessori education and one other selected concept.
  6. The student names the current problems that pedagogical theory and practice deals with.
  7. The student formulates the purpose and function of school assessment, types of school assessment, forms of screening and assessment and characterizes current trends in assessment (formative assessment, assessment according to criteria and procedures for the development of assessment and self-assessment of students' skills.

8 The student defines the functions and rules of teacher communication (verbal and nonverbal), distinguishes the communication of the teacher as a communicator and communicant and identifies the basic communication disorders and speech defects.

  1. The student presents and defends arguments for a „human-centered“ approach to education.

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

During the oral exam the student demonstrates orientation in the discussed issues. The second requirement is the establishment of pedagogical research by the student (the topic and goal are related to the student's practice).

Further information

No schedule has been prepared for this course

The subject is a part of the following study plans