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This practice is carried out under the guidance of a trained cooperating teacher from the faculty school and is a comprehensive preparation of the student for the teaching profession.
Last update: Hejhalová Věra, Mgr., Ph.D. (15.09.2024)
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The goal of continuous practice is to develop key teaching competencies in the area of planning, implementation and reflection of teaching and to learn to apply the knowledge gained in previous types of practice (i.e. listening practice and continuous practice) and in courses in branch didactics, pedagogy and psychology. All materials that the student processes during practice become part of the teacher's portfolio. Last update: Hejhalová Věra, Mgr., Ph.D. (15.09.2024)
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Realization of practice in the scope of min. 52 hours spent at the faculty school, of which 36 hours of direct teaching. Submission of a diary from practice, which contains reflections on listening lessons, preparations for own outputs and reflections on lessons learned. Positive evaluation of the faculty teacher. Last update: Hejhalová Věra, Mgr., Ph.D. (15.09.2024)
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Basic lecture: Čapek, R. (2001) Pedagogická praxe pro studenty: od hospitace k souvislé praxi. Hradec Králové: Gaudeamus.
Recommended lecture: 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. Malderez, A. & C. Bodóczky. (1999) Mentor courses. Cambridge: Cambridge University Press. Mason, J. (2002) Researching your own practice. London: Routledge. Machalová, M. (1997) Mikrovyučování jako specifické situační učení. Pedagogická orientace 4, Brno. 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 Last update: Hejhalová Věra, Mgr., Ph.D. (15.09.2024)
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Participation in listening classes in the range of min. 2 hours for each class, where the intern will subsequently teach. Preparation and direct participation in teaching. Reflection of hearings and own outputs (with accompanying teacher and own) In the case of the transition of faculty schools to distance learning, direct participation in the preparation and implementation of online classes to the same extent as prescribed face-to-face teaching. Last update: Hejhalová Věra, Mgr., Ph.D. (15.09.2024)
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Continuous practice has these key components: 1) 2 hearings in each class in which they will later teach; 2) preparation for own teaching – drawing up lesson plans and their analysis with the faculty teacher; 3) teaching for a total of 36 hours under the supervision of a faculty teacher; 4) analysis of learned lessons with a faculty teacher; 5) reflection in a diary from practice; 6) participation in the running of the school (supervisions, pedagogical meetings, parent meetings, etc.); 7) instructional (before the start) and debriefing (after completion) seminar led by the head of practice. Last update: Hejhalová Věra, Mgr., Ph.D. (15.09.2024)
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