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Teaching practice at secondary schools with reflection mostly focuses on independent teaching of individual students with the follow on reflection with special attention paid to the age specifics of secondary school students.The practice consists of two basic periods: (1) gettinng acquainted with the relevant school as an institution, including relevant curricular documents as well as with each mentors´ groups by means of classroom observations; (2) independent teaching and teaching related activities in the mentorś groups i cooperation the mentor as well as without him/her. Making a video recording of a lesson and its reflection (with the mentor and the teacher of subject didactis from KAJL) is an integral part of the practice. The students will observe (with their colleagues) and analyse the recordings of their own lessons. Student will increase their professional portfolio includig the relevant materials from this teaching practice.
Last update: Dvořák Bohuslav, PhDr., Ph.D. (08.09.2022)
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Self study of relevant literature 5 hours Work with study materials - 10 hours Completing semester tasks - 35 hours Seminar work - portfolio - 15 hours Preparation for getting the credit - 7 hours Last update: Dvořák Bohuslav, PhDr., Ph.D. (08.09.2022)
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credit = 8 credits active participation in the seminar and completing all tasks within the preparatory period 100% completion of the during the teaching practice tasks in time submittion of the required materials - porfolio, videorecording of one lesson final reflective inteview - passing mark active participation in a joint reflective meeting at the end of the examination period (date to be announced at the first seminar of the course) Last update: Váňa Jan, PhDr. (30.09.2024)
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School Education Programmesd of the relevant types of secondary schools Other titles according to the needs of each individual student Recommended: BROWN, H. Douglas. Teaching by principles: an interactive approach to language pedagogy. White Plains: Pearson Education, 2007, ISBN 978-0-13-612711-6. GOWER, Roger, Diane PHILLIPS a Steve WALTERS. Teaching practice handbook. New ed. Oxford: Macmillan Heinemann English language teaching, 1995. ISBN 04-352-4059-5. Rámcový vzdělávací program pro gymnázia. Praha: Výzkumný ústav pedagogický v Praze, 2007. ISBN 978-80-87000-11-3. RICHARDS, Jack C. a LOCKHART, Charles. Reflective teaching in second language classrooms. New York, NY, USA: Cambridge University Press, 1994. ISBN 05-214-5803-X. SCRIVENER, Jim. Learning Teaching: the essential guide to English language teaching. Oxford:Macmillan, 2011. ISBN 978-0-23072984-1. Společný evropský referenční rámec. Univerzita Palackého v Olomouci, 2002. ISBN 80-244-0404-4. Last update: Dvořák Bohuslav, PhDr., Ph.D. (08.09.2022)
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(1) gettinng acquainted with the relevant school as an institution, including relevant curricular documents as well as with each mentors´ groups by means of classroom observations; (2) independent teaching and teaching related activities in the mentorś groups i cooperation the mentor as well as without him/her. Making a video recording of a lesson and its reflection (with the mentor and the teacher of subject didactis from KAJL) is an integral part of the practice. The students will observe (with their colleagues) and analyse the recordings of their own lessons. Student will increase their professional portfolio includig the relevant materials from this teaching practice. Last update: Dvořák Bohuslav, PhDr., Ph.D. (08.09.2022)
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