SubjectsSubjects(version: 953)
Course, academic year 2023/2024
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Authority in education - OKBO3P003C
Title: Autorita ve výchově
Guaranteed by: Katedra pedagogiky (41-KPG)
Faculty: Faculty of Education
Actual: from 2023
Semester: summer
E-Credits: 3
Examination process: summer s.:
Hours per week, examination: summer s.:8/0, C [HS]
Extent per academic year: 8 [hours]
Capacity: unknown / unknown (unknown)
Min. number of students: unlimited
4EU+: no
Virtual mobility / capacity: no
State of the course: taught
Language: Czech
Teaching methods: combined
Teaching methods: combined
Note: course can be enrolled in outside the study plan
enabled for web enrollment
priority enrollment if the course is part of the study plan
Guarantor: PhDr. Jaroslav Šaroch, Ph.D.
Teacher(s): PhDr. Jaroslav Šaroch, Ph.D.
Annotation -
The course focuses on the place of authority in education, its definition, understanding, the process of building and applying it. Students will learn about the circumstances of effective use of authority in education in various contexts. The aim of the course is to acquaint students with the issue of building and applying authority in education. The course will also provide students with tools to identify the interaction style of the teacher, which is one of the cornerstones of authority building.
Last update: Šaroch Jaroslav, PhDr., Ph.D. (26.01.2024)
Aim of the course -

Main aims:

The student characterizes authority, the factors and processes of its construction and application, as well as the reasons for its loss.

The student defines and explains the circumstances of purposeful use of authority in education.

The student analyzes situations within education in terms of the teacher's applied interaction style and discusses related possible dilemmas.

Specific learning outcomes (The student...):

Provides own associations with authority and the authority of the teacher. Discusses own associations with authority and compare them with the results of the faculty survey and other research related to authority. Discusses the perception of authority in society and in education. Defines authority. Compares different understandings and conceptions of authority. Discusses different definitions and categorizations of authority.

Describes through a narrative own experience with authority during the school attendance. Discusses positive and negative experiences. Specifies authority in the educational environment. Explains the concepts of deanonymization, personalization, individualization/differentiation, contextualization, metacognition, a safe and stimulating environment, and growth mindset in relation to building and applying teacher authority. Provides examples of applying these concepts in practice. Discusses the circumstances of building and applying authority in education and upbringing.

Explains the importance of clarity and predictability in the school environment and activities for students of different ages; provides procedures for achieving clarity and predictability. Provides arguments for why rules are important in the classroom and teaching; links them to legal norms; explains the connections between rules and safety. Characterizes pedagogical practices, including disciplinary interventions that lead to the establishment of a safe climate. Characterizes basic procedures for creating rules involving students; identifies risks and ways to prevent them. Describes and justifies the importance of various types of adjustments to the physical environment of the classroom and school with regard to their function and aesthetics.

Fills out the Teacher Interaction Style Questionnaire (QTI). Characterizes the bases of the QTI questionnaire and its focus on the dimensions of influence and proximity. Provides examples of dominance/submissiveness, resistance/cooperation in education. Compares their results in the QTI questionnaire with the results of related research. Discusses their results in the QTI questionnaire. Explains the use of the QTI questionnaire and its evaluation. Specifies the possibilities of its application in school.

Describes communication practices and interaction styles of communication. Explains the influence of one's own values, attitudes, and stereotypes on teaching and relationships with students and their parents; lists the risks of forming impressions of others; lists the risks of self-fulfilling prophecies; clarify the risks of labeling for students' learning; provides (self)diagnostic procedures in this area. Justifies the importance of involving all students in teaching communication.

Discusses possible dilemmas of teacher authority. Provides examples of the impacts of teacher authority abuse.

Collaboratively creates a mind map with the concept of teacher authority at the core. Presents and discusses a mind map related to building and applying teacher authority.

Explains what a focus group is. Provides the purpose of its use in education. Discusses the results of all activities in the course "Authority in Education" within the focus group. Characterizes the role of authority in education. Provides examples of building and applying authority in education. Explains the benefits and risks of authority in education.

Last update: Šaroch Jaroslav, PhDr., Ph.D. (26.01.2024)
Descriptors - Czech

3 ETCS odpovídá 90 hodinám:

samostudium literatury (15 hodin),

práce s oporami (30 hodin),

úkoly (30 hodin),

příprava k ohniskové skupině a účast na ní (15 hodin).

Last update: Šaroch Jaroslav, PhDr., Ph.D. (26.01.2024)
Literature - Czech

BENDL, S. (2001). Školní kázeň: metody a strategie. Praha: ISV.

KYRIACOU, CH. (2012). Klíčové dovednosti učitele. Praha: Portál.

PAŘÍZEK, V. (1996). Základy obecné pedagogiky. Praha: PedF UK.

PETTY, G. (2013). Moderní vyučování. Praha: Portál.

VALIŠOVÁ, A. (2008). Jak získat, udržet a neztrácet autoritu. Praha: GRADA.

VALIŠOVÁ, A. a kol. (1998).  Autorita jako pedagogický problém. Praha: Karolinum.

VALIŠOVÁ, A. a kol. Autorita ve výchově: vzestup, pád nebo pomalý návrat. Praha: Karolinum, 1999. ISBN 80-7184-857-3.

VALIŠOVÁ, A.; BRATSKÁ, M.; SLIWERSKI, B. a kol. (2005). Relativizace autority a její dopady na současnou mládež. Praha: ISV.

VALIŠOVÁ, Alena (ed.). (2012). Autorita v edukační a sociální práci. Pardubice: Univerzita Pardubice.

Last update: Zvírotský Michal, PhDr., Ph.D. (19.01.2020)
Syllabus -

Topics:

1. The concept of authority and its definition (conceptual fragmentation).

2. Authority in conceptual documents (White Paper, Strategy 2030+, FEP, SEP).

3. External factors of authority building (society, school system).

4. Internal factors of authority building (biology, ontogenesis, expertise).

5. The issue of teacher authority from the perspective of its examination.

6. Building the authority of the teacher (relativization of authority and purposeful work with authority).

7. Authority and school (alternative schools).

8. Significant personalities who have become authorities (genesis and comparison of construction and application).

9. Examples of authority (teacher) in fiction or film and television (except for examples used in meetings).

10. Teacher's interaction styles (power constellations, classroom communication).

The key and synthesizing activity at the end of the course is the focus group based on the above-mentioned topics, which are continuously discussed in meetings using various methods and organizational forms, incorporating a wide range of research techniques and the results of previous research in the subject area.

Last update: Šaroch Jaroslav, PhDr., Ph.D. (26.01.2024)
Course completion requirements - Czech

Požadavky k získání zápočtu: splnění všech úkolů, aktivní účast ve všech seminářích.

Úkoly: Slovní asociace, nedokončené věty, narativ, esej (další v případě nepřítomnosti), dotazník QTI, účast na průzkumu, účast v ohniskové skupině, myšlenková mapa.

Last update: Šaroch Jaroslav, PhDr., Ph.D. (26.01.2024)
Learning resources - Czech

Online studijní oporyv LMS Moodle: https://dl1.cuni.cz/course/view.php?id=4430

Klíč: bude sdělen a rozeslán po prvním setkání

Last update: Šaroch Jaroslav, PhDr., Ph.D. (26.01.2024)
 
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