Majerčíková, J. et al. (2015). Předškolní edukace a dítě. Zlín: FHS UTB.
Vališová, A., & Kasíková, H. et. al. (2011). Pedagogika pro učitele. Praha: Grada.
Wiegerová, A. et al. (2015). Profesionalizace učitele mateřské školy z pohledu reformy kurikula. Zlín: FHS UTB.
Wiegerová, A., & Gavora, P. (2014). Proč chci být učitelkou mateřské školy? pohled kvalitativního výzkumu. Pedagogická orientace, 24(4), 510-534.
Wiegerová, A., & Gavora, P. (2015). Conceptualisation of the child and childhood by future pre-school teachers. Pedagogika, 65(5), 502-515.
Štátny vzdelávací program pre odborné vzdelávanie a prípravu .75 Pedagogické vedy.
Minimum success rate: 60 percent Continuous assessment (teaching part):
- 20% active participation in the seminar - 40% presentation in class Final assessment: - 40% final test Classification scale:
A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59% and less).
Two absences are acceptable; seminar assignments must all be developed, presented and submitted.
The exact date and topics of the interim assessment will be announced at the beginning of the semester. Exam dates will be announced no later than the last week of the teaching session.
Slovak
1. Subject, goals and tasks of didactics of pedagogy and its position in the complex of pedagogical sciences. The relation of didactics of pedagogy to other sciences. The history of the development of the didactics of pedagogy and its teaching.
2. Pedagogy as a teaching subject in secondary schools, issues of the teaching process of pedagogy in different types of secondary schools - pedagogy as a professional subject, as a subject in general - educational, formative and informative goals.
3. The goal of teaching pedagogy in the analysis of basic documents - lesson plans, curricula. Concretization on different types of schools.
4. The issue of goals in teacher preparation for teaching, goals in relation to: content, teaching methods, goal-teacher, goal-student.
5. Bloom's taxonomy of goals and its concretization in the subject of pedagogy.
6. Didactic analysis of the curriculum as a basic activity of the teacher in preparation for teaching. Analysis of textbooks and other aids for the presentation of basic, expanding, supplementary curriculum.
7. Methods of teaching pedagogy. Categorization of teaching methods, the problem of their choice.
8. Social approaches in teaching. Role playing, cooperative learning.
9. Organizational forms of teaching pedagogy. Lesson, pedagogical practice, excursion, visiting, pedagogical observation, lecture, seminar, exercise, independent work.
10. Evaluation of teaching results in pedagogy, entrance exams, matriculation exams - practical - theoretical testing.
11. The personality of the pedagogy teacher, his position at the secondary school. Specifics of the activity of a pedagogy teacher. Extracurricular activity of a pedagogy teacher.
12. Material equipment of the pedagogy teacher at the school, didactic cabinet, library.
60/40
After completing the subject, the student can analyze and evaluate and plan his teaching of pedagogy lessons at selected secondary schools. The student is able to apply the knowledge of other pedagogical disciplines to the area of image, culture and climate in the institution.
Boberová, Z. (2017). Začínajúci učiteľ a školská legislatíva I. Košice: UPJŠ.
Krajčír, Z., Mlsnová, J., & Surmajová, Ž. (2016). Zákon o výchove a vzdelávaní (Školský zákon) - komentár. Bratislava: Wolters Kluwer, s.r.o.
Zákon č. 245/2008 Z. z. zákon o výchove a vzdelávaní (školský zákon)
Zákon č. 596/2003 Z. z. o štátnej správe v školstve a školskej samospráve a o zmene a doplnení niektorých zákonov
Zákon č. 138/2019 Z. z. o pedagogických zamestnancoch a odborných zamestnancoch a o zmene a doplnení niektorých zákonov
Zákon č. 61/2015 Z. z. o odbornom vzdelávaní a príprave a o zmene a doplnení niektorých zákonov
Zákon č. 95/1948 Zb. o základní úpravě jednotného školství
Štátny vzdelávací program pre základné vzdelávanie, 2023. Dostupné z: https://www.minedu.sk/data/files/11808_statny-vzdelavaci-program-pre-zakladne-vzdelavanie-cely.pdf
* ďalšia literatúra bude doplnená na začiatku alebo v priebehu semestra
The student will receive an assessment for:
a) continuous evaluation: active participation, continuous assignments, processing of the selected topic (50 points),
b) final evaluation: presentation of the selected topic (50 points).
Classification scale:
A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59% and less).
A minimum of 60% is required for successful completion of the course.
Absences are taken into account according to the Study Regulations of the Comenius University in Bratislava, Faculty of Arts (https://uniba.sk/fileadmin/ruk/
as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf).
Violation of academic ethics may result in the cancellation of the points earned in the respective course assessment item.
The exact date of the interim evaluation will be announced at the beginning of the semester.
Slovak
1. Thematic definition of terms: law, amendment, decree. The process of creating laws, decrees and other documents creating a legislative framework for education and training - how to read the law.
2. Historical excursion into the most important historical legislative documents related to education (Ratio educationis, Hungarian Education Act 38/1868, Small Education Act 1922...)
3. The system of schools and the educational system from the point of view of school legislation
4. State educational program in the context of school legislation
5. The teacher from the point of view of school legislation
6. Professional development and career stages of the teacher
7. Law no. 245/2008 Coll. as amended
8. Law no. 138/2019 Coll. on pedagogical employees and professional employees and on amendments and additions to certain laws
9. Law no. 596/2003 Coll. in the wording of later transcriptions
10. Law no. 131/2002 Coll. in the wording of later transcriptions
11. Act No. 184/2009 Coll. in the wording of later transcriptions. Decree of the Kindergarten of the Slovak Republic no. 445/2009 Coll.
12. SR Government Regulation 201/2019, which establishes the scope of direct teaching activity and direct educational activity of pedagogical employees.
100/0
After completing the course, the student has knowledge of the basic legislative documents governing education and training in Slovakia. The student is able to find a legal solution to a specific situation.
Dreikurs, R., & Soltzová, V. (2012). Deti ako výzva. Adlerovská psychoterapeutická spoločnosť.
Gavora, P., Dvorská, D., & Medveďová, J. (2024). Rodičovstvo s deťmi do 3 rokov: Teória a výskum. Vydavateľstvo Univerzity Komenského v Bratislave.
Helus, Z. (2004). Dítě v osobnostním pojetí. Portál.
Leman, K. (2016). Sourozenecké konstelace. Portál.
Matejček, Z. (2007). Co, kdy a jak ve výchově detí. Portál.
Perryová, P. (2020). Toto mali čítať naši rodičia (a naše deti sa potešia, ak si to prečítame my). Tatran.
Sobotková, I. (2012). Psychologie rodiny. Portál.
Sokolová, L., Fiedlerová, E., Pauliniová, Z., & Popluhárová, H. (2010). Ako rozumieť svojim deťom a sebe samému. Metodická príručka kurzu pre rodičov. Únia materských centier SR.
During the course, students will:
- Write an essay on a topic of their choice (max. 30 points).
- Prepare solutions for educational situations (max. 30 points).
- Complete a final knowledge test (max. 40 points).
GRADING: A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59% and less).
To successfully pass the course, a minimum success threshold of 60% is required.
The course instructor will accept max. 2 absences with proven documents. Violation of academic ethics will cause annulment of the points obtained in the evaluation item.
The exact date and wording of the partial assignments will be announced in the MS Teams application when they are entered at the beginning of the semester. Assignments will be entered via "Assigned tasks" in the MS Teams application. The assignments submitted by the student will be included in the student's portfolio.
Exam dates will be published via the AIS2 system in the last week at the latest teaching part of the semester.
Slovak
1. Family: Terminological framework of the family. Characteristics of the family. Functions of the family and its transformations. Negative phenomena that can disrupt the educational-socialization function of the family.
2. Parenthood: Terminological framework of parenting: parent, parenthood, parental practice, parental activity, parental behavior, parenting education, and family education. Parenthood as a status. Parenthood as an activity and its aspects: child care, child protection, child education, and parental self-development. Theories of parenthood.
3. Parents: Characteristics of a parent. Knowledge and emotions of parents. Typology of motherhood. Intensive motherhood. Fatherhood.
4. Parental self-efficacy: Defining the concept of parental self-efficacy, its relation to similar concepts, forms, sources, and theories of parental self-efficacy functioning. The influence of parental self-efficacy on parental actions. Ways to influence parental self-efficacy.
5. Obedience or free will: Educational styles of parent, analysis of parenting styles, the influence of parents' personalities and experiences on the formation of parenting styles, harmonization of partners' parenting styles.
6. Sibling disputes: Sibling relationships in the family. Causes of conflicts between siblings. The influence of birth order on the developing child's personality. Family constellations and their impact on education. Ways to prevent sibling conflicts.
7. Negative emotions in education: Emotions and their manifestations. Ways of dealing with negative emotions in education. Recognizing emotions in children. Techniques for managing the expression of negative emotions.
8. Punishment as an educational tool?: Defining punishment in education. Analysis of educational situations regarding the use of punishment. Alternative educational tools. Ways to prevent the use of punishment in education.
9. Logical consequences and boundaries in education: Defining logical and natural consequences in education. How do we set and maintain boundaries in education? Logical consequence vs. punishment. Practical training in using logical consequences.
10. Struggle for power or attention at any cost: The struggle for attention and power (causes and consequences). Negativism in children. Analysis of specific educational situations. Effective ways to resolve educational situations.
11. Rewarding and encouraging children: Rewards, praise, and encouragement – similarities and differences. Reward vs. punishment. Approaches to rewarding and encouraging. Suitable and unsuitable forms of rewards. Ways of encouraging children.
12. Family and school: Relationships between school and family. Partnership between family and school. Forms of cooperation between school and family. Parental involvement. Communication between family and school. Intergenerational learning.
60/40
After successfully completing the course, students will be able to:
- identify the role of the family in contemporary society,
- define and explain the concept of parenthood in their own words,
- gain an overview of current theoretical and empirical approaches to parenthood,
- evaluate the consequences of different parenting styles and parental actions,
- recognize factors that influence child-rearing in the family,
- apply pedagogical principles to solve educational situations,
- understand the relationship between family and school and explain the role of parents in relation to school.
Gavora, P. (2000). Úvod do pedagogického výzkumu. Brno: Paido.
Hendl, J. (2006). Přehled statistických metod zpracovávání dat. Praha: Portál.
Lichnerová, L. (2006). Písanie a obhajoba záverečných prác: vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave Bratislava: Stimul
Maňák, J., Švec, Š., & Švec, V. (eds.). (2005). Slovník pedagogické metodologie. Brno: Masarykova univerzita a Paido.
Matulčíková, M., Wiegerová, A., & Molnár, A. (2023). Manuál tvorby záverečnej práce na KPED. Bratislava: FiF UK.
Miovský, M. (2006). Kvalitativní přístup a metody v psychologickém výzkumu. Praha: Grada Publishing.
Punch, K. F. (2008). Úspěšný návrh výzkumu. Praha: Portál.
Spousta, V. et al. (2000). Vademekum autora odborné a vědecké práce. Brno: PF MU.
The output of the graduated course is during the teaching part:
a)Written elaboration of selected parts of the own diploma thesis that meet the formal and content requirements for diploma theses given by the internal quality system of Comenius University (20 points). The formal modification of the text and its content, the use of 5 bibliographic references in the list of bibliographic references to the final thesis and the design of the structure of the final thesis, the selection of the research method and the sketch of implementation are evaluated.
b) Research project or PowerPoint presentation (20 points) containing: research topic, overview of relevant literature, research objectives, research questions, overall research strategy and procedure, methodological preference, description and methods of compiling the research sample, research methods, timetable for collecting research data in the field, methods of collecting and analyzing research data and procedures for creating research findings and conclusions.
A minimum of 60% pass threshold is required to successfully complete the course.
Grading scale:A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59 or less%) .Teachers and teachers accept a maximum of 2 absences with proven evidence.
Slovak
1. Basic requirements for a master's thesis in Vodbore Teaching and pedagogical sciences.
2. Creation of a presentation of one's own research.
3. Acceptance of constructive criticism.
4. Discussion as a result of own research.
5. Research ethics.
6. Vodbore citation rules.
7. Mistakes in the creation of diploma theses.
8. How to present processed data.
9. Interpretation of data.
10. Course of defense.
11. How to read reviews.
12. How to prepare for the defense.
60/40
After successfully completing the course, the student has acquired knowledge about the rules of writing a diploma thesis and adherence to the rules of academic ethics. Masters the correct citation and referencing of the sources used, understands the content and formal requirements for the creation of a diploma thesis depending on the internal quality system of CU. Has sufficient competences to process the final thesis, knows the principles of building a professional text, acquires the ability to work correctly with professional literature, formulate a research problem and hypotheses, collect empirical data and adequately process and interpret them.
Gavora, P. (2008). Úvod do pedagogického výskumu. (4. vyd.) Bratislava: Univerzita Komenského v Bratislave.
Gavora, P. (2007). Sprievodca metodológiou kvalitatívneho výskumu. (2. vyd.) Bratislava: Univerzita Komenského v Bratislave.
Chráska, M. (2007). Metódy pedagogického výzkumu. Praha: Grada Publishing.
Hendl, J. (2008). Kvalitativní výzkum. Základní teorie, metody a aplikace. Druhé aktualizované vydání. Praha: Portál.
Hendl, J. (2017). Metody výzkumu a evaluace. Praha : Portál.
Masaryk, R. (2021). Ten druhý výskum. Úvod do kvalitatívnych metód v psychológii. Bratislava: Univerzita Komenského v Bratislave.
Šeďová, K., & Švaříček, R. et al. (2007). Kvalitativní výzkum v pedagogických vědách. Praha: Portál.
- Completion of assignments (max. 30 p.)
- Planning, implementation and evaluation of a small research (max. 40 points)
- Final examination of knowledge and skills (max. 30 points)
Grading
A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59% and less).
The course instructor will accept max. 2 absences with proven documents. Violation of academic
ethics will cause annulment of the points obtained in the evaluation item.
The exact date and wording of the partial assignments will be announced in the MS Teams
application when they are entered at the beginning of the semester. Assignments will be entered
via "Assigned tasks" in the MS Teams application. The assignments submitted by the student will
be included in the student's portfolio.
Exam dates will be published via the AIS2 system in the last week at the latest teaching part of
the semester.
slovak, english
1. Educational research - scientific theory, research, educational research, methodology. The
relation of educational research to educational theory and practice. Research - action research -
evaluation.
2. Planning, organization and implementation of a field study. Stages of research work. Information
search for research.
3. Ethical principles in working with research subjects, in data collection and publication.
4. Thinking about a research problem. The difference between a topic and a research problem.
Reasoning of a researcher. Preparation of a research project.
5. Quantitative and qualitative research designs: Comparison of qualitative and quantitative
research, their philosophical foundations, goals, focus and procedures for collecting and processing
research data.
6. Qualitatively oriented educational research: Selected currents (branches) of qualitative research:
Ethnography, Phenomenological analysis, Narrative and Dramaturgical approach.
7. Qualitative research process: Access. Research methods. Data analysis. Thematic analysis.
Grounded theory. Quality standards of qualitative research.
8. Quantitatively oriented educational research: Formulation of a research problem. Variables
and hypotheses. Hypothesis testing in scientific research. Measurement and quantification in
educational research.
9. Quantitative research methods, research instruments.
10. Development of a research instrument, validity and reliability of a research instrument
11. Research data collection methods: Observation, questionnaire, rating scales, tests, experiment.
12. Processing of data: Analysis and interpretation of research data. Discussion of research findings.
Recommendations for practice.
70/30
After successfully completing the course, students can explain basic methodology concepts,
describe methods of collecting and evaluating research data. They can explain the principles and
stages of quantitative and qualitative educational research. They can project, conduct and evaluate
their own scientific or action research.
Jarábek, K., & Koštrnová, D. (2014). Výchovný poradca [online]. Bratislava: Metodicko-pedagogické centrum. Dostupné na: https://archiv.mpc-edu.sk/sites/default/files/publikacie/jarabek_kostrnova_vychovny_poradca_web.pdf
Knotová, D. a kol. (2014). Školní poradenství. Praha: Grada Publishing.
Krnáčová, Z., & Križo, V. (2021). Multidisciplinárny prístup v školách: Školský podporný tím [online]. Národný projekt ŠTANDARDY, VÚDPaP. Dostupné na: https://vudpap.sk/wp-content/uploads/2022/06/Multidisciplinarny-pristup-v-skolach-Skolsky-podporny-tim-v1.03.pdf
Kunčaková, S. (2021). Manuál začínajúceho sociálneho pedagóga v škole. Bratislava: VÚDPaP. Dostupné na: https://vudpap.sk/wp-content/uploads/2021/10/Manual-zacinajuceho-soc.ped_.v1.02.pdf
Sejčová, Ľ. (2018). Edukačné poradenstvo a perspektívy jeho rozvoja. Perspektívy rozvoja pedagogiky a andragogiky v Slovenskej republike a v krajinách strednej Európy [elektronický dokument]. Bratislava: Univerzita Komenského v Bratislave, 122-131.
Sejčová, Ľ. (2011). Pedagogicko-psychologické poradenstvo a poradenský proces. Bratislava: Vydav. UK.
report; test, oral exam
Continuous assessment during the teaching part: report on a selected topic from the subject matter (30 points), during the exam period: oral or written exam (40 points). The student will be admitted to the exam only with min. by the number of 10 points from the interim assessment.
Classification scale:
A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59% and less).
Two absences with proven documents are allowed. The exact date and topics of the interim assessment will be announced at the beginning of the semester. Exam dates will be announced no later than the last week of the teaching session.
Slovak, English
1. Characteristics of consulting and consulting activities.
2. Counseling courses and schools with founding importance for the development of counseling
3. Concepts of development counseling, educational and educational-formative concepts.
4. Advisory process and communication in the advisory process.
5. Telephone consultation. Written consultation and advice in magazines and on the Internet. Personal consultation.
6. Diagnostic methods of working with the client.
7. Intervention methods of counseling work with the client. Individual consultation methods. Methods of group counseling. Methods of couple and family counseling.
8. System of professional guidance in education.
9. Origin and development of educational and psychological counseling.
10. Educational counseling and prevention school facilities.
11. Content of the advisory activity of the educational advisor and social pedagogue within the activity of school support teams.
12. Practical exercises from pedagogical counseling, solving model counseling situations.
40/60
Students will learn basic counseling theories, innovative approaches and counseling techniques. They will get a theoretical overview of the ways and models of counseling with an emphasis on their application in school practice, in the implementation of pedagogical counseling. Students will gain knowledge on the implementation of counseling activities, the diagnosis of the pupil's personality and the implementation of effective intervention in order to solve the client's problem (pupil, family, school).
Fedor, M. (2019). Týrané, zneužívané a zanedbávané dieťa. Bratislava: Osveta.
Janošová, P. et. al. (2016). Psychologie školní šikany. Praha: Grada.
Mydlíková, E. (2018). Posudzovanie sociálnej rizikovosti rodiny. Trnava: Typi Universitatis Tyrnaviensis.
Mydlíková, E. (ed.). 2021. Diagnostika syndromu týraného, zneužívaného a zanedbávaného dítěte. Praha: Portál.
Sejčová, Ľ. (2010). Dieťa ako obeť násilia. Bratislava: Album.
Sejčová, Ľ. (2021). Šikanovanie a kyberšikanovanie v škole. [elektronický dokument]. Bratislava: Univerzita Komenského. http://stella.uniba.sk/texty/FIF_LS_sikanovanie.pdf
Report and written test.
Continuous assessment during the teaching part: paper on a selected topic from the subject matter (30 points), during the credit period: written exam (40 points). The student will be admitted to the written exam only with min. by the number of 10 points from the interim assessment.
Classification scale:
A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59% and less).
Two absences with proven documents are allowed. The exact date and topics of the interim assessment will be announced at the beginning of the semester. The dates of the written exam will be announced in the last week of the teaching session at the latest.
Slovak, English
1. Victims of violence. The personality of the victim. Helping victims of crime. Prevention of victimization.
2. Violence committed in families. Domestic violence. Forms of psychological and physical domestic violence. Help for victims of domestic violence.
3. Children as victims of violence. Legal protection of the child. Child abuse in the past. The most common forms of violence against children and youth.
4. Tortured, abused and neglected child - CAN syndrome. Incidence of violence against children and youth.
5. Risk factors for violence against children. Risky child. Risky offender. Risky family. Risky situations.
6. Consequences of violence against children and youth.
7. Diagnosis of abuse and child abuse.
8. Causes of bullying among teenagers. The personality of the aggressor, the victim, the role of witness to bullying. Research on violence and bullying at school in our country and abroad. Forms of intervention and prevention of bullying in schools.
9. Causes of cyberbullying. The personality of the aggressor, the victim, the role of the witness of cyberbullying. Research on cyberbullying here and abroad and forms of effective prevention.
10. Victimization of children and youth and its prevention. Prevention of violence against children in terms of individual forms of CAN.
11. Helping children in crisis and danger. Help for endangered families and children. Method of implementation of crisis counseling.
12. Preventive programs at schools aimed at preventing violence against children and youth.
100/0
The student will acquire professional terminology, fundamental knowledge in the field of victimology, understand the causes of violence perpetrated against children and become familiar with the classifications of risk factors for the occurrence of violence and the classifications of types of violence. He will be able to use the mentioned knowledge and skills in further education and also in the practical level of primary, secondary and tertiary prevention of violence against children and in families.
Hejnová, E., & Hejna, D. (2016). Rozvoj vědeckého myšlení žáků prostřednictvím přírodovědného vzdělávání. Scientia in educatione, 7(2).
Markström, A. M., & Halldén, G. (2009). Children’s strategies for agency in preschool. Children & society 23(2),112-122.
Sotáková, I., Ganajová, M., & Babincáková, M. (2020). Inquiry-Based Science Education as a Revision Strategy. Journal of Baltic Science Education 19(3), 499-513.
Szimethová, M., Wiegerová, A., & Horká, H. (2012). Edukačné rámce prírodovedného poznávania v kurikule školy. Bratislava: OZ V4.
Szimethová, M., Krajcarová, J., & Pacholík, V. Proč? Proč? Proč? Aneb odpovědi na otázky kolem nás: přírodní vědy pro střední školy. Zlín: UTB ve Zlíně.
Trnová, E., Janko, T., Trna J., & Pešková, K. (2016) Typy vzdělávacích komiksu a analýza jejich edukačního potenciálu pro přírodovědnou výuku. Scientia in education 7(1), 49 – 64.
To successfully complete the course, students will work on seminar tasks, create a student portfolio by completing partial assignments, and pass a colloquial exam (oral examination).
The student portfolio includes:
- Creation of methodology for teaching materials using inquiry-based strategies for children/pupils based on the instructor's assignment (40 points).
- Creation of an educational comic for children/pupils to eliminate a specific misconception (30 points).
Colloquial exam: (max. 30 points). Total: max. 100 points.
To successfully pass the course, a minimum success threshold of 60% is required.
Grading: A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59% and less)
The course instructor will accept max. 2 absences with proven documents. Violation of academic ethics will cause annulment of the points obtained in the evaluation item.
The exact date and wording of the partial assignments will be announced in the MS Teams application when they are entered at the beginning of the semester. Assignments will be entered via "Assigned tasks" in the MS Teams application. The assignments submitted by the student will be included in the student's portfolio.
Exam dates will be published via the AIS2 system in the last week at the latest teaching part of the semester.
slovak
1. Contemporary generations of children and youth. Current education concept in Slovakia.
2. Holistic approach to the child's personality.
3. Albert Bandura's theory – the concept of agency.
4. The child as an object and subject of the educational process. The child as an agent, the child is not an actor.
5. The concept of inquiry-based learning (IBL) and inquiry-based activities (IBA) with examples from science education. IBL/IBA from the teacher’s and students’ perspectives.
6. Limits and benefits of IBL/IBA in education.
7. Children's misconceptions and their significance in the educational process. The importance of personal experience in education.
8. The importance of understanding, curiosity, and thinking in children's perception of the world. Inquiry, active research, and inquire-based activities.
9. Strategies applicable in IBL/IBA. Science experiments in IBL/IBA. Using science comics in IBL/IBA. Experiential learning methods and creative drama methods in the context of IBL/IBA.
10. Active listening. Brainstorming, Mind Mapping. Using the EUR method. Supporting critical thinking. Working with curiosity-inducing questions – proper question formulation. Peer education.
11. Current research on IBL/IBA. Current trends in children's theories of world perception.
12. School, family, and the social environment influencing the choice of inquiry-based education strategies.
70/30
Upon successfully completing the course, the student will have knowledge of inquiry-based education strategies, inquiry-based learning, and research methods. They will understand children's misconceptions and how to use inquiry strategies with children/pupils in science education, both in school and extracurricular facilities.
Bakošová, Z. Dončevová, S. Galbavý, D. Šereš, I., & Zemančíková, V. (2011). Teórie sociálnej pedagogiky: edukačné, sociálne a komunikačné aspekty. Bratislava: Slovenská pedagogická spoločnosť SAV.
Gubricová, J. Martincová, R. Liberčanová, K., & Šuhajdová, I. (ed.). (2022). Peer príručka (nielen) pre sociálnych pedagógov. Trnava: Trnavská Univerzita.
Helus, Z. (2015). Sociální psychologie pro pedagogy. Praha: Grada.
Jedlička, R. (2017). Psychický vývoj dítěte a výchova. Praha: Grada.
Liberčanová, K. (2018). Metódy sociálnej pedagogiky. Trnava: Pedagogická fakulta TU.
(a) Interim evaluation: individual preparation for each topic, activity in discussions on each topic (60% of the total evaluation)
(b) final assessment: colloquium - students must demonstrate mastery of the subject matter and the prescribed literature in the form of an interactive discussion, as well as the ability to apply the knowledge acquired to school and professional practice (solving thematic tasks - case studies); sophisticated and coherent language, critical and creative thinking are expected (40 % of the total mark).
A minimum of 10 points in the intermediate assessment is a prerequisite for the examination.
Grading scale
A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59% and below).
A maximum of 2 absences will be accepted. The course has a practical-interactive character.
Slovak
1. Objectives and content focus of the course, systematization of students' previous knowledge.
2. Formation of social identity in childhood and adolescence.
3. Values and value frameworks in education.
4. Social norms and educational models as instruments of social correction.
5. The influence of family environment on the formation of social identity.
6. Influence of school and classroom environment on social identity fomation.
7. The role of peer groups in the process of social identity formation.
8. The role of media and online space in the process of social identity formation.
9. Pedagogy of the environment: community, parent and peer education.
10. Preventive and intervention tools to promote inclusive socialization.
11. The personality of the adolescent educator.
12. Presentation of projects: case studies.
60/40
Students are able to:
- orient themselves in the socialization processes of childhood and adolescence,
- identify and classify risk areas of socialization of children and adolescents in the process of identity formation, value frameworks and social limits,
- apply knowledge and skills through examples of educational reality,
- argue and lead a constructive discussion.
Horská, P., & Sejčová, Ľ. (2023). Riziko vzniku závislosti u detí a mládeže od počítača a internetu. Mládež a spoločnosť. 29(1), 20-42.
Hupková, I., Kuchárová, B., & Sejčová, Ľ. (2020). Prevencia v praxi. Látkové a nelátkové závislosti. Bratislava: Národné osvetové centrum. Dostupné na: https://www.nocka.sk/wp-content/uploads/2021/07/NOCPrevencia-v-praxi-A5-web.pdf
Mackuľak, T., Bodík, I., & Bírošová, L. (2020). Drogy a liečivá okolo nás. Bratislava: Spektrum STU.
Nešpor, K. (2018). Návykové chování a závislost. Praha: Portál.
Reznická, A., & Sejčová, Ľ. (2019). Rizikové používanie internetu a počítača u mladých ľudí vo veku 15 - 25 rokov. In: Psychiatria. Psychoterapia. Psychosomatika. 26(3), 22-33.
Dostupné na: http://www.psychiatriacasopis.skfilespsychiatria2019-03ppp_2019_26_3_rizikove_pouzivanie_internetu_a_pocitaca_u_mladych_ludi
Sejčová, Ľ. (2011). Mladí v sieti závislostí. Bratislava: Album.
Report and written exam;
Continuous assessment during the teaching part: paper on a selected topic from the subject matter (30 points), during the credit period: written exam (40 points). The student will be admitted to the written exam only with min. by the number of 10 points from the interim assessment.
Classification scale:
A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59% and less).
Two absences with proven documents are allowed. The exact date and topics of the interim assessment will be announced at the beginning of the semester. The dates of the written exam will be announced in the last week of the teaching session at the latest.
Slovak
1. Drugs and drug addiction - drug use in history and in the present, classification of drug addictions.
2. Nicotinism and alcohol abuse - manifestations, consequences, treatment and prevention of nicotineism and alcoholism.
3. The most famous substance drugs - manifestations of their use (addiction to marijuana, cocaine, opiates, LSD and hallucinogens, ecstasy, volatile substances, sedatives and hypnotics, amphetamines, methamphetamine and others).
4. Consequences and causes of substance drug use – theories of addiction, personality factors.
5. Therapy and treatment of drug addictions. One-time help, counseling, outpatient and institutional treatment. System of treatment of patients with addiction in Slovakia.
6. Non-substance (non-chemical) addictions – classification of non-substance addictions.
7. Internet addiction - manifestations, causes, consequences, treatment and prevention. Addiction to television, telephone calls.
8. Gambling - pathological gambling - causes, treatment and prevention.
9. Workaholism – addiction to work. Addiction to cults and sects - consequences and prevention.
10. Oniomania (pathological shopping) - causes, treatment and prevention.
11. Addiction to diets and starvation, addiction to food - treatment and prevention of eating disorders.
12. Prevention of substance and non-substance addictions in education. Creating a preventive school program.
100/0
Students will gain knowledge about pedagogical solutions to students' problems in connection with alcoholic and non-alcoholic drugs and addictions to non-narcotic drugs. They will acquire the ability to implement a preventive program designed for children and youth.
Literatúra k predmetu Metodológia pedagogických vied
Gavora, P. (2008). Úvod do pedagogického výskumu. (4. vyd.) Bratislava: Univerzita Komenského v Bratislave.
Gavora, P. (2007). Sprievodca metodológiou kvalitatívneho výskumu. (2. vyd.) Bratislava: Univerzita Komenského v Bratislave.
Chráska, M. (2007). Metódy pedagogického výzkumu. Praha: Grada Publishing.
Hendl, J. (2008). Kvalitativní výzkum. Základní teorie, metody a aplikace. Druhé aktualizované vydání. Praha: Portál.
Hendl, J. (2017). Metody výzkumu a evaluace. Praha : Portál.
Masaryk, R. (2021). Ten druhý výskum. Úvod do kvalitatívnych metód v psychológii. Bratislava: Univerzita Komenského v Bratislave.
Strauss, A. & Corbinová, J. (1999). Základy kvalitativního výskumu. Postupy a techniky zakotvené teorie. Boskovice: Nakladatelství Albert.
Šeďová, K., Švaříček, R. et al. (2007). Kvalitativní výzkum v pedagogických vědách. Praha: Portál.
Švec, Š. et al. (1998). Metodológia vied o výchove. Bratislava: IRIS.
Literatúra k predmetu Pedagogické poradenstvo
Ďurdiak, Ľ., Gatial, V. (2006). Psychologické aspekty výchovného a kariérového poradenstva. Nitra: Pedagogická fakulta UKF v Nitre.
Hargašová, M. et al. (2009). Skupinové poradenství. Praha: Grada Publishing
Jarábek, K., Koštrnová, D. (2014). Výchovný poradca [online]. Bratislava: Metodicko-pedagogické centrum. Dostupné na: https://archiv.mpcedu.sk/sites/default/files/publikacie/jarabek_kostrnova_vychovny_poradca_web.pdf
Knotová, D. a kol. (2014). Školní poradenství. Praha: Grada Publishing.
Krnáčová, Z., Križo, V. (2021). Multidisciplinárny prístup v školách: Školský podporný tím [online].
Národný projekt ŠTANDARDY, VÚDPaP. Dostupné na: https://vudpap.sk/wp-content/uploads/2022/06/Multidisciplinarny-pristup-v-skolach-Skolsky-podporny-tim-v1.03.pdf
Kunčaková, S. (2021). Manuál začínajúceho sociálneho pedagóga v škole. Bratislava: VÚDPaP. Dostupné na: https://vudpap.sk/wp-content/uploads/2021/10/Manual-zacinajuceho-soc.ped_.v1.02.pdf
Lazarová, B. (2002). Základy pedagogicko-psychologického poradenství pro učitele. Brno: ÚPV FF Masarykovy univerzity v Brne.
Mertin, V., Krejčová, L. et al. (2020).Výchovné poradenství. Praha: Wolters Kluwer, 2020.
Sejčová, Ľ. (2018). Edukačné poradenstvo a perspektívy jeho rozvoja. In: Perspektívy rozvoja pedagogiky a andragogiky v Slovenskej republike a v krajinách strednej Európy [elektronický dokument]. Bratislava: Univerzita Komenského v Bratislave, 2018. s.122-131 [CD-ROM]
Sejčová, Ľ. (2011). Pedagogicko-psychologické poradenstvo a poradenský proces. Bratislava: Vydav. UK.
Šefránková, M. (2007). Výchovný poradca. Iris : Bratislava.
Literatúra k predmetu Didaktika pedagogiky
Majerčíková, J. et al. (2015). Předškolní edukace a dítě. Zlín: FHS UTB.
Vališová, A., & Kasíková, H. et. al. (2011). Pedagogika pro učitele. Praha: Grada.
Wiegerová, A. et al. (2015). Profesionalizace učitele mateřské školy z pohledu reformy kurikula. Zlín: FHS UTB.
Wiegerová, A., & Gavora, P. (2014). Proč chci být učitelkou mateřské školy? pohled kvalitativního výzkumu. Pedagogická orientace, 24(4), 510-534.
Wiegerová, A., & Gavora, P. (2015). Conceptualisation of the child and childhood by future pre-school teachers. Pedagogika, 65(5), 502-515.
Štátny vzdelávací program pre odborné vzdelávanie a prípravu . 75 Pedagogické vedy.
Methodology of pedagogical sciences
1. Pedagogical research - scientific theory, research, pedagogical research, theory, practice, method, methodology. The relationship between pedagogical research and educational theory and practice. Research - action research - evaluation.
2. Planning, organization and implementation of field pedagogical research. Stages of research work. Information preparation of research.
3. Ethical principles of work with research subjects, data collection and publication.
4. Thinking about the research problem: The difference between a topic and a research problem. Reasoning and reasoning of the researcher. Preparation of a research project.
5. Quantitative and qualitative research design: Comparison of qualitative and quantitative research, their philosophical foundations, goals, focus and procedures for collecting and processing research data.
6. Qualitatively oriented pedagogical research: Selected currents (branches) of qualitative research: Ethnography, Phenomenological analysis, Narrative and Dramaturgical approach.
7. Procedures in qualitative research. Entering the terrain. Research methods used in qualitative research. Data analysis in qualitative research. Thematic analysis. Grounded theory. Quality standards of qualitative research.
8. Quantitatively oriented pedagogical research: Determination of the research problem. Variables and hypotheses. Hypothesis testing in scientific research. Measurement and quantification in educational research.
9. Research method, research tool.
10. Creation of research instrument, validity and reliability of research instrument
11. Methods of collecting research data: Observation, questionnaire, assessment scales, tests of knowledge and skills, pedagogical experiment.
12. Processing of obtained research data: Analysis and interpretation of research data. Discussion of research findings. Creation of recommendations for practice.
Pedagogical consulting
1. Pedagogical consulting. Characteristics of educational counseling and counseling activities. Explanation of the terms queuing, counselling, adviser, counseling. Forms and areas of counseling. The focus and objectives of the current consultancy.
2. Historical cross-section of the development of counseling and counseling concepts. Counseling as guidance in choosing a profession, diagnostic and psychometric model, medical concept, educational and educational-formative concepts, biodromal educational and developing concept of counseling.
3. Advisory process. Conditions of the counseling process. Requirements for the consultation room and its equipment. Requirements for the consulting team.
4. Clients of the consulting process. Risk clients.
5. Personality and role of the advisor. Communication in the counseling process. Phases of the counseling process.
6. Diagnostic methods of working with the client. Pedagogical diagnostics. Phases of diagnosis in counseling. Anamnestic interview. Observation. Analysis of materials. Standardized diagnostics. Sociometry. Diagnostic techniques in the field of educational counseling.
7. Intervention methods of working with the client. Interventions according to duration, intensity, number of people, client's problem, degree of directiveness, according to individual phases of the counseling process. Individual consultation methods. Group interventions.
8. System of school and educational counseling in Slovakia. The emergence and development of educational and psychological counseling. Special educational facilities. Educational counseling and prevention school facilities.
9. Activities of an educational consultant, social pedagogue, school psychologist, special pedagogue and therapeutic pedagogue.
10. Educational advisor's toolkit. Basic documentation of the educational advisor. Educational consulting abroad (school teacher in Poland, Slovenia, Croatia, USA, educational consultant in the Czech Republic).
Didactics of pedagogy
1. Subject, goals and tasks of didactics of pedagogy and its position in the complex of pedagogical sciences. The relation of didactics of pedagogy to other sciences. The history of the development of the didactics of pedagogy and its teaching.
2. Pedagogy as a teaching subject in secondary schools, issues of the teaching process of pedagogy in different types of secondary schools - pedagogy as a professional subject, as a subject in general - educational, formative and informative goals.
3. The goal of teaching pedagogy in the analysis of basic documents - lesson plans, curricula. Concretization on different types of schools.
4. The issue of goals in teacher preparation for teaching, goals in relation to: content, teaching methods, goal-teacher, goal-student.
5. Bloom's taxonomy of goals and its concretization in the subject of pedagogy.
6. Didactic analysis of the curriculum as a basic activity of the teacher in preparation for teaching. Analysis of textbooks and other aids for the presentation of basic, expanding, supplementary curriculum.
7. Methods of teaching pedagogy. Categorization of teaching methods, the problem of their choice.
8. Social approaches in teaching. Role playing, cooperative learning.
9. Organizational forms of teaching pedagogy. Lesson, pedagogical practice, excursion, visiting, pedagogical observation, lecture, seminar, exercise, independent work.
10. Evaluation of teaching results in pedagogy, entrance exams, matriculation exams - practical - theoretical testing.
11. The personality of the pedagogy teacher, his position at the secondary school. Specifics of the activity of a pedagogy teacher. Extracurricular activity of a pedagogy teacher.
12. Material equipment of the pedagogy teacher at the school, didactic cabinet, library.
A student can take the state exam a) after obtaining at least such a number of credits that, after obtaining the credits for successfully passing the state exams, he reaches the necessary number of credits for the proper completion of his studies, b) after successfully completing the mandatory subjects, mandatory optional subjects and optional subjects in the composition determined by the study program, c) after fulfilling the student's obligations arising from § 71, par. 3 letters b of the Act on Universities, d) if no disciplinary proceedings are being conducted against him.
Successful completion of the subject 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 commission for state exams with classification grades A to FX. The examination board decides on the evaluation of the state exam or its part by consensus. If the examination committee does not reach a consensus, the evaluation of the state examination or its part is decided by voting.
Based on the wording of the study regulations of the faculty (VP 5/2020, Article 15), the framework dates of state exams are set by the dean in accordance with the faculty study schedule. The department is obliged to publish the dates of the 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 at least three weeks before the exam date.
The student is entitled to one regular and two correction dates of the state exam. The regular term is the one for which the student registered for the first time in the term set for the state exams. If the student was evaluated with an FX grade on the regular date of the state exam, the student can take the remedial dates of the state exam a) in the following dates for holding state exams in the relevant academic year or b) in the dates for holding state exams in any of the following academic years in accordance with § 65, par. 2 of the Act on Universities.
If, for serious reasons, the student is unable to participate in the state exam date for which he has registered, he is obliged to apologize in writing to the chairman of the examination committee in advance or no later than three working days after the state exam date or part of it, if there were serious obstacles that prevented him from apologizing in advance. If a student does not appear for the state exam or part of it on the specified date without an excuse, or if the chairman of the examination committee does not accept his excuse, he is evaluated with an FX grade for the given date of the state exam.
Slovak
1. The student will attend the registered date of the state exam according to the schedule set by the department.
2. The student receives a question from the subject of the state exam, which is entered in writing and anonymously in the form of a random selection from printed questions or a generator.
3. The examination board will give the student adequate time to prepare an oral answer to the given question.
4. The student presents a prepared answer to the question in front of the examination committee and also answers additional questions.
5. After the student's answer is finished, the examination board will decide on the results of the state exam, which will take place at a closed session of the examination board.
The course of the state exam and the announcement of its results are public.
0/100
A student who passes the state exam comprehensively manages the issues of the state exam in the context of the set areas. He has theoretical and practical knowledge based on the current state of knowledge in the field of pedagogy, as well as the ability to apply and use them creatively. He masters the knowledge contained in the teaching of the subjects Methodology of Pedagogical Sciences, Pedagogical Counseling and Didactics of Pedagogy. He can apply knowledge from pedagogy to intersubject relationships, he is able to think critically and argue scientifically.
BAZÁLIKOVA, Jana. História vyučovania pedagogiky v učiteľských ústavoch a učiteľských akadémiách na Slovensku. In: Paedagogica 20. Bratislava: Univerzita Komenského, 2008, s. 7-13.
BAZÁLIKOVA, Jana. Vývoj a súčasné poňatie predmetu pedagogika na stredných školách. In: Pedagogická revue, roč. 50, č. 4, 1998, s. 329-335.
BAZÁLIKOVA, Jana. Didaktika pedagogiky ako špeciálnej pedagogickej disciplíny. In: Paedagogica 16. Bratislava: Univerzita Komenského, 2001, s.101-106.
PODLAHOVÁ, Libuše. Pedagogická praxe. Průvodce pro současné studenty a budoucí učitele. Olomouc: VUP, 1998. ISBN 80-7067-793-7.
SKALKOVÁ, Jarmila. Obecní didaktika. Praha: Grada, 2007. ISBN 80-247-182-17.
ŠTURMA, Jaroslav. Didaktika pedagogiky. Hradec Králové: Gaudeamus, 1993.
ŠVEC, Štefan. Didaktika I. Bratislava: UK, 1988.
ŠVEC, Vlastimil, FILOVÁ, Hana a Oldřich ŠIMONÍK. Praktikum didaktických dovedností. Brno: Masarykova univerzita, 1996. ISBN 80-210-1365-6.
VALIŠOVÁ, Alena, SINGULE, František a Jozef VALENTA. Didaktika pedagogiky. Praha: Státní pedagogické nakladatelství, 1990. ISBN 80-7066-105-4.
VALIŠOVÁ, Alena a Hana KASÍKOVÁ. Pedagogika pro učitele. Praha: Grada. 2007. ISBN 978-80247-1734-0.
1. Subject, goals and tasks of didactics of pedagogy (concept of didactics of pedagogy, position in the complex of pedagogical sciences, didactics of pedagogy as a special pedagogical discipline)
2. Pedagogy as a subject in secondary schools (history and current state)
3. Methodological basis of didactics of pedagogy and its theoretical starting points
4. Modern trends in the teaching of pedagogy abroad (organization of student preparation for the teaching profession)
5. Issues in the process of teaching pedagogy in secondary schools (the purpose of teaching, the personality of the pupil, the personality of the teacher, teaching methods, material and organizational conditions, phases of the teacher's work, and etc.)
6. Analysis of the basic means of teaching pedagogy (focus on secondary school, secondary school of pedagogy as a specific type of vocational school, common and different features)
7. Concept of the goal of teaching pedagogy (dichotomous and trichotonic division of goals)
8. Profile of a graduate of SPŠ (concretization of the goal from the point of view of the student's personality)
9. Goal in the teaching content of the subject pedagogy (study field of teaching for kindergartens, pedagogy, free time animator, cultural and educational worker)
10. Structure of the goals of education and education at SPŠ (Pedagogical skills, knowledge, thinking, habits, motives and attitudes, concrete and abstract knowledge, relationships expressing connections)
11. Didactic analysis of the curriculum as a basic activity of the teacher in preparation for teaching (the concept of DAU, selection of the curriculum and its organization in terms of goals, formulation of learning questions and tasks, teacher preparation)
12. Methods of teaching pedagogy and their modernization (which affects the choice of methods)
13. Learning tasks and questions and their use in the teaching of pedagogy (concept of learning tasks, functions of learning tasks, classification of questions based on the taxonomy of learning tasks)
14. Organizational forms of teaching in the subject of pedagogy (concept, use of selected organizational forms of teaching)
15. The concept of pedagogical practice (goals, tasks, content, forms, evaluation, pedagogical diary – structure, goal)
16. Use of material didactic aids in the teaching of pedagogy (the concept of didactic aids, special teaching aids in the teaching of pedagogy)
17. Examination and evaluation of the educational process (forms of assessment, function, quantitative and qualitative examination, use of didactic tests and classification of pedagogical practice)
18 Specifics of entrance exams to SPŠ
19. The teacher's personality and the process of his self-improvement
20. Characteristics of the pedagogy curriculum (content in terms of knowledge, activities, various sources of curriculum content)
A student can take the state exam a) after obtaining at least such a number of credits that, after obtaining the credits for successfully passing the state exams, he reaches the necessary number of credits for the proper completion of his studies, b) after successfully completing the mandatory subjects, mandatory optional subjects and optional subjects in the composition determined by the study program, c) after fulfilling the student's obligations arising from § 71, par. 3 letters b of the Act on Universities, d) if no disciplinary proceedings are being conducted against him.
Successful completion of the subject 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 commission for state exams with classification grades A to FX. The examination board decides on the evaluation of the state exam or its part by consensus. If the examination committee does not reach a consensus, the evaluation of the state examination or its part is decided by voting.
Based on the wording of the study regulations of the faculty (VP 5/2020, Article 15), the framework dates of state exams are set by the dean in accordance with the faculty study schedule. The department is obliged to publish the dates of the 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 at least three weeks before the exam date.
The student is entitled to one regular and two correction dates of the state exam. The regular term is the one for which the student registered for the first time in the term set for the state exams. If the student was evaluated with an FX grade on the regular date of the state exam, the student can take the correction dates of the state exam
a) in the following dates for holding state exams in the relevant academic year or b) in the dates for holding state exams in any of the following academic years in accordance with § 65, par. 2 of the Act on Universities.
If, for serious reasons, the student is unable to participate in the state exam date for which he has registered, he is obliged to apologize in writing to the chairman of the examination committee in advance or no later than three working days after the state exam date or part of it, if there were serious obstacles that prevented him from apologizing in advance. If a student does not appear for the state exam or part of it on the specified date without an excuse, or if the chairman of the examination committee does not accept his excuse, he is evaluated with an FX grade for the given date of the state exam.
Slovak
1. The student will attend the registered date of the state exam according to the schedule set by the department.
2. The student receives a question from the subject of the state exam, which is entered in writing and anonymously in the form of a random selection from printed questions or a generator.
3. The examination board will give the student adequate time to prepare an oral answer to the given question.
4. The student presents a prepared answer to the question in front of the examination committee and also answers additional questions.
5. After the student's answer is finished, the examination board will decide on the results of the state exam, which will take place at a closed session of the examination board.
The course of the state exam and the announcement of its results are public.
0/100
A student who passes the state exam comprehensively manages the issues of the state exam in the context of the set areas. He has theoretical and practical knowledge based on the current state of knowledge from the didactics of pedagogy, as well as the ability to apply and use them creatively. He masters the knowledge contained in the teaching of the subjects Didactics of Pedagogy 1 and Didactics of Pedagogy 2. He is able to apply knowledge from the didactics of pedagogy to cross-subject relationships, he is able to think critically and argue scientifically.