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Last update: Mgr. Věra Hejhalová, Ph.D. (07.02.2024)
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Last update: Mgr. Věra Hejhalová, Ph.D. (07.02.2024)
Develop analytical abilities and communication skills needed to critically evaluate the teaching process based on pedagogical observation. Develop an understanding of teacher interaction in the language classroom and the roles of teacher and students. Deepen understanding of the components involved in teacher preparation for teaching. Develop an understanding of teaching as a dynamic process taking into account curriculum, syllabus, learning objectives and student needs in the context of variables influencing teaching. To develop the ability of group cooperation in the evaluation of teaching. Develop the skills needed to compile effective feedback both in the form of an oral analysis and through an observational protocol. Develop the ability to apply various observation techniques to solve specific problems that arise during teaching. |
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Last update: Mgr. Věra Hejhalová, Ph.D. (07.02.2024)
I can observe my colleagues during teaching, recognize different methodological procedures in their work and give them constructive feedback. I can critically evaluate the observed teaching based on knowledge of theoretical principles. I can provide effective feedback both in the form of an oral analysis and through an observation protocol. I can understand teaching as a dynamic process taking into account the curriculum, syllabus, learning objectives and student needs in the context of variables affecting teaching and include these factors in feedback or protocol. |
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Last update: Mgr. Věra Hejhalová, Ph.D. (07.02.2024)
Participation in the introductory and final seminar at the FF UK. Participation in all hospitalization blocks inclusive teaching of assigned activities (3 x 4 hours). Participation in business analysis (3x 1 hour). Submission of 3 hospitalization protocols and processed reflections Submission of one arbitrary artifact to one's own professional portfolio |
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Last update: Mgr. Věra Hejhalová, Ph.D. (07.02.2024)
Bailey, K. M. (2006) Language teacher supervision. A case-based approach. Cambridge: Cambridge University Press. Bitljanová, V. & Edwards, S. & Pekařová, I. (2000) Práce se studenty na praxi ve škole. Příručka pro mentory. Liberec. Čapek, R. (2001) Pedagogická praxe pro studenty: od hospitace k souvislé praxi. Hradec Králové: Gaudeamus. Malderez, A. & C. Bodóczky. (1999) Mentor courses. Cambridge: Cambridge University Press. Mason, J. (2002) Researching your own practice. London: Routledge. Saginor, N. (2008) Diagnostic classroom observation. Thousand Oaks: SAGE. Corwin Press. Wajnryb, R. (1992) Classroom observation tasks: A resource book for language teachers and trainers. Cambridge: Cambridge University Press. Walker, R. & C. Adelman (2005) A guide to classroom observation. London: Routledge. Wragg, E.C. (1999) An Introduction to Classroom Observation. London: Routledge. |
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Last update: Mgr. Věra Hejhalová, Ph.D. (07.02.2024)
1. Introductory seminar at FF 2. Visit to the first school, observation and teaching of min. 4 teaching units 3. Visit to the second school, observation and teaching of min. 4 teaching units 4. Visit to the third school, observation and teaching of min. 4 teaching units 5. Final seminar at FF |
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Last update: Mgr. Věra Hejhalová, Ph.D. (21.09.2022)
- study of the teacher's study program Teaching for secondary schools - successfully completed min. first semester of Didactics of German |