• DŽAMBAZOVIČ, Roman. Chudoba na Slovensku. Diskurz, rozsah a profil chudoby. Bratislava: UK v Bratislave, 2007. ISBN 978-80-223-2428-1.
• DŽAMBAZOVIČ, Roman: Priestorové aspekty chudoby a sociálneho vylúčenia. Sociológia. 2007, 39(5), s. 423-458. ISNN 0049-1225.
• FRASER, Nancy. Rozvíjení radikální imaginace. Globální přerozdělování, uznání a reprezentace. Praha: Filosofia, FU AV ČR, 2007. ISBN 978-80-700-7251-6.
• HOLUBEC, Stanislav. Sociologie světových systémů. Hegemonie, centra, periferie. Praha: SLON, 2009. ISBN 978-80-741-9014-8.
• GANS, Herbert J.: The Positive Functions of Poverty. The American Journal of Sociology. 1972, 78 (2), pp. 275-289
• KATRŇÁK, Tomáš. Třídní analýza a sociální mobilita. Brno: CDK, 2005. ISBN 80-7325-067-5.
• KELLER, Jan. Tři sociální světy. Sociální struktura postindustriální společnosti. Praha: SLON, 2010. ISBN 978-80-7419-044-5.
• MAREŠ, Petr. Sociologie nerovnosti a chudoby. Praha: SLON, 1999. ISBN 80-85850-61-3.
• MATĚJŮ, Petr, STRAKOVÁ, Jana a Arnošt VESELÝ: Nerovnost ve vzdělávání. Od měření k řešení. Praha: SLON, 2010. ISBN 978-80-7419-032-2.
• PLATT, Lucinda. Understanding Inequalities. Cambridge: Polity Press, 2015. ISBN 978-15-095-2126-5.
• SOPÓCI, Ján a kol.: Sociálna stratifikácia a mobilita na Slovensku. Bratislava: Stimul, 2019. ISBN 978-80-8127-242-4.
Additional literature and an extended syllabus of the course will be presented at the beginning and during the semester.
a) during the semester (30 points): papers on selected issues in the field of social inequalities
b) in the examination period (70 points): written test. The student will be admitted to the test only with a minimum of 15 points from continuous evaluation. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59: FX, 60-67: E, 68-75: D, 76-83: C, 84-91: B, 92-100: A
The teacher will accept a maximum of two absences with documentation.
The exact date for continuous evaluation and the topic of the paper will be announced at the beginning of the semester. The dates for the final test will be announced through AIS no later than in the last week of the instruction period.
Slovak
1. Social inequalities (basic definition; why social inequalities are a social problem)
2. Social problem and its phases (possible definitions, criteria, development of social problems, social actors)
3. Positive functions of social inequalities (Can inequalities have positive consequences for the functioning of society?)
4. Types of social inequalities (basic definition, socio-cultural and socio-economic inequalities)
5. Socio-cultural inequalities (gender and age aspect)
6. Basic types of socio-economic inequalities
7. Global aspects of inequalities
8. Spatial aspects of inequalities (regional, interlocal and local dimensions)
9. Intergenerational reproduction of inequalities (family capital, poverty culture)
10. Inequality in access to education / educational inequality (social and cultural reproduction, modernization theories, theory of rational choice)
11. Sociological concepts of poverty - different ways of defining and measuring it
12. Different forms of poverty, approaches to the poor and ways of tackling poverty in selected historical periods
13. Causes and consequences of poverty - identification and perception of the causes and possible consequences of poverty
Scale of assessment (preliminary/final): 20/80
The course focuses on the social science analysis of one of the main thematic areas of sociology of social problems - social inequalities. Upon successful completion, students are able to identify the main types and different forms of social inequalities. They will gain skills to analyze selected types and forms of inequalities in Slovakia as well as the wider spatial context, they will gain information about the extent and characteristics of these types and forms of inequalities. At the end of the course, students are able to use selected sociological terms and concepts and have mastered sociological approaches to their grasp and cognition. They can use the acquired knowledge in theoretical and empirical research of these phenomena and social facts.
LUBELCOVÁ, Gabriela: Sociálna politika I. (online). Bratislava: Stimul 2017. ISBN 978-80-8127-195-3. dostupné na:
http://stella.uniba.sk/texty/FIF_GL_socialna_politika1.pdf
DUDOVÁ, Iveta a kol.: Sociálna politika. Bratislava: Wolters Kluwer 2018. ISBN 97-0-16-66-9
BEBLAVÝ, Miroslav: Sociálna politika. eBook 2012: https://www.academia.edu/23899623/Soci%C3%A1lna_politika
VEČEŘA, Miloš: Sociální stát. Praha: Slon 2001. ISBN 80-85850-16-8
MACKOVÁ, Zuzana: Právo sociálneho zabezpečenia. Bratislava: Heuréka 2017. ISBN 9788081730481
Students will be acquainted with the supplementary literature in the course of the following topics.
Requirments.: written exam in the exam period. min. 60 points from 100
Rating: A: 100% - 92%, B: 91% - 84%, C: 83% - 76%, D: 75% - 68%, E: 67% - 60%, FX: 59% - 0%
The teacher accepts max. 2 absences with proven documents.
The course and the specification of the final exam will be announced at the beginning of the semester.
slovak
1. Definition of social policy, basic functions of SP, basic determinants
2. Historical sources of social policy and their development
3. Formation of the welfare state (economic and social conditionality)
4. Basic types of welfare state, development and trends
5. Social policy actors, their position and competencies in SP
6. Employment and labor market policy
7. Structure of social policy, basic areas and tools
8 Social security - the core of the SP and the system of its tools
9. Social insurance subsystem - principles, types, tools
10. State social support subsystem - principles, tools
11. Social assistance subsystem - principles, tools, actors
12. Living wage - definition, construction, social functions
0/100
During the course, students get acquainted with the system of social protection in its current form in our country, as well as the historical contexts of its formation. After completing the course, the student knows the basic characteristics, structure and tools of social security in our country. Understands the demographic and economic context of the social situation of the population and the background of the formation of social policy instruments. He is able to apply the acquired knowledge for solving social situations in personal life, as well as for their application in the field of future professional activity (especially suitable for teachers, teachers, andragologists, political scientists, journalists, psychologists, etc.)
DAUVILLIER, Ch., LÉVY-HILLERICH, D.: Spiele im Deutschunterricht. Fernstudieneinheit 28. München: Goethe-Institut, 2004.
FUNK, Hermann, KUHN, Christina, SKIBA, Dirk, SPANIEL-WEISE, Dorothea, WICKE, Rainer. DLL 4: Aufgaben, Übungen, Interaktion. Stuttgart: Klett Sprachen, 2017
KACJAN, Brigita. Übungstypologie von Spielen. [nepublikovaný učebný text]. Dostupné v MSTEAMS a Moodle.
a) during the teaching part (on-going): presentation of an independently prepared didactic game to the students, active work in class throughout the semester, providing feedback on other participants' presentations (50 points)
(b) in the examination period: a seminar paper, the content of which is a comprehensive didactic description of an independently designed didactic game, based on theoretical knowledge (formulation of objectives, introduction of social forms and work with authentic materials and different media) (50 points).
Violation of academic ethics will result in the cancellation of the points obtained in the relevant assessment item. The student must achieve at least a 60% pass rate in each part of the assessment.
Grading Scale. A: 100 - 91%, B: 90 - 81%, C: 80 - 73%, D: 72 - 66%, E: 65 - 60%, Fx: 59 - 0%
The instructor will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation and the due date of the term paper will be announced at the beginning of the semester.
German
Typology of didactic games.
2. Preparation of a didactic game and its effective integration into teaching
3. The role of didactic games in motivating learners
4. Presentations of independently prepared didactic games by the participants of the seminar, providing
feedback and analysis of the games
50/50
After successful completion of the course, the student knows the typology of didactic games. The student is able to recognize the advantages of different games in teaching depending on the learners and their learning styles and is able to use them effectively for the preparation of teaching materials.
General:
McCARTHY, M. a O`DELL, F. Academic Vocabulary in Use. Cambridge: Cambridge University Press, 2010. ISBN 978-1-107-59166-0.
ŠULOVSKÁ, D. Selected topics from academic writing [online]. Bratislava: Stimul , 2022 [cit. 2022-01-01]. Dostupné na: https://dspace.uniba.sk/xmlui/handle/123456789/43.
Subject-specific:
CERAMELLA, N., a LEE, E. Cambridge English for the Media. Cambridge: Cambridge University Press, 2013. ISBN 978-0-521-72457-9.
ELIAŠOVÁ, V. Journalism and Marketing Communication Resource Materials (1st year students). Part 1 [online]. Bratislava: Stimul, 2020 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_JMC_1-2_9788081272981.pdf
ELIAŠOVÁ, V. Journalism and Marketing Communication Resource Materials (1st year students). Part 2 [online]. Bratislava: Stimul , 2020 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_JMC_1-2_9788081272981.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Psychology 1 Collection of Study Material. [online]. Bratislava: Stimul , 2018 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_english_psychology_1.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Social Sciences Collection of Study Material for Students of Cultural Studies, Ethnology, Sociology [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_EFSOSS.pdf
ŠIMKOVÁ, S. English for students of archaeology 1 - a textbook for university students. Bratislava: Comenius University, 2019
ŠULOVSKÁ, D. ESP Reader for Students of Philosophy and Religious studies [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_DS_ESP_Reader_philosophy.pdf
ŠULOVSKÁ, D. Video-based Listening Tasks for ESP Classes. [online]. Bratislava: Stimul, 2018 [cit. 2021-10-14]. Available at: http://stella.uniba.sk/texty/UK/FIF_DS_video-based_ESP.pdf
ŠULOVSKÁ, D. Video-based listening tasks for ESP classes. Volume 2 [online]. Bratislava: Stimul, 2021 [cit. 2021-10-14]. Available at:
https://dspace.uniba.sk/handle/123456789/32
Moodle / MS TEAMS is a source for unpublished study materials (some ready for publishing) and teachers´presentations. Supplementary literature may be introduced through the course of the semester.
Evaluation:
100% Continuous assessment throughout the teaching part of the semester:
• test 50 points, presentation and written assignment (40 points)
• active participation / individual assignments (for every seminar) 10 points
Assessment: 100 % - 92 % - A, 91 % - 84 % - B, 83 % - 76 % - C, 75 % - 68 % - D, 67 %-60 % - E, 59 % and less – FX
2 absences with the proof of reason for non-attendance. In case of serious health problems, representation abroad, or other unforeseen circumstances or serious circumstances not listed here, it is necessary to discuss this in advance with the teacher and agree on an appropriate course of action.
English (minimum B1)
Selection from:
• My study programme (content, graduate profile)
• What is an academic text?
• Language conventions in the academic environment
• Academic and subject-specific terminology and its use
• Academic texts - structure, style, register
• Work with subject-specific model texts with the aim of developing specific language skills
• Development of reading competence (authentic texts from humanities and social sciences)
• Identification of definitions in texts, their use
• Text-making procedures and writing short academic texts (e.g. definitions, listing and comparative-contrast texts, etc.)
• Signal words, their meaning and function
• Use of appropriate signal words
• Transformation of graphs and diagrams into continuous text
• Transformation of continuous text into graphs and diagrams
100/0
The student has knowledge of various language skills and distinguishes various styles and genres that enable him/her to successfully master the processes of foreign language communication (oral and written) in a specific segment of the professional sphere, which is the preparation for a profession in a university environment. The student is thus able to talk about his/her university studies in Slovakia, introduce his/her own study programme, describe its practical application and explain his motivation to study. The level of achieved language competence and skills will enable the student to develop subject-specific vocabulary and obtain information from various English language sources. He/She can understand simple authentic texts from humanities and social sociences.The student is able to write a selection of texts used in the academic environment. He/She can extract information and data from simple academic texts and visually present them using graphs and tables, and use appropriate vocabulary when communicating in the academic environment.
General:
McCARTHY, M., O`DELL, F. Academic Vocabulary in Use. Cambridge: Cambridge University Press, 2010. ISBN 978-1-107-59166-0.
ŠULOVSKÁ, D. Selected topics from academic writing [online]. Bratislava: Stimul, 2022 [cit. 2022-01-01]. Dostupné na: https://dspace.uniba.sk/xmlui/handle/123456789/43
https://dspace.uniba.sk/xmlui/handle/123456789/43.
Subject-specific:
CERAMELLA, N., a LEE, E. Cambridge English for the Media. Cambridge: Cambridge University Press, 2013. ISBN 978-0-521-72457-9.
ELIAŠOVÁ, V. Journalism and Marketing Communication Resource Materials (1st year students). Part 1 [online]. Bratislava: Stimul, 2020 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_JMC_1-2_9788081272981.pdf
ELIAŠOVÁ, V. Journalism and Marketing Communication Resource Materials (1st year students). Part 2 [online]. Bratislava: Stimul , 2020 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_JMC_1-2_9788081272981.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Psychology 1 Collection of Study Material. [online]. Bratislava: Stimul , 2018 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_english_psychology_1.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Social Sciences Collection of Study Material for Students of Cultural Studies, Ethnology, Sociology [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_EFSOSS.pdf
ŠIMKOVÁ, S. English for students of archaeology 1 - a textbook for university students. Bratislava: Comenius University, 2019
ŠULOVSKÁ, D. ESP Reader for Students of Philosophy and Religious studies [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_DS_ESP_Reader_philosophy.pdf
ŠULOVSKÁ, D. Video-based Listening Tasks for ESP Classes. [online]. Bratislava: Stimul, 2018 [cit. 2021-10-14]. Available at: http://stella.uniba.sk/texty/UK/FIF_DS_video-based_ESP.pdf
ŠULOVSKÁ, D. Video-based listening tasks for ESP classes. Volume 2 [online]. Bratislava: Stimul, 2021 [cit. 2021-10-14]. Available at:
https://dspace.uniba.sk/handle/123456789/32
Moodle / MS TEAMS is a source for unpublished study materials (some ready for publishing) and teachers´presentations. Supplementary literature may be introduced through the course of the semester.
100% Continuous assessment throughout the teaching part of the semester:
• test 50 points, presentation and written assignment (40 points)
• active participation / individual assignments (for every seminar) 10 points
Assessment: 100 % - 92 % - A, 91%-84% - B, 83 % - 76 % - C, 75 % - 68 % - D, 67 %-60 % - E, 59 % and less – FX
Dates will be announced during the semester. Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
2 absences with the proof of reason for non-attendance. In case of serious health problems, representation abroad, or other unforeseen circumstances or serious circumstances not listed here, it is necessary to discuss this in advance with the teacher and agree on an appropriate course of action.
English (minimum B1)
A selection from:
• Academic and subject-specific terminology and its use
• Development of reading competence (authentic texts from humanities and social sciences)
• Work with model texts with the aim of developing specific language skills
• Plagiarism and academic code of ethics
• Citation formats
• Paraphrasing
• How to quote
• Preparing literature review and bibliography
• Summarising techniques
• Identification of main and supporting ideas texts
• Research methods in various fields of social sciences and humanities
• Presentation of research data and results
100/0
The students is able to actively use acquired subject-specific specific as well as academic vocabulary in communication in the academic environment, e.g., when presenting a short project or interpreting data from graphs and tables, which can be converted into text. The student is able to obtain information from English language sources (texts from the field of social sciences and humanities), while more detailed work with them ensures he is acquainted with various research methods and he can describe them. The student is also familiar with text summarising techniques and is able to summarize short academic texts, pinpointing the main and supporting arguments. He can write selected texts from the academic environment, using appropriate paraphrasing and citation techniques, referring to sources and he is able to compile an appropriate bibliography, thus avoiding plagiarism.
General
McCARTHY, M., O`DELL, F. Academic Vocabulary in Use. Cambridge: Cambridge University Press, 2010. ISBN 978-1-107-59166-0.
ŠULOVSKÁ, D. Selected topics from academic writing [online]. Bratislava: Stimul, 2022 [cit. 2022-01-01]. Available on: https://dspace.uniba.sk/xmlui/handle/123456789/43
Subject-specific
ELIAŠOVÁ, V. Marketing communication resource materials (for 2nd year students) [online]. Bratislava: Stimul , 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_MCRM.pdf
ELIAŠOVÁ, V.Journalism Resource Materials (for 2nd year students) [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_JRM.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Psychology 1 Collection of Study Material. [online]. Bratislava: Stimul , 2018 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_english_psychology_1.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Social Sciences Collection of Study Material for Students of Cultural Studies, Ethnology, Sociology [online]. Bratislava: Stimul , 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_EFSOSS.pdf
ŠIMKOVÁ, S. English for students of archaeology 1 - a textbook for university students. Bratislava: Comenius University, 2019. ISBN 978-80-223-4123-3.
ŠULOVSKÁ, D. ESP Reader for Students of Philosophy and Religious studies [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_DS_ESP_Reader_philosophy.pdf
ŠULOVSKÁ, D. Video-based Listening Tasks for ESP Classes. [online]. Bratislava: Stimul, 2018 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_DS_video-based_ESP.pdf
ŠULOVSKÁ, D. Video-based listening tasks for ESP classes. Volume 2 [online]. Bratislava: Stimul, 2021 [cit. 2021-10-14]. Available on:
https://dspace.uniba.sk/handle/123456789/32
Moodle / MS TEAMS is a source for unpublished study materials (some ready for publishing) and teachers´ presentations. Supplementary literature may be introduced through the course of the semester.
100% Continuous assessment throughout the teaching part of the semester:
• test 50 points, presentation and written assignment (40 points)
• active participation / individual assignments (for every seminar) 10 points
Assessment: 100 % - 92 % - A, 91 % - 84 % - B, 83 % - 76 % - C, 75 % - 68 % - D, 67 %-60 % - E, 59 % and less – FX
Dates will be announced during the semester. Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
2 absences with the proof of reason for non-attendance. In case of serious health problems, representation abroad, or other unforeseen circumstances or serious circumstances not listed here, it is necessary to discuss this in advance with the teacher and agree on an appropriate course of action.
English (minimum B1)
A selection from the following:
•Developing and consolidating communication competence in the academic environment
• Active use of academic and subject-specific vocabulary
• Building reading competence (authentic texts from the filed of humanities and social sciences)
• Work with model texts from humanities/social sciences
• Use of brainstorming
• Structuring and presenting arguments
• Text outline and keyword selection
• Structure of academic papers (introduction, core, conclusion)
• Transformation of graphs and diagrams into continuous text
• Transformation of continuous text into graphs and diagrams
• Hedging and its use in academic texts
• Questionnaire, survey report and research report
• How to prepare a survey
• Presentation techniques
• Preparation of a group presentation
• Discussion strategies
100/0
The student has aquired language skills that enable him to successfully communicate in the academic environment. These skills enhance his reading comprehension of various texts from the field of social sciences and humanities. The student is thus able to use information from sources writen in English, prepare a questionnaire and conduct a survey or a simple research (based on the needs of the discipline studied) and report on it in written as well as oral form. He can write selected academic texts using suitable academic vocabulary, incorporating techniques of outline and brainstorming when searching for a suitable topic. The student is able to participate in the preparation and delivery of group presentation on a subject-specific topic as well as participate in a discussion.
General
McCARTHY, M., O`DELL, F. Academic Vocabulary in Use. Cambridge: Cambridge University Press, 2010. ISBN 978-1-107-59166-0.
ŠULOVSKÁ, D. Selected topics from academic writing [online]. Bratislava: Stimul, 2022 [cit. 2022-01-01]. Available on: https://dspace.uniba.sk/xmlui/handle/123456789/43
Subject-specific
ELIAŠOVÁ, V. Marketing communication resource materials (for 2nd year students) [online]. Bratislava: Stimul , 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_MCRM.pdf
ELIAŠOVÁ, V.Journalism Resource Materials (for 2nd year students) [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_VE_JRM.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Psychology 1 Collection of Study Material. [online]. Bratislava: Stimul , 2018 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_english_psychology_1.pdf
LACÍKOVÁ-SERDULOVÁ, M. English for Students of Social Sciences Collection of Study Material for Students of Cultural Studies, Ethnology, Sociology [online]. Bratislava: Stimul , 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_MLS_EFSOSS.pdf
ŠIMKOVÁ, S. English for students of archaeology 1 - a textbook for university students. Bratislava: Comenius University, 2019. ISBN 978-80-223-4123-3.
ŠULOVSKÁ, D. ESP Reader for Students of Philosophy and Religious studies [online]. Bratislava: Stimul, 2019 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_DS_ESP_Reader_philosophy.pdf
ŠULOVSKÁ, D. Video-based Listening Tasks for ESP Classes. [online]. Bratislava: Stimul, 2018 [cit. 2021-10-14]. Available on intranet: http://stella.uniba.sk/texty/UK/FIF_DS_video-based_ESP.pdf
ŠULOVSKÁ, D. Video-based listening tasks for ESP classes. Volume 2 [online]. Bratislava: Stimul, 2021 [cit. 2021-10-14]. Available on:
https://dspace.uniba.sk/handle/123456789/32
Moodle / MS TEAMS is a source for unpublished study materials (some ready for publishing) and teachers´ presentations. Supplementary literature may be introduced through the course of the semester.
a) Continuous assessment throughout the semester (45% ): written assignment - (30 points) and individual assignments for every seminar (15points)
b) Examination period (55%): presentation including discussion (50+5points)
Assessment:
100 % - 92 % - A, 91 % - 84 % - B, 83 % - 76 % - C, 75 % - 68 % - D, 67 %-60 % - E, 59 % and less – FX
2 absences with the proof of reason for non-attendance. In case of serious health problems, representation abroad, or other unforeseen circumstances or serious circumstances not listed here, it is necessary to discuss this in advance with the teacher and agree on an appropriate course of action.
English (minimum B1)
• Developing and consolidating communication competence in the academic environment
• Active use of subject-specific and academic vocabulary
• Developing reading competence (various texts from the field of humanities and social sciences)
• Work with model factual texts
• Writing selected academic texts (abstract, research report, etc.)
• Structure of an academic essay
• Preparing a presentation: selecting a suitable topic (brainstorming, group work)
• Preparing a presentation: hypothesis and research question
• Presentation skills, including slide preparation
• Presentation: preparation and delivery
• Participating in a discussion – useful strategies
• Active participation in the after-presentation discussion
50/50 (%)
The student actively uses the English language for communication in the academic environment. The level of achieved language competencies means that the student is able to obtain information from sources written in English (printed sources, electronic media) and work with them, building on the knowledge from his field of study. He is able to actively use academic and subject-specific vocabulary, independently prepare a suitably structured presentation on a topic from his field of study (including slides) using appropriate vocabulary. This means that he can present the results of his own research in a form that is suitable for the academic environment and actively participate in discussion. The student can write various academic texts using appropriate linguistic means. He follows the academic code of ethics (avoiding plagiarism, employing appropriate paraphrasing anf quotation techniques).
GRAEFEN, Gabriele, MOLL, Melanie. Wissenschaftssprache Deutsch: lesen-verstehen-schreiben.
Frankfurt am Main: Peter Lang Verlag, 2011. ISBN 978-3-631-60948-4.
KANICHOVÁ, Renáta, PALLAY, Eduard, VLČKOVÁ, Veronika. Grammatik für
Humanwissenschaften ein Lehr- und Übungsbuch. Bratislava: Univerzita Komenského, 2011.
ISBN 978-80-223-2905-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften. Unicert ® III.
Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-3010-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften 2. Unicert ®
III. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-223-3753-3.
PERLMANN-BALME, Michaela, SCHWALB, Susanne, Dörte WEEERS. em-Brückenkurs
Deutsch als Fremdsprache für die Mittelstufe. Ismaning: Max Hueber, 2000. ISBN
3-19-001627-5.
Supplementary literature will be presented at the beginning and during the semester. Lecturer’s presentations will be available in MS Teams.
a) During the teaching part (continuous) 2 tests (70 points), presentation (30 points)
b) During the examination period: (0 points)
Rating scale:
100% - 91% - A, 90% - 81% - B, 80% - 73% - C, 72% - 66% - D, 65% - 60% - E, 59% and below - FX (student has not met the credit requirements)
The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German at the level of (at least) B1 (the course is focused on working with professional literature in German)
Language training aimed at developing and consolidating communication competence (oral and written) in a specific segment of the professional sphere:
• University studies, its organization, self-study techniques, techniques of acquiring a foreigner language
• Study program, its contents, graduate profile, obtaining information about the field of study from foreign universities, comparison of studies in Slovakia and abroad (according to available information)
• Language and its conventions in everyday and academic environments
• Issues of factual texts - composition, styles, register
• Work with model factual texts with regard to the development of communication skills
• Lexical and grammatical means of factual text
• Summarization techniques, determining the main statements in the text
100 / 0
The students are able to report in a foreign language about university studies in Slovakia and its organization. The students are able to present their own study program, they can describe what their
application and motivation to study in a foreign language. The students know the techniques of summarizing texts and are able to summarize a shorter professional text and determine the main statements of the text. The students are able to actively use vocabulary specific to the given field of study and academic environment in general.
GRAEFEN, Gabriele, MOLL, Melanie. Wissenschaftssprache Deutsch: lesen-verstehen-schreiben. Frankfurt am Main: Peter Lang Verlag, 2011. ISBN 978-3-631-60948-4.
KANICHOVÁ, Renáta, PALLAY, Eduard, VLČKOVÁ, Veronika. Grammatik für Humanwissenschaften ein Lehr- und Übungsbuch. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-2905-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften. Unicert ® III. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-3010-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften 2. Unicert ® III. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-223-3753-3.
PERLMANN-BALME, Michaela, SCHWALB, Susanne, Dörte WEEERS. em-Brückenkurs Deutsch als Fremdsprache für die Mittelstufe. Ismaning: Max Hueber, 2000. ISBN 3-19-001627-5.
Supplementary literature will be presented at the beginning and during the semester. Lecturer’s presentations will be available in MS Teams.
a) During the teaching part (continuous) 2 tests (70 points), presentation (30 points)
b) During the examination period: (0 points)
Rating scale:
100% - 91% - A, 90% - 81% - B, 80% - 73% - C, 72% - 66% - D, 65% - 60% - E, 59% and below - FX (student has not met the credit requirements)
The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German at the level of (at least) B1 (the course is focused on working with professional literature in German)
Language training aimed at developing and consolidating communication competence (oral and written) in a specific segment of the professional sphere:
• Developing reading competence
• Professional terminology and its use
• Familiarization with some qualitative and quantitative scientific methods relevant to the field of study
• Transformation of texts into graphs, description of the graph
• Text-making procedures and their use in the practice of writing short professional texts (e.g., enumeration and comparative-contrast texts)
• Recognition of the main arguments used in professional texts
• Argument-based opinion
100/0
The students have key language resources, know the styles and genres to successfully accomplish processes of foreign language communication (oral and written) in a specific professional sphere, which is presented by vocational training in higher education. The students are able to transform the information obtained by studying the literature into a graph or other forms of visualizations and vice versa, they can describe diagrams or graphs. They know qualitative and quantitative research methods. They can recognize the main arguments presented in shorter professional texts. The students can substantiate their arguments in the discussion.
GRAEFEN, Gabriele, MOLL, Melanie. Wissenschaftssprache Deutsch: lesen-verstehen-schreiben. Frankfurt am Main: Peter Lang Verlag, 2011. ISBN 978-3-631-60948-4.
KANICHOVÁ, Renáta, PALLAY, Eduard, VLČKOVÁ, Veronika. Grammatik für Humanwissenschaften ein Lehr- und Übungsbuch. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-2905-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften. Unicert ® III. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-3010-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften 2. Unicert ® III. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-223-3753-3.
PERLMANN-BALME, Michaela, SCHWALB, Susanne, Dörte WEEERS. em-Brückenkurs Deutsch als Fremdsprache für die Mittelstufe. Ismaning: Max Hueber, 2000. ISBN 3-19-001627-5.
Supplementary literature will be presented at the beginning and during the semester. Lecturer’s presentations will be available in MS Teams.
a) During the teaching part (continuous) 2 tests (70 points), presentation (30 points)
b) During the examination period: (0 points)
Rating scale:
100% - 91% - A, 90% - 81% - B, 80% - 73% - C, 72% - 66% - D, 65% - 60% - E, 59% and below - FX (student has not met the credit requirements)
The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German at the level of (at least) B1 (the course is focused on working with professional literature in German)
Language training aimed at developing and consolidating communication competence (oral and written) in a specific segment of the professional sphere:
• Developing and consolidating communication competence in the academic environment
• Active use of professional vocabulary
• Basics of citation and paraphrasing
• Practical use of citations and paraphrases
• Plagiarism and academic ethics
• Identification of definitions in texts and rules of their use, formulation of definitions with the help of professional literature
• Formulation of constructive feedback
• Presentation techniques I.
100/0
The students have key language resources, know the styles and genres to successfully accomplish processes of foreign language communication (oral and written) in a specific professional sphere, which is presented by vocational training in higher education. They are able to work with definitions and, with the help of the literature, to define terms by reference to the literature. The students are able to obtain information for their own paper from the literature and to cite and paraphrase the source. The students are able to report on the role of their study program in society. They know how to express feedback constructively.
GRAEFEN, Gabriele, MOLL, Melanie. Wissenschaftssprache Deutsch: lesen-verstehen-schreiben. Frankfurt am Main: Peter Lang Verlag, 2011. ISBN 978-3-631-60948-4.
KANICHOVÁ, Renáta, PALLAY, Eduard, VLČKOVÁ, Veronika. Grammatik für Humanwissenschaften ein Lehr- und Übungsbuch. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-2905-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften. Unicert ® III. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-223-3010-7.
KANICHOVÁ, Renáta, VLČKOVÁ, Veronika. Deutsch für Humanwissenschaften 2. Unicert ® III. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-223-3753-3.
PERLMANN-BALME, Michaela, SCHWALB, Susanne, Dörte WEEERS. em-Brückenkurs Deutsch als Fremdsprache für die Mittelstufe. Ismaning: Max Hueber, 2000. ISBN 3-19-001627-5.
Supplementary literature will be presented at the beginning and during the semester. Lecturer’s presentations will be available in MS Teams.
a) During the teaching part (continuous) 1 written project (30 points), continuous tasks (20 points)
b) During the examination period: 1 presentation of the project (35 points), 1 discussion for own presentation and active participation in colleagues' discussions (15 points)
Rating scale:
100% - 91% - A, 90% - 81% - B, 80% - 73% - C, 72% - 66% - D, 65% - 60% - E, 59% and below - FX (student has not met the credit requirements)
The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German at the level of (at least) B1 (the course is focused on working with professional literature in German)
Language training aimed at developing and consolidating communication competence (oral and written) in a specific segment of the professional sphere:
• Preparation of the presentation: selection of a suitable professional topic
• Literature search and its subsequent study
• Structure and presentation of arguments
• Outline text and keyword selection
• Structure of professional work (abstract, keywords, introduction, core, conclusion)
• Presentation techniques II.
• Presentation of research data and research results
• Active participation in a simulated student conference
50/50
The students have key language resources, know the styles and genres to successfully accomplish processes of foreign language communication (oral and written) in a specific professional sphere, which is presented by vocational training in higher education. The students are able to prepare presentations on the chosen professional topics. They are able to substantiate their claims with arguments from studied literature, or own research. They can ask questions and lead a discussion with classmates.
HOMOLKOVÁ, Božena. Reálie nemecky hovoriacich krajín. Bratislava: Fraus, 1999. ISBN 80-88844-43-6.
PERLMANN-BALME, Michaela a Susanne SCHWALB. Sicher! Deutsch als Fremdsprache Niveau B2. Ismaning: Hueber, 2014. ISBN 978-3-19-001207-7.
PERLMANN-BALME, Michaela a Susanne SCHWALB. Sicher! Deutsch als Fremdsprache Niveau C1. Ismaning: Hueber, 2016. ISBN 978-3-19-001208-4.
SCHILDT, Axel (Ed.). Deutsche Geschichte im 20. Jahrhundert. München: C. H. Beck, 2005. ISBN 3-406-51137-6.
HELBIG, Gerhard a Joachim BUSCHA. Deutsche Grammatik. Stuttgart: Ernst Klett, 2018. ISBN 978-3-12-606365-4.
Supplementary literature will be presented at the beginning and during the semester. Lecturer’s presentations will be available in MS Teams.
(a) home preparation for seminars and activity during seminars 30%
b) presentation and written test 30%
(c) portfolio production 40%
Grading scale: 100%-91%-A, 90%-81%-B, 80%-73%-C, 72%-66%-D, 65%-60%-E, 59% and below-FX (student has not met the credit requirements)
The exact date and topics of the midterm evaluation will be announced at the beginning of the term.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item. The lecturer will accept a maximum of 2 absences with documented evidence. In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German language
The course is designed for students who have completed professional language training or have advanced language competences, expanding on some of the topics of previous courses and focusing in particular on the acquisition of strategies for sustained foreign language acquisition.
Selected topics:
1) Cognitive and compensatory strategies for foreign language acquisition
2) Emotional and social strategies for foreign language acquisition
3) Metacognitive and memory strategies for foreign language acquisition
4) Us and others: weaknesses and strengths
5) Art and culture
6) Equality in society
7) German-Slovak relations in the past and today
8) 17 Sustainable Development Goals
9) Global challenges at local level
10) Global challenges at European level
11) Global challenges at world level
80%/ 20%
Upon successful completion of the course, students will be able to search for relevant sources for shorter and longer presentations related to their student and later professional life. Students will be able to lead and engage in discussions on topics in their fields of study as well as on societal issues. Students are able to take a personal position on a given topic, which they can support with arguments. Students recognize mistakes in argumentation in the media and in their own output. Students are able to use a variety of cognitive, metacognitive, memory, social, and emotional learning strategies in expanding their language skills.
HOMOLKOVÁ, Božena. Reálie nemecky hovoriacich krajín. Bratislava: Fraus, 1999. ISBN 80-88844-43-6.
PERLMANN-BALME, Michaela a Susanne SCHWALB. Sicher! Deutsch als Fremdsprache Niveau B2. Ismaning: Hueber, 2014. ISBN 978-3-19-001207-7.
PERLMANN-BALME, Michaela a Susanne SCHWALB. Sicher! Deutsch als Fremdsprache Niveau C1. Ismaning: Hueber, 2016. ISBN 978-3-19-001208-4.
SCHILDT, Axel (Ed.). Deutsche Geschichte im 20. Jahrhundert. München: C. H. Beck, 2005. ISBN 3-406-51137-6.
HELBIG, Gerhard a Joachim BUSCHA. Deutsche Grammatik. Stuttgart: Ernst Klett, 2018. ISBN 978-3-12-606365-4.
Supplementary literature will be presented at the beginning and during the semester. Lecturer’s presentations will be available in MS Teams.
(a) home preparation for seminars and activity during seminars 30%
b) presentation and written test 30%
(c) portfolio production 40%
Grading scale: 100%-91%-A, 90%-81%-B, 80%-73%-C, 72%-66%-D, 65%-60%-E, 59% and below-FX (student has not met the credit requirements)
The exact date and topics of the midterm evaluation will be announced at the beginning of the term.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item. The lecturer will accept a maximum of 2 absences with documented evidence. In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German language
The course is designed for students who have completed professional language training or have advanced language competences, expanding on some of the topics of previous courses and focusing in particular on the acquisition of strategies for sustained foreign language acquisition.
Selected topics:
1) Cognitive and compensatory strategies for foreign language acquisition
2) Emotional and social strategies for foreign language acquisition
3) Metacognitive and memory strategies for foreign language acquisition
4) Us and others: weaknesses and strengths
5) Art and culture
6) Equality in society
7) German-Slovak relations in the past and today
8) 17 Sustainable Development Goals
9) Global challenges at local level
10) Global challenges at European level
11) Global challenges at world level
80%/ 20%
Upon successful completion of the course, students will be able to search for relevant sources for shorter and longer presentations related to their student and later professional life. Students will be able to lead and engage in discussions on topics in their fields of study as well as on societal issues. Students are able to take a personal position on a given topic, which they can support with arguments. Students recognize mistakes in argumentation in the media and in their own output. Students are able to use a variety of cognitive, metacognitive, memory, social, and emotional learning strategies in expanding their language skills.
KICZKOVÁ, Zuzana. Rod vo feministickom diskurze. In: Kiczková, Zuzana, Szapuová, Mariana (eds.). Rodové štúdiá. Súčasné diskusie, problémy a perspektívy. Bratislava: Univerzita Komenského v Bratislave, 2011, s. 32-53. ISBN 978-80-223-2934-7.
SZAPUOVÁ, Mariana. Podoby feminizmu: pohľady do dejín feministického myslenia a ženského hnutia. In: Kiczková, Zuzana, Szapuová, Mariana (eds.). Rodové štúdiá. Súčasné diskusie, problémy a perspektívy. Bratislava: Univerzita Komenského v Bratislave, 2011, s. 98- 122. ISBN 978-80-223-2934-7.
BELL, Hooks: Feminizmus do vrecka. O zanietených politikách. Bratislava: Aspekt 2013. ISBN 978-80-8151-009-0.
OAKLEYOVÁ, Anna. Pohlaví, gender a splečnost. Praha: Portál, 2000. ISBN 80-7178-403-6
KICZKOVÁ, Zuzana, SZAPUOVÁ, Mariana. Materstvo ako téma feministického skúmania. In: Kiczková, Zuzana, Szapuová, Mariana (eds.). Rodové štúdiá. Súčasné diskusie, problémy a perspektívy. Bratislava: Univerzita Komenského v Bratislave, 2011, s. 209- 226. ISBN 978-80-223-2934-7.
KICZKOVÁ, Zuzana, SZAPUOVÁ, Mariana.Muži, otcovia a rodová rovnosť. In: . In: Kiczková, Zuzana, Szapuová, Mariana (eds.). Rodové štúdiá. Súčasné diskusie, problémy a perspektívy. Bratislava: Univerzita Komenského v Bratislave, 2011, s. 226 248. ISBN 978-80-223-2934-7.
Preliminary evaluation during the instruction period: presentation of one selected topic in form of report (30 points)
In the examination period: colloquial exam consisting of the presentation and defence of a written thesis (40 points)
The condition for admission to the exam is the scoring of min. 10 points from the preliminary assessment. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Grading scale:
A: 70-65, B: 64-59, C: 58-53, D: 52-47, E: 46-42, Fx: 41-0. Maximum 2 justified absences are accepted.
The exact date and topic of the preliminary assessment will be announced at the beginning of the semester.
Dates of examination will be published via AIS no later than the last week of the instruction period.
Slovak, Czech (receptive acquaintance)
1. Basic concepts of gender studies (sex and gender, power and patriarchy).
2. Feminist theories as the theoretical and methodological basis of gender studies.
3. The development of feminist thought and the women's movement.
4. Gender roles and gender stereotypes, their structure and functioning.
5. Gender socialization and gender-sensitive education.
6. Gender structure of society, public and private spheres.
7. Issues of gender in/equality, women in the labour market.
8. Violence against women as gender-based violence.
9. Motherhood as a topic in feminist theory. Men, fathers and gender equality.
10. Reproductive rights and women's reproductive health.
11. Gender and science.
43%/ 57%
After successfully completing the course, students have knowledge of the basic topics of gender studies as an academic discipline and are familiar with its conceptual apparatus. They know feminist theories as the theoretical and methodological basis of gender studies. They understand the key issues in gender studies and the different ways of thematising them. They are able to navigate different concepts and critically reflect on current issues related to gender and gender relations.
HELBIG, G., BUSCHA, J. Deutsche Grammatik. Ein Handbuch für den Ausländerunterricht. München: Langenscheidt, 2001.
HELBIG, G.,BUSCHA, J. Übungsgrammatik Deutsch. München: Langenscheidt, 2000. MARKO, E. Príručná gramatika nemčiny. Bratislava: SPN, 2006.
DUDEN. Grammatik der deutschen Gegenwartssprache, neue Rechtschreibung: 4 – Die Grammatik, Mannheim: DUDEN, 1995.
KOZMOVÁ, R., BERGLOVÁ, E., FORMÁNKOVÁ, E., MAŠEK, M. Moderná gramatika nemčiny. Bratislava: Nakladateľstvo Fraus. 2003. MARKO, E. Príručná gramatika nemčiny. Bratislava: SPN, 2006.
Additional literature will be presented during the semester.
100% continuous assessment:
50% active participation in classes, presentation, preparation, and homework
50% two written tests on the covered content (midterm and at the end of the semester)
Rating scale: 100 % - 91 % – A, 90 % - 81 % – B, 80 % -73 % – C, 72 % - 66 % – D, 65 % - 60 % – E, 59% and below - FX (student has not met the credit requirements) The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
The lecturer will accept a maximum of 2 absences with documented evidence. In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German
The course focuses on individual grammatical phenomena in their practical use. The main aim of the course is to help students automatize the grammatical structures most commonly used in everyday life and in academic contexts. In addition to reinforcing grammar, students also work on expanding their active vocabulary, improving their communicative competence, and developing their critical thinking skills. Teaching is carried out through a variety of activities that support active language use, such as discussions, group work, creative tasks, and work with authentic texts.
Thematic areas:
family and society, education and studies, plans and dreams, career versus family, travel, conflict situations in society and how to manage them, leisure time, housing, mental well-being, problems of young people in contemporary society, German literature and culture in Europe and in Slovakia, and others.
The thematic areas are determined at the beginning of the semester according to the language proficiency of the course participants.
100 /0
Students are able to communicate fluently and confidently use correct grammatical forms in everyday situations. They are capable of reflecting on their grammatical errors in both written and spoken communication and consciously correcting them.
HELBIG, G., BUSCHA, J. Deutsche Grammatik. Ein Handbuch für den Ausländerunterricht.
München: Langenscheidt, 2001.
HELBIG, G.,BUSCHA, J. Übungsgrammatik Deutsch. München: Langenscheidt, 2000.
KOZMOVÁ, R., BERGLOVÁ, E., FORMÁNKOVÁ, E., MAŠEK, M. Moderná gramatika nemčiny. Bratislava: Nakladateľstvo Fraus. 2003.
MARKO, E. Príručná gramatika nemčiny. Bratislava: SPN, 2006.
Additional literature will be presented during the semester.
100% continuous assessment:
50% active participation in classes, presentation, preparation, and homework
50% two written tests on the covered content (midterm and at the end of the semester)
The student must achieve a minimum success rate of 60% in each part of the assessment.
Rating scale:
100 % - 91 % – A, 90 % - 81 % – B, 80 % -73 % – C, 72 % - 66 % – D, 65 % - 60 % – E, 59% and below - FX (student has not met the credit requirements)
The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German
Teaching is carried out through a variety of activities that promote active language use, such as discussions, group work, creative tasks, and work with authentic texts. In addition to reinforcing grammar, students systematically expand their active vocabulary, improve their communicative competence, and develop the ability to work critically with information. Emphasis is placed on integrating language skills—reading, writing, listening, and speaking—in order to achieve comprehensive language proficiency.
Thematic areas:
Animals
Banks and insurance companies
Dual education
Fake news
Politics
Literature
History
Time
Medicine
Environment
The thematic areas are determined at the beginning of the semester according to the language proficiency of the course participants.
100/ 0
Students are able to communicate fluently and confidently use correct grammatical forms. They can respond flexibly in various communicative situations, express their own opinions, and support them with appropriate arguments. Students develop the ability to structure their thoughts, improve the accuracy of their language use, and increase their confidence in spontaneous interaction.
Educational activities:
Type of activities: practicals
Number of hours:
per week: 2 per level/semester: 28
Form of the course: on-site learning
HELBIG, G., BUSCHA, J. Deutsche Grammatik. Ein Handbuch für den Ausländerunterricht. München: Langenscheidt, 2001.
HELBIG, G.,BUSCHA, J. Übungsgrammatik Deutsch. München: Langenscheidt, 2000. MARKO, E. Príručná gramatika nemčiny. Bratislava: SPN, 2006.
DUDEN. Grammatik der deutschen Gegenwartssprache, neue Rechtschreibung: 4 – Die Grammatik, Mannheim: DUDEN, 1995.
KOZMOVÁ, R., BERGLOVÁ, E., FORMÁNKOVÁ, E., MAŠEK, M. Moderná gramatika nemčiny. Bratislava: Nakladateľstvo Fraus. 2003. MARKO, E. Príručná gramatika nemčiny. Bratislava: SPN, 2006.
Additional literature will be presented during the semester.
During the teaching part (continuous), students are required to complete three short written tests . Weighting of the tests in percentage: Test 1: 30% Test 2: 30% Test 3: 40%
The student must achieve a minimum success rate of 60% in each part of the assessment. Ratingscale:100%-91%–A,90%-81%–B,80%-73%–C,72%-66%–D,65%-60% – E, 59% and below - FX (student has not met the credit requirements) The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
The lecturer will accept a maximum of 2 absences with documented evidence. In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German
1. Classification of verbs according to morphological criteria
2. Classification of verbs according to syntactic criteria
3. Verb valency (requiring complement)
4. Types of event, functional verbs
5. Infinitive verb forms
6. Present participle, past participle
7. Auxiliary verbs with infinitive, verb tenses, modality
8. Stative and dynamic passive forms, paraphrases of the passive voice
9. Nouns, N-declension, relative pronouns
10. Adjectives, predicative adjectives, government (valency) of adjectives
11. Cardinal and ordinal numerals, article words, adverbs
12. Pronoun "es", case government of prepositions
100/ 0
Students have practical knowledge of German morphology. After completing the course, they are able to describe the system of individual word types in the theoretical field and explain certain regularities of their functioning. In the practical area, they have the skills to correctly use grammatical rules in the German language, to inflect and tense correctly and to use in practical language the lexis of nouns, verbs, adjectives, adverbs, numerals, prepositions, particles.
HELBIG, G., BUSCHA, J. Deutsche Grammatik. Ein Handbuch für den Ausländerunterricht.
München: Langenscheidt, 2001.
HELBIG, G.,BUSCHA, J. Übungsgrammatik Deutsch. München: Langenscheidt, 2000.
KOZMOVÁ, R., BERGLOVÁ, E., FORMÁNKOVÁ, E., MAŠEK, M. Moderná gramatika nemčiny. Bratislava: Nakladateľstvo Fraus. 2003.
MARKO, E. Príručná gramatika nemčiny. Bratislava: SPN, 2006.
Doplnková literatúra bude prezentovaná počas semestra.
During the teaching part (continuous), students are required to complete three short written tests.
Weighting of the tests in percentage:
Test 1: 30%
Test 2: 30%
Test 3: 40%
The student must achieve a minimum success rate of 60% in each part of the assessment.
Rating scale:
100 % - 91 % – A, 90 % - 81 % – B, 80 % -73 % – C, 72 % - 66 % – D, 65 % - 60 % – E, 59% and below - FX (student has not met the credit requirements)
The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German
1. Predicate, predicative complement with copular verbs, predicative structures in passive clauses, object-related predicative complement
2. Subject, object, object-related predicative complement vs. object as predicative complement, adverbial adjuncts
3. Secondary sentence constituents
4. Constituent order, disruption of the sentence bracket (Satzklammer)
5. Attribute (attributive modifier)
6. Present and past participles
7. Sentence patterns (clause models)
8. Complex sentence structures
9. Infinitival constructions, participial constructions
10. Adverbial clauses I
11. Adverbial clauses II
12. Relative clauses
100/ 0
Upon completion of the course, students acquire practical knowledge of German syntax. They master the principles of German sentence structure and are able to apply them effectively in the practical use of the German language.
Active participation in the seminar, presentation of the paper and its subsequent written elaboration. The student must achieve at least 60% success rate.
German
Germans in Bratislava (settlement, demographic development, social stratification, local traditions) - Bratislava German - Figures of German-language literature and culture in Bratislava (for example K.G. Windisch, J.W. Kempelen, Karl Benyovszky) - Presentation of German-speaking culture in the museums of Bratislava (Museum of Carpathian Germans, Museum of the City of Bratislava, Museum of Jewish Culture in Bratislava, Small Carpathian Museum in Pezinok) The course will include excursions to the above-mentioned institutions.
interim/final evaluation: 30/70
Students will learn about the chosen moments of history of German-speaking culture in Bratislava and its surroundings in modern history. In addition to reflecting on memoirs and specialist literature, the seminar will introduce them to various forms of museum processing and presentation of this culture. Students learn to search relevant sources in libraries, archives and digital databases, formulate collective tasks, which they solve in groups.
Active participation in the seminar, presentation of a paper, and its subsequent written version. The student must achieve at least 60% in the assessment.
German
interim/final evaluation: 30/70
ADAMCOVÁ, L.: Phonetik der deutschen Sprache. Bratislava: Univerzita Komenského, 2001.
ALTMANN, H./ ZIEGENHAIN, U.: Phonetik, Phonologie und Graphemik fürs Examen. Wiesbaden: Westdeutscher Verlag, 2002.
HENGARTNER, T./ NIEDERHAUSER, J. (1993): Phonetik, Phonologie und phonetische Transkription. Frankfurt a.M.: Sauerländer.
Dictionaries of German pronunciation:
Duden 6: Das Aussprachewörterbuch. By Max Mangold. Mannheim. 2000.
Completion of a lecture and a practical seminar. The student must complete a lecture and a seminar, the maximum number of absences allowed is 2. During the semester, he completes practical training in the correct pronunciation of German as part of the overall translation and, above all, interpreting training. Part of the teaching is the reading of current German texts with an emphasis on correct pronunciation and partly an introduction to the basics of rhetoric. The course is evaluated by 20% continuously and 80% by a final written and oral exam.
Classification scale:
100-95%: A
94-86%: B
85-78%: C
77-69%: D
68-60%: E
Violation of rules of academic ethics will result in nullification of acquired points of assessment.
Slovak C2, German B2
Lectures: Introduction to phonetics and phonology, anatomy and physiology, classification of German sounds, articulation, interference, accent and intonation. Seminars focused on practicing phonetic transcription and reading, practicing communication skills and fluent communication in German.
20% continuous, 80% final written and oral exam
The student masters the basics of the phonetic structure of the language and the theoretical foundations of German phonetics and phonology, which he demonstrates in the final exam. He is able to communicate in standard German without significant interference of the mother tongue, respectively. German dialects using the articulatory base of German as a key component of communication and interpreting competencies.
The student is required to read the prescribed primary and secondary literature, watch a prescribed film or music production, actively participate in seminars, take a test, and complete a 5-8 page term paper at the end of the course.
slovak
. Conceptual definition - myths, mythology, Germans, Germanic and Old Norse mythology, sagas, songs .
2. Geographical and historical delimitation of the Old Norse, Old Germanic, Old Frisian and Old Dutch regions, sources and literary monuments of each region, their characteristics and significance for the present.
3. Sagas as a North Germanic literary genre. Origin, division, characteristics. Old Norse mythological sagas as the basis of common Germanic mythology
4. Similarities and differences of the Saga of the Volsungs, the heroic songs of the Poetic Edda and the Germanic heroic epic The Ring of the Nibelungenlied.
5. The Ring of the Nibelungenlied in its contemporary cinematic rendition - The Kingdom of the Rings 1 and 2.
6. Mythological songs of the Edda (Vedma's song) as the Norse Pantheon and its forms in other Germanic literatures
7. Rules of human coexistence - values, freedoms, laws, legal relations and wisdom in Old Norse Old Germanic literary monuments as well as in Old Frisian and Old Norse texts by the method of comparison .( Sayings of the High One, Merseburg incantations, Old Frisian and Old Norse texts) and their relevance in the contemporary world.
8. 8.Comparative view of Old Norse and Old Germanic texts (Old Norse Song
of Völund and the Old High Germanic Heroic Song of the Blacksmith Wielanad Old High Germanic
Song of Hildebrand and the Old Norse heroic song of Ásmundar)
9. Interpretation of Old Frisian and Old Norse manuscripts - Old Frisian Liberties
10. Interpretation on Old Frisian and Old Dutch manuscripts - Old Frisian legal texts
11. Reception of Old Norse and Old Germanic literature, Old Frisian and Old Dutch
texts in cultural phenomena of the 20th and 21st centuries ( literature, film, music and art
art )
12. Reception of the values of Old Norse and Old Germanic literature, Old Frisian
and Old Norse texts in the conditions of the 20th and 21st centuries (philosophy, law, sociology,
politics)
The course is graded 60% for active participation during the semester, including passing 1 test, and 40% for completing a seminar paper
Remove text in languageSK
The student will gain information from Norse mythology, from the oldest written and literary monuments of the Germanic peoples (Old Norse Old Germanic, Old Frisian and Old Norse texts). The Old Norse Edda set of myths will introduce him to the Norse Pantheon with stories and heroes, wisdoms and ideas about life and the world, heroic songs and fables in turn to the stories and historical events of the time. Not in isolation, but in direct contrast to Old Germanic literary monuments such as the Song of the Nibelungs, the Song of Hildebrand, the Merseburg incantations, as well as to the texts of the Straofrisian and Old Norse manuscripts The course will also take into account the current reception of the topics discussed in various areas of 20th and 21st century culture and life.
LØNN, C. Nå begynner vi! For deg som skal begynne å lære norsk. Nivå A1-A2. Grunnbok. Fagbokforlaget, 2015.
LØNN, C. Nå begynner vi! For deg som skal begynne å lære norsk. Nivå A1-A2. Arbeidsbok. Fagbokforlaget, 2015.
During the semester, the student undergoes a written or oral examination after each finished topic. Written and oral examinations completed during the semester are included in the total completion of the course and make for 100 percent of the grade. The evaluation follows the following scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Violation of academic ethics will result in the cancellation of the points earned in the relevant item of the evaluation.
Instructor will accept a maximum of 2 absences with supporting documentation.
The exact date and topic of the midterm assessment will be announced at the beginning of the semester.
Supplementary reading will be presented at the beginning and during the semester, available on MS Teams.
Receptive English at a basic level
Based on the chapters of the recommended textbook, acquiring basic Norwegian language skills
Conversational and grammar exercises
Building and developing vocabulary on a variety of topics
Basics of Norwegian in speech and writing at level A1.
LØNN, C. Nå begynner vi! For deg som skal begynne å lære norsk. Nivå A1-A2. Grunnbok. Fagbokforlaget, 2015.
LØNN, C. Nå begynner vi! For deg som skal begynne å lære norsk. Nivå A1-A2. Arbeidsbok. Fagbokforlaget, 2015.
Norwegian 1
During the semester, the student undergoes a written or oral examination after each finished topic. Written and oral examinations completed during the semester are included in the total completion of the course and make for 100 percent of the grade. The evaluation follows the following scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Violation of academic ethics will result in the cancellation of the points earned in the relevant item of the evaluation.
Instructor will accept a maximum of 2 absences with supporting documentation.
The exact date and topic of the midterm assessment will be announced at the beginning of the semester.
Supplementary reading will be presented at the beginning and during the semester, available on MS Teams.
Norwegian (level A1)
Based on the chapters of the recommended textbook, expanding basic language skills
Conversational and grammar exercises
Building and developing vocabulary on a variety of topics
Deeper knowledge of the basics of Norwegian in written and spoken form at level A1 according to the Common European Framework of Reference for Languages. Extending basic language skills to a level of fluent communication using general vocabulary.
LØNN, C. Nå begynner vi! For deg som skal begynne å lære norsk. Nivå A1-A2. Grunnbok. Fagbokforlaget, 2015.
LØNN, C. Nå begynner vi! For deg som skal begynne å lære norsk. Nivå A1-A2. Arbeidsbok. Fagbokforlaget, 2015.
Norwegian 2
During the semester, the student undergoes a written or oral examination after each finished topic. Written and oral examinations completed during the semester are included in the total completion of the course and make for 100 percent of the grade. The evaluation follows the following scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Violation of academic ethics will result in the cancellation of the points earned in the relevant item of the evaluation.
Instructor will accept a maximum of 2 absences with supporting documentation.
The exact date and topic of the midterm assessment will be announced at the beginning of the semester.
Supplementary reading will be presented at the beginning and during the semester, available on MS Teams.
Norwegian (level A1)
Based on the chapters of the recommended textbook for improving Norwegian language skills
Conversation and grammar exercises
Building and developing vocabulary on a variety of topics
Proficiency in written and spoken Norwegian at level A2
LØNN, C. Nå begynner vi! For deg som skal begynne å lære norsk. Nivå A1-A2. Grunnbok. Fagbokforlaget, 2015.
LØNN, C. Nå begynner vi! For deg som skal begynne å lære norsk. Nivå A1-A2. Arbeidsbok. Fagbokforlaget, 2015.
Norwegian 3
During the semester, the student undergoes a written or oral examination after each finished topic. Written and oral examinations completed during the semester are included in the total completion of the course and make for 100 percent of the grade. The evaluation follows the following scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Violation of academic ethics will result in the cancellation of the points earned in the relevant item of the evaluation.
Instructor will accept a maximum of 2 absences with supporting documentation.
The exact date and topic of the midterm assessment will be announced at the beginning of the semester.
Supplementary reading will be presented at the beginning and during the semester, available on MS Teams.
Norwegian (A2)
Based on the chapters of the recommended textbook, acquiring basic Norwegian language skills
Conversational and grammar exercises
Building and developing vocabulary on a variety of topics
Working with texts from the press and fiction texts
The students have deepened their Norwegian A2 level (they can reach up to B1 level). Extend language skills to a higher level of fluent communication using general vocabulary.
1. BLINKA, Lukas. Online závislosti. Praha, 2016. ISBN 9788024753119. Dostupné tiež ako Google Books.
2. KALAŠ, Ivan et al. Digitálne technológie a zásahy do vyučovania [online]. Bratislava: Štátny pedagogický ústav 2020 [cit. 2020-12-18]. Available at: https://www.statpedu.sk/files/sk/o-organizacii/projekty/projekt-dvui/publikacie/dt_a_zasady_do_vyucovania.pdf
3. KREJČÍ, Matěj. DigiDetox: Jak na digitální minimalismus. Pointa, 2019. ISBN 9788088335429. Dostupné tiež ako Google Books.
4. REDECKER, Christine a Yves PUNIE. European Framework for the Digital Competence of Educators: DigCompEdu [online]. © European union 2017 [cit. 2021-12-09]. Available at: https://op.europa.eu/en/publication-detail/-/publication/fcc33b68-d581-11e7-a5b9-01aa75ed71a1/language-en
5. VUORIKARI Riina, PUNIE Yves a Marcelino CABRERA. Emerging technologies and the teaching profession: Ethical and pedagogical considerations based on near-future scenarios [online]. © European union 2020 [cit. 2021-12-09]. Available at: https://op.europa.eu/en/publication-detail/-/publication/c72792a7-084f-11eb-a511-01aa75ed71a1/language-en/format-PDF/source-245503364
a) during the semester: a paper about a selected issue in the field of digital literacy in education (35 points): for example: integration of digital technologies into the approval course, risks of integration of digital technologies into education, digital literacy of the teacher within the course, digital assessment in the approval course, etc. (7 pages; 12,600 characters); b) methodological sheet (+ worksheet), which integrates digital technology and digital tools into the teaching unit (15 points).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
The teacher will accept a maximum of two absences with documentation.
The exact date for continuous evaluation and the topic of the paper will be announced at the beginning of the semester. The dates for the final test will be announced through AIS no later than in the last week of the instruction period.
Languages necessary to complete the course: Slovak
1. Digital technologies, media and people, paradigms of generations X, Y, Z, M, M2, Alpha, ... in the context of education and literacy.
2. Technology in school: laptops, tablets and interactive whiteboards in the classroom: ideals vs. fact, benefits vs. risks, effects of technologies on teaching processes. Multitasking as a phenomenon vs. education.
3. Google – Myths, and Risks. Psycho-social risks of the online environment – online identity, online communication vs. face to face, collaboration and social networks vs. education.
4. Digital security and education. Digital identity, digital footprint, personal digital environment of the student / teacher. Critical evaluation of the digital environment.
5. Technophilia, digital addictions and virtual drugs, manifestations in relation to education. Prevention, diagnostics, and solutions (in the school environment). Digital hygiene, digital minimalism, digital diet and digi-detox.
6. Game literacy, gamification of education.
7. Cyberplagiarism vs. pupil education and development. Digital, information, media literacy vs. reading literacy.
8. Models, digital literacy standards vs. education (according to UNESCO and OECD). Conflicts between DT skills requirements of teachers.
9. Ethical aspects of the balance between human autonomy and the machines involved in education, datafication of educational and pedagogical models, which are the basis of educational applications and services.
10. Connectivism, constructivism and digital didactics. Design of a teaching process integrating DT (digital content, digital methods and tools, digital outputs, digital assessment).
11. Types of students, learning styles, student motivation and teaching styles in the context of digital education and digital tools.
100/0
After successfully completing the course, the student has knowledge of the basic frameworks and models of digital literacy of students and teachers. The student has knowledge of the basic aspects of the use of digital technologies in educational processes. The student is able to evaluate the positives and negatives of the integration of digital technologies into education and know the basic problems that digital technologies bring in the educational environment. The student is able to diagnose difficulties and knows the tools for solving the negative effects of DT, which are manifested in students' behaviour. The student has knowledge of the ethical aspects of artificial intelligence in educational processes and the reserves of datafication of education. The student is knowing the strategies of integration of digital technologies into teaching with regard to constructivism and connectivism. The student is able to use the knowledge of digital didactics and design of teaching, integrating DT in the context of students' competencies. The student is able to create methodological tools integrating DT.
ČAPKOVÁ, Dagmar. Myslitelsko-vychovatelský odkaz J. A .Komenského. Praha: Academia, 1987.
ČAPKOVÁ, Dagmar. Učiteľ učiteľov. J. A. Komenský a učiteľská profesia. Bratislava: SPN, 1992.
KOMENSKÝ, Jan Amos. Vševýchova (Pampedia). Bratislava: Národné osvetové centrum, 1992
KOMENSKÝ, Jan Amos. Veľká didaktika. Bratislava: SPN, 1991.
KOMENSKÝ, Jan Amos. Opera didactica omnia/www.digitalniknihovna.cz
* additional literature will be added at the beginning or during the semester.
During the semester, the student chooses the topic of the paper / presentation (20%), continuously reads and analyzes the recommended literature (30%), at the end of the semester the student attends an oral colloquium (50%).
The condition for completing the course is to achieve min. 50% of the ongoing evaluation.
Violation of academic ethics results in the cancellation of the percentages obtained in the relevant evaluation item.
The rating is given on a scale:
A (100-91%, excellent - excellent results),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - additional work required)
The condition for meeting the criteria for passing the course is to achieve min. 60% of the total interim evaluation.
Min. 2 justified absences.
Violation of academic ethics will result in the cancellation of the ongoing evaluation.
The exact dates of the mid-term evaluation as well as the topics will be announced at the beginning of the semester.
Weight of the intermediate / final evaluation: 100/0
slovak
1. Historical-socio-cultural conditions of the 17th century.
2. Biography of J. A. Comenius.
3. Pansoficko - educational system of J. A. Komenský
4. PANSOPHIA paradigm
5. Wandering through the labyrinth of the world and the paradise of the heart
6. The idea of lifelong learning in the work of J. A. Comenius
7. Analysis of the most important pedagogical works (Orbis Pictus, Kindergarten Informatics).
8. Analysis of the most important pedagogical works (Great Didactics, Pampedia).
9. Analysis of the most important pedagogical works (General discourse on the correction of human affairs)
10. J. A. Komenský and Slovakia. Comenius textbooks used in Hungary.
11. Comenius' requirements for the teacher's personality.
12. Contribution of J. A. Comenius to educational theory.
100/0
Upon successful completion of the course, the student has knowledge of the life and work of J. A. Comenius. He can name broader historical contexts in the context of which his most important pedagogical works were created. He has a basic knowledge of the most important works and can justify the importance and influence of Comenius' ideas in today's concepts of education. Can assess the value of Comenius' concept of lifelong learning.
1. BAUMAN, Zygmunt a Tim MAY. Myslet sociologicky. Netradiční uvedení do sociologie. Praha: SLON, 2004. ISBN 80-86429-28-8.
2. BERGER, Peter L. Pozvání do sociologie. Humanistická perspektiva. Praha: Barrister and Principal, 2007. ISBN 978-80-870-2910-7
3. GIDDENS, Anthony. Sociologie. Praha: Argo, 1999. ISBN 80-7203-124-4.
4. JANDOUREK, Jan: Úvod so sociologie.Praha: Portál 2003.ISBN 8071787493
5. KELLER, Jan. Úvod do sociologie. Praha: SLON, 2005. ISBN 80-86429-30-3.
6. Kniha sociologie. Praha: Universum, 2016. ISBN 978-80-242-5395-4.
7. PETRUSEK, Miloslav. Základy sociologie. Praha: AVP, 2009. ISBN 978-80-872-0702-4.
The literature is supplemented in syllabus to individual topics of the subject.
60% mastery of the written exam at the end of the course
Classification scale: 100-93: A 91-84: B 83-76: C 75-69: D 68-61: E 60-0: FX
The teacher accepts max. 2 absences with proven documents.
The course and the specification of the final exam will be announced at the beginning of the semester.
slovak
1. Introduction to sociology, structure of sociology, basic approaches
2. Development of modern society through the eyes of a sociologist and current social trends
3. Family as an institution and family behavior - current characteristics and problems
4. Culture, society and the individual - the process of socialization and enculturation, current problems of clash of cultures
5. Social stratification of society and social inequalities
6. Dimensions of social inequalities and their manifestations in different areas of life
7. Social deviations and social norms
8. Social control and social sanctions
9. Political system of society - main institutions and processes
10. Economic system of society - main institutions and processes
11. Basic cognitive strategies of sociological research and specifics of sociological research
12. Principles of questionnaire creation and question formulation - practical application
0/100
Students will get acquainted with and understand the subject and focus of sociology and the basics of sociological cognition through the presentation of selected key problem areas in the field of sociology. They will gain knowledge about the structure and functioning of the company, its basic institutions and processes. understand the determinants of the social behavior of individuals and groups and the interconnectedness of social phenomena. They will acquire the ability to understand the contexts of social life and to be able to apply them appropriately in various areas of future professional activity.
All approved course books for teaching English as a foreign language
Inovovaný ŠVP pre 2. stupeň ZŠ (National Curriculum for Primary Schools)
Inovovaný ŠVP pre gymnáziá so štvorročným a päťročným vzdelávacím programom. (National Curriculum for 4- and 5-year Secondary Schools) Available: https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/.
Školský vzdelávací program cvičnej školy (Curriculum of the mentoring school)
Vnútorný poriadok školy (Policy guidelines of the mentoring school)
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica: Belianum, 2015, ISBN 978-80-557-0860-7. Available: https://www.minedu.sk/data/att/8032.pdf
Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion Volume [online]. Council of Europe Publishing: Strasbourg, 2020. ISBN 978-92-871-8621-8. Available: https://www.coe.int/en/web/common-european-framework-reference-languages/home
STEYNE, Linda M. English as a Foreign Language Student Teaching Practicums Handbook [online]. 2021. Available: https://liveuniba-my.sharepoint.com/:b:/g/personal/steyne1_uniba_sk/Edet1FSx5ihBndR7ow28HH4Bku_-suPQ9RC-44F0Oj40pw?e=uwoQre
Fif KAA/A-buAN-301/15 Introduction to English Language Teaching
60% Observing all 10 lessons
15% Completed observation worksheets
25% Reflection paper
Marking scale:
A – 92 to 100%
B – 84 to 91%
C – 76 to 83%
D – 69 to 75%
E – 60 to 68%
FX (fail, no credits awarded) < 60%.
All ten (10) observations must be undertaken to pass.
Basic Slovak is welcomed, English is required.
Students are not exempt from attending other classes in order to do the lesson observations.
Students (in groups of 6 according to their study programs) observe 10 lessons with a mentor teacher at a local lower or upper secondary school.
They provide feedback on those lessons and discuss what they learn within their groups.
Each completes an online observation worksheet for each lesson and, after observing all 10 lessons, writes about the experience in a reflection paper.
Assessment is 100% coursework.
While visiting local schools and observing lessons with a mentor teacher, students do the following:
1. become familiar with the life of a teacher, in general, and English language teaching in particular
2. analyze how teachers teach and learners learn
3. evaluate and reflect on all aspects of the teaching they observe, i.e., content, delivery, preparedness, classroom management, instructions, etc.
4. reflect on what they observe as it relates to their own possible career as an English language teacher
5. discuss what they have observed with their peers, training constructive criticism and feedback skills
Selection of scholarly literature according to the chosen topic of thesis;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Available at: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Available at: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Submitting a partial output in the form of a proposal of the main objectives and structure of the bachelor thesis, methodology, list of referenceswith an overview of available information sources on the selected topic of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
Slovak, English
Definition of the topic and objective of the final thesis.
Study of scholarly literature.
Excerption of the material.
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Methodology of writing the final thesis.
Formal and compositional requirements of the final theses.
Theory of citation.
Academic ethics and integrity, plagiarism, types of plagiarism.
The main principles of the construction of the scholarly text (content and structure, problems).
Requirements for the final thesis according to the internal quality system of the Comenius University.
(Základné náležitosti odovzdávania záverečných prác. Základné náležitosti obhajoby záverečných prác.)
100/0 (%)
The student can define the topic of his/her own bachelor thesis, correctly determine the process's procedure and methods, produce a time plan, and acquire the ability to work selectively and correctly with professional literature on the chosen topic. The student has mastered the basics of scholarly text writing obeying academic ethics rules. He/She has mastered the theory of citing and referencing used and has the skills to create bibliographic references and citations. He/She understands the principles of the structure and content of the bachelor thesis depending on the internal quality system of the UK. He/She understands the causes of plagiarism, recognizes different types of plagiarism, and can avoid them.
Selection of scholarly literature according to the chosen topic of thesis;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov
Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Available at: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-
08-09]. Available at: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-
studium/zaverecne-prace/
Submission of a partial output in the form of a whole chapter of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
Slovak, English
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Formal and compositional requirements of the final theses.
Presentation of results and relevant conclusions within the selected chapter.
100/0
The student can write a whole chapter of the bachelor thesis using adequate methods and relevant information sources, which they can critically evaluate and appropriately present the results and relevant conclusions.
BAZERMAN, Charles. The Informed Writer: Using Sources in the Disciplines. 3rd edition. Boston: Houghton Mifflin, 1989. ISBN 0-395-36901-0.
BLAIR, Lorrie. Writing a Graduate Thesis or Dissertation [online]. Brill, 2016. Dostupné na: EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=1171828&lang=sk&site=ehost-live&scope=site.
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá
pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave, 2015. Dostupné na: https://uniba.sk/fileadmin/ruk/as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
WHITE, Barry. Mapping Your Thesis [online]. Camberwell, Vic: ACER Press, 2011. ISBN 9780864318237. Dostupné na: https://search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=384475&lang=sk&site=ehost-live&scope=site.
All matters pertaining to state examination are set out in Article 14 of the Study Regulations of the Faculty of Arts.
In the bachelor study programmes, the state examination consists only of the defence of the bachelor’s thesis. The student chooses the department as a training centre which corresponds to the discipline within which he/she wants to write the final thesis. He/she reports this choice by the deadline set by the department, provided that he/she is able to find a supervisor and a suitable topic in the relevant department.
For the successful defence of the bachelor’s thesis as the subject of the state examination in the bachelor degree programmes conducted at the Department of British and American Studies, students will receive credits according to the current study plan (currently 12 credits).
Requirements for the admission to the defence are as follows:
- fulfillment of the requirements of the study plan concerning the prescribed composition of courses and their credit value so that after awarding the credits for the state examination the student obtains the required number of credits for the bachelor's degree;
- submission of the bachelor's thesis (electronically via the academic information system AIS) by the thesis submission deadline corresponding to the relevant state examination period according to the academic year schedule set by the faculty.
The thesis is evaluated by the standard grading scale (0-59% -FX, 60-67% -E, 68-75% -D, 76-83% -C, 84-91% -B, 92-100% -A) by the supervisor of the thesis and the designated opponent in the assessment reports, which are available to the student no later than 3 working days before the state examination.
The supervisor's report shall also include the percentage of compliance results from the originality check protocols (CRZP, Theses), which must be explicitly evaluated by the supervisor with the wording "the thesis shows/does not show signs of plagiarism".
The bachelor’s thesis will take the following form:
The defence will consist of a thesis presentation (the student chooses the form of the defence, the PPT format can also be used) and the student’s response to a broader theoretical question, which is assigned to the student by the supervisor upon the bachelor's thesis submission. The supervisor will include this question in the assessment report as one of the points of discussion for the defence; it will also be included in the defence report.
The thesis presentation must:
- Include a clearly articulated thesis statement,
- have a clear and logical structure of argumentation and findings,
- reflect a new perspective on the issue as a result of adequate and appropriate work with the findings gained through own research, the conclusions of which the student is able to present and formulate.
The criteria for the evaluation (of the defence) of the bachelor's thesis at the Department of British and American Studies are as follows:
- Quality of the bachelor's thesis (originality, significance of the analysis, clear formulation of the scientific problem and hypotheses under study, scope of the professional and scientific literature used),
- the adequacy of the methodological approach to the topic under study, the analysis logically and coherently answers the research questions,
- systematic and logical summary of the results of the analysis,
- compliance with citation standards (MLA...),
- language level of the presentation (academic language at least at B2 level),
- quality of the presentation and communication skills.
The evaluation of the thesis will include the areas below with the corresponding weighting (out of 100):
PART A: CONTENT
• Overall structure and organization (adequacy, scope, objectivity, coherence, cohesion) 15
• Theoretical knowledge related to the research topic 15
• Methodology (identifying concepts, research problems, aims, tasks, choosing adequate methods) 15
• Analysis (quality, depth, complexity) 15
• Originality and contribution (degree of originality, own contribution to knowledge) 10
PART B: FORM
• Adequate work with information sources (extent, structure, reliability, adequacy, compliance with a citation style) 15
• Language and style 10
• Typography and layout 5
Students must be proficient to at least CEFR level B2 to attend the bachelor’s thesis defence.
1. The student presents the bachelor's thesis in front of the state examination committee, the supervisor and the opponent of the bachelor's thesis, and those present.
2. The student responds to the comments and questions in the assessments.
3. The student responds to the questions of the state examination committee or the questions in a broader debate.
4. The student responds to the pre-given general question from the supervisor's assessment.
5. A closed vote of the state examination committee on the evaluation of the bachelor's thesis defence.
6. Announcement of the evaluation (of the thesis defence) of the bachelor’s thesis.
0/100 (%)
• Upon successful completion of the course, students will be familiar with the basic requirements for academic writing and with the rules of academic integrity.
• They will have mastered the theory of working with sources and have the skills to compile correct bibliographic entries.
• They will have understood the principles of writing a bachelor's thesis, both in terms of form and content, as laid out by the university's regulations.
• They will have understood the causes of plagiarism, they will be able to recognize its types and know how to avoid it.
• They will have sufficient research skills to obtain, process, and interpret sources.
• They will have mastered the basics for writing a Master’s thesis.
• They will have a deep knowledge of the thesis topic and will be able to approach it both critically and creatively.
All official textbooks for elementary schools and high schools
Updated state education program for the 2nd level of elementary school
Updated state education program for grammar schools with four-year and five-year education program
School education program of the training school
Internal regulations of the school
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica: Belianum, 2015, ISBN 978-80-557-0860-7. Dostupné na: https://www.minedu.sk/data/att/8032.pdf
Course assessment:
• 1-hour long classroom observation
• active participation in the extracurricular activities of the teaching mentor
• student evaluation by the teaching mentor,
• evaluation of the teacher's diary submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-92%); B (91-84%); C (83-76%); D (75-68%); E (67-60%), Fx (59-0%). Not following the set deadlines and the supervisor's instructions may be punished by lowering the grade or not receiving the credits for teacher training.
Slovak, the language of the student's expertise
Familiarising students with the course requirements
Familiarising students with the pedagogical documentation, conceptual and strategic documents of the training school
Participation in classes within the scope of the trainee teacher's full-time duties and extracurricular activities.
Producing classroom observation records from the teaching mentor’s classes
Producing class analyses.
Production of written preparations for lessons.
Producing a teaching diary and submitting it to the Head of Teaching Practice.
After completing the course, the student will:
• deepen their knowledge in the field of generally binding legal regulations related to the work of a teacher, pedagogical and other documentation, conceptual and strategic documents of the school,
• develop their professional competencies necessary for their independent planning, projecting, management, and organisation of the educational process in the relevant subject based on the valid curricular documents while adapting the educational program to specific groups of pupils,
• develop their professional competencies related to the didactic, pedagogic, and psychologic analysis of the individual parts of the lesson,
• develop their competencies to apply the knowledge from educational psychology and subject didactics in the educational process,
• develop their abilities to evaluate diverse teaching situations and processes,
• deepen their knowledge about the differences in children's development that result from their health and social disadvantages or talent, so that they can effectively cooperate with the special educators, psychologists, and other professionals during the educational process, and follow their professional recommendations and findings,
• develop their skills at using didactic materials,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to self-evaluate and to improve their professional development further,
• develop their abilities to assess the suitability of the educational materials,
• develop their communication skills and their abilities to express and accept effective criticism and praise.
Selection of scholarly literature according to the chosen topic of thesis;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Available on: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Available on: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Submitting a partial output in the form of a proposal of the main objectives and structure of the bachelor thesis, methodology, list of referenceswith an overview of available information sources on the selected topic of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
Slovak, (add another language according to the specifics of the study programme in case of language studies)
Definition of the topic and objective of the final thesis.
Study of scholarly literature.
Excerption of the material.
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Methodology of writing the final thesis.
Formal and compositional requirements of the final theses.
Theory of citation.
Academic ethics and integrity, plagiarism, types of plagiarism.
The main principles of the construction of the scholarly text (content and structure, problems).
Requirements for the final thesis according to the internal quality system of the Comenius University. (Základné náležitosti odovzdávania záverečných prác. Základné náležitosti obhajoby záverečných prác.)
preliminary 100%
The student can define the topic of his/her own bachelor thesis, correctly determine the process's procedure and methods, produce a time plan, and acquire the ability to work selectively and correctly with professional literature on the chosen topic. The student has mastered the basics of scholarly text writing obeying academic ethics rules. He/She has mastered the theory of citing and referencing used and has the skills to create bibliographic references and citations. He/She understands the principles of the structure and content of the bachelor thesis depending on the internal quality system of the UK. He/She understands the causes of plagiarism, recognizes different types of plagiarism, and can avoid them.
Selection of scholarly literature according to the chosen topic of thesis;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Available on: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Available on: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Submission of a partial output in the form of a whole chapter of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
Slovak, (add another language according to the specifics of the study programme in case of language studies)
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Formal and compositional requirements of the final theses.
Presentation of results and relevant conclusions within the selected chapter.
preliminary 100%
The student can write a whole chapter of the bachelor thesis using adequate methods and relevant information sources, which they can critically evaluate and appropriately present the results and relevant conclusions.
According to the topic of the bachelor thesis
Submission of the bachelor's thesis by the deadline specified in the timetable of the current academic year for the respective date of the state examination. The bachelor thesis is submitted in a printed version in two bound copies (at least one of which is in hardcover) to the relevant department and in an electronic version via AIS. The thesis must meet the parameters specified by Internal Regulation No. 7/2018 Directive of the Rector of Comenius University on the basic requisites of final theses, rigorous theses and habilitation theses, control of their originality, storage and accessibility at Comenius University in Bratislava. The provisions of Article 14 of the Study Regulations of the Faculty of Arts of Comenius University apply to the evaluation of the bachelor thesis as a subject of the state examination. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak
1. Contribution of the final thesis to the field of study (the evaluation of the bachelor's thesis takes into account whether the students have adequately demonstrated their ability to work creatively in the field of study in which they graduated from the study programme, reflecting the degree of demonstration of skills and knowledge of the issue, assesses the abilities applied in the collection, interpretation and processing of the basic literature, or the extent to which the students have mastered the application of the theoretical background in practice and whether the hypotheses presented in the thesis are verifiable;
2. Originality of the thesis (the thesis must not be plagiarized, it must not infringe the copyrights of other authors), the documentation for the defence of the thesis as a subject of the state examination also includes an originality protocol from the central register, the results of which are commented on by the supervisor and the opponent in their opinions;
3. Accuracy and correctness of the quotation of used information sources, research results of other authors and author teams, correctness of the description of methods and working procedures of other authors or author teams;
4. Compliance of the structure of the thesis with the prescribed structure defined by Internal Regulation No. 12/2013;
5. Respecting the recommended length of the thesis (the recommended length of a bachelor thesis is usually 30-40 standard pages - 54,000 to 72,000 characters including spaces), the appropriateness of the scope of the thesis is judged by the supervisor;
6. Linguistic and stylistic level of the thesis and formal editing;
7. The manner and form of the thesis defence and the student's ability to respond adequately to comments and questions in the supervisor's and opponent's evaluations.
0%/100%
Students are able to demonstrate their ability to work creatively in the field of study in which they have completed the study programme. Students are able to demonstrate adequate knowledge of the subject matter and apply their skills in collecting, interpreting and processing basic literature, or its application in practice, or are able to solve a subtask that is related to the student's field of study.
All official textbooks for elementary schools and high schools
Updated state education program for the 2nd level of elementary school
Updated state education program for grammar schools with four-year and five-year education program
School education program of the training school
Internal regulations of the school
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica: Belianum, 2015, ISBN 978-80-557-0860-7. Dostupné na: https://www.minedu.sk/data/att/8032.pdf
KRATOCHVIL, Viliam. Metafora stromu ako model didaktiky dejepisu. K predpokladom výučby. Bratislava : Raabe, 2019. ISBN 978-80-8140-365-1.
KORTHAGEN, Fred. Jak spojit praxi s teorií: Didaktika realistického vzdělávání učitelů. Brno : Paido, 2011. ISBN 978-80-7315-221-5.
Course assessment:
• 1-hour long classroom observation
• active participation in the extracurricular activities of the teaching mentor
• student evaluation by the teaching mentor,
• evaluation of the teacher's diary submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-92%); B (91-84%); C (83-76%); D (75-68%); E (67-60%), Fx (59-0%). Not following the set deadlines and the supervisor's instructions may be punished by lowering the grade or not receiving the credits for teacher training.
Slovak, the language of the student's expertise
Familiarising students with the course requirements
Familiarising students with the pedagogical documentation, conceptual and strategic documents of the training school
Participation in classes within the scope of the trainee teacher's full-time duties and extracurricular activities.
Producing classroom observation records from the teaching mentor’s classes
Producing class analyses.
Production of written preparations for lessons.
Producing a teaching diary and submitting it to the Head of Teaching Practice.
100/0
After completing the course, the student will:
• deepen their knowledge in the field of generally binding legal regulations related to the work of a teacher, pedagogical and other documentation, conceptual and strategic documents of the school,
• develop their professional competencies necessary for their independent planning, projecting, management, and organisation of the educational process in the relevant subject based on the valid curricular documents while adapting the educational program to specific groups of pupils,
• develop their professional competencies related to the didactic, pedagogic, and psychologic analysis of the individual parts of the lesson,
• develop their competencies to apply the knowledge from educational psychology and subject didactics in the educational process,
• develop their abilities to evaluate diverse teaching situations and processes,
• deepen their knowledge about the differences in children's development that result from their health and social disadvantages or talent, so that they can effectively cooperate with the special educators, psychologists, and other professionals during the educational process, and follow their professional recommendations and findings,
• develop their skills at using didactic materials,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to self-evaluate and to improve their professional development further,
• develop their abilities to assess the suitability of the educational materials,
• develop their communication skills and their abilities to express and accept effective criticism and praise.
Recommended literature:
Selection of scholarly literature according to the chosen topic of thesis;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Submitting a partial output in the form of a proposal of the main objectives and structure of the bachelor thesis, methodology, list of references with an overview of available information sources on the selected topic of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Definition of the topic and objective of the final thesis.
Study of scholarly literature.
Excerption of the material.
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Methodology of writing the final thesis.
Formal and compositional requirements of the final theses.
Theory of citation.
Academic ethics and integrity, plagiarism, types of plagiarism.
The main principles of the construction of the scholarly text (content and structure, problems).
Requirements for the final thesis according to the internal quality system of the Comenius University.
(Základné náležitosti odovzdávania záverečných prác. Základné náležitosti obhajoby záverečných prác.)
100/0
The student can define the topic of his/her own bachelor thesis, correctly determine the process's procedure and methods, produce a time plan, and acquire the ability to work selectively and correctly with professional literature on the chosen topic. The student has mastered the basics of scholarly text writing obeying academic ethics rules. He/She has mastered the theory of citing and referencing used and has the skills to create bibliographic references and citations. He/She understands the principles of the structure and content of the bachelor thesis depending on the internal quality system of the UK. He/She understands the causes of plagiarism, recognizes different types of plagiarism, and can avoid them.
Recommended literature:
Selection of scholarly literature according to the chosen topic of thesis;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Submission of a partial output in the form of a whole chapter of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Formal and compositional requirements of the final theses.
Presentation of results and relevant conclusions within the selected chapter.
100/0
The student can write a whole chapter of the bachelor thesis using adequate methods and relevant information sources, which they can critically evaluate and appropriately present the results and relevant conclusions.
LICHNEROVÁ, L. Písanie a obhajoba záverečných prác [online]. Bratislava:
Univerzita Komenského, 2016 [cit. 2016-10-09]. Available at: http://stella.uniba.sk/texty/ LL_pisanie_obhajoba_zaverecne_prace.pdf
• Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave,
2015 [cit. 2021-09-09]. Available at: https://uniba.sk/fileadmin/ruk/ as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
• Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Available at: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske- studium/zaverecne-prace/
The student must submit the bachelor's thesis within the deadline specified in the schedule of the current academic year for the relevant date of the state exam. The bachelor thesis is submitted in electronic form via AIS. The work must meet the parameters determined by the internal quality system of Comenius University. The provisions of Article 14 of Internal Regulation no. 5/2020 (Study Regulations of the Faculty of Arts of Comenius University) apply to the evaluation of the bachelor's thesis. Bachelor thesis evaluation criteria consider the fulfilment of the goals of the thesis in its assignment, originality of the work verified by protocols of originality from the CRZP and Theses systems, to the results of which the thesis supervisor and the opponent express their opinions in their evaluations. Correctness and accuracy of citation of used information sources, compliance of the structure of the bachelor's thesis with the prescribed composition defined by the internal quality system of Comenius University and linguistic and stylistic level of work and formal adjustments are also taken in account. The adequacy of the length of the thesis is assessed by the thesis supervisor.
The supervisor of the final thesis and its opponent will prepare evaluations of the bachelor's thesis and propose a grade in the A-FX grading scale (0-59% -FX, 60-67% -E, 68-75% -D, 76-83% -C, 84-91% -B, 92-100% -A), which the student receives a minimum of three working days before the defence. In their evaluation the supervisor and opponent will give a particular question related to broader historical context of bachelor thesis which the student will answer during his defence of bachelor thesis.
The student orally and with help of presentation (g.e. powerpoint) presents the content, achieved goals, and conclusions of the bachelor's thesis, and answers the questions and comments of the thesis supervisor, opponent, or members of the examination committee. The committee will comprehensively evaluate the quality of the bachelor's thesis, assess the method and form of defence, and the student's ability to adequately respond to comments and questions from the evaluations of the thesis supervisor and the opponent.
The student orally and with help of presentation (g.e. powerpoint) presents the content, achieved goals, and conclusions of the bachelor's thesis, and answers the questions and comments of the thesis supervisor, opponent, or members of the examination committee. The committee will comprehensively evaluate the quality of the bachelor's thesis, assess the method and form of defence, and the student's ability to adequately respond to comments and questions from the evaluations of the thesis supervisor and the opponent. The evaluation includes also the quality of answers on two specific questions of supervisor and opponent. The student receives their final grade based on the average of the assessment of the thesis supervisor and opponent from their evaluations, and the assessment of the examination committee.
Slovak
1. The student presents the bachelor's thesis in front of the committee for state exams, the opponent of the bachelor's thesis, and those present.
2. The student responds to comments and questions in the evaluations.
3. Answering of 2 specific questions of superviosor and opomńents in their thesis evaluation ralted to the broader historical context of bachalor thesis
4. The student responds to the questions of the committee for state exams or the questions in a broader debate.
0/100
The student has mastered the basic requirements of writing a scientific text in compliance with the rules of academic ethics, is able to work creatively in the field of study in which he completed the study program, and has adequate knowledge and understanding of the relevant issues. The student can apply his skills in the collection, interpretation, and processing of basic scientific literature, or even in its application in practice, or has the ability to solve a partial task related to the focus of the bachelor's thesis. After a successful defence of the bachelor's thesis, the student is able to logically deal with the theoretical background of the bachelor's thesis and respond to questions relating to the relevant issues.
Recommended literature:
All official textbooks for elementary schools and high schools
Updated state education program for the 2nd level of elementary school
Updated state education program for grammar schools with four-year and five-year education program
School education program of the training school
Internal regulations of the school
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica: Belianum, 2015, ISBN 978-80-557-0860-7. Dostupné na: https://www.minedu.sk/data/att/8032.pdf
Course assessment:
• 1-hour long classroom observation
• active participation in the extracurricular activities of the teaching mentor
• student evaluation by the teaching mentor,
• evaluation of the teacher's diary submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-92%); B (91-84%); C (83-76%); D (75-68%); E (67-60%), Fx (59-0%). Not following the set deadlines and the supervisor's instructions may be punished by lowering the grade or not receiving the credits for teacher training.
Hungarian Language (C1)
Familiarising students with the course requirements
Familiarising students with the pedagogical documentation, conceptual and strategic documents of the training school
Participation in classes within the scope of the trainee teacher's full-time duties and extracurricular activities.
Producing classroom observation records from the teaching mentor’s classes
Producing class analyses.
Production of written preparations for lessons.
Producing a teaching diary and submitting it to the Head of Teaching Practice.
After completing the course, the student will:
• deepen their knowledge in the field of generally binding legal regulations related to the work of a teacher, pedagogical and other documentation, conceptual and strategic documents of the school,
• develop their professional competencies necessary for their independent planning, projecting, management, and organisation of the educational process in the relevant subject based on the valid curricular documents while adapting the educational program to specific groups of pupils,
• develop their professional competencies related to the didactic, pedagogic, and psychologic analysis of the individual parts of the lesson,
• develop their competencies to apply the knowledge from educational psychology and subject didactics in the educational process,
• develop their abilities to evaluate diverse teaching situations and processes,
• deepen their knowledge about the differences in children's development that result from their health and social disadvantages or talent, so that they can effectively cooperate with the special educators, psychologists, and other professionals during the educational process, and follow their professional recommendations and findings,
• develop their skills at using didactic materials,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to self-evaluate and to improve their professional development further,
• develop their abilities to assess the suitability of the educational materials,
• develop their communication skills and their abilities to express and accept effective criticism and praise.
Selection of scholarly literature according to the chosen topic of thesis;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Submitting a partial output in the form of a proposal of the main objectives and structure of the bachelor thesis, methodology, list of referenceswith an overview of available information sources on the selected topic of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
Hungarian Language(C2)
Definition of the topic and objective of the final thesis.
Study of scholarly literature.
Excerption of the material.
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Methodology of writing the final thesis.
Formal and compositional requirements of the final theses.
Theory of citation.
Academic ethics and integrity, plagiarism, types of plagiarism.
The main principles of the construction of the scholarly text (content and structure, problems).
Requirements for the final thesis according to the internal quality system of the Comenius University.
(Základné náležitosti odovzdávania záverečných prác. Základné náležitosti obhajoby záverečných prác.)
100/0
The student can define the topic of his/her own bachelor thesis, correctly determine the process's procedure and methods, produce a time plan, and acquire the ability to work selectively and correctly with professional literature on the chosen topic. The student has mastered the basics of scholarly text writing obeying academic ethics rules. He/She has mastered the theory of citing and referencing used and has the skills to create bibliographic references and citations. He/She understands the principles of the structure and content of the bachelor thesis depending on the internal quality system of the UK. He/She understands the causes of plagiarism, recognizes different types of plagiarism, and can avoid them.
Selection of scholarly literature according to the chosen topic of thesis;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Submission of a partial output in the form of a whole chapter of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
Hungarian Language (C2)
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Formal and compositional requirements of the final theses.
Presentation of results and relevant conclusions within the selected chapter.
100/0
The student can write a whole chapter of the bachelor thesis using adequate methods and relevant information sources, which they can critically evaluate and appropriately present the results and relevant conclusions.
• LICHNEROVÁ, L. Písanie a obhajoba záverečných prác [online]. Bratislava:
Univerzita Komenského, 2016 [cit. 2016-10-09]. Dostupné na: http://stella.uniba.sk/texty/
LL_pisanie_obhajoba_zaverecne_prace.pdf
• Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave,
2015 [cit. 2021-09-09]. Dostupné na: https://uniba.sk/fileadmin/ruk/
as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
• Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit.
2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterskestudium/
zaverecne-prace/
Submission of the bachelor thesis by the deadline specified in the timetable of the current academic year for the respective date of the state examination. The bachelor thesis is submitted in electronic version via AIS. The thesis must comply with the parameters specified by the internal quality system of Charles University. At the assessment of the bachelor thesis shall be subject to the provisions of Article 14 of Internal Regulation No 5/2020 (Study Regulations of the Faculty of Arts of Comenius University). The supervisor of the thesis and the thesis advisor shall draw up an evaluation of the bachelor thesis and propose an evaluation of A-FX grading scale, which shall be available to the student at least 3 working days before the defence.
Criteria for evaluation of the bachelor thesis:
1. Contribution of the bachelor thesis, fulfillment of the objectives of the thesis in its assignment and fulfillment of the requirements for the content of the bachelor thesis, the requirements of the thesis given by the internal quality system of Comenius University. The following is assessed: demonstration of knowledge and understanding, the ability to work creatively in the study programme, the ability applied in the collection, interpretation and processing of the basic literature; in the case of a practically oriented bachelor's thesis mastery of the application of theoretical assumptions in practice and the verifiability of hypotheses;
2. Originality of the thesis (the bachelor's thesis must not be plagiarised, must not infringe the author's the rights of other authors); the documentation for the defence of the bachelor thesis also includes protocols originality reports from the CRZP and Theses, on the results of which the thesis supervisor and the opponent comment in their reports;
3. Correctness and correctness of citation of used information sources, research results of other
of other authors and authors' teams, correctness of the description of methods and working procedures of other authors the correctness of the methods used by other authors or author teams;
4. Compliance of the structure of the bachelor thesis with the prescribed structure defined by the internal system quality of the CU;
5. Respect of the recommended scope of the bachelor thesis (recommended scope of the bachelor thesis is usually 30-40 standard pages = 54,000 to 72,000 characters including spaces), adequacy of the scope. The size of the thesis is assessed by the thesis supervisor;
6. The linguistic and stylistic level of the thesis and formal editing.
The student orally presents the content, achieved objectives and conclusions of the bachelor's thesis and answers the questions and comments of the thesis supervisor, opponent, or members of the examination committee. Committee comprehensively evaluate the quality of the bachelor thesis, assess the manner and form of the defence and the ability to the student to respond adequately to the comments and questions in the thesis supervisor's reports and the opponent. The evaluation will be obtained from the arithmetic average of the evaluations from the supervisor's
of the thesis supervisor, the thesis opponent and the evaluation of the examination committee.
Hungarian (C2)
1. Presentation of the bachelor's thesis to students before the state examination committee, opponent and those present.
2. The student's response to comments and questions in the evaluations.
3. Student's response to questions from the State Examination Committee and in discussion.
Intermediate/final mark weighting: 0/100
The student has mastered the basic requirements of writing a professional text, observing the rules
academic ethics, is able to work creatively in the field of study in which he/she graduated
programme, has adequate knowledge and understanding of the subject being studied. Can
apply his/her skills in collecting, interpreting and processing the basic literature, or in its application in practice, or has the ability to solve a sub-task related to the focus of the bachelor thesis. After successful defence of the bachelor thesis, the student is able to logically
deal with the theoretical background of the bachelor thesis problem and respond argumentatively to questions on the processed problem.
BIMMEL, P.; KAST, B; NEUNER, G. Deutschunterricht planen. Fernstudieneinheit 18. München: Goethe-Institut, 2003.
ENDE, K., GROTJAHN, R., KLEPPIN, K., MOHR, I. DLL 06: Curriculare Vorgaben und Unterrichtsplanung. Fort- und Weiterbildung weltweit. Stuttgart: Klett Sprachen, 2013.
ZIEBELL, B.: Unterrichtsbeobachtung und Lehrerverhalten. Fernstudieneinheit 32. München: Goethe-Institut, 2002.
a) during the teaching part (continuously):
Before the beginning of the teaching practice at the beginning of the semester, an introductory meeting with mandatory participation is held, the content of which is to familiarize with the course of the practice and the conditions for its completion.
Completion of 5 visits and analyses at the training school is compulsory. Upon completion of the practicum, students submit a practicum report, focusing on selected aspects of the teaching observation, to the didactic teacher responsible for the organisation of the practicum. Absences from group visits are only accepted in justified cases with documented evidence and are made up where possible.
The student must achieve a minimum success rate of 60%.
(b) In the examination period: 100% pass mark.
Violation of academic ethics will result in the nullification of the points earned in the relevant assessment item.
Grading Scale. A: 100 - 91%, B: 90 - 81%, C: 80 - 73%, D: 72 - 66%, E: 65 - 60%, Fx: 59 - 0%
The exact dates of the practicum and the practicum school will be announced at the beginning of the semester.
German
Before the beginning of the teaching practice at the beginning of the semester, an introductory meeting is held at the faculty with compulsory participation, the content of which is familiarization with the course of the practice and the conditions for its completion. Students will complete Teaching Practice 1 in selected mock schools under the supervision of a trainee teacher in groups. The practice involves a 5 lesson observation followed by a debriefing with the trainee teacher. At the end of the placement, the student completes a placement report, which is handed over to the didactic teacher responsible for the organisation of the placement.
100/0
The student will acquire the basic ability to observe German teaching, to focus on selected aspects of the observation, and to produce a protocol of practice. At the same time, the student is able to reflect on teaching and ask questions about the observation as part of the analysis.
Selection of literature according to the chosen topic of the thesis and recommendations of the thesis supervisor; Current directive of the Rector of Charles University on the basic requisites of final theses; LICHNEROVÁ, Lucia: Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Available at: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf.
Continuous assessment - the seminar is conducted through individual consultations with the supervisor/work supervisor. Considering the specifics of the subject, the following are evaluated: systematic preparation of the bachelor thesis in accordance with the objectives set in the assignment, regular consultations with the supervisor of the final thesis and familiarisation of the supervisor of the final thesis with the progress on the agreed tasks, which include: studying the literature on the topic of the bachelor thesis and processing of sub-problems. A grade on the A-FX grading scale will be awarded by the thesis advisor based on completion of the individual requirements agreed upon at the beginning of the semester.
German (level C1-C2), Slovak
1. Defining the main and sub-objectives of the bachelor thesis.
2. Information research on the bachelor thesis.
3. Analysis and critique of literature, historical sources and other
historical and other information sources on the topic of the bachelor thesis.
4. Continuous and rigorous development of the citation apparatus for the bachelor thesis.
5. Preparation of the structure of the bachelor's thesis in the context of its topic and the requirements for the structure of the bachelor's thesis given by the internal quality system of Charles University.
6. Methodological definition of the topic: determination of the research problem, research questions.
7. Terminological definition of the bachelor thesis proble
100/0
After successful completion of the course, the student understands the principles of the construction of the formal and content of the bachelor thesis depending on the internal quality system of the University of Applied Sciences. The student/learner is able to formulate a research problem and research questions and has mastered the principles of academic ethics. Has the basic information competences to excerpt and process basic secondary literature and primary material within the defined topic and the defined theoretical and methodological background.
Selection of literature according to the chosen topic of the thesis and recommendations of the thesis supervisor; Current directive of the Rector of Charles University on the basic requisites of final theses; LICHNEROVÁ, Lucia: Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Available at: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf.
Continuous assessment - the seminar is conducted through individual consultations with the supervisor/work supervisor. Considering the specifics of the subject, the following are evaluated: systematic preparation of the bachelor thesis in accordance with the objectives set in the assignment, regular consultations with the supervisor of the final thesis and familiarisation of the supervisor of the final thesis with the progress on the agreed tasks, which include: studying the literature on the topic of the bachelor thesis and processing of sub-problems. A grade on the A-FX grading scale will be awarded by the thesis advisor based on completion of the individual requirements agreed upon at the beginning of the semester.
German (level C1-C2), Slovak
1. Methodology of problem processing.
2. Interpretation and critique of literature, historical sources and other sources of information on the problem of the bachelor's thesis.
3. Final rigorous development of the citation apparatus for the bachelor's thesis. Formal and compositional requirements of the thesis.
4. Processing of the theoretical part of the bachelor thesis.
5. Preparation of the practical part of the bachelor thesis.
6. Verification of hypotheses and evaluation of the objectives of the bachelor thesis.
7. Presentation of results and important conclusions within the chosen chapter.
100/0
After successful completion of the course, the student has acquired basic skills in writing academic text. The student has sufficient information competences to process and interpret basic secondary literature.
The student is able to produce a coherent chapter of a Bachelor's thesis using adequate methods, relevant information sources which he/she can critically evaluate and can present results and important conclusions appropriately.
LICHNEROVÁ, L. Písanie a obhajoba záverečných prác [online]. Bratislava: Univerzita Komenského, 2016 [cit. 2016-10-09]. Dostupné na: http://stella.uniba.sk/texty/ LL_pisanie_obhajoba_zaverecne_prace.pdf. Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave, 2015 [cit. 2021-09-09]. Dostupné na: https://uniba.sk/fileadmin/ruk/ as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf. Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske- studium/zaverecne-prace/
Submission of the Bachelor's thesis by the deadline specified in the timetable of the current academic year for the respective date of the state examination. The bachelor thesis is submitted in an electronic version via AIS. The thesis must comply with the parameters specified by the internal quality system of Charles University. The provisions of Article 14 of the Internal Regulation No. 5/2020 (Study Regulations of the Faculty of Arts of Charles University) shall apply to the evaluation of the bachelor thesis. The thesis supervisor and the thesis opponent shall prepare a report on the thesis and propose a grade in the A-FX grading scale, which shall be available to the student at least 3 working days before the defence. 1. Contribution of the bachelor thesis, fulfilment of the objectives of the thesis in its assignment and fulfilment of the requirements for the content of the bachelor thesis given by the internal quality system of Charles University. The following are assessed: demonstration of knowledge and knowledge, ability to work creatively in the study programme, ability applied in collecting, interpreting and processing basic literature; in the case of a practically oriented bachelor thesis, also mastery of application of theoretical bases in practice and verifiability of hypotheses; 2. Originality of the thesis (the bachelor's thesis must not be plagiarized, it must not infringe the copyrights of other authors); the documentation for the defence of the bachelor's thesis includes originality protocols from the CRZP and Theses, the results of which are commented on by the supervisor of the final thesis and the opponent in their opinions; 3. Correctness and correctness of citation of used information sources, research results of other authors and author teams, correctness of description of methods and working procedures of other authors or author teams; 4. Compliance of the structure of the bachelor's thesis with the prescribed structure defined by the internal quality system of Charles University; 5. Respect of the recommended scope of the bachelor's thesis (the recommended scope of the bachelor's thesis is usually 30 - 40 standard pages = 54 000 to 72 000 characters including spaces), the adequacy of the scope of the thesis is assessed by the supervisor of the thesis; 6. The linguistic and stylistic level of the thesis and formal editing. The student orally presents the content, achieved objectives and conclusions of the bachelor's thesis and answers questions and comments of the thesis supervisor, opponent, or members of the examination committee. The committee shall comprehensively evaluate the quality of the bachelor thesis, assess the manner and form of the defence and the student's ability to respond adequately to the comments and questions in the reports of the thesis supervisor and the opponent. The evaluation is obtained from the arithmetic average of the evaluations of the thesis supervisor, the thesis opponent and the evaluation of the examination committee.
1. Presentation of the bachelor's thesis to the students in front of the state examination committee, the opponent of the bachelor's thesis and the attendees. 2. The student's response to comments and questions in the evaluations. 3. The student's response to questions from the State Examination Committee and in discussion.
0/100
The student has mastered the basic requirements of writing a professional text in compliance with the rules of academic ethics, is able to work creatively in the field of study in which he/she graduated from the study programme, has adequate knowledge and knowledge of the subject matter. He/she is able to apply his/her skills in collecting, interpreting and excerpting the basic literature, or in applying it in practice, or has the ability to solve a sub-task related to the focus of the bachelor thesis. After a successful defence of the bachelor thesis, the student can logically deal with the theoretical background of the bachelor thesis problem and respond argumentatively to questions on the treated issue.
All official textbooks for elementary schools and high schools
Updated state education program for the 2nd level of elementary school
Updated state education program for grammar schools with four-year and five-year education program
School education program of the training school
Internal regulations of the school
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica:
Belianum, 2015, ISBN 978-80-557-0860-7. Dostupné na: https://www.minedu.sk/data/att/8032.pdf
ŠTURMA, Jaroslav. Didaktika pedagogiky. Hradec Králové: Gaudeamus, 1993. 80-7041-228-3.
VALIŠOVÁ, Alena a František SINGULE a Jaroslav VALENTA. Didaktika pedagogiky. Praha: UK, 1990.
VALIŠOVÁ, Alena a Hana KASÍKOVÁ a kol. Pedagogika pro učitele. Praha : Grada, 2007, 402 s. ISBN 8024717344 .
• 1-hour long classroom observation
• active participation in the extracurricular activities of the teaching mentor
• student evaluation by the teaching mentor,
• evaluation of the teacher's diary submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-92%); B (91-84%); C (83-76%); D (75-68%); E (67-60%), Fx (59-0%). Not following the set deadlines and the supervisor's instructions may be punished by lowering the grade or not receiving the credits for teacher training.
slovak
Familiarising students with the course requirements
Familiarising students with the pedagogical documentation, conceptual and strategic documents of the training school
Participation in classes within the scope of the trainee teacher's full-time duties and extracurricular activities.
Producing classroom observation records from the teaching mentor’s classes
Producing class analyses.
Production of written preparations for lessons.
Producing a teaching diary and submitting it to the Head of Teaching Practice..
100/0
After completing the course, the student will:
• deepen their knowledge in the field of generally binding legal regulations related to the work of a teacher, pedagogical and other documentation, conceptual and strategic documents of the school,
• develop their professional competencies necessary for their independent planning, projecting, management, and organisation of the educational process in the relevant subject based on the valid curricular documents while adapting the educational program to specific groups of pupils,
• develop their professional competencies related to the didactic, pedagogic, and psychologic analysis of the individual parts of the lesson,
• develop their competencies to apply the knowledge from educational psychology and subject didactics in the educational process,
• develop their abilities to evaluate diverse teaching situations and processes,
• deepen their knowledge about the differences in children's development that result from their health and social disadvantages or talent, so that they can effectively cooperate with the special educators, psychologists, and other professionals during the educational process, and follow their professional recommendations and findings,
• develop their skills at using didactic materials,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to self-evaluate and to improve their professional development further,
• develop their abilities to assess the suitability of the educational materials,
develop their communication skills and their abilities to express and accept effective criticism and praise
Informačná a mediálna gramotnosť [online]. Filozofická fakulta UK; Akademická knižnica UK,
2015 [cit. 2021-08-13]. Dostupné na: https://midas.uniba.sk/
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá
pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit.
2021-01-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
LICHNEROVÁ, Lucia a Ľudmila HRDINÁKOVÁ. Ako dodržať akademickú etiku pri
písaní vedeckých a odborných textov? In: Naša univerzita. 2020, roč. 67, č. 1, s. 62-65.
ISSN (print) 1338-4163. Dostupné tiež na: https://uniba.sk/fileadmin/ruk/nasa_univerzita/
NU2020-21/201021_Nasa_univerzita_1_20-21.pdf
ŠVEC, Štefan et al. 1998. Metodológia vied o výchove. Bratislava: IRIS, 1998. ISBN 80-88778-73-5.
Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave,
2015 [cit. 2021-09-09]. Dostupné na: https://uniba.sk/fileadmin/ruk/
as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit.
2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterskestudium/zaverecne-prace/
Selection of scholarly literature according to the chosen topic of thesis.
Submitting a partial output in the form of a proposal of the main objectives and structure of the bachelor thesis, methodology, list of references with an overview of available information sources on the selected topic of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required.
Slovak
Definition of the topic and objective of the final thesis.
Study of scholarly literature.
Excerption of the material.
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Methodology of writing the final thesis.
Formal and compositional requirements of the final theses.
Theory of citation.
Academic ethics and integrity, plagiarism, types of plagiarism.
The main principles of the construction of the scholarly text (content and structure, problems).
Requirements for the final thesis according to the internal quality system of the Comenius University.
(Basic requirements for submitting final theses. Basic requirements for defending final theses.)
100/0
The student can define the topic of his/her own bachelor thesis, correctly determine the process's procedure and methods, produce a time plan, and acquire the ability to work selectively and correctly with professional literature on the chosen topic. The student has mastered the basics of scholarly text writing obeying academic ethics rules. He/She has mastered the theory of citing and referencing used and has the skills to create bibliographic references and citations. He/She understands the principles of the structure and content of the bachelor thesis depending on the internal quality system of the UK. He/She understands the causes of plagiarism, recognizes different types of plagiarism, and can avoid them.
Informačná a mediálna gramotnosť [online]. Filozofická fakulta UK; Akademická knižnica UK,
2015 [cit. 2021-08-13]. Dostupné na: https://midas.uniba.sk/
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá
pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit.
2021-01-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
LICHNEROVÁ, Lucia a Ľudmila HRDINÁKOVÁ. Ako dodržať akademickú etiku pri
písaní vedeckých a odborných textov? In: Naša univerzita. 2020, roč. 67, č. 1, s. 62-65.
ISSN (print) 1338-4163. Dostupné tiež na: https://uniba.sk/fileadmin/ruk/nasa_univerzita/
NU2020-21/201021_Nasa_univerzita_1_20-21.pdf
ŠVEC, Štefan et al. 1998. Metodológia vied o výchove. Bratislava: IRIS, 1998. ISBN 80-88778-73-5.
Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave,
2015 [cit. 2021-09-09]. Dostupné na: https://uniba.sk/fileadmin/ruk/
as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit.
2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterskestudium/zaverecne-prace/
Selection of scholarly literature according to the chosen topic of thesis.
Submission of a partial output in the form of a whole chapter of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required.
Slovak
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Formal and compositional requirements of the final theses.
Presentation of results and relevant conclusions within the selected chapter.
100/0
The student can write a whole chapter of the bachelor thesis using adequate methods and relevant information sources, which they can critically evaluate and appropriately present the results and relevant conclusions.
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác [online]. Bratislava: Univerzita Komenského, 2016 [cit. 2021-10-10]. Available at: http://stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prace.pdf
Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave, 2015 [cit. 2021-10-10]. Available at: https://uniba.sk/fileadmin/ruk/
as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-09-09]. Available at: https://fphil.uniba.sk/studium/student/bakalarske-amagisterske studium/zaverecne-prace/
Further literature according to the topic of the bachelor's thesis.
The student must submit the bachelor's thesis within the deadline specified in the schedule of the current academic year for the relevant date of the state exam. The bachelor thesis is submitted in electronic form via AIS. The work must meet the parameters determined by the internal quality system of Comenius University. The provisions of Article 14 of Internal Regulation no. 5/2020 (Study Regulations of the Faculty of Arts of Comenius University) apply to the evaluation of the bachelor's thesis.
The supervisor of the final thesis and its opponent will prepare evaluations of the bachelor's thesis and propose a grade in the A-FX grading scale, which the student receives a minimum of three working days before the defence.
Grading scale: 0-59% -FX, 60-67% -E, 68-75% -D, 76-83% -C, 84-91% -B, 92-100% -A
Bachelor thesis evaluation criteria:
1. The contribution of the bachelor's thesis, the fulfilment of the goals of the thesis in its assignment, and the requirements for the content of the bachelor's thesis given by the internal quality system of Comenius University. The following is assessed: demonstration of knowledge and skills, ability to work creatively in the study program, ability applied in the collection, interpretation, and processing of basic scientific literature; in the case of an empirically oriented bachelor's thesis also mastering the application of theoretical principles in practice and verifiability of hypotheses.
2. Originality of the work (bachelor thesis must not be plagiarized, must not infringe the copyrights of other authors); the documentation for the defence of the bachelor's thesis also includes protocols of originality from the CRZP and Theses systems, to the results of which the thesis supervisor and the opponent express their opinions in their evaluations.
3. Correctness and accuracy of citation of used information sources, research results of other authors and group authors, correctness of the description of methods and working procedures of other authors or group authors.
4. Compliance of the structure of the bachelor's thesis with the prescribed composition defined by the internal quality system of Comenius University.
5. Respecting the recommended length of the bachelor's thesis (the recommended length of the bachelor's thesis is usually 30 – 40 standard pages = 54,000 to 72,000 characters, including spaces), the adequacy of the length of the thesis is assessed by the thesis supervisor.
6. Linguistic and stylistic level of work and formal adjustments.
The student orally presents the content, achieved goals, and conclusions of the bachelor's thesis, and answers the questions and comments of the thesis supervisor, opponent, or members of the examination committee. The committee will comprehensively evaluate the quality of the bachelor's thesis, assess the method and form of defence, and the student's ability to adequately respond to comments and questions from the evaluations of the thesis supervisor and the opponent. The student receives their final grade based on the average of the assessment of the thesis supervisor and opponent from their evaluations, and the assessment of the examination committee.
Slovak
1. The student presents the bachelor's thesis in front of the committee for state exams, the opponent of the bachelor's thesis, and those present.
2. The student responds to comments and questions in the evaluations.
3. The student responds to the questions of the committee for state exams or the questions in a broader debate.
0/100
The student has mastered the basic requirements of writing a scientific text in compliance with the rules of academic ethics, is able to work creatively in the field of study in which he completed the study program, and has adequate knowledge and understanding of the relevant issues. The student can apply his skills in the collection, interpretation, and processing of basic scientific literature, or even in its application in practice, or has the ability to solve a partial task related to the focus of the bachelor's thesis. After a successful defence of the bachelor's thesis, the student is able to logically deal with the theoretical background of the bachelor's thesis and respond to questions relating to the relevant issues.
All official textbooks for elementary schools and high schools
Updated state education program for the 2nd level of elementary school
Updated state education program for grammar schools with four-year and five-year education program
School education program of the training school
Internal regulations of the school
KOSOVÁ, B. – TOMENGOVÁ, A.: Profesijná praktická príprava budúcich učiteľov. Banská Bystrica: Belianum, 2015, ISBN 978-80-557-0860-7. Dostupné na: https://www.minedu.sk/data/att/8032.pdf
Course assessment:
• 1-hour long classroom observation
• active participation in the extracurricular activities of the teaching mentor
• student evaluation by the teaching mentor,
• evaluation of the teacher's diary submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-92 %); B (91-84 %); C (83-76 %); D (75-68 %); E (67-60 %), Fx (59-0 %). Not following the set deadlines and the supervisor's instructions may be punished by lowering the grade or not receiving the credits for teacher training.
Slovak
Familiarising students with the course requirements
Familiarising students with the pedagogical documentation, conceptual and strategic documents of the training school
Participation in classes within the scope of the trainee teacher's full-time duties and extracurricular activities.
Producing classroom observation records from the teaching mentor’s classes
Producing class analyses.
Production of written preparations for lessons.
Producing a teaching diary and submitting it to the Head of Teaching Practice.
100 %
After completing the course, the student will:
• deepen their knowledge in the field of generally binding legal regulations related to the work of a teacher, pedagogical and other documentation, conceptual and strategic documents of the school,
• develop their professional competencies necessary for their independent planning, projecting, management, and organisation of the educational process in the relevant subject based on the valid curricular documents while adapting the educational program to specific groups of pupils,
• develop their professional competencies related to the didactic, pedagogic, and psychologic analysis of the individual parts of the lesson,
• develop their competencies to apply the knowledge from educational psychology and subject didactics in the educational process,
• develop their abilities to evaluate diverse teaching situations and processes,
• deepen their knowledge about the differences in children's development that result from their health and social disadvantages or talent, so that they can effectively cooperate with the special educators, psychologists, and other professionals during the educational process, and follow their professional recommendations and findings,
• develop their skills at using didactic materials,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to self-evaluate and to improve their professional development further,
• develop their abilities to assess the suitability of the educational materials,
• develop their communication skills and their abilities to express and accept effective criticism and praise.
Selection of scholarly literature according to the chosen topic of thesis;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Submitting a partial output in the form of a proposal of the main objectives and structure of the bachelor thesis, methodology, list of references with an overview of available information sources on the selected topic of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
Violation of academic ethics results in the cancellation of earned points in the relevant item.
Slovak (Czech passive)
Definition of the topic and objective of the final thesis.
Study of scholarly literature.
Excerption of the material.
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Methodology of writing the final thesis.
Formal and compositional requirements of the final theses.
Theory of citation.
Academic ethics and integrity, plagiarism, types of plagiarism.
The main principles of the construction of the scholarly text (content and structure, problems).
Requirements for the final thesis according to the internal quality system of the Comenius University.
(Základné náležitosti odovzdávania záverečných prác. Základné náležitosti obhajoby záverečných prác.)
100/0
The student can define the topic of his/her own bachelor thesis, correctly determine the process's procedure and methods, produce a time plan, and acquire the ability to work selectively and correctly with professional literature on the chosen topic. The student has mastered the basics of scholarly text writing obeying academic ethics rules. He/She has mastered the theory of citing and referencing used and has the skills to create bibliographic references and citations. He/She understands the principles of the structure and content of the bachelor thesis depending on the internal quality system of the UK. He/She understands the causes of plagiarism, recognizes different types of plagiarism, and can avoid them.
Selection of scholarly literature according to the chosen topic of thesis;
Current Directive of the Rector of the Comenius University on the essentials of the final thesis;
LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Available at: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Available at: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske-studium/zaverecne-prace/
Submission of a partial output in the form of a whole chapter of the bachelor thesis.
Grade percentage:
A: 93-100%, excellent - excellent results,
B: 85-92%, very well – above average standard,
C: 76-84%, well - reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient – the results meet the minimum criteria,
Fx: 0-59%, insufficient – additional work required
Slovak (Czech passive)
Theoretical-methodological concept of the thesis.
Methodology of processing the research topic.
Formal and compositional requirements of the final theses.
Presentation of results and relevant conclusions within the selected chapter.
100/0
The student can write a whole chapter of the bachelor thesis using adequate methods and relevant information sources, which they can critically evaluate and appropriately present the results and relevant conclusions.
LICHNEROVÁ, L. Písanie a obhajoba záverečných prác [online]. Bratislava:
Univerzita Komenského, 2016 [cit. 2016-10-09]. Available at: http://stella.uniba.sk/texty/ LL_pisanie_obhajoba_zaverecne_prace.pdf
Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave, 2015 [cit. 2021-09-09]. Available at: https://uniba.sk/fileadmin/ruk/ as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Available at: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske studium/zaverecne-prace/
Additional literature depends on the bachelor’s thesis specialization.
Submission of the bachelor's thesis within the deadline specified in the schedule of the current academic year for the relevant date of the state exam. The bachelor thesis is submitted in electronic form via AIS. The thesis must meet the parameters determined by the internal quality system of the Comenius University. The provisions of Article 14 of the Internal Regulation no. 5/2020 (Study Regulations of the Faculty of Arts, Comenius University) apply to the bachelor’s thesis evaluation.
The supervisor of the final thesis and its opponent will prepare assessments of the bachelor's thesis and propose an evaluation in the A-FX grading scale, which the student has at his/her disposal min. 3 working days before the defence. Bachelor thesis evaluation criteria:
The contribution of the bachelor's thesis, the fulfilment of the objectives of the thesis and the requirements for the content of the bachelor’s thesis given by the internal quality system of the Comenius University. The following is assessed: demonstration of knowledge and skills, ability to work creatively in the study program, ability applied to collecting, interpreting and processing of basic professional literature; in the case of a practically oriented bachelor's thesis, mastering the application of theoretical principles in practice and verifiability of hypotheses.
Originality of the thesis (bachelor’s thesis must not be plagiarized, must not infringe the copyrights of other authors); the documentation for the defence of the bachelor's thesis also includes protocols of originality from the CRZP and Theses, to the results of which the thesis supervisor and the opponent express their opinions in their assessments.
Correctness of citing the selected information sources, research results of other authors and author's collectives, correctness of description of methods and working procedures of other authors or author's collectives.
Compliance of the structure of the bachelor's thesis with the prescribed composition defined by the internal quality system of the Comenius University.
Respecting the recommended range of the bachelor's thesis (the recommended range of the bachelor's thesis is usually 30 - 40 standard pages = 54,000 to 72,000 characters, including spaces), the adequacy of the range of the thesis is assessed by the thesis supervisor.
Linguistic and stylistic level of the thesis and formal layout.
The student orally presents the content, achieved goals and conclusions of the bachelor's thesis and answers the questions and comments of the thesis supervisor, opponent, or members of the examination board. The commission will comprehensively evaluate the quality of the bachelor's thesis, assess the method and form of the defence and the student's ability to adequately respond to comments and questions in the assessments of the thesis supervisor and of the opponent.
Part of the colloquial defence of the bachelor's thesis is also the answering of two questions that are related to the theoretical and methodological background of the thesis.
The final evaluation will consider the evaluations from the supervisor's and opponent's assessment, the evaluation of the final thesis defence by the commission and the evaluation of answers to two questions chosen by the commission. In the case of the Fx mark from the second part of the colloquial defence, the same final mark is given to the student.
Scale of assessment (preliminary/final): 0/100
slovak
1. Presentation of the bachelor's thesis to students with the commission for state exams, opponents of the bachelor's thesis and others present.
2. Student’s response to comments and questions in the assessments.
3. Student’s response to the commission's questions and questions in the discussion.
Scale of assessment (preliminary/final): 0/100
The student has mastered the basic requirements of writing a professional text in compliance with the rules of academic ethics, he/she is able to work creatively in the field of study in which he/she completed the study program, he/she has adequate knowledge and understanding of the selected issue. He/she can apply his/her skills to collecting, interpreting and processing of basic professional literature, or to their use in practice or has the ability to solve a partial task related to the focus of the bachelor's thesis. After a successful defence of the bachelor's thesis, the student can logically deal with the theoretical background of the bachelor's thesis and respond to the questions on the selected issues.
The literature will be specified according to the focus of the course at the beginning of the semester.
Students will have access to all presentations, which will be published in the course's Teams group.
The course is evaluated continuously and the condition for its completion is to obtain at least sixty percent of the total evaluation. Active participation, preparation for the course, and completion of the final test are all part of the assessment.
The criteria for the overall assessment will be specified at the beginning of the semester.
Violation of academic ethics by students results in the cancellation of the evaluation in the relevant item.
Absences: 2 absences without apology required. More than 2 absences: an apology is required and submitted to the relevant study assistant at the FiFUK Study Department.
A: 100% - 93%
B: 92% - 85%
C: 84% - 77%
D: 76% - 69%
E: 68% - 60%
FX: 59% - 0%
Slovak
1. Ancient literature (with emphasis on Greek and Roman)
2. Medieval literature (Czech, German, French, Italian, Spanish, English)
3. Renaissance literature (Czech, Italian, French, Spanish, German and English)
4. Baroque literature (Czech, Italian, Spanish and English)
5. Enlightenment and classicism
6. Pre-Romanticism and Romanticism
7. Realism
8. Modern and avant-garde directions
9. Literature of the 20th century between the two wars
10. Literature of the 20th and 21st centuries after 1945
Note: the specification of the program will be published in the course annotation at the beginning of the semester according to its thematic focus.
100/0
Students will gain a basic orientation in world literature from the Middle Ages to the present with an emphasis on selected key personalities and their relations with Slovak literature in various development periods. Interpretive, contextualising and comparative skills will be highlighted.
The literature will be specified according to the focus of the course at the beginning of the semester.
The course is evaluated continuously and the condition for its completion is to obtain at least sixty percent of the total evaluation. It includes active participation and preparation for seminars and the elaboration of an interpretation essay.
The criteria for the overall assessment will be specified at the beginning of the semester.
Violation of academic ethics by students results in the cancellation of the evaluation in the relevant item.
Absences: 2 absences without apology required. More than 2 absences: an apology is required and submitted to the relevant study assistant at the FiFUK Study Department.
Slovak
1. Baroque
2. Enlightenment
3. Classicism
4. Pre-Romanticism
5. Romanticism
6. Realism
7. Modern
8. Avant-garde
9. Literature of the 20th century between the two wars
10. Literature of the 20th and 21st centuries after 1945
Note: the specification of the program will be published in the course annotation at the beginning of the semester according to its thematic focus.
100/0
Students will gain a basic orientation in world literature from the Baroque to the present with an emphasis on selected key personalities and their relations with Slovak literature in various development periods. Interpretive, contextualising and comparative skills will be highlighted.
BAĎURÍKOVÁ, Zita et al. Školská pedagogika. Bratislava: Univerzita Komenského, 2001. ISBN 80-223-1536-2.
BREAUX, Annette. Rychlá pomoc pro učitele. Praha: Portál, 2020. ISBN 9788026216605.
HLÁSNA, Slávka et al. Úvod do pedagogiky. Nitra: Enigma, 2006. ISBN 80-89132-29-4.
KRATOCHVÍLOVÁ, Emília et al. Úvod do pedagogiky. Trnava: Pedagogická fakulta Trnavskej univerzity v Trnave, 2007. ISBN 978-80-8082-145-6.
KYRIACOU, CHris. Klíčové dovednosti učitele. Praha: Portál, 2008. ISBN 9788073674342.
VALIŠOVÁ, Alena a Hana KASÍKOVÁ. Pedagogika pro učitele. Praha: Grada, 2007. ISBN 978-80-247-1734-0.
* additional literature will be added at the beginning or during the semester.
during the semester: active participation in seminars, cooperation with other students, elaboration of the assigned topic and its presentation at the seminar, written work
The condition for successful completion of the course is to obtain at least 60% of the maximum possible evaluation of the course. The rating is given on a scale:
A (100-91%, excellent - excellent results),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - additional work required)
The condition for meeting the criteria for passing the course is to achieve min. 60% of the total interim evaluation.
Min. 2 justified absences.
Violation of academic ethics will result in the cancellation of the ongoing evaluation.
The exact dates of the mid-term evaluation as well as the topics will be announced at the beginning of the semester.
Weight of the intermediate / final evaluation: 100/0
Slovak
1. Educational sciences: traditional and modern concepts.
2. Understanding of education and its explanation.
3. Socialization and education.
4. Philosophical basis of pedagogical thinking. Theoretical concepts of education.
5. Social context of education.
6. Education in the changes of time (basic development trends of pedagogy - J. A. Komenský, J. J. Rousseau, J. H. Pestalozzi, J. F. Herbart and pedagogical currents of the 20th century).
7. Subject and object of education, educational interaction.
8. Teacher's personality and profession.
9. Institutionalization of education. School, its development and functions.
10. Alternative schools.
12. Pupil and his social role, family and its educational function, cooperation with school.
Selected current problems of educational practice.
100/0
Upon successful completion of the course, the student has basic knowledge of selected disciplines of pedagogy about the nature of education, the philosophical basis of pedagogical thinking and theoretical concepts of education in a historical context. Understands basic trade unions, has knowledge of the domains of education. He knows the basic development trends of pedagogy, as well as the basic developmental stages of the school. Understands the school as an institution of formal education and knows the forms of non-formal education. He has basic knowledge about selected current problems of pedagogical practice, about the family and its functions, about the pupil and about learning problems and about educational problems at school. Educational problems, education of students with special educational problems. Educational activities of the school (school climate, hidden curriculum). From education to self-education, free education.
DROŠČÁK, Martin. Úvod do všeobecnej didaktiky pre študentov učiteľstva. Trnava: UCM, 2015 ISBN 978-80-8105-655-0.
KALHOUS, Zděnek a Otto OBST. Školní didaktika. Praha: Portál, 2001. ISBN 978-80-7367-571-4.
KYRIACOU, Chris. Klíčové dovednosti učitele. Cesty k lepšímu vyučování. 2.vyd. Praha: Portál, 2004. ISBN 80-7178-022-7.
PETLÁK. Erich. Všeobecná didaktika. Bratislava: IRIS. 2016. ISBN 987-80-8153-064-7.
SKALKOVÁ, Jarmila. Obecná didaktika. Praha: Grada, 2007. ISBN 978-80-247-1821-7.
TUREK, Ivan. Didaktika. Bratislava: Wolters Kluwer, 2014. ISBN 978-80-8168-004-5.
Minimum success rate: 60 percent Continuous assessment (teaching part): - 20% active participation in the seminar - 40% (summary of 5 assignments - creation of educational goals; creation of a thematic plan of the teacher; didactic analysis of the curriculum, description and practical use of one teaching method; preparation for teaching) Final rating: - 40% final test Classification scale: A (100-92), B (91-84), C (83-76), D (75-68), E (67-60), FX (59% or less). Two absences are acceptable; seminar assignments must all be developed, presented and submitted. The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester. Exam dates will be announced no later than the last week of the training section.
Slovak
1. Historical and current concepts of didactics. 2. Theory of education and learning. 3. Modernization of educational content. Teaching design. 4. Basic program pedagogical documents. Teacher teaching planning. 5. Procedural aspects of teaching. Principles of the teaching process. 6. Teaching communication. 7. Means and conditions of teaching. 8. Teaching methods. 9. Organizational forms of teaching. 10. Pupil learning - cognitive-developmental aspects. 11. Differentiation of teaching according to the specifics of students. 12. Evaluation of teaching processes and results. 13. Theoretical models and concepts of teaching.
60/40
After completing the course, the student has the basic theoretical knowledge of general didactics - subject and methodological profile of didactics. The student has sufficient knowledge, skills and attitudes necessary to practice the profession of teacher, has the knowledge and skills to plan and organize students' learning activities and teaching activities of the teacher.
GAVORA, Peter. Sprievodca metodológiou kvalitatívneho výskumu. Bratislava: Univerzita Komenského v Bratislave, 2007, 230 s., ISBN 978-80-223-2317-8.
GULOVÁ, Lenka., ŠÍP, Radim. Výzkumné metódy v pedagogické praxi. Praha: Grada Publishing, 2013, 230s., ISBN 978-80-247-4368-4.
HENDL, Jan. Kvalitativní výzkum. Základní teorie, metody a aplikace. Druhé aktualizované vydání. Praha: Portál, 2008, 407s., ISBN 978-80-7367-485-4.
MAŇÁK, Josef a kol. Slovník pedagogické metodologie. Brno: Paido, 2005, 134s., ISBN 80-210-3802-0.
STRAUSS, Anselm., CORBINOVÁ, Juliet. Základy kvalitativního výskumu. Postupy a techniky zakotvené teorie. Boskovice: Nakladatelství Albert, 1999, 196s., ISBN 80-85834-60-X.
ŠEĎOVÁ, Klára., ŠVAŘÍČEK, Roman. Kvalitativní výzkum v pedagogických vědách. Praha: Portál, 2007, 377 s., ISBN 978-80-7367-313-0.
ŠVEC, Štefan a kol. Metodológia vied o výchove. Kvantitatívno-scientistické a kvalitatívno-humanitné prístupy. Bratislava: IRIS, 1998, 303s., ISBN 80-88778-73-5.
The output of the completed course is during the teaching part (continuously):
• Preparation and implementation of micro-outputs: max. 20 points
• Elaboration of continuous tasks and assignments using the e-learning tool Teacher's Academy of Charles University (2022): max. 30 points
• Continuous knowledge test: max. 30 points
And in the trial period (at the end):
• Final test: max. 40 points
TOTAL: max. 120 points
Students submit tasks and micro-outcomes in the MS Teams e-learning system. The elaborations will be part of their teaching portfolio.
To successfully complete the course, it is necessary to obtain at least 70% of points. The rating is given on a scale:
A - 105 and above (excellent - excellent results),
B - 101 -104 (very good - above average standard),
C - 96 - 100 (good - normal reliable work),
D - 91 - 95 (satisfactory - acceptable results),
E - 90 - 84 (sufficient - the results meet the minimum criteria),
Fx - 83 - 0 (insufficient).
The teacher accepts max. 2 justified absences with proven documents.
The exact date of the continuous assessment will be announced at the beginning of the semester and will also be published in the syllabi of the course.
Exam dates will be published via AIS no later than the last week of the semester.
Slovak, English
1.Communication and learning. Basic finding on the connection between communication, speech and learning: Vygotsky's social-cognitive theory (1970, 1976), Bruner's scaffolding concept, Bachtin's (1986) authoritative vs. dialogical discourse, Mercer's (2000) exploratory talk, McElhone's (2012) uptake and conceptual pressure. Empirically exaime the relationship between communication, interpersonal communication, pedagogical communication, aims, structure, effectivity.
2.Specific features of educational communication, aspects in the classroom: role of verbal and nonverbal communication in the classroom. Verbal communication, nonverbal communication, IRF structure, role of elicitation, specific school language. The physical space in the classroom (types of classroom arrangement) and its influence on the international classrooms.
3.Teacher as the leader of the communication: basic elements of pedagogical situation, how to lead and direct the communication, questions. Schools, communication rules in the classroom, ways, and forms how to address them. Role of the teacher: Relationships in the classroom, cooperation, and conflicts between students and how to deal with them the interpersonal communication. role of questions – elicitation.
4.Pupil’s participation on pedagogical communication, productive vs. unproductive communication, teacher as the leader of the effective communication, how to increase the participation of the students, identification of the participation patterns in the classroom.
5.Concept of dialogic teaching: commucitation format that stimulates student activity, encourages student thinking, and deepens student understanding. Genres and forms of communication situations. Form od dialogic teaching: Discussion and Scraffolded dialogue. General principles of dialogic teaching.
6.Relationship in educational communication between teachers and students . A teacher’s interaction style. Power in the classroom, classroom climate, participation in classroom collective and peer status.
= 70/30.
Upon successful completion of the course, students explain the principles of effective educational communication. They can analyze communication episodes, identify problematic communication aspects of individual monologue, interactive and dialogical communication genres. They can describe the procedures for creating communication opportunities and the stages of co-creation of a learning environment that supports student participation in teaching. They explained the importance and described specific ways of managing pedagogical communication in school classrooms. The implementation of micro-outcomes and forms of training in other pedagogical communication of teachers is able to acquire the acquired theoretical knowledge in the practice of primary and secondary schools.
CANGELOSI, James. S. Strategie řízení třídy: jak získat a udržet spolupráci žáků při výuce. Portál, 1996. ISBN 80-7178-014-6
EGER, Ludvík. Řízení školy. Plzeň: Fraus, 2006. ISBN 8072385836.
HALÁKOVÁ, Zuzana, NAGYOVÁ, Soňa a Tibor NAGY. Školský manažment pre študentov učiteľstva prírodovedných predmetov s praktickými ukážkami. Bratislava: UK, 2019. ISBN 978-80-223-4781-5.
OBDRŽÁLEK, Zděnek. Škola a jej manažment. Bratislava: UK, 2002. ISBN 80-223-1690-3.
OBDRŽÁLEK, Zděnek a Kinga HORVÁTHOVÁ et al. Organizácia a manažment školstva. Terminologický a výkladový slovník. Bratislava: SPN, 2004. ISBN 80-10-00022-1
PISOŇOVÁ, Mária. Osobnostný rozvoj riaditeľa školy – východiská a determinanty : výskumné závery a odporúčania pre školskú riadiacu prax / Iura Edition, s r. o., 2012. ISBN 9788080784706.
SEJČOVÁ, Ľuboslava. 2023. Manažment triedy a osobnosť učiteľa. [elektronický dokument]. - Bratislava : Univerzita Komenského v Bratislave, 2023. [online] ISBN 978-80-223-5567-4 Dostupné na: https://stella.uniba.sk/texty/FIF_LS_trieda_ucitel.pdf
Aktuálne právne predpisy, upravujúce činnosť základných a stredných škôl (zákony, vyhlášky, vnútorné poriadky, pedagogicko-organizačné pokyny), pedagogická dokumentácia.
Aktuálne internetové zdroje a časopisecké pramene (Technológia vzdelávania, Manažment školy v praxi, Kvalita a ďalšie).
The course is completed by evaluation, the ratio of interim / final evaluation is 80/20. The condition for successful completion of the course is to obtain at least 60% of the maximum possible evaluation of the course. The work during the semester on partial tasks from different areas and levels of school management (each worth 5 points), a written test, resp. oral exam in value (10 points). Together, students can earn a maximum of 50 points.
The rating is given on a scale:
A: 93-100%, excellent - excellent results,
B: 85-92%, very good - above average standard,
C: 76-84%, good - normal reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient - the results meet the minimum criteria,
Fx: 0-59%, insufficient - additional work required
Two absences with proven documents are allowed. The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester. Exam dates will be announced no later than the last week of the training section.
Slovak, Czech
1. Basic terminology of school management.
2. Education system in the Slovak Republic and education management system.
3. School management models.
4. Personality of the leading pedagogical employee - legal and personal requirements.
5. Leadership styles.
6. Hierarchy of workers in education.
7. Control activities in schools, apprenticeship.
8. School and labor legislation (legal regulations governing the activities of primary and secondary schools - laws, decrees, work regulations, pedagogical-organizational instructions, pedagogical documentation).
9. Time management.
10. Edupage.
11. Teacher's professional development.
12. Class teacher
80/20
Knowledge of the school system in the Slovak Republic in comparison with successful education systems in other countries, understanding of the management system and organization of education in the Slovak Republic at all levels, orientation in school and labor legislation, pedagogical documents, electronic systems used in primary and secondary schools (eg Edupage). Ability to apply knowledge of other disciplines in the field of school management.
• BRESTENSKÁ, B. a kol.: Inovatívne učenie s podporou digitálnych technológií. Bratislava : Univerzita Komenského v Bratislave, 2020. ISBN: 978-80-223-4927-7
• KAROLČÍK, Š. – ČIPKOVÁ, E.: Digitálne edukačné zdroje v kontexte hodnotenia ich kvality. 1.vyd. Bratislava: Univerzita Komenského v Bratislave, 2020.
• ISTE štandardy pre študentov - Available at: https://www.iste.org/standards/iste-standards-for-students
• ISTE štandardy pre pedagógov - Available at: https://www.iste.org/standards/iste-standards-for-teachers
• Gormally, Carickman, Peggy; Hallar, Brittan; and Armstrong, Norris (2009) "Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence," International Journal for the Scholarship of Teaching and Learning: 3(2), Article 16. Available at: http://digitalcommons.georgiasouthern.edu/ij-sotl/vol3/iss2/16
• Tsung-Hau Jen, Yi-Fen Yeh, Ying-Shao Hsu, Hsin-Kai Wu, Kuan-Ming Chen. (2016). Science teachers' TPACK-Practical: Standard-setting using an evidence-based approach. Computers & Education, Volume 95, Pp. 45-62, Available at: DOI: https://doi.org/10.1016/j.compedu.2015.12.009
• REDECKER, Christine – PUNIE, Yves: European Framework for the Digital Competence of Educators: DigCompEdu [online]. European union, 2017. Available at: https://op.europa.eu/en/publication-detail/-/publication/fcc33b68-d581-11e7-a5b9-01aa75ed71a1/language-en
• Digitálne technológie menia poznávací proces [online]. Štátny pedagogický ústav Available at: https://www.statpedu.sk/files/sk/o-organizacii/projekty/projekt-dvui/publikacie/digitalne_technologie_menia_poznavaci_proces.pdf
The final grade includes an evaluation for developed models of technology supported teaching, a maximum of 60 points and an oral exam, a maximum of 40 points. The student must obtain at least 30 points for teaching models to be admitted to the oral exam. To pass the oral exam, the student must obtain at least 20 points. The final grade includes an evaluation for the developed teaching models and the final exam.
Grading scale:
• A 100% - 92%
• B 91% - 84%
• C 83% - 76%
• D 75% - 68%
• E 67% - 60%
• FX 59% - 0%
Slovak
Digital resources and digital technologies vs. educational digital resources and educational technologies; Security in the digital world; BYOD in the teaching process - benefits, challenges, limits and restrictions; Digital literacy and its importance in the digital world; Possibilities and limits of the use of digital technologies in support of personalized learning, research and research-oriented teaching; Evaluation of the quality of educational technologies and the possibility of their integration into teaching; Selected digital technologies supporting the teaching process. 1. Digital technologies - historical development, use, present, perspectives. 2. Digital literacy - what we mean by digital literacy, methods and means of DG development, Education and DG. 3. Digital technologies in education - technologies vs. educational technologies, groups of technologies usable in education (Comprehensive educational environment, educational programs, mobile applications, virtual laboratories, applets, modules, accessories ...). 4. Digital technologies in education - educational content, assessment of suitability and adequacy of technology to support teaching, information retrieval, support of special educational needs. 5. Digital technologies in education - tools for communication, cooperation, creation and sharing of results. 6. Digital technologies in education - systems to support education and organization of educational process. 7. Digital technologies in education - teaching methods and strategies that support meaningful and appropriate applications of DT in education. 8. Digital technologies in education - social and ethical aspects of the use of DT in education. 9. Digital content creation - available software tools for creating educational content, teaching materials, quizzes, interactive exercises. 10. Security in the digital age - fake news, hoaxes, detectors and algorithms for their detection. 11. Digital content - procedures for verifying the truthfulness, accuracy, and timeliness of information available on the Internet. 12. Research in the use of digital technologies in education. 13. Research in the use of digital technologies in education.
60/40
By completing the course, the student will be able to critically assess the safety, suitability, and meaningfulness of the application of digital technologies in the teaching process. She/he understands the risks, opportunities, and limits of integrating digital technologies into teaching and their importance in supporting the learning process. The student will be able to assess the quality of digital resources with educational content in the context of teaching needs. She/he can distinguish false, misleading, or truth-altering information and use procedures to verify the truthfulness, timeliness, and scientific accuracy of published facts. The student can design an appropriate and effective application of selected digital technologies into the teaching program.
Atkinson, R. L., Atkinson, R. C., Smith, E. E., Bem, D. J., & Nolen-Hoeksema, S. (2007). Psychologie. Portál.
Říčan, P. (2021). Cesta životem: Vývojová psychologie. Portál.
Vágnerová, M. (2000). Vývojová psychologie: Dětství, dospělost, stáří. Portál.
The course is completed with an examination. The final grade is based on a ratio of 50% continuous assessment and 50% final assessment. Continuous assessment (50%) includes: a) midterm test (accounts for 30% of the total grade) and b) presentation (accounts for 20% of the total grade). Final assessment (50%) includes: final examination (accounts for 50% of the total grade).
Two absences are permitted without providing a reason. If a student misses more than two seminars due to objective reasons, additional compensatory assignments may be required.
Any violation of academic ethics will result in the annulment of points earned in the respective assessment component.
The final grade is awarded based on the following scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
Slovak and Czech, English (text understanding)
1. Introduction to Psychology: Psychology as a science, the subject of psychological research, approaches in psychology; the importance and application of psychology in the school environment and in the teaching profession.
2. Psychology as a Science: Research and research methods in psychology; the significance of scientific knowledge, characteristics of scientific work, and methodology of psychological research.
3. Cognitive Processes in Educational Context: Perception and attention processes within the school environment.
4. Cognitive Processes in Educational Context: Memory processes within the school environment.
5. Representation and Organization of Knowledge, Thinking: Characteristics and types of thinking; concepts and reasoning.
6. Intelligence: Theories of intelligence and its measurement; stability and development of intellectual abilities in relation to education; intellectual giftedness.
7. Introduction to Developmental Psychology: Basic concepts, subject of study, and methods of developmental psychology; general psychological development.
8. Selected Developmental Theories I.
9. Selected Developmental Theories II.
10. Developmental Periodization and Characteristics of Developmental Stages: With an emphasis on school-age children.
11. Developmental Periodization and Characteristics of Developmental Stages: With an emphasis on adolescence.
12. Summary.
50/50
The objective of Psychology for Teachers 1 is to provide basic information on the general principles of human experience and behavior. Upon successful completion of the course, the student is able to navigate the terminology of general and developmental psychology, can apply knowledge of general and developmental psychology within an educational context, understands the principles of psychological development, understands the laws governing the development of cognitive processes and their application in the educational process.
Atkinson, R. L., Atkinson, R. C., Smith, E. E., Bem, D. J., & Nolen-Hoeksema, S. (2007). Psychologie. Portál.
Fontana, D. (1997). Psychologie ve školní praxi. Portál.
Mareš, J. (2013). Pedagogická psychologie. Portál.
Vágnerová, M. (2005). Školní poradenská psychologie pro pedagogy. Karolinum.
Vágnerová, M. (2010). Psychologie osobnosti. Karolinum.
The course is completed with an examination. The final grade is based on a ratio of 40% continuous assessment and 60% final assessment. Continuous assessment (40%) includes: a) midterm test (20% of the total grade) and b) group presentation (20% of the total grade). Final assessment (60%) includes: a) final written test (40% of the total grade) and b) practical component (20% of the total grade), in which students demonstrate their ability to apply acquired knowledge through a case study.
Two absences are permitted without justification. If a student misses more than two seminars due to objective reasons, additional compensatory assignments may be required.
Any violation of academic ethics will result in the annulment of points earned in the respective assessment component.
Grading Scale: 100-92% A, 91-84% B, 83-76% C, 75-68% D, 67-60% E, 59,-0% Fx.
Slovak and Czech, English (text understanding)
1. Personality Psychology and Inter-individual Differences: Understanding personality in psychology.
2. Biological and Social Foundations of Personality: Personality structure – temperament, character, abilities, motivation. The teacher's personality.
3. Psychology of Learning: Types, laws, and conditions of learning. Selected approaches and theories of learning.
4. Psychological Aspects of Motivation in Education: Sources and factors influencing motivation. Types of motivation. Selected theories of motivation.
5. Creativity in Education: Conditions and models of creative learning. Enhancing creativity in students.
6. Student Performance in the Educational Process: Academic success vs. failure/underperformance. Psychological aspects of testing and examination. Pre-exam and exam-related states. Assessment and self-assessment.
7. Psychosocial Climate and Classroom/School Atmosphere as Factors of Optimal Education: Classroom management and leadership.
8. The School Class as a Social Group: The position of the individual student within the group.
9. Learning Disabilities: Behavioral and emotional problems in students. Emotionality, self-image, and aggression in the school environment. Psychological aspects of school inclusion. The role of the school psychologist and their assistance to the school.
10. Positive Psychology in the School Environment: Empathy and prosocial behavior in the classroom. Emotions in education and their significance. Active participation, interest, engagement, and curiosity.
11. Personality in Demanding Life Situations: Coping with stressful situations. Resilience to stress. Mental health and psychohygiene in school.
12. Summary.
40/60
The objective of Psychology for Teachers 2 is to provide insights into personality psychology and educational psychology. The course also aims to increase students' sensitivity to inter-individual diversity within the school environment and to develop their psychological literacy. Furthermore, it focuses on enhancing their ability to apply current knowledge from both theoretical and applied psychological disciplines to educational practice. Upon completion of the course, the student is able to navigate the terminology of personality psychology and educational psychology and can apply this knowledge in educational practice.
STÖRIG, Hans Joachim. Malé dějiny filozofie. Přeložil Petr Rezek, Miroslav Petříček a Karel
Śprunk. Praha: Zvon, 1993. ISBN 80-7113-058-3.
PLATÓN: Dialógy 1-3. Preložil Július Špaňár. Bratislava: Tatran, 1990. ISBN 80-222-0127-8.
EPIKUROS. O šťastnom živote. Preložil Miloslav Okál. Bratislava: Pravda, 1989. ISBN
80-218-0013-5.
XENOFÓN: O prosperujúcej domácnosti. Zo starogréčiny preložil Andrej Kalaš. Bratislava: Kalligram, 2007. ISBN 978-80-7149-958-9.
ZIGO, Milan. Príbehy veľkých myšlienok a tých, čo ich tvorili. Bratislava: Iris, 2018. ISBN
978-80-8200-026-2.
A) Preliminary evaluation during the instruction period: one written examination during the semester assessed by max. 50 points.
b) In the examination period: oral examination. The student will be admitted to the examination only with a minimum of 20 points from the test. The exam assignment contains two questions from the syllabus. For the examination, the student can score max. 50 points.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 59-0. The exact date for the test will be announced at the beginning of the semester. The dates for the examination will be announced through AIS no later than in the last week of the instruction period. The teacher will accept a maximum of two absences with documentation. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak, Czech (receptive acquaintance)
1. The origin of ancient philosophy. Division into periods. Sources.
2. Milesian school: Anaximander and his sociomorphism. Heraclitus.
3. Parmenides and his followers: Atomists, Empedocles, Anaxagoras and their concept of mixture.
4. Sophists and Socrates.
5. Plato: work, era, relationship to Socrates, efforts to reform the society.
6. Plato’s epistemology.
7. Plato’s ontology.
8. Plato’s concept of ideal state.
9. Aristotle: work, relationship to Alexander, historical significance for the history of thought and science.
10. Aristotle’s physics: theory of four causes of motion.
11. Aristotle’s ethics and politics.
12. Hellenistic philosophy. Plotinus, Christianity and the transfer to medieval thought
50% preliminary/50% examination period
After successfully completing the course, the students have knowledge of the basic developmental lines and central figures of ancient philosophical thought. They understand how the different periods of ancient philosophy built on each other and how they differed. They are able to deal with basic philosophical questions and problems in other subjects of his specialised study.
STÖRIG, Hans Joachim. Malé dějiny filozofie. Přeložil Petr Rezek, Miroslav Petříček a Karel
Śprunk. Praha: Zvon, 1993. ISBN 80-7113-058-3.
PLATÓN: Dialógy 1-3. Preložil Július Špaňár. Bratislava: Tatran, 1990. ISBN 80-222-0127-8.
EPIKUROS. O šťastnom živote. Preložil Miloslav Okál. Bratislava: Pravda, 1989. ISBN
80-218-0013-5.
XENOFÓN: O prosperujúcej domácnosti. Zo starogréčiny preložil Andrej Kalaš. Bratislava: Kalligram, 2007. ISBN 978-80-7149-958-9.
ZIGO, Milan. Príbehy veľkých myšlienok a tých, čo ich tvorili. Bratislava: Iris, 2018. ISBN
978-80-8200-026-2.
A) Preliminary evaluation during the instruction period: one written examination during the semester assessed by max. 50 points.
b) In the examination period: oral examination. The student will be admitted to the examination only with a minimum of 20 points from the test. The exam assignment contains two questions from the syllabus. For the examination, the student can score max. 50 points.
Grading scale: A: 100-92, B: 91-84, C: 83–76, D: 75-68, E: 67-60, FX: 59-0. The exact date for the test will be announced at the beginning of the semester. The dates for the examination will be announced through AIS no later than in the last week of the instruction period. The teacher will accept a maximum of two absences with documentation. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak, Czech (receptive acquaintance)
1. The origin of ancient philosophy. Division into periods. Sources.
2. Milesian school: Anaximander and his sociomorphism. Heraclitus.
3. Parmenides and his followers: Atomists, Empedocles, Anaxagoras and their concept of mixture.
4. Sophists and Socrates.
5. Plato: work, era, relationship to Socrates, efforts to reform the society.
6. Plato’s epistemology.
7. Plato’s ontology.
8. Plato’s concept of ideal state.
9. Aristotle: work, relationship to Alexander, historical significance for the history of thought and science.
10. Aristotle’s physics: theory of four causes of motion.
11. Aristotle’s ethics and politics.
12. Hellenistic philosophy. Plotinus, Christianity and the transfer to medieval thought
50% preliminary/50% examination period
After successfully completing the course, the students have knowledge of the basic developmental lines and central figures of ancient philosophical thought. They understand how the different periods of ancient philosophy built on each other and how they differed. They are able to deal with basic philosophical questions and problems in other subjects of his specialised study.
HANKINS, James (ed.). Renesanční filosofie. Praha: OIKOYMENH, 2011. ISBN 978-80-7298-418-3.
RÖD, Wolfgang (ed.). Novověká filosofie I. Od F. Bacona po Spinozu. Praha: OIKOYMENH, 2001. ISBN 80-7298-039-4.
RÖD, Wolfgang (ed.). Novověká filosofie II. Od Newtona po Rousseaua. Praha: OIKOYMENH, 2004. ISBN 80-7298-109-9.
GARIN, Eugenio (ed.). Renesanční člověk a jeho svět. Praha: Vyšehrad, 2003. ISBN 80-7021-653-0.
JOHNSON, Paul. Renesancia. Bratislava: SLOVART, 2002. ISBN 80-7145-681-0.
Preliminary evaluation during the instruction period:
a) Active participation in seminars: 1 point for each seminar, max. 10 points
b) Written paper in the form of a philosophical essay of min. 6 standard pages, max. 20 points
Scoring a minimum of 10 points from the preliminary assessment is a condition to be admitted to the oral exam. Assessment in the examination period:
a) Oral examination of the entire scope of the subject, max. 20 points
Dates and topics of oral examination will be published no later than the last week of the instruction period of the semester. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment. Absences with documentation not exceeding 25% of the classes are accepted.
Grading scale: A – 50-47 points; B – 46-43 points; C – 42-38 points; D – 37-34 points; E - 33-30 points; Fx – 29 points or less.
Slovak, Czech (receptive acquaintance)
1. From the Middle Ages to the Renaissance.
2. Forms of Renaissance philosophy: Renaissance Platonism and Aristotelianism.
3. Renaissance natural philosophy:
4. Renaissance social philosophy and the Reformation.
5. Characteristics of the modern conception of the world.
6. Modern rationalism.
7. Modern empiricism.
8. German Enlightenment.
9. English Enlightenment.
10. French Enlightenment.
11. A step towards German classical philosophy.
Preliminary 60%, in the examination period 40%
After completing the course, students have the basic knowledge enabling them to navigate through the history of Renaissance and modern philosophy. They have knowledge of basic directions and personalities. They know the most important philosophical works of that period. They understand the emergence and development of relevant philosophical concepts. They are able to reflect on the significance of Renaissance and modern ideas important for the formation of modern history.
HANKINS, James (ed.). Renesanční filosofie. Praha: OIKOYMENH, 2011. ISBN 978-80-7298-418-3.
RÖD, Wolfgang (ed.). Novověká filosofie I. Od F. Bacona po Spinozu. Praha: OIKOYMENH, 2001. ISBN 80-7298-039-4.
RÖD, Wolfgang (ed.). Novověká filosofie II. Od Newtona po Rousseaua. Praha: OIKOYMENH, 2004. ISBN 80-7298-109-9.
GARIN, Eugenio (ed.). Renesanční člověk a jeho svět. Praha: Vyšehrad, 2003. ISBN 80-7021-653-0.
JOHNSON, Paul. Renesancia. Bratislava: SLOVART, 2002. ISBN 80-7145-681-0.
Preliminary evaluation during the instruction period:
a) Active participation in seminars: 1 point for each seminar, max. 10 points
b) Written paper in the form of a philosophical essay of min. 6 standard pages, max. 20 points
Scoring a minimum of 10 points from the preliminary assessment is a condition to be admitted to the oral exam. Assessment in the examination period:
a) Oral examination of the entire scope of the subject, max. 20 points
Dates and topics of oral examination will be published no later than the last week of the instruction period of the semester. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment. Absences with documentation not exceeding 25% of the classes are accepted.
Grading scale: A – 50-47 points; B – 46-43 points; C – 42-38 points; D – 37-34 points; E - 33-30 points; Fx – 29 points or less.
Slovak, Czech (receptive acquaintance)
1. From the Middle Ages to the Renaissance.
2. Forms of Renaissance philosophy: Renaissance Platonism and Aristotelianism.
3. Renaissance natural philosophy:
4. Renaissance social philosophy and the Reformation.
5. Characteristics of the modern conception of the world.
6. Modern rationalism.
7. Modern empiricism.
8. German Enlightenment.
9. English Enlightenment.
10. French Enlightenment.
11. A step towards German classical philosophy.
Preliminary 60%, in the examination period 40%
After completing the course, students have the basic knowledge enabling them to navigate through the history of Renaissance and modern philosophy. They have knowledge of basic directions and personalities. They know the most important philosophical works of that period. They understand the emergence and development of relevant philosophical concepts. They are able to reflect on the significance of Renaissance and modern ideas important for the formation of modern history.
de Libera, Alain. Středověká filosofie. Praha: Oikoymenh, 2001. ISBN: 80-7298-026-2.
Heinzmann, Richard. Středověká filosofie. Olomouc: Vydavatelství Olomouc, 2002. ISBN: 80-7182-105-5.
Floss Pavel. Architekti křesťanského středověkého vědění. Praha: Vyšehrad, 2004. ISBN 80-7021-662-X.
Supplementary literature will be presented at the beginning and during the semester. Teachers' presentations are available at MS TEAMS.
During the instruction period of the semester: two tests (first in the first half of the semester, second in the penultimate week of the instruction period of the semester). Tests will be on material covered during the semester. Students can score a maximum of 100 points for both tests, the minimum for passing the course is 60 points. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Grading scale: A: 100%-92%;
B: 91%-84%; C: 83%-76%; D: 75%-68%; E: 67%-60% FX: 59%-0%
The teacher will accept a maximum of 2 documented absences. The exact dates of the assessment will be announced at the beginning of the semester.
Slovak, Czech (receptive acquaintance)
1. Periodisation of medieval and Renaissance philosophy.
2. Aurelius Augustinus - polemic with scepticism, the problem of time, free will, divine and earthly community.
3. Boethius, John Scotus Eriugena - division of philosophy, problem of universals, division of nature, doctrine of man.
4. Anselm, Peter Abaelard - evidence for the existence of God, the relationship between philosophy and theology, hermeneutics, the problem of universals, ethics of intention.
5. Thomas Aquinas I. - relation of philosophy and theology, analogy of being, ontology.
6. Thomas Aquinas II. - ethics, social and political philosophy.
7. John Duns Scotus - metaphysics and ethics.
8. William Ockham - theory of language and political philosophy.
9. Nicholas of Cusa - philosophy and theology, scholarly ignorance.
10. Renaissance Platonism.
11. Renaissance Aristotelianism.
12. Philosophy of man and political philosophy in the Renaissance.
100% preliminary
After successfully completing the course, students have a basic knowledge of the main representatives and problems of medieval and Renaissance philosophy. They have knowledge of the basic cultural, historical and social realities of the origin and development of medieval and Renaissance philosophy. They can clarify the thought of major figures in medieval and Renaissance philosophy and are able to navigate and make connections to other subjects.
de Libera, Alain. Středověká filosofie. Praha: Oikoymenh, 2001. ISBN: 80-7298-026-2.
Heinzmann, Richard. Středověká filosofie. Olomouc: Vydavatelství Olomouc, 2002. ISBN: 80-7182-105-5.
Floss Pavel. Architekti křesťanského středověkého vědění. Praha: Vyšehrad, 2004. ISBN 80-7021-662-X.
Supplementary literature will be presented at the beginning and during the semester. Teachers' presentations are available at MS TEAMS.
During the instruction period of the semester: two tests (first in the first half of the semester, second in the penultimate week of the instruction period of the semester). Tests will be on material covered during the semester. Students can score a maximum of 100 points for both tests, the minimum for passing the course is 60 points. Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Grading scale: A: 100%-92%;
B: 91%-84%; C: 83%-76%; D: 75%-68%; E: 67%-60% FX: 59%-0%
The teacher will accept a maximum of 2 documented absences. The exact dates of the assessment will be announced at the beginning of the semester.
Slovak, Czech (receptive acquaintance)
1. Periodisation of medieval and Renaissance philosophy.
2. Aurelius Augustinus - polemic with scepticism, the problem of time, free will, divine and earthly community.
3. Boethius, John Scotus Eriugena - division of philosophy, problem of universals, division of nature, doctrine of man.
4. Anselm, Peter Abaelard - evidence for the existence of God, the relationship between philosophy and theology, hermeneutics, the problem of universals, ethics of intention.
5. Thomas Aquinas I. - relation of philosophy and theology, analogy of being, ontology.
6. Thomas Aquinas II. - ethics, social and political philosophy.
7. John Duns Scotus - metaphysics and ethics.
8. William Ockham - theory of language and political philosophy.
9. Nicholas of Cusa - philosophy and theology, scholarly ignorance.
10. Renaissance Platonism.
11. Renaissance Aristotelianism.
12. Philosophy of man and political philosophy in the Renaissance.
100% preliminary
After successfully completing the course, students have a basic knowledge of the main representatives and problems of medieval and Renaissance philosophy. They have knowledge of the basic cultural, historical and social realities of the origin and development of medieval and Renaissance philosophy. They can clarify the thought of major figures in medieval and Renaissance philosophy and are able to navigate and make connections to other subjects.
Störig, Hans Joachim: Malé dějiny filozofie. Praha, Zvon 1991, 1994.
Mihina, František, Leško, Vladimír a kol.: Metamorfózy poklasickej filozofie. Prešov, FFUPJŠ 1994, Bratislava, Iris 1999.
Coreth, E., Ehlen, P., Ricken, F., Haeffner, G.: Filosofie 20. století. Olomouc: Nakladatelství Olomouc, 2006.
Nida-Rümelin, J.: Slovník současných filosofů.Praha: Garamond, 2001.
Peregrin, J.: Úvod do analytické filosofie. Herrmann & synové, Praha, 1992.
Active participation in classes (max. 3 documented absences), seminar paper: essay, reflection, analysis (max. number of points: 20), written exam in the credit week (max. number of points: 30). Total assessment: max. number of points: 50. (100-92% - A, 91-84% - B, 83-76 – C, 75-68 - D, 67-60 – E). Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak
1. Introduction. Specific features of 19th century post-classical philosophy. The connection to 20th century philosophy. Problems of classification (scientism, anthropologism) and periodization.
2. The first phase of positivism. Auguste Comte - the foundation of positivism. First Period (Positive Philosophy Course) - Philosophy of science and sociology. Second period (System of Positive Politics, Positivist Catechism) - ethics, politics and positivist religion.
3. English Positivism. Utilitarianism. John Stuart Mill - Empiricist psychological epistemology. Inductionism. Ethics and social philosophy. Herbert Spencer. Specific elements of his positivism. Knowable and unknowable. Evolutionism. Ethics and social philosophy.
4. The second phase of positivism. Empirio-criticism. Richard Avenarius. Principled coordination, critique of experience, critique of introjection. Ernst Mach. The theory of neutral elements, economics of thought, critique of mechanism.
5. Arthur Schopenhauer. Voluntaristic irrationalism. The world as idea and the world as will. The meaning of the reason sentence. An understanding of man as an objectification of the will. Pessimism. The ethics of compassion. Genius and saint - overcoming the will.
6. Friedrich Nietzsche. Deepening voluntaristic irrationalism. Basic stages of its development. Dionysian and Apollonian visions of the world. Critique of science, metaphysics and religion (especially Christianity). The decadence and nihilism of Western culture. Immoralism. Reassessment of all values. Übermensch. Will to power. Eternal Return. Nietzsche's “philosophy of life”.
7. Sören Kierkegaard. Existentialist philosophy of man. A critique of classical philosophy (G. W. F. Hegel) and the official church. Stages of existence, the possibility of choosing an attitude towards the world. Emphasis on the human interior and subjectivity. A critique of science. The genuineness of faith. Either - or. The concepts of anxiety and fear.
8. Karl Marx. A critique of Hegel and metaphysics. A contribution to the theory of alienation: economic alienation. A vision of overcoming it by eliminating private property. The materialist concept of history. Dialectics of productive forces and relations of production. Base and superstructure. Socio-economic formations and their lawful succession. A class and classless society. Friedrich Engels and his attempt to construct a system of dialectical and historical materialism.
9. The golden age of American philosophy and classical pragmatism. The sources of pragmatism and its relation to European philosophy. Ch. S. Peirce and his “pragmaticism”. W. James and his philosophy of life. J. Dewey and his philosophy of democracy.
10. The turn to language (linguistic turn). The origin of analytic philosophy. G. Frege. Logical atomism, B. Russell and G. Moore. Vienna Circle. Logical empiricism, R. Carnap. Ordinary language philosophy. L. Wittgenstein.
11. Critical theory of the Frankfurt School. Relation to Marxism and the Dialectic of Enlightenment. T. Adorno and a criticism of culture. J. Habermas and the theory of communicative action. A. Honneth and the social theory of recognition.
12. Neopragmatism. R. Rorty and philosophy as cultural practice. H. Putnam and philosophy in the age of science.
13. Postmodernism. F. Lyotard and the end of great stories. J. Baudrillard and simulacrum. J. Derrida and deconstruction. M. Foucault and the art of being different.
100% preliminary
Upon successful completion of the course, students of non-philosophical disciplines have knowledge of the main trends, concepts, central issues, and ways of solving them, as well as the arguments and key concepts of 19th and 20th century philosophy. They are capable of thinking independently about given problems and solutions and independently justify their own positions on them. They have a clear idea of the main meaning and contribution (ideological, methodological and spiritual-cultural) of the different philosophical trends of the 19th-20th centuries.
Störig, Hans Joachim: Malé dějiny filozofie. Praha, Zvon 1991, 1994.
Mihina, František, Leško, Vladimír a kol.: Metamorfózy poklasickej filozofie. Prešov, FFUPJŠ 1994, Bratislava, Iris 1999.
Coreth, E., Ehlen, P., Ricken, F., Haeffner, G.: Filosofie 20. století. Olomouc: Nakladatelství Olomouc, 2006.
Nida-Rümelin, J.: Slovník současných filosofů.Praha: Garamond, 2001.
Peregrin, J.: Úvod do analytické filosofie. Herrmann & synové, Praha, 1992.
Active participation in classes (max. 3 documented absences), seminar paper: essay, reflection, analysis (max. number of points: 20), written exam in the credit week (max. number of points: 30). Total assessment: max. number of points: 50. (100-92% - A, 91-84% - B, 83-76 – C, 75-68 - D, 67-60 – E). Violation of academic ethics may result in the cancellation of the points scored in the relevant assessment item.
Slovak
1. Introduction. Specific features of 19th century post-classical philosophy. The connection to 20th century philosophy. Problems of classification (scientism, anthropologism) and periodization.
2. The first phase of positivism. Auguste Comte - the foundation of positivism. First Period (Positive Philosophy Course) - Philosophy of science and sociology. Second period (System of Positive Politics, Positivist Catechism) - ethics, politics and positivist religion.
3. English Positivism. Utilitarianism. John Stuart Mill - Empiricist psychological epistemology. Inductionism. Ethics and social philosophy. Herbert Spencer. Specific elements of his positivism. Knowable and unknowable. Evolutionism. Ethics and social philosophy.
4. The second phase of positivism. Empirio-criticism. Richard Avenarius. Principled coordination, critique of experience, critique of introjection. Ernst Mach. The theory of neutral elements, economics of thought, critique of mechanism.
5. Arthur Schopenhauer. Voluntaristic irrationalism. The world as idea and the world as will. The meaning of the reason sentence. An understanding of man as an objectification of the will. Pessimism. The ethics of compassion. Genius and saint - overcoming the will.
6. Friedrich Nietzsche. Deepening voluntaristic irrationalism. Basic stages of its development. Dionysian and Apollonian visions of the world. Critique of science, metaphysics and religion (especially Christianity). The decadence and nihilism of Western culture. Immoralism. Reassessment of all values. Übermensch. Will to power. Eternal Return. Nietzsche's “philosophy of life”.
7. Sören Kierkegaard. Existentialist philosophy of man. A critique of classical philosophy (G. W. F. Hegel) and the official church. Stages of existence, the possibility of choosing an attitude towards the world. Emphasis on the human interior and subjectivity. A critique of science. The genuineness of faith. Either - or. The concepts of anxiety and fear.
8. Karl Marx. A critique of Hegel and metaphysics. A contribution to the theory of alienation: economic alienation. A vision of overcoming it by eliminating private property. The materialist concept of history. Dialectics of productive forces and relations of production. Base and superstructure. Socio-economic formations and their lawful succession. A class and classless society. Friedrich Engels and his attempt to construct a system of dialectical and historical materialism.
9. The golden age of American philosophy and classical pragmatism. The sources of pragmatism and its relation to European philosophy. Ch. S. Peirce and his “pragmaticism”. W. James and his philosophy of life. J. Dewey and his philosophy of democracy.
10. The turn to language (linguistic turn). The origin of analytic philosophy. G. Frege. Logical atomism, B. Russell and G. Moore. Vienna Circle. Logical empiricism, R. Carnap. Ordinary language philosophy. L. Wittgenstein.
11. Critical theory of the Frankfurt School. Relation to Marxism and the Dialectic of Enlightenment. T. Adorno and a criticism of culture. J. Habermas and the theory of communicative action. A. Honneth and the social theory of recognition.
12. Neopragmatism. R. Rorty and philosophy as cultural practice. H. Putnam and philosophy in the age of science.
13. Postmodernism. F. Lyotard and the end of great stories. J. Baudrillard and simulacrum. J. Derrida and deconstruction. M. Foucault and the art of being different.
100% preliminary
Upon successful completion of the course, students of non-philosophical disciplines have knowledge of the main trends, concepts, central issues, and ways of solving them, as well as the arguments and key concepts of 19th and 20th century philosophy. They are capable of thinking independently about given problems and solutions and independently justify their own positions on them. They have a clear idea of the main meaning and contribution (ideological, methodological and spiritual-cultural) of the different philosophical trends of the 19th-20th centuries.
TATARKIEWICZ, Wladyslav. Dejiny estetiky. I, Staroveká estetika. Bratislava: Tatran, 1985.
TATARKIEWICZ, Wladyslav. Dejiny estetiky. II, Stredoveká estetika. Bratislava: Tatran, 1988.
TATARKIEWICZ, Wladyslav. Dejiny estetiky. 3, Novoveká estetika. Bratislava: Tatran, 1991. ISBN80-222-0186-3
ECO, Umberto. DĚjiny krásy. Praha: Argo 2015. ISBN 9788025714331
During the semester: 2x written test of lectures and given texts. Violation of the academic ethics will result in the cancellation of the points obtained in the respective assessment item.
Grading scale:
100 – 92: A; 91 – 86: B; 85 – 77: C; 76 – 66: D; 65 – 60: E; 59 – 0: FX
The teacher will accept a maximum of 2 absences with documented evidence.
1. Introduction.
2. Subject of aesthetics and basic concepts of aesthetics.
3. Non-artistic aesthetics.
4. Aesthetics and art of antiquity.
5. Aesthetics and art of the Middle Ages.
6. Aesthetics and art of the Renaissance.
7. Aesthetics and art of Baroque and Rococo.
8. Aesthetics and art of classicism.
9 Aesthetics and art of the 19th century.
10. Aesthetics and art of the 20th century.
11. Photography and film.
12. Final summary.
100/0
The student is familiar with terminology and understands the subject of aesthetics, he/she can reflect and characterize the basic developmental stages of aesthetics and individual arts.
ECO, Umberto. Dějiny ošklivosti. Praha: Argo, 2007. ISBN 978-80-7203-893-0.
LOSEV, Aleksej Fedorovič, ŠESTAKOV, Vjačeslav Pavlovič. Dejiny estetických kategórií. Bratislava : Pravda , 1978.
TATARKIEWICZ, Władysław. Dejiny estetiky I. Bratislava: Tatran, 1985.
Aristoteles. Poetika. Martin: Thetis, 2009. ISBN: 978-80-970115-3-6.
PLATÓN. DialógyI. Bratislava: Tatran, 1990. ISBN 80-222-0125-1.
a) during the teaching part (continuously) a paper (30 points) on a selected topic in the field of basic aesthetic categories.
b) during the examination period: written test (70 points)
The condition for admission to the exam is the achievement of min. 10 points from the ongoing evaluation.
Violation of the academic ethics will result in the cancellation of the points obtained in the respective assessment item.
Grading scale:
100 – 92: A; 91 – 86: B; 85 – 77: C; 76 – 66: D; 65 – 60: E; 59 – 0: FX
The teacher will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the mid-term evaluation will be announced at the beginning of the semester.
The dates of the written test will be published via AIS no later than the last week of the teaching part.
1. Introduction to the issue.
2. Criterion/measure.
3. Harmony.
4. Beauty.
5. Nasty
6. Catharsis
7. kalokagathia.
8. Mimesis.
9. Eidolon.
10. Taste.
11. Kitsch.
12. Final summary.
30/70
Upon successful completion of the course, the student has knowledge of the basic aesthetic categories, which form a supplement to the subjects History of Aesthetics and Aesthetic Theory. He has knowledge that he will apply during the next study in the reflection of historical and theoretical problems of aesthetics and aesthetics of individual arts. He knows the basic principles of aesthetic discourse.
BIELIK, L. Metodologické aspekty vedy. Bratislava: Univerzita Komenského v Bratislave, 2019. ISBN 978-80-223-4788-4.
HEND, J. Kvalitativní výzkum. 2. vyd. Praha: Portál, 2008. ISBN 978-80-7367-485-4.
HENDL, J. a J. REMR: Metody výzkumu a evaluace. Praha: Portál, 2017. ISBN 978-80-262-1192-1.
PUNCH, H. F. Úspěšný návrh výzkumu. Praha: Portál, 2015. ISBN 978-80-262-0980-5.
The literature will be provided in electronic form.
Continuous during the semester: homework (20 points), midterm test during the semester (30 points); Final assessment: summative test (50 points). Violation of academic ethics may result in the nullification of points earned in the respective assessment item.
Grading scale: A: 100-93 points; B: 92-85 points; C: 84-77 points; D: 76-69 points; E: 68-60 points; Fx: 59-0 points.
Slovak (work on seminars, part of literature)
Czech (part of literature)
Science and its distinctive features. The language of science. Conceptual methods of science. Empirical methods of science. Social science methods: questionnaire method; interview method; textual analysis, etc. Research design and types of research. Complex methods: causal analysis, scientific explanation, prediction and retrodiction. Hypothesis testing: verification, confirmation, falsification. Theories and models.
50/50
Graduates of the course understand the key categories of scientific methodology and empirical research in the social sciences. They are able to apply basic conceptual methods as well as methods of data collection and analysis to solve research problems. They can distinguish between different types of research and research designs and evaluate their adequacy for achieving research objectives. They are able to apply their knowledge and skills in the preparation of final theses in the profile of their discipline.
ŽIDEK, J.: Turistika a ochrana života a zdravia. Bratislava. FTVŠ UK 2013, ISBN 978-80-223-3398-6
MICHAL, J.: Vybrané kapitoly zo sezónnych činností. Banská Bystrica: PF UMB, ISBN 80-85162-99-7
NEUMAN, J. a kol. : Turistika a sporty v přírodě. Praha, Portál, 2000. ISBN 80-717-8391-9
ŽÍDEK, J.: Turistika. Bratislava, FTVŠ UK, 2004.
KOMPÁN, J.- GORNER, K.: Možnosti uplatnenia turistiky a pohybových aktivít v prírode. Banská Bystrica, FHV UMB, 2007, ISBN 80-8083-365-7.
STEJSKAL, T.: Vodná turistika. Prešov 1999.
SÝKORA, B. a kol.: Turistika a sporty v přírodě. SPN Praha, 1986.
ZAJAC, A. a kol.: Športy a turistika na vode. Bratislava: Šport, 1983.
The final evaluation of the subject includes the completion of all compulsory disciplines and the assessment of the acquired abilities to perform individual disciplines independently, methodically correctly, or with instruction. At least 91% of points must be obtained to get an A rating, 81% and more to get a B rating, 71% and more to get a C rating, 61% to get a D rating, and at least 50% are required to get an E rating. Students will not receive any credits if they score less than 50% of the points.
Slovak
A comprehensive overview of theoretical and practical problems in tourism, stay and physical activities in nature and the prerequisites for their solution. Outdoor sports in connection with the development of modern society. Impact of outdoor sports on the environment, regional development, tourism and the economy. Historical aspects of outdoor sports and their position in society. Basic division of outdoor sports. (Summer, winter, water, board, technical, motor, Olympic ...) Institution and Sport unions that provide outdoor sports in our country and in the world. The structure of sports performance of selected outdoor sports. The structure of sports performance in canoeing, road and mountain biking. Training and improving the technique of implementation of selected outdoor sports. Training and improvement of kayaking and canoeing, road and mountain biking. Training and improvement of shooting with air weapons.
100/0
The student will gain basic theoretical knowledge and acquire practical skills in hiking, spending time and doing physical activities in nature. The student will be able to select a suitable natural area for doing sports in nature. The student can characterize individual sports in nature and forms of their implementation. The student shall be able to use didactic methods of training and improving movement techniques in selected outdoor sports. The student will know the theoretical basis of selection, setting, use and maintenance of basic material equipment for selected sports in nature.
BLAHUTOVÁ, A. (2002). Technika a metodika zjazdového lyžovania.
BLAHUTOVÁ, A. (2017). Technika a didaktika lyžovanie, Učebné texty, KU, Ružomberok 2017
EGYHÁZY, A. (1988). Lyžovanie – Základný lyžiarsky výcvik. Učebné texty pre školenie cvičiteľov. Šport, Bratislava 1988.
HELLEBRANDT, V. (2002). Technika a metodika carvingových oblúkov v zjazdovom lyžovaní. Vysokoškolské učebné texty. FTVŠ Bratislava 2002.
PŘÍBRAMSKÝ, M. (2002). Česká škola lyžování. Carving. Praha: UK FTVS, 2002.
SOSNA, I. Carving ad 1972. (2006). Snow 2006, č.25, s.32 -33.
SOUKUP, J. (1991): Lyžování podle alpských lyžařských škol. Praha, Olympia, 1991.
ŠTUMBAUER, J. - VOBR, R. (2007). Carving. České Budejovice: KOPP, 2007, 125 s.
ŽÍDEK, J. et al. (1993). Lyžovanie. Vysokoškolské skriptá. Bratislava, UK 1993
The final evaluation of the subject includes the completion of all compulsory disciplines and the assessment of the acquired abilities to perform individual disciplines independently, methodically correctly, or with instruction. At least 91% of points must be obtained to get an A rating, 81% and more to get a B rating, 71% and more to get a C rating, 61% to get a D rating, and at least 50% are required to get an E rating. Students will not receive any credits if they score less than 50% of the points.
Slovak
History, terminology, classification of material and technical equipment.
Principles of safety in the mountains.
Basic skiing skills – improvement of technology.
Visiting a ski service in the resort.
100/0
The student will have a basic knowledge about the history of skiing in the world and in Slovakia. The student will be able to use nomenclature, classification scale of licenses, material equipment, terrain knowledge and movement in winter in various weather conditions. The student understands the importance of fitness and technical preparation in downhill skiing and has practical skills of the use and maintenance of equipment. The student will be able to characterize specific ways of moving in the mountain and ski terrain, as well as methods of calling rescue. He recognizes the ways of leading teaching and the functioning of the work of the instructor in the ski school.
LICHNEROVÁ, L. Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit. 2018-09-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prace.pdf
MEŠKO, Dušan, Dušan KATUŠČÁK a Ján FINDRA. Akademická príručka. Martin: Osveta, 2006. ISBN 80-8063-219-7.
STAROŇOVÁ, K. Vedecké písanie: ako písať akademické a vedecké texty. Martin: Osveta, 2011. ISBN 978-80-8063-359-2.
Preparation of practical assignments connected with course topics. Student is to deliver all the following assignments:
1. Identification and correction of syntactic, morphological and compositional errors in academic texts (10 points)
2. Practical assignment - demonstrating of methodological aspects on chosen or own research (20 points)
3. Practical assignment - formal formatting of academic text in text editor (15 points)
4. Practical exercise (test / 5 tasks) connected to citing (15 points)
5. Preparation of arguments to 3 thesis in the text, also 1 counterargument needs to be stated to the thesis (10 points)
6. Identification of relevant resources which can be potencially used in academic paper (thesis). Students will determine which information resources are suitable for use in academic paper or thesis depending on their proficiency and form. Their desicion will be following substantiated. (10 points)
7. Practical assignment on paratexts and excerption. (20 points)
Overall course evaluation (in %):
100-92: A
91-84: B
83-76: C
75-68: D
67-60: E
59-0: FX
Slovak
The course is intended only for students in the final years of teacher study programs (3rd bac. and 2nd mag.).
Academic writing, scientific writing (characteristics, types).
Scientific text ((characteristics, planning, requirements,development, problems).
Paratexts of the scientific text (foreword, introduction, conclution).
Methodology, methods, hypothesis, research topic formulation, research problem and questions formulation.
Information and data resources for academic work (scientific vs. popular data, primary and secondary resources).
Citing a plagiarism.
Excerping, synopsis, anotated research, academic anotation, abstract, sumarization.
Research paper. Argumentation, essay.
Academic text redaction and formatting.
100/0
Students have basic knowledge of individual forms of academic written expression in terms of content and form. Students have practical skills in the field of academic writing. They understand the differences between popular and scientific text. They are able to avoid the most common mistakes when writing scientific text.
After the registration process has finished, I will meet all registered students, and together we will agree on the most suitable days and time, so that everyone can regularly assist.
Successful completion of the seminar requires regular attendance, oral interim reflections, active and committed participation in practical exercises as well as in the preparation and staging of a stage work at the end of the semester. As a final assignment, a written reflection is required in which the insights and experiences gained are to be summarised and reflected upon.
Klasifikačná stupnica: 100-90: A 89-79: B 78-68: C 67-57: D 56-46: E 45-0: FX
Vyučujúce akceptujú max. 2 absencie s preukázanými dokladmi.
Váha priebežného / záverečného hodnotenia: 70/30
German
This is an interactive seminar focusing on the preparation and performance of a stage play at the end of the semester. The seminar has its foundation in the approaches of Drama Pedagogy. These are action-oriented teaching methods that create a dynamically creative and vibrant DaF learning setting, so that students slip into different roles and re-enact authentic communication situations.
At the beginning of the seminar, a short introduction to the basics of theatre and theatre pedagogy is given.
Warm-up and improvisation exercises to prepare the body and voice as well as to promote spontaneity and creativity are carried out in each unit.
Since the practical component of the seminar is of central importance, a stage play is chosen in the first weeks, and the students work intensively towards staging it in the course of the semester.
The final performance takes place at the end of the semester.
This seminar is aimed not only at students who already have experience in theatre but also those who are interested in trying it out.
In this seminar, there will be a strong focus on the skill of "Speaking and Communicating in German". Students will be able to experiment with language in a protected environment, which will greatly enhance their confidence in using the German language. In doing so, students will not only deepen their linguistic skills but also strengthen their ability to communicate spontaneously, react to others, and express themselves more clearly and effectively in German in various social situations, both verbally and non-verbally through body language, voice tone, and gestures.
In addition, students will increase their cultural knowledge through practical exposure to authentic texts from the Austrian theatre scene during the selection, production, and performance of the stage work.
Furthermore, the students increase their self-confidence, their ability to be empathetic as well as their self-reflection by means of theatre pedagogical exercises.
After the registration process has finished, I will meet all registered students, and together we will agree on the most suitable days and time, so that everyone can regularly assist.
TSELIKAS-PORTMANN, E. (1999). Dramapädagogik im Sprachunterricht. Zürich: Orell Füssli.
HALLET, W./ SURKAMP, C. (HGS.) (2015). Dramendidaktik und Dramapädagogik im Fremdsprachenunterricht. Trier: Wiss Verlag.
HOPPE, H. (2011). Theater und Pädagogik: Grundlagen, Kriterien, Modelle pädagogischer Theaterarbeit. 2. überarb. Aufl. Münster: Lit. Hamburg: Persen Verlag
PRIMAVESI, P./ DECK, J. (HGS.) (2014). Stop Teaching! Neue Theaterformen mit Kindern und Jugendlichen. Bielefeld: transcript.
Successful completion of the seminar requires regular attendance, oral interim reflections, active and committed participation in practical exercises as well as in the preparation and staging of a stage work at the end of the semester.
The seminar is held in German.
Grading scale: 100-90: A 89-79: B 78-68: C 67-57: D 56-46: E 45-0: FX
Teachers accept a maximum of 2 absences with documented proof.
Weight of continuous/final assessment: 70/30
This is an interactive seminar focusing on the preparation and performance of a stage play at the end of the semester. The seminar has its foundation in the approaches of Drama Pedagogy. These are action-oriented teaching methods that create a dynamically creative and vibrant DaF learning setting, so that students slip into different roles and re-enact authentic communication situations.
At the beginning of the seminar, a short introduction to the basics of theatre and theatre pedagogy is given.
Warm-up and improvisation exercises to prepare the body and voice as well as to promote spontaneity and creativity are carried out in each unit.
Since the practical component of the seminar is of central importance, a stage play is chosen in the first weeks, and the students work intensively towards staging it in the course of the semester.
The final performance takes place at the end of the semester.
This seminar is aimed not only at students who already have experience in theatre but also those who are interested in trying it out.
In this seminar, there will be a strong focus on the skill of "Speaking and Communicating in German". Students will be able to experiment with language in a protected environment, which will greatly enhance their confidence in using the German language. In doing so, students will not only deepen their linguistic skills but also strengthen their ability to communicate spontaneously, react to others, and express themselves more clearly and effectively in German in various social situations, both verbally and non-verbally through body language, voice tone, and gestures.
In addition, students will increase their cultural knowledge through practical exposure to authentic texts from the Austrian theatre scene during the selection, production, and performance of the stage work.
Furthermore, the students increase their self-confidence, their ability to be empathetic as well as their self-reflection by means of theatre pedagogical exercises.
After the registration process has finished, I will meet all registered students, and together we will agree on the most suitable days and time, so that everyone can regularly assist.
TSELIKAS-PORTMANN, E. (1999). Dramapädagogik im Sprachunterricht. Zürich: Orell Füssli. HALLET, W./ SURKAMP, C. (HGS.) (2015). Dramendidaktik und Dramapädagogik im Fremdsprachenunterricht. Trier: Wiss Verlag.
HOPPE, H. (2011). Theater und Pädagogik: Grundlagen, Kriterien, Modelle pädagogischer Theaterarbeit. 2. überarb. Aufl. Münster: Lit. Hamburg: Persen Verlag
PRIMAVESI, P./ DECK, J. (HGS.) (2014). Stop Teaching! Neue Theaterformen mit Kindern und Jugendlichen. Bielefeld: transcript.
Successful completion of the seminar requires regular attendance, oral interim reflections, active and committed participation in practical exercises as well as in the preparation and staging of a stage work at the end of the semester. As a final assignment, a written reflection is required in which the insights and experiences gained are to be summarised and reflected upon.
Klasifikačná stupnica: 100-90: A 89-79: B 78-68: C 67-57: D 56-46: E 45-0: FX Vyučujúce akceptujú max. 2 absencie s preukázanými dokladmi.
Váha priebežného / záverečného hodnotenia: 70/30
German
This is an interactive seminar focusing on the preparation and performance of a stage play at the end of the semester. The seminar has its foundation in the approaches of Drama Pedagogy. These are action-oriented teaching methods that create a dynamically creative and vibrant DaF learning setting, so that students slip into different roles and re-enact authentic communication situations. At the beginning of the seminar, a short introduction to the basics of theatre and theatre pedagogy is given.
Warm-up and improvisation exercises to prepare the body and voice as well as to promote spontaneity and creativity are carried out in each unit.
Since the practical component of the seminar is of central importance, a stage play is chosen in the first weeks, and the students work intensively towards staging it in the course of the semester. The final performance takes place at the end of the semester.
This seminar is aimed not only at students who already have experience in theatre but also those who are interested in trying it out.
In this seminar, there will be a strong focus on the skill of "Speaking and Communicating in German". Students will be able to experiment with language in a protected environment, which will greatly enhance their confidence in using the German language. In doing so, students will not only deepen their linguistic skills but also strengthen their ability to communicate spontaneously, react to others, and express themselves more clearly and effectively in German in various social situations, both verbally and non-verbally through body language, voice tone, and gestures.
In addition, students will increase their cultural knowledge through practical exposure to authentic texts from the Austrian theatre scene during the selection, production, and performance of the stage work.
Furthermore, the students increase their self-confidence, their ability to be empathetic as well as their self-reflection by means of theatre pedagogical exercises.
After the registration process has finished, I will meet all registered students, and together we will agree on the most suitable days and time, so that everyone can regularly assist.
TSELIKAS-PORTMANN, E. (1999). Dramapädagogik im Sprachunterricht. Zürich: Orell Füssli. HALLET, W./ SURKAMP, C. (HGS.) (2015). Dramendidaktik und Dramapädagogik im Fremdsprachenunterricht. Trier: Wiss Verlag.
HOPPE, H. (2011). Theater und Pädagogik: Grundlagen, Kriterien, Modelle pädagogischer Theaterarbeit. 2. überarb. Aufl. Münster: Lit. Hamburg: Persen Verlag
PRIMAVESI, P./ DECK, J. (HGS.) (2014). Stop Teaching! Neue Theaterformen mit Kindern und Jugendlichen. Bielefeld: transcript.
Successful completion of the seminar requires regular attendance, oral interim reflections, active and committed participation in practical exercises as well as in the preparation and staging of a stage work at the end of the semester. As a final assignment, a written reflection is required in which the insights and experiences gained are to be summarised and reflected upon.
Klasifikačná stupnica: 100-90: A 89-79: B 78-68: C 67-57: D 56-46: E 45-0: FX Vyučujúce akceptujú max. 2 absencie s preukázanými dokladmi.
Váha priebežného / záverečného hodnotenia: 70/30
German
This is an interactive seminar focusing on the preparation and performance of a stage play at the end of the semester. The seminar has its foundation in the approaches of Drama Pedagogy. These are action-oriented teaching methods that create a dynamically creative and vibrant DaF learning setting, so that students slip into different roles and re-enact authentic communication situations. At the beginning of the seminar, a short introduction to the basics of theatre and theatre pedagogy is given.
Warm-up and improvisation exercises to prepare the body and voice as well as to promote spontaneity and creativity are carried out in each unit.
Since the practical component of the seminar is of central importance, a stage play is chosen in the first weeks, and the students work intensively towards staging it in the course of the semester. The final performance takes place at the end of the semester.
This seminar is aimed not only at students who already have experience in theatre but also those who are interested in trying it out.
In this seminar, there will be a strong focus on the skill of "Speaking and Communicating in German". Students will be able to experiment with language in a protected environment, which will greatly enhance their confidence in using the German language. In doing so, students will not only deepen their linguistic skills but also strengthen their ability to communicate spontaneously, react to others, and express themselves more clearly and effectively in German in various social situations, both verbally and non-verbally through body language, voice tone, and gestures.
In addition, students will increase their cultural knowledge through practical exposure to authentic texts from the Austrian theatre scene during the selection, production, and performance of the stage work.
Furthermore, the students increase their self-confidence, their ability to be empathetic as well as their self-reflection by means of theatre pedagogical exercises.
Type of activities: seminar Number of hours: per week: 2 per level/semester: 28 Form of the course: on-site learning Number of credits: 4
André Lefevere: Translation, Rewriting, and the Manipulation of Literary Fame. London: Routledge, 1992.
František Miko: Aspekty literárneho textu. Nitra: Pedagogická fakulta, 1989.
Anton Popovič: Poetika umeleckého prekladu. Bratislava: Tatran, 1971.
The required materials and relevant excerpts from the texts covered in the course will be provided by the course instructors.
Active participation in class, continuous coursework, and a final seminar paper in the form of a submitted annotated translation of one's own or an analysis/commentary of someone else's literary translation. The student must achieve a minimum success rate of 60% in all components of the assessment.
German, Slovak
1. Translation as Contextually Informed Work I: The Ethics of the Other, Foreignness, and Ethical Openness in Translation (Mikhail Bakhtin, Antoine Berman)
2. Translation as Contextually Informed Work II: Translation as Hermeneutic Motion (George Steiner)
3. Practical Session
4. Hermeneutic Approaches to Translation I: Linguistic Hospitality (Paul Ricoeur)
5. Hermeneutic Approaches to Translation II: Conscious Subjectivity in Translation (Douglas Robinson)
6. Practical Session
7. Application of the Expressive System (František Miko)
8. Reflecting on Shifts of Expression (Anton Popovič)
9. Practical Session
10. Ideology and Manipulation I: Translation as Rewriting (André Lefevere)
11. Ideology and Manipulation II: Norms, Poetics, and Patronage (André Lefevere)
12. Practical Session
50 percent participation/50 percent final coursework
Students will deepen their ability to theoretically reflect on literary translation and to apply theoretical and methodological concepts in the process of (not only) literary translation. They will develop heightened sensibility to the hermeneutic and ethical dimensions of translation and learn to perceive translation as a creative act of meaning-making situated within a specific (or contemporary) historical, cultural, and ideological context. They will become familiar with concepts such as foreignness, shift of expression, expressive system, translation as rewriting, hermeneutic movement, and linguistic hospitality, and will be able to critically apply them in both the analysis and creation of translations.
After the registration process has finished, I will meet all registered students, and together we will agree on the most suitable days and time, so that everyone can regularly assist.
TSELIKAS-PORTMANN, E. (1999). Dramapädagogik im Sprachunterricht. Zürich: Orell Füssli.
HALLET, W./ SURKAMP, C. (HGS.) (2015). Dramendidaktik und Dramapädagogik im Fremdsprachenunterricht. Trier: Wiss Verlag.
HOPPE, H. (2011). Theater und Pädagogik: Grundlagen, Kriterien, Modelle pädagogischer Theaterarbeit. 2. überarb. Aufl. Münster: Lit. Hamburg: Persen Verlag
PRIMAVESI, P./ DECK, J. (HGS.) (2014). Stop Teaching! Neue Theaterformen mit Kindern und Jugendlichen. Bielefeld: transcript.
Successful completion of the seminar requires regular attendance, oral interim reflections, active and committed participation in practical exercises as well as in the preparation and staging of a stage work at the end of the semester.
The seminar is held in German.
Grading scale: 100-90: A 89-79: B 78-68: C 67-57: D 56-46: E 45-0: FX
Teachers accept a maximum of 2 absences with documented proof.
Weight of continuous/final assessment: 70/30
German
This is an interactive seminar focusing on the preparation and performance of a stage play at the end of the semester. The seminar has its foundation in the approaches of Drama Pedagogy. These are action-oriented teaching methods that create a dynamically creative and vibrant DaF learning setting, so that students slip into different roles and re-enact authentic communication situations.
At the beginning of the seminar, a short introduction to the basics of theatre and theatre pedagogy is given.
Warm-up and improvisation exercises to prepare the body and voice as well as to promote spontaneity and creativity are carried out in each unit.
Since the practical component of the seminar is of central importance, a stage play is chosen in the first weeks, and the students work intensively towards staging it in the course of the semester.
The final performance takes place at the end of the semester.
This seminar is aimed not only at students who already have experience in theatre but also those who are interested in trying it out.
In this seminar, there will be a strong focus on the skill of "Speaking and Communicating in German". Students will be able to experiment with language in a protected environment, which will greatly enhance their confidence in using the German language. In doing so, students will not only deepen their linguistic skills but also strengthen their ability to communicate spontaneously, react to others, and express themselves more clearly and effectively in German in various social situations, both verbally and non-verbally through body language, voice tone, and gestures.
In addition, students will increase their cultural knowledge through practical exposure to authentic texts from the Austrian theatre scene during the selection, production, and performance of the stage work.
Furthermore, the students increase their self-confidence, their ability to be empathetic as well as their self-reflection by means of theatre pedagogical exercises.
After the registration process has finished, I will meet all registered students, and together we will agree on the most suitable days and time, so that everyone can regularly assist.
TSELIKAS-PORTMANN, E. (1999). Dramapädagogik im Sprachunterricht. Zürich: Orell Füssli.
HALLET, W./ SURKAMP, C. (HGS.) (2015). Dramendidaktik und Dramapädagogik im Fremdsprachenunterricht. Trier: Wiss Verlag.
HOPPE, H. (2011). Theater und Pädagogik: Grundlagen, Kriterien, Modelle pädagogischer Theaterarbeit. 2. überarb. Aufl. Münster: Lit. Hamburg: Persen Verlag
PRIMAVESI, P./ DECK, J. (HGS.) (2014). Stop Teaching! Neue Theaterformen mit Kindern und Jugendlichen. Bielefeld: transcript.
Successful completion of the seminar requires regular attendance, oral interim reflections, active and committed participation in practical exercises as well as in the preparation and staging of a stage work at the end of the semester.
The seminar is held in German.
Grading scale: 100-90: A 89-79: B 78-68: C 67-57: D 56-46: E 45-0: FX
Teachers accept a maximum of 2 absences with documented proof.
Weight of continuous/final assessment: 70/30
German
This is an interactive seminar focusing on the preparation and performance of a stage play at the end of the semester. The seminar has its foundation in the approaches of Drama Pedagogy. These are action-oriented teaching methods that create a dynamically creative and vibrant DaF learning setting, so that students slip into different roles and re-enact authentic communication situations.
At the beginning of the seminar, a short introduction to the basics of theatre and theatre pedagogy is given.
Warm-up and improvisation exercises to prepare the body and voice as well as to promote spontaneity and creativity are carried out in each unit.
Since the practical component of the seminar is of central importance, a stage play is chosen in the first weeks, and the students work intensively towards staging it in the course of the semester.
The final performance takes place at the end of the semester.
This seminar is aimed not only at students who already have experience in theatre but also those who are interested in trying it out.
In this seminar, there will be a strong focus on the skill of "Speaking and Communicating in German". Students will be able to experiment with language in a protected environment, which will greatly enhance their confidence in using the German language. In doing so, students will not only deepen their linguistic skills but also strengthen their ability to communicate spontaneously, react to others, and express themselves more clearly and effectively in German in various social situations, both verbally and non-verbally through body language, voice tone, and gestures.
In addition, students will increase their cultural knowledge through practical exposure to authentic texts from the Austrian theatre scene during the selection, production, and performance of the stage work.
Furthermore, the students increase their self-confidence, their ability to be empathetic as well as their self-reflection by means of theatre pedagogical exercises.
GESING, Fritz. Kreativ schreiben. Handwerk und Techniken des Erzählens. Köln: DuMont, 2008. (ISBN 978-3-8321-6267-2)
WOLFRUM, Jutta. Kreativ schreiben. Gezielte Schreibförderung für jugendliche und erwachsene Deutschlernende (DaF/DaZ). Ismaning: Hueber, 2010. (ISBN 978-3-19-041751-3)
Active participation takes center stage through exclusively in-class written assignments.
Language is a canvas for creativity, and here, we explore it as such. Throughout the course, students will engage in a variety of creative writing exercises that encourage them to push boundaries, experiment with language, and express their ideas. Grammatical correctness is less important than the creative use of language.
This is the basis for assessment, and is graded according to the criteria: attendance (10 points), grammar correctness (5 points), quality of narrative and creativity (15 points).
A: 30-29
B: 28-26
C: 25-23
D: 22-20
E: 19-17
Fx: 16-0
Violation of academic ethics will result in the nullification of the points earned in the appropriate grade item. Teachers will accept a maximum of 2 absences with verifiable documentation.
German
This course gives students the opportunity to use the creative art of writing as a tool to improve their language skills. Through storytelling, poetry, and creative expression, students will immerse themselves in language while enjoying a supportive, error-friendly environment. Students can enjoy the freedom to experiment with language, while they polish their writing skills, expand their vocabulary, and develop the confidence to express themselves fluently.
100/0
Students know and can use creative writing techniques. They know strategies for revising creative texts and their own writing style. In the course, they acquire writing skills (vocabulary, grammar).
They are able to write different types of texts at levels B2 to C2 of the European Framework of Reference for Languages.
AMMON, F. VON, PETERSDORFF, D. VON: Lyrik/Lyrics. Songtexte als Gegenstand der Literaturwissenschaft. Göttingen: Wallstein 2019. VERLAN, S. (Hrsg.): Rap-Texte. Stuttgart: Reclam 2000. HÖLLEIN, D., LEHNERT, N., WOITKOWSKI (Hrsg.): Rap – Text – Analyse. Deutschsprachiger Rap seit 2000. 20 Einzelanalysen. Bielefeld: Transcript 2020. HORNBERGER, B.: Geschichte wird gemacht. Die Neue Deutsche Welle, eine Epoche deutscher Popmusik. Würzburg: Koenigshausen & Neumann 2011. KERSCHOWSKI, L., MEINECKE, A. (Hrsg.): Östlich der Elbe. Songs und Bilder 1970-2013. Berlin: Links 2020. REISLOH, J.: Deutschsprachige Popmusik. Zwischen Morgenrot und Hundekot. Von den Anfängen um 1970 bis ins 21. Jahrhundert. Grundlagenwerk zum Neuen Deutschen Lied (NDL). Münster: Telos 2011.
Internet: Deutsche Lieder. Bamberger Anthologie. https://deutschelieder.wordpress.com/ Pop-Anthologie. Frankfurter Allgemeine Zeitung: https://blogs.faz.net/pop-anthologie/ Songlexikon. Encyclopedia of Songs: http://songlexikon.de/songs/ Populäre und traditionelle Lieder. Historisch-kritisches Liederlexikon: http://www.liederlexikon.de/
Regular active participation through contributions to the discussion, presentation of a short keynote speech (10 minutes) and writing of a meeting protocol (70 percent).
Examination period: Oral examination of 20 minutes in small groups (30 percent).
Prerequisite for admission to the examination is passing the continuous examination (minimum grade E). Violations of academic ethics will result in the cancellation of the points achieved in the area concerned.
Grading scale: A: 100-91%, B: 90-81%, C: 80-73%, D: 72-66%, E: 65-60%, Fx: 59-0% The instructor will accept a maximum of 2 absences with documented evidence.
German
Based on a selection of songs, the following topics are suggested, with the students deciding what should be covered in more detail:
1. dancing and (not) listening - the relationship between lyrics and popular music.
2. song lyrics as a special form of lyric poetry - how can song lyrics be analysed and interpreted?
3. pop songs from the interwar period to the present day - German as the language of popular music
4. pop music as cultural transfer - singing in German or English (1960s and 1970s)?
5. the "new German wave" in the 1980s (between punk, new wave and Schlager)
6. development of Deutschrap since the 1990s - rhymes and flow
7. political songs and protest songs
8. pop and urbanity – songs about the city and songs about „home“
9. linguistic and formal experiments, language mixes (pop and avant-garde)
10. humour, irony, comedy - cabaret and playfulness
11. popular "classics"
music - cover versions, intertextual references and reinterpretations
Weighting of midterm/final grades: 70/30
The students train their German language skills by listening to and reading authentic texts, by speaking and writing. They improve their communicative skills by using song texts as a conversation starter and joint interpretation task. They know everyday and youth language as well as aesthetic forms of language use. They know the specifics of the special lyrical form "song lyrics". They gain insight into German cultural and social history from the 20th century to the present. They have an overview of the development of German-language popular music based on texts and contexts and know "classics" of German-language song culture.
FÜGERT, N. and RICHTER, U. A.: Wissenschaftssprache verstehen. Wortschatz. Grammatik. Stil. Lesestrategien. Stuttgart: Klett 2016.
SCHÄFER, S. and HEINRICH, D.: Wissenschaftliches Arbeiten an deutschen Universitäten. Eine Arbeitshilfe für ausländische Studierende im geistes- und gesellschaftswissenschaftlichen Bereich - mit Übungsaufgaben. Munich: Iudicium 2010.
During the course of the semester, a small seminar paper on a topic of your choice is to be completed in sequence. Homework assignments are given for this purpose and are due regularly but are not graded.
During the examination period: completion, revision and submission of the seminar paper (5-8 pages).
Completion of the term paper during the semester is a prerequisite for admission to the examination, i.e. submission of the term paper. Seminar papers that have been started during the examination period, i.e. whose topic, question, bibliography, thesis and outline have not been agreed with the seminar leader, will not be accepted.
Violation of academic ethics will result in the cancellation of points earned in the relevant area.
Grading scale: A: 100-91%, B: 90-81%, C: 80-73%, D: 72-66%, E: 65-60%, Fx: 59-0%
The instructor will accept a maximum of 2 absences with documented evidence.
German
1. What is academic writing? Steps in writing an academic term paper.
2. Searching and narrowing down the topic, literature search, bibliographic information.
3. Pre-writing: gathering information, reading academic texts, reading strategies.
4. Pre-writing: searching for the question, literature review, excerpting, summarizing.
5. Vocabulary, passive and active forms, nominalizations, functional verb constructions, participial constructions.
6. Pre-writing: Formulate thesis statement, develop structure, outline, title, chapter headings.
7. When writing: reproduce others' texts without plagiarism - paraphrasing, quoting, citing sources. Conjunctive 1.
8. While writing: formulating notes, finding internal structure, argumentation.
9. Stylistic devices and grammar of German academic language Part 2: forming sentences, connectives, prepositions.
9. Introduction, conclusion.
11. After the first draft: Getting feedback, editing the text.
12. Before submitting.
Weighting of midterm/final grades: 10/90
Students will know the techniques of scholarly work in the humanities as well as the rules of good scholarly practice. They will become familiar with the formal, content and stylistic requirements for seminar and examination papers in German-speaking academic culture. They will be familiar with the necessary working steps and will be able to apply the knowledge acquired in practice. They are able to produce written work that meets academic standards. They deepen their knowledge of grammar, expand their vocabulary and gain confidence in writing.
The seminar is designed as an exercise, so there is feedback on the homework, but without a grade.
During the exam period: Writing a reading log (7-10 pages) or a literary or scientific text of approximately 10-15 pages, assigned by the teacher. This reading log will be assessed.
The assessment criteria are: Does the reading diary provide information about whether and how the text has been read and understood? Has the knowledge gained from the reading been documented in such a way that it can be recalled without re-reading the text? Is there evidence of deeper engagement with what has been read? Were useful reading strategies chosen and used effectively to achieve the reading goals?
Students will be admitted to the examination only if at least 60% of the homework assignments have been satisfactorily completed during the course. Violation of academic ethics will result in the cancellation of points earned in the relevant area.
Grading scale: A: 100-91%, B: 90-81%, C: 80-73%, D: 72-66%, E: 65-60%, Fx: 59-0%
The instructor will accept a maximum of 2 absences with documented evidence.
German
The seminar is designed to "read through" the topics covered by developing excerpts from texts or short articles (in individual, partner, group work, or collaborative plenary) using appropriate reading strategies. Thus, the acquisition of knowledge about the complex, active process of reading should go hand-in-hand with the practice of reading methods and problem-solving strategies, in order to combine reading with reflective reading. The topics are: reading competence, academic reading, reading strategies (non-fiction texts, literary texts, professional texts), reading in a foreign language.
Weighting of midterm/final grades: 10/90
Graduates of the course know what is meant by reading competence in didactically oriented reading research. They know the different reading goals and have a repertoire of reading strategies. They are able to select and use reading strategies in a targeted way in order to solve problems in reading authentic foreign language texts of a higher level of difficulty (literary texts, scientific texts). They can read without a dictionary and use dictionaries without wasting time. They can record the results of reading and prepare them for further use (e.g. visualisation, summarising, listing). They can engage in reading by asking questions about the text and reading in a reflective way.
AUER, P. et al. (eds.): Handbook of multilingualism and multilingual communication. Berlin: de Gruyter 2008, ISBN 978-3-11-021251-8
BUSCH, B. Mehrsprachigkeit. Wien: Facultas 2013, ISBN 978-3-8252-3774-5
DEMBECK, T.: Literatur und Mehrsprachigkeit. Ein Handbuch. Tübingen: Narr 2017, ISBN: 978-3-8233-6911-0
The course will take the form of a blended intensive programme, i.e. it will consist of a combination of online lectures and face-to-face teaching. As a course requirement, students will participate in a one-week intensive class at the University of Göttingen in April 2021. During this week, students will present the assignment given to them in the first session. They will hand it in in a written detailed form at the end of the course.Violation of academic ethics will result in an Fx grade and disciplinary action in accordance with the FiFUK Code of Ethics.
100-91: A
90-82: B
81-74: C
73-66: D
65-60: E
59-0: FX
The instructor will accept a maximum of 2 absences.
The exact dates and topics for midterm and final evaluations will be announced at the beginning of the semester.
Examination dates will be announced via AIS no later than the last week of the of the teaching period.
German
Language portraits
Language and Exile/Emigration (Irena Brežná)
The Language Loss
Language and identity/subjectivity
Fatih Akin: Gegen die Wand/ Auf der anderen Seite
The City of Göttingen as a Language Landscape
The course has a strongly interdisciplinary and intercultural character.
The course participants will receive a list of specific texts to read at the first meeting
interim/final evaluation: 50/50
After completing the course, the student will be familiar with some basic concepts of multilingualism in linguistics, literary studies and didactics of the German language (language biography, language landscape, multilingual identity, language loss, etc.). He has the in-depth skill to work on group assignments with international course participants from the Universities of Tartu and Göttingen. He is oriented in the transversal use of multilingualism concepts both in the analysis of different media (literature, film, communication in tourism) and in different scientific disciplines.
During the semester, the student undergoes a written or oral examination after each finished topic. Written and oral examinations completed during the semester are included in the total completion of the course and make for 100 percent of the grade. The evaluation follows the following scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A Violation of academic ethics will result in the cancellation of the points earned in the relevant item of the evaluation.
JOSEFSSON, G. Svensk universitetsgrammatik för nybörjare – Övningar med facit och kommentarer, Studentlitteratur, 2009. JOSEFSSON, G. Svensk universitetsgrammatik för nybörjare, Studentlitteratur, 2009. LEVY SCHERRER, P. / LINDEMALM, K. Rivstart A1+A2, Övningsbok, tredje upplagan, Natur & Kultur, 2023. LEVY SCHERRER, P. / LINDEMALM, K. Rivstart A1+A2, Textbok inkl. ljudfiler, andra upplagan, Natur & Kultur, 2023.
During the semester, the student undergoes a written or oral examination after each finished topic. Written and oral examinations completed during the semester are included in the total completion of the course and make for 100 percent of the grade.
English - B1
Basics of Swedish grammar
Basics of pronunciation in Swedish
Conversational and grammar exercises
Building and developing vocabulary on various topics
Gradual acquisition and improvement of written and spoken Swedish
100/0
Mastering the basics of Swedish in written and spoken form at level A1 according to the Common European Framework of Reference for Languages.
During the semester, the student undergoes a written or oral examination after each finished topic. Written and oral examinations completed during the semester are included in the total completion of the course and make for 100 percent of the grade. The evaluation follows the following scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A Violation of academic ethics will result in the cancellation of the points earned in the relevant item of the evaluation.
JOSEFSSON, G. Svensk universitetsgrammatik för nybörjare – Övningar med facit och kommentarer, Studentlitteratur, 2009. JOSEFSSON, G. Svensk universitetsgrammatik för nybörjare, Studentlitteratur, 2009. LEVY SCHERRER, P. / LINDEMALM, K. Rivstart A1+A2, Övningsbok, tredje upplagan, Natur & Kultur, 2023. LEVY SCHERRER, P. / LINDEMALM, K. Rivstart A1+A2, Textbok inkl. ljudfiler, andra upplagan, Natur & Kultur, 2023.
During the semester, the student undergoes a written or oral examination after each finished topic. Written and oral examinations completed during the semester are included in the total completion of the course and make for 100 percent of the grade.
English B1
100/0
Mastering the basics of Swedish in written and spoken form at level A1 according to the Common European Framework of Reference for Languages.
NOVÁKOVÁ, Taida. Simultánne tlmočenie. Bratislava: Univerzita Komenského, 1993. ISBN 80-223-0650-9.
BEST, Joanna, KALINA, Sylvia. Übersetzen und Dolmetschen eine Orientierungshilfe. Tübingen: Francke, 2002. ISBN 3-7720-2985-X
JONES, Roderick. Conferecne interpreting explained. London: Routledge, 2014. ISBN 978-1-900650-57-1
ŠVEDA, Pavol. Vybrané kapitoly z didaktiky simultánneho tlmočenia. Bratislava: Univerzita Komenského, 2016. ISBN 978-80-223-4069-4
DJOVČOŠ, Martin, ŠVEDA Pavol. Didaktika prekladu a tlmočenia na Slovensku. Bratislava: Univerzita Komenského, 2018. ISBN 978-80-223-4469-2
The content of our seminar is to be a presentation of Simultaneous Interpreting from several perspectives. Interpreting testing and training. Visiting an actual event where interpretation takes place. Discussion with a representative or representatives of professional interpreters.
Assessment: The subject of the assessment will be cabin interpretation from a letter from German into Slovak and the creation of a glossary on a professional topic, which was either the subject of the lectured text or cabin interpretation from a sheet. In both cases, the student prepares a glossary of at least 1NS / standard page /.
Assessment method: continuous
Other conditions for obtaining evaluation resp. credits:
Everyone will prepare at least 1 paper. Papers will be in either German or Slovak.
Active participation in the discussion of social and political events at the beginning of each seminar.
What is the post: Speech lasting 20-30 minutes on a professional topic or by agreement.
The speech must be delivered freely and not read with the knowledge that it will be reproduced by someone. Or cabin interpretation text from a sheet of at least 1.5 A4 pages.
Attendance: two absences are tolerated by the others with apology. The language we will speak is SVK + DE. Any long-term absence of a student must be approved by the department management.
Classification scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A.
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
slovak, german B2
Content: Introduction to interpreting technology.
Theoretical introduction to simultaneous interpreting processes and activities.
Training of preparatory techniques for simultaneous interpretation.
Interpreting simple texts with social and undemanding political topics
Interpretation of simple texts with economic topics.
Exercises aimed at acquiring basic habits in simultaneous / consecutive interpreting
Methods of preparation for simultaneous interpretation: translation of professional texts for own use and for the purpose of preparation for interpretation,
Developing skills by presenting a text in a real or model situation with and without preparation and then practicing memory by memorizing speech, e.g. lasting 3-4 minutes
80/20
The student will master the basic techniques of simultaneous interpretation. Can operate the interpreting desk in the interpreting booth. Interprets speeches of a general nature from German into Slovak.
NOVÁKOVÁ, Taida. Simultánne tlmočenie. Bratislava: Univerzita Komenského, 1993. ISBN 80-223-0650-9.
BEST, Joanna, KALINA, Sylvia. Übersetzen und Dolmetschen eine Orientierungshilfe. Tübingen: Francke, 2002. ISBN 3-7720-2985-X
JONES, Roderick. Conferecne interpreting explained. London: Routledge, 2014. ISBN 978-1-900650-57-1
ŠVEDA, Pavol. Vybrané kapitoly z didaktiky simultánneho tlmočenia. Bratislava: Univerzita Komenského, 2016. ISBN 978-80-223-4069-4
DJOVČOŠ, Martin, ŠVEDA Pavol. Didaktika prekladu a tlmočenia na Slovensku. Bratislava: Univerzita Komenského, 2018. ISBN 978-80-223-4469-2
The content of our seminar will be Simultaneous Interpreting from several perspectives and the improvement of skills acquired in the IB during the seminar Simultaneous Interpreting 1. Depending on the situation, a discussion with a representative or representatives of professional interpreters.
Assessment: The subject of the assessment will be cabin interpretation from a letter from German into Slovak and the creation of a glossary on a professional topic, which was either the subject of a lectured / presented text or cabin interpretation from a sheet. In both cases, the student prepares a glossary of at least 1NS / standard page /. Deadline by agreement. In the case of distance learning, in-house interpreting takes place in the environment of the virtual interpreting laboratory "i-nest" from the company Contest.
Assessment method: continuous
Other conditions for obtaining evaluation resp. credits:
Everyone prepares at least 1 paper / presentation. Papers / presentations will be in either German or Slovak. A presentation is a PPT presentation that is projected on a screen or screen and interpreted by others in booths.
Active participation in the discussion of social and political events at the beginning of each seminar is part of the evaluation.
What is the post: Speech / presentation lasting 20-30 minutes / in the virtual space "i-nest" approx. 10 minutes on a professional topic or by agreement.
The speech / presentation must be given as an audio file not read freely with the knowledge that it will be reproduced by someone. Or cabin interpretation text from a sheet of at least 1.5 A4 pages.
Attendance: two absences are tolerated by the others with apology. The language we will speak is SVK + DE. Any long-term absence of a student must be approved by the department management.
Classification scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A.
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
slovak, german B2
Deepening the interpreting skills acquired during the first block, i. SIM.TLM. 1
Deepening knowledge and skills in simultaneous interpretation.
Repetition of preparatory techniques for simultaneous interpretation as shadowing, supplementation of texts called "Lückentexte"
Interpreting simple texts with social and undemanding political topics
Interpretation of simple texts with economic topics.
Exercises aimed at acquiring basic habits in simultaneous / consecutive interpreting
Methods of preparation for simultaneous interpretation: translation of professional texts for personal use and for the purpose of preparation for interpretation, creation of glossaries, learning to think about interpretation
80/20
The student masters basic interpreting techniques, but also more demanding interpreting techniques. He is also able to interpret speech with moderate difficulty, but mostly in the direction from German to Slovak.
LEVY SCHERRER, P./LINDEMALM, K. Rivstart A1+A2, Exercise book, 2nd edition, Natur & kultur, 2014.
LEVY SCHERRER, P./LINDEMALM, K. Rivstart A1+A2, Textbook incl. audio files, 2nd edition, Natur & kultur, 2014.
Swedish for beginners 2 or equivalent level of knowledge.
During the semester, the student undergoes a written or oral examination after each finished topic. Written and oral examinations completed during the semester are included in the total completion of the course and make for 100 percent of the grade. The evaluation follows the following scale:
A: 91-100%
B: 83 - 90%
C: 73-82%
D: 72-67%
E: 66-60%
FX: 59% - and less
Swedish at level A1
Expanding basic language skills based on the chapters of the recommended textbook
Conversational and grammar exercises
Building and developing vocabulary on various topics
Master written and spoken Swedish at A2 level according to the Common European Standard
reference framework for language skills.
LEVY SCHERRER, P./LINDEMALM, K. Rivstart A1+A2, Övningsbok, andra upplagan, Natur & kultur, 2014.
LEVY SCHERRER, P./LINDEMALM, K. Rivstart A1+A2, Textbok inkl. ljudfiler, andra upplagan, Natur & kultur, 2014.
Swedish for beginners 3 or equivalent level of knowledge
During the semester, the student undergoes a written or oral examination after each finished topic. Written and oral examinations completed during the semester are included in the total completion of the course and make for 100 percent of the grade. The evaluation follows the following scale:
A: 91-100%
B: 83 - 90%
C: 73-82%
D: 72-67%
E: 66-60%
FX: 59% - and less
Swedish at level A2
Expanding basic language skills based on the chapters of the recommended textbook
Conversational and grammar exercises
Building and developing vocabulary on various topics
Students will deepen their knowledge of Swedish at the A2 level (reaching up to B1 level) according to the Common European Framework of Reference for Languages.
Development of language skills to a higher level of fluent communication using general vocabulary.
ABRAHÁMOVÁ, E.: Deutsch für Jurastudenten, Vydavateľské oddelenie PFUK 1995, ISBN: 80-7160-077-6
ĎURICOVÁ, A.: Preklad právnych textov. Teória, prax, konvencie, normy. Belianum 2016, ISBN: 978-80-557-1170-6
SVOBODA, J.: Slovník slovenského práva. Žilina, Poradca podnikateľa 2000, ISBN: 80-88931-06-1
www.slovlex.sk
Právne texty príslušného zamerania v nemeckom a slovenskom jazyku dostupné na internete
There is no prerequisite. The courses Fundamentals of the Language of Law 1 and Fundamentals of the Language of Law 2 can be taken independently and in any order.
Active participation, there will be 3 written tests during the semester, 20 points each.
Grades: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A.
The student must make up the Fx grade in the individual test after the semester is over. A minimum grade of E in all tests is required for credit to be awarded.
Students will learn the exact dates of the written tests for the entire semester in the introductory class.
The instructor will tolerate a maximum of 2 absences with appropriate documentation.
Violation of academic ethics will result in the cancellation of the points earned in the relevant item
of the evaluation.
Supplementary reading will be presented at the beginning and during the semester, available on MS Teams.
German
The thematic structure of the course focuses on the basic concepts and contexts of both law in general and civil law and family law of the Slovak Republic and German-speaking countries as applied to the needs of the translator and interpreter, namely:
1. Overview of civil law sources and basic concepts of civil law with regard to the needs of the translator and interpreter
2. Representation, legal acts - legal representative, power of attorney
3. Property law, co-ownership
4. Liability for damages, compensation for damages
5. Inheritance - heirs, methods of inheritance, refusal of inheritance
6. Obligatory legal relations, creditor, debtor
7. Claims, security for liabilities - pledge, easements
8. Contract of sale, contract of gift, contract for work
9. Lease agreement, leasing agreement
10. Family Law
100% continuous assessment.
After completing the course, the student knows the characteristic features and properties of a legal text from the point of view of textual linguistics and the function of the text, knows the genres of legal translation, knows the relevant conceptual apparatus. The student is familiar with the basic context of the legal system of the Slovak Republic and German-speaking countries, and is able to search available sources of legal terminology and corpora of parallel texts. He/she is able to translate and interpret legal texts of the relevant focus from German into Slovak.
ABRAHÁMOVÁ, E.: Deutsch für Jurastudenten, Vydavateľské oddelenie PFUK 1995, ISBN: 80-7160-077-6
ĎURICOVÁ, A.: Preklad právnych textov. Teória, prax, konvencie, normy. Belianum 2016, ISBN: 978-80-557-1170-6
SVOBODA, J.: Slovník slovenského práva. Žilina, Poradca podnikateľa 2000, ISBN: 80-88931-06-1
www.slovlex.sk
Právne texty príslušného zamerania v nemeckom a slovenskom jazyku dostupné na internete
There is no prerequisite. The courses Fundamentals of the Language of Law 1 and Fundamentals of the Language of Law 2 can be taken independently and in any order.
Active participation, there will be 3 written quizzes during the semester, 20 points each.
Grades: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A .
The student must make up the Fx grade in the individual test after the semester is over. A minimum grade of E in all tests is required for credit to be awarded.
Students will learn the exact dates of the written tests for the entire semester in the introductory class.
The instructor will tolerate a maximum of 2 absences with appropriate documentation.
Violation of academic ethics will result in the cancellation of the points earned in the relevant item
of the evaluation.
Supplementary reading will be presented at the beginning and during the semester, available on MS Teams.
German
The thematic structure of the course focuses on the basic concepts and contexts of the commercial law of the Slovak Republic and German-speaking countries as applied to the needs of translators and interpreters, namely:
1. legal entity, natural person, business, commercial register
2.-3. business companies - limited liability company
4.-5. business companies - joint stock company
6. commercial companies - limited partnership, public company, cooperative
7. commercial liability relations - obligation, performance, liability, debtor, creditor
8.-9. commercial relations of obligation - types of contracts
10.-12. summary (we will return to certain topics according to individual needs)
100% continuous assessment
After completing the course, the student knows the characteristic features and properties of a legal text from the point of view of textual linguistics and the function of the text, knows the genres of legal translation, knows the relevant conceptual apparatus. The student is familiar with the basic context of the legal system of the Slovak Republic and German-speaking countries, and is able to search available sources of legal terminology and corpora of parallel texts. He/she is able to translate and interpret legal texts in the relevant subfield from German into Slovak.
The prerequisite for participation is language level B2 to C1/C2 according to the European Framework of Reference for Languages.
Students actively participate in discussions, prepare and lead a debate on a topic of their choice (35 points). Students write their debate, citing sources (40 points). They regularly prepare reading assignments and search for information on relevant topics to expand their vocabulary (25 points).
A: 100-91
B: 90-81
C: 80-73
D: 72-66
E: 65-60
Fx: 59-0
Violation of academic ethics will result in the nullification of the points earned in the appropriate grade item. Teachers will accept a maximum of 2 absences with verifiable documentation.
German
Students independently lead a discussion on a current topic of their choice. All students in the course participate in the discussion and respond spontaneously to the arguments. They provide feedback on the discussion and learn what good arguments are. They search for information and prepare arguments. They write a record of the discussion with references. Notes are taken of another discussion. The final oral exam is a discussion in groups of two on topics covered during the semester.
100/0
The student after completing the course is able to argue accurately to the point, recognizing the weaknesses and strengths of the argument. The student has a developed oral expression, actively uses the linguistic means of argumentation. Knows the structure of classical debate based on exercises in written and oral argumentation. Can apply the techniques of scholarly work and has an extended vocabulary on specific topics.
DJOVČOŠ, Martin, ŠVEDA Pavol. Didaktika prekladu a tlmočenia na Slovensku. Bratislava: Univerzita Komenského, 2018. ISBN 978-80-223-4469-2
Aktuálne verzie užívateľských príručiek pre prekladateľský softvér
The graduate of the course will gain a basic overview and skills in using translation software.
Testing the ability to create a translation using translation software in the direction from German to Slovak and vice versa. Competence is examined through a final test.
Other conditions for obtaining evaluation resp. credits:
Active participation, attendance at seminars and work on ongoing translation projects, preparation of glossaries. Submission resp. passing the final test, which is focused on the practical use of the translation tool in practice.
Each test will be corrected and evaluated and sent back to the student.
Attendance: two absences are tolerated by the others with apology. The language we will speak is SVK + DE. Any long-term absence of a student must be approved by the department management.
Classification scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A.
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
slovak, german B2
Translation of a wide range of professional texts, social sciences, cultural, technical, etc.
science focus using translation software. Creating translations using translation software in the direction from German to Slovak and vice versa. Explanation of the specifics of translation from Slovak into German. Correct use of online dictionary literature, solution of translation problems related to typological differences of working languages and special terminology. Development of translation competencies with regard to skopos and customer needs.
80/20
The graduate is able to translate texts of general and professional thematic focus in the field of humanities, natural and technical sciences, with regard to the principle of functional equivalence and customer needs when using translation software. Vie o.i. create a translation offer for the customer, negotiate the price for the translation, estimate the amount of target text. It flexibly applies the adopted translation procedures and strategies in solving translation problems and introducing new terminology.
HELBIG, G., BUSCHA, J. German Grammar. A handbook for teaching foreigners. Munich: Langenscheidt, 2001.
HELBIG, G.,BUSCHA, J. Übungsgrammatik Deutsch. Munich: Langenscheidt, 2000.
MARKO, E. Príručná gramatika nemčiny. Bratislava: SPN, 2006.
DUDEN. Grammar of the contemporary German language, new spelling: 4 - Die Grammatik, Mannheim: DUDEN, 1995.
- additional literature will also be presented during the semester
Continuous 100% evaluation during the semester, 3 written tests during the teaching part - min. 60% success rate in each part of the evaluation:
1 test, practical part - irregular verbs
2. test, theoretical-practical part: verbs, their characteristics, specifics
3. test, theoretical-practical part: other word types
Classification scale.
A: 100 -91 %
B: 90 -81%
C: 80 - 73%
D: 72 - 66%
E: 65 -60%
The teacher will accept a maximum of 2 absences with documented evidence
Violation of academic ethics will result in the cancellation of the points earned in the relevant assessment item.
german
Word types.
1. Verbs - grammatical categories, division of verbs according to individual criteria
2. Morphological criterion, irregular and mixed verbs
3. Syntactic criterion
4. Semantic criterion
5. Indefinite verb forms, modal verbs
6. Tempora
7. Genera
8. Modi
9. Substantives, pronouns - the difference between autosemantics and synsemantics
10. Adjectives, adverbs - syntactic description, antonyms, synonyms, homonyms - practical exercises
11. Numerals - division, use of numerals
12. Other word types, their classification and specifics
Course evaluation weight: 100% intermediate
Students have both theoretical and practical knowledge of German morphology. After completing the course, they are able to describe the system of individual word types in the theoretical field and explain certain regularities of their functioning. In the practical area, they have the skills to correctly use grammatical rules in the German language, to inflect and tense correctly and to use in practical language the lexis of nouns, verbs, adjectives, adverbs, numerals, prepositions, particles...
DENGLER, S., KOITHAN, U., SCHMITZ, H., SIEBER, T. KONTEXT, Deutsch als Fremdsprache: B2 KURSBUCH MIT AUDIOS UND VIDEOS (Lektion 1-12) Stuttgart: ERNST KLETT, 2023. (ISBN 978-3-12-605342-5)
DENGLER, S., KOITHAN, U., SCHMITZ, H., SIEBER, T. KONTEXT, Deutsch als Fremdsprache: B2 ARBEITSBUCH MIT AUDIOS (Lektion 1-12) Stuttgart: ERNST KLETT, 2023. (ISBN 978-3-12-605343-6)
Supplementary literature will be presented at the beginning and during the semester. Unpublished materials of the lecturers, as well as other selected professional texts will be available in MS Teams.
Course requirements:
This course places a strong emphasis on continuous assessment and active participation. Your learning journey extends beyond traditional exams, encouraging you to engage actively in the learning process. Your involvement in class discussions, group activities, and assignments is fundamental.
Active participation (60), written final exam (40)
Rating scale:
A: 100-91
B: 90-81
C: 80-73
D: 72-66
E: 65-60
Fx: 59-0
Violation of academic ethics results in the cancellation of earned points in the relevant item
evaluation. Teachers accept a maximum of 2 absences with verifiable documents.
Weight of the final evaluation: 100/0
German
This course explores grammar and language from a creative perspective, focusing on grammar structures to enhance written and spoken communication. Through a combination of hands-on exercises, group discussions, and creative projects, students will develop a deeper understanding of grammar while fostering their creativity as language users. In this course, students will embark on a comprehensive journey to master the five fundamental language skills: reading, writing, listening, speaking, and critical thinking.
100/0
At the End of this course, you will have polished your verbal communication. You will expand your vocabulary in general and subject-specific contexts, enabling you to express yourself more precisely and comprehensively in conversations and presentations. Moreover, you will become an engaged and active participant in class discussions, seminars, and group activities. Your contributions will reflect critical thinking and the ability to express and support your viewpoints. As part of effective speaking, you will enhance your listening skills. You will be able to better understand and respond to spoken information, both in academic and everyday contexts. The course will encourage you to express your thoughts, ideas, and creativity through spoken language. On completion of the course, students will achieve a B2.1 language level according to the European Framework of Reference for Languages.
Syntax:
HELBIG, G., BUSCHA, J. German Grammar. A handbook for teaching foreigners. Munich: Langenscheidt, 2001.
HELBIG, G.,BUSCHA, J. Übungsgrammatik Deutsch. Munich: Langenscheidt, 2000.
MARKO, E. Príručná gramatika nemčiny. Bratislava: SPN, 2006.
- Additional literature will be presented during the semester
Lexikology:
SCHIPPAN, Thea, Lexicology of contemporary German. Tübingen: 2002
FLEISCHER, Wolfgang, BARZ, Irmhild, Wortbildung der deutschen Gegenwartssprache. Berlin/Boston: 2012
VAJIČKOVÁ, Mária: Basic lexical knowledge in language system and usage. Bratislava: 2009.
DOLNÍK, Juraj, Lexikológia. Bratislava: 2003.
Supplementary reading materials and the instructors’ compendium will be presented at the beginning of and throughout the semester and will be available on Microsoft Teams. The instructor’s presentations and supplementary materials will be made available on Microsoft Teams on an ongoing basis.
The student will receive a combined grade (a single grade) for both parts of the course:
Syntax: During the lecture component (ongoing): Completion of 2 written tests: 1st test – primary and secondary sentence constituents; 2nd test – the position of sentence constituents in a sentence, compound sentences, formation of subordinate clauses, and correct use of coordinating and subordinating conjunctions (50% of the grade).
Lexicology: a) during the course (ongoing): Ongoing preparation for seminars, study of specialized literature, completion of assigned homework, active participation in class throughout the semester (10% of the grade) b) during the exam period: Final written exam, consisting of a practical and theoretical section (40% of the grade); the student must achieve a minimum score of 60%. A minimum of 60% on the ongoing assessment is required to be eligible for the exam.
The student must achieve at least 60% in each part of the assessment. Grading scale: A: 100–91%, B: 90–81%, C: 80–73%, D: 72–66%, E: 65–60%, Fx: 59 – 0% Instructors will accept a maximum of 2 absences with documented proof. The conditions for the continuous assessment will be announced at the beginning of the semester.
Exam dates will be published via AIS and exam topics via MS-Teams no later than the last week of the lecture period. Violations of academic ethics will result in the cancellation of points earned in the relevant assessment item.
german
Syntax: Definition of the term "sentence constituent." Primary sentence constituents. Predicate. Subject. Object, types of objects. Secondary sentence constituents. Attribute. Position of sentence constituents in a sentence. Word order. Compound and complex sentences. Classification of sentences. Exercises in constructing correct sentences and compound/complex sentences, and the proper use of conjunctions.
Lexicology: Lexicology as a linguistic discipline and related linguistic disciplines. Basic concepts of lexicology. Theories of linguistic signs. Word formation, classification of morphemes, morphemic analysis. Lexical semantics. Polysemy, seme, sememe. Paradigmatics and syntagmatics. Synonymy, antonymy, homonymy, hyperonymy. Changes in vocabulary. Archaisms and neologisms. German as a pluricentric language. Practical exercises related to theoretical concepts of lexicology. Exercises to expand selected areas of vocabulary.
60/40 (60% continuous assessment, 40% final exam).
Syntax:
Students have both theoretical and practical knowledge of the syntax of the German language. After completing the course, they have a command of the principles of German sentence structure, which they are able to put into practice in the practical use of the German syntax. They will learn to use the language in the practical application of syntax.
Lexicology:
Upon successful completion of the course, the student has a basic knowledge of German lexicology. The student will be able to describe the different ways of word formation and theoretically describe them, and at the same time recognize how specific linguistic units were formed in authentic texts. The student is familiar with semantic theories, can describe the meaning of linguistic units and recognize their paradigmatic and syntagmatic relations. The student is aware of the contrastive aspects of vocabulary, especially from a translatological and didactic point of view.
Učebnica (odporúčaná na zakúpenie): Lehrbuch Sicher! Deutsch als Fremdsprache. Kursbuch C1. Hueber-Verlag (ISBN 978-3190012084 )
Digital Dictionary of the German Language (www.dwds.de)
Continuous assessment: the course is designed as an exercise with feedback, but without continuous assessment. If necessary, the "expert interview" can be assessed (50% of the oral examination).
During the exam period: The final exam consists of three parts: 1. a written exam (listening comprehension, grammar, vocabulary) 2. an oral exam of 15 minutes (speaking) 3. a discussion of the text (reading comprehension, writing). Each part counts as one third of the final mark.
Admission to the written and oral examinations is subject to regular attendance, completion of homework and a 'professional interview'. Violations of academic ethics will result in the cancellation of the points achieved in the relevant area.
Grading scale: A: 100-91%, B: 90-81%, C: 80-73%, D: 72-66%, E: 65-60%, Fx: 59-0%
The teacher will accept a maximum of 2 absences with documented evidence.
German
Language course in German as a foreign language with the aim of reaching C1 level. The following skills are practised: reading and listening comprehension, speaking, writing. It focuses on:
- Reading comprehension: skim reading, close reading, analysis and interpretation of the text being read.
- Listening comprehension: scientific, journalistic, ordinary German (phonetics)
- Writing: creative writing to consolidate grammar and vocabulary, factual analysis of the text (discussion of the text).
- Speaking: giving information and taking a position on scientific, social and political topics in conversation (free speech).
10/90
Upon completion of the course, students reach language level C1 according to the European Framework of Reference for Languages in the skills of reading and listening comprehension, speaking, writing in German.
They are able to look up information on a political, social or scientific topic, acquire the necessary vocabulary and answer questions on the topic in a free speech ('expert interview'). They can understand authentic journalistic texts in German (opinion articles) and prepare a written factual analysis of a text (text-based discussion). They can use a digital dictionary of the German language.
ALT, P.-A.: Aufklärung. Stuttgart 2001.
BORCHMEYER, D.: Weimarer Klassik. Portrait einer Epoche. Weinheim 1998.
SOERENSEN, B. A.: Geschichte der deutschen Literatur. 1. Bd. Vom Mittelalter bis zur
Romantik.München 2003.
ŽMEGAČ, Viktor (ed.) Geschichte der deutschen Literatur vom 18. Jahrhundert bis zur
Gegenwart. Band I/1. Königstein/Ts : Athenäum 1979.
Active participation in class, reading the assigned text, completing one written homework assignment (30 points) and a final test (70 points). Students must earn a minimum of a 60% of the whole score (100 points) to pass the course. Violation of academic ethics will result in an Fx grade and disciplinary action in accordance with the FFCU Code of Ethics.
100%-91%: A
90%-82% : B
81%-74% : C
73%-66% : D
65%-60% : E
59%-0% : FX
The instructor will accept a maximum of 2 absences.
The exact dates and topics for midterm and final evaluations will be announced at the beginning of the semester.
Examination dates will be announced via AIS no later than the last week of the The last day of the teaching period.
German
Other editions of the titles listed may be used for recommended reading. At the beginning of the semester, students will be given a list of primary literature to be analyzed in the course. In-depth theoretical texts and powerpoint presentations will be provided to students within MS Teams.
The outline provides the framework topics. These will be specified in the syllabus that students will receive in the first class.
- Enlightenment
o The development of the German language and especially German as a literary language around 1700
o Basic literary-aesthetic discourses of the period
o Representative authors and their works
o G.E. Lessing
- Sturm und Drang
o Basic literary-aesthetic discourses of the period
o Representative authors and their works
o Young Goethe and young Schiller
- Weimar Classics
o Basic literary-aesthetic discourses of the period
o Classical Goethe, classical Schiller
o Late Goethe
Intermediate/final assessment ratio: 30/70
The graduate of the course has a basic knowledge of the history of German literature and culture of the 18th century. He or she is familiar with the most important ideological movements, their typical signs, representative authors and canonical works in each genre. At the same time, the student masters the basic procedures for describing and interpreting a literary work in the context of contemporary poetics as well as the poetics of a given author.
HOFFMANN, Michael, Funktionale Varietäten des Deutschen. Potsdam: 2012. JANICH, Nina, Werbesprache. Ein Arbeitsbuch. Tübingen: Narr Francke Attempto Verlag, 2010. ROELCKE, Thorsten, Fachsprachen. Berlin: Erich Schmidt Verlag, 2005. RUG, Wolfgang, TOMASZEWSKI, Andreas, Grammatik mit Sinn und Verstand. Übungsgrammatik Mittel- und Oberstufe. Stuttgart: Ernst Klett Verlag, 2021.
Supplementary reading materials and the instructors’ compendium will be presented at the beginning of and throughout the semester and will be available on Microsoft Teams. The instructor’s presentations and supplementary materials will be made available on Microsoft Teams on an ongoing basis.
a) during the teaching part (continuous): continuous preparation for lectures and seminars, study of literature, preparation of assigned homework, active work in class during the whole semester (20 %) b) in the examination period: final written test - theoretical knowledge in connection with specific text analysis and production (80 %), the student must achieve at least 60% success rate. A minimum of 60% in the intermediate assessment is a condition for admission to the examination. Violation of academic ethics will result in the cancellation of the points earned in the relevant assessment item. The student must achieve at least a 60% pass rate in each part of the assessment. Grading Scale. A: 100 - 91%, B: 90 - 81%, C: 80 - 73%, D: 72 - 66%, E: 65 - 60%, Fx: 59 - 0% Instructors will accept a maximum of 2 absences with documented evidence. Exam dates will be posted via AIS no later than the last week of the class period.
German
Topics may vary partially from semester to semester. For example, the following areas of German stylistics may be covered in a seminar: the theory of functional styles. Functional styles: colloquial style, journalistic style, professional style, administrative style Language of advertising. Language of new media. Varieties of language and language stratification. Gender-balanced language. German as a pluricentric language. Foreign words and style. Englishisms. Types and genres of texts.
20/80
After successful completion of the course, the student has an overview of the different functional styles and varieties of the German language, can distinguish between them and make a detailed stylistic analysis of different types of authentic texts, while being able to describe the functions of individual linguistic units in the text. At the same time, the student will acquire the basic competence to produce simple texts in different styles.
BLASBERG, C., GRYWATSCH, J. (Hrsg.): Annette von Droste-Hülshoff. Handbuch. Berlin, Boston: de Gruyter 2018.
BORGARDS, R., NEUMEYER, H. (Hrsg.): Büchner-Handbuch. Leben-Werk-Wirkung. Stuttgart/Weimar: Metzler 2010.
BRINKER-GABLER, G. (Hrsg.): Deutsche Literatur von Frauen. 2. Band. 19. und 20. Jahrhundert. München: Beck 1988.
BEUTIN, W. et. al.: Deutsche Literaturgeschichte. Von den Anfängen bis zur Gegenwart. 7. erweiterte Auflage. Stuttgart, Weimar: Metzler 2008.
HÖHN, G. (Hrsg.): Heine-Handbuch. Zeit, Person, Werk. Dritte, überarbeitete und erweiterte Auflage. Stuttgart/Weimar: Metzler 2004.
SØRENSEN, B. A. (Hrsg.): Geschichte der deutschen Literatur. 2 Bände. 3. Durchgesehene Auflage. München: Beck 2012.
SPRENGEL, P.: Geschichte der deutschsprachigen Literatur 1830-1870. Vormärz – Nachmärz. München: Beck 2020.
STOCKINGER, C.: Das 19. Jahrhundert. Zeitalter des Realismus. Berlin 2010.
Midterm exam: meeting minutes or a short paper on one of the texts. In preparation for the seminars, you are required to read selected texts/passages from the texts, which is verified through assignments or quizzes. (50 %)
Examination period: Oral examination of approximately 15 minutes (50%).
Passing the midterm exam (minimum grade E) is a prerequisite for admission to the exam. Violation of academic ethics will result in the cancellation of the points achieved in the relevant area.
Grading scale: A: 100-91%, B: 90-81%, C: 80-73%, D: 72-66%, E: 65-60%, Fx: 59-0%
The instructor will accept a maximum of 2 absences with documented evidence.
German
The choice of texts may vary. 1. a selection from the poetry of Joseph von Eichendorff (forest poems). A selection of selections from Brüder Grimm: Kinder- und Hausmärchen (folk tales). 3. Wilhelm Hauff: Das kalte Herz (fairy tales). 4. Georg Büchner: Woyzeck (social drama). 5. Heinrich Heine (romantic love). 6. Selected poetry II: Heinrich Heine (critique of time). 7. Heinrich Hoffmann: Der Struwwelpeter (children's literature). 8. Annette von Droste-Hülshoff: Die Judenbuche (crime novel and village story). 9. Selected poems by Annette von Droste-Hülshoff (emancipation of women). 10. Theodor Fontane: Effi Briest (social novel, novel about adultery). 11. Theodor Fontane: Die Brück' am Tay (railway poems).
50/50 weighting of midterm/final grades.
Students will become familiar with works of German-language literary history that are relevant to contemporary culture in Germany and beyond. They will gain an overview of important literary movements of the 19th century (Romanticism, Biedermeier, "Vormärz", bourgeois realism) from a socio-historical perspective. They can analyse texts/extracts from texts, put them into a historical and social context and understand suggestions for the interpretation of the text. They can compare texts and authors with each other in a comparative perspective. They train their reading competence as well as their communicative and literary-cultural competence in a foreign language - German.
BEUTIN, Wolfgang et al. Deutsche Literaturgeschichte von den Anfängen bis zur Gegenwart. Stuttgart: Metzler, 2013; BOYLE, Nicolas. Kleine deutsche Literaturgeschichte. München: C. H. Beck, 2009. Selected literary texts for the seminars on the individual lecture topics will be made available on copying and studying in the departmental library.
The course provides an introductory overview of the history of literature and culture in German-speaking countries in the 20th century. Emphasis is placed on mostly shorter representative texts of modern literature and their cultural, social, and political contexts.
Active participation in class, reading of the assigned text, oral report on one of the selected topics, written test in the exam period. The student must achieve a minimum of 60% success in all components of the assessment.
The exact date and topics of the midterm evaluation will be announced at the beginning of the semester.
Violation of academic ethics will result in the cancellation of the points earned in the respective assessment item.
Grading scale: 100% – 91% - A, 90% – 81% - B, 80% – 73% - C, 72% – 66% - D, 65%– 60% - E, 59% and below - FX (student has not met the credit requirements)
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German
1. Literature of Decadence (Thomas Mann: Der kleine Herr Friedemann).
2. Viennese Modernism (Arthur Schnitzler: Leutnant Gustl).
3. Prague German literature (Franz Kafka: Das Urteil).
4. German literary expressionism (Alfred Döblin: Die Ermordung einer Butterblume).
5. Literature of the Weimar Republic (Erich Kästner: Fabian).
6. Literature of exile (Bertolt Brecht: Svendborger Gedichte).
7. German post-war literature (Heinrich Böll: Wanderer, kommst du nach Spa...).
8. Austrian post-war literature (Ilse Aichinger: Die Spiegelgeschichte).
9. Swiss post-war literature (Friedrich Dürrenmatt. Der Tunnel).
10. Post-war lyrics (Paul Celan: Corona and Ingeborg Bachmann: Gestundete Zeit).
11. GDR literature (Christa Wolf: Der Juninachmittag).
12. Literature in a united Germany (Judith Hermann: Sonja).
Scale of assessment (preliminary/final): 30 / 70
Upon successful completion of the course, students are able to orient themselves in the history of German written 20th century literature. They are able to situate representative texts in the socio-political, cultural and literary-historical context and recognise literary-theoretical aspects.
Materials are authentic newspaper texts, short films or similar materials on current topics. Teacher-prepared presentations are available in MS-Teams.
MENTZEl, B.; WRBA, E.: Deutschlands Welterbe. Eine Reise zu allen UNESCO-Stätten. München: Bruckmann 2019.
SCHÖNBERGER, K.: Deutschland deine Wälder. Sagen und Mythen auf der Spur. München: Frederking & Thaler 2020.
WICHERT, S.; ZYWIETZ, N.: The Germans. Stil und Ikonen einer Nation. Kempen: teNeues 2017.
Zeitgeschichtliches Forum Leipzig; Stiftung Haus der Geschichte der Bundesrepublik Deutschland; Christof Kerber GmbH & Co. KG; Ausstellung (2016): Deutsche Mythen seit 1945. Unter Mitarbeit von Bettina Citron. Bielefeld: Kerber Verlag (Kerber culture). Online verfügbar unter https://www.hdg.de/leipzig/ausstellungen/wechselausstellungen/ausstellungen/deutsche-mythen-seit-1945/.
Participants are divided into two groups, which alternate between preparing an oral paper for the seminar or submitting a written assignment for the seminar. Each participant must prepare a total of five oral assignments and five written assignments (1-2 pages each). The written assignments will be assessed with a mark (50 %). A short paper may be submitted in place of the written assignments (50 %).
During the examination period: oral examination of 10 minutes on one of the topics covered in the seminar, as well as on one of the written assignments or a short paper (50 %).
Passing the midterm examination (minimum grade E) is a prerequisite for admission to the examination. Violation of academic ethics will lead to the cancellation of the points achieved in the relevant area.
Grading scale: A: 100-91%, B: 90-81%, C: 80-73%, D: 72-66%, E: 65-60%, Fx: 59-0%
Instructors will accept a maximum of 2 absences with documented evidence.
German
Topics covered vary as students' suggestions are taken into account. 1. What are regional studies? 2. 3. Federalism, the political system in the DACH countries (Germany-Austria-Switzerland). 4. Regionalism. 5. School system, dual vocational education system. 6. Media. 7. Society (e.g. poverty, minorities). 8. "What is German?" (stereotypes, intercultural perspective) 9. Country-specific foods (diversity due to regionality and immigration) 10. Holidays and festivals (e.g. carnival, carnival).
50/50 weighting of midterm/final grades.
Students will gain a basic knowledge of the German-speaking countries (DACH: Germany-Austria-Switzerland) and can relate it to current issues and debates in these countries, thus arriving at a deeper understanding and reflective judgement. They develop perception and appreciation of cultural differences and similarities. They practise their oral and written competences in German as a foreign language.
ASSMANN, Aleida. Prostory vzpomínání.Podoby a proměny kulturní paměti. Praha: Vyšehrad, 2018.
FRANÇOIS, Etienne, SCHULZE, Hagen. Deutsche Erinnerungsorte. 3 zv. München: C. H. Beck, 2001–2002.
The course will convey the basic realities of German-speaking countries using the method of Les Lieux de Mémoire. Using selected historical issues as examples, the course develops students’ skills of critical engagement with the past.
Written tests after the semester. The student must achieve a minimum of 60% success in all components of the assessment.
The exact date and topics of the midterm evaluation will be announced at the beginning of the semester.
Violation of academic ethics will result in the cancellation of the points earned in the respective assessment item.
Grading scale: 100% – 91% - A, 90% – 81% - B, 80% – 73% - C, 72% – 66% - D, 65%– 60% - E, 59% and below - FX (student has not met the credit requirements)
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German, Slovak
1. Basic terminology: collective memory, communicative memory, cultural memory, place
memory.
2. Germania.
3. Reformation.
4. Peace of Westphalia.
5. Weimar.
6. The Habsburg myth.
7. Maria Theresa.
8. Auschwitz.
9. Assassination of Hitler.
10. Expulsion of Germans from Eastern Europe.
11. The Berlin Wall.
12. The reunification of Germany.
Scale of assessment (preliminary/final): 0/ 100
The graduate of the course will gain an overview of the basic historical and cultural themes that make up the constitutive elements of the collective memory of the inhabitants of German-speaking countries.
BIMMEL, P.; KAST, B; NEUNER, G. Deutschunterricht planen. Fernstudieneinheit 18. München: Goethe-Institut, 2003. HUNECKE, Hans-Werner, STEINIG, Wolfgang. Deutsch als Fremdsprache. Eine Einführung. Berlin: Erich Schmidt Verlag, 2013. ENDE, K., GROTJAHN, R., KLEPPIN, K., MOHR, I. DLL 06: Curriculare Vorgaben und Unterrichtsplanung. Fort- und Weiterbildung weltweit. Stuttgart: Klett Sprachen, 2013. STORCH, Günther. Deutsch als Fremdsprache. Eine Didaktik. Paderborn: Wilhelm Fink, 1999. ZIEBELL, B.: Unterrichtsbeobachtung und Lehrerverhalten. Fernstudieneinheit 32. München: Goethe-Institut, 2002. Spoločný európsky referenčný rámec pre jazyky. Učenie sa, vyučovanie, hodnotenie. Bratislava: Štátny pedagogický ústav, 2017.
a) during the teaching part (ongoing): ongoing presentations by students on selected sub-topics such as the Common European Framework of Reference for Languages, the National Curriculum, social forms in the classroom, textbooks in the classroom, etc. At the same time, active work in the classroom throughout the semester is required (50 points)
(b) In the examination period: observation and detailed analysis of a teaching sequence or lesson in the form of a written examination or seminar paper. The student must achieve a minimum of 60% pass rate. A minimum score of 30 on the continuous assessment is a prerequisite for admission to the examination. Violation of academic ethics will result in the nullification of the points earned in the relevant assessment item. The student must achieve at least a 60% pass rate in each part of the assessment. Grading Scale. A: 100 - 91%, B: 90 - 81%, C: 80 - 73%, D: 72 - 66%, E: 65 - 60%, Fx: 59 - 0% The instructor will accept a maximum of 2 absences with documented evidence. The exact date and topic of the midterm evaluation and the date of the written exam or term paper submission will be announced at the beginning of the semester.
German, level B2-C1
1. Factors influencing long-term and short-term lesson planning 2. Common European Framework of Reference for Languages, objectives, competences, language levels. 3. Curricula and curricula - National Curriculum for the German language. 4. Textbooks in the teaching of German. 5. Observation of teaching. 6. Phases of the teaching process. 7. Lesson preparation.
50/50
The student knows the important factors for effective long-term and short-term planning of German teaching. Upon successful completion of the course, the student is able to observe the teaching process effectively and can analyse selected aspects of the teaching process in detail. Knows the phases of the lesson, social forms and types of exercises and can identify them in observed teaching.
ERNST, Peter. Germanistische Sprachwissenschaft. Wien: WUV, 2004. ISBN 3-8252-2541-0.
PELZ, Heidrun. Linguistik für Anfänger. Hamburg: Hoffmann und Campe, 1992. ISBN 3-455-09171-7.
A compendium of texts compiled by the teacher.
The course is evaluated continuously during the semester (100%). The student will complete three written examinations scheduled to follow each of the main topics (scheduled in weeks 5, 9 and 13). Students will also complete one oral presentation on a specific linguistic approach in the final part of the semester, which includes a written paper of one standard page. The overall assessment of the course consists of three written papers and one oral presentation, and the student must achieve at least a 60% pass rate in all assessed parts.
The grading scale: A: 100-91, B: 90-83, C: 82-73, D: 72-67, E: 66-60, FX: 59- and below.0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Violation of academic ethics will result in the cancellation of the points earned in the relevant item of the evaluation.
German (B2/C1)
1. Functions of language according to Roman Jakobson
2. Language and the world - introduction to semiotics, introduction to semantics, sign, linguistic sign, introduction to structuralism, relevant concepts
3. Language and thought - cognitive approach to language, linguistic relativism
4. Language and acting - introduction to pragmatics, speech acts, Grice's maxims
100/0
After completing the course, the student is oriented in basic linguistic concepts, has an overview of different approaches to language (structuralism, semantics, cognitive linguistics, pragmatics), knows the basic concepts of semiotics and semantics, knows what is a sign and a linguistic sign. After completing the course, he/she is able to apply linguistic instrumentation in the analysis of cultural and social phenomena.
ALLKEMPER, A., EKE, N.O.: Literaturwissenschaft. Paderborn: Fink 2006, ISBN 978-3-8252-2590-9
FAULSTICH, W. Arbeitstechniken für Studenten dre Literaturwissenschaft. Tübingen: Narr 1993. ISBN: 3-87808-330-0
SCHÖSSLER, F. Literaturwissenschaft als Kulturwissenschaft. Tübingen: Franke 2006, ISBN
978-3-8252-2765-4
VOGT, J. : Einladung zur LIteraturwissenschaft. Paderborn: Fink 2002, ISBN: 3-8252-2072-9
Regular and active participation in class is a prerequisite for taking the course. Students will write one mid-semester test and one at the end of the course. The content of the tests will include basic literary terminology and a short description of a prose or lyric text.
Violations of academic ethics will result in an Fx grade and disciplinary action in accordance with the FiFUK Code of Ethics.
100-91: A
90-82: B
81-74: C
73-66: D
65-60: E
59-0: FX
The instructor will accept a maximum of 2 absences.
The exact dates and topics of the midterm and final tests will be announced at the beginning of the semester.
Examination dates will be announced via AIS no later than the last week of the teaching period.
German
What is literature?
Rhetoric
Poetics
Hermeneutics
Literary genres
Basic categories of narratology (narrator, time, place)
Analysis of verse - basic categories
Selected methods of literary interpretation
interim/final evaluation: 50/50
The student knows the basic terminology and concepts of rhetoric, poetics and hermeneutics. The student is proficient in the methods of narratological description of texts and analysis of verse. The student is able to reflect on a literary text in terms of its basic features such as fictionality, literariness and self-referentiality, as well as in the context of a given literary genre and literary tradition (intertextuality). On the basis of the description of the text, he/she can formulate an analytical question which can be used as a basis for interpretation. Knows the basic features of some selected methods of interpreting a literary text.
Recommended literature:
DENGLER, S., KOITHAN, U., SCHMITZ, H., SIEBER, T. KONTEXT, Deutsch als Fremdsprache: B2 KURSBUCH MIT AUDIOS UND VIDEOS (Lektion 1-12) Stuttgart: ERNST KLETT, 2023. (ISBN 978-3-12-605342-5)
DENGLER, S., KOITHAN, U., SCHMITZ, H., SIEBER, T. KONTEXT, Deutsch als Fremdsprache: B2 ARBEITSBUCH MIT AUDIOS (Lektion 1-12) Stuttgart: ERNST KLETT, 2023. (ISBN 978-3-12-605343-6)
Course requirements:
This course places a strong emphasis on continuous assessment and active participation. Your learning journey extends beyond traditional exams, encouraging you to engage actively in the learning process. Your involvement in class discussions, group activities, and assignments is fundamental.
Active participation (60), written final exam (40)
Rating scale:
A: 100-91
B: 90-81
C: 80-73
D: 72-66
E: 65-60
Fx: 59-0
Violation of academic ethics results in the cancellation of earned points in the relevant item
evaluation. Teachers accept a maximum of 2 absences with verifiable documents.
Weight of the final evaluation: 100/0
German
Class syllabus
This course explores grammar and language from a creative perspective, focusing on grammar structures to enhance written and spoken communication. Through a combination of hands-on exercises, group discussions, and creative projects, students will develop a deeper understanding of grammar while fostering their creativity as language users. In this course, students will embark on a comprehensive journey to master the five fundamental language skills: reading, writing, listening, speaking, and critical thinking.
Weight of the final evaluation: 100/0
Learning outcomes:
By the end of this course, you will have polished your verbal communication. You will expand your vocabulary in general and subject-specific contexts, enabling you to express yourself more precisely and comprehensively in conversations and presentations. Moreover, you will become an engaged and active participant in class discussions, seminars, and group activities. Your contributions will reflect critical thinking and the ability to express and support your viewpoints. As part of effective speaking, you will enhance your listening skills. You will be able to better understand and respond to spoken information, both in academic and everyday contexts. The course will encourage you to express your thoughts, ideas, and creativity through spoken language. On completion of the course, students will achieve a B2.1 language level according to the European Framework of Reference for Languages.
FRANZEN, August. 1992. Malé církevní dějiny. Praha: Zvon. 358 s. ISBN 80-7113-119-9.
HANES, Pavel. 1998. Dejiny kresťanstva. Banská Bystrica: Združenie evanjelikálnych cirkví v SR.
LANE, Tony. 1996. Dějiny křesťanského myšlení. Praha: Návrat domů. 288 s. ISBN 80-85495-47-3
LATOURETTE, Kenneth Scott and Ralph D. WINTER. 1997. A History of Christianity, Vol. 1: Beginnings to 1500. Peabody, MA: Prince Press. ISBN-13: 978-1565633285
NORTH, James. 2001. Dějiny církve od Letnic k dnešku. Praha: Návrat domů. 306 s. ISBN
8072551804
ŘIČAN, Rudolf a Amadeus MOLNÁR. 1989. 12 století církevních dějin. Praha: Kalich. 537 s. ISBN 8070170603.
Literatúra poskytnutá vyučujúcim na Katedre cirkevných dejín:
HINLICKY, Paul. 2002. Čítanka z dejín dogiem. I.diel. Bratislava: EBF UK. 215 s.
The conditions for completing the course:
termination during the trial period
Continuous test ...................... max. 30 points
Compulsory reading + paper ...... max. 20
Attendance ................................... max. 10
Final test ..................... max. 40
Total .................................... max. 100
Rating scale according to points obtained: 100 - 91 (A), 90 - 81 (B), 80 - 73 (C), 72 - 66 (D), 65
- 60 (E), 59 - 0 (Fx)
The formation of Christian church; the spread of Christianity in the first three centuries. Persecution of Christians in the Roman Empire (causes for persecution and the course of persecution); Apologists. Establishment of the church (Episcopal office, Bishops and other functions). Worship services in the early church (Baptism, Eucharist). Heresies in the second and third century. Edict of Milan, recognition of Church in the times of Constantine the Great. Faith disputes in the fourth and fifth centuries. Church fathers. Christian victory over paganism (Theodosius the Great). The origins of the papacy and monasticism. The spread of Christianity after the fall of the Western Roman Empire. Church under Charlemagne
The student masters the historical background, the causes of the formation of Christian church, its position in the Roman Empire in the first centuries and its further development in the period of antiquity and the early Middle Ages.
Hanes, P. Dejiny kresťanstva. Banská Bystrica: Trian, 1998.
Gonzales, J. Sprievodca cirkevným dejinami, (Prel. Michal Valčo), EBF UK.
Latourette, K.S. A History of Christianity: Beginnings to 1500. Peabody, MA: Prince Press, 1997.
James B. North, Dějiny církve od Letnic k dnešku. Praha: Návrat domů, 2001.
Lane, T. Dějiny křesťanského myšlení. Praha: Návrat domů, 1996.
Říčan, A. 12 století církevních dějin. Praha: Kalich, 1989.
Franzen, A. Malé církevní dějiny. Praha: Zvon, 1995.
Bednaříková, J. Frankové a Evropa. Praha: Vyšehrad, 2009.
Hajduk, A. Všeobecné cirkevné dejiny. Od začiatku cirkvi po reformáciu. Bratislava: EBF, 1999.
100% continuous evaluation.
Written essay - 20% of the evaluation.
Written test at the end of the teaching part of the semester - 80% of the evaluation.
Compulsory attendance at all lectures with the exception of two possible absences.
1. Church in the Frankish Empire, consolidation of the papacy in Western Europe, Donatio Constantini, development of the Western Church under Charlemagne, the disintegration of the Carolignian dynasty.
2. Beginning of Feudalism - European conditions and theological problems in the 9th and 10th centuries. Reform in Cluny.
3. Church under Otto I. the Great, schism of 1054, the relationship between the German emperors and the papacy, battles on the investiture, Pope Gregory VII., Concordat of Worms (1122), Innocent III. - medieval peak of papacy ; the importance and causes of the crusades.
4. Scholastics (11th - 15th century), origin of universities, monasticism in the 12th and 13th century, theological personalities of early, peak and late scholasticism, scholastic disputes.
5. 14th - 15th century: Centuries of decline of the papacy, Avignon papacy, conciliarism, humanism and renaissance, renaissance papacy.
100%/0%
Student is familiar with the relationship between church and state in the Middle Ages, the development of church institutions, and the basics of theological work of thinkers of the discussed period.
FILO, Július. 2007. Základy pastorálky, Bratislava: EBF UK.
SMOLÍK, Jozef. 1986. Pastýřska péče, Praha: Kalich.
HALL,Calvin S., LINDZEY, Gardner. 1997. Psychológia osobnosti, Bratislava: Slovenské pedagogické nakladateľstvo.
1983. Handbuch der Seelsorge, Berlin: EVA.
ROGERS, Carl.R. 1996. Ako byť sám sebou, Bratislava: IRIS.
1992. Handbuch der Psychologie für die Seelsorge, 1 a 2. Band, Patmos.
LAMMER, Kerstin. 2004. Den Tod begreifen, Neukirchner.
COOPER-WHITE, Pamela. 2004. Shared Wisdom, use of the self in pastoral care and counseling, Minneapolis, MN: Fortress Press.
FILO, Július. 2007 / 2008. Aplikovaná hermeneutika. Bratislava: EBF UK.
FEE, D. Gordon, STUART Douglas. 1997. Jak číst Bibli s porozuměním. Praha: Návrat domů.
GRONDIN, Jean. 1997. Úvod do hermeneutiky. Praha: Oikúmené.
KUSCHEL, Karl – Josef. 1995. Teologie 20. století; Antologie. Praha: Vyšehrad.
LIGUŠ, Ján. 2002. Biblická hermeneutika; propedeutický úvod. Banská Bystrica: Katedra evanjelikálnej teológie a misie UMB.
OEMING, Manfred. 2001. Úvod do biblickej hermeneutiky; Cesty k pochopení textu. Praha: Vyšehrad.
POKORNÝ, Petr. 2005. Hermeneutika jako teorie porozumění; od základných otázek jazyka k výkladu bible. Praha: Vyšehrad.
SMOLÍK, Josef. 1993. Současné pokusy o interpretaci evangelia. Praha: Oikúmené.
SZÓNDI, Peter. 2003. Úvod do literární hermeneutiky. Brno.
VOKOUN, Jarolav. 2012. Číst Bibli zase jako Bibli. Úvod do teologické interpretace Písma. Praha: Česká biblická společnost.
1995. Pápežská biblická komisia: Interpretácia Biblie v cirkvi; Prejav Jeho Svätosti pápeža Jána Pavla
II. a dokument Pápežskej biblickej komisie; Spišská Kapitula: Katolícke dielo na Slovensku.
Active participation on lectures – notes from assigned reading – 20%
5 short quizzes (10 minutes) during the semester based on the assigned reading – 20%
2 short essays on two topics basic on the reading – 30% (2 x 15%)
Final evaluating essay – 30%
The scale of evaluation:
A = 100 % – 91 %
B = 90 % – 81 %
C = 80 % – 73 %
D = 72 % – 66 %
E = 65 % – 60 %
FX = 59 % – 0 %
100/0
ÁBEL, František, 2015. Dejiny novozmluvnej doby. 2. vyd. Bratislava: Univerzita Komenského v Bratislave. 318 s. ISBN 978-80-223-3793-9.
BÁNDY, Juraj, GREŠO, Ján, KIŠS, Igor, redaktori, 1999. Biblia. Písmo Sväté Starej a Novej zmluvy. Liptovský Mikuláš: Tranoscius. 882 s. ISBN 80-7140-182-X.
DONALDSON, Terence L., 2007. Judaism and the Gentiles. Jewish Patterns of Universalism (to 135 CE). Waco, TX: Baylor University Press. 563 s. ISBN 978-1-60258-025-1.
DUNN, James D. G., 2003. Christianity in the Making. Volume 1: Jesus Remebered. Grand Rapids, MI, Cambridge, U.K.: Eerdmans. 1019 s. ISBN 978-0-8028-3931-2.
DUNN, James D. G., 2009. Christianity in the Making. Volume 2: Beginning from Jerusalem. Grand Rapids, MI, Cambridge, U.K.: Eerdmans. 1347 s. ISBN 978-0-8028-3932-9.
DUNN, James D. G., 2015. Christianity in the Making. Volume 3: Neither Jew Nor Greek. A Contested Identity. Grand Rapids, MI, Cambridge, U.K.: Eerdmans. 946 s. ISBN 978-0-8028-3933-6.
DUS, Jan A., POKORNÝ, Petr, eds., 2001. Novozákonní apokryfy I. Neznámá evangelia. Knihovna rané křesťanské literatury, sv. 1. Praha: Vyšehrad. 461 s. ISBN 80-7021-406-6.
DUS, Jan A., ed. et al., 2003. Novozákonní apokryfy II. Příběhy apoštolů. Knihovna rané křesťanské literatury, sv. 2. Praha: Vyšehrad. 564 s. ISBN 80-7021-593-3.
DUS, Jan A., ed. et al., 2007. Novozákonní apokryfy III. Proroctví a apokalypsy. Knihovna rané křesťanské literatury, sv. 3. Praha: Vyšehrad. 563 s. ISBN 978-80-7021-814-3.
FREDRIKSEN, Paula, 2018. When Christians Were Jews. The First Generation. New Haven, CT: Yale University Press. 261 s. ISBN 978-0-300-19051-9.
GÁBRIŠ, Karol, preklad a poznámky, 1990. Apokryfy. Mimokanonické spisy Starej zmluvy podľa Septuaginty. Bratislava: Vesna, Liptovský Mikuláš: Tranoscius. 375 s. ISBN 80-85128-48-9.
GÁBRIŠ, Karol, preklad, 2004. Spisy apoštolských otcov. Doplnené a upravené vydanie. Bratislava: Univerzita Komenského v Bratislave. 365 s. ISBN 80-88827-30-2.
GÁBRIŠ, Karol, 1994. Dejiny novozmluvnej doby. Bratislava: ECM. 232 s.
LEIPOLDT, Johannes, GRUNDMANN, Walter (eds.), 1967. Band I: Darstellung des neutestamentlichen Zeitalters. 2. Auflage. Berlin: Evangelische Verlagsanstalt. 527 s.
LEIPOLDT, Johannes, GRUNDMANN, Walter (eds.), 1976. Band II: Texte zum neutestamentlichen Zeitalter. 5. Auflage. Berlin: Evangelische Verlagsanstalt. 426 s.
LEIPOLDT, Johannes, 1973. Band III: Bilder zum neutestamentlichen Zeitalter ausgewählt und erläutert. 3. Auflage. Berlin: Evangelische Verlagsanstalt. 274 s.
LOHSE, Eduard, 1971. Umwelt des Neuen Testaments. Grundrisse zum Neuen Testament 1. Göttingen: Vandenhoeck und Ruprecht. 221 s.
NEUSNER, Jacob, CHILTON, Bruce D., eds., 2007. In Quest of the Historical Pharisees. Waco, TX: Baylor University Press. 512 s. ISBN 978-1-932792-72-0.
POKORNÝ, Petr, 1998. Píseň o perle. Tajné knihy starověkých gnostiků. 2. rozšírené vydanie. Praha: Vyšehrad. 326 s. ISBN 80-7021-246-2.
RUNESSON, Anders, BINDER, Donald D., and OLSSON, Birger, 2010. The Ancient Synagogue from its Origins to 200 C.E. A Source Book. Leiden, Boston: Brill. 327 s. ISBN 978-90-04-18890-7.
RYŠKOVÁ, Mireia. Doba Ježíše Nazaretského. Praha: Karolinum, 2019. 536 s. ISBN 978-80-246-3532-3.
SCHUBERT, Kurt, 1995. Židovské náboženství v proměnách veků. Přeložil Jindřich Slabý. Praha: Vyšehrad. 285 s. ISBN 80-7021-075-3.
SOUŠEK, Zdeněk, ed., POLÁČEK, Zdeněk, preklad, et al., 1995. Knihy tajemství a moudrosti 1. Mimobiblické židovské spisy: pseudepigrafy. Praha: Vyšehrad. 381 s. ISBN 80-7021-144-X.
SOUŠEK, Zdeněk, ed., HELLER, Jan, preklad, et al., 1998. Knihy tajemství a moudrosti 2. Mimobiblické židovské spisy: pseudepigrafy. Praha: Vyšehrad. 235 s. ISBN 80-7021-300-0.
SOUŠEK, Zdeněk, ed., FARSKÝ, Jiří, preklad, et al., 1999. Knihy tajemství a moudrosti 3. Mimobiblické židovské spisy: pseudepigrafy. Praha: Vyšehrad. 363 s. ISBN 80-7021-244-6.
Completion during the examination period
During the examination period, students take a final exam consisting of a written and an oral part. Successful completion of the written part, which accounts for 30% of the overall assessment, is a prerequisite for taking the oral part of the exam, which accounts for 70% of the overall assessment.
Overall assessment:
A = 100–91%
B = 90–81%
C = 80–73%
D = 72–66%
E = 65–60%
FX = 59–0%
• Introductory issues, explanation of the basic terminology concerning the course
• The Second Temple Judaism: Its origin and development on the background of historical events.
• The Second Temple Judaism: Way of life of Jewish communities living in the Diaspora and those in Galilee and Judea, social background and settings, the religious groups, scriptures, cultural, religious, and ritual notions and traditions, the Temple cult and feast days, the Second Temple Jewish authors.
• The Graeco-Roman world: Hellenism, its specifics and manifestation, Graeco-Roman politics, cultural and religious notions and philosophy – the world of deities, the cult of the emperors, mystery religion cults, popular religious notions, feast days, Roman emperors.
0/100
The student has general knowledge of the historical background and processes in regard to the origin of the early Christian movement, its historical background and development. Students are able to gain and use critical thinking by an analysis and evaluation of the basic knowledge about the process previous to the forming and evaluation of the early Christian churches, particularly: The knowledge of the political, cultural, and religious situation of the ancient world, from the period of destruction of the Babylonian Empire to the period of the dominance of the Roman Empire, its influence on the Second Temple Judaism, the part of which was an early Christian movement, as well as the other significant political, cultural, and religious phenomena of the ancient Graeco-Roman world. Passing this propaedeutic course is a precondition to passing other courses of the New Testament – Exegesis of the New Testament and Theology of the New Testament.
oral exam
All valid textbooks for primary and secondary schools
Innovated SEP for the 2nd grade of elementary school
An innovated SEP for grammar schools with a four-year and five-year educational program
Target requirements for knowledge and skills of high school graduates in biology
ŠkVP training school
Internal rules of the school
Gnoth, M., Ušáková, Fulková, E., Likavský, P., Turanová, L., Čipková, E., Tóthová, A., Grančičová, A. 2003. Pedagogical practice for students of teacher combinations at the Faculty of Science, Comenius University. Bratislava: Comenius University Bratislava, 2003. 140 p.
Kosová, B., Tomengová, A. 2015. Professional practical training of future teachers. Banská Bystrica: Belianum, 2015. 225 p.
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. 2009. Pedagogical practice in teacher training. Banská Bystrica: Matej Bel University, 2009. FULKOVÁ, E., GNOTH, M. 2004. Pedagogical practice. Nitra: Slovak University of Agriculture, 2004. GAVORA, P. 1997. ABC observations of teaching. Prešov: Metodicko-pedagogické centrum, 1997. KONTÍROVÁ, S. 2011. Pedagogical practice of students of academic subjects. Košice: Pavel Jozef Šafárik University, 2011.
FULKOVÁ, E., GNOTH, M. 2004. Pedagogical practice. Nitra: Slovak University of Agriculture, 2004.
State curriculum for ISCED 2 and ISCED 3
KONTÍROVÁ, S. 2011. Pedagogical practice of students of academic subjects. Košice: Pavel Jozef Šafárik University, 2011.
Course evaluation is conditional on:
• completing observations (lessons) in the scope of an hour-long training teacher,
• active participation of the student in extracurricular and extracurricular activities of a practicing teacher,
• evaluation of the student by the training teacher,
• evaluation of the pedagogical diary, which the student submits to the head of the pedagogical practice within the set deadline.
In total, a student can get 42 points for pedagogical practice.
The evaluation of the subject is graded in percentage as follows: A (100-91%); B (90-81%); C (80-71%); D (70-61%); E (60-50%). At least 38 points must be obtained to obtain an A rating, at least 34 points to obtain a B rating, at least 30 points to obtain a C rating, at least 26 points to obtain a D rating and at least 21 points to obtain an E rating. Credits will not be awarded to a student who obtains less than 21 points out of the total number of points.
For non-compliance with the set deadlines and instructions of the head of the pedagogical practice, the student may be sanctioned by lowering the evaluation, or by not granting credits for the pedagogical practice.
Getting acquainted with the conditions of implementation of pedagogical practice.
Familiarization with pedagogical documentation, conceptual and strategic documents of the training school.
Participation in teaching within the scope of the training teacher, extra-class and extracurricular activities.
Creation of observation records from the teaching teacher 's lessons.
Creation of lesson analyzes.
Creation of written preparations for lessons.
Creation of a pedagogical diary and its submission to the head of pedagogical practice.
By completing the course, the student:
• deepen knowledge in the field of generally binding legal regulations related to the work of teachers, pedagogical and other documentation, conceptual and strategic documents of the school,
• develop the professional competencies necessary for independent planning, design, management and organization of the educational process in the relevant subject on the basis of valid curricular documents, while adapting educational programs for specific groups of students,
• develop professional competencies associated with didactic, pedagogical, psychological analysis of individual parts of the lesson,
• develop the ability to apply pedagogical-psychological and professional-didactic knowledge in the educational process,
• develop the ability to evaluate diverse pedagogical situations and processes,
• deepen knowledge about the differences in the development of individuals resulting from their health, social disadvantages, talents or talents so that they can effectively cooperate with special pedagogues, psychologists and other professionals in the implementation of the educational process in the conditions of inclusive education and follow their professional recommendations and conclusions
• develop skills in working with teaching aids,
• acquire competencies associated with the creation of a pedagogical portfolio,
• develop competencies of self-assessment and further professional development,
• develop the ability to assess the suitability of the chosen means of education,
• develop communication skills, the ability to express and accept constructive criticism and praise.
Selection of professional literature according to the chosen topic of the thesis;
Current directive of the Rector of Charles University on the basic requirements for final theses;
KATUŠČÁK, D.: Ako písať záverečné a kvalifikačné práce. Nitra: Enigma 2007
Submission of partial output in the form of a proposal for the main objectives and structure of the bachelor's thesis, a search with an overview of available information sources on a selected topic of the bachelor's thesis.
Rating by scale:
A: 92-100%, excellent - excellent results,
B: 84-91%, very good - above average standard,
C: 76-83%, good - normal reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient - the results meet the minimum criteria,
Fx: 0-59%, insufficient - additional work required
slovak
Definition of the topic and goal of the final work.
Study of professional literature.
Excerpt of the material.
Theoretical and methodological conception of the work.
Problem processing methodology.
Methodology of elaboration of the final work.
Formal-compositional requirements of final theses.
The student is able to define the topic of their bachelor's thesis, can correctly determine the procedures and methods of its processing, divide the process of creation into time stages, gain the ability to work selectively and correctly with the literature on the selected topic.
Selection of professional literature according to the chosen topic of the thesis;
Current directive of the Rector of Charles University on the basic requirements for final theses;
KATUŠČÁK, D.: Ako písať záverečné a kvalifikačné práce. Nitra: Enigma 2007
Submission of partial output in the form of a comprehensive chapter of the bachelor's thesis.
Rating by scale:
A: 92-100%, excellent - excellent results,
B: 84-91%, very good - above average standard,
C: 76-83%, good - normal reliable work,
D: 68-75%, satisfactory - acceptable results,
E: 60-67%, sufficient - the results meet the minimum criteria,
Fx: 0-59%, insufficient - additional work required
slovak
Definition of the topic and goal of the final work.
Study of professional literature.
Excerpt of the material.
Theoretical and methodological conception of the work.
Problem processing methodology.
Methodology of elaboration of the final work.
Formal-compositional requirements of final theses.
The student is able to define the topic of their bachelor's thesis, can correctly determine the procedures and methods of its processing, gain the ability to work selectively and correctly with the literature on the selected topic and appropriately present the results and important conclusions.
according to the topic of the bachelor thesis
Examination: state examination
Slovak, English
Course contents:
1. Contribution of the final thesis for the given field of study applied in the collection, interpretation and processing of basic professional literature, or the extent to which the student has mastered the application of theoretical principles in practice and whether the hypotheses presented in the work are verifiable;
2. Originality of the thesis (the final thesis must not have the character of a plagiarism, must not infringe the copyrights of other authors), part of the documentation for the defense of the final thesis as a subject of state examination is the protocol of originality from the central register.
3. Correctness and correctness of citation of used information sources, research results of other authors and author groups, correctness of description of methods and working procedures of other authors or author groups;
4. Compliance of the structure of the final work with the prescribed composition defined by Internal Regulation no. 12/2013;
5. Respecting the recommended scope of the final thesis (the recommended scope of the bachelor's thesis is usually 30 - 40 standard pages - 54,000 to 72,000 characters, including spaces), the adequacy of the scope of the thesis is assessed by its supervisor;
6. Linguistic and stylistic level of work and formal arrangement;
7. The method and form of the defense of the final thesis and the student's ability to adequately respond to comments and questions in the opinions of the supervisor and the opponent.
8. In the teaching of art-educational subjects, the final work and its defense may also include the presentation of artistic outputs and performances.
0/100
When designing the bachelor's thesis, the student is able to demonstrate the ability to work creatively in the field of study in which he completed the study program. The student is able to demonstrate adequate knowledge of the issue and apply their skills in the collection, interpretation and processing of basic literature, or its application in practice or is able to solve a partial task related to the student's focus.