• KÖVEROVÁ, Štefánia. Sociológia životného cyklu. Bratislava: OZ Sociálna práca 2003. ISBN 80-968927-4-6
• Rodina na Slovensku v teórii a vo výskume. (ed. Chorvát, I., Džambazovič, R.). Bratislava: Stimul 2015. ISBN 978-80-8127-152-6
• Džambazovič, R. Rodinné správanie v demografických dátach. Bratislava: Stimul, 2012. ISBN 987-80-8127-052-9
• MOŽNÝ, Ivo. Rodina a společnost. Praha: SLON 2008. ISBN 808642958X
• BEBLAVÝ, Miroslav: Sociálna politika. eBook 2012: https://www.academia.edu/23899623/Soci%C3%A1lna_politika
• KOŤA Jaroslav, HAVLÍK Radomír. Sociologie výchovy a školy. Praha: Portál 2008. ISBN 8073673274
• KUSÁ, Zuzana. Škola nie je pre všetkých. Bratislava: Sociologický ústav SAV 2017.
• ONDREJKOVIČ, Peter a kol. Sociálna patológia. Veda: Bratislava 2009. ISBN 9788022410748
• NOCIAR, Alois.: Prieskumy o drogách, alkohole, tabaku u slovenskej mládeže. Veda: Bratislava 2004. ISBN: 978-80-224-0832-8
• TOMKOVÁ, Jana. Deti a internet - Príležitosti a riziká. Slovensko v projekte EU Kids Online. In.: Mediálna výchova a kultúrna identita - Megatrendy a médiá 2012. Trnava: UCM, s. 177 - 190. ISBN: 978-80-8105-393-1.
Students have at their disposal in electronic form an extended syllabus of the course, with supplemented literature on individual topics.
Written exam in the exam period with a gain of at least 60 points
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Classification scale: 100-92: A 91-84: B 83-76: C 75-68: D 67-60: E 59-0: FX
The teacher accepts max. 2 absences with proven documents.
The method of work in the course and the specification of the content of the written exam will be announced at the beginning of the semester.
Slovak
1. Life cycle and generation structure of society
2.- 3. Childhood and its social characteristics (historical models,
current specifics of the child's position)
4. - 5. Youth and its social characteristics (historical models,
current specifics of the young person's position)
6. Current family and its changes, consequences for intra-family relations
7. Family policy, its tools and dilemmas
8. Social law protection of children and youth
9. School in a social context, education as a means of social
mobility and leveling out inequalities
10. Inclusive education, concepts, trends, current issues
11. Socio-pathological phenomena and threats to children and youth
12. Risks of new technologies and online space, current problems
0/100
Upon successful completion of the course, the student will gain knowledge about the characteristics of childhood and youth as stages of the life cycle and the current problems of children and youth. Understands the social context and its impact on the course of these initial stages of life. He will gain knowledge about the situation in the main socialization institutions of children and youth - family and school and their current changes and problems, which will allow him to understand the specifics of socialization today. Particular attention will be paid to the risk phenomena of adolescence. The course develops and strengthens the analytical and interpretive competencies of the students. It expands his understanding of the broader social framework of the adolescence process.
BILINSKI, W. Velká kniha rétoriky. Praha: Grada Publishing, 2011. ISBN 978-80-247-3905-2 HEINDRICHS, J. Rétorika pro každého. Brno: Computer Press, 2010. ISBN 978-80-251-2693-6
KRAUS, J. Rétorika v evropské kultuře i ve světe. Praha: Karolinum, 2011. ISBN
978-80-246-2001-5
VYBÍRAL, Z. Psychologie komunikace. Praha: Portál, 2009. ISBN 978-80-736-7387-1 ŠPAČKOVÁ, A. Moderní rétorika na univerzitě. Praha: Karolinum, 2017. ISBN
978-80-246-3708-2
Homeworks during semester (interpretation and creation of argumentation entries, contributions to discussions etc.), two prepared speeches orally presented in seminar (preliminary), final text exam or colloquium in 12. – 13. week of the semester.
Preliminary outputs do not have a correction date. The teacher will accept a maximum of two documented absences. The evaluation is carried out according to this classification scale: A (100 % - 92 %), B (91 % - 84 %), C (83 % - 76 %), D (75 % - 68 %), E (67 % - 60 %). Credits will be granted to the student who has obtained at least an E as the final grade. A breach of academic ethics will result in the cancellation of the evaluation result of the relevant item. Scale of assessment (preliminary/final): 100/0
slovak, czech
Time burden – 4c = 100h – 120h
-Completion of educational activities (L,S): 39h
-Continuous preparation for lessons: 26h
- Preparation of 2 speeches: 16h
- Preparation for the final written exam: 20h
Ancient rhetorics and neorhetorics. Rhetorical genres. Politenes and etiquette. Conflicting and non-conflicting communication. Defense against manipulative behaviour and verbal abuse. Interpretation of rhetorical speeches.
Creation of rhethorical texts (public monological and dialogical); persuasion, agumentation. Practical rhetorics 1 - monology (business, politically/socially engaged speeches and occasional speeches.
Pratical rhetorics 2 – dialogical interactions (principle of cooperation, principle of politeness and their application in form example defence of a project/propagation of bioethical practices and discussion/polemics concerning them, in business negotiation and conflict, in family arguments...)
100/0
The student is able to apply systemized information from the subject to didactic practice. He/she knows the methods of rhetorical interpretation and masters the principles of speaking. He/she is able to adequately understand the speaker's performance and to respond appropriately in dialogic interaction in the work (school) and non-work environment. He/she is able to apply correct persuasive tactics in a prepared and improvised communication act in the spirit of ethical principles of healthy communication.
LIESMANN, Konrad, ZENATY, Gerhardt. O myšlení. Olomouc: Votobia,1994. ISBN: 80-85619-94-6.
HOLLIS, Martin. Pozvání do filosofie. Brno: Barrister & Principal, 2001. ISBN: 80-85947-61-7.
PEREGRIN, Jaroslav. Filozofie pro normální lidi. Praha: Dokořán, 2008. ISBN 9788073631925.
NAGEL, Thomas. Čo to všetko znamená. Stručný úvod do filozofie. Bratislava: Bradlo, 1991. ISBN 80-7127-04-0.
Supplementary literature and literature that is not in Academic Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academic Library UK literature 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.
A: 100%-92%; B: 91%-84%; C: 83%-76%; D: 75%-68%; E: 67%-60% FX: 59%-0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment. The teacher will accept a maximum of two absences with documentation.
Slovak, Czech (receptive acquaintance)
1. Philosophy in the system of cultural activities.
2. Historical transformations of philosophy and paradigms of European philosophical thought.
3. Character and methods of philosophical thinking, philosophical argumentation.
4. Philosophical disciplines and directions.
5. Terminological apparatus of philosophy as the conceptual basis of the social sciences and humanities.
6. Selected key issues in ethics.
7. Selected theories of the justification of moral norms.
8. Selected key topics in philosophical anthropology.
9. Selected key issues in metaphysics.
10. Selected key issues in philosophy of mind, the mind-body relationship.
11. Selected key issues in the theory of knowledge.
12. Selected key theories of philosophy of language.
100% preliminary
After successfully completing the course, the students have knowledge of basic philosophical problems, conceptual frameworks and argumentative strategies used in the main philosophical disciplines (ethics, metaphysics, epistemology). They are familiar with the main historical-philosophical trends and concepts from ancient times to the 20th century and have a basic knowledge of them.
ELIAŠOVÁ, Věra et al. Na stope slovám. Príručka tvorivého písania pre učiteľov slovenského jazyka a literatúry. Bratislava: Štátny pedagogický ústav, 2007. ISBN 978-80-89225-35-4.
ELIAŠOVÁ, Věra. Tvorivé písanie a možnosti jeho využitia v edukačnom procese. Bratislava: Univerzita Komenského, 2017. ISBN 978-80-223-4295-7.
ELIAŠOVÁ, Věra. Tvorivé písanie na strednej škole. Učebný text z edície Tri oriešky. Bratislava: Vydavateľstvo Univerzity Komenského, 2018. ISBN 978-80-223-4565-1.
ELIAŠOVÁ, Věra. Tvorivé písanie v cudzom jazyku. Efektivita, kreativita, synergia [online]. Bratislava: Stimul, 2013 [cit. 2021-23-10]. Dostupné na: http://stella.uniba.sk/texty/FIF_VE_tvorive_pisanie.pdf
MORLEY, David a Philip NEILSEN. The Cambridge companion to creative writing.
Cambridge: Cambridge University Press, 2012. ISBN 978-0-521-14536-7.
Supplementary literature will be presented at the beginning and during the semester.
The evaluation is a combination of the following components: portfolio 80%, colloquium 10%, analytical-critical evaluation of texts 10%
Assessment: 100% -91% - A, 90% -81% - B, 80% -73% - C, 72% -66% - D, 65% -60% –E, 59% and less - FX (student did not meet the criteria)
The exact date and topics of assessment will be announced at the beginning of the semester.
Violation of the academic code of ethics results in the loss of the obtained points.
2 absences are allowed 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.
Slovak
A selection from:
• creativity, its development; synergy of language, literature and creativity; creative approach to teaching and learning;
• techniques developing fluency, flexibility, originality and elaboration;
• techniques developing lateral thinking, metaphorical expression and imagination;
• techniques fostering generation of ideas, fast writing, selecting ideas, establishing a viewpoint;
• techniques helping arrange information, structuring the text, and writing the rough draft;
• techniques of text reduction, expansion, and transformation;,
• techniques focused on minimalisation of expression;
• techniques helping text reception and creation of short texts of poetic forms
• assessment of text products.
100/0
The student knows the key theoretical background and didactic aspects of creative writing as a method applicable in the teaching of the mother tongue and foreign language and literature and other humanities at various levels of education. The student is able to apply creative writing as a method in the teaching process and thus stimulate the development of exploration and experimental creativity competencies of their students, thus contributing to the development of students' personality through self-expression, self-knowledge, self-reflection and self-learning. The student is able to apply practical methodological procedures in their pedagogical practice. At the end of the course, students have a general idea of what creativity is, what its manifestations are and the principles of its development; they are able to develop lateral thinking, as well as metaphorical expression in their pupils and to use in their pedagogical practice techniques aimed at generating ideas and searching for topics; they can apply the acquired knowledge in their own academic and creative activities.
ELIAŠOVÁ, Věra et al. Na stope slovám. Príručka tvorivého písania pre učiteľov slovenského jazyka a literatúry. Bratislava: Štátny pedagogický ústav, 2007. ISBN 978-80-89225-35-4.
ELIAŠOVÁ, Věra. Tvorivé písanie a možnosti jeho využitia v edukačnom procese. Bratislava: Univerzita Komenského, 2017. ISBN 978-80-223-4295-7.
ELIAŠOVÁ, Věra. Tvorivé písanie na strednej škole. Učebný text z edície Tri oriešky. Bratislava: Vydavateľstvo Univerzity Komenského, 2018. ISBN 978-80-223-4565-1.
ELIAŠOVÁ, Věra. Tvorivé písanie v cudzom jazyku. Efektivita, kreativita, synergia [online]. Bratislava: Stimul, 2013 [cit. 2021-23-10]. Dostupné na: http://stella.uniba.sk/texty/FIF_VE_tvorive_pisanie.pdf
MORLEY, David a Philip NEILSEN. The Cambridge companion to creative writing.
Cambridge: Cambridge University Press, 2012. ISBN 978-0-521-14536-7.
Supplementary literature will be presented at the beginning and during the semester.
The evaluation is a combination of the following components: portfolio 80%, colloquium 10%, analytical-critical evaluation of texts 10%
Assessment: 100% -91% - A, 90% -81% - B, 80% -73% - C, 72% -66% - D, 65% -60% –E, 59% and less - FX (student did not meet the criteria)
The exact date and topics of assessment will be announced at the beginning of the semester.
Violation of the academic code of ethics results in the loss of the obtained points.
2 absences are allowed 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.
Slovak
Topics:
• techniques on developing narration and description;
• identification of story construction items;
• building characters;
• relevance of context and details;
• principle Show, do not tell!
• focus and view point of narration;
• techniques of text reduction, text expansion and text transformation
• monologue and dialogue;
• techniques of minimalism in narration;
• text assessment;
• self-evaluation; group/peer evaluation.
100 /0
The student is familiar with the key theoretical background and didactic aspects of creative writing as a method applicable in the teaching of the mother tongue and foreign languages and literature and in other humanities at various levels of education. The student is able to apply creative writing as a teaching method and thus can stimulate the development of experimental creativity competencies of their students, thus contributing to the development of students' personality through self-expression, self-knowledge, self-reflection and self-learning. The student is then able to apply these practical methodological procedures in their own pedagogical practice.
At the end of the course students:
- have mastered some procedures improving writing, literary and creative competencies;
- are able to critically reflect on the creative process and creative products;
- are able to reduce texts to an absolutely essential minimum ;
- use various techniques of reception and creation of shorter texts.
•ÁBRAHÁM, Barna a GEREBEN, Ferenc a STEKOVICS, Rita red. Nemzeti és regionális identitás Közép-Európában. Piliscsaba: PPKE. 2003. ISBN 963-9296-72-4.
•BALÁZS, János red. Nyelvünk a Duna-tájon. Budapest: Tankönyvkiadó. 1989. ISBN 963-18-1581-1.
•CSERNICSKÓ, István. Nyelvi konfliktusok a 21. századi Európában a „nemzetközi normák” és az „európai standardok” tükrében. Pro Minoritate 2019. Nyár: 3–26. Dostupné na http://real.mtak.hu/104893/1/ProMino-1902-01-Csernicsko.pdf. ISSN 1216/9927.
•MÓDOS, Péter a TISCHLER, János red. Közép-európai olvasókönyv. Budapest: Osiris-Közép-európai Kulturális Intézet 2005. ISBN 963-389-720-3.
•NÁDOR, Orsolya. Kísérlet Kelet-Közép-Európa fogalmának nyelvi szempontú meghatározására. In: LANSTYÁK, István a POLGÁR, Anikó red. Fordítás, kulturális hibriditás és többnyelvűség a magyar irodalomtudomány és nyelvtudomány kontextusában. Preklad, kultúrna hybridita a plurilingvizmus v kontexte maďarskej literárnej vedy a lingvistiky. Bratislava: UK. 2019. 11–47. ISBN 978-80-223-4738-9.
•TOLCSVAI NAGY, Gábor red. A magyar nyelv jelene és jövője. Budapest: Gondolat Kiadó. 2017. ISBN 978-963-693-824-6.
Supplemental readings will be presented at the beginning and throughout the semester. In Moodle and MS TEAMS presentations of the lecturers are available.
a) during the teaching part (on an ongoing basis) a paper (50%) on a selected topic on Central and Eastern Europe from the linguistic, cultural, historical and geographical aspects.
(b) in the examination period: written test (50%)
The condition for admission to the examination is the achievement of at least 10% of the intermediate mark.
Violation of academic ethics will result in the cancellation of the points obtained in the relevant item
The student will be required to complete the item in question in the appropriate marking item.
Grading Scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
Instructors will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the last day of the teaching period.
Hungarian B2, C1
1. Europe - Central Europe - Eastern Europe - Eastern Central Europe - 1. Linguistic geography.
2. Europe - Central Europe - Eastern Europe - Eastern Central Europe - 2. Historical-Comparative Linguistics.
3. Scientific disciplines dealing with coexisting peoples and their language.
4. Areal (geographical) linguistics, cultural linguistics, anthropological linguistics, contrastive linguistics, semiotics, minority studies, ethnology.
5. Linguistic diversity in Europe: from dialect through written language to international communicative language.
6. Characteristics of Western and Eastern Christian languages: the role of Latin and Old Slavonic.
7. The emergence of national languages 1.
8. Origin of national languages 2. Languages of East Central Europe - Slavic languages.
9. Origin of national languages 3. Languages of East Central Europe - Romanian language.
10. Origin of national languages 4. Languages of East Central Europe - Hungarian language.
11. Characteristics of languages from many aspects.
12. Languages of East Central Europe - Romani language, Yiddish.
13. Language as an instrument of East Central European politics.
Upon successful completion of the course, the student has knowledge of the complex issues of Europe - Central Europe - Eastern Europe - East Central Europe in linguistic, geographical and cultural aspects.
• Informačná a mediálna gramotnosť [online]. Filozofická fakulta UK; Akademická knižnica UK, 2015 [cit. 2020-08-13]. Available at: https://midas.uniba.sk/
• 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. Available also at: https://uniba.sk/fileadmin/ruk/nasa_univerzita/NU2020-21/201021_Nasa_univerzita_1_20-21.pdf
• LLOYD, Annemaree a Talja SANNA. Practising Information Literacy: Bringing Theories of Learning, Practice and Information Literacy Together [online]. Elsevier Science & Technology 2010 [cit. 2020-11-12]. Available at: https://ebookcentral.proquest.com/lib/uniba-ebooks/detail.action?docID=1584736&query=information+literacy+teacher
• GRIZZLE, Alton et al. 2013. Media and information literacy: policy and strategy guidelines [online]. Paris: UNESCO, 2021 [cit. 2020-11-12]. ISBN: 978-92-3-001239-7, 978-92-3-600052-7 (ara). Available at: https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000225606&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_6d1d0004-2152-48bf-bf7a-8dd3aa69236f%3F_%3D225606eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000225606/PDF/225606eng.pdf#%5B%7B%22num%22%3A131%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2Cnull%2Cnull%2C0%5D
• GRIZZLE, Alton et al. Media and information literate citizens: think critically, click wisely! [online]. Paris: UNESCO, 2021 [cit. 2020-11-12]. ISBN: 978-92-3-100448-3. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000377068
• WILSON, Carolyn et al. Media and information literacy curriculum for teachers [online]. Paris: UNESCO, 2011 [cit. 2020-11-12]. ISBN: 978-92-3-104198-3. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000192971
during the teaching part: 1. creation of a methodological sheet for teaching information literacy at secondary schools (20 points); 2. written test in the credits assignment week (20 points).
All parts of the evaluation are mandatory. 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 will be announced at the beginning of the semester.
Slovak, for recommended literature English at level B2
1. Information environment. Problem aspects of the information environment with regard to education. Literacy research.
2. Secure use of information. Creative use of information.
3. Ethical use of information and information sources from the point of view of legislation (copyright, code of ethics, ISO 690).
4. Academic ethics and integrity, plagiarism, types of plagiarism.
5. Information literacy, meta-literacy, multi-literacy. Reading literacy and education.
6. Information and constructivist and research-oriented approach to education, information and problem and project approach.
7. Concepts and standards of information literacy. Information fluctuation. MIL in Education (UNESCO concept). Curriculum integrating information literacy. Information literacy indicators vs. Lifelong learning, competence education.
8. Competences of a teacher in the information society (UNESCO concept - information literacy of a teacher, assessment literacy)
9. Critical thinking in education. Metacognition and self-reflection in working with information.
10. Student personality typology and work with information (information overload, information fatigue syndrome, information hygiene and information detox).
11. Strategies and possibilities of IG integration into education. Problems of IG integration into education. Functions of memory and fund institutions in education.
12. Methodology of working with information in the educational environment (information need, search for information and information resources, evaluation of information resources, use of resources, evaluation of information processes).
100/0
The graduate of the course has theoretical knowledge in the field of terminological definition of information literacy and related terms. He understands problematic aspects of the information environment in the context of ethical use of information and information resources. He knows the most important domestic and foreign researches of information literacy, information literacy indicators, concepts and standards in this area. He is able to think critically, can categorize students in the context of their work with information and to design the integration of information literacy into education. He can incorporate the methodology of using information sources in the teaching process and propose procedures for solving problematic aspects related to the information environment.
BRESTOVANSKÝ Martin. Úvod do mediálnej výchovy (vysokoškolské skriptá), Trnava, Trnavská univerzita v Trnave, 2010, ISBN 978-80-8082-396-2. [online] Dostupné na: https://www.researchgate.net/publication/337911960_Uvod_do_medialnej_vychovy_VS_skripta MIČIENKA, Marek, JIRÁJ, Jan a kol. Základy mediální výchovy. Praha: Portál, 2007. 295 s., ISBN 978-80-7367-315-4. HACEK, Ján. Lojalita recipienta k spravodajským webom. Bratislava: MASS-MEDIA-SCIENCE, 2014. [online] Dostupné na: https://www.researchgate.net/publication/336739639_Lojalita_recipienta_k_spravodajskym_webom_Recipient_Loyalty_to_the_News_Websites. HACEK, Ján. Dezinformačné weby v čase koronakrízy – atmosféra nedôvery v médiá. Bratislava: MASS-MEDIA-SCIENCE, 2020. [online] Dostupné na: https://www.researchgate.net/publication/350325305_Dezinformacne_weby_v_case_koronakrizy_-_atmosfera_nedovery_v_media HACEK, Ján: Antisystémoví voliči na Slovensku a ich dôvera v médiá. In: Fenomén 2020 : komunita v mediálnom priestore. Bratislava: Univerzita Komenského v Bratislave, 2020. S. 63-79. ISBN 978-80-223-4974-1. [online] Dostupné na: https://fphil.uniba.sk/fileadmin/fif/katedry_pracoviska/kzur/FOTO_KZ/foto_k_clankom/2021/fenome__n_2020.pdf Web: commonsensemedia.org; kff.org; medialnavychova.sk; zodpovedne.sk, eukidsonline.net. Additional literature will be presented at the beginning and during the semester.
1) Outline and justification of the lecture topic in the scope of 2 A4 pages (preparation of the lecture outline for high school) - focus on Information Literacy, Media Education and Misinformation; 2) Final exam/test (study of required and recommended literature, information from lectures); Students will demonstrate their knowledge of the lectured areas in the final exam/test, which will focus on the readings and lectures during the semester. A maximum of 2 absences are allowed. The final exam may be partially replaced by the student's lectures at the high school - by agreement with the teacher. Exam dates will be announced via AIS no later than the last week of the class period. Grading scale: A (100-92%), B (91-85%), C (84-76%), D (75-68%), E (67->60%), Fx (≤60%)
Violation of academic ethics will result in the cancellation of the points earned in the relevant assessment item.
Slovak
Students of the Department of Journalism of FiF UK in Bratislava cannot apply for this course!
1) Assignment of tasks, presentation of the situation in the field of media education in Slovakia
2) Media education - pedagogy
3) Parental mediation
4) Basic characteristics of media and dual broadcasting system
5) Journalism bacics
6) Conspiracy websites
7) Advertising in the media
8) Fact-checking
9) Manipulation
10) Project Development I.
11) Project Development II.
12) Project Development III.
13) Final evaluation
Scale of assessment (preliminary/final): 40/60
The students have a basic overview of the functioning of the media and the media environment in Slovakia. They are aware of the dangers of the phenomenon of disinformation, they understand the functioning, philosophy and threat of disinformation websites, their hypocrisy and economic interests. They understand the differences between information sources and are also familiar with the basics of media education and information literacy in Slovakia. Based on the curriculum and the project of lectures, they are ready to pass on the acquired knowledge at secondary schools in their home regions in Slovakia. Graduates of the course are also ready to professionally master the cross-cutting theme of media education at secondary and primary schools in Slovakia.
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
NEWBY, D. [online]. EPOSTL - The European Portfolio for Student Teachers of Languages. Council of Europe Publishing: Strasbourg, 2007. Accessed 17 September 2021. Available from: https://www.ecml.at/Resources/ECMLresources/tabid/277/ID/51/language/en-GB/Default.aspx
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
KAA/A-muAN-301/22 English Language Teaching Methodology 1
60% Observing all 10 lessons & participating in discussions with the mentor teacher
10% Completed observation worksheets
5% Updated EPOSTL (Context & Methodology)
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 and sessions with the mentor teacher must be undertaken to pass.
Basic Slovak is welcome, English is required.
Students are not exempt from attending other classes in order to do the lesson observations.
Students (in groups of 3 according to their study program) are initiated into the school environment by a mentor teacher at a local lower or upper secondary school.
They observe 10 lessons taught by that mentor teacher (or various teachers at that school).
They receive insight into lesson planning and implementation from the mentor teacher.
They provide feedback on those lessons and discuss what they learn with both the mentor teacher and 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 duties and obligations of being a schoolteacher
2. receive pedagogical insight into lesson planning and implementation
3. analyze how teachers teach and learners learn
4. evaluate and reflect on all aspects of the teaching they observe, i.e., content, delivery, preparedness, classroom management, instructions, etc.
5. reflect on what they observe as it relates to their own strengths and weaknesses as a student teacher
6. discuss what they have observed with their peers and the mentor teacher, training constructive criticism and feedback skills
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 from: https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/.
Školský vzdelávací program cvičnej školy (Curriculum of the mentoring school)
Vnútorný poriadok školy (Internal 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 from: 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 from: 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 from: https://liveuniba-my.sharepoint.com/:b:/g/personal/steyne1_uniba_sk/Edet1FSx5ihBndR7ow28HH4Bku_-suPQ9RC-44F0Oj40pw?e=uwoQre
KAA/A-muAN-302/22 English Language Teaching Methodology 2
KAA/A-muAN-590/22 Lesson Observation - Practicum 2
60% Teaching 10 lessons & receiving input and feedback from the mentor teacher on 5 of those
5% Mentor teachers’ evaluation
10% Two lesson plans (the worst and the best from your student teaching) and notes on why
5% Updated EPOSTL (Lesson Planning & Conducting a Lesson)
20% 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 and five (5) sessions with the mentor teacher must be undertaken to pass.
Basic Slovak is welcomed, English is required.
Student teachers are exempt from attending classes for the duration of their teaching practicum.
Each student teacher is assigned a mentor teacher at a partner institution where they are introduced to the teaching profession as it is implemented at that institution.
Apart from learning about how the school is run and the everyday responsibilities of a teacher, student teachers are involved in both in-school and extracurricular activities, while preparing lessons plans and teaching 10 lessons under the guidance and watchful eye of their mentor teacher.
Pre-lesson, they receive input into what to prepare and then again on what they have prepared.
Post-lesson, the mentor teacher provides feedback on all aspects of their teaching (i.e., content, delivery, preparedness, classroom management, instructions, etc.), with suggestions and advice for improvement.
Post practicum, the mentor teacher provides feedback to the instructor via an online questionnaire.
Post practicum, the student teacher submits their lesson plans together with a reflection paper on the experience focusing on their strengths and weaknesses as teachers for evaluation by the instructor.
Assessment is 100% coursework.
By the end of their teaching practicum, students will have done the following:
1. become more familiar with the duties and obligations of being a schoolteacher
2. independently prepared and taught 10 English as a foreign language lessons, following the lead of the mentor teacher and revising each lesson plan as necessary
3. received intensive guidance, pedagogical insight, and feedback on their lesson plans and teaching
4. evaluated and reflected on all aspects of their teaching experience, i.e., content, delivery, preparedness, classroom management, instructions, etc., including their own strengths and weaknesses as a teacher
5. discussed what they have observed with their mentor teacher and their peers, training constructive criticism and feedback skills
Selection of scholarly literature according to the research topic;
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/
Presentation of a partial output (e.g. one chapter of the thesis)
Grade percentage:
A: 91-100%, excellent - excellent results,
B: 81-90%, very well – above average standard,
C: 71-80%, well - reliable work,
D: 61-70%, satisfactory - acceptable results,
E: 50-60%, sufficient – the results meet the minimum criteria,
Fx: 0-49%, insufficient – additional work required
Slovak, English
Identifying and selecting the thesis (research) topic.
Study of scholarly literature on the selected research topic.
Basic material research and processing procedure.
Methods of process and thesis creation (citation standards, manuscript modification, referencing).
Presentation of a partial output (e.g. one chapter of the thesis)
100/0 (%)
Definition of the master’s thesis topic, overview of the current research on the issue, choice of the theoretical-methodological approach of the thesis, and the ability to work selectively and correctly with the secondary literature sources.
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 master’s study programmes, the state examination consists only of the defence of the Master’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 Master’s thesis as the subject of the state examination in the master’s degree programmes conducted at the Department of British and American Studies, students will receive credits according to the current study plan (currently 10 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 master’s degree;
- submission of the Master’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 Master’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 Master’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 Master’s thesis at the Department of British and American Studies are as follows:
- Quality of the Master’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 C1 to attend the Master’s thesis defence.
1. The student presents the Master’s thesis in front of the state examination committee, the supervisor and the opponent of the Master’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. A closed vote of the state examination committee on the evaluation of the Master’s thesis defence.
5. Announcement of the evaluation (of the thesis defence) of the Master’s thesis.
0/100 (%)
• Upon successful completion of the defence, 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 Master’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:
• teaching a determined number of lessons
• 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 teacher training 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:
• 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 competencies in the pedagogic evaluation of the pupils,
• 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, to respond flexibly to them, and to deal properly with them,
• gain practical experience in identification of psychological and social factors of the pupil's learning,
• 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 inclusive educational process, and follow their professional recommendations and findings,
• deepen their knowledge in the laws of general application pertaining to teacher's job, pedagogical and other documenting, conceptual, and strategic documents of the school
• develop their abilities to assess the suitability of the educational materials,
• develop their communication and presentation skills, abilities to cooperate with their colleagues, parents, community, etc.,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to express and accept effective criticism and praise.
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:
• teaching a determined number of lessons
• 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 notes 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 teacher training 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:
• 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 competencies in the pedagogic evaluation of the pupils,
• 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, to respond flexibly to them, and to deal properly with them,
• gain practical experience in identification of psychological and social factors of the pupil’s learning,
• 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 inclusive educational process, and follow their professional recommendations and findings,
• deepen their knowledge in the laws of general application pertaining to teacher’s job, pedagogical and other documenting, conceptual, and strategic documents of the school
• develop their abilities to assess the suitability of the educational materials,
• develop their communication and presentation skills, abilities to cooperate with their colleagues, parents, community, etc.,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to self-evaluate and to further improve their professional development,
• develop their abilities to express and accept effective criticism and praise.
Selection of scholarly literature according to the research topic;
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/
Presentation of a partial output (e.g. one chapter of the thesis)
Grade percentage:
A: 91-100%, excellent - excellent results,
B: 81-90%, very well – above average standard,
C: 71-80%, well - reliable work,
D: 61-70%, satisfactory - acceptable results,
E: 50-60%, sufficient – the results meet the minimum criteria,
Fx: 0-49%, insufficient – additional work required
Slovak, (add another language according to the specifics of the study programme in case of language studies)
Identifying and selecting the thesis (research) topic.
Study of scholarly literature on the selected research topic.
Basic material research and processing procedure.
Methods of process and thesis creation (citation standards, manuscript modification, referencing).
Presentation of a partial output (e.g. one chapter of the thesis)
preliminary 100%
Definition of the master’s thesis topic, overview of the current research on the issue, choice of the theoretical-methodological approach of the thesis, and the ability to work selectively and correctly with the secondary literature sources.
According to the topic of the thesis.
Submission of the diploma thesis by the deadline specified in the timetable of the current academic year for the respective date of the state examination. The diploma 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 diploma thesis as a subject of the state examination.
Slovak
1. Contribution of the thesis to the field of study, depending on its nature and degree of study. The evaluation of the thesis takes into account whether the students adequately treat the chosen topic at the level of a scientific study with a representative selection of literature, whether the chosen scientific procedures are adequate and appropriate, and whether they work adequately with hypotheses that can be verified. The diploma thesis shall be an apparent contribution to the relevant field of study.
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 diploma thesis is usually 50-70 standard pages - 90,000 to 126,000 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%
When writing the diploma thesis, students are able to elaborate the chosen topic at the level of a scientific study with a representative selection of literature, with appropriately chosen scientific procedures and hypotheses that can be verified. The diploma thesis is a contribution to the relevant 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:
• teaching a determined number of lessons
• 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
Brief course syllabus:
Familiarising students with the teacher training 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:
• 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 competencies in the pedagogic evaluation of the pupils,
• 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, to respond flexibly to them, and to deal properly with them,
• gain practical experience in identification of psychological and social factors of the pupil's learning,
• 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 inclusive educational process, and follow their professional recommendations and findings,
• deepen their knowledge in the laws of general application pertaining to teacher's job, pedagogical and other documenting, conceptual, and strategic documents of the school
• develop their abilities to assess the suitability of the educational materials,
• develop their communication and presentation skills, abilities to cooperate with their colleagues, parents, community, etc.,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to express and accept effective criticism and praise.
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:
• teaching a determined number of lessons
• 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 notes 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 teacher training 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:
• 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 competencies in the pedagogic evaluation of the pupils,
• 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, to respond flexibly to them, and to deal properly with them,
• gain practical experience in identification of psychological and social factors of the pupil’s learning,
• 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 inclusive educational process, and follow their professional recommendations and findings,
• deepen their knowledge in the laws of general application pertaining to teacher’s job, pedagogical and other documenting, conceptual, and strategic documents of the school
• develop their abilities to assess the suitability of the educational materials,
• develop their communication and presentation skills, abilities to cooperate with their colleagues, parents, community, etc.,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to self-evaluate and to further improve their professional development,
• develop their abilities to express and accept effective criticism and praise.
Recommended literature:
Selection of scholarly literature according to the research topic;
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/
Presentation of a partial output (e.g. one chapter of the thesis)
Grade percentage:
A: 91-100%, excellent - excellent results,
B: 81-90%, very well – above average standard,
C: 71-80%, well - reliable work,
D: 61-70%, satisfactory - acceptable results,
E: 50-60%, sufficient – the results meet the minimum criteria,
Fx: 0-49%, 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
Identifying and selecting the thesis (research) topic.
Study of scholarly literature on the selected research topic.
Basic material research and processing procedure.
Methods of process and thesis creation (citation standards, manuscript modification, referencing).
Presentation of a partial output (e.g. one chapter of the thesis)
100/0
Definition of the master’s thesis topic, overview of the current research on the issue, choice of the theoretical-methodological approach of the thesis, and the ability to work selectively and correctly with the secondary literature sources.
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/
The student must submit the master's thesis within the deadline specified in the schedule of the current academic year for the relevant date of the state exam. The master´s 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 master's thesis. The supervisor of the final thesis and its opponent will prepare evaluations of the master'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. Master 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 master'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 student orally presents the content, achieved goals, and conclusions of the master'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 master'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. The student knows the methods used in the field of study, is able to work on the chosen topic of the master’s thesis at the level of scientific study, with a representative selection of scientific literature, with appropriately chosen scientific procedures and hypotheses that can be verified. After a successful defence of the master’s thesis, the student is able to design, implement, critically reflect, and justify his research intention. The student understands the context of the problem, can clearly define research conclusions, state his positions, and make recommendations. He can respond argumentatively and flexibly to questions about the research topic, its methodology, and its conclusions.
BOJTÁR, Endre (ed.). Struktúra, jelentés, érték. A cseh és a lengyel strukturalizmus az irodalomtudományban. Budapest: Akadémiai, 1988. ISBN 963-05-4763-5
BÓKAY, Antal. Bevezetés az irodalomtudományba. Budapest: Osiris, 2006. ISBN 963-389-883-8
BÓKAY, Antal et al. (ed.). A posztmodern irodalomtudomány kialakulása. A posztstrukturalizmustól a posztkolonialitásig. Szöveggyűjtemény. Budapest: Osiris Kiadó, 2002. ISBN 963-379-522-2
BÓKAY, Antal and VILCSEK, Béla (ed.). A modern irodalomtudomány kialakulása. A pozitivizmustól a strukturalizmusig. Szöveggyűjtemény. Budapest: Osiris, 1998. ISBN 963-379-298-3
DÁNÉL, Mónika et al. (ed.). Tér – elmélet – kultúra. Interdiszciplináris térelméleti szöveggyűjtemény. Available at: http://www.eltereader.hu/kiadvanyok/danel-monika-hlavacska-andras-kiraly-hajnal-vincze-ferenc-szerk-ter-elmelet-kultura/
HANKISS, Elemér (ed.). Strukturalizmus I–II., Budapest: Európa Könyvkiadó, 1971.
JEFFERSON, Ann and ROBEY, David (ed.). Bevezetés a modern irodalomelméletbe. Összehasonlító áttekintés. Budapest: Osiris, 1995. ISBN 963-379-102-2
MIKULÁŠ, Roman (ed.). Podoby literárnej vedy. Teórie – Metódy – Smery. VEDA, Bratislava: Vydavateľstvo Slovenskej akadémie vied, 2016. ISBN 978-2-8130-0377-5
NYÍRI, Kristóf and SZÉCSI, Gábor (ed.). Szóbeliség és írásbeliség. A kommunikációs technológiák története Homérosztól Heideggerig. Budapest: Áron Kiadó, 1998. ISBN 963 85504 9 X Available at: https://mandadb.hu/tetel/183126/Szobeliseg_es_irasbeliseg_A_kommunikacios_technologiak_tortenete_Homerosztol_Heideggerig
* The presentations and notes of the teacher are available in Moodle and MS TEAMS.
1) During the semester: Continuous preparation: reading of predetermined theoretical texts (approx. 2 for each lesson), their home processing in the form of brief notes, active participation in discussions about the text within the lesson. The student's actual notes should be available to the teacher, and the reading experiences of the given texts can be tested in a quick test or quiz (20%). The rate of the continuous and final evaluation: 1: 4
2) in the examination period: written test (80%).
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
The credits will not be given for the student who does not pick up at least 60% of the curriculum.
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.
Hungarian (B2)
1. Orality and Literacy (Lord, Parry, Goody, Havelock, Ong)
2. Theory of literature of the early modern – positivism and Geisteswissenschaft (Taine, Brunetiére, Scherer, Dilthey) 3. Russian formalism (Shklovsky, Tynyanov, Tomashevsky, Propp)
4. Structuralism: The Prague School (Saussure, Jakobson, Mukařovský)
5. Structuralism: narratology (Todorov, Genette), The drama theory (Szondi, Bécsy)
6. Structuralism: The Paris School (Lévi-Strauss, Barthes, Kristeva). Poststructuralism (Bartes, Derrida, Deleuze, Foucault)
7. Comparative theory and imagology (Corbineau-Hoffmann, Ďurišín, Pagéaux, Leersen, Beller)
8. The Marxist literary theory (Gramsci, Benjamin, Bachtin, Williams)
9. The cultural turn. The anthropological horizon of the text (White, Marcus, Bruner, Clifford, Fabian)
10. Postcolonialism (Fanon, Said, Bhabha, Spivak)
11. Hermeneutics (Schleiermacher, Dilthey, Gadamer, Ricoeur)
12. Postmodernism (Lyotard, Foucault, Lacan, Baudrillard)
13. Deconstruction (Derrida, de Man, Rorty)
20/80
The aim of the course is to provide a complete picture about the development of modern literary science. After completing the course, the student should be able to orientate between individual schools and trends of literary criticism, he should get acquainted with their basic terminology and should get an idea of the methods and procedures of these directions.
ADAMIK, Tamás. Római irodalom – a kezdetektől a Nyugatrómai Birodalom bukásáig. Pozsony: Kalligram, 2009. ISBN: 9788081012266
BALOTA, Nicolae. Abszurd irodalom. Budapest: Gondolat, 1979. ISBN 963-280-759-6
PÁL, József (ed.). Világirodalom. Budapest: Akadémiai Kiadó, 2005. ISBN 963-05-8238-4
KRISTÓ NAGY, István. A világirodalom története I-II, Budapest, Trezor, 1993. ISBN 963-7685-28-6, ISBN 963-7685-29-4
SZEGEDY-MASZÁK, Mihály. Kubla kán és Pickwick úr. Romantika és realizmus az angol irodalomban. Magvető, Budapest, 1982. ISBN 9632717783
SZERB, Antal. A világirodalom története. Budapest: Magvető, 1980. ISBN 963-271-095-9
* The presentations and notes of the teacher are available in Moodle and MS TEAMS.
1) During the semester: Continuous preparation: reading of predetermined literature, their home processing in the form of brief notes, active participation in discussions about the text within the lesson. The student's actual notes should be available to the teacher, and the reading experiences of the given texts can be tested in a quick test or quiz. (30%)
2) in the examination period: The read works will be supplemented by others, which together with the the course subject form the basis of the exam. The exam will be oral, or written test – according to the requirements defined at the beginning of the course. (70%) Grading scale:
A: 100% - 92% B: 91% - 84% C: 83% - 76% D: 75% - 68% E: 67% - 60% FX: 59% - 0%. The credits will not be given for the student who does not pick up at least 60% of the curriculum. 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. Violation of academic ethics results in the cancellation of earned points in the relevant item.
Hungarian (B2)
1. The concept of the word literature and the basic categories of comparative literature.
2. Ancient Greek literature and the problem of the fate. Roman literature of the golden age.
3. Profane and sacral: the medieval literature.
4. The literature of the renaissance and the humanism.
5. From the Baroque to the enlightenment: the development of the novel.
6. Classicism, sentimentalism, rococo and preromanticism.
7. Romantism and the concept of individuality and geniality.
8. The poetics of realism. British, French and Russian realism.
9. Symbolism and impressionism.
10. The modern novel and poetics of prose.
11. The modern poetry at the beginning of XX. century.
12. The avant-garde trends and aesthetics.
13. Existentialism and the absurd literature.
30/70
By completing the course, the student should become familiar with some of the most important writers of world literature. He should be able to orineting himself in the mainstream European literature. Through reading of literary pieces, he should gain experience and improve the skills defining the styles and handwritings of certain periods and styles, some authors, and he should become competent in text analysis.
• DOLA, Mónika. Módszertani útmutató a magyar nyelv tanításához. Budapest: Károli Gáspár Református Egyetem – L’Harmattan Kiadó, 2020. Dotupné na:
https://btk.kre.hu/nyelveszet/images/Dola_Monika_modszertani_utmutato.pdf
• HEGEDŰS, Rita. Magyar nyelvtan. Formák, funkciók, összefüggések. Budapest: Tinta Könyvkiadó, 2004, s. 269–302. ISBN 963-9372-92-7.
• ADAMIKNÉ JÁSZÓ, Anna. Anyanyelvi nevelés az ábécétől az érettségiig. Budapest: Trezor Kiadó, 2001. ISBN 963-9088-53-6.
• KUGLER, Nóra. Funkcionális grammatikai gyakorlatok a 9–12. évfolyam számára. Anyanyelv-pedagógia, 2009. Dostupné na:
http://www.anyanyelv-pedagogia.hu/cikkek.php?id=153
• Anyanyelv-pedagógia. Szakfolyóirat magyar nyelven tanító pedagógusoknak. Dostupné na:
http://www.anyanyelv-pedagogia.hu/
• Modern Nyelvoktatás. Dostupné na:
https://epa.oszk.hu/html/vgi/kardexlap.phtml?id=3139
Additional reading will be presented at the beginning and during the semester. Teacher presentations are available in MS TEAMS.
a) during the teaching part (continuously) preparation of the protocol from the pedagogical observation conducted at the Primary School and Gymnasium with the Hungarian language of instruction on Dunajská Street in Bratislava (20%), analysis of the selected teaching topic based on the textbooks Hungarian language for the 1st, 2nd, 3rd, 4th year of the Gymnasium and secondary schools with the Hungarian language of instruction (30%) and homework (20%) focused on the practical application of the acquired knowledge.
(b) in the examination period, an oral examination (30%)
Admission to the examination is subject to the achievement of a minimum of 30 points in the intermediate assessment.
Violation of academic ethics will result in the cancellation of the points obtained in the relevant item
of the assessment.
Grading Scale:
A: 100%-92%
B: 91%-84%
C: 83%-76%
D: 75%-68%
E: 67%-60%
FX: 59%-0%
Credit will not be awarded to a student who does not master at least 60% of the curriculum.
The instructor will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the last day of the teaching period.
Hungarian (level C2)
1. The general and special aim of teaching Hungarian as a mother tongue in Slovakia.
2. Cognitive and communicative function of the language.
3. Teaching content. Curriculum and syllabus.
4. Teaching process. Types of learning (conceptual learning, problem-based learning, etc.)
5. Teaching methods.
6. Motivational methods (motivational interviewing, didactic game, content updating, etc.).
7. Expository methods (explanation, description, narration, lecture, report, etc.).
8. Problem-based methods (interview, discussion, etc.).
9. Methods of independent work (work with the textbook, work with dictionaries and other aids, use of computer education, etc.).
10. Methods of control and evaluation (oral and written control, oral and written evaluation, etc.).
11. Textbooks and manuals for teaching the Hungarian language.
12. Organisational forms in Hungarian language teaching.
13. Characteristics of Hungarian language teaching in a bilingual environment.
70 / 30
After successful completion of the course, the student has knowledge of the theory of teaching Hungarian as a mother tongue. He/she knows the objectives of the subject and the content that pupils must acquire at the second level of primary and secondary school. Knows the curriculum, textbooks and other teaching resources. Has mastered the appropriate methods for teaching Hungarian as a mother tongue in upper primary and secondary schools. Knows the organisational forms of teaching Hungarian as a mother tongue in lower secondary and upper secondary schools. Can apply his/her knowledge in the teaching process.
• BODROGI, F. M., ed. Élményközpontú irodalomtanítás [online]. Szombathely: SAVARIA UNIVERSITY PRESS, 2016 [cit. 2021-10-17]. ISBN 978-615-5251-82-5. Available at: https://mek.oszk.hu/16400/16457/16457.pdf
• CSERHALMI, Zsuzsa. Amit az irodalomtanításról tudni kellene. Budapest: Korona Kiadó, 2001. ISBN 963-9191-59-0.
• LIPÓCZI-CSABAI, Sarolta, ed. Élményközpontú nyelv- és irodalomtanítás. Kecskemét: Neumann János Egyetem, 2020. ISBN 978-615-5817-54-0.
• SIPOS, Lajos, ed. Irodalomtanítás a harmadik évezredben. Budapest: Krónika Nova, 2006. ISBN 963-9423-75-0. Available at: https://mek.oszk,hu/22000/22017/22017.pdf
• TÓTH-MÓZER, Szilvia a Helga MISLEY. Digitális eszközök integrálása az oktatásba [online]. Budapest: ELTE, 2019 [cit. 2021-10-17]. ISBN 978-963-489-128-1. Available at: http://mindenkiiskolaja.elte.hu
Additional literature will be presented at the beginning and during the semester.
During the semester the student prepares and presents the concepts of 2 sample lessons (2x50%) on his/her chosen topics in Hungarian literature. One concept focusing on the second level of primary schools with Hungarian as the language of instruction, the other focusing on grammar and secondary schools. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment. 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 absences with documentation. The exact date for continuous evaluation will be announced at the beginning of the semester.
Hungarian (C1)
1. Teaching literature and literary science
2. Aims and tasks of teaching literature
3. Role of the teacher
4. Teaching literature in schools with Hungarian as the language of instruction in Slovakia
5. Curriculum and syllabus
6. Textbooks and teaching texts
7. Thematic curriculum
8. Classical model of teaching
9. Experiential teaching
10. Interpretation of a literary text
11. Specifics of teaching and interpretation of lyrical, epic and dramatic works
12. Alternative education
100/0
The aim of the discipline is to familiarize the student with the widest possible range of lesson creation procedures, to draw his attention to the importance of gradual acquisition of practical skills also in the field of independent lesson preparation (Hungarian literature in schools with Hungarian as the language of instruction). The student has knowledge of the theory and practice of the lesson. The student is aware of the specifics of the approach at different levels of education. Has basic knowledge of legislative documents.
• SÁNDOR, Klára. Határtalan nyelv. Budapest: SZAK, 2014. ISBN: 978-963-9863-37-8.
• BERECZKI, Gábor. A magyar nyelv finnugor alapjai. Budapest: Universitas, 2003. ISBN: 963-9104-79-5.
• KISS, Jenő a PUSZTAI, Ferenc red. Magyar nyelvtörténet. Budapest: Osiris Kiadó, 2005. ISBN: 963-389-802-1.
• DÖMÖTÖR, Adrienne. Régi magyar nyelvemlékek – a kezdetektől a XV. század végéig. Budapest: Akadémiai Kiadó, 2006. ISBN: 963-05-8344-5.
• FAZAKAS, Emese. A magyar nyelv kis történeti nyelvtana. Kolozsvár: Egyetemi Műhely Kiadó, 2008. ISBN: 978-963-88620-3-6.
Supplemental readings will be presented at the beginning and throughout the semester. Instructor presentations are available in MS TEAMS.
The evaluation consists of two parts:
(a) during the teaching part (on-going): regular class work and homework based on the literature (elaboration of professional articles, text analysis, written tests, reports, data collection, etc.). (40%). Class work and homework support the expansion of students' skills in literature processing.
(b) In the examination period: oral examination of the knowledge and skills acquired (60%).
Credit will not be awarded to a student who has not mastered at least 60% of the syllabus.
Grading scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Violation of academic ethics will result in the cancellation of the points earned in the respective grade item.
The instructor will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the teaching period.
Hungarian (C2)
1. Classical approaches to the history of language and dialectology: positivism, structuralism; development of phonetics, morphology and syntax; synchrony and diachrony
2. The relationship between language change and language variability: socio-historical linguistics and sociolinguistics
3. The nature of linguistic data and their evaluation, theoretical and methodological foundations; periods in the history of the Hungarian language
4. Linguistic monuments and their types, methodological differences in their analysis: written and other linguistic monuments
5. Theory and methods of historical-comparative linguistics
6. Genetic affinities of the Hungarian language and Proto-Hungarian periods
7. The Proto-Hungarian period: early relations of the Hungarian language with other languages (Iranian, Turkish, Slavic languages)
8. Old Hungarian period: linguistic monuments, linguistic contacts, linguistic changes, orthographic schools
9. Central Hungarian period: linguistic monuments
10. Central Hungarian period: language contacts, language changes
11. The earliest printed products in Hungarian, Bible translations, grammars, secular writings
12. Language centres and networks: printing houses, colleges, exile literature
13. Writers of multilingual Hungary
After successful completion of the course, the student knows that historical linguistics and dialectology are closely related; he/she knows the differences between the classical and modern approaches; he/she has knowledge of the theory and methods of historical and comparative linguistics, as well as of the languages with which the Hungarian language has been in contact and the consequences of these contacts. The student is familiar with the most important Hungarian linguistic monuments and the most important milestones in the development of the phonetic, morphological and syntactic levels of the Hungarian language up to the end of the 18th century. The student is also provided with knowledge of writers with a mother tongue other than Hungarian who wrote in Hungarian in the multilingual Kingdom of Hungary.
• SÁNDOR, Klára. Határtalan nyelv. Budapest: SZAK, 2014. ISBN: 978-963-9863-37-8.
• KISS, Jenő red. Magyar dialektológia. Budapest: Osiris, 2001. ISBN: 963-05-8344-5.
• CS. NAGY, Lajos a N. CSÁSZI, Ildikó. Magyar nyelvjárások. Budapest: Tinta, 2015. ISBN: 978-963-409-020-5.
• MENYHÁRT, József, PRESINSZKY, Károly a SÁNDOR, Anna. Szlovákiai magyar nyelvjárások. Nyitra: KFE, 2009. ISBN: 978-808-094-575-6.
• KISS, Jenő a PUSZTAI, Ferenc, red. A magyar nyelvtörténet kézikönyve. Budapest: Tinta, 2018. ISBN 978-963-409-118-9.
Supplemental readings will be presented at the beginning and throughout the semester. Instructor presentations are available in MS TEAMS.
The evaluation consists of two parts:
(a) during the teaching part (on-going): regular class work and homework based on the literature (elaboration of professional articles, text analysis, written tests, reports, data collection, etc.). (40%). Class work and homework support the expansion of students' skills in literature processing.
(b) In the examination period: oral examination of the knowledge and skills acquired (60%).
Credit will not be awarded to a student who has not mastered at least 60% of the syllabus.
Grading scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Violation of academic ethics will result in the cancellation of the points earned in the respective grade item.
The instructor will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the teaching period.
Weighting of the midterm/final assessment: 40/60
Hungarian (C2)
1. The view of language in the Enlightenment and the period of Hungarian language renewal: the birth of national languages, the principles of Hungarian language renewal
2. The view of language in the Reformation period and the positivist view of language: the emergence of written Hungarian
3. The origins and history of the normativist view of language and its influence on dialects
4. Methods of studying contemporary Hungarian dialects and the division of Hungarian dialects
5. Language atlases, sound atlases
6. Hungarian dialects in Hungary
7. Minority language varieties in Hungary
8. Hungarian language in Slovakia
9. Hungarian dialects in Slovakia
10. Hungarian dialects in Romania
11. Hungarian dialects in Ukraine, Austria and the South
12. Contact varieties of the Hungarian language outside Europe (North and South America, Australia)
13. Hungarian language in the age of globalisation
Upon successful completion of the course, the student will know the history of the Hungarian language in the modern period, including the important period of the first third of the 19th century, in which, on the one hand, an extensive revival of the Hungarian language took place and, on the other hand, a written variety of the Hungarian language was created. He is able to explain the methods and procedures of dialectological research, and has an in-depth knowledge of the larger collections of dialects (dialectological handbooks, language atlases, dialect maps with sound recordings). The student is able to characterise the Hungarian dialects found in present-day Hungary or in neighbouring countries, with special emphasis on the Hungarian dialects in Slovakia.
● DOLNÍK, Juraj. Všeobecná jazykoveda: opis a vysvetľovanie jazyka. Bratislava: Veda–JÚĽŠ, 2013. ISBN 978-80-224-1201-8.
● KENESEI, István, red. A nyelv és a nyelvek. Budapest: Akadémiai Kiadó. ISBN 978-963-05-8998-7.
● MÁTÉ, Jakab 1997. A 19. századi nyelvtudomány rövid története. Budapest: Nemzeti Tankönyvkiadó. ISBN 963-18-7650-0.
● MÁTÉ, Jakab 1998. A 20. századi nyelvtudomány történetének főbb elméletei és irányzatai. Budapest: Nemzeti Tankönyvkiadó. ISBN 963-18-8342-6.
● ROBINS, Robert Henry. A nyelvészet rövid története. Budapest: Osiris, 1999. ISBN 963-379-535-4.
● SAUSSURE, Ferdinand de. Bevezetés az általános nyelvészetbe. Budapest: Corvina, 1997. ISBN 963-13-4414-2.
Supplemental readings will be presented at the beginning and throughout the semester. The teacher's presentations are available in MS TEAMS.
(a) during the semester (throughout) written tests (30%) and homework (20%) on
a selected topic in general linguistics.
b) in the examination period: examination (written part 20%, oral part 30%)
The condition for admission to the examination is the achievement of at least 30% of the continuous evaluation.
A violation of academic ethics will result in the cancellation of the points obtained in the relevant item of the evaluation.
Grading scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
The teacher will accept a maximum of 2 absences.
The exact dates and topics for the continuous evaluation will be announced at the beginning of the semester.
The exam dates will be published via AIS no later than the last week of the instruction period.
Scale of assessment (preliminary/final): 50/50
Hungarian (C2)
English (B2)
1. Introduction to general linguistics. Areas of linguistics. Language and other communication systems. Language universals.
2. Language ideologies concerning the nature of language.
3. Glottogenetics. Theories and speculations about the origins of language and languages. Glossolalia. Language and thought, speech and thought. The theory of linguistic relativism.
4. Views on language: on the arbitrariness vs. motivation of linguistic features. Psychological, logical, aesthetic, structural, functional approaches to language.
5. The history of the ancient and the medieval linguistics. The history of linguistics in modern times. The most important trends in contemporary linguistics.
6. Spoken and written language, basic differences and similarities. The grammar of the spoken language.
7. Linguistic diversity and its research. Historical and comparative linguistics.
8. Language ideologies related to language diversity and language variation.
9. Basic questions of the typological classification of languages.
10. Applied linguistics: basic issues. Language management and its directions.
11. Language ideologies related to language change and language management.
12. Discourse. Conversation as a joint result of cooperation of communication partners. Conversational maxims. Implicatures.
After successful completion of the course, students - drawing on the acquired knowledge from the particular linguistic disciplines - will have acquired basic knowledge about human language as such and its most important characteristics, gain an overview of the history of linguistics and the most important trends in contemporary linguistics. They will also be introduced to the basic issues of language ideologies, their different types and their impact on language management and on language change.
•BERECZKI, Gábor. A magyar nyelv finnugor alapjai. Budapest: Universitas, 2003. ISBN 63-9104-79-5.
•CSEPREGI, Márta, red. Finnugor kalauz. Budapest: Panoráma, 2001. ISBN 963-243-862-0.
•HAJDÚ, Péter. Bevezetés az uráli nyelvtudományba. Budapest: Tankönyvkiadó, 1976. ISBN 963-17 2216-3
•HEGEDŰS, József. Hiedelem és valóság. Külföldi és hazai nézetek a magyar nyelv
rokonságáról. Budapest: Akadémiai Kiadó, 2003. ISBN 963-05-7994-4.
•HONTI, László, red. A nyelvrokonságról. Budapest: Tinta Könyvkiadó, 2010. ISBN 978-963-9902-58-9.
Supplemental readings will be presented at the beginning and throughout the semester. Teacher presentations are available in MS TEAMS.
a) during the teaching part (continuously) student lecture on a selected topic (20%), homework (10%). b) during the examination period: examination or written work (70%). Grading scale: A: 100% - 92% B: 91% - 84% C: 83% - 76% D: 75% - 68% E: 67% - 60% FX: 59% - 0%." Credit will not be awarded to a student who does not master at least 60% of the curriculum. Violation of academic ethics will result in the cancellation of the points earned in the appropriate assessment item. The instructor will accept a maximum of 2 absences with documented evidence. The exact date and topic of the midterm evaluation will be announced at the beginning of the semester. Examination dates will be published via AIS no later than the last week of the teaching period.
Hungarian Language (C1)
1. Sources of Hungarian ethnic prehistory. 2. Questions of the Hungarian ethnic origin. 3. Prehistory of Hungarian ethnicity. 4. The Uralic ethnic groups - a general overview. 5. Russian and Soviet language policy, the influence of the Russian language on the Uralic ethnic groups on the territory of the former USSR. 6. Uralic languages - general characteristics. 7. Linguistic phenomena in the Uralic languages. 8. Basics of comparative and historical linguistics. 9. History of research on genetic relations of the Hungarian language. 10. Characteristics of the so-called Uralic proto-language. 11. Genetic relations of the Uralic languages. 12. Other possible genetic relations of the Uralic languages. Areal relations of the Uralic languages.
30/70
After successful completion of the course, the student has knowledge of the genetic relatedness of languages and of the specific genetic relatedness of the Hungarian language. The student knows the cultural characteristics and places of residence of the Uralic peoples, the most important principles and methods of comparative linguistics and the Uralic language group.
● KLAUDY, Kinga. Nyelv és fordítás. Budapest: Tinta Könyvkiadó, 2007. ISBN 978-963-7094-68-2. Dostupné na https://docplayer.hu/1398427-Klaudy-kinga-nyelv-es-forditas.html
● KLAUDY, Kinga. Bevezetés a fordítás elméletébe. Budapest: Akadémiai Kiadó, 2018. ISBN 963-85912-6-9. Dostupné aj na: https://mersz.hu/klaudy-bevezetes-a-forditas-elmeletebe
● KONTRA, Miklós. Felelős nyelvészet. Budapest: Gondolat Kiadó, 2019. ISBN 978-963-693-988-5. Dostupné aj na: https://gondolatkiado.hu/pdf/Kontra_Felelos_nyelveszet.pdf
● LANSTYÁK, István. „Az Istennek könyve közönséges nyelven”. Tanulmányok a bibliafordításról. Somorja: Fórum Kisebbségkutató Intézet–Gramma Nyelvi Iroda, 2021. ISBN 978-80-89978-19-9.
● LANSTYÁK, István. Nyelvalakítás és nyelvi problémák. Somorja: Fórum Kisebbségkutató Intézet–Gramma Nyelvi Iroda, 2018. ISBN 978-80-89978-00-7.
● LUDÁNYI, Zsófia. Szabályok, normák, nyelvszokás. Eger: Líceum Kiadó, 2019. ISBN 978-963-496-112-3.
Supplemental readings will be presented at the beginning and throughout the semester. The teacher's presentations are available in MS TEAMS.
(a) during the semester (throughout) written tests (25%) and homework (25%) on a selected topic
in applied linguistics.
b) in the examination period: examination (written part 20%, oral part 30%)
The condition for admission to the examination is the achievement of at least 30% of the continuous
evaluation.
A violation of academic ethics will result in the cancellation of the points obtained in the respective item of the evaluation.
Grading scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
The teacher will accept a maximum of 2 absences.
The exact dates and topics for the continuous evaluation will be announced at the beginning of the semester.
The exam dates will be published via AIS no later than the last week of the instruction period.
Scale of assessment (preliminary/final): 50/50
Hungarian (C2)
English (B2)
1. General issues of applied linguistics.
2. General issues of translation and translation theory.
3. Types of translation and their characteristics. Linguistic ideologies concerning translation.
4. Explicitation, implicitation, transformation. The asymmetry hypothesis.
5. Language myths and language problems.
6. Language superstitions and language problems.
7. General issues of language management.
8. Basic issues of language culture.
9. Language culture and language problems.
10. Basic issues of language planning.
11. Further issues in language planning.
12. Management of language problems and the theory of language management.
Upon the successful completion of the course, the students will have gained an overview of the most important areas of applied linguistics, with special attention to areas of great importance in minority bilingual communities. They will acquire a basic knowledge in translation studies as well as knowledge of language management, with special reference to the management of linguistic problems, especially those related to the so-called language culture. They will also acquire skills in the production of texts from various sources, whether Hungarian or foreign language sources.
● HOFFMANN, István. Helynevek nyelvi elemzése. Budapest: Tinta Kiadó, 2007. ISBN 978-963-7094-67-5.
● KÁLMÁN, Béla. A nevek világa. Debrecen: Csokonai Kiadó, 1989. ISBN 963-02-5977-X.
● KISS, Lajos. Földrajzi nevek etimológiai szótára. Budapest: Akadémiai Kiadó, 1980. ISBN 963 05 2277 2.
● LŐRINCZE, Lajos. Földrajzi neveink élete. Debrecen: Kossuth Lajos Tudományegyetem, 1967.
● VÖRÖS, Ferenc. Nyelvek és kultúrák vonzásában I. Személynevek a magyar nyelvterület északi pereméről. Pozsony: Kalligram, 2011. ISBN 978-80-8101-465-9.
Supplemental readings will be presented at the beginning and throughout the semester. The teacher's presentations are available in MS TEAMS.
(a) during the semester (throughout) written tests (30%) and homework (20%) on
a selected topic from Hungarian onomastics.
b) in the examination period: examination (written part 20%, oral part 30%)
The condition for admission to the examination is the achievement of at least 30% of the continuous
evaluation.
A violation of academic ethics will result in the cancellation of the points obtained in the respective
item of the evaluation.
Grading scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
The teacher will accept a maximum of 2 absences.
The exact dates and topics for the continuous evaluation will be announced at the beginning of the semester.
The exam dates will be published via AIS no later than the last week of the instruction period.
Scale of assessment (preliminary/final): 50/50
1. General issues of proper names.
2. The types of proper nouns.
3. Basic issues of semantics of proper nouns. The translatability of proper names.
4. Transitional formations between proper nouns and common nouns.
5. Characteristics of personal nouns. Hungarian personal names by origin.
6. Types of personal names. Use of personal names. Laws on the use of personal names in Slovakia.
7. Characteristics of geographical names.
8. Types of geographical names. Use of geographical names.
9. Names of public places.
10. Geographical names as historical monuments.
11. The spelling of the geographical names.
12. The names of institutions. The spelling of the names of institutions.
After the successful completion of the course, students will have acquired basic knowledge about proper nouns, their specifics in comparison with common nouns. They know their most important types, they are familiar with the transitional formations between proper and common nouns. They have knowledge of personal names and their use, as well as knowledge of geographical names. They
know the history of Hungarian personal names and geographical names. They are familiar with
the main problems of spelling proper names and acquire practical skills in writing, in particular,
geographical names, which represent one of the major difficulties in Hungarian spelling.
•BALÁZS, János. A szöveg. Budapest: Gondolat. 1985. ISBN 963-281-549-1.
•DOLNÍK, Juraj a BAJZÍKOVÁ, Eugénia 1998. Textová lingvistika. Bratislava: Stimul. 1998. ISBN 80-85697-78-5.
•SZIKSZAINÉ NAGY, Irma. Leíró magyar szövegtan. Budapest: Osiris Kiadó. 1999. ISBN 963-379-422-6.
•TOLCSVAI NAGY, Gábor. A magyar nyelv szövegtana. Budapest: Nemzeti Tankönyvkiadó. 2001. ISBN 963-19-1229-9.
•TOLCSVAI NAGY, Gábor. Szöveg és típus. Szövegtipológiai tanulmányok. Budapest: Tinta Könyvkiadó. 2006. ISBN 978-963-7094-63-7.
Supplemental readings will be presented at the beginning and throughout the semester. In Moodle and MS TEAMS presentations of the lecturers are available.
a) during the teaching part (continuously) a report (40%) on a selected topic in the field of written and spoken text
b) in the examination period: comprehensive textual analysis (60%)
The condition for admission to the examination is the achievement of at least 10% of the intermediate mark.
Violation of academic ethics will result in the cancellation of the points obtained in the relevant item
The student will be required to complete the assessment in the appropriate marking item.
Grading Scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
Instructors will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the last day of the teaching period.
Hungarian B2, C1
1. Textology and its place in linguistics.
2. Basic issues of discourse analysis.
3. Basic knowledge about text. The concept and basic components of textuality.
4. Acoustic properties of the text.
5. The written form of the text.
6. Textual grammar.
7. Textual semantics.
8. Textual pragmatics.
9. Basic components of the text.
10. Text typology.
11. Text formation.
12. Text analysis.
After successful completion of the course, the student has knowledge of the theories of textual theory, the basics of descriptive, functional and cognitive textual theory. The student is able to carry out a complex analysis of oral and written text. The student also understands the structure of multimedia texts. Recognises the macro and micro structure of text. Is able to correct texts of learners of different ages grammatically, semantically and stylistically.
•CSEHY, Zoltán. Szodoma és környéke. Homoszocialitás, barátságretorika és queer irányulások a magyar költészetben. Pozsony: Kalligram, 2014. ISBN 978-80-8101-754-4.
•ZSADÁNYI, Edit. A másik nő. A női szubjektivitás narratív alakzatai. Budapest: Ráció, 2006. ISBN 978-963-960-521-3.
•KULCSÁR SZABÓ, Zoltán. Metapoétika. Önprezentáció és nyelvszemlélet a modern költészetben. Pozsony: Kalligram, 2007. ISBN 978-80-7149-920-6.
•STURCZ, János, A heroikus ego lebontása. A művész teste mint metafora a magyar művészetben a nyolcvanas évek közepétől napjainkig. Budapest: Magyar Képzőművészeti Egyetem, 2006. ISBN 963-7032-02-9.
•WOODS, Gregory. Articulate Flesh. Male Homo-eroticism and modern Poetry. New Haven and London: Yale University Press, 1997. ISBN 978-030-004-752-3.
•DAVIS, Whitney. Queer Beauty. Sexuality and Aesthetics from Winckelmann to Freud and Beyond. New York, Chichester: Columbia University Press, 2010. ISBN 978-023-151-955-7.Supplemental readings will be presented at the beginning and throughout the semester. Teacher presentations are available in Moodle and MS TEAMS.
a) during the teaching part (continuously) a paper (30%) on a selected topic from the issue of depiction of identity in literature, e.g.: questions of identity in the poems of A. Lesznai; minority identity in the works of L. Grendel; gender, gender, identity in the works of P. Nádas; Forms of Otherness in the Works of A. Gerevich, etc.
b) in the examination period: written test (70%)
The condition for admission to the examination is the achievement of at least 10% of the intermediate mark.
Violation of academic ethics will result in the cancellation of the points obtained in the respective item
The student will be required to complete the item in question in the appropriate marking item.
Grading Scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
Instructors will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the teaching period.
Hungarian (min. B2).
1. Identity and text
2. Concepts of identities in literature
3. Minority identities in artistic texts
4. Pseudo-identity in literature
5. Gender specificity in literature
6. Gender identity
7. Camp, queer and sexual minority identity in literature
8. The dissolution of identities in literature
9. Identity as construction and performativity in lit. in creative work
10. Identification and Identity
11. Identity and discursive analysis
12. Identity and ideology
30/70.
After successful completion of the course, the student has basic knowledge of the analysis of artistic texts from the aspect of national, minority and gender identity, is familiar with the methodological issues of literary analysis, is familiar with various transcultural interpretation procedures, can recognize the ideological and philosophical background of the text.
•SZEGEDY-MASZÁK, Mihály a VERES, András. A magyar irodalom történetei III., 1920-tól napjainkig. Budapest: Gondolat, 2007. ISBN 978-963- 693-006-7. Dostupné na: https://regi.tankonyvtar.hu/hu/tartalom/tamop425/2011_0001_542_05_A_magyar_irodalom_tortenetei_3/ch01.html
•GINTLI, Tibor. Magyar irodalom. Budapest: Akadémiai, 2010. ISBN 978-963-05-8949-9.
GRENDEL, Lajos. A modern magyar irodalom története. Magyar líra és epika a 20. században. Bratislava: Kalligram, 2019. ISBN 978-80-8101-319-5.
•NÉMETH, Zoltán. A széttartás alakzatai. Bevezetés a „fiatal irodalom“ olvasásába. Bratislava: Kalligram, 2004. ISBN 80-7149-671-5.
•ZSADÁNYI, Edit. A másik nő. A női szubjektivitás narratív alakzatai. Budapest: Ráció, 2006. ISBN 978-963-960-521-3.
•KULCSÁR SZABÓ, Zoltán. Metapoétika. Önprezentáció és nyelvszemlélet a modern költészetben. Pozsony: Kalligram, 2007. ISBN 978-80-7149-920-6. Supplemental readings will be presented at the beginning and throughout the semester. Teacher presentations are available in Moodle and MS TEAMS.
a) during the teaching part (continuously) a paper (30%) on a selected topic from the history of Hungarian literature in the second half of the 20th century or from contemporary Hungarian literature in the second half of the 20th century or from contemporary Hungarian literature in the second half of the 20th century. Experimental Poetry of D. Tandori; Intertextuality in the poems of L. Parti Nagy; The Postmodern Novel in Hungarian Literature; The Experimental Novel in Hungarian Literature; The Experimental Novel in Hungarian Literature; The Experimental Novel in Hungarian Literature. Lit.; Cultural Memory in the Works of A. F. Kovács.
b) in the examination period: written test (70%)
The condition for admission to the examination is the achievement of at least 10% of the intermediate mark.
Violation of academic ethics will result in the cancellation of the points obtained in the respective item
The student will be required to complete the item in question in the appropriate marking item.
Grading Scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
Instructors will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the teaching period.
Hungarian (min. C1).
1. Possibilities of interpretation of contemporary Hungarian literature.
2. Linguistic-poetic transformations in the second half of the 20th century (D. Tandori, I. Oravecz, E. Kukorelly).
3. Intertextuality, transcription, fragmentation in prose. The works of P. Esterházy.
4. Intertextuality, transcription and the play with language in contemporary Hungarian poetry (A. F. Kovács, L. Parti Nagy).
5. Image and text in contemporary Hungarian prose (P. Nádas: Saját halál, N. Tóth Anikó: Fényszilánkok).
6. Female and male identity in contemporary Hungarian prose (P. Esterházy: Egy nő, L. Parti Nagy: Sárbogárdi Jolán: A test angyala, Zs. Rakovszky: A kígyó árnyéka, VS).
7. Dictatorship and the Holocaust in Contemporary Hungarian Prose. Works I. Kertész, Gy. Konrád and P. Nádas.
8. Sacredness and Profanation in the Works of Sz. Borbély.
9. Fiction and referentiality in contemporary Hungarian prose.
10. Musical and visual inspirations in contemporary Hungarian poetry.
11. The role of the subject in contemporary Hungarian poetry.
12. Dramatic creation in contemporary Hungarian literature.
30/70.
After successful completion of the course, the student has knowledge of the development of contemporary, modern and postmodern Hungarian literature, acquires skills in the analysis of contemporary literary works, and is informed about trends and tendencies in today's work. The student will be familiar with leading authors, socio-cultural aspects of the time, magazine culture and the various literary techniques needed to analyse texts.
BENYOVSZKY, Krisztián. Bevezetés a krimi olvasásába. Dunaszerdahely: Lilium Aurum, 2007. ISBN 978-80-8062-359-3.
BLOOM, Harold. Kánon západní literatury. Praha: Prostor, 2000. ISBN 80-7260-013-3.
ECO, Umberto. Hat séta a fikció erdejében. Budapest: Európa, 2007. ISBN 963-0782-32-6.
ECO, Umberto. Apokalyptiker und Integrierte. Frankfurt am Main: Fischer Verlag, 1968.
HORVÁTH, Károly. A romantika értékrendszere. Budapest: Balassi Kiadó, 1997. ISBN 963-506-152-8.
SZÁVAI, Dorottya a Zoltán Z. VARGA, eds. Műfaj és komparatisztika. Budapest: Gondolat, 2018. ISBN 978-963-693-835-2.
Additional literature will be presented at the beginning and during the semester.
During the semester: a) a paper (50%) on a selected topic on the subject, e.g. the emergence of the concept of mass culture, its genres, forms, issues of referentiality of art and literature, the pop culture character of contemporary culture, etc. b) presentation of a novel chosen by the student, taking into account the specifics of a particular genre form (50%) Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment. 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 absences with documentation. The exact date for continuous evaluation and the topic of the paper will be announced at the beginning of the semester.
Hungarian (C1)
1. Introduction, definition of terms
2. Definition of the authors under study, justification
3. The specifics of the 19th century Hungarian novel, taking into account the trends of the "great" literatures; the requirement of national orientation and the enrichment of the readership
4. Parallels of the influence of French, English and German mass and elite literature on the formation of the genre (W. Scott and E. Sue)
5. Elements of mass literature in the work of the defining authors of the 19th century Hungarian novel: Jókai's "industrialism"
6. The origins of the detective novel in the work of L. Kuthy and I. Nagy
7. Brief characteristics of mass literature of the first half of the 20th century
8. Authors, trends, the detective novel as a genre form in the first half of the 20th century
9. The building novel of socialist realism (Gladkov)
10. Parallels of the Hungarian building novel with the national demands of the 19th century Hungarian novel
11. Intertextuality in 20th century literature
12. Possibilities of penetration of substandard elements into the authors' work (Esterházy, Pynchon)
100/0
The student will become familiar with the issues of mass and elite literature with regard to the genre forms of the Hungarian novel of the 19th and 20th centuries, taking into account the contextual connections with the genre forms of the novel in world literature.
FŰZFA, Balázs. Mentés másként. Budapest: Pont Kiadó, 2012. ISBN 978-963-9957-37-4. Available at: http://www.mek.oszk.hu/20600/20660/20660.pdf
CSERHALMI, Zsuzsa. Amit az irodalomtanításról tudni kellene. Budapest: Korona Kiadó, 2001. ISBN 963-9191-59-0.
KUCSERKA, Zsófia. Az irodalomtanári mesterség módszertana és gyakorlata. Pécs: PTE BTK, 2011. ISBN 978-963-642-3957.
LIPÓCZI-CSABAI, Sarolta, ed. Élményközpontú nyelv- és irodalomtanítás. Kecskemét: Neumann János Egyetem, 2020. ISBN 978-615-5817-54-0.
PETHŐNÉ NAGY, Csilla. Módszertani kézikönyv. Budapest: Korona Kiadó, 2007. ISBN 963-9589-05-5.
Additional literature will be presented at the beginning and during the semester.
During the semester the student prepares and presents a model of a lesson, the aim of which is to analyse a prose work on the basis of the method chosen by the student (70%) and submits a short written reflection (30%) on the topics discussed (referentiality of the text, intertextuality, genre forms of epic, language of the literary text, etc.). Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment. 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 absences with documentation. The exact date for continuous evaluation and the topic of the lesson will be discussed and announced at the beginning of the semester.
Hungarian (C1)
1. Definition of text and literary text
2. Genre issues
3. Issues of text structure
4. Grammar of the text
5. Style and its specifics
6. Reading comprehension as a foundation
7. The teacher's role
8. Developing competences I. - deficits in reading comprehension and possible solutions
9. Developing competences II. - creative exercises
10. Models of solution
11. Comparative analyses
12. Issues of intertextuality
100/0
The student will gain an overview of the specifics of analyzing literary texts in the classroom while gaining a broader knowledge of teaching methods that focus on analyzing texts in the classroom.
•DÓLA, Mónika. Módszertani útmutató a magyar nyelv tanításához. Budapest: KRE, L'Harmattan. 2021. ISBN 978-963-414-756-5. Dostupné na https://btk.kre.hu/nyelveszet/images/dola_monika_modszertani-utmutato.pdf
•H. VARGA, Márta. Rendhagyó nyelvtörténet. Budapest: KRE, L'Harmattan 2020. ISBN 978-963-414-757-2. Dostupné na https://btk.kre.hu/nyelveszet/images/H_Varga_Marta_Rendhagyo_Nyelvtortenet.pdf
•HEGEDŰS, Rita a NÁDOR, Orsolya red. Magyar nyelvmester. A magyar mint idegen nyelv - Hungarológiai alapismeretek. Budapest: Tinta Könyvkiadó. 2006. ISBN 963-7094-55-5.
•HOLLÓ, Dorottya. Kultúra és interkulturalitás a nyelvórán. Budapest: KRE - L'Harmattan. ISBN 978-615-5961-11-3. Dostupné na https://btk.kre.hu/nyelveszet/images/hollo_dorottya_web_2019.pdf
•MISAD, Katalin. A magyar mint idegen nyelv grammatikájának néhány kérdése. In LANSTYÁK, István a MENYHÁRT, József red. Tanulmányok a kétnyelvűségről III. Pozsony: Kalligram Könyvkiadó, 2005. s. 205-209. ISBN 80-7149-728-2.
•NÁDOR, Orsolya. Tanított /anya/nyelvünk. Budapest: KRE - L'Harmattan. 2019. ISBN 978-963-9808-95-9. Dostupné na https://btk.kre.hu/nyelveszet/images/nador_orsolya_tanitott_anyanyelvunk.pdf
Supplemental readings will be presented at the beginning and throughout the semester. In Moodle and MS TEAMS presentations of the lecturers are available.
a) during the teaching part (on an ongoing basis) a paper (50%) on a selected topic in the field of learning and teaching of the Hungarian language (places of teaching, motivation of students, textbooks, use of web applications in teaching, solving grammatical problems, etc.
b) in the exam period: written test (50%)
The condition for admission to the exam is the achievement of at least 10% of the continuous assessment.
Violation of academic ethics will result in the cancellation of the points obtained in the respective item
The student will be required to complete the item in question in the appropriate marking item.
Grading Scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
Instructors will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the last day of the teaching period.
Hungarian C1
1. Who, where, why studies in Hungarian
2. The phonological system of Hungarian from the point of view of a foreign language.
3. Some combinatory regularities of Hungarian.
4. The morphological system of Hungarian from the aspect of a foreign language.
5. Grammatical categories of Hungarian verbs and nouns.
6. Pronunciation of Hungarian nouns, adjectives and pronouns.
7. The lexical-semantic system of Hungarian.
8. Basic issues of Hungarian syntax.
9. History of the Hungarian language and Hungarian language teaching.
10. Methodology of Hungarian language teaching.
11. Developing language skills.
12. Textbooks, dictionaries and applications for students.
Exploring Hungarian as a foreign language at different linguistic levels.
• KÁROLY, Krisztina. Szövegtan és fordítás. Budapest: Akadémiai Kiadó, 2007. ISBN
978-963-05-8517-0.
• KLAUDY, Kinga. Bevezetés a fordítás gyakorlatába. Budapest: Scholastica, 2014. ISBN 963- 859-127-7.
• KLAUDY, Kinga. Tézisek a fordítástudományról. Új fordítástudományi tanulmányok. Budapest: Tinta Könyvkiadó, 2020. ISBN 239-999-2161-79-9.
• LANSTYÁK, István, POLGÁR, Anikó, ed. Fordítás, kulturális hibriditás és többnyelvűség a magyar irodalomtudomány és nyelvtudomány kontextusában. Bratislava: Univerzita Komenského v Bratislave, 2019. ISBN 978-80-223-4738-9.
• ROBIN, Edina, ZACHAR, Viktor ed. Fordítástudomány ma és holnap. Budapest: L’Harmattan Kiadó, 2018. ISBN 978-963-414-403-8.
• Supplementary literature will be presented at the beginning and during the semester.
Homework on selected topics during the teaching part (on an ongoing basis): preparation of ten translations (for each lesson). Each assignment is worth 9% and 10% can be earned for class activity. A minimum of 60% on the continuous assessment is a prerequisite for passing the course. Violation of academic ethics will result in the nullification of the points earned in the respective assessment item. Grading scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who has not mastered 60% of the material. The instructor will accept a maximum of 2 absences with documented evidence. The exact topics of the midterm evaluation will be announced at the beginning of the semester.
Hungarian (C2), Slovak (C1)
1. Basic transformation operations at the level of words, phrases: concretization, generalization.
2. Basic transformation operations at the word, phrase level: omission, explicitation.
3. Basic transformation operations at the word, phrase level: local and global compensation.
4. Realia and universals.
5. Transformational operations at the level of sentences and clauses (generalization, explicitation, etc.).
6. Differences between the grammatical systems of Slovak and Hungarian. Missing grammatical categories. Different function of grammatical categories.
7. Compositional practices in the source and target text.
8. Intercultural specificities of translating proper names (institutions, names of political parties, films and literary works, anthroponyms, toponyms).
9. Translation of texts (news, feuilleton).
10. Translation of texts (weather forecast, television programme).
11. Translation of texts (advertisements, announcements, leaflets).
12. Translation of "small forms" (invitations, forms).
100/0
After successful completion of the course, the student will acquire skills in translating pragmatic texts from Slovak into Hungarian, be able to be aware of his/her translation practices and evaluate different translations of the same text.
•KABDEBÓ, Lóránt, KULCSÁR SZABÓ, Ernő, MENYHÉRT, Anna, KULCSÁR SZABÓ, Zoltán. A fordítás és intertextuális alakzatai. Budapest: Anonymus Kiadó. 1998. ISBN 963-796-657-9.
•BARNA Imre. Pont fordítva. Budapest: Európa, 2018. ISBN 978-963-405-891-5.
STEINER, George. Bábel után I. Budapest: Corvina, 2005, 2009. ISBN 963-13-545-6-3.
•VAJDOVÁ, Libuša. Myslenie o preklade. Bratislava: Kalligram, 2008. ISBN 80-810-100-64.
•ZÁMBOR, Ján. Preklad ako umenie. Bratislava: Univerzita Komenského, 2000. ISBN 80-223-1407-2.
•POLGÁR, Anikó. Catullus noster. Pozsony: Kalligram, 2004. ISBN 978-80-8101-034-7. Additional literature will be presented at the beginning and during the semester. Teachers' presentations are available in Moodle and MS TEAMS.
a) during the teaching part (continuously) a paper (30%) on the topic of a great personality of Hungarian artistic translation, e.g. Károly Szász, Mihály Babits, Árpád Tóth, Lőrinc Szabó, Gábor Devecseri, György Faludy, Ádám Nádasdy, László Márton etc.
b) during the examination period: seminar work, translation of an artistic text (70%)
The condition for admission to the exam is the achievement of min. 10% of the ongoing evaluation.
Violation of academic ethics results in the cancellation of earned points in the relevant item
evaluation.
Classification scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credits will not be awarded to a student who does not master 60% of the curriculum.
Teachers accept max. 2 absences with proven documents.
The exact date and topic of the mid-term evaluation will be announced at the beginning of the semester.
Exam dates will be published via AIS no later than the last week of the course
parts.
Hungarian (min. C1).
1. Stylistic and semantic value of language resources in the target and source culture context.
2. Language layers of translation, problems of dialects in translation.
3. Exoticization, naturalization.
4. Anachronisms in translation.
5. Problems of translation of geographical names.
6. Stylistic expressive elements of specific authors in the context of target literature.
7. Realities and universals.
8. Proofreading of translations.
9. Critique of translated literature.
10. Edition, editing - compilation of thematic blocks for literary magazines.
11. Reception of translated literature in the context of target literature.
12. Translation and publishing practice.
30/70.
After successfully completing the course, the student will gain knowledge of the history of Hungarian artistic translation and improve his practical skills in a specific translation activity. He knows the basic handling procedures and methods, and tests them in practice. The best results will be published in the department's proceedings or in lit. magazines.
•LOVÁSZ, Andrea. Felnőtt gyerekirodalom. Budapest: Cerkabella, 2015. ISBN 978-963-982-060-9. Dostupné na: https://olvasas.opkm.hu/Plugins/Interactive/Media/536/media/lovaszandrea.pdf
•KOMÁROM, Gabriella. A gyermekkönyvek titkos kertje. Budapest: Pannonica, 1998. ISBN 963-8469-78-1.
•KOMÁROMI, Gabriella. Gyermekirodalom. Budapest: Helikon, 2001. ISBN 963-208-610-4.
•PROPP, Vlagyimir J. A varázsmese történeti gyökerei. Budapest: L'Harmattan, 2005. ISBN 963-734-330-X. Dostupné aj v MS TEAMS.
•BOLDIZSÁR, Ildikó. Meseterápia. Budapest: Magvető, 2012. ISBN 978-963-14-2893-3.
•HANSÁGI, Ágnes et al. "Kézifékes fordulást is tud..." Tanulmányok a legújabb magyar gyerekirodalomról. Balatonfüred: Városért Közalapítvány, 2018. ISBN 978-963-9990-60-9.
a) Over the course of the semester, each student will prepare and present a model lesson (30%), the purpose of which is to analyze a work of children's and young adult literature based on the student's chosen method.
b) In the examination period: written test (70%)
The condition for admission to the examination is the achievement of a minimum of 10% of the continuous assessment.
Violation of academic ethics will result in the cancellation of the points obtained in the respective item
The student will be required to complete the item in question in the appropriate marking item.
Grading Scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
The instructor will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.Examination dates will be published via AIS no later than the last week of the teaching period.
Hungarian (C1)
30/70.
After successful completion of the course, the student will have knowledge of the development of Hungarian children's and youth literature, will be familiar with prominent representatives and authors of the genre, and will gain an overview of the specifics of the analysis of children's literature. The student will be familiar with the social circumstances of the emergence, historical and theoretical aspects of children's literature from the beginning to the 21st century and will have a basic knowledge of world trends in children's and young people's literature.
•APOLLODÓROSZ. Mitológia. Budapest: Európa, 1977. Dostupné na: https://mek.oszk.hu/05700/05780/index.phtml
•POLGÁR, Anikó. Fejezetek az antik irodalomból magyar szakosok számára (Oktatási segédlet). Kapitoly z dejín antickej literatúry pre maďarčinárov (učebný text). Bratislava: Združenie Alberta Szenci Molnára, Szenci Molnár Albert Egyesület, 2020. ISBN 978.80-973-425-3-1. Dostupné na: https://fphil.uniba.sk/fileadmin/fif/katedry_pracoviska/kmjl/2020AntikTankoenyv.pdf
•KERÉNYI, Kerény. Görög mitológia. Budapest: Gondolat, 1977. ISBN 963-280-376-0.
Dostupné na: http://mohay.gergely.btk.ppke.hu/gorog%20vallas%20ea./Kerenyi%20Karoly%20-%20Gorog%20mitologia.pdf
•GRAVES, Robert. A görög mítoszok I-II. Budapest: Európa Könyvkiadó, 1970.
•ELIADE, Mircea. Vallási hiedelmek és eszmék története I-II. Budapest: Osiris-Századvég Könyvtár, 2006. ISBN 963-389-805-6. Supplemental readings will be presented at the beginning and throughout the semester. Teacher presentations are available in Moodle and MS TEAMS.
a) during the teaching part (continuously) a report (30%) on a selected topic from the influence of ancient mythology on Hungarian literature, e.g.: Odysseus in Babits and Márai; Mythology in the poems of S. Weöres; The figure of Aphrodite in the novel by G. Devecseri; Theseus as a mythological-allegorical figure in L. Grendel; Narcissus in the works of P. Nádas, etc.
(b) in the examination period: written test (70%)
The condition for admission to the examination is the achievement of at least 10% of the intermediate mark.
Violation of academic ethics will result in the cancellation of the points obtained in the respective item.
The student will be required to complete the item in question in the appropriate marking item.
Grading Scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
Instructors will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Examination dates will be published via AIS no later than the last week of the teaching period.
Hungarian, min. B2
1. Basic concepts: myth, mythology. Gods and heroes. Religious-cultural content of ancient Greek myths.
2. Cosmogony and theogony. Hierarchy of the gods. The Olympian gods.
3. The cult of the god Dionysus and Greek drama.
4. The myths of the Theban cycle. Sophocles: King Oedipus, Antigone. Aeschylus: Seven against Thebes.
5. Myths of Heracles. Sophocles.
6. Myths of the Trojan Cycle I. Euripides: Iphigeneia in Aulida. Sophocles: Philoctetes, Aias.
7. Myths of the Trojan Cycle II. Aeschylus: Oresteia (Agamemnon, The Sacrifices, The Eumenides).
8. Iason and Medea. Argonauts.
9. Phaedra. The Metamorphoses. Prototypes of love stories.
10. Persephone. The sphere of the underworld. Aristophanes: Frogs.
11. Roman mythology.
12. Ancient elements, mythological figures in Hungarian literature.
30/70.
-The seminar focuses on the treatment of mythological motifs in Greek and European literature and art, with an emphasis on the influence of ancient mythology on Hungarian literature and culture. Upon successful completion of the course, the student has knowledge of the cultural heritage of Greek civilization, and is able to identify and interpret mythological elements, ancient elements and allusions in works of Hungarian literature.
● DOLNÍK, Juraj. Všeobecná jazykoveda: opis a vysvetľovanie jazyka. Bratislava: Veda–JÚĽŠ,
2013. ISBN 978-80-224-1201-8.
● KENESEI, István. A nyelv és a nyelvek. Budapest: Akadémiai Kiadó. ISBN
978-963-05-8998-7.
● MÁTÉ, Jakab 1997. A 19. századi nyelvtudomány rövid története. Budapest: Nemzeti
Tankönyvkiadó. ISBN 963-18-7650-0.
● MÁTÉ, Jakab 1998. A 20. századi nyelvtudomány történetének főbb elméletei és irányzatai.
Budapest: Nemzeti Tankönyvkiadó. ISBN 963-18-8342-6.
● ROBINS, Robert Henry. A nyelvészet rövid története. Budapest: Osiris, 1999. 963-379-535-4.
● SAUSSURE, Ferdinand de. Bevezetés az általános nyelvészetbe. Budapest: Corvina, 1997.
ISBN 963-13-4414-2.
●BOJTÁR Endre (red.). Struktúra, jelentés, érték. A cseh és a lengyel strukturalizmus az irodalomtudományban. Budapest: Akadémiai, 1988. ISBN 963-05-4763-5
●BÓKAY Antal. Bevezetés az irodalomtudományba. Budapest: Osiris, 2006. ISBN 963-389-883-8
●BÓKAY Antal et al. (szerk.). A posztmodern irodalomtudomány kialakulása. A posztstrukturalizmustól a posztkolonialitásig. Szöveggyűjtemény. Budapest: Osiris Kiadó, 2002. ISBN 963-379-522-2
●BÓKAY Antal, VILCSEK Béla (szerk.). A modern irodalomtudomány kialakulása. A pozitivizmustól a strukturalizmusig. Szöveggyűjtemény. Budapest: Osiris, 1998. ISBN 963-379-298-3
●DÁNÉL Mónika, HLAVACSKA András, KIRÁLY Hajnal, VINCZE Ferenc (szerk.): Tér – elmélet – kultúra. Interdiszciplináris térelméleti szöveggyűjtemény. Available on: http://www.eltereader.hu/kiadvanyok/danel-monika-hlavacska-andras-kiraly-hajnal-vincze-ferenc-szerk-ter-elmelet-kultura/
●HANKISS Elemér (szerk.). Strukturalizmus I–II., Budapest: Európa Könyvkiadó, 1971.
●JEFFERSON, Ann – ROBEY, David (szerk.). Bevezetés a modern irodalomelméletbe. Összehasonlító áttekintés. Budapest: Osiris, 1995. ISBN 963-379-102-2
●MIKULÁŠ, Roman (red.). Podoby literárnej vedy. Teórie – Metódy – Smery. VEDA, Bratislava: Vydavateľstvo Slovenskej akadémie vied, 2016. ISBN 978-2-8130-0377-5
●NYÍRI Kristóf, SZÉCSI Gábor (red.). Szóbeliség és írásbeliség. A kommunikációs technológiák története Homérosztól Heideggerig. Budapest: Áron Kiadó, 1998. ISBN 963 85504 9 X Available at: https://mandadb.hu/tetel/183126
The student can take the state exam
a) after obtaining at least such number of credits that after obtaining credits for successful completion of state exams, they achieve the necessary number of credits for the proper completion of studies,
b) after successful completion of compulsory subjects, compulsory elective subjects, and elective subjects in the composition determined by the study program,
c) after fulfilling the student's obligations arising from § 71, par. 3 letter b of the Higher Education Act,
d) if no disciplinary action is taken against them.
Successful completion of the state exam is one of the conditions for successful completion of the study program. The subject of the state exam is evaluated by the committee for state exams using the grading scale A-FX. The evaluation of the state examination or its part is decided by the examination committee by consensus. If the examination committee does not reach a consensus, the evaluation of the state examination or its part is decided by voting.
On the basis of the wording of the study regulations of the faculty (Internal Rules and Regulations 5/2020, Art. 15), the framework dates of state examinations are set by the dean in accordance with the faculty's academic schedule. Departments are obliged to publish the dates of their state exams on the website no later than 5 weeks before they take place. The student registers for the state exam through the academic information system (AIS) at least three weeks before it takes place.
The student is entitled to one regular and two resit attempts of the state exam. The regular attempt is the one for which the student applied for the first time within the deadline set for state exams. If the student was evaluated with the FX mark on the regular attempt of the state exam, the student may take resits of the state exam
a) on the following dates assigned for state examinations in the relevant academic year
or
b) on the dates assigned for state examinations in one of the following academic years in accordance with § 65, par. 2 of the Higher Education Act.
If the student is unable to come on the day of the state exam for which they have registered on serious grounds, they are obliged to apologize in writing to the chairman of the examination committee in advance or no later than three working days after the date of the state examination or its part, if there were serious obstacles that prevented them to do so in advance. If the student does not attend the state examination or its part without an excuse within the specified period, or if the chairman of the examination committee does not accept their excuse, they are assessed with the FX grade from that attempt of the state exam.
Scale of assessment (preliminary/final): 0/100
Hungarian Language (C2)
The student who passes the state exam has comprehensively mastered the issue of the state exam in the context of specified areas. The student has theoretical and practical skills based on the current state of information from the theory of knowledge organization and bibliometrics, as well as the ability to apply and use the skills creatively. He is able to apply the things he learned about knowledge organization and bibliometrics to interdisciplinary relationships, is able to think critically, offer solutions for the knowledge organization and bibliometrics problems, and use scientific arguments.
• DOLA, Mónika. Módszertani útmutató a magyar nyelv tanításához. Budapest: Károli Gáspár Református Egyetem – L’Harmattan Kiadó, 2020. Available at:
https://btk.kre.hu/nyelveszet/images/Dola_Monika_modszertani_utmutato.pdf
• HEGEDŰS, Rita. Magyar nyelvtan. Formák, funkciók, összefüggések. Budapest: Tinta Könyvkiadó, 2004, s. 269–302. ISBN 963-9372-92-7.
• ADAMIKNÉ JÁSZÓ, Anna. Anyanyelvi nevelés az ábécétől az érettségiig. Budapest: Trezor Kiadó, 2001. ISBN 963-9088-53-6.
• KUGLER, Nóra. Funkcionális grammatikai gyakorlatok a 9–12. évfolyam számára. Anyanyelv-pedagógia, 2009. Available on:
http://www.anyanyelv-pedagogia.hu/cikkek.php?id=153
• Anyanyelv-pedagógia. Szakfolyóirat magyar nyelven tanító pedagógusoknak. Avaible on:
http://www.anyanyelv-pedagogia.hu/
• Modern Nyelvoktatás. Available on:
https://epa.oszk.hu/html/vgi/kardexlap.phtml?id=3139
• BODROGI, F. M., ed. Élményközpontú irodalomtanítás [online]. Szombathely: SAVARIA UNIVERSITY PRESS, 2016 [cit. 2021-10-17]. ISBN 978-615-5251-82-5. Available: https://mek.oszk.hu/16400/16457/16457.pdf
• CSERHALMI, Zsuzsa. Amit az irodalomtanításról tudni kellene. Budapest: Korona Kiadó, 2001. ISBN 963-9191-59-0.
• LIPÓCZI-CSABAI, Sarolta, ed. Élményközpontú nyelv- és irodalomtanítás. Kecskemét: Neumann János Egyetem, 2020. ISBN 978-615-5817-54-0.
• SIPOS, Lajos, ed. Irodalomtanítás a harmadik évezredben. Budapest: Krónika Nova, 2006. ISBN 963-9423-75-0. Available on: https://mek.oszk,hu/22000/22017/22017.pdf
• TÓTH-MÓZER, Szilvia a MISLEY, Helga. Digitális eszközök integrálása az oktatásba [online]. Budapest: ELTE, 2019 [cit. 2021-10-17]. ISBN 978-963-489-128-1. Available on: http://mindenkiiskolaja.elte.hu
The student can take the state exam
a) after obtaining at least such number of credits that after obtaining credits for successful completion of state exams, they achieve the necessary number of credits for the proper completion of studies,
b) after successful completion of compulsory subjects, compulsory elective subjects, and elective subjects in the composition determined by the study program,
c) after fulfilling the student's obligations arising from § 71, par. 3 letter b of the Higher Education Act,
d) if no disciplinary action is taken against them.
Successful completion of the state exam is one of the conditions for successful completion of the study program. The subject of the state exam is evaluated by the committee for state exams using the grading scale A-FX. The evaluation of the state examination or its part is decided by the examination committee by consensus. If the examination committee does not reach a consensus, the evaluation of the state examination or its part is decided by voting.
On the basis of the wording of the study regulations of the faculty (Internal Rules and Regulations 5/2020, Art. 15), the framework dates of state examinations are set by the dean in accordance with the faculty's academic schedule. Departments are obliged to publish the dates of their state exams on the website no later than 5 weeks before they take place. The student registers for the state exam through the academic information system (AIS) at least three weeks before it takes place.
The student is entitled to one regular and two resit attempts of the state exam. The regular attempt is the one for which the student applied for the first time within the deadline set for state exams. If the student was evaluated with the FX mark on the regular attempt of the state exam, the student may take resits of the state exam
a) on the following dates assigned for state examinations in the relevant academic year
or
b) on the dates assigned for state examinations in one of the following academic years in accordance with § 65, par. 2 of the Higher Education Act.
If the student is unable to come on the day of the state exam for which they have registered on serious grounds, they are obliged to apologize in writing to the chairman of the examination committee in advance or no later than three working days after the date of the state examination or its part, if there were serious obstacles that prevented them to do so in advance. If the student does not attend the state examination or its part without an excuse within the specified period, or if the chairman of the examination committee does not accept their excuse, they are assessed with the FX grade from that attempt of the state exam.
Scale of assessment (preliminary/final): 0/100
Hungarian Language (C2)
Topic headings:
1. On the theory of teaching Hungarian as a mother tongue.
2. The teaching objective in the language component of MJL teaching.
3. The basic functions of teaching in the language component.
4. Learning content in the language component of MJL.
5. Teaching process in the language component.
6. Teaching methods in the language component.
7. Expository and direct transmission methods.
8. Methods of mediated process and methods of independent work.
9. Methods of control and evaluation.
10. MJ textbooks.
11. Didactic principles in MJ textbooks.
12. The teacher and his/her preparation for teaching MJ.
13. Teaching literature and literary science
14. Aims and objectives of teaching literature
15. The role of the teacher
16.Teaching literature in schools with Hungarian as the language of instruction in Slovakia
17. Curriculum and syllabus
18. Textbooks and teaching texts
19. Thematic teacher education plan
20. Classical model of teaching
21. Experiential teaching
22. Interpretation of a literary text
23. Specifics of teaching and interpretation of lyrical, epic and dramatic works
24. Alternative education
The student who passes the state exam has comprehensively mastered the issue of the state exam in the context of specified areas. The student has theoretical and practical skills based on the current state of information from the theory of knowledge organization and bibliometrics, as well as the ability to apply and use the skills creatively. He is able to apply the things he learned about knowledge organization and bibliometrics to interdisciplinary relationships, is able to think critically, offer solutions for the knowledge organization and bibliometrics problems, and use scientific arguments.
MASÁR, Ivan. Ako pomenúvame v slovenčine. Bratislava: Slovenská jazykovedná spoločnosť pri SAV a Jazykovedný ústav Ľudovíta Štúra SAV, 2000. ISBN 80-967574-9-0.
Dostupné aj na:
https://www.juls.savba.sk/ediela/spisySJS/3/spisySJS3.pdf
ORGOŇOVÁ, Oľga a Alena BOHUNICKÁ. Lexikológia slovenčiny. Bratislava: Stimul, 2011. ISBN 978-80-8127-030-7. Dostupné aj na: https://fphil.uniba.sk/fileadmin/fif/katedry_pracoviska/ksj/publikacie/OOAB_lexikologia.pdf [cit. 21.12.2021].
ŽIGOVÁ, Ľudmila. Komunikácia v slovenčine. Bratislava: Vydavateľstvo UK, 2007. ISBN 978-80-223-2359-8.
Časopis Pedagogická revue. Dostupné na:
https://www.statpedu.sk/sk/metodicky-portal/casopisy/pedagogicka-revue/
Inovovaný Štátny vzdelávací program. Jazyk a komunikácia. Maďarský jazyk a literatúra. Dostupné aj na:
https://www.statpedu.sk/svp/inovovany-statny-vzdelavaci-program/inovovany-spv-gymnazia-so-stvorrocnym-patrocnym-vzdelavacim-programom/jayk-komunikacia
Additional readings will be presented at the beginning and during the semester.
Continuous assessment: written work, homework. The student will submit solutions to 5 short assignments during the teaching part. The maximum point value of each solution is 20 points (1 point = 1%).
Active participation of the student is a condition for receiving the grade. Two absences are allowed.
Grading scale:
A: 100%-93%
B: 92%-85%
C: 84%-77%
D: 76%-69%
E: 68%-60%
Fx: 59%-0%
Credit will not be awarded to a student who does not master 60% of the curriculum. Violation of academic ethics will result in the nullification of the points earned in the appropriate assessment item.
Hungarian (level C1), Slovak (B2)
1. Comparative view of the basic concepts of Hungarian and Slovak school terminology
2. Issues of semantic formation of Hungarian and Slovak school terms
3. Nouns in Hungarian and Slovak school terminology
4. Adjectives in Hungarian and Slovak school terminology
5. Verbs in Hungarian and Slovak school terminology
6. Terminology of the State Educational Programme (educational area Language and Communication) for grammar schools with four, five and eight-year educational programmes
7. Terminology of the Framework Curriculum for grammar schools with four years of study with the teaching of the language of a national minority
8. Professional curriculum terms - a comparative view
9. Curriculum vocational terms - a comparative view
10. Professional terminology of methodological guidelines - a comparative view
11. Adequacy of professional terms in the so-called translated textbooks for grammar schools and secondary schools with a language of instruction of a national minority
12. Professional terms in the Matura examinations document
13. Professional terms in the document Methodological guidance
100 / 0
The student knows the terminology of pedagogy, didactics and pedagogical documentation also in Slovak language and knows how to use it adequately in the context of teaching work. Gain a comparative view of the most commonly used concepts and categories of terminology in their field. Actively uses Slovak school terminology in the production of written text (e.g. in school documentation and in the preparation of curricula, syllabuses, etc. in Slovak) and verbal text, being aware of the fundamental differences in Hungarian and Slovak school terminology (e.g. the motivation of terms, the structure of terms in both languages). The student has knowledge of terminological culture and communication effectiveness.
• A magyar helyesírás szabályai. 12. kiadás. Budapest: Akadémiai Kiadó. 2017 [cit. 2021-10-25]. ISBN 978-963-05-8630-6. Available at: https://helyesiras.mta.hu/helyesiras/default/akh12
• TÓTH, Etelka et al. Magyar helyesírási szótár. A magyar helyesírás szabályai 12. kiadása szerint. Budapest: Akadémiai Kiadó, 2017. ISBN 978-963-05-9823-1.
• CS. NAGY, Lajos. Helyesírási gyakorlókönyv. Tizenegyedik, átdolgozott kiadás. Budapest: Trezor Kiadó, 2016. ISBN 231-000-09-0126-8.
• LACZKÓ, Krisztina a MÁRTONFI, Attila. Helyesírás. Budapest: Osiris Kiadó, 2004. ISBN 963-389-541-3.
Additional readings will be presented at the beginning and during the semester.
a) Two written examinations (50%+50%) focused on the practical application of the acquired knowledge. Violation of academic ethics will result in the nullification of the points earned in the respective assessment item. Grading scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who has not mastered 60% of the material. Instructors will accept a maximum of 2 absences with documented evidence. The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.
Hungarian (C2)
1. An overview of the latest spelling dictionaries of the Hungarian language.
2. Writing, alphabet and spelling.
3. Basic principles of Hungarian spelling.
4. Writing vowels and consonants.
5. Word division.
6. Writing capital letters.
7. Writing proper names.
8. Writing words separately and together.
9. Writing words of foreign origin.
10. Punctuation marks and their function in the text.
11. Typographical characteristics of the written language.
12. Characteristic features of Hungarian spelling in Slovakia.
100/0
After successful completion of the course, the student has a thorough knowledge of the spelling rules of the Hungarian language and is able to apply them in practice. The student has knowledge of problematic phenomena of Hungarian spelling and how to solve these problems. The student is familiar with Hungarian typography and is prepared for the profession of an editor working in a publishing house and in an editorial office.
● CSERESNYÉSI, László. Nyelvek és stratégiák avagy a nyelv antropológiája. Budapest: Tinta Könyvkiadó, 2004. ISBN 963-7094-02-4.
● CHAMBERS, Jack K. Sociolinguistic Theory: Linguistic Variation and its Social Significance. Chichester: Wiley-Blackwell, 2009. ISBN 978-1-4051-5246-4.
● LANSTYÁK, István a SZABÓMIHÁLY, Gizella. Magyar nyelvhasználat – iskola – kétnyelvűség. Pozsony: Kalligram Könyvkiadó, 1997. ISBN 80-7149-173-X.
● SZABÓMIHÁLY, Gizella a LANSTYÁK István, red. Magyarok Szlovákiában VII. kötet. Nyelv. Somorja: Fórum Kisebbségkutató Intézet, 2011. ISBN 978-80-89249-54-1.
● WARDHAUGH, Ronald. Szociolingvisztika: Budapest: Osiris Kiadó, 1995. ISBN 963-379-046-8.
Supplemental readings will be presented at the beginning and throughout the semester. The teacher's presentations are available in MS TEAMS.
a) during the semester (throughout) written tests (25%) and homework (25%) on
a selected topic in sociolinguistics.
b) in the examination period: examination (written part 20%, oral part 30%)
The condition for admission to the examination is the achievement of at least 30% of the continuous evaluation.
A violation of academic ethics will result in the cancellation of the points obtained in the respective item of the evaluation.
Grading scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
Credit will not be awarded to a student who does not master 60% of the curriculum.
The teacher will accept a maximum of 2 absences.
The exact dates and topics for the continuous evaluation will be announced at the beginning of the semester.
The exam dates will be published via AIS no later than the last week of the instruction period.
Scale of assessment (preliminary/final): 50/50
1. Introduction. The subject of sociolinguistics. Directions in sociolinguistics. Related disciplines. Basic elements of the sociolinguistic view of language. Structuralism and sociolinguistics. Issues of norm and language culture from the perspective of sociolinguistics.
2. General issues of language varieties. Registers, including within them stylistic varieties.
3. Other issues of stylistic varieties. Style varieties in the languages of the world. Diglossia. Qualilects.
4. Mediolects and specialized registers. The theory of linguistic accommodation. General intelligibility, the Plain Language Movement.
5. Dialects and the basic concepts related to them (idiolect, dialect, accent, genolect, ethnolect, chronolect). Issues of coiné varieties and standard.
6. The interlingual aspect of linguistic heterogeneity: the dialect continuum. Intercomprehension.
7. Standardization as a kind of language management.
8. Inherent variability: sociolinguistic variables and its types, prestige and stigmatized forms, etc. Basic issues of variational sociolinguistics.
9. Linguistic interlectuality and its interlingual dimension. Code-switching.
10. Systematicity of variability. The connection between social and stylistic stratification. Stereotypes, markers and indicators.
11. Sociolinguistics of language change. Basic issues of historical sociolinguistics. Modes of spread of language change. Social determinants of language change.
12. Other issues of language change. Language innovation and language change.
Upon the successful completion of the course, the students will have gained an overview of the most important areas of sociolinguistics, with a special regard to variational sociolinguistics. They will acquire an insight into language that will help them solve independently, without external help, the various linguistic problems they may encounter in the future. They will consider linguistic variability as a fundamental feature of language, something to be constantly reckoned with and a source of different possibilities for expression as well as for signalling one's own linguistic or other identity. They will also acquire knowledge that will help them understand the social context of linguistic change.
CSEHY, Zoltán and POLGÁR, Anikó. Gyakorlati magyar verstan. Oktatási segédlet. (Praktická príručka maďarskej verzológie). Bratislava: Univerzita Komenského, 2018. ISBN 978-80-223-4521-7
FERENCZ, Győző. Radnóti Miklós élete és költészete kritikai életrajz. Budapest: Osiris, 2009. ISBN 978-963-276-043-8
KIRÁLY, István (ed.). Világirodalmi lexikon. Vol. I–XVIII. Budapest: Akadémiai Kiadó, 1986–1995 ISBN 963-05-4399-0
KÖPECZI, Béla and SŐTÉR, István (ed.). Eszmei és irodalmi találkozások. Tanulmányok a magyar–francia irodalmi kapcsolatok köréből. Budapest: Akadémiai Kiadó, 1970. ISBN
MÉSZÖLY, Dezső. Az igazi Villon. Budapest: Gondolat Könyvkiadó–Magyar Művészeti Akadémia, 1993. ISBN 963-282-683-3
PÁL, József (ed.). Világirodalom. Budapest: Akadémiai Kiadó, 2005, ISBN 963-05-8238-4
* The presentations and notes of the teacher are available in Moodle and MS TEAMS.
1) During the instruction is expected active participation on the lessons. It is required to accomplish tasks continuously for the actual lesson and in the form of the short report. The tasks are concerned to the previously accessed literary texts, like analysis of poetic devices, narrative-rhetoric forms, comparation of certain texts, and so on. (70%)
The requirement for being admitted to the exam is accomplishing 50% of the continuous compounding.
2) During the examination period: shorter seminar paper or report. (30%)
Grading scale:
A: 100% - 92%
B: 91% - 84%
C: 83% - 76%
D: 75% - 68%
E: 67% - 60%
FX: 59% - 0%.
The credits will not be given for the student who does not pick up at least 60% of the curriculum.
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. Violation of academic ethics results in the cancellation of points obtained in the relevant evaluation item.
Hungarian (B2)
1. Hungarian reception and translations of the works of F. Villon in the XX. century.
2. The influence of Villon’s poems on the modern Hungarian poetry (Attila József, Gy. Faludy). 3. The metamorphosis of the ballada in Hungarian poetry of the XX. century.
4. The influence of the French avantgarde I. – G. Apollinaire and Miklós Radnóti.
5. The influence of the French avantgarde II. – B. Cendrars and Lajos Kassák.
6. The influence of the primitive arts mediated by the Western avant-garde.
7. New patterns of the influence of ancient Graeco-Roman literature on the modernism.
8. Hungarian modernism and the influence of R.M. Rilke (D. Kosztolányi, Á. Nemes Nagy).
9. H. Heine as the source of new inspiration (E. Ady, Gy. Faludy, F. Fejtő).
10. The influence of existentialism: A. Camus and M. Mészöly.
11. The work of J. Joyce and its Hungarian translations.
12. The grotesque and the absurd literature: Western influences, Central-European contexts.
13. The influence and reception of F. Kafkaʼs works.
14. The influence and reception of Czech prose (Hašek, Čapek, Olbracht, Hrabal, Langer).
15. Hungarian Gulliver-adaptations (F. Karinthy, S. Szatmári, D. Szabó)
70/30
The aim of the course is to clarify the influence of the key works of world literature on Hungarian modern literature. The student should gain an overview about the influences of foreign language literature, Western trends, Central European social contexts determined the works or development of Hungarian literature of the XX. century. Through comparative studies, analysisof translation or the tools of genre and poetics, the student should be able to map the basic lines of these interliterary relationships.
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:
• teaching a determined number of lessons
• 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)
Brief course syllabus:
Familiarising students with the teacher training 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:
• 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 competencies in the pedagogic evaluation of the pupils,
• 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, to respond flexibly to them, and to deal properly with them,
• gain practical experience in identification of psychological and social factors of the pupil's learning,
• 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 inclusive educational process, and follow their professional recommendations and findings,
• deepen their knowledge in the laws of general application pertaining to teacher's job, pedagogical and other documenting, conceptual, and strategic documents of the school
• develop their abilities to assess the suitability of the educational materials,
• develop their communication and presentation skills, abilities to cooperate with their colleagues, parents, community, etc.,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to express and accept effective criticism and praise.
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 requirements:
Course assessment:
• teaching a determined number of lessons
• 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 notes 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 teacher training 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:
• 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 competencies in the pedagogic evaluation of the pupils,
• 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, to respond flexibly to them, and to deal properly with them,
• gain practical experience in identification of psychological and social factors of the pupil’s learning,
• 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 inclusive educational process, and follow their professional recommendations and findings,
• deepen their knowledge in the laws of general application pertaining to teacher’s job, pedagogical and other documenting, conceptual, and strategic documents of the school
• develop their abilities to assess the suitability of the educational materials,
• develop their communication and presentation skills, abilities to cooperate with their colleagues, parents, community, etc.,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to self-evaluate and to further improve their professional development,
• develop their abilities to express and accept effective criticism and praise.
Selection of scholarly literature according to the research topic;
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/
Presentation of a partial output (e.g. one chapter of the thesis)
Grade percentage:
A: 91-100%, excellent - excellent results,
B: 81-90%, very well – above average standard,
C: 71-80%, well - reliable work,
D: 61-70%, satisfactory - acceptable results,
E: 50-60%, sufficient – the results meet the minimum criteria,
Fx: 0-49%, insufficient – additional work required
Hungarian Language C2
Identifying and selecting the thesis (research) topic.
Study of scholarly literature on the selected research topic.
Basic material research and processing procedure.
Methods of process and thesis creation (citation standards, manuscript modification, referencing).
Presentation of a partial output (e.g. one chapter of the thesis)
100/0
Definition of the master’s thesis topic, overview of the current research on the issue, choice of the theoretical-methodological approach of the thesis, and the ability to work selectively and correctly with the secondary literature sources.
• 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 master’s thesis within the deadline specified in the schedule of the current academic year for the relevant date of the state exam. The master’s 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 master’s thesis.
The supervisor of the final thesis and its opponent will prepare evaluations of the master’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
Master’s thesis evaluation criteria:
1. The contribution of the master's thesis, the fulfilment of the objectives of the thesis in its assignment, and the requirements for the content of the master's thesis given by the internal quality system of Comenius University. It is assessed whether the student has worked on the chosen topic at the level of scientific study, with a representative selection of scientific literature, with appropriately chosen scientific procedures and hypotheses that can be verified. Demonstration of the ability to work creatively in the study program is evaluated and the degree of demonstration of knowledge and understanding of the diploma thesis is reflected.
2. Originality of the work (master’s thesis must not be plagiarized, must not infringe the copyrights of other authors); the documentation for the defence of the master’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 master’s thesis with the prescribed composition defined by the internal quality system of Comenius University.
5. Respecting the recommended length of the master’s thesis (the recommended length of the master’s thesis is usually 50 – 70 standard pages = 90,000 to 126,000 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 master’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 master’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.
Scale of assessment (preliminary/final): 0/100
Hungarian (C2)
1. The student presents the master’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 the evaluations – comments and questions.
3. The student responds to the questions of the committee for state exams or the questions in a broader debate.
The student has mastered the basic requirements of writing a scientific text in compliance with the rules of academic ethics. The student knows the methods used in the field of study, is able to work on the chosen topic of the master’s thesis at the level of scientific study, with a representative selection of scientific literature, with appropriately chosen scientific procedures and hypotheses that can be verified. After a successful defence of the master’s thesis, the student is able to design, implement, critically reflect, and justify his research intention. The student understands the context of the problem, can clearly define research conclusions, state his positions, and make recommendations. He can respond argumentatively and flexibly to questions about the research topic, its methodology, and its conclusions.
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 9 visits and the teaching of one lesson or teaching sequence and the completion of 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, which is handed in 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, level C1-C2
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 2 teaching practicum experiences in selected practicum schools under the supervision of a practicum teacher in groups. The practice includes a visit to 9 lessons and the teaching of one lesson or teaching sequence and a debriefing with the trainee teacher. On completion of the practice placement, the student submits a practice placement report to the didactician responsible for the organisation of the practice placement, focusing on selected aspects of the teaching observation.
100/0
The student will gain the ability to observe German teaching in detail, be able to focus on selected aspects of the observation and produce a practice report. The student is able to reflect on teaching and can ask questions about the observation as part of the analysis. The student is able to prepare a lesson for a specific group/class and teach it adequately. He/she has the ability to carry out a self-reflection of his/her teaching, highlighting positive moments and analysing problematic steps.
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, there is an introductory meeting with compulsory participation, the content of which is familiarization with the course of the practice and the conditions for its completion.
The internship includes 15 hours, of which 10 hours are to be completed by the student and 5 hours are to be spent in an initial interview, preparation consultation and analysis of the lessons with the trainee teacher.
After the completion of the practice, the student completes a practice report, which is handed over to the didactic teacher responsible for the organisation of the practice. In the practice report, the student describes in detail one lesson implemented, with detailed preparation and self-reflection. 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, level C1-C2
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 3 teaching practicums in selected practicum schools independently under the supervision of a practicum teacher. The practice includes 15 hours, of which 10 hours the student will teach independently and 5 hours will be devoted to the initial interview, consultation of the preparation and analysis of the lessons taught with the trainee teacher.
Upon completion of the practical placement, the student submits to the didactic teacher responsible for the organisation of the practical placement a report of the practical placement, focusing on selected aspects of the lesson observation.
100/0
The student is able to prepare different lessons for a specific group/class, focusing on different didactic objectives. The student is able to test the prepared teaching procedures in practice and to teach individual lessons in an adequate way. Has the ability to carry out self-reflection of his/her teaching, highlighting positive moments and analysing problematic steps.
Selection of professional literature according to the chosen topic of the thesis and the recommendations of the thesis supervisor; Current directive of the Rector of Charles University on the basic requirements for final theses; LICHNEROVÁ, Lucia: Writing and defense of final theses: university scripts for students of Comenius University in Bratislava [online]. Bratislava: Stimul, 2016 [cit. 2019-01-09]. Available at: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf.
Continuous assessment - the seminar takes place through individual consultations with the supervisor. Final evaluation based on averaging of work results. With regard to the specifics of the course, the following are evaluated: systematic preparation of the thesis in accordance with the objectives set out in the assignment, regular consultations with the thesis supervisor and acquaintance of the thesis supervisor with the progress on agreed tasks, which include: . The evaluation in the A-FX classification scale will be awarded to the graduate by the supervisor of the final thesis on the basis of meeting the individual conditions agreed at the beginning of the semester.
german (level C1/C2), slovak
1. Defining the main and partial goals of the diploma thesis. 2. Information survey on the issue of diploma thesis. 3. Analysis, interpretation and critique of professional literature, or. historical sources and others information sources on the issue of the diploma thesis. 4. Data collection, processing and interpretation. 5. Continuous and consistent creation of citation apparatus for the diploma thesis. 6. Compilation of the structure of the diploma thesis in the context of its topic and requirements for the structure of the diploma thesis given by the internal quality system of Charles University. 7. Terminological definition of the diploma thesis. 8. Methodological definition of the topic. 9. Elaboration of the theoretical part of the diploma thesis. 10. Elaboration of the practical part of the diploma thesis.
100/0
Upon successful completion of the course, the student knows the published domestic and foreign secondary literature, or. archival sources concerning the issues of the diploma thesis, can analyze, interpret and critique them. He has the knowledge and skills to process the theoretical and analytical part of his thesis. Practically manages theoretical preparation, methodology and research methods, can formulate a research problem, research questions and hypotheses. He knows how to design a research plan. He / she is able to process the obtained data, verify hypotheses and formulate 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-magisterske- studium/zaverecne-prace/
Submission of the thesis by the deadline specified in the timetable of the current academic year for the respective date of the state examination. The 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 thesis. The thesis supervisor and the thesis opponent will prepare a thesis report and propose a grade in the A-FX grading scale, which will be available to the student at least 3 working days before the defence. 1. Contribution of the thesis, fulfillment of the thesis objectives in its assignment and fulfillment of the requirements for the content of the thesis given by the internal quality system of Charles University. It is assessed whether the student has treated the chosen topic at the level of a scientific study, with a representative selection of literature, with appropriately chosen scientific procedures and hypotheses that can be verified. Demonstration of the ability to work creatively in the field of study is evaluated, the degree of demonstration of knowledge and understanding of the thesis topic is reflected; 2. Originality of the thesis (the thesis must not be plagiarized, must not infringe the copyrights of other authors), the documentation for the defence of the thesis includes originality protocols from the CRZP and Theses, the results of which are commented on by the supervisor of the 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 thesis with the prescribed structure defined by the internal quality system of Charles University; 5. Respect for the recommended scope of the thesis (thesis 50 to 70 standard pages
(90,000 to 126,000 characters including spaces)), the adequacy of the thesis scope is assessed by the 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 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 thesis, assess the manner and form of the defence and the student's ability to respond adequately to the comments and questions in the thesis supervisor's and opponent's evaluations. The evaluation will be obtained from the arithmetic average of the evaluations from the thesis supervisor's, the thesis advisor's and the examination committee's evaluation.
german level C1/C2, slovak
1. Presentation of the diploma thesis to the students before the state examination committee, the opponent of the diploma thesis and the attendees. 2. Student's response to the reviews - comments and questions. 3. Student's response to questions from the State Examination Committee, or in a wider discussion.
0/100
The student has mastered the requirements of writing a professional text in compliance with the rules of academic ethics. He/she knows the methods used in the field of study, is able to elaborate the chosen topic of the diploma thesis at the level of a scientific study, with a representative selection of literature, with appropriately chosen scientific procedures and hypotheses that can be verified. After a successful defence of the thesis, the student is able to design, implement, critically reflect and justify his/her research plan. He/she understands the context of the problem addressed, can clearly formulate research conclusions, conceive his/her own positions and propose recommendations. Can respond flexibly to questions about the research topic, its methodology and conclusions.
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, Beáta – Alena TOMENGOVÁ. 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. ISBN 80-7041-228-3.
VALIŠOVÁ, Alena a František SINGULE a Jaroslav VALENTA, J Didaktika pedagogiky. Praha: UK, 1990.
Course assessment:
• teaching a determined number of lessons
• 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 (100-93%), B (92-85%), C (84-76%), 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 teacher training 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:
• 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 competencies in the pedagogic evaluation of the pupils,
• 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, to respond flexibly to them, and to deal properly with them,
• gain practical experience in identification of psychological and social factors of the pupil's learning,
• 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 inclusive educational process, and follow their professional recommendations and findings,
• deepen their knowledge in the laws of general application pertaining to teacher's job, pedagogical and other documenting, conceptual, and strategic documents of the school
• develop their abilities to assess the suitability of the educational materials,
• develop their communication and presentation skills, abilities to cooperate with their colleagues, parents, community, etc.,
• gain the competencies related to creating a pedagogical portfolio,
develop their abilities to express and accept effective criticism and praise.
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, Beáta – Alena TOMENGOVÁ. 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. ISBN 80-7041-228-3.
VALIŠOVÁ, Alena a Hana KASÍKOVÁ a kol. Pedagogika pro učitele. Praha: Grada, 2007, 402 s. ISBN 8024717344.
Course assessment:
• teaching a determined number of lessons
• 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 notes submitted by the student by the set deadline to the training supervisor
Grade percentage: A (100-93%), B (92-85%), C (84-76%), 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 teacher training 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:
• 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 competencies in the pedagogic evaluation of the pupils,
• 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, to respond flexibly to them, and to deal properly with them,
• gain practical experience in identification of psychological and social factors of the pupil’s learning,
• 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 inclusive educational process, and follow their professional recommendations and findings,
• deepen their knowledge in the laws of general application pertaining to teacher’s job, pedagogical and other documenting, conceptual, and strategic documents of the school
• develop their abilities to assess the suitability of the educational materials,
• develop their communication and presentation skills, abilities to cooperate with their colleagues, parents, community, etc.,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to self-evaluate and to further improve their professional development,
develop 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
• 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 the thesis.
Presentation of a partial output (e.g. one chapter of the thesis)
Grade percentage:
A: 91-100%, excellent - excellent results,
B: 81-90%, very well – above average standard,
C: 71-80%, well - reliable work,
D: 61-70%, satisfactory - acceptable results,
E: 50-60%, sufficient – the results meet the minimum criteria,
Fx: 0-49%, insufficient – additional work required.
Slovak
Identifying and selecting the thesis (research) topic.
Study of scholarly literature on the selected research topic.
Basic material research and processing procedure.
Methods of process and thesis creation (citation standards, manuscript modification, referencing).
Presentation of a partial output (e.g. one chapter of the thesis).
100/0
Definition of the master’s thesis topic, overview of the current research on the issue, choice of the theoretical-methodological approach of the thesis, and the ability to work selectively and correctly with the secondary literature sources.
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 master’s thesis.
The student must submit the master’s thesis within the deadline specified in the schedule of the current academic year for the relevant date of the state exam. The master’s 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 master’s thesis.
The supervisor of the final thesis and its opponent will prepare evaluations of the master’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
Master’s thesis evaluation criteria:
1. The contribution of the master's thesis, the fulfilment of the objectives of the thesis in its assignment, and the requirements for the content of the master's thesis given by the internal quality system of Comenius University. It is assessed whether the student has worked on the chosen topic at the level of scientific study, with a representative selection of scientific literature, with appropriately chosen scientific procedures and hypotheses that can be verified. Demonstration of the ability to work creatively in the study program is evaluated and the degree of demonstration of knowledge and understanding of the diploma thesis is reflected.
2. Originality of the work (master’s thesis must not be plagiarized, must not infringe the copyrights of other authors); the documentation for the defence of the master’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 master’s thesis with the prescribed composition defined by the internal quality system of Comenius University.
5. Respecting the recommended length of the master’s thesis (the recommended length of the master’s thesis is usually 50 – 70 standard pages = 90,000 to 126,000 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 master’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 master’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 master’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 the evaluations – comments and questions.
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. The student knows the methods used in the field of study, is able to work on the chosen topic of the master’s thesis at the level of scientific study, with a representative selection of scientific literature, with appropriately chosen scientific procedures and hypotheses that can be verified. After a successful defence of the master’s thesis, the student is able to design, implement, critically reflect, and justify his research intention. The student understands the context of the problem, can clearly define research conclusions, state his positions, and make recommendations. He can respond argumentatively and flexibly to questions about the research topic, its methodology, and its conclusions.
Selection of scholarly literature according to the research topic;
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/
Presentation of a partial output (e.g. one chapter of the thesis)
Grade percentage:
A: 91-100%, excellent - excellent results,
B: 81-90%, very well – above average standard,
C: 71-80%, well - reliable work,
D: 61-70%, satisfactory - acceptable results,
E: 50-60%, sufficient – the results meet the minimum criteria,
Fx: 0-49%, insufficient – additional work required
Violation of academic ethics results in the cancellation of earned points in the relevant item.
Slovak
Identifying and selecting the thesis (research) topic.
Study of scholarly literature on the selected research topic.
Basic material research and processing procedure.
Methods of process and thesis creation (citation standards, manuscript modification, referencing).
Presentation of a partial output (e.g. one chapter of the thesis)
100/0
Definition of the master’s thesis topic, overview of the current research on the issue, choice of the theoretical-methodological approach of the thesis, and the ability to work selectively and correctly with the secondary literature sources.
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:
• teaching a determined number of lessons
• 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 teacher training 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:
• 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 competencies in the pedagogic evaluation of the pupils,
• 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, to respond flexibly to them, and to deal properly with them,
• gain practical experience in identification of psychological and social factors of the pupil's learning,
• 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 inclusive educational process, and follow their professional recommendations and findings,
• deepen their knowledge in the laws of general application pertaining to teacher's job, pedagogical and other documenting, conceptual, and strategic documents of the school
• develop their abilities to assess the suitability of the educational materials,
• develop their communication and presentation skills, abilities to cooperate with their colleagues, parents, community, etc.,
• gain the competencies related to creating a pedagogical portfolio,
• develop their abilities to express and accept effective criticism and praise.
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 master’s thesis specialization.
Submission of the master's thesis within the deadline specified in the schedule of the current academic year for the relevant date of the state exam. The master’s 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 master’s thesis evaluation.
The supervisor of the final thesis and its opponent will prepare assessments of the master'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. Master’s thesis evaluation criteria:
1. The contribution of the master's thesis, the fulfilment of the objectives of the thesis and the requirements for the content of the master’s thesis given by the internal quality system of the Comenius University. It is assessed whether the student has developed a chosen subject at the level of a scientific study, with a representative selection of professional literature, with appropriately selected scientific procedures and hypotheses that can be verified. Demonstration of the ability to work creatively in the field of study is also assessed, and the degree of demonstration of knowledge and understanding of the master's thesis is reflected.
2. Originality of the thesis (master’s thesis must not be plagiarized, must not infringe the copyrights of other authors); the documentation for the defence of the master'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.
3. 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.
4. Compliance of the structure of the master's thesis with the prescribed composition defined by the internal quality system of the Comenius University.
5. Respecting the recommended range of the master's thesis (the recommended range of the master's thesis is usually 50 - 70 standard pages = 90,000 to 126,000 characters, including spaces), the adequacy of the range of the thesis is assessed by the thesis supervisor.
6. Linguistic and stylistic level of the thesis and formal layout.
The student orally presents the content, achieved goals and conclusions of the master'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 master'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. 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.
Scale of assessment (preliminary/final): 0/100
slovak
1. Presentation of the master's thesis to students with the commission for state exams, opponents of the master's thesis and others present.
2. Student’s response to the assessments – comments and questions.
3. Student’s response to the commission's questions or 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 knows the methods used in his/her study field, is able to compose the selected subject of the master’s thesis on a scientific study level, with a representative selection of professional literature, with appropriately selected scientific procedures and hypotheses that can be verified. After a successful defence of the master's thesis, the student can project, implement, critically reflect on and justify his/her research goal. He/she understands the contexts of the problem to be solved, he/she can clarify his/her research outcomes, form his/her own opinions and suggest recommendations. He/she can argumentatively and promptly react to questions concerning the subject, its methodology and conclusions.
GAVORA, Peter.: Akí sú moji žiaci? Pedagogická diagnostika žiaka. Nitra: Enigma Publishing, 3. vyd. 2011. ISBN 978-80-89132-91-1
GAVORA, Peter. a kol. 2010. Elektronická učebnica pedagogického výskumu. [online]. Bratislava : Univerzita Komenského, 2010. Dostupné na: http://www.e-metodologia.fedu.uniba.sk/ ISBN 978–80–223–2951–4.
HRABAL, Vlastimil.: Diagnostika. Pedagogickopsychologická diagnostika žáka s úvodem do diagnostické aplikace statistiky. Praha: Karolinum, 2002. ISBN: 80-246-0319-5
KOLÁŘ, Zdeněk a Renata ŠIKULOVÁ: Hodnocení žáků. Praha: Grada Publishing, 2005; 2. vyd. 2009. ISBN 978-80-247-2834-6
KOMPOLT, Pavol a Bibiána TIMKOVÁ: Pedagogická diagnostika a akčný výskum. Bratislava: UK, 2010. ISBN 978-80-223-2787-9
Minimum success rate: 60 percent Continuous assessment (teaching part): - 20% active participation in the seminar - 40% presentation in class 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. Diagnostics and diagnosis. 2.Processive aspects of diagnostics. 3. Action research as a specific professional activity of a teacher. 4. Observation methods. 5. Interview. 6. Products of students' activities and their use. 7. Children's drawing and its diagnostic use. 8. Concept map. 9. Sociometry and social climate measurement. 10. Didactic tests. 11. Methods of student evaluation. 12. Methods of testing students. 13. Evaluation of conditions and results of school and teacher work.
60/40
After completing the course, the student has the knowledge and skills needed to conduct action research in the classroom, along with the use of the necessary diagnostic methods to determine the diagnosis of the student (s); can express a pedagogical measure and a presumption about the further development of the pupil (s).
GAVORA, Peter a kol. Elektronická učebnica metodológie pedagogického výskumu. (Online). Bratislava: Univerzita Komenského v Bratislave, 2010. Dostupné online. ISBN 978-80-223-2951-4.
GAVORA, Peter. Sprievodca metodológiou kvalitatívneho výskumu. Bratislava: Univerzita Komenského v Bratislave, 2007, 230 s., ISBN 978-80-223-2317-8.
CHRÁSKA, Miroslav. 2007. Metódy pedagogického výzkumu. Praha: Grada Publishing, 2007, 265s., ISBN 978-80-247-1369-4.
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.
Pedagogické a spoločenskovedné vedecké časopisy.
The overall evaluation of the student will be given on the basis of the evaluation of their elaboration of the following tasks:
during the teaching part of the course (continuously):
- Elaboration of continuous tasks and assignments max. 30 b.
- Continuous test of knowledge and skills max. 30 b.
in the trial period (at the end):
- Final test of knowledge and skills max. 40 b.
TOTAL max. 100 points
Ongoing evaluation:
I. EQUIPMENT AND EXERCISES: Tasks and exercises will focus on the ability of students to apply the acquired theoretical knowledge in solving various tasks: finding a topic, research problem, formulation of research goals, research questions, which theories are most often confirmed in pedagogical research - refuted, deduction of theory towards determination of variables and formulation of hypotheses for quantitatively oriented research, research data collection procedures, used methods and tools of data collection, application of research data analysis procedures - scaling, observation sheets, open, axial coding, or thematic analysis on research data mediated by teachers .
For the elaboration of tasks and exercises the student will be able to obtain a total of max. 30 points.
II. INTERIM TEST:
The continuous test will contain test items focused on the curriculum of the first 3 topics / chapters of the compulsory textbook, for which you can collectively obtain max. 30 points. The midterm test will be completed by the student in person or remotely (according to the current epidemiological situation) via the MS Forms application during the semester after taking over 4 topics.
Final rating:
III. FINAL TEST:
The final test will contain test items focused on the subject matter of the next 4 topics + some items focused on the repetition of topics 1,2 and 3,4, for which you will be able to obtain a max. 40 points.
A minimum of 50% success rate is required to successfully complete the course.
CLASSIFICATION:
A - 91 - 100 (excellent - excellent results),
B - 90 - 81 (very good - above average standard),
C - 80 - 71 (good - normal reliable work),
D - 70 - 61 (satisfactory - acceptable results),
E - 60 - 51 (sufficient - the results meet the minimum criteria),
Fx - 50 - 0 (insufficient).
The teacher accepts max. 2 absences with proven documents.
The exact date of the mid-term evaluation will be announced at the beginning of the semester.
Exam dates will be published via AIS no later than the last week of the semester.
Weight of the mid-term / final evaluation: 70/30.
Slovak, English
1.Pedagogical research - definition of basic terms: cognition, science in human cognition, scientific theory, research, pedagogical research, theory, practice, method, methodology. Relation of pedagogical research to practice (R&D). Research - action research - evaluation.
2.Planning, organization and implementation of field pedagogical research: Stages of research work. Research plan and diary of a pedagogical researcher. Research information preparation. Ethics in research work.
3. Thinking about a research problem: The difference between a topic and a research problem. Thinking and judgment of a researcher. Selecting the essential and distinguishing partial phenomena from the general background. Preparation of a research project.
4. Qualitative and qualitative research design: Comparison of qualitative and quantitative research, their philosophical background, goals, focus and procedures in the collection and processing of research data.
5. Qualitative oriented pedagogical research: Selected currents (branches) of qualitative research: Ethnography, Phenomenological analysis, Narrative and Dramaturgical approach, Conversational analysis. Qualitative research procedures. Terrain access. Research methods used in qualitative research. Quality standards of qualitative research.
6. Quantitative oriented pedagogical research and its main phases: Determining the research problem. Variables and hypotheses and their place in pedagogical research. Hypothesis testing in scientific research. Measurement and quantification in pedagogical research.
7. Determination of the selection of research data collection methods: research method, research tool, validity, reliability and correlation coefficient of the research tool. Selection, study and preparation, or creation of tools for collecting research data.
8. Methods of research data collection: Observation, questionnaire, assessment scales, interviews, tests of knowledge and skills, sociometry, semantic differential and pedagogical experiment
9. Processing of obtained research data: Preparation for analysis, Analysis and interpretation of obtained research data (verbal or numerical). Discussion of research conclusions. Making recommendations for practice.
= 70/30.
Upon successful completion of the course, students know the basic methodological concepts, stages and principles of quantitative and qualitative pedagogical research. They have the skills needed to study and analyze scientific studies in pedagogy and understand the research of others. They are able to design their own educational research, research or action research of the teacher and implement an independent research effort. They have the ability to choose appropriate and meaningful research topics, deftly develop a research project, collect and empirically correct analysis of research data. They can then interpret, defend and publish research data meaningfully and creatively.
ANZENBACHER, Arno: Introduction to Philosophy. Prague: SPN, 1991. ISBN: 80-04-26038-1.
BREZINKA, Wolfgang: Filozofické základy výchovy. Prague: Zvon, 1996. ISBN: 80-7113-169-5.
CORETH, Emerich: What is a human being? Fundamentals of philosophical anthropology. Prague: Zvon, 1994. ISBN: 80-7113-098-2.
POPKIN, Richard. H., STROLL, Avrum: Philosophy for Everyone. Prague: Ivo Zelezny, 2000. ISBN: 80-240-0257-4.
PELCOVÁ, Naděžda: Philosophical and pedagogical anthropology. Prague: Karolinum, 2000. ISBN: 80-246-0076-5.
Complementary literature and literature that is not in Academic Library of Comenius University will be presented at the beginning and during the semester. Teachers' presentations and non-Academic Library literature are available at MS Teams.
During the teaching period of the semester: participation, activity, elaboration of assignments or final test. The test or assignments will be from the material covered during the semester. The student can get a maximum of 50 points, the minimum for successful course completion is 30 points.
Grade percentage: A: 100-92%, B: 91-84%; C: 83-76%, D: 75-68%, E: 67-60% FX: 0-59%
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation items. The teacher accepts max. 2 absences with proven documents.
Slovak, Czech (receptive acquaintance)
1. The concept and structure of philosophy
2. Philosophical and pedagogical anthropology
3. Philosophical anthropology and axiology
4. Philosophy of education I.
5. Philosophy of education II.
6. Philosophy of culture and values
7. Ethical issues and perspectives of education
0/ 100% during the trial period
Upon successful completion of the course, students will know:
A: in the field of knowledge:
· What is philosophy, its basic structure, goals and role
· What issues do philosophy of education and philosophical anthropology solve, what are their goals and role?
· What is the importance of philosophy for solving problems in theory and practice of education
B: in the field of skills:
· Orientation in basic philosophical problems, disciplines and concepts
· Ask questions and formulatiions of answers regarding philosophical questions of education
· To think independently about philosophical issues of education
ARON, Y.L.2006 An Overview of Alternative Education. Washington: National Center ofEducation nad the Economy- Dostupné na: http://www.ncce.org/wp-content/uploads/2010/04/Overview/AltEd.pdf
http://learningalterantives.net/wp-cntent/uploads/legacy/alted.pdf
CHUBB, J. E. : Good Schools by Choice. A new strategy for educational reform. Frankfurt am Main, 1993
MATULČÍKOVÁ, Mária. Reformno-pedagogické a alternatívne školy a ich prínos pre reformu školy. Bratislava: Musica Liturgica, 2007. ISBN 978-80-969-784-0-3
RÝDL, Karel. Alternativní pedagogické hnutí v současné společnosti. Brno, 1994. ISBN 80-900035-8-3.
ZELINA, Miron. . Alternatívne školstvo. Bratislava: Iris, 2000. ISBN 8088778980.
WALLRABENSTEIN, W.: 1991. Offene Schule - offener Unterricht. Hamburg.
* additional literature will be added at the beginning or during the semester.
During the semester, the following will be evaluated:
a) active participation, preparation and discussion in seminars (50 points)
b) final colloquial exam. (50 points)
Classification scale:
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
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.
Weight of the intermediate / final evaluation: 100/0
slovak
1. Definition and concept of alternative schools. Basic (classic and newly created) models of alternative schools. Causes of alternative schools, common pedagogical features.
2. Reform pedagogy, New Education Movement, Reform pedagogical currents of the 20th century.
3. Pragmatic pedagogy. J. Dewey, W. Killpatrick, G. Kerschensteiner
4. Pedagogical concepts of francophone representatives: O. Decroly, E. Clapred, A. Ferrier, C. Frienet.
5. Rural schools - C. Reddie, H. Lietz, P. Geheeb, K. Hanh
6. Dalton plan.
7. Pedagogical concept of M. Montessori.
8. Waldorf pedagogy
9. Summerhill A.S. No.
10. Alternative schools of the 60's and 70's of the 20th century, movement for anti-authoritarian education, movement for school retraining.
11. dialogical pedagogy and their influence on the emergence of models of alternative schools: School School, First Street School, Native American schools.
12. The contribution of alternative schools to the dissemination of innovation in teaching practice and the contribution to education reform.
100/0
Upon successful completion of the course, the student has basic knowledge and orientation in the theory and practice of alternative schools in Europe and Slovakia. Can explain the social circumstances of the emergence of reform pedagogy and alternative schools. He has the knowledge and is able to critically evaluate their contribution to the reform of education and innovation of teacher work. He has the ability to identify the strengths and weaknesses of individual alternative schools, to compare them with others.
ČAPEK, Robert, NAVAROVÁ, Sylvie, ŽENATOVÁ, Zdenka. Žák v krizové situaci. Praha: Raabe, 2017. ISBN 9788074962943
GUBRICOVÁ, Janette, MARTINCOVÁ, Romana, LIBERČANOVÁ, Kristína, ŠUHAJDOVÁ, Ivana (ed.). Peer príručka (nielen) pre sociálnych pedagógov. Trnava: Trnavská Univerzita, 2022. ISBN 978-80-568-0530-5978-80-5.
HELUS, Zdeněk. Sociální psychologie pro pedagogy. Praha: Grada, 2015. ISBN 978-80-247-9816-5.
HRONCOVÁ, Jolana, NIKLOVÁ, Miriam, HANESOVÁ, Dana, DULOVICS, Mário. Sociálna pedagogika na Slovensku a v zahraničí – teoretická reflexia a prax. Banská Bystrica: UMB BB, 2020. ISBN 978-80-557-1717-3.
LIBERČANOVÁ, Kristína: Metódy sociálnej pedagogiky. Trnava : Pedagogická fakulta, 2018. ISBN 978-80-568-0175-8.
KRAUS, Blahoslav. Základy sociální pedagogiky. Praha: Portál, 2014. ISBN 9788026206439
a) Interim evaluation: individual preparation for each topic, active participation in discussions on each topic, active participation in field activities, completion of assignments (70% of the total evaluation)
(b) final assessment: colloquium - the student must demonstrate mastery of the subject matter (prescribed topics) and (at least) the compulsory literature, as well as the ability to apply the acquired knowledge to school practice; sophisticated and coherent language expression, critical and creative thinking are expected (30% of the total mark).
Admission to the examination is conditional on achieving a minimum of 10 points in the continuous assessment. Violation of academic ethics will result in the cancellation of the points obtained in the relevant assessment item.
Grading Scale:
0-59-FX, 60-67-E, 68-75-D, 76-83-C, 84-91-B, 92-100-A.
A maximum of 2 absences will be accepted. The course is field-based (selected areas of social pathology).
The exact date and topic of the midterm evaluation 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.
slovak and czech
The capacity of the course is limited to 15 students. Students will be familiarized with additional literature during the course.
1. Pedagogy of the environment
2. Poverty and the family in need
3. Unemployment
4. Homelessness
5. Violence: domestic violence
6. Bullying, mobbing and stalking, cyberbullying
7. CAN Syndrome
8. Addictions
9. Crime - Penitentiary and post-penitentiary care
10. Volunteering - a pathway to humanity and self-fulfilment
11. Streetwork and low-threshold assistance
12. Field activity
13. The role and importance of the social pedagogue in the Slovak school (independent preparation and discussion)
70/30
Students are able to:
- analyze the different areas of interest of social pedagogy and its tools for dealing with challenging life situations of individuals and groups, especially children and adolescents, and the impact of these situations on their behavior and functioning in school,
- identify and diagnose individual socio-pathological phenomena in the behaviour of pupils/students in school,
- to apply practically the methods of social pedagogue's work in the school environment, taking into account specific difficult life situations of children and adolescents at school.
BUTLER, Judith. Trampoty s rodom: feminizmus a podrývanie identity. Bratislava: Aspekt, 2014. ISBN 978-80-8151-028-1.
DONČEVOVÁ, Silvia. Rodová politika : možnosti implementácie vo verejnej správe . Trnava : Univerzita sv. Cyrila a Metoda v Trnave, 2013.ISBN 978-80-8105-487-7.
DVOŘÁKOVÁ KANĚČKOVÁ, Eva.Výchova dívek v Čechách a na Moravě, 2021.ISBN 978-80-271-1292-0
HANYŠ, Milan. Gender, soukromí a intersubjektivita: o poddanství žen J. S. MILLA. In FILOZOFIA, vol. 73 - 9, s. 755 – 766, 2018.
JARKOVSKÁ, Lucie. Gender před tabulí. Praha: Slon, 2014. ISBN 9788074191190.
WAGNEROVÁ, Alena. Žena za socialismu. Praha: Karolinum, 2021. ISBN 978-80-246-5005-0.
(a) Interim evaluation: individual preparation for each topic (study of recommended literature and existing research on the topics), analysis of thematic documents and films, active participation in discussions on each topic (60 % of the total evaluation)
(b) final assessment: colloquium - students must demonstrate mastery of the subject matter (prescribed topics) and (at least) the required literature, as well as the ability to apply the knowledge acquired to school and professional practice; sophisticated and coherent linguistic expression, critical and creative thinking are expected (40 % of the total mark).
Admission to the examination is conditional on achieving a minimum of 10 points in the intermediate assessment. Violation of academic ethics will result in the cancellation of the points obtained in the relevant assessment item.
Grading scale:
0-59-FX, 60-67-E, 68-75-D, 76-83-C, 84-91-B, 92-100-A.
A maximum of 2 absences will be accepted. The course has a theoretical and practical character.
The exact date and topic of the mid-term evaluation will be announced at the beginning of the semester. Examination dates will be published via AIS no later than the last week of the teaching part.
slovak and czech
1. Introduction. Objectives and content of the course, systematization of information and previous knowledge of students.
2. Gender in social discourse. Sex and gender, gender studies. Critique of misogyny, androcentrism and dichotomy. Gender neutrality. Gender and power, power relations. Patriarchy and democratic citizenship.
3. The relationship between public and private spheres from a gender perspective. Public and private. Gender identities and life choices. Emancipation and 'dualism' in the public and private spheres. The changing boundaries of private and public.
4. The power of gender stereotypes. The structure and content of gender stereotypes. The construction and reproduction of gender stereotypes. Consequences of gender stereotypes, sexism. Examples of good practice: elimination of gender stereotypes.
5. Gender, family and upbringing. Gender, women and motherhood. Concepts of motherhood. Maternal instinct as myth. Gender, men and fatherhood. The participation of men and fathers in the promotion of gender equality policies. Transformations of fatherhood - active fatherhood.
6. Gender and school. Gender-sensitive pedagogy and gender-specific socialisation of children and young people in the school environment. Gender stereotypes in teaching, communication and learning materials. Feminisation of education and the attractiveness of the teaching profession. The role of men in the educational process at school.
7. Gender dimension of socialization in the social context. Socialization as a process of becoming a man and a woman. Roles of gender socialization in society, theories of gender identification. Gender socialisation in practice: family, school, peer groups, work, media and society.
8. Gender and social pathology. Gender-based violence in the family, peer relationships, school and work environments. Gender-based violence at the societal level.
9. Gender and social pathology. Other gender-based social pathologies (prostitution, pornography, etc.).
10. Tolerance of difference, human rights and LGBTI. Gender and sexual identity, sexual orientation.
11. Final colloquium.
60/40
Students can:
- grasp the basic paradigm of gender studies and its overlap with other social science disciplines (pedagogy, psychology, sociology, social pathology),
- understand the basic structure, terminology and subject of interest of gender studies,
- analyse gender aspects in different areas of education and socialisation, identify and analyse current problems and trends in gender-sensitive education and gender-specific socialisation,
- take a critical-analytical stance towards gender-determined social problems,
- apply knowledge of gender aspects of education and socialisation in different social settings - family, school, school-type institutions, community and regional settings,
- critically reflect on gendered socio-pedagogical phenomena in socio-educational practice on the basis of available scientific theories.
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:
· teaching a determined number of lessons
· 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 notes 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 grad
or not receiving the credits for teacher training.
Violation of academic ethics results in the cancellation of earned points in the relevant item.
Slovak, the language of the relevant language approbation
Familiarising students with the teacher training 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:
· 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 competencies in the pedagogic evaluation of the pupils,
· 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, to respond
flexibly to them, and to deal properly with them,
· gain practical experience in identification of psychological and social factors of the pupil’s
learning,
· 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 inclusive educational
process, and follow their professional recommendations and findings,
· deepen their knowledge in the laws of general application pertaining to teacher’s job,
pedagogical and other documenting, conceptual, and strategic documents of the school
· develop their abilities to assess the suitability of the educational materials,
· develop their communication and presentation skills, abilities to cooperate with their
colleagues, parents, community, etc.,
· gain the competencies related to creating a pedagogical portfolio,
· develop their abilities to self-evaluate and to further improve their professional
development,
· develop their abilities to express and accept effective criticism and praise.
Muchová, Ľudmila, 2000, Cíle a cesty k hlubšímu lidství. Petrinum. 248 s. ISBN: 978-80-87900-05-5
Muchová, Ľudmila, 1994, Úvod do náboženské pedagogiky; Olomouc: Matice cyrilométodejská, 245 s.
Muchová, Ľudmila, 2005, Vyslovit nevyslovitelné, Brno: CDK, 248 s. ISBN: 80-7325-075-6
Benka, Jozef, 2013, Didaktika náboženstva. (skriptum – rukopis), Bratislava: Evanjelická bohoslovecká fakulta, 26 s.
Pasch, Marvin et al. 2005, Od vzdelávacího programu k vyučovací hodině. Jak pracovat s kurikulem. Praha: Portál, s. 460, ISBN: 8073670542
Grethlein, Christian, 2005, Fachdidaktik Religion: Evangelischer Religionsunterricht in Studium und Praxis, Geottinngen: Vandenhoeck&Ruprecht, 348 s., ISBN 3-525-03609-4
Schmalfuss, R. Pertsch, R., 1987, Methoden im Religionsunterricht; Ideen, Anregungen, Modelle; München, 238 s. ISBN: 3532620626
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.
GÁBRIŠ, Karol, 1995. Teológia Novej zmluvy. Ježišova teológia. Univerzita Komenského v Bratislave. 158 s. ISBN 80-223-0695-9.
GOPPELT, Leonhard, 1977. Theologie des Neuen Testaments. Erster teil: Jesu Wirken in seiner theologischen Bedeutung. Herausgegeben von Jürgen Roloff. Berlin: Evangelische Verlagsanstalt. 312 s.
GOPPELT, Leonhard, 1981. Theology of the New Testament. Volume 1: The Ministry of Jesus in Its Theological Significance. Translated by John E. Alsup. Edited by Jürgen Roloff. Grand Rapids, MI: Eerdmans. 292 s. ISBN 0-8028-2384-X.
HÜBNER, Hans, 1990. Biblische Theologie des Neuen Testaments. Band 1: Prolegomena. Göttingen: Vandenhoeck and Ruprecht. 307 s. ISBN 3-525-53586-4.
KITTEL, Gerhard, FRIEDRICH, Gerhard, eds., 1964–1976. Theological Dictionary of the New Testament. Translated by G. W. Bromiley. 10 vols. Grand Rapids, MI: Eerdmans.
SCHNELLE, Udo, 2009. Theology of the New Testament. Translated by M. Eugene Boring. Grand Rapids, MI: Baker Academic. 910 s. ISBN 978-0-8010-3604-0.
THEISSEN, Gerd, 2011. Die Entstehung des Neuen Testaments als literaturgeschichtliches Problem. 2. aktualisierte Auflage. Schriften der Philosophisch-historischen Klasse der Heidelberger Akademie der Wissenschaften, Band 40. Heidelberg: Universitätsverlag Winter. 371 s. ISBN 978-3-8253-5323-0.
Študijný materiál pripravený prednášajúcim vo forme prezentácií, ktorý predstavuje výber z aktuálnej zahraničnej literatúry k predmetu.
Ďalšie relevantné pomôcky, komentáre a literatúra dostupná v knižnici EBF UK, vrátane externých informačných zdrojov UK, podľa vlastného výberu.
Selection of literature according to the chosen topic of the thesis;
The current directive of the Rector of Comenius University on the basic requirements of theses;
KATUŠČÁK, D.: Ako písať záverečné a kvalifikačné práce. Nitra: Enigma 2007.
Active participation, ongoing reporting on work on the thesis. A 90%, B 80%, C 70%, D 60%, E 50%
Slovak, English
Choice of thesis topic.
Review of literature on the topic.
Basic material research and the procedure of its processing.
Methods of processing and producing the thesis (citation standards, manuscript editing, note-taking apparatus).
Presentation of a partial output (e.g. in the form of one chapter of the thesis).
100/0
Definition of the thesis topic, overview of the current state of problem solving, choice of the theoretical-methodological concept of the thesis and the ability to work selectively and correctly with secondary literature.
According to the topic of the master thesis.
Examination: state examination
Indicative assessment scale: A 90%, B 80%, C 70%, D 60%, E 50%
Slovak, English
1. The contribution of the final work for the given field of study depending on its nature and degree of study. The evaluation of the diploma thesis takes into account whether the student adequately processes the selected topic at the level of scientific study with a representative selection of professional literature, whether the chosen scientific procedures are appropriate and appropriate, and whether he adequately works with hypotheses that can be verified. The diploma thesis should be a clear contribution in the relevant field of study;
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 diploma thesis is usually 50 - 70 standard pages - 90,000 to 126,000 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
The student is able to work on the chosen topic at the level of scientific study with a representative selection of professional literature, with appropriately selected scientific procedures and hypotheses that can be verified. The diploma thesis is a contribution in the relevant field of study.