Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 1L+1S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Teaching: 22 h, continuous home preparation for class (revision, study of terminology, homework) = 16 h, preparation for the mid-term test =15 h, theoretical and practical preparation for the final test = 22 h
Teaching methods:
Explanation of the material linked to discussion of the topic, interview method, students working in groups depending on the topic (smaller, larger groups), use of practical examples to apply the theoretical knowledge acquired during lessons and self-study, students searching for practical examples and using them in lessons - discussions, analyses
Compulsory readings:
LANČARIČ, D. (2012). Elements of Linguistics. Bratislava: Z-F LINGUA.
REPKA, R. (2008). A Student´s Introduction to the Study of the English Language. Bratislava: Z-F LINGUA.
Recommended readings:
AITCHINSON, J. (1995). Linguistics: An Introduction. Hodder and Stoughton.
LANČARIČ, D. (2012). Selected Chapters from English Linguistics. Bratislava: Z-F LINGUA.
ŠTEKAUER, P. (1993). Essentials of English Linguistics. Prešov: Slovacontact.
VACHEK, J. (1975). Introduction to the Study of English. Praha: SPN.
WIDDOWSON, H. G. (1996). Linguistics. Bristol: Oxford University Press.
none
Course completion requirements:
The student is entitled to an alternative date for the midterm assessment (if he/she has not attended the assessment for health or other serious reasons), but is not entitled to a re-sit in-term assessment date.
Attendance in class (maximum 3 excused absences) and passing the in-term assessment with a minimum of 60% pass rate are prerequisites for passing the exam.
Continuous assessment (40 percent):
In-term test focused on theoretical knowledge, solving practical tasks
Final assessment (60 percent):
Final test focused on theoretical knowledge, practical problem solving, simple grammatical analysis
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student has a rich theoretical knowledge of the introduction to the individual linguistic disciplines, can analyse a simple English sentence independently and without error, identify the individual grammatical categories, correctly uses specialist terminology, is familiar with the history of English, can make connections correctly and without the teacher's assistance, correctly understands the relationships between the linguistic disciplines and can name them using the newly learned terminology.
B (excellent performance): The student has a rich theoretical knowledge in the field of introduction to individual linguistic disciplines, can analyse a simple English sentence independently and without serious errors, identify individual grammatical categories, correctly uses specialist terminology, is familiar with the history of English, can correctly state connections, correctly understands the relationships between linguistic disciplines and can name them, using the newly learned terminology.
C (good performance): The student can demonstrate theoretical knowledge of the area of introduction to individual linguistic disciplines, can analyse a simple English sentence independently, makes minor errors in identifying grammatical categories that do not have a major impact on the overall analysis, is familiar with the history of English, makes errors in terminology - expresses himself more in descriptive terms, understands the relationships between individual linguistic disciplines with the help of the teacher.
D (satisfactory performance): The student has sufficient theoretical knowledge in the field of introduction to individual linguistic disciplines, with the help of the teacher can analyse a simple English sentence, identify individual grammatical categories, has mastered professional terminology, can define the basic milestones in the history of English, understands the relationships between linguistic disciplines, can name them and use the basic terminology learnt in the process.
E (sufficient performance): The student has sufficient basic theoretical knowledge in the field of introduction to individual linguistic disciplines, with the active help of the teacher can analyse a simple English sentence, identify basic grammatical categories, is familiar with the basics of the history of English, knows the basic terminology but only with the help of the teacher can find connections, understands the relationships between linguistic disciplines at a sufficient level.
English, Slovak
Course contents:
Main thematic threads of the course: Definition of general linguistics, definition of language and linguistic sign, functional styles of language, history of English language, structure of English and American studies, standard and non-standard English, geographical varieties of English, phonetics and phonology, lexicology, semantics, pragmatics, grammar, grammatical categories, morphological processes, syntax
Through the above content, the student will become familiar with the supporting linguistic theories and concepts (system, naming unit, communication, sign), grammatical categories (gender, case, tense, aspect, etc.), and grammatical processes (morphological, syntactic). At the same time, the student will acquire basic facts about the different planes and sub-plans of the language and gain a basic understanding of the development of the English language. The student will deepen his/her ability to work with specialized text and to critically analyse information.
The student develops the ability to critically assess the information obtained with regard to its relevance and applicability in practice. The acquired theoretical knowledge is subsequently used in practical activities and by using the stated methods, the student actively works on improving and refining his/her argumentation skills with a view to future pedagogical practice. The student develops the skills of correlating theoretical knowledge, acquires argumentation skills.
Continuous assessment (40 percent):
In-term test focused on theoretical knowledge, solving practical tasks
Final assessment (60 percent):
Final test focused on theoretical knowledge, practical problem solving, simple grammatical analysis.
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course aims for a student to develop the following knowledge, skills, and competences:
Knowledge:
During the course, the student will acquire new linguistic terminology, gain an overview of the different linguistic disciplines, plans and sub-plans of language and their characteristics. The student will understand the interplay and nature of relevant linguistic sub-disciplines, gain an overview of the different periods in the development of the English language and understand the focus and orientation of the various linguistic schools, and recognize trends in the development of the English language.
Skills:
The student will learn to work independently with a professional linguistic text. The student will be able to analyse individual linguistic units, using theoretical knowledge, he/she will be able to analyse a simple English sentence independently, he/she will be able to determine grammatical categories of nouns and verbs, he/she will learn how to work with words using examples from everyday communication - morphemic analysis, basic lexical characterisation, determination of word types and sentence articles. They develop analytical-critical thinking as one of the basic characteristics of a future teacher.
Competences:
The student is able to work independently and in a group on grammatical analysis, at the same time he/she is able to present it to colleagues at the required linguistic level, he/she is able to defend and argue his/her claims, he/she develops argumentative competence. The students use interpersonal skills and develop communication skills when presenting their work. They think within the context of the subject, can correlate different linguistic systems and subsystems, do not understand them in a bounded way. They perceive language globally and demonstrate the overall view needed to its understanding.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 1L+2S
Teaching mode: in-person, combined
Scope (number of hours): 3 per week, 33 per semester
Student workload: 100 hours in total
In-class teaching = 33 h, continuous home preparation = 22 h, preparation and participation in literary and literary-social discussion = 5 h, preparation for 2 progress tests during the semester = 10 h, preparation for the final written test = 30 h.
Teaching methods:
Lecture, dialogic methods (debate, discussion, colloquium), analysis of video recordings (film extracts or relevant social events), heuristic method, students´ presentation of their own conclusions, guided self-study.
Compulsory readings:
JAVORČÍKOVÁ, J. and ŠIPOŠOVÁ, M. (2017). Thinking About Literature: Language, Pedagogical Contexts and Cultural Identity of Literature. Bratislava: Z-F Lingua.
FRANKO, Š. (1994). Theory of Anglophonic Literatures. Prešov: Slovacontact.
Recommended readings:
CUDDON, J. A. (1998; re-edition 2000, 2008) The Penguin Dictionary of Literary Terms and Literary Theory. London: Penguin.
EAGLETON, T. (1994; re-edition 2000). Literary Theory. Minneapolis: University of Minnesota.
JAVORČÍKOVÁ, J. (2009). “K problémom teórie literárnych žánrov: štúdia z komparatívnej genológie”. In Conversatoria Litteraria: miedzynarodowy rocznik naukowy. Roč. 2. Siedlce: Instytut Filologii Polskiej, Akademia Podlaska.
JAVORČÍKOVÁ, J. (2009). “Postmoderný text ako médium významu“. In Mladá veda 2009: humanitné vedy - literárna veda. Banská Bystrica: UMB.
The aforementioned sources are available in Slovak libraries and bookstores.
None
Course completion requirements: (100 points/percent):
Continuous assessment (40 points/percent):
Participation in the literary-cultural discussion and elaboration of the assigned questions (10 points/10%)
Progress test 1 (15 points/15%)
Progress test 2 (15 points/15%)
Participating in a literary-cultural discussion cultivates students’ relationship to literature and reading, as well as critical reflection on specific topics, or literature in general, which they present in written form. Progress tests 1 and 2 during the semester are aimed at determining the level of students´ theoretical knowledge and the ability to apply it practically to a text/literary work, as well as their ability to systematically analyse a literary text, evaluate it critically and form an attitude towards the topic. Alternatively, their ability to process the text creatively for pedagogical application is monitored.
Final assessment (60 points/percent):
Written exam (60 points/60%) measures the level of students´ theoretical knowledge of the subject (such as their awareness of literary terminology and its practical application to a literary text/work, for example).
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent results): The student masters the core knowledge of Anglophone literature and literary theory, as well as the relevant terminology. He/she can identify literary notions in a new text, is aware of the origin and development of literary trends, genres, representative works, the principles of literary criticism and the social and pedagogical contexts of Anglophone literature. He/she understands the context of the origin and development of literary movements and genres and is able to apply all studied terms to a new literary work and text).
B (very good): The student masters the core knowledge of Anglophone literature and literary theory, listed in (A) with less serious errors and inaccuracies, understands the substantial majority of contexts of the origin and development of literary movements and genres, can apply several terms to a new literary work and text).
C (good, reliable work): The student masters a substantial part of the cross-sectional key knowledge of the sub-discipline Anglophone literature and literary theory, with some errors and inaccuracies, understands most of the contexts of the origin and development of literary movements and genres, can apply some terms to a specific new literary work and text).
D (satisfactory results): The student masters a substantial part of core knowledge of Anglophone literature and literary theory, with several errors and inaccuracies, understands some of the contexts of the emergence and development of literary movements and genres. He/she cannot apply some terms to a familiar literary work and text.
E (sufficient performance): The student masters only some core knowledge of Anglophone literature and literary theory, with numerous errors and inaccuracies and partially understands the context of the origin and development of literary movements and genres. He/she can only apply some terms to a familiar literary work and text.
FX (insufficient performance; additional work is required): The student is not aware of the core knowledge of Anglophone literature and literary theory, or his/her knowledge is contextless, with excessive errors and inaccuracies, he/she does not understand the context of the origin and development of literary movements and genres, he/she cannot apply studied terms to a new or familiar literary work and text).
English, Slovak
Course contents:
Epistemology and gnoseology of literature - attributes of the literary text. Linguistic, cultural, social and pedagogical effects of reading fiction. Characteristics of literature and formation of literary genres. Poetry (genre variants, analysis of poetic works). Acoustic attributes of the text – metric system. Tropes. Prose (novel and short story, its structure, characters, narrator, etc.). Drama (genre variants - comedy, tragedy, drama, etc., analysis of dramatic works). Analysis (explication, close reading) and interpretation of literary texts. Methods of writing about literature. Pedagogical implications of the discipline.
Through the aforementioned subject contents and via the aforementioned educational methods, students acquire knowledge, develop their didactic skills and competences corresponding to the bachelor profile of a graduate in the study program English language and literature teaching (combination).
Continuous assessment (40 points/percent):
Participation in the literary-cultural discussion and elaboration of the assigned questions (10 points/10%)
Progress test 1 (15 points/15%)
Progress test 2 (15 points/15%)
Participating in a literary-cultural discussion cultivates students’ relationship to literature and reading, as well as critical reflection on specific topics, or literature in general, which they present in written form. Progress tests 1 and 2 during the semester are aimed at determining the level of students´ theoretical knowledge and the ability to apply it practically to a text/literary work, as well as their ability to systematically analyse a literary text, evaluate it critically and form an attitude towards the topic. Alternatively, their ability to process the text creatively for pedagogical application is monitored.
Final assessment (60 points/percent):
Written exam (60 points/60%) measures the level of students´ theoretical knowledge of the subject (such as their awareness of literary terminology and its practical application to a literary text/work, for example).
Objectives and learning outcomes:
This course focuses on the acquisition of the following knowledge, skills and competences, as stipulated in the graduate profile (part: goals of education):
Knowledge:
The student…
- is aware of the core knowledge of the sub-discipline "Anglophone literature and literary theory", i.e. understands literary terminology and the context of the subject,
- has acquired overview of the history, literature, culture and cultural studies of countries where English is used as a mother tongue and is aware of their application in developing his/her intercultural literacy,
- understands the principles upon which the development of basic literary trends in Anglophone and world literature started, knows the cultural and ethnic diversity of Anglophone provenance,
- is aware of the attributes of literary and non-literary texts,
- recognizes the rhetorical characteristics of literary texts, artistic devices, tropes and figures,
- is aware of the development of literary genres of poetry, prose and drama in Anglophone literatures, and understands the diachronic and synchronic relations of genres,
- recognizes representative works of Anglophone literature,
- recognizes the principles of literary criticism,
- is aware of the pedagogical context of literature and implementation of literature to EFL teaching.
Skills:
The student…
- is able to use artistic (primary) and academic (secondary) literary sources,
- is able to apply critical analysis when evaluating selected cultural-social and political phenomena depicted in literary works,
- can analyse the latest knowledge of the discipline, can apply analytical-critical and linguistic thinking, leading to creativity and empathy,
- is cultivating skills to communicate fluently on professional aspects of literature and culture in English at B2 level,
- has acquired digital skills, can search for relevant information in the digital space and work in the digital learning environment Moodle.
Competences:
The student…
- can read and interpret literature (fiction and academic sources) in English,
- is able to argue, present and defend his/her opinions and positions, can communicate effectively in a group and solve professional problems as a part of team,
- knows how to plan and organize his/her education and how to use self-study strategies,
- is aware of self-knowledge strategies leading to deepening of his/her metacognitive awareness.
- has acquired literary and intercultural competences,
- has gained prerequisites for his/her active involvement in professional life.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 1L+1S
Teaching mode: in-person, combined
Scope (number of hours): 3 per week, 33 per semester
Student workload: 100 hours in total
Contact hours = 33 hours, preparation for class = 26 hours, preparation for final exam = 25 hours, writing an essay on a chosen topic = 8 hours, preparing a presentation on the topic of the essay = 4 hours, preparing a quiz or a didactic game on the topic of the presentation = 4 hours
Type of activities:
Brief presentation of lecture material, dialogic methods (debates, discussions), brainstorming, idea mapping, didactic games (quizzes, competitions), guided study (work with texts, analysis and comprehension assignments)
Compulsory readings
MAUK, D., TONNESSEN, A. T., OAKLAND, J. (2022). American Civilization: An Introduction. 9th ed. London and New York: Routledge.
OAKLAND, J. (2011). British Civilization: An Introduction. 7th ed. London and New York: Routledge.
Recommended readings
BRENNER, G., FORD, M., and SULLIVAN, P. (2007). Celebrate! Holidays in the U.S.A. 2nd edition. https://americanenglish.state.gov/resources/celebrate-holidays-usa
MCDOWALL, D. (1989). An Illustrated History of Britain. Harlow: Longman.
O’CALLAGHAN, B. (2007). An Illustrated History of the USA. Harlow: Pearson Education.
O’DRISCOLL, J. (2009). Britain for Learners of English. Oxford: Oxford University Press.
National archives (America’s founding documents): https://www.archives.gov/founding-docs
U.S. Department of Education: https://www.ed.gov/
Department of Education (UK): https://www.gov.uk/government/organisations/department-for-education
These resources are available in Slovak libraries and bookstores, as well as on the free internet.
none
Course completion requirements
Continuous assessment (40 points/percent):
Essay on the chosen topic (20 points)
Presentation of the chosen topic (10 points)
Quiz or didactic game related to the chosen topic (10 points)
Obtaining a minimum of 60% of the seminar (24 points) is a pre-requisite for the completion of the course.
Final assessment (60 points/percent):
Written exam (60 points)
Grading
100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX
A (excellent performance): The student is able to independently write an essay on the chosen topic, makes excellent use of terminology, explains relevant theoretical knowledge, the work is written with no serious stylistic, spelling and grammatical mistake. The student is able to prepare and deliver a presentation on the chosen topic with maximal clarity and precision of language. The student can independently create and moderate meaningful quizzes for the purposes of education.
B (very good performance): The student is able to write an essay on the chosen topic, makes excellent use of terminology, explains relevant theoretical knowledge. The essay is written with no major (and with a few minor) mistakes of language and contents. The student is able to prepare and deliver a presentation on the chosen topic with minor errors in clarity and language. The student is able to create and moderate meaningful quizzes with minor intervention of the teacher.
C (good, reliable performance): The student is able to write an essay on the chosen topic with maximum two major mistakes, uses correct terminology with minimal inaccuracies. The essay is written in appropriate style and language with few errors in argument. The student is able to prepare and deliver a presentation on the chosen topic with a few errors of language (that do not disturb meaning). The student is able to create and moderate quizzes with the help of the teacher.
D (satisfactory performance): The student is able to write an essay on the chosen topic with 2-4 major mistakes, explains some fundamental theoretical context. The essay is written in an acceptable style and quality of language containing numerous mistakes. The student is able to create and deliver a presentation on the chosen topic with numerous errors of language and argument; the teacher needs to intervene often. The student is able to create and moderate quizzes only with significant intervention of the teacher.
E (sufficient performance): The student can write an essay on the chosen topic with minimal use of terminology and a large number of major mistakes in language use. The essay is written with minimal clarity and many errors of language use. The student is able to create and deliver a presentation on the chosen topic with numerous mistakes of language and minimal indication of cohesion. The student is able to create and moderate quizzes only with substantial help of the teacher.
FX (insufficient performance): The student cannot achieve the essay, is not aware of basic terminology. The paper is not comprehensible. The student is unable to create and present a presentation on the chosen topic, his/her oral delivery is not comprehensible and lacks sense and unity. The student fails to create quizzes.
English, Slovak
Course contents
Geography of the UK and the USA: outline map exercises will deepen students’ knowledge of geography and topography. The comparison of geographical and demographic data will help students to work with different types of information, scholarly texts and digital technologies.
UK and US history: the reading and discussion of historical sources will help students to learn online search strategies and the analysis of historical sources. The discussion of related scholarly studies will enhance students’ analytical skills and understanding the impact of historical events and transformations on societies and culture.
Holidays in the UK and the USA: by means of authentic textual and video materials, students will learn about traditional holidays in the UK and the USA, their history and related social and cultural practices and institutions; they will compare traditions with Slovak ones and explain the difference in terms of history and culture. Through the method of drama, they will illustrate certain holidays.
The educational system in the UK and the USA: students will brainstorm and discuss their own understanding of the current educational system in the UK and the USA, pointing out the differences between the Slovak and Anglo-American educational systems, discussing the positive and negative aspects of these educational systems.
Government in the UK and the USA: students will brainstorm and discuss their own understanding of the system of government in the UK and the USA. Based on the knowledge they have gained about the history of the UK and the USA, they will draw conclusions about how the system of government developed. Through selected speeches of British and US politicians, they will learn about the rhetoric of political speeches, and discuss them in terms of similarities and differences of language and argument. Students will create their own political speech.
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor's degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (40 points/percent):
Essay on the chosen topic (20 points)
Presentation of the chosen topic (10 points)
Quiz or didactic game related to the chosen topic (10 points)
Obtaining a minimum of 60% of the seminar (24 points) is a pre-requisite for the completion of the course.
Final assessment (60 points/percent):
Written exam (60 points)
Objectives and learning outcomes
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge
- Upon completion of this course, the student will have a clear understanding of the history, geography, and culture of the United Kingdom and the United States, as well as an understanding of how particular events in history have influenced the formation of Anglophone societies and cultures.
- Students will understand how realia can be implemented in the teaching of the English language (through the creation of a quiz) and how intercultural awareness can be developed through such implementation.
Skills
- Students will develop and improve their foreign language skills at B2–C1 levels (CEFR) in all language skills by working with authentic texts in English, by writing an essay and presenting their work.
- Students will be able to use digital technologies in their presentation with the implementation of audio-visual devices.
Competences
- Students will be able to plan and organise their own learning, which will improve their ability to cope with authentic texts, to find relevant literature, to select relevant information, and to process this information into an essay and presentation.
- Students will be able to defend their opinions and positions as well as to support them with arguments based on scholarly literature, historical sources and the interpretation of the knowledge transmitted in the course.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 1L+2S
Teaching mode: in-person, combined
Scope (number of hours): 3 per week, 33 per semester
Student workload: 100 hours in total
Classes = 33 h, continuous home preparation for the class (revision, homework) = 22 h, preparation for the mid-term test = 18 h, theoretical and practical preparation for the final test (study of theory, practical exercises and exercises) = 27 h
Type of activities:
Interpretation of material, interviews and discussions, work with text, solving tasks and assignments independently or in groups, problem solving, analysis and evaluation of classmates’ partial outputs, application of theoretical knowledge in practice - active work of students in finding authentic examples from language practice, critical analysis.
Compulsory readings:
(selected chapters corresponding to the course syllabus)
CLOSE, R. A. (1993). A University Grammar of English: Workbook. London: Longman.
CHALKER, S. (1992). A Student’s English Grammar: Workbook. London: Longman.
QUIRK, R. and GREENBAUM, S. (1990). A Student’s Grammar of the English Language. London: Longman.
Recommended readings:
(selected chapters corresponding to the course syllabus)
BIBER, D., CONRAD, S. and LEECH, G. (2002). Student Grammar of Spoken and Written English. London: Longman.
HAIS, K. (1991). Anglická gramatika. Bratislava: SPN.
HEWINGS, M. (1999). Advanced Grammar in Use. Cambridge: Cambridge University Press.
QUIRK, R. and GREENBAUM, S. (1993). A University Grammar of English. London: Longman.
B-ANGde001 Introduction to the Study of the English Language
Course completion requirements:
The student is entitled to sit for the Continuous tests in an alternative date (in case of medical or other compelling reasons); but is not entitled to sit for improvement tests. Attendance of the course (maximum of 3 excused absences) is a prerequisite for the examination.
Continuous assessment (40%):
Continuous test containing practical activities and tasks
Final assessment (60%):
Final test aimed at determining the level of theoretical knowledge, development of practical tasks, application of the acquired theoretical knowledge in practical exercises
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student thinks independently in context, links the theoretical knowledge acquired with practical skills. The student has an excellent command of technical terminology and uses it in describing and determining grammatical phenomena. Analyses a simple sentence independently and without the teacher’s help. Independently and correctly determines all grammatical categories of nouns in a previously unknown text, understands and can explain the relationships within a nominal phrase without the teacher's assistance. Can justify his/her practical outcomes using new theoretical knowledge.
B (very good performance): The student thinks independently in context, links acquired theoretical knowledge with practical skills. The student has an appropriate level of knowledge of technical terminology and uses it to describe and determine grammatical phenomena. Analyses a simple sentence with minimal help from the teacher, correctly determines almost all grammatical categories of nouns in a previously unknown text, understands and can explain relationships within a nominal phrase. Can justify their practical output using new theoretical knowledge, makes minor errors in terminology, also relies on descriptive justifications and explanations.
C (good performance): The student can correlate phenomena only with the teacher's help, links some acquired theoretical knowledge with practical skills. He/she has an adequate level of knowledge of technical terminology and uses it to describe and determine grammatical phenomena with the teacher's assistance. With the teacher's help, analyses a simple sentence, correctly determines most grammatical categories of nouns in a previously unknown text, understands and can explain in a simple way the relationships within a nominal phrase. Can justify their practical output with terminological inaccuracies, relying on descriptive justifications and explanations. Has mastery of terminology, has minor problems in linking terminology to practical activities.
D (satisfactory performance): The student can correlate phenomena only with teacher assistance. The student knows basic vocabulary at an appropriate level and, with the teacher's assistance, uses it to describe and determine grammatical phenomena. Relies on the teacher's questions to analyse them. With the teacher's assistance, analyses a simple sentence, correctly determines most grammatical categories of nouns in a previously unknown text, understands and can explain in a simple way the relationships within a nominal phrase. Can justify their practical output with terminological inaccuracies, relying on descriptive justifications and explanations. Has a basic command of terminology but has difficulty linking it to practical activities. Relies on learned procedures and examples to elaborate.
E (sufficient performance): The student understands each grammatical category in isolation, lacks connection to context. The student has a sufficient command of basic vocabulary and, with the active help of the teacher, uses it to describe and determine grammatical phenomena. Relies on the teacher’s questions. Analyses a simple sentence with the teacher’s active assistance, determines grammatical categories of nouns in isolation, determines relationships within a nominal phrase with the help of the teacher’s questions. Relies on descriptive justifications and explanations. Knows basic terminology but has difficulty linking it to practical activities. Relies on learned procedures and examples from classroom lessons to work them out.
English, Slovak
Course contents:
Main themes of the course: Language units, word types, phrases, sentence articles, nominal phrases, nouns, their grammatical categories and structural-functional characteristics, articles, pronouns, adjectives and their structural, syntactic and semantic characteristics.
Through the above content, the student will acquire linguistic terminology relevant to pedagogical grammar. It will systematize the knowledge of the functioning of English grammar acquired in the previous course of introduction to English language learning and systematically develop it further. The student will acquire knowledge of the structural, syntactic and semantic aspects of nominal phrases and their components and will understand their structural-functional characteristics. The student will develop declarative and procedural grammatical knowledge, and will develop comparative-linguistic thinking on the basis of comparing selected phenomena of Slovak and English grammar.
The presentation of didactically processed linguistic grammar is enriched with suggestions for the use of transfer and prevention of interference from the Slovak language, as well as suggestions for the creation of effective learning strategies and methodological recommendations for the teaching of the phenomena in question.
Continuous assessment (40%):
Continuous test containing practical activities and tasks
Final assessment (60%):
Final test aimed at determining the level of theoretical knowledge, development of practical tasks, application of the acquired theoretical knowledge in practical exercises.
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course aims for a student to develop the following knowledge, skills, and competences:
Knowledge:
In the course, the student will consolidate the theoretical knowledge of the hierarchy of language units. The student will be able to identify the different word types and understand the connections between them within a simple sentence. The student will learn the characteristics of nouns, adjectives, articles and pronouns, and will acquire knowledge of all grammatical categories determined for nouns.
Skills:
The student is able to use the acquired theoretical knowledge for practical analysis and analysis of grammatical phenomena, be able to independently develop an analysis of a simple sentence, determine word types and grammatical categories of nouns. The student is able to participate in discussions on the grammatical phenomena discussed and is able to identify and correct the mistakes of his/her classmates. The student critically analyses, problem solves and produces relevant examples from practice, can find and describe the main differences and similarities between grammatical phenomena in Slovak and English. He/she uses own experience of the teaching process and critically analyses appropriate and inappropriate ways of teaching grammar.
Competences:
Students can communicate the results of their work in an appropriate manner, can critically evaluate their own analyses as well as those of classmates with whom they collaborate, and can solve relevant professional issues in a team manner at the appropriate language level B2-C1 CEFR. When working in groups, the student is able to participate in solving assignments and present the result of the work of the whole group. Using theoretical knowledge, they can argue and explain the solutions developed. The student explains grammatical phenomena at the required level and draws attention to more detailed analyses with correctly focused questions, thus creating the prerequisites for his/her own future practice in the field of foreign language education.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 1L+1S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
75 hours in total, contact hours = 22 hours, continuous home preparation = 11 hours, preparation for the term tests = 10 hours, preparation for the written exam = 32 hours
Type of activities:
Brief presentation of lecture material, dialogical methods (debates, discussions), analysis of video recordings (filmed examples of works, relevant social events), heuristic method, presentation of individual opinions, guided self-study
Povinná literatúra:
KARÁTH, T. (2021). An Outline of the History of English Literature from the Beginnings to the Late 19th Century: With Exercises and Suggestions for Pedagogical Applications. Bratislava: Z-F Lingua.
PECK, J. and COYLE, M. (2013). A Brief History of English Literature. 2nd edition. Palgrave Macmillan, Chapters 1–12 (pages 1–223).
Odporúčaná literatúra:
ALEXANDER, M. (2000). A History of English Literature. London: Macmillan.
JAVORČÍKOVÁ, J. (2015, revised edition in 2017). A Compendium of English Literature: An Annotated Companion to English Literature and Literary Theory. Banská Bystrica: Vydavateľstvo Univerzity Mateja Bela – Belianum.
B-ANGde002 Introduction to the Study of Anglophone Literature
Course completion requirements
Continuous assessment (40 points/percent):
Presentation (40 points/40%) or weekly term tests during the semester (10 tests in total, 40 points/per cent)
Students write weekly tests on the material covered. The tests assess students’ ability to cope with literary texts, that is, their ability to systematically analyse a literary text, to critically evaluate and contextualize it and to creatively elaborate the text for pedagogical application.
Final assessment (60 points/percent):
Final oral exam, which assesses the theoretical knowledge of students, e.g. literary terminology and its application to a literary text, awareness of the broader context.
Grading:
100–95% A, 94–90% B, 89–85%, C, 84–80% D, 79–75% E, 74–0% FX
A (excellent performance): The student has a core knowledge of the subdiscipline of English literature, and is proficient in representative works and the context of the social and pedagogical implications of Anglophone literature of the period in question. The student understands the significance and impact of literary movements, is aware of fundamental genres, and can apply all the terms studied also to new literary works. The students demonstrates systemic knowledge and its application in the tests. In the oral exam, the student demonstrates comprehensive and systematic knowledge, the ability to independently analyse, interpret, compare and synthesize works.
B (very good performance): The student masters the knowledge of the sub-discipline of English Literature, listed in (A) with minor errors and inaccuracies, understands the vast majority of the significance and impact of literary movements and genres of the period in question. The student demonstrates systemic knowledge and its application, with minor errors, in the term tests. In the oral exam, the student proves complex and systematic knowledge, ability to analyse, interpret, compare and synthesize works independently.
C (good and reliable performance): The student masters a substantial part of the knowledge of the sub-discipline of English literature, with several errors and inaccuracies, understands most of the significance and impacts of literary movements and genres of the period in question, can apply some terms to specific unfamiliar literary works. The student demonstrates substantial knowledge in the term tests, with several errors. In the oral exam the student demonstrates extensive knowledge and the ability to adequately analyse, interpret, compare, and synthesize most works.
D (satisfactory performance): The student masters a substantial part of the knowledge of the sub-discipline of English literature, with numerous errors and inaccuracies, understands some of the significance and impacts of literary movements and genres of the period in question, cannot apply some terms to well-known literary works. In the term tests the student demonstrates some essential knowledge and its application, with numerous errors. In the oral exam the student demonstrates complex and systematic knowledge and a partial ability to analyse, interpret, compare and synthesize some works.
E (sufficient performance): The student has minimal knowledge of the subdiscipline of English literature, with numerous errors and inaccuracies, understands only some of the significance and impact of literary movements and genres, cannot apply the terms to well-known literary works. The student does not demonstrate substantial knowledge and application of knowledge in the term tests. In the oral exam the student demonstrates unsystematic knowledge, minimal ability to analyse, interpret, compare and partially synthesize some works.
FX (insufficient performance; additional work is required): The student does not know basics of the sub-discipline of English literature, or their knowledge is without context, with numerous errors and inaccuracies, does not understand the significance and impact of literary movements and genres of the period in question, cannot apply the studied terms to any literary work. In the term tests, the student fails to demonstrate essential knowledge and its application. In the oral exam, the student fails to demonstrate systematic knowledge, the ability to analyse, interpret, compare and synthesize works.
English, Slovak
Course contents:
Main themes of the course: Literature of the Old and Middle English periods, English Renaissance literature, 17th- century literature and the Enlightenment, the origins and rise of the novel, major representatives of the 18th-century novel, Romanticism in poetry and fiction, the Victorian period and realist fiction. The fin de siècle and the origins of modernism.
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor’s degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (40 points/percent):
Presentation (40 points/40%) or weekly term tests during the semester (10 tests in total, 40 points/per cent)
Students write weekly tests on the material covered. The tests assess students’ ability to cope with literary texts, that is, their ability to systematically analyse a literary text, to critically evaluate and contextualize it and to creatively elaborate the text for pedagogical application.
Final assessment (60 points/percent):
Final oral exam, which assesses the theoretical knowledge of students, e.g. literary terminology and its application to a literary text, awareness of the broader context.
Objectives and learning outcomes
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
- The student is oriented in the sub-discipline of "English Literature", i.e. he/she understands the literary terminology and the contextual background of the course.
- The student acquires nuanced knowledge of the history, literature, culture and realities of countries where English is used as a mother tongue and knows their application potential in developing intercultural literacy.
- The student understands the significance and impact of the main literary movements in English (more broadly speaking, Anglophone) literature in the period in question.
- The student learns about the development of literary genres of poetry, prose and drama in English (Anglophone) literature, as well as the diachronic and synchronic relations of genre.
- The student becomes familiar with representative works of English literature of the period in question.
- The student recognises the prosodic features of texts, visual devices, tropes and figures.
- The student becomes familiar with the pedagogical contexts of literature and the educational potentials of teaching English literature.
Skills:
- The student critically evaluates cultural, social and political phenomena portrayed in literary works.
- The student is able to work with fiction (primary) and non-fiction (secondary) literature, and learns about the principles of literary criticism.
- The student can analyse the latest findings of the discipline, apply analytical-critical and linguistic thinking, leading to creativity and empathy.
- The student develops the skills to communicate fluently on professional aspects of literature and culture in English at B2 level.
- The student acquires presentation and digital skills, is able to search for relevant information in the digital environment and to work in the digital learning environment Moodle.
- The student learns how to work with literary texts in English language teaching.
Competences:
- The student is able to read and interpret literature (fiction and non-fiction) in English.
- The student is able to argue, present and defend his/her views and opinions, communicate effectively in a group and solve professional problems as a team.
- The student can plan and organise his/her own learning, use self-study strategies.
- The student masters self-knowledge strategies leading to deepening metacognitive awareness.
- The student gains intercultural competences.
- The student develops the prerequisites for active involvement in professional life.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 1L+1S
Teaching mode: in-person, hybrid
Scope (number of hours): 2 per week, 22 per semester
Student workload: 80 hours in total
In-class teaching = 22 h, continuous out-of-class preparation (revising + homework) = 11 h, word transcription = 9h, word pronunciation presentation = 9h, pronunciation of text = 9 h, transcription of short sentences = 7h, theoretical test preparation = 13 h
Teaching methods:
Concise explanation/description of the subject matter, individual and group pronunciation practice, pair-work, transcription of words and short sentences, listening to recordings, didactic games, using audio-visual technology to teach English pronunciation, perception and imitation of correct pronunciation, correction of fossilized mispronunciations, peer analysis and evaluation, building strategies for the practicing of correct pronunciation
Compulsory readings:
PAVLÍK, R. (2020). A Practical Course in English Phonetics and Phonology. Bratislava: Z-F Lingua.
PAVLÍK, R. (2019). A Short Introduction to English Phonetics and Phonology. Bratislava: Z-F Lingua.
Recommended readings:
CRUTTENDEN, A. (2014). Gimson’s Pronunciation of English, 8th edition. Abingdon: Routledge.
ROACH, P. (2009). English Phonetics and Phonology: A Practical Course. Cambridge: Cambridge University Press.
All of the above books are available in Slovak libraries and/or bookshops.
B-ANGde001 Introduction to the Study of the English Language
Course completion requirements:
The student is allowed to take part in Final assessment only if his/her attendance has been satisfactory (3 absences maximum; special cases of longer periods of absence will be dealt with individually), and only when he/she has done all Continuous tests and tasks, whatever the results.
The student is entitled to an alternative date of the mid-term assessment (if he/she has not attended the assessment for medical or other serious reasons). The student is not entitled to a re-sit of the transcription of 20 English words, but has the option of submitting a re-recorded version 50 English words.
Attendance in class (maximum of 3 authorized absences, or depending on the situation) and taking part in the midterm assessment (with any result) are the requirements for taking the final exam.
Continuous assessment (40%):
Transcription of words (20%)
Word pronunciation presentation (20 %)
Final assessment (60%):
Text pronunciation presentation (20%)
Transcription of short sentences (15%)
Theoretical test (25%)
Grading:
100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX
A (excellent performance): The student can correctly pronounce English speech sounds and words, student makes almost no mistakes while reading a familiar continuous text, student uses word stress and sentence stress correctly, correctly transcribes words and short sentences, his/her pronunciation is fully intelligible, student has acquired broad theoretical knowledge of phonetics and phonology.
B (very good performance): The student in most cases pronounces English speech sounds and words correctly, makes only minor pronunciation mistakes when reading a familiar continuous text, can use word and sentence stress correctly, transcribes words and short sentences with only minor errors, his/her pronunciation is fully intelligible, he/she has acquired the necessary knowledge of phonetics and phonology.
C (good, reliable performance): The student has sufficiently mastered the pronunciation of English speech sounds and words, when reading a familiar continuous text, he/she makes occasional pronunciation errors, in some cases cannot use word and sentence stress correctly, he/she transcribes words and short sentences with minor mistakes, his/her pronunciation is intelligible, but bears slight signs of a foreign accent, he has mastered the theoretical phonetic-phonological knowledge;
D (satisfactory performance): The student has satisfactorily mastered the pronunciation of English vowels and words, makes pronunciation errors when reading a familiar continuous text, cannot always use word and sentence accents correctly, transcribes words and short sentences with errors, his pronunciation is understandable, but he bears signs of a foreign accent, has sufficiently mastered the theoretical knowledge of phonetics and phonology.
E (sufficient performance): The student has sufficiently mastered the pronunciation of basic English speech sounds and words, makes pronunciation errors when reading a familiar continuous text, but these do not impede comprehension, sometimes he/she cannot use sentence stress correctly, transcribes words and short sentences with many errors, but can correct these errors with the help of a dictionary, the student's pronunciation is intelligible, but the he/she has a distracting foreign accent, has sufficient but basic theoretical knowledge of phonetics and phonology.
English, Slovak
Course contents:
Main themes of the course: Sound level of language, definition of phonetics and phonology, transcription, physiological acoustic and auditory aspects of speech, classification of speech sounds: monophthongs, diphthongs, triphthongs and consonants, pronunciation of suffixes, syllable and syllabic consonants, elision and assimilation, linking, stress, strong and weak forms of English words, suprasegmental phenomena in English and Slovak.
By means of the above content, the student will become familiar with the knowledge of the sound level of the English language, its structural-functional characteristics, learn the ways of applying theoretical knowledge through practicing of English pronunciation, develop his/her foreign language (especially pronunciation, transcription, and listening) skills at the B2-C1 level, can read academic literature in English, learns to work independently and in a team to solve phonetic and phonological questions and problems, can analyse and correct his/her own pronunciation and the pronunciation of his peers.
Continuous assessment (40%):
Transcription of words (20%)
Word pronunciation presentation (20 %)
Final assessment (60%):
Text pronunciation presentation (20%)
Transcription of short sentences (15%)
Theoretical test (25%)
Objectives and learning outcomes:
Based on the learning objectives declared in the profile of a graduate, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
During the course the student will acquire new theoretical knowledge in the field of phonetics and phonology of the English language, learn the mechanisms and principles of the formation of speech sounds and their modified forms in continuous speech, understand the nature of suprasegmental phenomena of pronunciation, become familiar with the basic differences between the sound systems of the English and Slovak languages, and learn the theoretical foundations of phonological transcription of words and short sentences.
Skills:
The student will improve his/her pronunciation of English words (both individually and in sentences), increase the level of intelligibility of his/her speech, be able to detect pronunciation errors and deficiencies in the speech of his/her classmates, and be able to identify basic differences between English and Slovak pronunciation, can effectively transcribe English words and short sentences, learn to use dictionaries and audio-visual technology to correct his/her English pronunciation, apply theoretical knowledge to practical situations, be able to read and critically analyse academic literature, learn strategies for practising correct pronunciation.
Competences:
The student will learn to work independently and in a team to solve phonetic and phonological problems and tasks, be able to communicate on topics related to speech sound production and correct English pronunciation, be able to find and use resources and aids for his/her further self-development and pronunciation correction, will develop the ability to analyse and synthesize linguistic material, is able to link the acquired theoretical knowledge with the terminological apparatus of other linguistic disciplines, can independently and appropriately apply the acquired phonetic-phonological knowledge in the development of his/her communicative competence in the English language.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 1L+2S
Teaching mode: in-person, combined
Scope (number of hours): 3 per week, 33 per semester
Student workload: 125 hours in total
Classes = 33 hours, home preparation (readings for seminars + assignments) = 27 hours, preparation for Continuous assessment (applicational test 1) = 13 hours, preparation for Continuous assessment (applicational test 2) = 13 hours, preparation for the final assessment = 39 hours
Teaching methods:
Lecturing, explanation, conversation, discussion, grammatical analysis of short authentic texts, solving tasks and assignments, comparison of grammatical phenomena (structural-functional characteristics) in Slovak and English
Compulsory readings:
BIBER, D., CONRAD, S. and LEECH, G. (2003). Student Grammar of Spoken and Written English. Pearson.
LOJOVÁ, G. (2013). English Grammar: Verbs. Bratislava Z-F LINGUA. (CD)
QUIRK, R. and GREENBAUM, S. (1990). A Students Grammar of the English Language. Longman.
VINCE, M. (2013). Macmillan English Grammar in Context: Advanced. Macmillan.
Recommended readings:
BÁZLIK, M. (2011). Gramatika angličtiny – Seminárne úlohy. FiF UK.
BIBER, D., CONRAD and S. LEECH, G. (2003). Grammar of Spoken and Written English: Workbook. Pearson.
CARTER, R. and McCARTHY, M. (2006). Cambridge Grammar of English. CUP.
CHALKER, S. (1992). A Student’s English Grammar: Workbook. Longman.
HAIS, K. (1991). Anglická gramatika. Bratislava: SPN.
HEWINGS, M. (1999). Advanced Grammar in Use. Cambridge University Press.
POVOLNÁ, R. (2004). Grammar I. Brno: MUNI.
QUIRK, R. and GREENBAUM, S. (1993). A University Grammar of English. CLOSE, R.A.: Workbook. Longman.
VINCE, M. (2010). Advanced Language Practice. Macmillan.
The sources are available in Slovak bookstores and libraries.
B-ANGde001 Introduction to the Study of the English Language
Course completion requirements:
Continuous assessment (40 points/percent):
Continuous applicational test 1 (20 points/percent)
Continuous applicational test 2 (20 points/percent)
The student is entitled to an alternative date of the mid-term assessment (if he/she has not attended the assessment for medical or other serious reasons). No part of the mid-term assessment can be resat. Class attendance (maximum of 3 authorized absences, or depending on the situation) and taking part in the midterm assessment (24+ points (60%)) are the requirements for being allowed to take the final exam.
Final assessment (60 points/percent):
Theoretical written exam
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student can reliably explain, demonstrate, and apply construction features and semantics of English definite and indefinite verb phrases; analyse the communicative specifics of their use; correctly identify, demonstrate, and apply a wide range of types and degrees of modality; demonstrate aspects of their realization and meaning, and reliably resolve controversial situations; can reliably distinguish between prototypical and specific (non-prototypical) mappings of form (structure) and temporal meaning (semantics) within a verb phrase; in continuous language production, errors in the basic mappings of form (structure) and temporal meaning (semantics) are rare; at the application level, the student can experiment with specific (non-prototypical) mappings to meet intended communicative goals creatively and appropriately; when working with a text, a student can explain them, prove the validity of their use; the student can explain, apply and evaluate the use of specific aspects of the system of voice; can analyse and demonstrate the use of auxiliary verbs and their specific features on the basis of their linguistic characteristics; can compare, distinguish and illustrate the individual morpho-syntactic features and semantics of each type of subjunctive; presented theoretical knowledge and its application is at an excellent level.
B (very good performance): The student can identify, explain and apply most of English definite and indefinite verb phrases reliably and can demonstrate the mechanics of their construction, semantics and communicative aspects; can correctly identify, demonstrate and apply a wide range of types and degrees of modality and can demonstrate aspects of its realisation and meaning; can distinguish between prototypical and specific (non-prototypical) mappings of form (structure) and temporal meaning (semantics) within a verb phrase; in continuous language production, errors in the basic mappings of form (structure) and temporal meaning (semantics) are almost non-existent, the production reflects the application of specific (non-prototypical) mappings guided by the intended communicative goals; when working with a text, the student can explain and prove the validity of their use and experiment with them; can explain, apply and evaluate the use of specific aspects of the verb voice system; can analyse and demonstrate the use of auxiliary verbs and their specific features on the basis of their linguistic characteristics; can describe them clearly and give appropriate examples; can illustrate and compare the morpho-syntactic features and semantics of the different types of subjunctive; presented theoretical knowledge and its application is at an above-standard level.
C (good, reliable performance): The student can recognize and describe the frequent types of English definite and indefinite verb phrases and can demonstrate the mechanics of their construction and semantics; in most cases, the student can correctly demonstrate the type and degree of modality and demonstrate aspects of its realization and meaning; in continuous linguistic production, errors in the basic mappings of form (structure) and temporal meaning (semantics) are minimal; in production, application of specific (non-prototypical) mappings reflects the basic communicative goals; the student can explain them when working with the text and demonstrate the justification for their use; the student can explain, demonstrate and apply the morphosyntactic aspects of the verb voice system; the student can outline an analysis of the linguistic characteristics of auxiliary verbs; can describe them comprehensibly and give appropriate examples; can demonstrate and apply the morpho-syntactic requisites and semantics of the various types of subjunctive; presented theoretical knowledge and its application is at an expected, appropriate level.
D (satisfactory performance): The student can recognize and describe structurally frequent types of English definite and indefinite verb phrases; can mostly correctly discuss the type and degree of modality and explain meaning in basic usage; in continuous language production, errors in basic mappings of form (structure) and temporal meaning (semantics) are rare but observable; in production, specific (non-prototypical) mappings are less frequent; when working with a text, the student can recognise, explain and demonstrate them, although at the level of application inaccuracies are existent; the student has adequate knowledge of the morphosyntactic aspects of the verb voice system, the student can explain the basics of the linguistic characteristics of auxiliary verbs; can describe basic morpho-syntactic requisites and semantics of the individual types of subjunctive; presented theoretical knowledge and its application is at a below-average level.
E (sufficient performance): The student can recognize the most frequent types of English definite and indefinite verb phrases; can mostly correctly identify the type and degree of modality and define its meaning in basic uses; in continuous linguistic production, the student makes occasional errors in the basic mappings of form (structure) and temporal meaning (semantics); in production, specific (non-prototypical) relations are characterised by low frequency; when working with a text, the student can reproduce them, describe them in general terms and give contextually appropriate examples; the application suffers from increased error rate; the student has adequate knowledge of the basic morphosyntactic aspects of the verb voice system; can reproduce the basic linguistic characteristics of auxiliary verbs; can identify and name the basic morpho-syntactic requisites and semantics of individual types of subjunctive; presented theoretical knowledge and its application is at a sufficient level.
English, Slovak
Course contents:
Main themes of the course: Classification of English verbs and their morpho-syntactic, semantic and syntactic characteristics; morpho-syntactic characteristics and semantics of English verb phrases governed by modal verbs; morpho-syntactic characteristics and semantics of English verb phrases governed by the verbs do, be and have; morpho-syntax and semantics of verb tense and aspect; morpho-syntax and basic functions of verb voice; morpho-syntax and semantics of verb mood; morpho-syntactic characteristics of adverbs and their semantics
Through the above content, the student will become familiar with the structural-functional characteristics of English verb forms and adverbs, recognize the basic structural features of English verb phrases and adverbs, develop metalinguistic awareness through which they will be able to identify correct, sub-optimal and incorrect realizations of a verb phrase with respect to its syntactic and hyper-syntactic environment, critically analyse them and be able to suggest an appropriate method of modification; by applying theoretical knowledge in problem-based tasks, the student develops the ability of analytical thinking and argumentation in English; by working with a professional text in English, the student develops their foreign language skills at the B2-C1 level. The presentation of linguistic grammar adjusted for pedagogical purposes is enriched with suggestions for the use of transfer and prevention of interference from the Slovak language, as well as suggestions for the creation of effective learning strategies and methodological recommendations for teaching the phenomena in question.
Continuous assessment (40 points/percent):
Continuous applicational test 1 (20 points/percent)
Continuous applicational test 2 (20 points/percent)
The student is entitled to an alternative date of the mid-term assessment (if he/she has not attended the assessment for medical or other serious reasons). No part of the mid-term assessment can be resat. Class attendance (maximum of 3 authorized absences, or depending on the situation) and taking part in the midterm assessment (24+ points (60%)) are the requirements for being allowed to take the final exam.
Final assessment (60 points/percent):
Theoretical written exam
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course aims for the student to develop the following knowledge, skills, and competences:
Knowledge:
Upon successful completion of this course, the student:
- will understand the morpho-syntax of English verbs and adverbs based on structural-functional and cognitive linguistics;
- will be able to demonstrate the organization of the English verb phrase and its formal characteristics;
- will be able to identify, describe and give examples of verb phrases according to the discursive requirements of continuous speech (text);
- will understand the nature of the relationship between form (structure) and temporal meaning (semantics) and is able to combine forms and functions into secondary, non-prototypical mappings;
- will be able to distinguish between different types of modality and to contrast their structural and semantic specificities;
- will have a systematised network of knowledge of the functioning of English grammar acquired in practical language courses and in other relevant courses of study (B-ANGde004).
Skills:
Upon successful completion of this course, the student:
- will be able to analyse the structure and function of English verb forms, verb phrases and constructions containing adverbs from a variety of perspectives;
- will be able to produce sentences in which the morpho-syntax of the verb phrase and the adverbial phrase corresponds to the desired semantics,
- will be able to demonstrate semantic contradictions based on the ability to discriminate the structural aspects of an English verb phrase, identifies contradictions of a semantic nature and suggests an appropriate modification,
- will be able to reflect the basic differences between English and Slovak verbs, will be acquainted with the relevant reference grammars and manuals which he will be able to work with for the purpose of their further development and preparation for the performance of their profession;
- will be able to apply the theoretical knowledge in the analysis of a coherent authentic text and in their own pedagogical practice;
- will have developed analytical and metalinguistic thinking when working with a linguistic material.
Competences:
Upon successful completion of this course, the student:
- will have developed individual and teamwork skills (through problem solving and morpho-syntactic tasks);
- will be able to communicate their ideas effectively and support their claims with arguments;
- will be able to apply the knowledge of English verbs and adverbs and knowledge from other linguistic disciplines in an interdisciplinary manner;
- will be able to work with an academic text, critically analyse and use them for their further professional development;
- will be able to plan and organise their further learning and develop effective strategies for learning grammar.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 1L+2S
Teaching mode: in-person, combined
Scope (number of hours): 3 per week, 33 per semester
Student workload: 125 hours in total
Classes = 33 hours, home preparation (readings for seminars + assignments) = 27 hours, preparation for Continuous assessment (applicational test 1) = 13 hours, preparation for Continuous assessment (applicational test 2) = 13 hours, preparation for the final assessment = 39 hours
Teaching methods:
Lecturing, explanation, conversation, discussion, grammatical analysis of short authentic texts, solving tasks and assignments, comparison of grammatical phenomena (structural-functional characteristics) in Slovak and English
Compulsory readings:
BIBER, D., CONRAD and S. LEECH, G. (2003). Student Grammar of Spoken and Written English. Pearson.
LOJOVÁ, G. (2015). English Grammar: Syntax. Bratislava: Z-F LINGUA. (CD)
QUIRK, R. and GREENBAUM, S. (1990). A Student’s Grammar of the English Language. Longman.
RAFAJLOVIČOVÁ, R. (2005). A Survey of the English Syntax. Prešov: Prešovská univerzita v Prešove.
VINCE, M. (2013). Macmillan English Grammar in Context: Advanced. Macmillan.
Recommended readings:
BÁZLIK, M. (2011). Gramatika angličtiny – Seminárne úlohy. FiF UK.
BIBER, D., CONRAD and S. LEECH, G. (2003). Grammar of Spoken and Written English: Workbook. Pearson.
CARTER, R. and McCARTHY, M. (2006). Cambridge Grammar of English. Cambridge University Press.
CHALKER, S. (1992). A Student’s English Grammar: Workbook. Longman.
HAIS, K. (1991). Anglická gramatika. Bratislava: SPN.
HEWINGS, M. (1999). Advanced Grammar in Use. Cambridge University Press.
POVOLNÁ, R. (2004). Grammar I. Brno: MUNI.
QUIRK, R. and GREENBAUM, S. (1993). A University Grammar of English. CLOSE, R.A.: Workbook. Longman.
VINCE, M. (2010). Advanced Language Practice. Macmillan.
The sources are available in Slovak bookstores and libraries.
B-ANGde004 English Morphology I; B-ANGde007 English Morphology II
Course completion requirements:
Continuous assessment (40 points/percent):
Continuous applicational test 1 (20 points/percent)
Continuous applicational test 2 (20 points/percent)
The student is entitled to an alternative date of the mid-term assessment (if he/she has not attended the assessment for medical or other serious reasons). No part of the mid-term assessment can be resat. Class attendance (maximum of 3 authorized absences, or depending on the situation) and taking part in the midterm assessment (24+ points (60%)) are the requirements for being allowed to take the final exam.
Final assessment (60 points/percent):
Theoretical written exam or oral exam
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student can reliably explain, demonstrate and use variations of the English verb order, demonstrate their mechanics, semantics and analyse the discursive circumstances of their use, can correctly categorise the type of agreement, demonstrate aspects of its realisation and reliably resolve controversial situations, can distinguish between the structural and functional characteristics of clause elements, experiment with them and combine them, can explain, apply and evaluate the use of specific aspects of English sentence negation, can reliably resolve the redundancy of linguistic material by applying pro-forms and ellipses with appropriate structural, positional and type characteristics, can compare, distinguish and illustrate among individual types of clauses and subordinate clauses on the basis of their morpho-syntactic features; presented theoretical knowledge and its application is at an excellent level.
B (very good performance): The student can reliably identify, explain, and use most variations of English word order and demonstrate their mechanics, semantics, and discourse requirements; in most cases, the student can correctly recognize the type of agreement and demonstrate aspects of its realization; the student can distinguish between and experiment with the structural and functional characteristics of clause elements, can explain, apply and evaluate the use of specific aspects of English sentence negation, can deal with the redundancy of linguistic material by means of pro-forms and ellipses with appropriate structural, positional and type characteristics, can illustrate and compare the basic morpho-syntactic features of different types of sentences and subordinate clauses
C (good, reliable performance): The student can recognize and explain most of the variations of English word order and demonstrate their mechanics and semantics, in most cases, the student can correctly recognize the type of agreement and demonstrate aspects of its realization, can explain and demonstrate the structural-functional characteristics of clause elements, can explain and demonstrate aspects of English sentence negation, can demonstrate and use pro-forms and ellipses with different structural, positional and type characteristics, can demonstrate the basic morpho-syntactic requisites of different types of clauses and subordinate clauses; presented theoretical knowledge and its application is at an expected, appropriate level.
D (satisfactory performance): The student can recognize most of the variations of the English word order, can mostly correctly recognize the type of agreement and explain the aspects of its realization, can recognize and correctly describe the structural-functional characteristics of the basic clause elements, has adequate knowledge of the basic aspects of negation of an English sentence, can classify and give examples of pro-forms and ellipses with different structural, positional and typological characteristics, can describe and explain the basic morpho-syntactic features of individual sentence types and subordinate clauses; presented theoretical knowledge and its application is at a below-average level.
E (sufficient performance): The student can recognise the most frequent variations of the English word order, can mostly correctly identify the type of agreement and determine its realisation, can correctly identify the structural-functional characteristics of the basic clause elements, has an adequate command of the basic aspects of negation of an English sentence, can name the different types of pro-forms and ellipses and recognise them according to their structural, positional and type characteristics, can identify and name the basic morpho-syntactic features of individual types of sentences and subordinate clauses; presented theoretical knowledge and its application is at a sufficient level.
English, Slovak
Course contents:
Main themes of the course: Classification of sentences, their structure and function (declarative, interrogative, imperative, exclamative), clause elements and their syntactic features, word order and its variations, agreement (concord), negation (at the level of a clause, clause element, its scope and focus), coordinating and subordinating conjunctions (structure, syntax and semantics).
Through the above content, the student will become familiar with the structural-functional characteristics of individual types of sentences, with the structural features of the English sentence as a whole and its individual components; will develop a metalinguistic awareness, thanks to which they will be able to critically analyse the syntactic level of the linguistic material, identify the correct, sub-optimal and incorrect elements in the grammatical realisation of one's speech, justify their correctness or incorrectness and will be able to propose a method of modification; by applying theoretical knowledge in problem solving tasks, the student develops the ability of analytical thinking and argumentation in the English language; by working with authentic texts in the English language, the student develops their foreign language skills at the B2-C1 level. The presentation of linguistic grammar adjusted for pedagogical purposes is enriched with suggestions for the use of transfer and prevention of interference from the Slovak language, as well as suggestions for the creation of effective learning strategies and methodological recommendations for teaching the phenomena in question.
Continuous assessment (40 points/percent):
Continuous applicational test 1 (20 points/percent)
Continuous applicational test 2 (20 points/percent)
The student is entitled to an alternative date of the mid-term assessment (if he/she has not attended the assessment for medical or other serious reasons). No part of the mid-term assessment can be resat. Class attendance (maximum of 3 authorized absences, or depending on the situation) and taking part in the midterm assessment (24+ points (60%)) are the requirements for being allowed to take the final exam.
Final assessment (60 points/percent):
Theoretical written exam or oral exam
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course aims for the student to develop the following knowledge, skills, and competences:
Knowledge:
Upon successful completion of this course, the student:
- will understand the syntactic features of English sentences based on structural-functional and cognitive linguistics;
- will be able to demonstrate the mechanisms and principles of the formation of different types of sentences in the English language;
- will be able to identify, describe and give examples of variations of the word order according to the discursive requirements of a continuous speech (text);
- will understand the nature of the relationship between form (structure) and function (sentence structure) and be able to combine different forms and functions;
- will be able to distinguish between different types of subordinate clauses according to their structural and semantic characteristics;
- will have a systematised network of knowledge of the functioning of English grammar acquired in practical language courses and in other relevant courses of study (B-ANGde004, ANGde007).
Skills:
Upon successful completion of this course, the student:
- will be familiar with the structural and functional units of an English sentence, acquire the ability to analyse the structure of an English sentence from different points of view;
- will be able to produce sentences in accordance with the various principles of English word order,
- will be able to identify errors of a syntactic nature and suggest an appropriate modification;
- will be able to find and describe the main differences and similarities between the syntactic phenomena of Slovak and English language;
- will be able to construct their language production in accordance with the similarities and differences in the composition of English and Slovak sentences; will be acquainted with the relevant reference grammars and manuals which he will be able to work with for the purpose of their further development and preparation for the performance of their profession
- will be able to apply the theoretical knowledge in the analysis of a coherent authentic text and in their own pedagogical practice;
- will have developed analytical and metalinguistic thinking when working with a linguistic material.
Competences:
Upon successful completion of this course, the student:
- will have developed individual and teamwork skills (through problem solving and morpho-syntactic tasks);
- will be able to communicate their ideas effectively and support their claims with arguments;
- will be able to apply the knowledge of English verbs and adverbs and knowledge from other linguistic disciplines in an interdisciplinary manner;
- will be able to work with an academic text, critically analyse and use them for their further professional development;
- will be able to plan and organise their further learning and develop effective strategies for learning grammar.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 1L+1S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
In-person teaching = 22 hours, continuous home study = 11 hours, designing and preparing a lesson plan = 8 hours, microteaching preparation = 4 hours, analysis of video recordings of selected English teaching methods = 4 hours, home study for the final theoretical test = 26 hours
Teaching methods:
Brief explanation of the material, brainstorming and problem solving tasks and assignments, dialogical methods (debate, discussion), analysis of teaching tasks from English language textbooks, simulation, analysis of video recordings, presentation of students’ own views based on introspective analysis of their own (pedagogical) experiences, guided self-study
Compulsory readings:
BROWN, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. 2nd edition. White Plains, NY: Pearson Education.
REPKA, R., PČOLINSKÁ, A. and Šipošová, M. (2015). An Introductory Course in English Language Didactics. Bratislava: Z-F LINGUA.
ŠIPOŠOVÁ, M and REPKA, R. (2023). Rudiments of English Language Didactics. Bratislava: Z-F Lingua.
Recommended readings:
BROWN, H. D. and LEE, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy. 4th edition. White Plains, NY: Pearson Education.
HARMER, J. (2007). The Practice of English Language Teaching. 4th edition. Harlow: Pearson.
UR, P. (2012). A Course in English Language Teaching. Cambridge University Press.
none
Course completion requirements:
Continuous assessment (40 points/percent):
Designing a lesson plan (20 points)
Microteaching (10 points)
Analysis of video recordings of selected English teaching methods (10 points)
The essential condition for taking a final test is obtaining at least 60% of the continuous assessment (24 points).
Final assessment (60 points/percent):
Written exam
Grading:
100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX
A (excellent performance): The student is able to independently create and teach a part of his/her own English-language lesson plan by applying innovative student-centred teaching methods for any selected ISCED and the relevant language level according to CEFR, he/she is familiar with the complex theoretical background of methods and theories of foreign language teaching with regard to the characteristics of the students and the use of a variety of appropriate teaching tasks and organisational forms of work in teaching.
B (very good performance): The student, with minimal assistance from the teacher, is able to create and teach a part of his/her own English-language lesson plan by applying innovative student-centred teaching methods for any selected ISCED and the relevant language level according to CEFR, is familiar with several theoretical backgrounds of methods and theories of foreign language teaching with regard to the characteristics of the students and the use of a variety of appropriate teaching tasks and a variety of organisational forms of work in teaching.
C (good performance): The student can create, with the help of the teacher and with minor errors, and teach a part of his/her English-language lesson plan by applying innovative methods of student-centred teaching for any selected ISCED and the relevant language level according to CEFR, knows the basic theoretical background of methods and theories of foreign language teaching with regard to students and the use of the most commonly used teaching tasks and some organisational forms of work in teaching.
D (satisfactory performance): The student can create, only with the intensive help of the teacher, an English-language lesson plan for any selected ISCED and the relevant language level according to CEFR, part of which can be taught with a larger number of deficiencies, partial knowledge of the theoretical background of methods and theories of foreign language teaching, partial knowledge of the basic characteristics of the students and the basic types of teaching tasks and organizational forms of work in teaching.
E (sufficient performance): The student can partially create, only with support and intensive help from the teacher, an English-language lesson plan for any selected ISCED and the relevant language level according to CEFR, part of which he/she can only teach with support from the teacher and with a larger number of deficiencies, partially knows only some theoretical background of methods and theories of foreign language teaching, partially knows some basic characteristics of the students and some basic types of teaching tasks and basic organisational forms of work in teaching.
English, Slovak
Course contents:
Main themes of the course: Basic didactic terminology in comparative English – Slovak language; designing and planning of EFL lesson plans (organizational forms of work, material and technical provision of foreign language teaching); institutional and socio-cultural context of EFL teaching in Slovakia; learner variables; intrinsic and extrinsic motivation in the process of EFL acquisition; the process of learning and teaching English; roles of the teacher; characteristics of theories of English language learning with regard to their psycholinguistic aspects; learning tasks in foreign language teaching; traditional, humanising, activating, innovative and alternative methods of English language teaching (Grammar-Translation Method, Direct Method, AudioLingual Method, Natural Approach, Suggestopedia, TPR, CLIL, Communicative Approach, Post-Communicative Period in Foreign Language Teaching).
Through the above course content and the use of the above methods of education, the student acquires knowledge, develops his/her didactic skills and competences corresponding to the profile of a graduate of the Bachelor degree in the study programme of Teaching English Language and Literature in Combination.
Continuous assessment (40 points/percent):
Designing a lesson plan (20 points)
Microteaching (10 points)
Analysis of video recordings of selected English teaching methods (10 points)
The essential condition for taking a final test is obtaining at least 60% of the continuous assessment (24 points).
Final assessment (60 points/percent):
Written exam
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students know the social scientific and legislative context of institutional education, they know the theoretical principles of planning and organizing teaching in primary, lower and upper secondary education (ISCED 1 – ISCED3); they know, they can analyse and compare the complex theoretical background of traditional, humanising, activating, innovative and alternative methods of English language teaching and the possibilities of their application in the current educational context in Slovakia; they know the basics of English didactics and the principles of the learner-centred approach; students understand their importance for the effectiveness of English language teaching and learning at the A1 – B2 levels according to the Common European Framework of Reference (CEFR).
Skills:
Students are familiar with pedagogical documentation and school legislation related to English as a foreign language (EFL) teaching; they are able to analyse and reflect on individual components of foreign language education; they can apply basic pedagogical-psychological theoretical knowledge to educational practice; students have developed elementary didactic skills, can analyse pedagogical situations and propose solutions to common problems in EFL teaching and suggestions for appropriate intervention; students are familiar with relevant didactic publications and materials, can analyse and select them in relation to teaching objectives; students can create an English lesson plan by applying innovative student-centred teaching methods for any selected ISCED and the relevant language level (A1 – B2) according to CEFR by using a variety of appropriate organisational forms of teaching; students can teach a part of their own lesson plan (microteaching); students can actively use digital technologies to support and make foreign language education more effective.
Competences:
Students are familiar with professional linguodidactic texts, are able to independently acquire and correlate knowledge; students have developed the foundations of didactic competences and personal prerequisites leading to the humanization of EFL teaching in primary, lower and upper secondary education; students are able to argue, present and defend their opinions and positions and have developed the prerequisites for active involvement in professional life in the field of foreign language education in the public and private institutional sectors.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 50 hours in total
Classes = 22 hours (11x2), 8 hours of home preparation, 10 hours of working on short written assignments, 10 hours of writing a final written assignment
Teaching methods:
Monological (brief explanation, instruction), dialogical (polemic, debate, discussion, colloquium), presentation of own views and attitudes, mind games, mind maps, written practical methods, work with text, study of professional text, critical analysis
Compulsory readings:
BOJO, P. (2019). Methodology of Writing Research Texts. Bratislava: Z-F Lingua.
Recommended readings:
(selected chapters according to the teacher’s instructions)
BAILY, S. (2003). Academic Writing. London: Nelson Thornes.
BAILEY, S. (2011). Academic Writing: A Handbook for International Students. London: Routledge.
GLENDINNING, E. H. and HOLSTRÖM, B. (2004). Study Reading: A Course in Reading Skills for Academic Purposes. Cambridge University Press.
MEYERS, A. (2014). Essays to Research Papers. Harlow: Pearson Longman.
O’DELL, F. and BROADHEAD, A. (2008). Objective CAE. Cambridge University Press.
The sources are available in Slovak bookstores and libraries.
none
Course completion requirements:
Class attendance (maximum of 3 excused absences) is a prerequisite for being assigned the final grade.
Continuous assessment (50 percent):
Short written assignments (up to 500 words) on specified topics
Final assessment (50 percent):
Final written work on the assigned topic of approximately 500–700 words
Grading: 100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student can perform the assigned tasks and elaborate the assignments independently and correctly. The student commands a rich vocabulary at the B2-C1 CEFR level and employs it creatively; can structure a text logically from paragraph to whole. The student cites sources, quotes and paraphrases correctly; writes a complete academic text on a given topic independently and correctly; can make a good use of a large variety of different devices typical of a professional text. The student formulates research objectives and research questions on a given topic without instructor's assistance.
B (very good performance): The student can perform the tasks and develop assignments independently, errors are scarce. The student commands a rich vocabulary at the B2-C1 CEFR level and employs it creatively; can structure a text logically from a paragraph to a whole. The student constructs a complete professional text on a given topic correctly and almost independently, cites sources, quotes and paraphrases correctly with minimal help from the teacher. The student can make suitable use of a large variety of devices of a professional text. The student formulates research objectives and research questions on a given topic with minimal assistance from the teacher
C (good performance): The student can perform the tasks and produce assignments almost independently, although with few errors. The student commands an average vocabulary at the B2-C1 CEFR level and can structure a text logically from the paragraph to the whole with the help of the teacher. The student makes minor errors in the structure of an academic text on a given topic, correctly cites sources used, quotes, paraphrases, but with teacher’s help and formulates research objectives and research questions on a given topic with the teacher's assistance.
D (satisfactory performance): The student can perform the assigned tasks and produce assignments with errors that do not affect the overall understanding of the text. The student commands an average vocabulary at the B2-C1 CEFR level. The student is acquainted with the structure and logics of the sequencing of an academic English text, but only with the teacher's help can be this knowledge applied creatively in the production of their own text. The student makes mistakes in the structure of a professional text on a given topic and relies on teacher’s help to cite, quote and paraphrase the sources. The student formulates research objectives and research questions on a given topic with the teacher's assistance.
E (sufficient performance): The student can perform the assigned tasks and produce assignments with errors that do not affect the overall understanding of the text. The student commands a sufficient vocabulary at B2-C1 CEFR level. The student is acquainted with theoretical knowledge of the structure and the logics of the sequencing of a professional English text, but only with teacher’s help can the student apply this knowledge in the production of their own text. The student makes minor mistakes in citing sources, when quoting and paraphrasing, the student is reliant on teacher’s assistance. Mistakes in the structure of a professional text on a given topic are present. The student can formulate research objectives and research questions on a given topic, relying on learned procedures.
English, Slovak
Course contents:
Main themes of the course: The professional text: types, procedures, ethics, plagiarism. Synthesis and paraphrasing. Punctuation in professional text. Citation and citation of sources. Organisation of the text. Research objectives and research questions. Hypotheses. Theoretical framework of students’ works. Abstract and introduction. Research and empirical part of the thesis. Discussion. Conclusion. Resume.
The student will develop the skill of formal and informal writing in English, focusing on mastering the characteristic features of English writing and realizing the negative transfer from the native language. By synthesising the rules for writing a professional work, they will gradually produce their own professional work at the required B2-C1 CEFR level, and will be able to plan and organise the procedures for producing professional work at that level independently. The student applies theoretical knowledge in the creative process of text production. The course combines a process approach to writing in which the student engages invention, comparison, editing with a pragmatic approach to teaching the fundamentals of writing (precise instruction in writing key sentences, statements).
Continuous assessment (50 percent):
Short written assignments (up to 500 words) on specified topics
Final assessment (50 percent):
Final written work on the assigned topic of approximately 500–700 words
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course aims for the student to develop the following knowledge, skills, and competences:
Knowledge:
Upon successful completion of this course, the student:
- knows the differences between formal and informal expression, understands the principles of formal expression in writing.
- knows, at the required level, the formal requirements of a professional text, can distinguish between a professional text and other types of written text, and knows what formal matters are necessary for this type of text.
- knows the formal differences between English and Slovak professional texts.
Skills:
Upon successful completion of this course, the student:
- will have actively learned the whole process of writing a professional text;
- will be able to analyse model professional texts and has actively learned key structures,
- will understand the nature of formal style and can distinguish between formal and informal modes of written expression;
- will have gradually developed skills from writing a paragraph to producing a logically structured cohesive whole;
- will be able to express themselves at the appropriate language level B2-C1 of the CEFR.
Competences:
Upon successful completion of this course, the student:
- will have improved their expressive skills, will be able to critically evaluate their own work;
- will emphasizes their own critical thinking, will be able to analyse the implications of word choice, structures, and techniques used in the creation of a text;
- will be able to plan and logically structure a professional text, demonstrate argumentative skills in English and competence to collaborate and solve tasks in a team in the production of joint creative outputs.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 1L+1S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
In-class teaching = 22 h, continuous out-of-class preparation (revising + homework) = 11 h, mid-term practical test = 17 h, final practical test = 12 h, final theoretical test = 13 h.
Teaching methods:
Concise explanation/description of the subject matter, individual practice of the discussed lexical phenomena, pair-work, discussion of the topics covered in the class, lexical analysis of short authentic texts, concise comparison of the lexical features of English and Slovak, building strategies aimed at the broadening of the English vocabulary.
Compulsory reading:
PAVLÍK, R. (2021). A Textbook of English Lexicology I: Word Structure, Word-Formation, Word Meaning. 2nd edition. Bratislava: Z-F Lingua.
Recommended readings:
JACKSON, H. and ZÉ AMVELA, E. (2007). Words, Meaning and Vocabulary. London: Continuum. (Chapters 1 and 4).
LANČARIČ, D. (2016). English Lexicology: Theory and Exercises. Nümbrecht: KIRSCH Verlag. (Chapters 1, 2 and 5)
PLAG, I. (2018). Word-formation in English. 2nd edition. Cambridge University Press.
All of the above books are available in Slovak libraries and/or bookshops.
none
Course completion requirements:
Continuous assessment (40%)
Mid-term practical test (40%)
Final assessment (60%)
Final practical test (30%)
Final theoretical test (30%)
Grading:
100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX
A (excellent performance): The student can practically recognize individual types of lexemes, can correctly determine the type of motivation of lexical units, can correctly determine the structural-functional characteristics of English words, has a theoretical and practical command of all types of word-formation, can correctly identify various types of meaning and semantic shifts, has a broad vocabulary, can identify the basic differences between English and Slovak word-formation, has a rich theoretical lexical knowledge.
B (very good performance): The student can practically recognize the different types of lexemes, he/she can in most cases correctly identify the type of motivation of lexical units, can identify the structural-functional characteristics of most English words, has a theoretical and practical command of most types of word-formation, can generally correctly identify the different types of meaning and shifts in meaning, has a broad vocabulary, can identify the basic differences between English and Slovak word-formation processes, has a broad theoretical knowledge of the subject.
C (good performance): The student can practically recognize most types of lexemes, can in most cases correctly identify the type of motivation of lexical units, can correctly identify the structural-functional characteristics of common English words, has a theoretical and practical command of the basic types of word-formation, can identify the basic types of meaning and shifts in meaning, has an adequate vocabulary, can identify the basic differences between English and Slovak word-formation, has adequate theoretical knowledge.
D (satisfactory performance). The student can practically recognize most of the basic types of lexemes, can mostly correctly identify the type of motivation of lexical units, can correctly identify the structural-functional characteristics of common English words, has adequate command of the basic types of word-formation, can identify the basic types of meaning and semantic shifts, has an adequate vocabulary, can identify the most basic differences between English and Slovak word-formation, has sufficient theoretical knowledge.
E (sufficient performance): The student can practically recognise most of the basic types of lexemes, can mostly correctly identify the type of motivation of lexical units, can correctly identify the structural-functional characteristics of frequent English words, has adequate knowledge of the basic types of word-formation, knows some types of meaning and some semantic shifts, has a sufficiently large vocabulary, has sufficient lexical theoretical knowledge.
Terms of evaluation
The student is entitled to an alternative date of the mid-term assessment (if he/she has not attended the assessment for medical or other serious reasons). The student is not entitled to a re-sit of the mid-term test. Class attendance (maximum of 3 authorized absences, or depending on the situation) and taking part in the midterm assessment (with any result) are the requirements for being allowed to take the final exam.
Objectives and learning outcomes:
Based on the learning objectives declared in the profile of a graduate, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
The student will become familiar with basic lexical terminology and will deepen his/her knowledge of the vocabulary of modern English. The student will learn the structural-functional characteristics of the English vocabulary, the theoretical principles of word-formation, and an understanding of word meaning.
Skills:
The student is familiar with the problems of different types of word-formation, can lexically analyse words from different points of view, and form lexemes in accordance with the principles of word-formation, can make practical use of the acquired theoretical knowledge in the analysis of a coherent authentic text, can identify the basic differences between English and Slovak word-formation, learn to use dictionaries and online resources to increase his/her English vocabulary, is able to read and critically analyse academic literature, is able to use the acquired knowledge in an appropriate and adequate way in practice, he/she has developed strategies for vocabulary acquisition.
Competences:
The student learns to work independently and in a team to solve lexical (word-formation and semantic) problems and tasks, is able to communicate on topics related to the formation and meaning of English words, is able to find and use digital resources and aids useful for further independent development and expansion of his/her vocabulary, develops the ability to analyse and synthesize linguistic material, is familiar with academic literature, is able to link the acquired theoretical knowledge with the subject of research in other linguistic disciplines, is able to apply the acquired knowledge and strategies in an appropriate way in his/her further education and in his/her professional practice.
English, Slovak
Course contents:
Main themes of the course: The focus of lexicology, types of words, the main properties of lexemes, word structure, affixation, compounding and conversion, shortening and blending of words, back-formation, reduplication and lexical ellipsis, marginal types of word-formation, lexical and grammatical meaning, semantic aspects of sentences and utterances, semantic shifts.
By means of the above content, the student will learn about the lexical level of the English language, its structural-functional characteristics, and the ways of applying theoretical knowledge through practice in the analysis of English vocabulary, develops his/her foreign language (especially lexical and semantic) skills and vocabulary at the B2-C1 level, is able to read academic literature in English, learns to work independently and in a team to solve lexical questions and problems, is able to appropriately use the acquired knowledge and skills in the classroom.
Continuous assessment (40%)
Mid-term practical test (40%)
Final assessment (60%)
Final practical test (30%)
Final theoretical test (30%)
Objectives and learning outcomes:
Based on the learning objectives declared in the profile of a graduate, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
The student will become familiar with basic lexical terminology and will deepen his/her knowledge of the vocabulary of modern English. The student will learn the structural-functional characteristics of the English vocabulary, the theoretical principles of word-formation, and an understanding of word meaning.
Skills:
The student is familiar with the problems of different types of word-formation, can lexically analyse words from different points of view, and form lexemes in accordance with the principles of word-formation, can make practical use of the acquired theoretical knowledge in the analysis of a coherent authentic text, can identify the basic differences between English and Slovak word-formation, learn to use dictionaries and online resources to increase his/her English vocabulary, is able to read and critically analyse academic literature, is able to use the acquired knowledge in an appropriate and adequate way in practice, he/she has developed strategies for vocabulary acquisition.
Competences:
The student learns to work independently and in a team to solve lexical (word-formation and semantic) problems and tasks, is able to communicate on topics related to the formation and meaning of English words, is able to find and use digital resources and aids useful for further independent development and expansion of his/her vocabulary, develops the ability to analyse and synthesize linguistic material, is familiar with academic literature, is able to link the acquired theoretical knowledge with the subject of research in other linguistic disciplines, is able to apply the acquired knowledge and strategies in an appropriate way in his/her further education and in his/her professional practice.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 1L+1S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Contact hours = 22 hours, continuous home preparation = 11 hours, preparation for the term tests or presentation = 10 hours, preparation for the exam = 32 hours
Teaching methods:
Brief presentation of lecture material, dialogical methods (debates, discussions), analysis of video recordings (filmed examples of works, relevant social events), heuristic method, presentation of individual opinions, guided self-study .
Compulsory readings:
Primary sources according to the course requirements: B. Franklin: Autobiography, selected passages from Poor Richard’s Almanach, Puritan writings from the 17th century, The Declaration of Independence, selected poems by E. Dickinson, W. Whitman and E. A. Poe (The Raven, Anabelle Lee), short stories by Poe (Tell-Tale Heart, The Cask of Amontillado), M. Twain: Adventures of T. Sawyer, Adventures of H. Finn, selected works of turn-of-the-century literature
JAVORČÍKOVÁ, J. (2017). A Compendium of American Literature. Bratislava : Z-F LINGUA.
GREY, R. (2011). Brief History of American Literature. London: Wiley-Blackwell.
Recommended readings:
BRADBURY, M. and RULAND, R. (1992). From Puritanism to Postmodernism: A History of American Literature. London: Penguin Books.
GENETTE, G. (1980). Narrative Discourse. New York: Cornell University Press.
HIGH, P. B. (1986). An Outline of American Literature. Edinburgh: Longman.
These resources are available in Slovak libraries and bookstores, as well as on the free internet.
none
Course completion requirements:
Continuous assessment (40 points/percent):
Mid-term test (20 points/percent)
End-of-term test (20 points/per cent)
The term tests assess students’ ability to cope with literary texts, that is, their ability to systematically analyse a literary text, critically evaluate and contextualize it, or creatively elaborate the text for pedagogical application.
Final assessment (60 points/percent):
Written exam, which assesses students’ theoretical knowledge of the subject, e.g. literary terminology, their practical application to a literary text, and broader context.
Grading:
100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX
A (excellent performance): The student knows the terminology and can apply it to unfamiliar texts, knows the origins and development of literary movements, genres of American literature, representative works, and the social and pedagogical contexts of American and, to some extent, Anglophone literature of the period. The student understands the context and significance of literary movements and genres, can apply all terms to unfamiliar literary works. In the term tests, the student is knowledgeable in the interpretation of texts. In the oral exam, the student demonstrates the ability to creatively interpret, analyse, compare, and synthesize individual works in their theoretical contexts.
B (very good performance): The student is mostly aware of knowledge of the subdiscipline of American Literature listed in (A) with minor errors and inaccuracies, understands the vast majority of literary movements and genres of the period. In the term tests, the student is able to interpret the texts discussed with some minor mistakes. In the oral exam, the student demonstrates the ability to interpret, analyse, compare and synthesize individual works with occasional confusions or mistakes in language.
C (good performance): The student is reliably aware of the core knowledge of the sub-discipline of American literature with several errors and inaccuracies, understands most of the literary movements and genres of the period in question, can apply some terms to some unfamiliar literary works. In the term tests, the student is able to interpret the texts discussed with some major confusions and mistakes in language. In the oral exam, the student demonstrates the ability to partially interpret, analyse, compare, and synthesize most works with some major mistakes.
D (satisfactory performance): The student has some elementary command of the core knowledge of the subdiscipline of American literature with numerous errors and inaccuracies, understands some of the literary movements and genres of the period in question, cannot apply some terms to a familiar literary work, text. In the term tests, the student demonstrates some essential knowledge and its application, with numerous errors. In the oral exam, the student demonstrates the ability to partially interpret, analyse and compare most works.
E (sufficient performance): The student demonstrates some knowledge of the subdiscipline of American literature with numerous errors and inaccuracies, understands only some of the literary movements and genres, cannot apply terms to a familiar literary work. In the term tests, the student demonstrates minimal ability to interpret the texts discussed. In the oral exam, the student demonstrates the ability to partially interpret, analyse and compare some works.
FX (insufficient; additional work is required): The student does not have sufficient core knowledge of the sub-discipline of American Literature, or their knowledge is uncontextualized, with multiple errors and inaccuracies, does not understand the significance and impact of literary movements and genres of the period in question, and cannot apply the terms discussed to any familiar or unfamiliar literary work. In the term tests, the student fails to interpret the texts discussed. In the oral exam, the student fails to demonstrate the ability to interpret, analyse and compare works.
English, Slovak
Course contents:
Main themes of the course: Colonial beginnings, the early and late colonial periods, 18th-century political rhetoric, New England Renaissance, Transcendentalism, Romantic prose, Romantic poetry, the Gilded Age, experimentation with various forms of the novel, turn-of-the-century naturalism, psychological realism, emergence of modernism.
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor’s degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (40 points/percent):
Mid-term test (20 points/percent)
End-of-term test (20 points/per cent)
The term tests assess students’ ability to cope with literary texts, that is, their ability to systematically analyse a literary text, critically evaluate and contextualize it, or creatively elaborate the text for pedagogical application.
Final assessment (60 points/percent):
Written exam, which assesses students’ theoretical knowledge of the subject, e.g. literary terminology, their practical application to a literary text, and broader context.
Objectives and learning outcomes
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
- The student is oriented to the sub-discipline of American Literature, i.e., understands the literary terminology and contextual background of the course.
- The student has acquired nuanced knowledge of the history, literature and culture of countries where English is used as a first language and knows its application potential in developing intercultural literacy.
- The student understands the significance and impact of the major literary movements in American and more broadly, Anglophone literature during the period in question.
- The student learns about the development of literary genres of poetry, prose, and drama in American and Anglophone literature, and the diachronic and synchronic relations of genres.
- The student is familiar with representative works of American literature.
- The student recognizes the prosodic features of text, imagery, tropes, and figures.
- The student is oriented to the pedagogical contexts of literature and the teaching of American literature of the pre-modern period.
- The student is familiar with the basic methodology of the use of literary text in the pedagogical process.
Skills:
- The student is able to work with fiction (primary) and nonfiction (secondary) literature.
- The student is able to critically analyse the cultural, social and political phenomena represented in literary works.
- The student can apply the principles of literary criticism.
- The student can understand and interpret the latest findings of the discipline, apply analytical-critical and linguistic thinking, leading to creativity and empathy.
- The student has developed the skills to communicate fluently about professional aspects of literature and culture in English at B2 level.
- The student acquires presentation and digital skills, can search for relevant information in digital environments and work in the digital learning environment Moodle.
- The student is familiar with the pedagogical potentials of working with literary texts in English language teaching.
Competences:
- The student is able to read and interpret literature (fiction and non-fiction) in English.
- The student is able to argue, present and defend his/her views and opinions.
- The student can plan and organise own learning, use self-study strategies,
- The student learns self-discovery strategies leading to deepening metacognitive awareness.
- The student acquires interpersonal skills, e.g. they can communicate effectively in a group and solve professional problems as a team.
- The student acquires literary and intercultural competences.
- The student develops the prerequisites for active involvement in professional life.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching = 22 hrs, continuous homework (revision + solving homework tasks) = 18 hrs, oral presentation of video content = 7 hrs, reading and use of English = 7 hrs, vocabulary test based on video clips = 3.5 hrs, reading and Use of English test, parts 1–4 = 14 hrs, listening comprehension, part 1 = 3.5 hrs
Teaching methods:
Monologic methods (to a minimum extent); explaining mainly lexical structures at the B2-C1 level (CEFR), dialogic teaching (conversation on a pre-defined topic; it thematically and lexically corresponds to the B2-C1 level, the English profile is used as a guide to the language level); methods of inscenation (guided role-playing aimed at practising lexical and grammatical structures at the B2-C1 level); guided self-study (home preparation, working with a text and video recordings)
Compulsory readings:
BROOK-HART, G. and HAINES, S. (2014). Complete Advanced. Cambridge University Press.
O’DELL, F. and BLACK, M. (2015). Advanced Trainer. Cambridge University Press.
O’DELL, F. and BLACK, M. (2020). Advanced Trainer 2. Cambridge University Press.
Recommended readings:
McCARTHY, M. and O’DELL, F. (2017). English Vocabulary in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017) English Collocations in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Phrasal Verbs in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Idioms in Use Advanced. Cambridge University Press.
These resources are available in Slovak libraries and bookstores.
none
Course completion requirements:
Continuous assessment (100%):
Retelling the content of the video and explaining unfamiliar vocabulary (20%)
Reading and Use of English part 1, multiple choice (20%)
Vocabulary Test, based on vocabulary from video clips (10%)
Reading and Use of English parts 1–4 (multiple choice, filling in the correct expression in the text, word formation, paraphrasing by using the given word) (40%)
Listening, part 1 (multiple choice) (10%)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
The student is entitled to an alternative date for the final assessment (if he/she has not attended the assessment for medical or other serious reasons), but is not entitled to an alternative date for the Continuous assessment. Attendance in class (maximum of 3 excused absences or, depending on the seriousness of the situation) as well as passing the midterm assessment with any result is a prerequisite for taking the examination.
A (excellent performance): The student can independently and correctly perform the assigned tasks and solve assignments. The student can independently and correctly explain English vocabulary without hesitation and can fluently retell a listened or read text using B2-C1 level vocabulary. The student can respond quickly and accurately in the format of the Cambridge First/Advanced exam, can complete information correctly in the time allowed, select the correct information and paraphrase using the given word.
B (very good performance): The student is able to correctly perform the assigned tasks and solve assignments with minimal assistance from the teacher and schoolmates. The student can, with minimal help from the teacher and schoolmates, explain English vocabulary correctly with little hesitation and can fluently retell a listened to or read text using B2-C1 level vocabulary. The student can respond quickly and correctly in the format of the Cambridge First/Advanced exam, can fill in the information correctly in the time allowed, select the correct information and paraphrase using the given word.
C (good performance): The student is able, with the help of the teacher and the schoolmates, to carry out the assigned tasks and solve assignments with minor errors. With the help of the teacher and the schoolmates, the student is able to explain English vocabulary correctly with minor hesitations and is able to retell a listened or read text fluently but with excessive use of compensatory strategies (e.g. fillers) using vocabulary at B2-C1 level. The student can respond with hesitation but largely correctly in the Cambridge First/Advanced exam format, can fill in information in the time allowed with fewer errors, select the correct information and paraphrase using the given word.
D (satisfactory performance): The student can, with intensive help from the teacher and the schoolmates, correctly or with minor errors, perform the assigned tasks and solve assignments. The student can, with intensive help from the teacher and schoolmates, explain English vocabulary with minor errors and considerable hesitation, and can retell a listened to or read text using vocabulary at B2-C1 level with minor errors. The student can respond in the Cambridge First/Advanced exam format with intensive help and minor errors. In the time allowed, the student can fill in the information, select the correct information and paraphrase using the given word, but with making minor errors.
E (sufficient performance): The student can only partially perform the assigned tasks and solve assignments with the support and intensive help of the teacher and the schoolmates. With support and intensive help from the teacher and schoolmates, the student can partially and with considerable hesitation explain vocabulary in English and can retell a listened to or read text using B2-C1 level vocabulary with minor errors. The student can partially respond in the Cambridge First/Advanced exam format and only with support and intensive help can partially fill in the information, select the correct information and paraphrase using the given word in the time allowed.
English, Slovak
Course contents:
Main themes of the course: Complete Advanced, Lessons 1–7: Our People, Mastering Languages, All in the Mind, Just the job!, Dramatic events, Picture yourself, Leisure and entertainment. Cambridge Advanced Listening papers 1–4, Reading and Use of English papers 1–7, Speaking part 1–4.
Through the above content, the student is linguistically prepared to continue his/her studies in the field at Master’s degree, having developed foreign language communication skills at the B2-C1 level. As a result of the applied activities in the course, the student is familiar with the complex theoretical background of traditional, activating, innovative and alternative methods of foreign language teaching. The student knows the individual levels of the English language system (phonetics, phonology, grammar, lexicology, stylistics), their structural-functional characteristics. The student is able to argue, present and defend his/her views and opinions.
Continuous assessment (100%):
Retelling the content of the video and explaining unfamiliar vocabulary (20%)
Reading and Use of English part 1, multiple choice (20%)
Vocabulary Test, based on vocabulary from video clips (10%)
Reading and Use of English parts 1–4 (multiple choice, filling in the correct expression in the text, word formation, paraphrasing by using the given word) (40%)
Listening, part 1 (multiple choice) (10%)
Objectives and learning outcomes:
Based on the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
The student expands his/her vocabulary, will know grammatical and lexical structures at B2-C1 level. The student will know the differences and similarities in the structure and functions of the language means of the mother tongue (Slovak) and the target language (English). The student knows the structural and contextual differences between written and spoken discourse. The student knows language skills and compensatory strategies. The student knows the format of Cambridge examinations
Skills:
The student will be proficient in grammatical and lexical structures at B2-C1 level in spoken and written communication. The student will gain confidence and improve all key (receptive and productive) language skills. The student will be able to analyse an English text in terms of basic phonological, lexical and grammatical language means. The student will be able to describe and compare the main differences and similarities between the linguistic systems of the mother tongue (Slovak) and English. The student will be able to apply the above mentioned aspects in communication. The student will acquire the strategies necessary to pass the Cambridge First and Cambridge Advanced examinations.
Competences:
The student acquires communicative competence in English. The student is able to argue, present and defend his/her opinions and points of view. The student is able to understand a wide range of difficult long sentences and fully recognize their meaning. The student can express ideas in a coherent and spontaneous manner without much obvious searching for expressions. The student is able to use language effectively and flexibly for social, academic and professional purposes, and has developed metacognitive awareness. The student can produce clear, well-structured and detailed oral discourse on complex topics.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 1L+1S
Teaching mode: in-person teaching, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching = 22 hours; continuous home preparation for class = 13 hours; preparation of 3 term papers = 24 hours, preparation for the final test = 16 hours
Teaching methods:
Explanation, guided discussion, group work, brainstorming, heuristic methods, problem-solving tasks, application of theoretical knowledge in practice, introspective analysis of experiences, critical analysis of experienced teaching approaches
Compulsory readings:
LOJOVÁ, G. (2019). Učme cudzí jazyk efektívnejšie: prístup zameraný na žiaka. Bratislava: Vydavateľstvo UK.
LOJOVÁ, G. et al. (2011). Využívanie personalizácie vo vyučovaní anglického jazyka v primárnom vzdelávaní. Bratislava: Z-F Lingua.
Recommended readings:
Humanizing language teaching http://www.hltmag.co.uk/index.htm
LOJOVÁ, G. (2017). “Application of Selected Principles of the Learner-centred Approach to English Grammar Teaching”. XLinguea, vol. 10, no. 4, pp. 278–86.
NUNAN, D. (1988). The Learner-centred Curriculum. Cambridge University Press.
ROGERS, C. and FREIBERG, H. J. (1994). Freedom to Learn. New York: Macmillan.
TUDOR, I. (1996). Learner Centredness as Language Education. Oxford University Press.
WEIMER, M. (2013). Learner-Centred Teaching: Five Key Changes To Practice. Jossey Bass.
The publications are available in Slovak libraries and bookshops.
none
Course completion requirements:
Continuous assessment (60%):
2 seminar papers: topics adapted to the group and their level of educational-psychological thinking (2 x 20%)
Final seminar paper: “My opinions on learner-centred English language teaching (possibilities and constraints in the Slovak educational context)” (20%)
In the seminar papers learners present and justify their opinions underpinned by acquired theoretical knowledge and stimuli from guided discussions in the classroom, the critical analysis of experienced teaching approaches and the introspective analysis of their impact on the effectiveness of language learning. In addition, some suggestions for effective interventions are provided.
To be allowed to write a final test, students have to achieve min 60% of the continuous assessment (=36%).
Final assessment (40%):
The final test is focused on acquired theoretical knowledge and its application to English language learning and teaching.
The final assessment reflects the level of students’ comprehension of Learner-centred principles; level of their pedagogical-psychological-linguistic and analytical-critical thinking; skills to apply theoretical knowledge to the practice of foreign language teaching, to analyse and solve problems and suggest appropriate intervention.
Grading:
100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX
English, Slovak
Course contents:
1. Humanisation of English language teaching, traditional and activating approaches – synthesizing and deepening knowledge students create the theoretical foundations of pedagogical skills and competences.
2. Principles of the Learner-centred approach:
2a. Active learning; meaningful, relevant, and personalized learning content – students activate and widen their knowledge; they introspectively analyse their learning experiences as well as the impact of (in)appropriate interventions; they discuss possible application of activating and motivating methods, tasks, and activities. They consider the determining impact of intra psychical components on language learning.
2b. Cognitive and affective domains, teacher – learners’ relations, classroom atmosphere, social climate - students activate and widen their knowledge; they introspectively analyse their learning experiences as well as the impact of (in)appropriate interventions. They consider the determining impact of social components on language learning as well as the need to respect learners’ individual and developmental differences.
2c. Teacher’s and learners’ roles – students acquire knowledge about humanistic teacher’s roles as a facilitator, partner, and coach as well as learners’ role of autonomous human beings responsible for their own learning. The critical analysis and comparison with traditional roles enable them to understand these roles as a base for the development of relevant skills and competences.
3. Possibilities and constraints on the applications of the Learner-centred approach in English language teaching in Slovakia – based on the synthesis of acquired knowledge, critical analysis, and comparison, students will contemplate the ways of effective application of the approach in English language teaching and of overcoming possible problems and constraints.
Teaching these topics using the methods above significantly contributes to achieving the set goals and learning outcomes listed in the profile of a graduate.
Continuous assessment (60%):
2 seminar papers: topics adapted to the group and their level of educational-psychological thinking (2 x 20%)
Final seminar paper: “My opinions on learner-centred English language teaching (possibilities and constraints in the Slovak educational context)” (20%)
In the seminar papers learners present and justify their opinions underpinned by acquired theoretical knowledge and stimuli from guided discussions in the classroom, the critical analysis of experienced teaching approaches and the introspective analysis of their impact on the effectiveness of language learning. In addition, some suggestions for effective interventions are provided.
To be allowed to write a final test, students have to achieve min 60% of the continuous assessment (=36%).
Final assessment (40%):
The final test is focused on acquired theoretical knowledge and its application to English language learning and teaching.
The final assessment reflects the level of students’ comprehension of Learner-centred principles; level of their pedagogical-psychological-linguistic and analytical-critical thinking; skills to apply theoretical knowledge to the practice of foreign language teaching, to analyse and solve problems and suggest appropriate intervention.
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course concentrates on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students acquire knowledge of the theoretical foundations of traditional, humanistic, and activating methods of foreign language teaching.
They know the principles of the Learner-centred approach, understand their impact on effective English language learning and teaching.
They understand the determining effect of various intra psychical and social factors on language learning and the possibilities of their modification in an educational environment.
Skills:
Students develop basic methodological skills, can analyse pedagogical situations reflecting learners´ emotions and behaviours, from the perspective of the effectiveness of language learning.
They can analyse everyday problems in English language teaching, suggest solutions and appropriate interventions.
Competences:
Students can present, justify, and defend their opinions and attitudes.
They can work with professional texts, select, consolidate, and interpret knowledge autonomously.
They develop metacognitive strategies and awareness.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 1S
Teaching mode: in-person, combined
Scope (number of hours): 1 per week, 11 per semester
Student workload: 50 hours in total
Direct teaching: 11 h, home preparation (revision, work with resources): 8 h, preparation for student’s own presentation and discussion (drafting, training, preparation of questions): 12 h, writing final seminar paper: 6 h, preparation for the test: 13 h
Teaching methods:
Presentation of learning material, explanation, brainstorming, dialogic methods (dialogue, discussion) about the given period of history – presenting of student’s own opinion, presentation, analysis and evaluation, student’s individual work, group work, practical application of the acquired knowledge
Compulsory readings:
(Selected chapters by the teacher’s instructions)
BARBER, C., BEAL, J. and SHAW, P. (2012). The English Language. 2nd edition. Cambridge University Press.
JESPERSEN, O. (1905, numerous reprints). Growth and Structure of the English Language. Leipzig: Teubner.
Recommended readings:
(Selected chapters by the teacher’s instructions)
BURNLEY, D. 1992. The History of the English Language. London: Routledge.
PYLES, T. and ALGEO, J. (1993). The Origin and Development of the English Language. Boston: FortWorth.
none
Course completion requirements
Attendance (maximum 3 excused absences) and submission of a presentation of required extent and quality
Continuous assignment (100 percent):
Elaboration and presentation of a topic of the student’s choice: 30%
Leading a discussion by the student on the topic of his presentation: 10%
Final seminar paper: 20%
Final test: 40%
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student has an excellent overview of the development of the English language, understands and independently correlates the changes in the individual periods, has clear knowledge and can present it in his/her own presentation without the teacher’s assistance, can logically and systematically lead a discussion with colleagues, demonstrates excellent presentation skills, logically and constructively summarizes the facts and contexts in his/her final paper.
B (very good performance): The student has an excellent overview of the development of the English language, understands and independently correlates the changes in the individual periods, has thorough knowledge, can present the knowledge in his/her own presentation without the teacher’s assistance with only a minimum of errors (linguistic expressions, presentation skills), The student can logically and systematically lead a discussion with his/her colleagues with a minimum of the teacher’s assistance, demonstrates excellent presentation skills, logically summarises facts and contexts in the final paper.
C (good performance): The student has an overview of the development of the English language, understands and, with help, correlates the changes and their consequences in the different periods, with the help of the teacher, with minor errors in speech, can present his/her knowledge in a presentation, with the teacher’s assistance logically and systematically leads the discussion with colleagues, demonstrates good presentation skills, logically and summarizes the facts and contexts in his/her final paper.
D (satisfactory performance): The student has an overview of the development of the English language, understands the changes and their consequences in the different periods, has clear knowledge, makes mistakes (language, presentation skills) in the presentation (also in writing), with teacher’s assistance, the student leads the discussion with colleagues, satisfactorily manages to summarize the facts and contexts in his/her final paper.
E (sufficient performance): The student has a basic overview of the development of the English language, knows the changes and their consequences in the different periods, demonstrates sufficient knowledge, makes language and presentation skills mistakes in the presentation (also in the written assignments), with the teacher’s assistance the student leads a discussion with colleagues, is able to summarize the studied facts in his/her final paper.
English, Slovak
Course contents:
Main themes of the course: The place of English among other languages in the world; Indo-European languages; Scandinavian influence on the development of English; Middle English: Norman and French influence on the development of English; The influence of Greek and Latin on the development of English; The emergence of American English; English as a world language
Through the above content, the student will acquire theoretical knowledge about the development of the English language, he/she will perceive English in the context of other world languages and understand intercultural contexts. Through self-presentation, the student will develop his/her presentation skills, systematic and analytical abilities, and will use knowledge and skills acquired in other courses to discuss issues independently.
The student deepens his/her skills in working with professional texts, selecting relevant information, communicating the information to other students and then processing and critically analysing the information. The student is able to use digital technologies and is familiar with other sub-disciplines of linguistics.
Continuous assignment (100 percent):
Elaboration and presentation of a topic of the student’s choice: 30%
Leading a discussion by the student on the topic of his presentation: 10%
Final seminar paper: 20%
Final test: 40%
Objectives and learning outcomes:
From the learning objectives declared in the graduate’s profile, this course focuses on the acquisition of the following knowledge, skills, and competences:
Knowledge:
The student will gain an overview of the development of the English language and will acquire historical context. The student will gain an overview of the different periods and influences on the development of the language and is familiar with cross-cultural contexts. The student understands the impact of historical events on the development of the English language and is able to relate relevant information learned in previous courses.
Skills:
The student is able to use relevant materials, select information, demonstrate digital skills in creating and presenting his/her work. He/she demonstrates presentation and communication skills in front of an audience, using their own creativity and critical thinking skills. The student develops the skills to communicate fluently at the required B2 – C1 CEFR level and to convey relevant information to the audience.
Competences:
The student can use self-study strategies effectively, he/she develops metacognitive awareness and autonomy. The student actively works with a variety of resources, demonstrates presentation skills in English at the required B2 – C1 CEFR level. He/she can lead a discussion effectively, actively participates in the discussion at the required linguistic level, demonstrates his/her argumentative skills and has personal and affective prerequisites for a humanistic and intercultural approach to the teaching process.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 1S
Teaching mode: in-person, combined
Scope (number of hours): 1 per week, 11 per semester
Student workload: 50 hours in total
Direct teaching: 11 h, home preparation (revision, work with resources): 8 h, preparation for student’s own presentation and discussion (drafting, training, preparation of questions): 12 h, writing final seminar paper: 6 h, preparation for the test: 13 h
Teaching methods:
Presentation of learning material, explanation, brainstorming, dialogic methods (dialogue, discussion) about the given period of history – presenting of student’s own opinion, presentation, analysis and evaluation, student’s individual work, group work, practical application of the acquired knowledge
Compulsory readings:
(Selected chapters by the teacher’s instructions)
BARBER, C., BEAL, J. and SHAW, P. (2012). The English Language. 2nd edition. Cambridge University Press.
JESPERSEN, O. (1905, numerous reprints). Growth and Structure of the English Language. Leipzig: Teubner.
Recommended readings:
(Selected chapters by the teacher’s instructions)
BURNLEY, D. 1992. The History of the English Language. London: Routledge.
PYLES, T. and ALGEO, J. (1993). The Origin and Development of the English Language. Boston: FortWorth.
none
Course completion requirements
Attendance (maximum 3 excused absences) and submission of a presentation of required extent and quality
Continuous assignment (100 percent):
Elaboration and presentation of a topic of the student’s choice: 30%
Leading a discussion by the student on the topic of his presentation: 10%
Final seminar paper: 20%
Final test: 40%
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student has an excellent overview of the development of the English language, understands and independently correlates the changes in the individual periods, has clear knowledge and can present it in his/her own presentation without the teacher’s assistance, can logically and systematically lead a discussion with colleagues, demonstrates excellent presentation skills, logically and constructively summarizes the facts and contexts in his/her final paper.
B (very good performance): The student has an excellent overview of the development of the English language, understands and independently correlates the changes in the individual periods, has thorough knowledge, can present the knowledge in his/her own presentation without the teacher’s assistance with only a minimum of errors (linguistic expressions, presentation skills), The student can logically and systematically lead a discussion with his/her colleagues with a minimum of the teacher’s assistance, demonstrates excellent presentation skills, logically summarises facts and contexts in the final paper.
C (good performance): The student has an overview of the development of the English language, understands and, with help, correlates the changes and their consequences in the different periods, with the help of the teacher, with minor errors in speech, can present his/her knowledge in a presentation, with the teacher’s assistance logically and systematically leads the discussion with colleagues, demonstrates good presentation skills, logically and summarizes the facts and contexts in his/her final paper.
D (satisfactory performance): The student has an overview of the development of the English language, understands the changes and their consequences in the different periods, has clear knowledge, makes mistakes (language, presentation skills) in the presentation (also in writing), with teacher’s assistance, the student leads the discussion with colleagues, satisfactorily manages to summarize the facts and contexts in his/her final paper.
E (sufficient performance): The student has a basic overview of the development of the English language, knows the changes and their consequences in the different periods, demonstrates sufficient knowledge, makes language and presentation skills mistakes in the presentation (also in the written assignments), with the teacher’s assistance the student leads a discussion with colleagues, is able to summarize the studied facts in his/her final paper.
English, Slovak
Course contents:
Main themes of the course: The place of English among other languages in the world; Indo-European languages; Scandinavian influence on the development of English; Middle English: Norman and French influence on the development of English; The influence of Greek and Latin on the development of English; The emergence of American English; English as a world language
Through the above content, the student will acquire theoretical knowledge about the development of the English language, he/she will perceive English in the context of other world languages and understand intercultural contexts. Through self-presentation, the student will develop his/her presentation skills, systematic and analytical abilities, and will use knowledge and skills acquired in other courses to discuss issues independently.
The student deepens his/her skills in working with professional texts, selecting relevant information, communicating the information to other students and then processing and critically analysing the information. The student is able to use digital technologies and is familiar with other sub-disciplines of linguistics.
Continuous assignment (100 percent):
Elaboration and presentation of a topic of the student’s choice: 30%
Leading a discussion by the student on the topic of his presentation: 10%
Final seminar paper: 20%
Final test: 40%
Objectives and learning outcomes:
From the learning objectives declared in the graduate’s profile, this course focuses on the acquisition of the following knowledge, skills, and competences:
Knowledge:
The student will gain an overview of the development of the English language and will acquire historical context. The student will gain an overview of the different periods and influences on the development of the language and is familiar with cross-cultural contexts. The student understands the impact of historical events on the development of the English language and is able to relate relevant information learned in previous courses.
Skills:
The student is able to use relevant materials, select information, demonstrate digital skills in creating and presenting his/her work. He/she demonstrates presentation and communication skills in front of an audience, using their own creativity and critical thinking skills. The student develops the skills to communicate fluently at the required B2 – C1 CEFR level and to convey relevant information to the audience.
Competences:
The student can use self-study strategies effectively, he/she develops metacognitive awareness and autonomy. The student actively works with a variety of resources, demonstrates presentation skills in English at the required B2 – C1 CEFR level. He/she can lead a discussion effectively, actively participates in the discussion at the required linguistic level, demonstrates his/her argumentative skills and has personal and affective prerequisites for a humanistic and intercultural approach to the teaching process.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching = 22 h, continuous out-of-class preparation (revising + homework) = 11 h, 1st practical test = 12 h, 2nd practical test = 13 h, theoretical test = 17 h
Teaching methods:
Concise explanation/description of the subject matter, individual practice of the discussed lexical phenomena (collocations and idioms), pair-work, didactic games, discussion of the topics covered in the class, phraseological analysis of short authentic texts, comparison of the collocations and idioms in English and Slovak, building strategies aimed at the broadening of the English vocabulary
Compulsory reading:
PAVLÍK, R. (2020). English Collocations and Idioms: An Introduction to the Study of Multiword Expressions. Bratislava: Z-F Lingua
Recommended readings:
FERNANDO, C. (1996). Idioms and Idiomaticity. Oxford University Press.
KVETKO, P. (2015). English Idioms: Theory and Applications. Trnava: Univerzita sv. Cyrila a Metoda.
MLACEK, J. (1984). Slovenská frazeológia. 2nd edition. Bratislava: SPN.
All of the above books are available in Slovak libraries and/or bookshops.
none
Course completion requirements:
Continuous assessment (100%)
1st practical test (30%)
2nd practical test (30%)
Theoretical test (40 %)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student has a perfect command of the structural characteristics of English multi-word expressions, can correctly identify the semantic transparency of collocations and idioms, knows the stylistic properties and emotional colouring of prefabricated expressions in English, can correctly use collocations and idioms in terms of their interpersonal function, knows many translation equivalents of English and Slovak multi-word expressions, is ready to apply theoretical and practical knowledge in the classroom.
B (very good performance): The student has a good command of the structural characteristics of English multi-word expressions, can correctly identify the semantic transparency of collocations and idioms, knows their main stylistic features and emotional colouring, can correctly use many collocations and idioms in terms of their interpersonal function, knows the translation equivalents of English and Slovak multi-word expressions, is ready to apply theoretical and practical knowledge in the classroom.
C (good performance): The student knows the basic structural characteristics of English multi-word expressions, can mostly correctly identify the semantic properties of collocations and idioms, knows and uses some of their stylistic properties, can generally correctly use collocations and idioms in terms of their interpersonal function, knows some translation equivalents of English and Slovak multi-word expressions, is ready to apply the theoretical and practical knowledge in the classroom.
D (satisfactory performance): The student knows some basic structural properties of English multi-word expressions, can mostly correctly identify semantic properties of collocations and idioms, can identify some stylistic properties of prefabricated expressions, can mostly correctly use collocations and idioms in terms of their interpersonal function, knows the basic translation equivalents of English and Slovak multi-word expressions, is ready to apply some theoretical and practical knowledge in the classroom.
E (sufficient performance): The student knows some basic structural properties of English multi-word expressions, can identify some semantic properties of collocations and idioms, can recognize stylistic properties of prefabricated expressions but only uses them to a limited extent, can correctly use some collocations and idioms in terms of their interpersonal function, identifies only the basic differences between English and Slovak phraseology, is ready to apply basic theoretical and practical knowledge in a limited way in practice.
Terms of evaluation:
The final grade will be given to those students who have satisfactory attendance (maximum of 3 authorized absences, or depending on the situation) and who have taken all three tests administered during the semester. The student is entitled to alternative dates of the three tests (if he/she has not attended the assessment for medical or other serious reasons), but he/she is not entitled to any re-sits.
English, Slovak
Course contents:
Main themes of the course: General problems of multi-word expressions, collocations and idioms, formal and semantic properties of collocations, comparison of English and Slovak collocations, classification of idioms, formal and semantic characteristics of idioms, stylistic aspects of idioms, geographical variations of idioms, English and Slovak idioms from the translational point of view
By means of the above content, the student learns about the idiomatic level of the English language, its structural-functional characteristics, learns the ways of applying theoretical knowledge through practice in the analysis of English phraseology, develops his/her foreign language (especially idiomatic) skills and competences at the B2-C1 level, can read academic literature in English, learns to work independently and in a team solving phraseological issues and problems, can appropriately apply the acquired knowledge and skills in practice.
Continuous assessment (100%)
1st practical test (30%)
2nd practical test (30%)
Theoretical test (40 %)
Objectives and learning outcomes:
Based on the learning objectives declared in the profile of a graduate, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
The student will become familiar with basic phraseological terminology and deepen his/her knowledge of English vocabulary. The student will learn the structural-functional characteristics of English phraseology, the theoretical principles of formal and semantic analysis of English multi-word expressions, the basic contextual determinants of the use of collocations and idioms, the theoretical foundations of the translation of English prefabricated units.
Skills:
The student makes use of different types of multi-word expressions, can analyse collocations and idioms from different perspectives, can practically apply the acquired theoretical knowledge in the analysis of a continuous authentic text, is able to identify linguistic and sociocultural aspects of English phrases, is able to identify the basic differences between English and Slovak word-formation, can use dictionaries and online resources to acquire English vocabulary, is able to read and critically analyse academic literature, is able to use the acquired knowledge in an appropriate and suitable way, has acquired strategies for vocabulary acquisition.
Competences:
The student will be able to work independently and in a team to solve phraseological problems and tasks, be able to communicate on topics related to the formation and meaning of English collocations and phrases, be able to find and use digital resources and tools for his/her further professional development, can read professional (phraseological) literature, has developed the ability to analyse and synthesize linguistic material, is able to link the acquired theoretical knowledge with the subject of research in other linguistic disciplines, is able to apply the acquired knowledge and strategies in an appropriate way in his/her further education and in his/her professional practice.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching = 22 hours, home preparation (studying for seminars, working on home assignments) = 13 h, preparation for theoretical test 1 = 10 hours, preparation for the theoretical test 2 = 10 hours, analysis of text 1 = 10 hours, analysis of text 2 = 10 hours
Teaching methods:
Presentation of the material, explanation, dialogue, discussion, analysis of short texts, completing tasks and assignments
Compulsory readings:
FLOWERDEW, J. (2013). Discourse in English Language Education. New York: Routledge.
McCARTHY, M. (1991). Discourse Analysis for Language Teachers. Cambridge University Press.
Recommended readings:
(Selected chapters)
BLOMMAERT, J. (2005). Discourse: A Critical Introduction. Cambridge University Press.
CUMMINGS, L. (2005). Pragmatics: A Multidisciplinary Perspective. Edinburgh University Press.
HATCH, E. (1992). Discourse and Language Education. Cambridge University Press.
McCARTHY, M. and CARTER, R. (1994). Language as Discourse. Harlow: Longman.
SWALES, J. M. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge University Press.
The resources are available in the Slovak bookshops and libraries.
none
Course completion requirements:
Continuous assignment (100 percent):
Continuous theoretical test 1 (25 percent)
Continuous theoretical test 2 (25 percent)
Stylistic analysis of two English texts (2 x 25 percent)
A minimum of 50 per cent for each of the text analyses (= 2 x 12.5 percent) is required for the mark. A draft of the analysis is handed in and the student completes it according to the instructor’s comments. Continuous test cannot be re-taken.
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70%, E, 69–0% FX
A (excellent performance). The student has thorough knowledge and is able to apply the mechanisms and principles to analyse texts, reliably identifies the genre, register and assesses the level of cohesion and coherence of the text, has an above-standard knowledge of the criteria of textuality, which allows him/her to effectively distinguish between authentic and inauthentic, factual or journalistic text, the student is able to consistently analyse the functional meaning of the individual formal language structures within a broader conversation, is able to effectively apply theoretical knowledge.
B (very good performance): The student has a good command of the mechanisms and principles for analysis of a text, can correctly identify the genre, the register and is able to assess the level of cohesion and coherence of the text, has an excellent knowledge of the criteria of textuality, which enables him/her to distinguish between an authentic and an inauthentic factual or journalistic text, can correctly determine the functional meaning of the individual formal language structures in the context of a broader discourse, is able to effectively apply theoretical knowledge.
C (good performance): The student knows and applies the mechanisms and principles for the analysis of a text, can mostly correctly identify the genre, the register and assess the level of cohesion and coherence of the text, has the knowledge of the criteria of textuality, which allows him/her to distinguish between authentic and inauthentic factual or journalistic text, can correctly determine the functional meaning of the most of the formal language structures in the context of a broader discourse, is able to effectively apply theoretical knowledge at an appropriate level.
D (satisfactory performance): The student knows some basic mechanisms and principles for the analysis of a coherent text, can mostly correctly identify the genre, the register and assess the level of cohesion and coherence of the text, knows several criteria of textuality, which allows him/her to distinguish to some extent between authentic and inauthentic, factual or journalistic text, can correctly determine the functional meaning of the basic formal language structures in the context of a broader discourse, is able to effectively apply the basic theoretical knowledge at an acceptable level.
E (sufficient performance): The student knows the basic mechanisms and principles for analysis of the text, can identify the basic types of genres, registers and to some extent assess the level of cohesion and coherence of the text. The student knows the basic criteria of textuality, which allows him/her to partially distinguish between authentic and inauthentic factual or journalistic text, can correctly determine the functional meaning of the basic formal language structures in the context of a broader conversation, is able to apply the basic theoretical knowledge at a lower level.
English, Slovak
Course contents:
Main themes of the course: Disciplines which concern text and discourse analysis, text and discourse, characteristics of text and textual analysis, qualitative differences between textual analyses at the level of written and spoken text (types of texts, units of written text and its complexity, cultural conventions of written expressions, interaction strategies, conversational principles, etc. ), situationality of the text, intertextuality, acceptability and informativeness of the text, means of lexical cohesion of the text, possible application of the text analysis in grammar, vocabulary and phonology
Through the above content, the student will learn about the interaction of the different linguistic patterns and the speaker's intention in the broader discourse, the characteristics of written and spoken text and different approaches to their analysis). The student will develop foreign language knowledge and skills (especially reading, listening, vocabulary and semantic skills) at B2-C1 level, be able to read professional literature in English. The student will learn to work independently and, in a team. The student will be able to apply acquired knowledge.
Continuous assignment (100 percent):
Continuous theoretical test 1 (25 percent)
Continuous theoretical test 2 (25 percent)
Stylistic analysis of two English texts (2 x 25 percent)
A minimum of 50 per cent for each of the text analyses (= 2 x 12.5 percent) is required for the mark. A draft of the analysis is handed in and the student completes it according to the instructor’s comments. Continuous test cannot be re-taken.
Objectives and learning outcomes:
From the learning objectives declared in the graduate’s profile, this course focuses on the acquisition of the following knowledge, skills, and competences:
Knowledge:
By completing the course, the student will:
- acquire new theoretical knowledge in the field of discourse analysis
- learn the mechanisms and principles of text analysis
- understand the nature of textuality and learn the basic elements of cohesion
- understand the concept of communicative dynamism and the treatment of the theme (in different types of clauses and sentences), understand the theme development in the text)
- understand the basic aspects of speech theory.
Skills:
The student can:
- analyse language in relation to a specific context and correctly determine the functional meaning of particular formal aspects of language within a larger discourse, i.e., a text
- correctly interpret a text in the light of the knowledge acquired in general linguistics, semiotics, pragmatics, psychology, anthropology classes, interpret a text with respect to other aspects of the situational, cultural, linguistic, and social context
- identify the genre / type of any text in the English language and relate it to a particular type of discourse
- perform a basic linguistic, stylistic, and discursive analysis of English factual and journalistic texts
- apply the knowledge of the basic criteria of textuality to distinguish between high quality (authentic) and low quality (inauthentic) factual or journalistic texts
- identify cohesion, coherence, implicatures and other discursive variables in a text
- apply theoretical knowledge in the analysis of a coherent authentic text and in student’s own pedagogical practice.
Competences:
With the completion of the course, the student:
- will have developed the ability to work individually and as a team (through problem solving activities and assignments)
- will be able to communicate his/her ideas effectively and support his/her claims with arguments
- will be able to make interdisciplinary connections between knowledge from other linguistic disciplines
- will be able to work with professional text which they critically analyse and use for their further professional development
- will be able to plan and organise their further education and develop effective strategies for learning grammar.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching: 22 h, continuous home preparation for the class: 11 h, written preparation of assignments and tasks: 8 h, solving tasks for the midterm test: 10 h, preparation for the midterm test: 7 h, solving tasks for the final test: 10 h, preparation for the final test: 7 h
Teaching methods:
Explanation, group work, independent work, brainstorming, guided self-study (repetition of theoretical knowledge from grammar courses, work with text), monological methods (brief repetition of grammatical rules), dialogical methods (conversation, debate, discussion), application of theoretical knowledge to practical examples
Compulsory reading:
(selected chapters corresponding to the course syllabus)
QUIRK, R. and GREENBAUM, S. (1990). A Student’s Grammar of the English Language. Harlow: Longman.
Recommended readings:
(selected chapters corresponding to the course syllabus)
HEWINGS, M. (2013). Advanced Grammar in Use Book with Answers. Cambridge University Press.
PAVEY, E. L. (2010). The Structure of Language: An Introduction to Grammatical Analysis. Cambridge University Press.
none
Course completion requirements:
A student is entitled to an alternative date of continuous assessment (if he/she has not attended for medical or other compelling reasons) but is not entitled to a re-sit in-term date. Attendance (maximum of 3 excused absences) is a prerequisite for taking the final test.
Continuous assessment (100 percent):
Assessed practical activities (tasks, exercises) focused on the grammatical phenomena and structures covered by curriculum (20 percent)
Mid-term test (40 percent)
End-of-term test (40 percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student is able to work independently with unfamiliar text, navigate grammatical structures, recognize them within a coherent text, analyse them correctly, and understand them in context without any help from the teacher. Independently and correctly identifies grammatical categories, understands the principles of word formation and independently applies grammatical rules to practical examples. Can find and correct errors in a text without teacher assistance and justify his/her claims at the appropriate C1 level.
B (very good performance): The student can work independently with an unfamiliar text, is familiar with grammatical structures, can recognise them within a coherent text with minimal assistance from the teacher or group, analyse them correctly and understand them in context. With minimal assistance, navigation by the teacher, correctly identifies grammatical categories, understands the principles of word formation, and independently applies grammatical rules to practical examples. With minimal help from the teacher, is able to find and correct errors in the text, justify his/her claims at the appropriate C1 language level, and makes only minimal errors in speech.
C (good performance): The student can work with an unfamiliar text, relying on the teacher's help and guidance, is familiar with grammatical structures, can recognise them within a coherent text with the teacher's or group’s assistance, analyse them correctly and, with help, understand them in context. With the teacher’s help and navigation, identifies grammatical categories, understands the principles of word formation and applies grammatical rules to practical examples. With the teacher's help, he/she can find and correct errors in the text, justify his/her claims at the appropriate language level C1, makes mistakes in speech.
D (satisfactory performance): The student can work with unfamiliar text, relies heavily on the teacher's help and guidance, is familiar with grammatical structures, can recognise them within a coherent text with the teacher’s or group’s assistance, makes minor errors when analysing them. With the teacher’s help and guidance, identifies grammatical categories, understands the principles of word formation. Applies grammatical rules to practical examples with significant teacher assistance. Can correct errors in text.
E (satisfactory performance): The student can work with unfamiliar text, relies heavily on teacher prompting and guidance, has sufficient command of grammatical structures, can recognise them within a coherent text only with significant teacher or group help, makes errors when analysing them, identifies grammatical categories with the teacher’s help and navigation, understands the basic principles of word formation. The student relies on examples from the classroom. He/she can correct errors in text, makes errors in speech that do not affect comprehension.
English, Slovak
Course contents:
Main themes of the course: Systematization of knowledge about the functioning of English grammar, definition of key grammatical phenomena, work with grammatical text, selected grammatical tenses in English texts, regularities of English syntax and their occurrence in English texts, comparison of selected phenomena of Slovak and English syntax.
The student will systematize the knowledge about the functioning of English grammar acquired in the required courses focused on grammar and linguistics. During the course, the student will acquire the skills necessary for grammatical analysis of text, which he/she will be able to apply in practice, develop presentation and argumentation skills in English. They will be able to use them not only in independent work but also in cooperation with other students. Through the above content, the student is oriented in several levels of language, learns their structural-functional characteristics and acquires ways of their application in teaching practice. At the same time, the student is able not only to critically analyse but also to modify grammatical structures in an appropriate way. In the course of teaching, the student acquires methodological recommendations for teaching the grammatical phenomena being studied
Continuous assessment (100 percent):
Assessed practical activities (tasks, exercises) focused on the grammatical phenomena and structures covered by curriculum (20 percent)
Mid-term test (40 percent)
End-of-term test (40 percent)
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course aims for a student to develop the following knowledge, skills, and competences:
Knowledge:
The student will master the linguistic terminology relevant to pedagogical grammar, systematizing the knowledge of the functioning of English grammar acquired in previous grammar courses. The student will master the basic structural-functional characteristics, develop his/her declarative and procedural knowledge of grammar. The student will acquire the strategies necessary for the correct analysis of an authentic English text.
Skills:
The student develops comparative-linguistic thinking, uses the ability to analyse and synthesize when working with an unfamiliar English text on the basis of comparing selected phenomena of Slovak and English grammar, uses argumentation and presentation skills to declare the knowledge and understanding acquired through self-study. She/he knows and uses grammatical and lexical structures at C1 level.
Competences:
The student can use self-study strategies effectively and takes responsibility for his/her own development. The student is able to communicate his/her knowledge effectively, presenting it in front of other students. The student is able to think in broader contexts, does not understand individual grammatical phenomena in isolation, synthesises and demonstrates metacognitive skills. He/she demonstrates the ability to think abstractly.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching = 22 hours, home preparation for class = 11 hours, creating a presentation of a specific short story and its context = 15 hours, written analysis of a selected topic based on one work = 27 hours
Teaching methods:
Brief overview of the development of the short story genre, analysis and interpretation of literary works, dialogical methods (debate, discussion, colloquium), presentation of own views based on introspective analysis of own (pedagogical) experiences, self-reflection based on the literary draft and discussion during the lessons, presentation with application possibilities of the literary text, critical reflection of the presentations
Compulsory readings:
GENETTE, G. (1980). Narrative Discourse. New York: Cornell University Press. Available online: https://15orient.com/files/genette-on-narrative-discourse.pdf
HUNTER, A. (2007). The Cambridge Introduction to the Short Story in English. Cambridge University Press.
JAVORČÍKOVÁ, J. and ŠIPOŠOVÁ, M. (2017). Thinking about Literature. Bratislava: Z-F LINGUA.
MARCH-RUSSELL, P. (2009). The Short Story: An Introduction. Edinburgh University Press. Chapter 1: Origins: From Folktale to Art-Tale. Available online:
https://www.qmul.ac.uk/media/qmul/hub/The-Short-Story-an-Introduction-(1_Origins_From_Folktale_to_Art-Tale).pdf
Recommended reading:
KOSTELNÍKOVÁ, M. (2013). A Theoretical and Practical Introduction to the Study of Literature. Bratislava: Z-F Lingua.
Selected short stories will be available to students online on the course blog.
B-ANGde002 Introduction into the Study of Anglophone Literature
Course requirements:
Continuous assessment (100 points/percent):
Presentation of a selected short story (30 points/percent)
Active participation in the analysis of the works during class (10 points/percent)
Written literary analysis based on the chosen topic (60 points/percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student knows the basic development of the short story and its specifics in different historical periods, can independently analyse a short literary work against the background of the narratological principle and the read theme, is able to find elements in the work related to a particular literary method, can apply his/her analysis to a pedagogical level and present it in front of the class, can interpret the work in writing, and has the knowledge to use the literary text in English language teaching by using the appropriate methods.
B (very good performance): The student knows the main features of the development of the short story and its specifics in the different historical periods, can analyse a short literary work with minimal help against the background of the narratological principle and the theme of the reading, is mostly able to find elements in the work related to a particular literary method, is largely able to apply his/her analysis to a pedagogical level and present it to the class, is able to interpret the work in writing with minimal help, has sufficient knowledge to use the literary text in English language teaching using appropriate methods with little guidance.
C (good performance): The student knows the basic features of the development of the short story and its specifics in individual historical periods, can analyse a short literary work with greater help against the background of the narratological principle and the read theme, is largely able to find in the work elements related to a particular literary method, with some help, can apply his/her analysis to a pedagogical level and present it to the class, can interpret the work in writing with the teacher's help, has the basic knowledge to use the literary text in English language teaching by using appropriate methods with little guidance.
D (satisfactory performance): The student knows some features of the development of the short story and its specifics in the different historical periods, can analyse a short literary work with great help against the background of the narratological principle and the read theme, is able to find elements in the work related to a particular literary method to a small extent, with more help, can apply his/her analysis to a pedagogical level and present it in front of the class; with considerable help from the teacher, can interpret the work in writing; has a certain amount of knowledge in order to use the literary text for English language teaching by using appropriate methods with more advice.
E (sufficient performance): The student knows only partial features of the development of the short story and its specifics in the individual historical periods, can only with the support of the teacher analyse a short literary work against the background of the narratological principle and the read theme, is narrowly able to find in the work the elements related to a particular literary method, can apply his/her analysis to a pedagogical level and present them to the class with a great deal of help from the teacher, can interpret the work in writing with substantial support from the teacher, can use his/her knowledge to apply the literary text to the teaching of the English language by using appropriate methods with intensive help from the teacher.
English, Slovak
Course contents:
Main themes of the course: An introduction to the theory of the short story genre, the psychological short story (Edgar Alan Poe, “The Tell-Tale Heart”), women’s writing between realism and modernism (Katherine Mansfield, “Bliss”), the modernist feminist short story (Virginia Woolf, “The Mark on the Wall”), the postmodern existentialist short story (John Barth, “Night-Sea Journey”), political short story (Donald Barthelme, “Game”), postmodern reproductive rights short story (Kurt Vonnegut, “Welcome to the Monkey House”), feminist remix short story (Angela Carter, “The Company of Wolves”), postmodern science fiction short story (Isaac Asimov, “What if”), hypertext short story (Judy Malloy, “Uncle Roger”).
Through the above mentioned course content and using the mentioned methods of education, the student acquires knowledge, develops his/her didactic skills and competences corresponding to the profile of a graduate of the Bachelor's degree in the study programme of Teaching English Language and Literature in Combination.
Continuous assessment (100 points/percent):
Presentation of a selected short story (30 points/percent)
Active participation in the analysis of the works during class (10 points/percent)
Written literary analysis based on the chosen topic (60 points/percent)
Objectives and learning outcomes
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
The student(s) know one of the basic literary genres and understand its specificities and development, since the short story is also an essential genre in the education of pupils in primary and secondary education; they have knowledge of the possibilities of discussing a literary text in the classroom and how to use it in discussions based on life themes and for the benefit of individual self-reflection; they know the basic methodology for the use of a literary text in the pedagogical process.
Skills:
Students are familiar with relevant works, their media presentations and materials, and are able to analyse and select them in relation to teaching objectives, Students are able to appropriately apply different media representations of literary works as an innovative method of learner-centred teaching in an English lesson plan for any selected ISCED and relevant language level according to the CEFR, using a variety of appropriate learning tasks and organisational forms of teaching, students have developed analytical skills, are able to discuss independently, in pairs and in groups.
Competences:
Students are able to argue, present and defend their views and opinions, are able to critically approach a written text and think critically about basic psychological, social and cultural issues that translate not only into their own experience, but also into their position as a competent and understanding teacher for primary and secondary education in the country.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching = 22 hours, continuous home study = 11 hours, preparing a power-point presentation of a selected topic = 21 hours, seminar paper (critical analysis and reflection of a selected topic) = 21 hours
Teaching methods:
Brief explanation of the material, brainstorming, dialogical methods (debate, discussion, colloquium), critical analysis
Compulsory readings:
DIDENKO, A.V. and PICHUGOVA, I. L. (2016). Post CLT or Post-Method: Major Criticisms of the Communicative Approach and the Definition of the Current Pedagogy. SHS web of Conferences, Vol. 28. [online]
https://www.shs-conferences.org/articles/shsconf/pdf/2016/06/shsconf_rptss2016_01028.pdf
MELLOW, D. (2002). “Toward principled eclecticism in language teaching: The two-dimensional model and the centring principle”. Teaching English as a Second Language Electronic Journal, vol 5, no. 4 [online] http://tesl-ej.org/ej20/a1.html
REPKA, R., PČOLINSKÁ, A. and ŠIPOŠOVÁ, M. (2015). An Introductory Course in English Language Didactics. Bratislava: Z-F LINGUA.
Licensed methods online:
Helen Doron [online] https://helendoron.sk/site/
Hocus Lotus [online] https://www.hocus-lotus.sk/
Jolly Phonics [online] https://www.jollyphonics.sk/
Wattsenglish [online] https://www.wattsenglish.sk/
Recommended readings:
BROWN, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. 2nd edition. White Plains, NY: Pearson Education.
BROWN, H. D. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy. 4th edition. White Plains, NY: Pearson Education.
KUMARAVADIVELU, B. (2006). Understanding Language Teaching: From Method to Postmethod. New York: Routledge. (Chapters 8 and 9 – available online):
https://fliphtml5.com/ajxnf/swsp/basic
none
Course completion requirements:
Continuous assessment (100points/percent):
Presentation of a selected topic (theory + research findings + practical application) (50 points/percent)
Seminar paper (50 points/percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance)
B (very good)
C (good performance)
D (satisfactory performance)
E (sufficient performance)
FX (insufficient performance; additional work is required)
English, Slovak
Course contents:
(1) The position of grammar and vocabulary in Task-Based Language Teaching (TBLT) – Suggestopedia – Direct Method – Total Physical Response (TPR) – Communicative Language Teaching (CLT)
(2) The role of drills within the Audio-Lingual Method; Post-Communicative Period – analyses and critical reappraisals
(3) The role of teacher and learner in the context of the Post-Communicative Approach, principled eclecticism
(4) Innovative methods of teaching English to young learners (Helen Doron, Hocus Lotus, Wattsenglish, Jolly Phonics)
Within the individual presentation of a selected issue, a student will demonstrate knowledge as well as his/her presentation and argumentation skills. In the seminar paper, the student will demonstrate the level of his/her pedagogical-psychological thinking, competences and ability to critically analyse the selected issue. At the same time, s/he will propose suggestions for possible applications in the context of contemporary foreign language teaching and learning in Slovakia.
Through the above course content and the use of the above methods of education, the student acquires knowledge, develops his/her didactic skills and competences corresponding to the profile of a graduate of the Bachelor degree in the study programme of Teaching English Language and Literature in Combination.
Continuous assessment (100points/percent):
Presentation of a selected topic (theory + research findings + practical application) (50 points/percent)
Seminar paper (50 points/percent)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students know, can analyse and compare the complex theoretical background of traditional, humanizing, activating, innovative and alternative methods of foreign language teaching and the possibilities of their application in the current educational context in Slovakia (ISCED 1 – ISCED3); they know the basics of English didactics and the principles of the learner-centred approach and they understand their importance for the effectiveness of English language teaching and learning at the A1 – B2 levels according to the Common European Framework of Reference (CEFR).
Skills:
Students have developed basic didactic skills, they can analyse pedagogical situations and propose solutions to common problems in EFL teaching, they are able to give suggestions for appropriate intervention; students are familiar with relevant didactic materials, can analyse and select them in relation to teaching aims and objectives; students can actively use digital technologies to present professional issues, to give relevant arguments in order to deal with and support foreign language education.
Competences:
Students are familiar with professional linguodidactic texts, are able to independently acquire and correlate knowledge with regard to critical thinking and critical reading; students have developed the foundations of didactic competences leading to the humanization of EFL teaching; students are able to argue, present and defend their opinions and positions and have developed the prerequisites for active involvement in professional life in the field of foreign language education in the public and private institutional sectors.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching = 22 hours, continuous home study = 11 hours, preparing a power-point presentation of a selected topic = 21 hours, seminar paper (critical analysis and reflection of a selected topic) = 21 hours
Teaching methods:
Brief explanation of the material, brainstorming, dialogical methods (debate, discussion, colloquium), critical analysis
Compulsory readings:
DIDENKO, A.V. and PICHUGOVA, I. L. (2016). Post CLT or Post-Method: Major Criticisms of the Communicative Approach and the Definition of the Current Pedagogy. SHS web of Conferences, Vol. 28. [online]
https://www.shs-conferences.org/articles/shsconf/pdf/2016/06/shsconf_rptss2016_01028.pdf
MELLOW, D. (2002). “Toward principled eclecticism in language teaching: The two-dimensional model and the centring principle”. Teaching English as a Second Language Electronic Journal, vol 5, no. 4 [online] http://tesl-ej.org/ej20/a1.html
REPKA, R., PČOLINSKÁ, A. and ŠIPOŠOVÁ, M. (2015). An Introductory Course in English Language Didactics. Bratislava: Z-F LINGUA.
Licensed methods online:
Helen Doron [online] https://helendoron.sk/site/
Hocus Lotus [online] https://www.hocus-lotus.sk/
Jolly Phonics [online] https://www.jollyphonics.sk/
Wattsenglish [online] https://www.wattsenglish.sk/
Recommended readings:
BROWN, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. 2nd edition. White Plains, NY: Pearson Education.
BROWN, H. D. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy. 4th edition. White Plains, NY: Pearson Education.
KUMARAVADIVELU, B. (2006). Understanding Language Teaching: From Method to Postmethod. New York: Routledge. (Chapters 8 and 9 – available online):
https://fliphtml5.com/ajxnf/swsp/basic
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Course completion requirements:
Continuous assessment (100points/percent):
Presentation of a selected topic (theory + research findings + practical application) (50 points/percent)
Seminar paper (50 points/percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance)
B (very good)
C (good performance)
D (satisfactory performance)
E (sufficient performance)
FX (insufficient performance; additional work is required)
English, Slovak
Course contents:
(1) The position of grammar and vocabulary in Task-Based Language Teaching (TBLT) – Suggestopedia – Direct Method – Total Physical Response (TPR) – Communicative Language Teaching (CLT)
(2) The role of drills within the Audio-Lingual Method; Post-Communicative Period – analyses and critical reappraisals
(3) The role of teacher and learner in the context of the Post-Communicative Approach, principled eclecticism
(4) Innovative methods of teaching English to young learners (Helen Doron, Hocus Lotus, Wattsenglish, Jolly Phonics)
Within the individual presentation of a selected issue, a student will demonstrate knowledge as well as his/her presentation and argumentation skills. In the seminar paper, the student will demonstrate the level of his/her pedagogical-psychological thinking, competences and ability to critically analyse the selected issue. At the same time, s/he will propose suggestions for possible applications in the context of contemporary foreign language teaching and learning in Slovakia.
Through the above course content and the use of the above methods of education, the student acquires knowledge, develops his/her didactic skills and competences corresponding to the profile of a graduate of the Bachelor degree in the study programme of Teaching English Language and Literature in Combination.
Continuous assessment (100points/percent):
Presentation of a selected topic (theory + research findings + practical application) (50 points/percent)
Seminar paper (50 points/percent)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students know, can analyse and compare the complex theoretical background of traditional, humanizing, activating, innovative and alternative methods of foreign language teaching and the possibilities of their application in the current educational context in Slovakia (ISCED 1 – ISCED3); they know the basics of English didactics and the principles of the learner-centred approach and they understand their importance for the effectiveness of English language teaching and learning at the A1 – B2 levels according to the Common European Framework of Reference (CEFR).
Skills:
Students have developed basic didactic skills, they can analyse pedagogical situations and propose solutions to common problems in EFL teaching, they are able to give suggestions for appropriate intervention; students are familiar with relevant didactic materials, can analyse and select them in relation to teaching aims and objectives; students can actively use digital technologies to present professional issues, to give relevant arguments in order to deal with and support foreign language education.
Competences:
Students are familiar with professional linguodidactic texts, are able to independently acquire and correlate knowledge with regard to critical thinking and critical reading; students have developed the foundations of didactic competences leading to the humanization of EFL teaching; students are able to argue, present and defend their opinions and positions and have developed the prerequisites for active involvement in professional life in the field of foreign language education in the public and private institutional sectors.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching = 22 hours, class preparation = 17 hours, creation of 3 games in PowerPoint = 9 hours, creation of a story in web applications = 9 hours, writing an essay = 9 hours, presenting the latest trends in education = 5 hours, creating and presenting a digital portfolio = 4 hours
Teaching methods:
Brief explanation of the subject matter, dialogic methods (debate, discussion, colloquium), brainstorming, mind maps, working with a text, an introspective analysis of own experience, working with digital technologies
Compulsory readings:
CIMERMANOVÁ, I. et al. (2014). CALL and Foreign Language Education: e-textbook for Foreign Language Teachers. Nitra: UKF. Available online.
GILLERAN, A. et al. (2017). Building a Culture of Inclusion through eTwinning. Belgium: Central Support Service for eTwinning. Available online.
MIŠÚT, M. (2013). IKT vo vzdelávaní (elektronická učebnica). Trnava: Pedagogická fakulta Trnavskej univerzity v Trnave. Available online
Recommended readings:
BOBOT, V., JAKUBEKOVÁ, M., and RURÁK, R. (2012). Využívanie informačno-komunikačných technológií vo vyučovaní. Bratislava: Metodicko-pedagogické centrum v Bratislave. Available online.
LOJOVÁ, G. (2019). Učme cudzí jazyk efektívnejšie. Prístup zameraný na žiaka. Bratislava: Univerzita Komenského v Bratislave.
LOJOVÁ, G. and VLČKOVÁ, K. (2011). Styly a strategie učené ve výuce cizích jazyků. Praha: Portál.
These resources are available in Slovak libraries and bookstores.
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Course completion requirements:
Continuous assessment (100%):
Creation of 3 PowerPoint games, each of the game focusing on a different age group of learners and a methodological description of these activities (25 points/percent)
Creation and presentation of a story in the chosen web portal/application (25 points/percent)
An essay on the topic of own student’s experience of using ICT when learning English and their opinions about the impact of technology on learning English (25 points/percent)
Presentation of the latest trends in education and a review of recent research on the effectiveness of ICT use in education (14 points)
Creation and presentation of a digital portfolio (11 points/percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student can independently create three different types of games in PowerPoint focusing on three different age groups of learners, the student can independently create his/her own story for a selected age group, present the story as “storytelling”, can independently write an essay about his/her experience of using ICT when learning English, can make a presentation about the latest trends in the use of technology in education in presentation tools (e.g., PowerPoint) using a variety of advanced options. The student can independently create a digital portfolio.
B (very good performance): The student can create three different types of games in PowerPoint with minimal teacher’s assistance, focusing on different age groups of learners, can create his/her own story for a selected age group with minimal teacher’s assistance and present it as “storytelling” with minimal faults, can write an essay about his/her experience of using ICT when learning English, can make a presentation about the latest trends in the use of technology in education in presentation tools using a variety of advanced options, can create a digital portfolio with minimal teacher’s support.
C (good performance): The student can, with the teacher’s help, create three different types of games in PowerPoint focusing on three different age groups of learners, but with minor faults, the student can create his own story for a selected group of pupils and present it as a “storytelling”, but with several faults, can write an essay with minor errors about his experience in using ICT when learning English, can make a presentation about the latest trends in the use of technology in education in presentation tools (e.g., PowerPoint) using basic options, he/she can create a digital portfolio with the help of the teacher.
D (satisfactory performance): The student is able to create three different types of games in PowerPoint with intensive help from the teacher, focusing on three different age groups of learners, the student is able to create his/her own story for a selected group of learners, and is able to present it as “storytelling”, but with major faults, can write an essay about his/her experience of using ICT when learning English, but with major errors, can produce a presentation about the latest trends in the use of technology in education in presentation tools (e.g., PowerPoint) using basic options, but with minor faults, can create a digital portfolio in a basic form with intensive teacher’s support.
E (sufficient performance): The student can create three different types of games in PowerPoint with intensive help and support from the teacher, focusing on three different age groups of pupils, can create his/her own story for a selected group of pupils and present it, but without interaction with the audience, without elements of drama. The student can write an essay about his/her experience of using ICT when learning English, but with major errors, can make a presentation about the latest trends in the use of ICT in education in presentation tools (e.g., PowerPoint) using very basic options, can create a digital portfolio with intensive help and support from the teacher and only in a very basic form.
FX (insufficient performance): The student fails to create three different types of games in PowerPoint focusing on three different age groups of learners, fails to create a story or present it, fails to write an essay about his/her experience of using ICT when learning English, fails to make a presentation in presentation tools (e.g., PowerPoint), not even in the basic form and fails to create a digital portfolio.
English, Slovak
Course contents:
(1) Basic terminology, history of the use of ICT in education, how to implement ICT into teaching of English, theories of education and the use of ICT; Learning styles and individualization of education - through a brief explanation of the subject matter and videos, students will learn about the basic terminology and history of the use of ICT in education, through brainstorming and mind mapping, they will present their views on how to incorporate ICT in the classroom. In discussion, they will draw out what learning styles they distinguish and what possibilities ICT presents for individualising learning and, through their own introspection, they will evaluate their own learning styles and use of ICT when learning English.
(2) Communication through ICT, educational portals, working with information, blended learning, eTwinning - through a brief explanation of the subject matter and working with a professional text with the essence of blended learning and eTwinning, they will discuss the positive and negative aspects of this form of teaching, then they will suggest how they could use blended learning and eTwinning in teaching of English.
(3) ICT in English language teaching with a focus on teaching language means and developing language skills using the different tools available - through a short explanation of the subject matter, they will become familiar with the use of different tools in teaching different language means and skills and will try out selected tools when creating tasks for learners.
Continuous assessment (100%):
Creation of 3 PowerPoint games, each of the game focusing on a different age group of learners and a methodological description of these activities (25 points/percent)
Creation and presentation of a story in the chosen web portal/application (25 points/percent)
An essay on the topic of own student’s experience of using ICT when learning English and their opinions about the impact of technology on learning English (25 points/percent)
Presentation of the latest trends in education and a review of recent research on the effectiveness of ICT use in education (14 points)
Creation and presentation of a digital portfolio (11 points/percent)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
- The student will expand the knowledge acquired in the courses “Fundamentals of English language didactics” and “Learner-centred approach in teaching English”.
- The student will become aware of the development of cognitive, affective and personality characteristics of pupils in different stages of development and will be able to use ICT adequately in particular age groups.
- The student expands his/her knowledge of ICT, the principles and importance of its use in foreign language education.
Skills:
- The student is able to apply the knowledge of developmental psychology in the preparation of activities using ICT as well as digital technologies and expands his/her skills on how to use ICT in education.
Competences:
- The student is able to work with professional and scientific literature, to select relevant information, interpret it, to express his/her own opinions and attitudes, which he/she can justify and present.
- The student is able to implement elements of personalisation in the teaching process and thus contribute to the humanisation of teaching English at different levels of education.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student’s workload: 75 hours in total
Direct teaching = 22 h, home preparation for class = 11 h, creating a presentation of a specific intercultural topic in the context = 15 h, written analysis of an intercultural topic= 27 h
Teaching methods:
Media presentations of intercultural topics, analyses of selected journalistic articles and theoretical works, dialogical methods (debate, discussion, colloquium), case studies, situation analysis method, role-playing method, project-based learning, critical evaluation of presentations.
Compulsory readings:
GOODMAN, L. and de GAY, J. eds.. (2000). The Routledge Reader in Politics and Performance. London and New York: Routledge. Available online: https://monoskop.org/log/?p=755.
HUSÁROVÁ, Z. and ULKUNIEMI, S. (2015). Making collaborative visual poems about identities: an interdisciplinary and international art educational project. In: Conversations on Finnish Art Education. Helsinki: Aalto University, pp. 318–329.
JAVORČÍKOVÁ, J. and ZELENKOVÁ, A. (2019). Cultural studies in the brexit era: In-service teachers’ and students’ views. In: Proceedings of Academics World International Conference. Bhubaneswar: Institute of Research and Journals, pp. 35–39.
Recommended readings:
BABAEV, D. et al. (2020). Information and Communicative Competence Development in Prospective Teachers. In: Creative Education vol. 11, no. 12. Available online: https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/journal/paperinformation.aspx?paperid=106264.
BORELLO, E. et al. (2016). Web 2.0, Language Learning and Intercultural Competence. In: Open Access Library Journal vol. 3, no. 2. Available online:
https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/journal/paperinformation.aspx?paperid=68252.
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Course requirements:
Continuous assessment (100 points/percent):
Presentation of a specific intercultural issue in context (30 points/percent)
Active participation in discussions on the assigned issues during class (10 points/percent)
Creation of a project/play on an intercultural topic (60 points/percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student has an in-depth knowledge of the basic issues of contemporary intercultural research, is able to critically analyse social and cultural topics presented in the media independently, is able to argue convincingly for his/her humanistic position in a discussion, is able to present his/her media analysis and reflections on a specific intercultural topic in a group and in front of the class, is able to apply his/her insight and the current scientific background independently to the teaching of the English language through the creation of a project for a certain age group.
B (very good performance): The student knows the basic issues of contemporary intercultural research, can critically analyse social and cultural issues presented in the media with minimal assistance, and is able to argue well for his/her humanistic position in a debate, is able to present his/her media analysis and reflections on a particular intercultural topic in a group and in front of the class, using the creation of a project for a certain age group, is able, after a very short consultation with the teacher, to apply his/her insight and contemporary scientific background to the teaching of English.
C (good performance): The student is familiar with partial issues in contemporary intercultural research, can critically analyse social and cultural themes presented in the media with little help, and is able to argue for his/her humanistic position in a discussion, with a little help, can present his/her media analysis and reflections on a specific intercultural topic in a group and in front of the class, by creating a project for a certain age group, can, after a short consultation with the teacher, apply his/her insight and the current scientific background to the teaching of English language.
D (satisfactory performance): The student is only familiar with certain topics in contemporary intercultural research, can critically analyse social and cultural issues presented in the media with great help, is able to argue for his/her humanistic position in a discussion, although less convincingly, with more help, he/she can present his/her media analysis and reflections on a particular intercultural topic in a group and in front of the class, by creating a project for a certain age group, he/she is able, after a longer consultation with the teacher, to apply his/her insight and current scientific background to the teaching of the English language.
E (sufficient performance): The student is familiar with only peripheral issues in contemporary intercultural research, can critically analyse social and cultural themes presented in the media only partially, is able to argue for his/her humanistic point of view in a discussion, although not convincingly, can present his/her media analysis and reflections on a particular intercultural topic to the group and to the class with great help, by creating a project for a certain age group, can, after extensive consultation with the teacher, apply his/her insight and current scientific background to the teaching of English.
English, Slovak
Course contents:
Main themes of the course: Introduction to intercultural communication, what is culture, communication, individuality vs. collectivity, technology, economics, globalism, science, gender, race, encounters of intercultural thinking, use of intercultural thinking in the classroom.
Through the above-mentioned course content and using the mentioned methods of education, the student acquires knowledge, develops his/her didactic skills and competences corresponding to the profile of a graduate of the Bachelor's degree in the study programme of Teaching English Language and Literature in Combination.
Continuous assessment (100 points/percent):
Presentation of a specific intercultural issue in context (30 points/percent)
Active participation in discussions on the assigned issues during class (10 points/percent)
Creation of a project/play on an intercultural topic (60 points/percent)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students are able to perceive and think critically about issues related to concepts of identity, intercultural thinking and globalised society, are able to think interculturally, think critically about the problems of contemporary society and present them through the prism of a specific situation that also concerns their lives.
Skills:
Students are proficient in finding and selecting relevant sources for an intercultural approach, are able to analyse media presentations and media materials in relation to instructional objectives, are able to apply an intercultural approach to the teaching of English in elementary and secondary schools, are able to discuss intercultural issues in depth and argue persuasively in pairs and large groups, are able to apply critical analysis in evaluating selected cultural, social, and political phenomena.
Competences:
Students are able to present their own, theoretically grounded position and to think critically about opposing views (also using the method of situation analysis), they are able to use the method of case studies in the teaching of English for different levels to become more familiar with a particular intercultural issue, they are able to develop a creative project on an intercultural topic and at the same time to apply it to the teaching of English, they have mastered strategies of self-knowledge leading to a deepening of metacognitive awareness.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person,, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching = 22 hours, home preparation (revision + assignments + work with text) = 18 hours, preparation for Reading and use of English part 5 = 5 hours, preparation for Reading and use of English part 6 = 5 hours, preparation for Reading and use of English part 7 = 5 hours, preparation for Reading and Use of English parts 1–7 = 20.5 hours
Teaching methods:
Guided self-study method (homework with the text and related assignments), frontal method (the teacher raises a topic contradictory to the topic of the text and then through guided discussion reaches a consensus with the students), monological methods (explanation of reading comprehension strategies - identification of key information, reading techniques, etc.), practical methods - solving tasks for the development of reading comprehension according to the model of the Cambridge B2-C1 exam
Compulsory readings:
MAY, P. (2014). Compact Advanced. Cambridge University Press.
O’DELL, F. and BLACK, M. (2015). Advanced Trainer. Cambridge University Press.
O’DELL, F. and BLACK, M. (2020). Advanced Trainer 2. Cambridge University Press.
Recommended readings:
McCARTHY, M. and O’DELL, F. (2017). English Vocabulary in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Collocations in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Phrasal Verbs in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Idioms in Use Advanced. Cambridge University Press.
The sources are available in Slovak bookstores and libraries.
none
Course completion requirements:
The student is entitled to an alternative date of final assessment (in case of medical or other compelling reasons); Continuous assignments cannot be resat.
Attendance (maximum of 3 excused absences or depending on the severity of the situation) as well as passing the midterm assessment with any result are prerequisites for passing the exam.
Continuous assessment (100%):
Reading and use of English part 5, multiple choice (15%)
Reading and use of English part 6, search for a correct missing paragraph (15%)
Reading and use of English part 7, association of a paragraph with a speaker (15%)
Reading and use of English parts 1–7, (55%)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student is able to work with the text independently and without errors at the level B2-C1, can apply the skills of speed reading to identify content, speed reading to obtain information, close reading to thoroughly understand the text, close reading to identify specific information The student can correctly understand the text independently and within the time limit, and correctly perform the Cambridge exam format tasks without assistance. The student can retell a text using vocabulary at B2-C1 level independently and fluently.
B (very good performance): The student is able to work with the text at B2-C1 level with minimal help from the teacher without errors, can apply the skills of speed reading to identify content, speed reading to obtain information, close reading to thoroughly understand the text, close reading to identify specific information, and can correctly understand the text with minimal teacher/team assistance in the time allowed. The student is able to retell a text using vocabulary at B2-C1 level with minimal help and with minor hesitations.
C (good performance): The student is able to work with the text at B2-C1 level with the help of the teacher, minor errors are present. The student can apply the skills of speed reading to find out content, speed reading to get information, close reading to understand the text thoroughly, close reading to identify specific information and can, with the help of the teacher/team, understand the read text correctly or with minor errors in the time allowed. The student is able to retell a text using vocabulary at B2-C1 level with help and minor hesitations.
D (satisfactory performance): The student can work with the text at B2-C1 level with intensive help from the teacher, major errors are present. With intensive teacher/team support, the student can apply the skills of speed reading to identify content, speed reading to obtain information, close reading to thoroughly understand the text, close reading to identify specific information, and can, with intensive teacher/team support, comprehend the text read in the time allowed but with more significant errors. The student is able to retell a text using vocabulary at B2-C1 level with help and with some hesitation.
E (sufficient performance): The student is able to work with the text at B2-C1 level with intensive help from the teacher. With intensive teacher/team support, the student can partially apply the skills of speed reading to identify content, speed reading to obtain information, close reading to thoroughly understand the text, close reading to identify specific information and can partially understand the text read with intensive teacher/team support in the time allowed. The student can retell a text using B2-C1 level vocabulary with intensive help and with little hesitation.
English, Slovak
Course contents:
Main themes of the course: Reading comprehension, formal and informal style, vocabulary from texts, vocabulary - cohesion and linking expressions, identifying information from the context of a text, skills associated with the Reading Paper from the Cambridge Advanced Examination and from the Compact Advanced textbook, chapters 1 - 8. Latest news, travel and traditions, behaviour and social contact, selling and buying, health and sport, old and new culture, ecology, study and work
Through the above content, the student is prepared to continue their studies in this field at the 2nd cycle of higher education, has developed foreign language communication skills at the B2-C1 level, is oriented in the basics of individual linguistic disciplines and is able to further use or deepen this knowledge as needed in the 2nd cycle of higher education, is able to argue, present and defend his/her views and opinions. The student is acquainted with professional texts (linguistic, linguodidactic and other, as well as in ordinary texts), is able to independently acquire and interpret knowledge. The student acquires the ability to work practically with a text, applying reading techniques and is able to search for information and use it correctly.
Continuous assessment (100%):
Reading and use of English part 5, multiple choice (15%)
Reading and use of English part 6, search for a correct missing paragraph (15%)
Reading and use of English part 7, association of a paragraph with a speaker (15%)
Reading and use of English parts 1–7, (55%)
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course aims for the student to develop the following knowledge, skills, and competences:
Knowledge:
Upon successful completion of this course, the student:
will be acquainted with the principles of working with text, will have mastered reading techniques (scanning, skimming, reading for gist, reading for detail), will have mastered vocabulary from texts; will have mastered the vocabulary necessary to successfully complete tasks to develop and test reading skills (means of cohesion, use of reference and linking expressions, etc.); will be acquainted with the basics of individual linguistic disciplines and will be able to further use or deepen this knowledge in the second stage of higher education; knows the individual levels of the English language system (phonetics, phonology, grammar, lexicology, stylistics), understands their structural-functional characteristics, knows the ways of their application in English language teaching - specifically in reading comprehension.
Skills:
Upon successful completion of this course, the student will have developed the skill of reading a variety of texts, understanding them in both formal and informal styles; will be able to apply strategies for developing tasks to test reading comprehension skills according to the Cambridge format. In Cambridge format test tasks, the learner can select the correct one from the options, fill in the correct missing paragraph in a text and associate the part of the text to the speaker; will be able to understand more complex texts at B2-C1 level with the help of reading development strategies; will have developed foreign language communication skills at the B2-C1 level; will be able to analyse an English text in terms of basic phonological, lexical and grammatical linguistic resources, describe and compare the language systems of Slovak and English, and use digital technologies to support foreign language education - specifically in reading comprehension.
Competences:
Upon successful completion of this course, the student will have developed a high level of communicative competence and performance, will be able to understand, mentally process, retain and retell the content of the text; will be able to navigate in professional texts, can independently acquire and correlate knowledge; will be able to read and interpret literature (both fiction and non-fiction) in English; will have acquired competence in planning activities for the development of reading comprehension (including activation of mental schemata), carrying out tasks and evaluating activities for the development and testing of reading comprehension skills.
Type, of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student’s workload: 75 hours in total
Direct teaching = 22 h, theory = 13 h, self-study of materials and sample papers = 5 h, preparation for Assignment 1 = 6 h, preparation for Assignment 2 = 10 h, preparation for Assignment 3 = 24 h
Teaching methods:
Guided self-study (working with the text and related assignments), frontal method (the teacher invites students to evaluate a randomly selected work and discuss the correct, less correct, or incorrectly formulated parts of the written text), monological methods (explanation of strategies and procedures applied in academic or essay writing - paragraph structure, essay structure, topic sentence, thesis statement, central part of the paper, conclusion.) practical methods - own creative assignment-based writing
Compulsory reading:
ZEMACH, E. D. and RUMISEK, L. A. (2005). Academic Writing from Paragraph to Essay. Oxford: Macmillan.
Recommended readings:
BANKS, T. (2013). Writing for Impact. Cambridge University Press.
LEKI, I. (2012) Academic Writing, Exploring Processes and Strategies. Cambridge University Press.
PALMER, G., GOWER, R. and HAINES, S. (2008). Cambridge English Skills: Real Writing. Cambridge University Press.
These resources are available in Slovak libraries and/or bookstores.
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Course completion requirements:
Continuous assessment (100%):
Assignment 1: correct formulation of topic sentence a thesis statement (15%)
Assignment 2: writing a paragraph (25%)
Assignment 3: writing an essay on a given topic (60%)
Class attendance (maximum of 3 excused absences or depending on the situation) and completion of the continuous assessment tests with any score are prerequisites for the final continuous assessment. The student is allowed to ask for an extra date for the interim assessment tests (if he/she has not attended the assessment for medical or other serious reasons) but is not allowed to re-sit any of the tests.
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student is able to work independently and without errors with the text (draft) and can independently prepare for the task (collecting information, data). The student can independently and without help create the individual parts of academic and essay writing (introduction, core, conclusion, topic sentence / thesis statement). The student can independently create an appropriate argument, comparison, express an opinion in writing (according to the type of essay). The student works independently with grammatical and lexical structures at the B2-C1 level. The student can appropriately synthesize ideas and use the correct means of cohesion in a written text.
B (very good performance): The student is able to work with the text (draft) with minimal help and without errors and can prepare for the assignment (gathering information, data) with minimal help from the teacher and/or team. With minimal help, the student produces the essentials of academic and essay writing (introduction, core, conclusion, topic sentence / thesis statement). The student can, with minimal help, create an appropriate argument, comparison, express an opinion in writing (depending on the type of essay). The student works with grammatical and lexical structures at the B2-C1 level with only minimal errors. The student is able to synthesize ideas appropriately and use the correct means of cohesion in a written text.
C (good performance): The student is able to work with the text (draft) with the help of the teacher and with only minor errors. With the help of the teacher and / or the team the student can prepare for the task (information gathering, data). The student can, with help, produce the essentials of academic and essay writing (introduction, core, conclusion, topic sentence / thesis statement with minor inaccuracies). The student is able to make an appropriate argument, comparison, express an opinion in writing with help (according to the type of essay). The student works with grammatical and lexical structures at the B2-C1 level with only minimal errors. The student can synthesise ideas appropriately and mostly use correct means of cohesion in a written text.
D (satisfactory performance): The student is able to work with the text (draft) with intensive help from the teacher but with only minor errors. With the intensive help of the teacher and/or the team, the student can prepare for the task (gathering information, data). With intensive help, the student can produce the elements of academic and essay writing (introduction, core, conclusion, topic sentence / thesis statement with minor inaccuracies). With intensive help, the student is able to produce a mostly appropriate argument, comparison, opinion in written form (according to the type of essay). The student works with grammatical and lexical structures at the B2-C1 level, while committing more serious errors. The student can mostly synthesise ideas appropriately and mostly use correct means of cohesion in written text.
E (sufficient performance): The student is able to work with the text (draft) with intensive help from the teacher but with more serious errors. With support and intensive help from the teacher and/or the team, the student is able to prepare for the task (information gathering, data collection). With the support and intensive help, he/she is able to produce the elements of academic and essay writing (introduction, core, conclusion, topic sentence / thesis statement with more serious inaccuracies). With support and intensive help, the student is able to produce a mostly appropriate argument, comparison, and opinion in writing (according to the type of essay). The student works with grammatical and lexical structures at B2-C1 level, making more serious errors. The student can mostly synthesise ideas appropriately but makes more serious errors in the use of cohesion devices and phrases.
English, Slovak
Course contents:
Main themes of the course: Task (writing) planning, selection and specification of the topic, paragraph structure, writing a descriptive paragraph, opinion paragraph, comparative paragraph, problem-solving paragraph, essay structure, coherence and cohesion, essay parts.
Using the above knowledge, students will significantly develop the skill of writing a foreign language (English-language) text which will also prepare them for higher, master's level studies. The student will become familiar with the different levels of the English language, especially those relevant to academic or creative writing. The student has developed foreign language communication skills at the B2-C1 level. The student knows how to use digital technologies appropriately in data collection and in the evaluation of writing tasks. The student is able to argue, present and defend his/her views and opinions in an essay, and is able to independently gather and interpret knowledge. The student has developed elementary didactic skills, can analyse pedagogical situations and propose solutions with regard to teaching writing skills.
Continuous assessment (100%):
Assignment 1: correct formulation of topic sentence a thesis statement (15%)
Assignment 2: writing a paragraph (25%)
Assignment 3: writing an essay on a given topic (60%)
Learning objectives and outcomes:
From the learning objectives declared in the graduate’s profile, this course aims to acquire the following knowledge, skills, and competences:
Knowledge:
The student is familiar with the basics of linguistic disciplines and is able to further use or deepen this knowledge in the 2nd level of higher education. The student knows the levels of the English language system (phonetics, phonology, grammar, lexicology, stylistics), understands their structural-functional characteristics, and knows how to apply them in English language teaching, specifically in writing. The student becomes familiar with the structure of the written text according to the Anglophone criteria of academic and essay writing. The student will acquire knowledge of the correct formation of the topic sentence and thesis statement, the core of the paragraph and the essay, as well as knowledge of the correct writing of the conclusion. The student will learn how to organize and work with ideas, how to express thought, opinion, compare and contrast in a written text (essay). The student will learn the correct linguistic devices for producing a text. In general, the student will become familiar with language structures at B2-C1 level.
Skills:
The student has developed foreign language communication skills at the B2-C1 level, can analyse an English text in terms of basic phonological, lexical and grammatical linguistic devices, can describe and compare the linguistic systems of the English and Slovak languages. The student is able to create a paragraph and an essay applying the English language rules for academic and essay writing. The student is able to correctly create the individual parts of a paragraph and essay (introduction, body, conclusion, topic sentence, thesis statement), The student is able to organize ideas, is able to express an opinion in the required form, is able to compare and contrast ideas and opinions. The student is able to produce a paragraph and a longer form of written text (essay) at B2-C1 level with the application of grammatical and lexical structures and with the correct use of cohesive expressions. The student will be able to produce a text with a high degree of synthesis. The student is able to actively use digital technologies to support foreign language education.
Competences:
The student is able to navigate in professional texts, is able to independently acquire and correlate knowledge, is able to read and interpret literature (both fiction and professional) in English, is able to argue, present and defend his/her opinions and points of view. The student will learn to produce a coherent text of a required length, applying the rules of English writing. The student will learn to critically evaluate a text and use self-correction. The student will be able to plan and organize his/her own learning. The student will learn to plan writing development tasks with an emphasis on information gathering. The student's digital literacy skills will be developed while gathering information. The student will be able to carry out high-level synthesis of text using the tools of cohesion. The student will independently make correct use of grammatical and lexical structures at the B2-C1 level, recognizing the more formal structures that are appropriate in written text. The student will be able to creatively apply the acquired information in pedagogical practice.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching = 22 hours, home preparation (revision + homework) = 13 hours, preparation for Assignment 1 = 8 hours, preparation for Assignment 2 = 8 hours, preparation for Assignment 3 = 8 hours, preparation for Assignment 4 = 8 hours, preparation for Assignment 5 = 8 hours
Teaching methods:
Dialogic methods (conversation/polemic/discussion on a predetermined topic always with the aim of learning and practising C1 vocabulary), problem-based methods (brainstorming mostly as an introduction to the topic), practical methods - simulating the format of the Cambridge Advanced exam (parts 1–4). Note: C1 level will be measured by the level of textbooks/materials used, English Profile and the Cambridge Advanced Learner's Dictionary
Compulsory readings:
MAY, P. (2014). Compact Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Vocabulary in Use Advanced. Cambridge University Press.
Recommended readings:
McCARTHY, M. and O’DELL, F. (2017). English Collocations in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Phrasal Verbs in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Idioms in Use Advanced. Cambridge University Press.
O’DELL, F. and BLACK, M. (2015). Advanced Trainer. Cambridge University Press.
O’DELL, F. and BLACK, M. (2020). Advanced Trainer 2. Cambridge University Press.
UR, P. (2012). Discussions that Work. Cambridge University Press.
All the above mentioned readings are available in Slovak libraries and bookstores.
none
Course completion requirements:
The student is entitled to an alternative date for the final assessment (if he/she has not attended the assessment for medical or other serious reasons), but is not entitled to a re-sit date for the Continuous assessment.
Class attendance (maximum of 3 excused absences or, depending on the seriousness of the situation) as well as passing the in-term assessment with any result are prerequisites for taking the examination.
Continuous assessment (100%):
Assignment 1 - Explain vocabulary and retell the video using the vocabulary (20%)
Assignment 2 - Short conversational debate activity (20%)
Assignment 3 - Cambridge Advanced, speaking, part 1 (introduction, introductory interview, answering examiner’s questions) (20%)
Assignment 4 - Cambridge Advanced, speaking, part 2 (talking about a picture, answering questions in a partner’s picture) (20%)
Assignment 5 - Cambridge Advanced, speaking, part 3 (3-minute paired interview) (20%)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student is able to work independently and without errors with a spoken text. He/she can independently prepare for the task (information gathering, data). The student can independently create an appropriate argument, comparison, express an opinion in spoken form (according to the type of monologue / dialogue). The student can work independently with grammatical and lexical structures at B2-C1 level. The student can synthesise ideas appropriately and use the correct means of cohesion in a spoken text.
B (very good performance): The student is able to work with spoken text with minimal assistance and without errors. With minimal assistance from the teacher and/or team, the student can prepare for the task (information gathering, data collection). With minimal help, the student can make an appropriate argument, comparison, express an opinion in spoken form (depending on the type of monologue/dialogue). The student works with grammatical and lexical structures at B2-C1 level with only minimal errors. The student can synthesise ideas appropriately and use the correct means of cohesion in a spoken text.
C (good performance): The student is able to work with spoken text with the help of the teacher and with only minor errors. He/she is able to prepare for the task (information gathering, data) with the help of the teacher and/or the team. The student can, with help, make an appropriate argument, comparison, express an opinion in spoken form (according to the type of monologue/dialogue). The student works with grammatical and lexical structures at B2-C1 level with only minimal errors. The student can synthesise ideas appropriately and mostly use correct means of cohesion in a spoken text.
D (satisfactory performance): The student can work with written and spoken text with intensive help from the teacher but with only minor errors. With intensive help from the teacher and/or team, the student can prepare for the task (information gathering, data collection). With intensive help, the student is able to make a mostly appropriate argument, comparison, express an opinion in spoken form (according to the type of monologue / dialogue). The student works with grammatical and lexical structures at the B2-C1 level, making even more serious errors. The student can mostly synthesise ideas appropriately and mostly use correct means of cohesion in spoken text.
E (sufficient performance): The student is able to work with spoken text with intensive help from the teacher but with more serious errors. He/she is able to prepare for the task (information gathering, data collection) with support and intensive help from the teacher and/or the team. The student can, with support and intensive help, make a mostly appropriate argument, comparison, express an opinion in spoken form (according to the type of monologue / dialogue). The student works with grammatical and lexical structures at the B2-C1 level, while making more serious errors. The student can mostly synthesise ideas appropriately, but makes more serious errors in the use of cohesion devices and phrases.
English, Slovak
Course contents:
Main themes of the course: Speaking - formal and informal style, vocabulary from written and spoken texts, vocabulary - cohesive expressions, skills associated with the Speaking Paper from the Cambridge Advanced Examination and from the Compact Advanced textbook, Units 1–8. Latest news, travel and traditions, manners and social contact, selling and buying, health and sport, old and new culture, ecology, study and work.
Through the above content, the student is prepared to continue studying this subject at the 2nd degree of the study programme. The student knows the different levels of the English language system (phonetics, phonology, grammar, lexicology, stylistics), their structural-functional characteristics, and the ways of their application in communication and in teaching practice. The student has developed foreign language communication skills at the B2-C1 level, is able to argue, present and defend his/her views and opinions. The student has developed communication strategies, including compensatory mechanisms.
Continuous assessment (100%):
Assignment 1 - Explain vocabulary and retell the video using the vocabulary (20%)
Assignment 2 - Short conversational debate activity (20%)
Assignment 3 - Cambridge Advanced, speaking, part 1 (introduction, introductory interview, answering examiner’s questions) (20%)
Assignment 4 - Cambridge Advanced, speaking, part 2 (talking about a picture, answering questions in a partner’s picture) (20%)
Assignment 5 - Cambridge Advanced, speaking, part 3 (3-minute paired interview) (20%)
Objectives and learning outcomes:
The general objective is to ensure the attainment of C1 level of communication according to the Common European Framework of Reference for Languages (CEFR).
Knowledge:
The student is oriented in the basics of individual linguistic disciplines and is able to further use or deepen this knowledge as needed in the second cycle of higher education, knows the individual levels of the English language system (phonetics, phonology, grammar lexicology, stylistics), understands their structural-functional characteristics, knows the ways of their application in learning and teaching the English language. The student learns the principles of successful conversation. The student will acquire knowledge of compensatory strategies, the student will acquire the vocabulary necessary to express even more difficult and complex topics in a formal and informal style. The student will expand his/her vocabulary, learn the correct pronunciation of individual words and groups of words in a sentence, learn the principles of linking consonant pronunciation and reduced pronunciation.
Skills:
The student has developed foreign language communication skills at the B2-C1 level, can analyse an English text in terms of basic sound, lexical and grammatical linguistic resources, can describe and compare the main differences and similarities between the language systems of the native (Slovak) and English languages, The student can retell the content of an authentic video recording using the vocabulary contained in the video recording. The student will develop the ability to understand authentic and adapted spoken text. The student will be able to apply compensatory mechanisms in communication. The student will be able to hold a fluent conversation using adequate vocabulary, even on more complex technical topics. The student can describe a picture, ask and answer questions using pictorial material in the format of the Cambridge Advanced exam. The student can lead a discussion that leads to a meaningful conclusion (debate type), and can actively use digital technologies to support foreign language education.
Competences:
The student is able to navigate in professional texts (linguistic, linguodidactic and others), is able to independently acquire and correlate knowledge, is able to argue, present and defend his/her views and opinions, is able to plan and organize his/her own learning, The student is able to understand a wide range of difficult, longer texts and to recognize their implicit meanings. Can express themselves fluently and spontaneously without too much overt search for expressions. Can use language flexibly and effectively for social, academic or professional purposes. Can produce clear, well-organised and detailed spoken text on complex topics, demonstrating command of compositional techniques, connective expressions and means of cohesion. The student has mastered strategies of self-discovery leading to deepening metacognitive awareness.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching = 22 h, continuous out-of-class preparation (revising + homework) = 11 h, 1st practical test = 8 h, pronunciation of short sentences = 8h, 2nd practical test = 13 h, oral presentation of a text = 13 h
Teaching methods:
Concise explanation/description of the subject matter, individual and group pronunciation practice, pair-work, transcription of words and short sentences, listening to recordings, didactic games, using audio-visual technology, phonetic and phonological analysis of words and sentences, peer pronunciation analysis and evaluation, building strategies for the practicing of correct pronunciation
Compulsory reading:
PAVLÍK, R. (2018). Developing Phonetic and Phonological Skills. Bratislava: Z-F Lingua.
Recommended readings:
ROACH, P. (2009). English Phonetics and Phonology: A Practical Course. Cambridge University Press.
HEWINGS, M. (2007). English Pronunciation in Use: Advanced. Cambridge University Press.
UNDERHILL, A. (2005). Sound Foundations. Learning and Teaching Pronunciation. Oxford: Macmillan Education.
All of the above books are available in Slovak libraries and/or bookshops.
B-ANGde-006 Phonetics and Phonology of English Language
Course completion requirements:
The final grade will be awarded to those students who have satisfactory attendance (maximum of 3 authorized absences, or depending on the situation) and who have taken all three tests administered during the semester. The student is entitled to alternative dates of the tests (if he/she has not attended the assessment for medical or other serious reasons), but the student is not entitled to any re-sits.
Continuous assessment (100%):
1st practical test (20%)
Pronunciation of short sentences (20%)
2nd practical test (30%)
Oral text presentation (30%)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student correctly pronounces English words (individually and in sentences), correctly implements all segmental and suprasegmental phenomena of English pronunciation when reading a prepared continuous text, correctly transcribes words and short sentences, his/her pronunciation is fully intelligible, he/she can analyse continuous speech in terms of all segmental and suprasegmental phenomena; is familiar with and can demonstrate pronunciation differences between British and American English.
B (very good performance): The student correctly pronounces English words (individually and in sentences), correctly implements almost all segmental and suprasegmental phenomena of English pronunciation when reading a prepared continuous text, correctly transcribes words and short sentences, his/her pronunciation is fully intelligible, he/she can analyse continuous speech in terms of many of the segmental and suprasegmental phenomena covered in the class; knows and can demonstrate most of the pronunciation differences between British and American English.
C (good performance): The student pronounces most English words (individually and in sentences) correctly, uses appropriately most segmental and suprasegmental phenomena when reading a prepared continuous text, transcribes words correctly - makes only minor errors in sentences, his/her pronunciation is fully intelligible, can analyse continuous speech in terms of most of the segmental and suprasegmental phenomena covered in the course; knows and can demonstrate all the important pronunciation differences between British and American English.
D (satisfactory performance): The student pronounces most English words (individually and in sentences) correctly; when reading a prepared continuous text, he/she correctly realizes all essential segmental and suprasegmental phenomena; he/she transcribes words correctly, but makes minor errors in sentences; his/her pronunciation is reasonably intelligible; he/she can analyse continuous speech in terms of the main segmental and suprasegmental phenomena; he/she knows and can demonstrate the essential pronunciation differences between British and American English.
E (sufficient performance): The student pronounces most English words correctly, correctly implements basic segmental and suprasegmental phenomena when reading a prepared continuous text, makes errors when transcribing words and sentences, his/her pronunciation is generally intelligible, can analyse continuous speech only in terms of the most basic segmental and suprasegmental phenomena; knows and can demonstrate only some pronunciation differences between British and American English.
English, Slovak
Course contents:
Main themes of the course: Production and realisation of vowels and consonants in words and sentences – their phonetic-phonological analysis, pronunciation training and phonetic-phonological analysis of word and sentence stress, suprasegmental phenomena (linking, assimilation, elision, rhythm, intonation) and their phonetic-phonological characteristics, types of English pronunciation.
By means of the above content, the student will deepen the knowledge of the structural-functional attributes of the sound level of the English language acquired in the course Phonetics and Phonology of the English Language, learn the ways of applying theoretical knowledge through practical practice of English pronunciation and phonetic-phonological analysis of English words and sentences, will develop his/her foreign language (especially pronunciation, transcription and listening) skills at B2 – C1 level, will learn to work independently and in a team to solve phonetic-phonological tasks, will be able to analyse and correct his/her own pronunciation and the pronunciation of his/her peers.
Continuous assessment (100%):
1st practical test (20%)
Pronunciation of short sentences (20%)
2nd practical test (30%)
Oral text presentation (30%)
Objectives and learning outcomes:
Based on the learning objectives declared in the profile of a graduate, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
During the course, the student will review and consolidate his/her theoretical knowledge of phonetics and phonology, will become familiar with a variety of different types of phonetic-phonological tasks that can be used practically in the classroom, will become familiar with the methods of analysis of continuous speech from segmental and suprasegmental points of view, will become familiar with the differences between British and American English.
Skills:
The student will improve his/her pronunciation of English words (both individually and in sentences), increase the level of intelligibility of his/her speech, will be able to detect pronunciation errors and deficiencies in the speech of his/her classmates, will be able to solve different types of phonetic-phonological tasks, will become familiar with the strategies of text analysis from both segmental and suprasegmental points of view, will be able to identify the main differences between British and American pronunciation, will be able to apply theoretical knowledge through practical examples.
Competences:
The student learns to work independently and in a team when solving phonetic-phonological problems and tasks, can communicate on topics related to speech-sound production and correct English pronunciation, learns the principles of phonological analysis of text, can search for and use resources and aids for his/her further independent development, develops his/her abstract thinking skills, can appropriately apply the acquired phonetic-phonological knowledge and strategies in his/her further education and in his/her professional practice.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching = 22 hours, home preparation for class (reading assigned texts, working on online quizzes) = 22 hours, preparation of two oral exercises = 11 hours, preparation of final written work = 20 hours
Teaching methods:
Discussion and critical analysis of literary works, dialogical methods (debates, discussions), analysis of video recordings (filmed examples of works, relevant social events), team work, presentation and critical reflection on presentations, guided self-study
Compulsory readings
Primary literary texts according to the course requirements
JAVORČÍKOVÁ, J. (2017). A Compendium of American Literature. Bratislava: Z-F LINGUA.
JAVORČÍKOVÁ, J. (2017). A Compendium of English Literature: An Annotated Companion to English Literature and Literary Theory. Bratislava: Z-F LINGUA.
JAVORČÍKOVÁ, J. (2018). World Literature: A Reader in English, American and Canadian Fiction: Coursebook. Bratislava: Z-F LINGUA.
KARÁTH, T. (2021). An Outline of the History of English Literature from the Beginnings to the Late 19th Century with Exercises and Suggestions for Pedagogical Applications. Bratislava: Z-F LINGUA.
Recommended readings
BATE, J. (2010). English Literature: A Very Short Introduction. Oxford University Press.
GRAY, R. (2011). A Brief History of American Literature. London: Wiley-Blackwell.
PECK, J. and COYLE, M. (2013). A Brief History of English Literature. 2nd edition. London: Palgrave Macmillan.
Relevant volumes of the series Cambridge Themes in American Literature and Culture
These resources are available in Slovak libraries and bookstores, as well as on the free internet.
B-ANGde002 Introduction to the Study of Anglophone Literature
Course completion requirements:
Continuous assessment (100 points/percent):
Online quizzes – not graded (A minimum score of 70% on the quizzes is required for the completion of the course. Students have an unlimited number of attempts before the actual class.)
Preparation of two of the following assignments to develop argumentative and analytical skills (30 points/percent):
Summary of the historical and cultural context of the chosen literary work
Review of a scholarly article related to the selected literary work
Preparation of an exercise to teach any aspect of the selected literary work
Follow-up research on a question raised in a previous class discussion
Moderating the discussion of a question (the moderator introduces the question and prepares the arguments for the debate)
Presentation of one of the adaptations or intermedial transpositions of the selected literary work
Discussion of a closely related literary work from another period of British or American literature
Active participation in class discussions (10 points/percent)
Written analysis of a selected topic based on a literary work (60 points/percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student has a deep knowledge of literary periods and trends in British and American literature, can connect incidental influences in British and American literature, is also sensitive to variations of the same themes and motifs in different periods, clearly sees the social and cultural factors behind literary variations, demonstrates systems knowledge and its application in literary analysis.
B (very good performance): The student has a good understanding of literary periods and trends in British and American literature, discovers a variety of incidental influences in British and American literature, is able to relate variations of the same themes and motifs in different periods to each other, can provide some explanation of the social and cultural factors behind literary variations, demonstrates systemic knowledge and is partially able to apply it to literary analysis, in-class oral exercises contain minor errors or confusions.
C (good performance): The student has a solid understanding of literary periods and trends in British and American literature, discovers some incidental influences in British and American literature, recognizes some variations of the same themes and motifs in different periods, can point to some of the social and cultural factors behind literary variations without a thorough explanation, attests to systemic knowledge and is partially able to apply it to literary analysis, oral exercises in class contain some major errors.
D (satisfactory performance): The student has sufficient knowledge of literary periods and trends in British and American literature, discovers few incidental influences in British and American literature, has limited understanding of the social and cultural factors behind literary variation, is able to apply background and theoretical knowledge only to works discussed but not to unfamiliar texts, both oral exercises contain major errors.
E (sufficient performance): The student has minimal knowledge of literary periods and trends in British and American literature, identifies only a few obvious incidental influences in British and American literature, can apply only clichés of social and cultural history to the works analysed, applies theory and background knowledge in an insubstantial way to the texts, only one of the oral exercises is acceptable.
FX (insufficient performance): The student fails to demonstrate minimal knowledge of literary periods and trends in British and American literature, cannot identify any significant incidental influences, cannot connect social and cultural history with relevant contents of the works discussed, fails to integrate theory and practice to a minimal degree, neither of the oral exercises are acceptable.
English, Slovak
Course contents:
Major periods of British and American literature with representative authors and works: recapitulating and expanding the horizon of knowledge.
Exploration of the transformations of a selected theme (e.g., heroism, love, marriage, poverty, marginalization, family, city and country, climate and nature, monsters) in pairs of British and American literary samples from different periods (medieval and early modern, 19th century, modern and post-modern).
Literary inspirations and rewritings: the transformation of basic literary material (story, legend, myth) in several British and American samples.
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor’s degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (100 points/percent):
Online quizzes – not graded (A minimum score of 70% on the quizzes is required for the completion of the course. Students have an unlimited number of attempts before the actual class.)
Preparation of two of the following assignments to develop argumentative and analytical skills (30 points/percent):
Summary of the historical and cultural context of the chosen literary work
Review of a scholarly article related to the selected literary work
Preparation of an exercise to teach any aspect of the selected literary work
Follow-up research on a question raised in a previous class discussion
Moderating the discussion of a question (the moderator introduces the question and prepares the arguments for the debate)
Presentation of one of the adaptations or intermedial transpositions of the selected literary work
Discussion of a closely related literary work from another period of British or American literature
Active participation in class discussions (10 points/percent)
Written analysis of a selected topic based on a literary work (60 points/percent)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students gain knowledge of canonical and non-canonical works of British and American literature from a variety of periods that address important themes of the individual and society, understand literary terminology and the contexts of the works analysed, recognize synchronic and diachronic variations in British and American literature, recognize prosodic and stylistic features of literary texts over time, gain proficiency in adaptation studies and transmediality, and become knowledgeable in the pedagogical implications of literature.
Skills:
Students are able to work with literary texts and scholarly studies and apply analytical-critical and linguistic thinking in analysing and discussing texts. Students develop the ability to communicate fluently about professional aspects of literature and culture in English at the B2 level. They acquire presentation and digital skills and are able to search for relevant information in a digital environment and work in the digital learning environment Moodle. They develop elementary didactic skills and are able to analyse pedagogical situations.
Competences:
Students can effectively use self-study strategies, read literature in a foreign language, argue in discussions. They also acquire interpersonal skills, e.g. they can communicate effectively in a group and solve problems in a team. They acquire literary and intercultural competences that enable them to engage in professional life.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching = 22 hours, presentation of a specific work and its context = 10 hours, written analysis of a selected pop culture topic = 21 hours
Teaching methods:
Choice of basic pop culture topics, discourse analysis method, heuristic method, analysis and interpretation of literary works, dialogical methods (debate, discussion), brainstorming, critical reflection on presentations
Compulsory readings
HUSÁROVÁ, Z. and MONTFORT, N. (2012). Shuffle Literature and the Hand of Fate. In: Electronic Book Review, No. 5, Vol. 19, pp. 1–12. https://electronicbookreview.com/essay/shuffle-literature-and-the-hand-of-fate
MAMBROL, N. (2018). Popular Culture. In: Literary Theory and Criticism. https://literariness.org/2018/08/17/popular-culture/
WARK, M. (1999). Celebrities, Culture and Cyberspace. London: Commerford & Miller. https://monoskop.org/images/d/de/Wark_McKenzie_Celebrities_Culture_and_Cyberspace_1999.pdf
Recommended readings
BARTHES, R. (1972). Mythologies. New York: The Noonday Press. https://soundenvironments.files.wordpress.com/2011/11/roland-barthes-mythologies.pdf
BURKE, P. (2009). Popular Culture in Early Modern Europe. Farnham: Ashgate.
RUSHKOFF, D. (1996). Media Virus! Hidden Agendas in Popular Culture. (Chapter: The Datasphere)
These resources are available in Slovak libraries and bookstores, as well as on the free internet.
B-ANGde002 Introduction to the Study of Anglophone Literature
Course completion requirements:
Continuous assessment (100 points/percent):
Presentation of a specific work and its context (30 points/percent)
Active participation in class discussions (10 points/percent)
Written analysis of a selected pop culture topic (60 points/percent)
Grading:
100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX
A (excellent performance): The student has excellent knowledge of the basic development of pop culture and its specifics in a literary text, can independently analyse a short literary work against the background of cultural development, is able to find elements in the work related to the chosen art form, can apply his/her analysis and reasoning to a literary text and present it to the class, can interpret the work in writing in a broad context, has profound knowledge to use the literary text in English language teaching by using appropriate methods.
B (very good performance): The student knows the basic development of pop culture and its specifics in a literary text, can analyse a short literary work with minimal help against the background of cultural development, is mostly able to find elements in the work related to the chosen art form, can apply his/her analysis and reasoning to a literary text and present it to the class, can interpret the work in writing in the chosen context, has the knowledge to apply the literary text to English language instruction using appropriate methods.
C (good performance): The student knows the basic features of the development of pop culture and its specifics in a literary text, is able to analyse a short literary work against the background of cultural development with more help, is largely able to find elements in the work related to the chosen art form, with some help, can apply his/her analysis and reasoning to a literary text and present it to the class, can interpret the work in writing in the chosen context with minor errors, has the basic knowledge to use a literary text in English language teaching using appropriate methods with some intervention from the teacher.
D (satisfactory performance): The student knows some features of the development of popular culture and its specifics in a literary text, can analyse a short literary work against the background of cultural development with substantial help, is able to find elements in the work related to the chosen art form to a small extent, can apply his/her analysis and reasoning to a literary text and present it to the class, can interpret the work in writing in the chosen context with major errors, has some knowledge to use a literary text in English language teaching with much intervention from the teacher.
E (sufficient performance): The student knows only partial features of the development of pop culture and its specifics in a literary text, can analyse a short literary work against the background of cultural development with significant teacher support, is able to narrowly locate elements in the work related to the chosen art form, can apply his/her analysis and reasoning to a literary text and present it to the class with a great deal of help, can interpret the work in writing in the chosen context with few errors, can use his/her knowledge to apply the literary text to English language teaching by using appropriate methods with intensive support from the teacher.
FX (insufficient performance): The student lacks minimal knowledge of the development of pop culture and its specifics in a literary text, is unable to locate texts in their cultural contexts, cannot identify elements of a chosen art form in a given text, cannot analyse a literary text according to given criteria, and fails to see and propose ways to apply a literary text to English language teaching.
English, Slovak
Course contents:
Major themes of the course: Perceptions of pop culture, transformations of pop culture and its literary examples, pop culture in postmodernism, contemporary pop culture and the internet, new literary genres and pop culture, contemporary literature and music, contemporary literature and theatre/performance, contemporary literature and computer games, instapoetry, contemporary literature and fashion/design, contemporary literature and clubs/festivals.
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor's degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (100 points/percent):
Presentation of a specific work and its context (30 points/percent)
Active participation in class discussions (10 points/percent)
Written analysis of a selected pop culture topic (60 points/percent)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students become familiar with thinking about the cultural context of popular literary texts and understand their specificities and development, because the contribution of contemporary themes to literary education not only develops interest in their study, but also makes education more attractive to students at the second level of primary education and throughout secondary education; through reading and analysis, students develop linguistic and reading literacy, gain knowledge of media and digital possibilities, learn about how to discuss literary texts in the classroom and how to use them in discussions based on real life issues and for the benefit of individual self-reflection.
Skills:
Students become familiar with influential works of popular culture, their media presentations and materials, can analyse and select them in relation to the teaching objectives. Students can appropriately apply literary texts as an innovative method of learner-centred teaching to any lesson plan and relevant language level, using a variety of appropriate teaching tasks and organisational forms of teaching. Students develop analytical skills, are able to discuss independently, in pairs and in groups, and develop critical reflection on other students' presentations.
Competences:
Students are able to argue, present and defend their views and opinions, are able to critically approach written texts and think critically about basic psychological, social and cultural issues that translate not only into their own experience but also into their position as a competent, creative, culturally oriented and culturally responsive teacher of elementary and secondary education in Slovakia.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching = 22 hours, continuous home preparation = 17 hours, analysis of a selected textbook approved by the Ministry of Education, Science, Research and Sport of the Slovak Republic = 9 hours, creation of modified activities for dyslexic learners = 9 hours, creation of a set of activities for a selected authentic text = 9 hours, creation of activities for a selected part of a film = 9 hours
Teaching methods:
brief explanation of the subject matter, dialogic methods (debate, discussion, colloquium), brainstorming, creation of mind maps and teaching materials, working with a text, an introspective analysis of the own experience
Compulsory readings:
Documents related to the process of approving didactic materials (Protocols for the issuance of approval endorsements (available online)
Textbook evaluation criteria and forms (available online)
HOMOLOVÁ, E. (2003). Autentický materiál ako prostriedok rozvoja jazykových a komunikatívnych kompetencií žiakov. Banská Bystrica: Univerzita Mateja Bela.
NIJAKOWSKA, J. et al. (2014). Dyslexia for Teachers of English as a Foreign Language. DysTEFL2 materials. Available online.
REPKA, R. and ŠIPOŠOVÁ, M. (2017). The Teaching of Communicative Skills to Slovak English Learners. Bratislava: Z-F Lingua.
TUREK, I. (2010). Didaktika. Bratislava: Iura Edition. (selected chapters)
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov v znení neskorších predpisov (available online)
Recommended readings:
GODIŠ, T. (2016). Multimediálne prostriedky vo vyučovaní cudzieho jazyka na vysokej škole. In Aplikované jazyky v univerzitnom kontexte III. TU Zvolen, pp. 100–110. [online]
PETLÁK, E. (2004). Všeobecná didaktika. Bratislava: Iris.
PETTY, G. (2013). Moderní vyučování. Praha: Portál.
POKRIVČÁKOVÁ, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs. Nitra: UKF.
SIKOROVÁ, Z. (2004). Výběr učebnic na základních a středních školách. Ostrava: Pedagogická fakulta Ostravské univerzity.
none
Course completion requirements:
Continuous assessment (100 points):
Analysis of a selected textbook (25 points)
Creation of a set of modified activities for dyslexic learners (25 points)
Creation of a set of activities for a selected authentic text for learners in the lower secondary education (25 points)
Creation of a set of activities for a certain part of a selected film for learners in the upper secondary education (25 points)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student can independently analyse the selected textbook, can independently create a set of modified activities for learners with dyslexia, can independently select an appropriate authentic text and film for the target age group and proficiency level, and prepare activities.
B (very good performance): The student can analyse a selected textbook with minimal assistance, can create a set of modified activities for learners with dyslexia with minimal assistance from the teacher, can select an appropriate authentic text and film for the target age group and proficiency level with minimal assistance from the teacher, and can prepare activities.
C (good performance): The student, with the teacher’s help, is able to analyse the selected textbook, is able, with the teacher’s help, to create a set of modified activities for learners with dyslexia, is able, with the teacher’s help, to select an appropriate authentic text and film for the target age group and proficiency level, and is able to prepare activities but with minor faults.
D (satisfactory performance): The student, with intensive teacher’s assistance, can analyse a selected textbook, create a set of modified activities for learners with dyslexia, select an appropriate authentic text and film for the target age group and appropriate proficiency level and with intensive teacher’s assistance, the student can prepare activities but with multiple faults.
E (sufficient performance): The student, with support and intensive help from the teacher, can analyse the selected textbook, can create a set of modified activities for dyslexic learners but with multiple faults, the student can select an appropriate authentic text and film for the target age group and proficiency level but with support and intensive help from the teacher, and the student can prepare activities but with multiple faults.
FX (insufficient performance): The student fails to analyse the selected textbook, fails to create a set of modified activities for learners with dyslexia, fails to select an appropriate authentic text and film for the target age group and proficiency level, and fails to prepare activities.
English, Slovak
Course contents:
Didactic materials (basic terminology, classifications), their functions and implementation in the teaching process - through brainstorming, students present their knowledge and opinions about the didactic materials used in English lessons. Through a brief explanation of the subject matter, they will expand their knowledge, which will be later implemented in their works.
Textbook, its meaning, evaluation of textbooks, legislation related to the purchase and distribution of approved textbooks, textbooks and workbooks, editorial portal, digitalization of textbooks, eAktovka - they will present their ideas about the function of the textbook, as well as the process of approving textbooks by the Ministry of Education, Science, Research and Sport and will demonstrate their ideas about this process by creating a mind map. They will become familiar with the legislation and then they will discuss to what extent their ideas about the legislation process were the same. They will analyse a selected English textbook based on the criteria of the Ministry of Education, Science, Research and Sport.
Teaching materials for learners with SEN - through a brief explanation of the subject matter, students are introduced to the multisensory approach and examples of activities and strategies used in teaching learners with SEN and then they create activities themselves.
Authentic materials in teaching English, reading comprehension, listening comprehension - in the discussion, they will present their experience with the use of authentic materials in learning English with a focus on developing reading and listening comprehension, through a brief explanation of the subject matter, they will become familiar with the necessary terminology and methodological procedure for incorporating authentic materials into the curriculum and with the principles applied in teaching reading and listening comprehension. They will select an appropriate authentic text and film for a selected group of learners and create activities.
Continuous assessment (100 points):
Analysis of a selected textbook (25 points)
Creation of a set of modified activities for dyslexic learners (25 points)
Creation of a set of activities for a selected authentic text for learners in the lower secondary education (25 points)
Creation of a set of activities for a certain part of a selected film for learners in the upper secondary education (25 points)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
- The student knows the legislation applied regarding the use of English language textbooks in Slovak state primary and secondary schools.
- The student knows the theoretical principles of creating teaching materials based on the knowledge of the theoretical principles of creating and planning the educational process.
Skills:
- The student is familiar with relevant didactic materials, can analyse, select and create various teaching materials in relation to the teaching objectives, based on the knowledge acquired in the profile courses “Fundamentals of English language didactics” and “Learner-centred approach in English language teaching”.
- The student is able to use digital technologies when creating teaching materials and is able to apply basic pedagogical-psychological theoretical concepts into the teaching practic
Competences:
- The student is able to acquire, through self-learning, the knowledge necessary for the analysis of textbooks and the creation of teaching materials and is able to justify his/her methodological procedures.
- The student is able to create and implement teaching materials based on a student-centred approach into the teaching process.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching = 22 hours, home preparation for class (reading assigned texts, working on online quizzes) = 23 hours; presentation of a topic of the culture of English-speaking countries = 10 hours; preparation for the final assessment = 20 hours
Teaching methods:
Discussion and critical analysis of journal articles and theoretical works; dialogical methods (debate, discussion); group work; comparison of variations in Anglophone countries; brainstorming on pedagogical applications of selected cultural phenomena; media presentations of cultural themes; critical reflection on presentations; e-learning (online quizzes before class)
Compulsory readings:
ADELMAN, C. and SCHWARTZ, B. L., eds. (2013). Prairie Directory of North America: The United States, Canada, and Mexico. 2nd ed. Oxford University Press.
BOEHMER, E. (2008). Nelson Mandela: A Very Short Introduction. Oxford University Press.
FERGUSON, N. (2003). Empire. New York: Allen Lane.
MORGAN, K. (2012). Australia: A Very Short Introduction. Oxford University Press.
SCHAPERA, I., ed. (2004). Western Civilization and the Natives of South Africa: Studies in Culture Contact. Routledge.
WRIGHT, D. (2020). Canada: A Very Short Introduction. Oxford University Press.
Recommended readings:
SAYERS, A. (2001). Australian Art. Oxford University Press.
WHITELAW, A., FOSS, B., and PAIKOWSKY, S., eds. (2010). The Visual Arts in Canada: The Twentieth Century. Oxford University Press.
These resources are available in Slovak libraries and bookstores, as well as on the free internet.
none
Course completion requirements:
Continuous assessment (100%):
Online quizzes – not graded
A minimum score of 70% on the quizzes is required for the completion of the course. Students have an unlimited number of attempts before the actual class.
Presentation of a topic from the culture of English-speaking countries (30 points/percent)
Active participation in class discussions (10 points/percent)
Portfolio (60 points/percent):
Submission of a portfolio containing four of the following assignments:
- A summary of two class discussions
- A review of one scholarly study related to any aspect of the course
- An essay on the pedagogical application of any topic or work related to the class topic
- A critical review of an iconic film related to Canadian, Australian or South African culture,
- An interview with a contemporary Canadian, Australian or South African artist or scholar of cultural studies
- Reflection on how the course has contributed to a better understanding of English-speaking cultures
- Exploration of the cultural relations between Slovakia and a selected English-speaking country, focusing on the presence of the culture of the selected country in Slovakia
- Preparation of a proposal for a Canadian/Australian/South African Culture Day to be held at Comenius University with a detailed description of the program and a rationale for the choice of program (or the same at the high school)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student has profound knowledge of themes and works related to the cultural heritage of English-speaking countries, understands the complex relationships between majority and minority cultures, can independently analyse and present selected texts in their contexts, reflects critically on classroom discussions, has an excellent ability to use cultural phenomena of English-speaking countries in the context of teaching and cultural mediation.
B (very good performance): The student has a solid understanding of themes and works related to the cultural heritage of English-speaking countries, understands the relationship between majority and minority cultures, can independently analyse and present selected texts in their contexts with minor interpretive errors, is able deduce important conclusions from class discussions, has a good ability to use cultural phenomena of English-speaking countries in the context of teaching and cultural mediation.
C (good performance): The student has a good understanding of themes and works related to the cultural heritage of English-speaking countries, mostly understands the relationship between majority and minority cultures, can analyse and present selected texts in their contexts to some extent, selectively understands the main conclusions of class discussions, has some ability to use cultural phenomena of English-speaking countries in the context of teaching and cultural mediation, three of the four portfolio assignments are acceptable.
D (satisfactory performance): The student has sufficient knowledge of themes and works related to the cultural heritage of English-speaking countries, has a limited understanding of the relationship between majority and minority cultures, and analyses and presents selected texts in their contexts without adequate critical reflection and clarity, can understand only a few ideas raised in class discussions, has minimal ability to use cultural phenomena of English-speaking countries in the context of teaching and cultural mediation, two of the four portfolio assignments are acceptable.
E (sufficient performance): The student has minimal knowledge of themes and works related to the cultural heritage of English-speaking countries, has a reduced understanding of majority and minority cultures, presents selected texts without analysis, summarizes class discussions superficially without due arguments, is unable to elaborate on the use of culture in teaching or cultural mediation, only one of the four portfolio assignments is acceptable.
FX (insufficient performance; extra work is required): The student presents inadequate or no research on the chosen topic, the quality of the written work is inadequate or not presented, the results do not meet the criteria specified for Grades A, B, C, D, and E.
English, Slovak
Course contents:
1. General knowledge of the spread of the English language and culture in the world: The British Empire, the US and the Cold War, globalization, different English-speaking societies in the world
2. Travelling in the English-speaking world: natural and cultural sites and monuments, iconic landscapes, people's adaptation to the landscape
3. Colonial background and post-colonial heritage of Canada, Australia, New Zealand and South Africa
4. Minority cultures in Canada, Australia, New Zealand and South Africa, interactions between minority and non-indigenous cultures
5. Contemporary cultural achievements and trends in Canada, Australia and South Africa, iconic visual depictions and films of the respective countries
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor’s degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (100%):
Online quizzes – not graded
A minimum score of 70% on the quizzes is required for the completion of the course. Students have an unlimited number of attempts before the actual class.
Presentation of a topic from the culture of English-speaking countries (30 points/percent)
Active participation in class discussions (10 points/percent)
Portfolio (60 points/percent):
Submission of a portfolio containing four of the following assignments:
- A summary of two class discussions
- A review of one scholarly study related to any aspect of the course
- An essay on the pedagogical application of any topic or work related to the class topic
- A critical review of an iconic film related to Canadian, Australian or South African culture,
- An interview with a contemporary Canadian, Australian or South African artist or scholar of cultural studies
- Reflection on how the course has contributed to a better understanding of English-speaking cultures
- Exploration of the cultural relations between Slovakia and a selected English-speaking country, focusing on the presence of the culture of the selected country in Slovakia
- Preparation of a proposal for a Canadian/Australian/South African Culture Day to be held at Comenius University with a detailed description of the program and a rationale for the choice of program (or the same at the high school)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
- Students gain knowledge of the cultural heritage of English-speaking countries with a particular focus on Australia, New Zealand, Canada and South Africa.
- Students become aware of the legacy of indigenous cultures in these countries and the interactions between minority (indigenous) and majority cultures.
- Students learn about current significant cultural achievements and trends in lesser-known regions of the Anglophone world, and will be familiar with the cultural and ethnic diversity of Anglophone provenance.
- Students will be able to apply the topics presented to their teaching (create a lesson based on a cultural studies theme, teaching the language in interaction with the culture of Canada and North America).
Skills:
- Students will be able to work with scholarly text, critically analyse and present selected texts in their broader cultural contexts.
- Students develop presentation and argumentation skills.
- Students can analyse the latest findings of the discipline, apply analytical-critical and linguistic thinking to selected cultural phenomena, leading to creativity and empathy.
- Students develop foreign language skills to communicate fluently about professional aspects of culture and the teaching of culture in English at B2 level.
- Students acquire presentation and digital skills, can search for relevant information in the digital environment and work in the digital learning environment Moodle; they also acquire presentation and project development skills.
Competences:
- Students identify arguments in debates and are able to take a position and defend their views.
- Students are able to critically approach and present a written text and its wider cultural context.
- Students are able to apply the cultural legacy of English-speaking countries as competent and culturally knowledgeable teachers in primary and secondary education in Slovakia and in any other situation of cultural mediation.
- Students are able to apply critical analysis in the evaluation of selected cultural, social and political phenomena.
- Students can effectively use self-study strategies.
- Students can read scholarly literature in a foreign language.
- Students acquire intercultural competences and competences for intercultural approach in language education.
- Students obtain the prerequisites for active participation in professional life.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching = 22 hours, home preparation for class (reading assigned texts, working on online quizzes) = 23 hours; presentation of a topic of the culture of English-speaking countries = 10 hours; preparation for the final assessment = 20 hours
Teaching methods:
Discussion and critical analysis of journal articles and theoretical works; dialogical methods (debate, discussion); group work; comparison of variations in Anglophone countries; brainstorming on pedagogical applications of selected cultural phenomena; media presentations of cultural themes; critical reflection on presentations; e-learning (online quizzes before class)
Compulsory readings:
ADELMAN, C. and SCHWARTZ, B. L., eds. (2013). Prairie Directory of North America: The United States, Canada, and Mexico. 2nd ed. Oxford University Press.
BOEHMER, E. (2008). Nelson Mandela: A Very Short Introduction. Oxford University Press.
FERGUSON, N. (2003). Empire. New York: Allen Lane.
MORGAN, K. (2012). Australia: A Very Short Introduction. Oxford University Press.
SCHAPERA, I., ed. (2004). Western Civilization and the Natives of South Africa: Studies in Culture Contact. Routledge.
WRIGHT, D. (2020). Canada: A Very Short Introduction. Oxford University Press.
Recommended readings:
SAYERS, A. (2001). Australian Art. Oxford University Press.
WHITELAW, A., FOSS, B., and PAIKOWSKY, S., eds. (2010). The Visual Arts in Canada: The Twentieth Century. Oxford University Press.
These resources are available in Slovak libraries and bookstores, as well as on the free internet.
none
Course completion requirements:
Continuous assessment (100%):
Online quizzes – not graded
A minimum score of 70% on the quizzes is required for the completion of the course. Students have an unlimited number of attempts before the actual class.
Presentation of a topic from the culture of English-speaking countries (30 points/percent)
Active participation in class discussions (10 points/percent)
Portfolio (60 points/percent):
Submission of a portfolio containing four of the following assignments:
- A summary of two class discussions
- A review of one scholarly study related to any aspect of the course
- An essay on the pedagogical application of any topic or work related to the class topic
- A critical review of an iconic film related to Canadian, Australian or South African culture,
- An interview with a contemporary Canadian, Australian or South African artist or scholar of cultural studies
- Reflection on how the course has contributed to a better understanding of English-speaking cultures
- Exploration of the cultural relations between Slovakia and a selected English-speaking country, focusing on the presence of the culture of the selected country in Slovakia
- Preparation of a proposal for a Canadian/Australian/South African Culture Day to be held at Comenius University with a detailed description of the program and a rationale for the choice of program (or the same at the high school)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student has profound knowledge of themes and works related to the cultural heritage of English-speaking countries, understands the complex relationships between majority and minority cultures, can independently analyse and present selected texts in their contexts, reflects critically on classroom discussions, has an excellent ability to use cultural phenomena of English-speaking countries in the context of teaching and cultural mediation.
B (very good performance): The student has a solid understanding of themes and works related to the cultural heritage of English-speaking countries, understands the relationship between majority and minority cultures, can independently analyse and present selected texts in their contexts with minor interpretive errors, is able deduce important conclusions from class discussions, has a good ability to use cultural phenomena of English-speaking countries in the context of teaching and cultural mediation.
C (good performance): The student has a good understanding of themes and works related to the cultural heritage of English-speaking countries, mostly understands the relationship between majority and minority cultures, can analyse and present selected texts in their contexts to some extent, selectively understands the main conclusions of class discussions, has some ability to use cultural phenomena of English-speaking countries in the context of teaching and cultural mediation, three of the four portfolio assignments are acceptable.
D (satisfactory performance): The student has sufficient knowledge of themes and works related to the cultural heritage of English-speaking countries, has a limited understanding of the relationship between majority and minority cultures, and analyses and presents selected texts in their contexts without adequate critical reflection and clarity, can understand only a few ideas raised in class discussions, has minimal ability to use cultural phenomena of English-speaking countries in the context of teaching and cultural mediation, two of the four portfolio assignments are acceptable.
E (sufficient performance): The student has minimal knowledge of themes and works related to the cultural heritage of English-speaking countries, has a reduced understanding of majority and minority cultures, presents selected texts without analysis, summarizes class discussions superficially without due arguments, is unable to elaborate on the use of culture in teaching or cultural mediation, only one of the four portfolio assignments is acceptable.
FX (insufficient performance; extra work is required): The student presents inadequate or no research on the chosen topic, the quality of the written work is inadequate or not presented, the results do not meet the criteria specified for Grades A, B, C, D, and E.
English, Slovak
Course contents:
1. General knowledge of the spread of the English language and culture in the world: The British Empire, the US and the Cold War, globalization, different English-speaking societies in the world
2. Travelling in the English-speaking world: natural and cultural sites and monuments, iconic landscapes, people's adaptation to the landscape
3. Colonial background and post-colonial heritage of Canada, Australia, New Zealand and South Africa
4. Minority cultures in Canada, Australia, New Zealand and South Africa, interactions between minority and non-indigenous cultures
5. Contemporary cultural achievements and trends in Canada, Australia and South Africa, iconic visual depictions and films of the respective countries
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor’s degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (100%):
Online quizzes – not graded
A minimum score of 70% on the quizzes is required for the completion of the course. Students have an unlimited number of attempts before the actual class.
Presentation of a topic from the culture of English-speaking countries (30 points/percent)
Active participation in class discussions (10 points/percent)
Portfolio (60 points/percent):
Submission of a portfolio containing four of the following assignments:
- A summary of two class discussions
- A review of one scholarly study related to any aspect of the course
- An essay on the pedagogical application of any topic or work related to the class topic
- A critical review of an iconic film related to Canadian, Australian or South African culture,
- An interview with a contemporary Canadian, Australian or South African artist or scholar of cultural studies
- Reflection on how the course has contributed to a better understanding of English-speaking cultures
- Exploration of the cultural relations between Slovakia and a selected English-speaking country, focusing on the presence of the culture of the selected country in Slovakia
- Preparation of a proposal for a Canadian/Australian/South African Culture Day to be held at Comenius University with a detailed description of the program and a rationale for the choice of program (or the same at the high school)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
- Students gain knowledge of the cultural heritage of English-speaking countries with a particular focus on Australia, New Zealand, Canada and South Africa.
- Students become aware of the legacy of indigenous cultures in these countries and the interactions between minority (indigenous) and majority cultures.
- Students learn about current significant cultural achievements and trends in lesser-known regions of the Anglophone world, and will be familiar with the cultural and ethnic diversity of Anglophone provenance.
- Students will be able to apply the topics presented to their teaching (create a lesson based on a cultural studies theme, teaching the language in interaction with the culture of Canada and North America).
Skills:
- Students will be able to work with scholarly text, critically analyse and present selected texts in their broader cultural contexts.
- Students develop presentation and argumentation skills.
- Students can analyse the latest findings of the discipline, apply analytical-critical and linguistic thinking to selected cultural phenomena, leading to creativity and empathy.
- Students develop foreign language skills to communicate fluently about professional aspects of culture and the teaching of culture in English at B2 level.
- Students acquire presentation and digital skills, can search for relevant information in the digital environment and work in the digital learning environment Moodle; they also acquire presentation and project development skills.
Competences:
- Students identify arguments in debates and are able to take a position and defend their views.
- Students are able to critically approach and present a written text and its wider cultural context.
- Students are able to apply the cultural legacy of English-speaking countries as competent and culturally knowledgeable teachers in primary and secondary education in Slovakia and in any other situation of cultural mediation.
- Students are able to apply critical analysis in the evaluation of selected cultural, social and political phenomena.
- Students can effectively use self-study strategies.
- Students can read scholarly literature in a foreign language.
- Students acquire intercultural competences and competences for intercultural approach in language education.
- Students obtain the prerequisites for active participation in professional life.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching = 22 hours, home preparation for class (reading assigned texts, working on online quizzes = 22 hours); work on research project = 15 hours; preparation for research project presentation = 6 hours; preparation for the end-of-term test = 10 hours
Teaching methods:
Discussion and critical analysis of assigned texts; group work; discussion (simulation of contemporary social discourses and debates in Anglophone countries, taking a position); identification of historical factors of social discourses; application of theoretical (historical) knowledge to the analysis of social discourses; comparison of variations in Anglophone countries; brainstorming on the pedagogical applications of selected historical and social issues; presentation; critical reflection on presentations; e-learning (online quizzes before class
Compulsory readings:
BOYER, P. S. (2012). American History: A Very Short Introduction. Oxford University Press.
KARÁTH, T. (2011). Notions of History Underlying Intercultural Communication: Concepts of History and History as a Concept. In Sántháné Gedeon Mária et al. Small Miracles – A Look at the Cultural Similarities and Differences Between Americans and Hungarians. Budapest: Eötvös Collegium, Anglo-American Studies Workshop, pp. 21–39.
MAUK, D. (2009). American Civilization: An Introduction. London: Routledge.
McDOWALL, D. (1991). An Illustrated History of Britain. Harlow: Longman.
Recommended readings:
OAKLAND, J. (2016). British Civilization: An Introduction. London: Routledge.
O’CALLAGHAN, B. (1990). An Illustrated History of the USA. Harlow: Longman.
STORRY, M. and CHILDS, P. (2016). British Cultural Identities. London: Routledge.
These resources are available in Slovak libraries and bookstores, as well as on the free internet.
none
Course completion requirements:
Continuous assessment (100 points/percent):
Online quizzes – ungraded (A minimum score of 70% on the quizzes is required to complete the course. Students have an unlimited number of attempts before the actual class.)
Summaries of readings and class discussions (10 points/percent)
Presentations (30 points/percent)
End-of-term test focusing on the critical analysis of assigned texts and questions related to presentations (60 points/percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student is knowledgeable in the history and contemporary social issues of Anglophone societies; critically engages with texts; carefully plans research; presents a clear, informative, and well-structured project.
B (very good performance): The student is knowledgeable in the history and contemporary social issues of Anglophone societies; has minor errors in reconstructing arguments; has a good research project, but presentation is not entirely clear.
C (good performance): The student has a general but slightly superficial knowledge of Anglophone history and societies; understands the texts correctly but does not always see the argumentative structure; research project is correct but not informative
D (satisfactory performance): The student has a satisfactory grasp of the history and contemporary social issues of Anglophone societies; understands the text adequately but cannot relate it to contemporary issues; two of the four major aspects of the research project and its presentation (methods, academic content, structure, and execution) are acceptable
E (sufficient performance): The student has minimal knowledge of the history and contemporary social issues of Anglophone societies; understands the texts literally but fails to see the substance of the argument; only one of the four major aspects of the research project and its presentation (methods, academic content, structure, and execution) is acceptable.
FX (insufficient performance): The student lacks minimal knowledge of the history and contemporary social issues of Anglophone societies; fails to understand the texts; none of the four major aspects of the research projects (methods, contents, structure, and execution) meets the criteria of acceptance.
English, Slovak
Course contents:
General awareness of the history of Anglophone societies: the main periods of British and American history, the main steps in the constitutional development of the UK and the USA, the British Empire, the colonial and post-colonial development of Canada and Australia, other English-speaking societies in the world
General themes in the development of Anglophone societies: migration, democracy and civil rights, diversity
Contemporary social issues and debates in historical perspectives: immigration, racism, multiculturalism, Brexit, global responsibility, challenges to democracy, postcolonial tensions
Projects related to specific social issues and their historical roots
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor’s degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (100 points/percent):
Online quizzes – ungraded (A minimum score of 70% on the quizzes is required to complete the course. Students have an unlimited number of attempts before the actual class.)
Summaries of readings and class discussions (10 points/percent)
Presentations (30 points/percent)
End-of-term test focusing on the critical analysis of assigned texts and questions related to presentations (60 points/percent)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students gain knowledge of the historical development of Anglophone societies (UK, USA, Canada, Australia) and know about their application potential in developing intercultural literacy. Students understand the cultural differences between Anglophone societies. They are familiar with the methodology of landscape research with broader social, cultural, and intercultural contexts. They have clear ideas about the potentials of applying literary texts in teaching.
Skills:
Students are able to work with scholarly texts, critically analyse texts, and reassess the relevance of historical knowledge to the analysis of social debates. They develop analytical and argumentative skills for the discussion of social conflicts. They become aware of the general themes of contemporary Anglophone societies. They develop presentation and argumentation skills. They become aware of the possibilities of working with literary text in English language teaching.
Competences:
Students can identify the various positions in debates and can take a position. They are able to cope with professional texts, they are able to independently acquire and apply knowledge. They are able to present and defend the results of their research project. They are able to communicate effectively, collaborate and solve professional problems as a team.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: in-person, combined
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching = 22 h, continuous out-of-class preparation (revising + homework) = 11 h, 1st practical test = 21 h, 2nd practical test = 21 h
Teaching methods:
Individual practice of the discussed lexical phenomena, pair-work, discussion of the topics covered in the class, didactic games, lexical analysis of short authentic texts, comparison of the lexical features of English and Slovak, building strategies aimed at the broadening of the English vocabulary
Compulsory readings:
McCARTHY, M. (1990). Vocabulary. Oxford: Oxford University Press.
McCARTHY, M. and O’DELL, F. (2017). English Vocabulary in Use. Upper-intermediate. 4th edition. Cambridge University Press.
WATCYN-JONES, P. and FARRELL, M. (2002). Test your Vocabulary 4. Harlow: Pearson Education Limited.
All of the above books are available in Slovak libraries and/or bookshops.
none
Course completion requirements:
The final grade will be awarded to those students who have satisfactory attendance (maximum of 3 authorized absences, or depending on the situation) and who have taken all tests administered during the semester. The student is entitled to alternative dates of the tests (if he/she has not attended the assessment for medical or other serious reasons), but the student is not entitled to any re-sits.
Continuous assessment (100%):
1st practical test (50%)
2nd practical test (50%)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student can practically identify individual types of English word-formation, has a rich vocabulary formed by means of various word-formation processes, knows all types of individual word classes and many ways of their functional and stylistic use, knows and can correctly use many synonymic and antonymic expressions in English vocabulary, knows and can actively use English collocations and idioms at C1 level.
B (very good performance): The student can practically identify individual types of English word-formation, has a good vocabulary formed through various word-formation processes, knows the types of individual word classes and the ways of their functional and stylistic use, knows and can correctly use synonymic and antonymic expressions in English vocabulary, knows and can actively use English collocations and idioms at C1 level.
C (good performance): The student can practically identify most types of English word-formation, has a reasonably wide vocabulary formed through different word-formation processes, knows the types of individual word classes and some ways of their functional and stylistic use, knows and can use synonymic and antonymic expressions in English vocabulary, knows and can use English collocations and idioms at B2 level.
D (satisfactory performance): The student can practically identify most types of English word-formation, has an adequate vocabulary formed through different word-formation processes, knows the types of individual word classes and some ways of their application, knows and can use some synonymous and antonymic expressions in English vocabulary, knows and can use some English collocations and idioms.
E (sufficient performance): The student can practically identify some types of English word-formation, has a sufficient vocabulary of words formed through different word-formation processes, knows the basic types of individual word classes and some ways of using them, knows and can use some synonymous and antonymic expressions in English vocabulary, knows and can use some English collocations and idioms.
English, Slovak
Course contents:
Main themes of the course: English word formation - affixation, compounding, conversion; shortening and blending of words, nouns and adjectives in English, verbs and adverbs, English prepositions and conjunctions, synonyms and antonyms in English vocabulary, jargon, semantic fields, English collocations and idioms, multi-word lexemes with interpersonal function.
By means of the above content, the student will consolidate his/her knowledge of the structural-functional attributes of the lexical level of the English language, will learn how to use theoretical knowledge in practice in the analysis of English vocabulary, will develop his/her foreign language (especially lexical and semantic) skills and vocabulary at the B2 – C1 level, will learn to work independently and in a team to solve lexical tasks and problems, and will be able to apply the acquired knowledge and skills appropriately in the classroom.
Continuous assessment (100%):
1st practical test (50%)
2nd practical test (50%)
Objectives and learning outcomes:
Based on the learning objectives declared in the profile of a graduate, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
The student will increase his/her knowledge of the vocabulary of the English language, the classification of types of word-formation, different types of word classes, he/she will review the principles of the formation of paradigmatic and syntagmatic relations between lexical units of the language system, he/she will become familiar with the basic communicative functions of lexemes.
Skills:
The student is familiar with the problems of individual types of word-formation, knows how to lexically analyse vocabulary in terms of word classes, knows and can use the vocabulary generated by paradigmatic and syntagmatic relations in the language system, can practically apply the acquired theoretical knowledge in the analysis of a coherent authentic text, can use the acquired knowledge in an appropriate and adequate way in his/her professional practice.
Competences:
The student learns to work independently and in a team when solving lexical tasks, can communicate on topics related to the formation and meaning of English words, can find and use digital resources and aids useful for his/her further independent development, acquires vocabulary-building strategies.
Scope, type/method of teaching and organizational form:
(full-time): 1 hour lecture + 2 hours seminar, total 33 hours per semester, combined form; (primarily full-time).
Student workload:
1P + 2S, (4credits): 11 x 3 hours of direct instruction is 33 hours;
33 hours of lecture and discussion; 47 hours of seminar paper preparation; 10 hours of presentation preparation; 30 hours of examination preparation. A total of 120 hours of student work.
Teaching methods:
Combination of monological, discussion methods: lecturing, interpretation, discussion, independent preparation of written work, elaboration and presentation of a selected problem of one of the discussed topics according to the student's choice, combined with a discussion within the seminar, application of theoretical knowledge on selected examples of significant works from the history of art and architecture, occasionally field trip with active participation of students (presentation, discussion).
Required reading:
GOMBRICH, E. H. The Story of Art. Prague: Odeon, 1990. I. ISBN 80-207-0416-7.
MORAVČÍKOVÁ, H. - KVASNICOVÁ, M. et al. Bratislava: Slovart, 2005. ISBN 80-808-5079-8.
Recommended reading:
GERÁT, I. (ed.) Art in Slovakia: A Brief History of Images. Bratislava: Slovart, 2007. ISBN 9788080854355.
CHATELET, A. and GROSLIER, P. World History of Art. Prague: Cesty, 1996. ISBN 8071810568.
KVASNICOVÁ, M.- ŠEREGI, M.(ed.). Architecture of monasteries and religious houses in Slovakia. Bratislava: Spektrum, 2018. ISBN 9788022748766.
ŠEVČÍK, O. Architecture art history. Prague: Grada Publishing, 2002. ISBN 8024703459.
TOMAN, R. (ed.) Romanesque Art. Prague: Slovart, 2006. ISBN 8072097652.
TOMAN, R. (ed.) Gothic. Prague: Slovart, 2005. ISBN 8072096680.
TOMAN, R. (ed.) The Art of the Italian Renaissance. Prague: Slovart, 1996. ISBN 8085871947.
TOMAN, R. (ed.) Baroque. 2nd ed. Prague: Slovart, 2007. ISBN 9788072097715.
The course is completed by an examination - a written visual cognitive test of the knowledge acquired throughout the semester worth 50 points. The student will be evaluated continuously for activity in seminars and independently prepared seminar work on the assigned topic, realized during the semester (written work and oral presentation with discussion) - max 50 points. A grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points and a grade of E requires at least 60 points. Credit will not be awarded to a student who fails to complete any of the assignments. A minimum score of 26 is required in the written final test.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding results), the student has an excellent mastery of the material, can theoretically reflect analyze and interpret the artistic heritage of older art,
B (90-81%, very good - above average standard), the student has an above average command of the material, has demonstrated independent critical thinking and evaluation, and is well versed in the history of older art,
C (80-73%, good - normal reliable work), the student has an average command of the material, is oriented to the history of fine art, critical thinking is borderline,
D (72-66%, satisfactory - acceptable performance), the student has demonstrated average knowledge of art history, average ability to reflect and interpret,
E (65-60%, satisfactory - results meet minimum criteria), the student has demonstrated basic knowledge of art history but minimal ability to interpret works of art . Cannot apply knowledge to practice.
Fx (59-0%, insufficient - additional work required).
Slovak language and Czech language
An introduction to the history of fine art. A typology of interpretations of art, the art of prehistoric times and the first artistic expressions of man in Europe, the art and architecture of the first great civilizations of antiquity in relation to the art of Europe, the art of ancient Greece and Rome, medieval Romanesque and Gothic art, the cathedral as a culminating work and synthesis of the art of the Middle Ages, the Renaissance and Baroque - the art of the earlier modern period, classicism and new social changes, regional uniqueness, accentuation of the philosophical basis and social changes influencing the art historical development in the 19th century, the art of the Renaissance and the Baroque, the art of the early modern period. The most important iconic personalities of painting, sculpture and architecture of the earlier modern period.
Learning objectives and outcomes:
The aim of education in the above course is for the student to gain an overview and deepen knowledge of the history of fine arts - painting, sculpture and the history of architecture in the time span from prehistoric times to the period of the Great French Revolution.
Upon completion of the course, the student will:
• orientates himself/herself in the discussed topics of the history of art,
• knows and understands the basic concepts related to the subject period of art history,
• understands the basic socio-historical contexts and ideological background of the development of older art and architecture,
• is oriented in the theory and philosophy of art of the periods related to the subject period of the history of art,
• knowledge from the subject will help him to orient himself in the rich heritage of older art and to apply it in his own pedagogical and creative practice.
Scope, type/method of teaching and organizational form:
(full-time): 1 hour lecture + 2 hours seminar, total 33 hours per semester, combined form; (primarily full-time).
Student workload:
1P + 2S, (4credits): 11 x 3 hours of direct instruction is 33 hours;
33 hours of lecture and discussion; 47 hours of seminar paper preparation; 10 hours of presentation preparation; 30 hours of examination preparation. A total of 120 hours of student work.
Teaching methods:
Combination of monological, discussion methods: lecturing, interpretation, discussion, independent preparation of written work, elaboration and presentation of a selected problem of one of the discussed topics according to the student's choice, combined with a discussion within the seminar, application of theoretical knowledge on selected examples of significant works from the history of art and architecture, occasionally field trip with active participation of students (presentation, discussion).
Required reading:
GOMBRICH, E.H. : The Story of Art. GOMBRICH, H.E. GOMBRICH, H.E. GOMBRICH: Odeon, 1990. I. ISBN 80-207-0416-7.CHATELET, A. and GROSLIER, P. World History of Art. Prague: Cesty, 1996. ISBN 8071810568.
Recommended reading:
BOIS,Y. - BUCHLOH,B.- FOSTER, H. - KRAUSSOVÁ, R.: Art after 1900. Bratislava: Slovart, 2007, 2015. ISBN 9788073919757.
DULLA, M. - KVASNICOVÁ, M. - MORAVČÍKOVÁ, H. - POHANIČOVÁ, J.-ŠOLTÉSOVÁ, D. Architecture in Slovakia.
FRAMPTON, K. Modern architecture. Academia: Prague, 2004. ISBN 8020012613.
GERŽOVÁ, J. Dictionary of World and Slovak Fine Arts of the Second Half of the 20th Century. Bratislava: Profil, 1999. ISBN 8096828304.
GERÁT, I. et al. Art in Slovakia. Bratislava: Slovart, 2007. ISBN 9788080854355.
RUHRBERG, K. Art of the 20th century. Prague: Slovart, 2004. ISBN 8072095218.
The course is completed by an examination - a written visual cognitive test of the acquired knowledge for the whole semester worth 50 points. The student will be evaluated continuously for activity in seminars and independently prepared seminar work on the assigned topic, realized during the semester (written work and oral presentation with discussion) - max 50 points. A grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points and a grade of E requires at least 60 points. Credit will not be awarded to a student who fails to complete any of the assignments. A minimum score of 26 is required in the written final test.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding results), the student has an excellent mastery of the material, can theoretically reflect analyze and interpret the artistic heritage of older art,
B (90-81%, very good - above average standard), the student has an above average command of the material, has demonstrated independent critical thinking and evaluation, and is well versed in the history of older art,
C (80-73%, good - normal reliable work), the student has an average command of the material, is oriented to the history of fine art, critical thinking is borderline,
D (72-66%, satisfactory - acceptable performance), the student has demonstrated average knowledge of art history, average ability to reflect and interpret,
E (65-60%, satisfactory - results meet minimum criteria), the student has demonstrated basic knowledge of art history but minimal ability to interpret works of art . Cannot apply knowledge to practice,
Fx (59-0%, insufficient - additional work required).
Slovak language and Czech language
The history of art of the 19th and 20th centuries. Art of classicism and historicism, romanticism, art of the second half of the 19th century, impressionism and post-impressionism (Cezanne, Van Gogh, Gauguin) and the following artistic directions, art around 1900, the acceleration of artistic endeavors at the turn of the 19th and 20th centuries, the birth of abstract art, the interwar avant-garde, the Bauhaus, art after World War II, new responses to the basic theoretical principles of art, conceptual art, New Figuration, the art of abstraction, art and institutions, art in public space, actionism, the art of postmodernism, new media and contemporary art.
Learning objectives and outcomes:
The learning objective of this course is for the student to gain an overview and deepen his/her knowledge of the history of the visual arts of Europe in the fields of painting, sculpture and the history of architecture from the period of the Great French Revolution to the present day.
Upon completion of the course, the student will:
• Knows and understands the basic concepts related to the period of art history in question,
• has relevant basic knowledge of the history of art of the period covered,
• understands the basic socio-historical context of the visual arts of these periods,
• is oriented in the theory and philosophy of art of the periods related to the period of art history of the 19th and 20th centuries,
• - is able to apply the knowledge from the subject in his/her own pedagogical and creative practice.
Scope, type/method of teaching and organizational form:
3 hours per week seminar, total 33 hours per semester, combined form; (primarily by attendance).
Student workload:
3S, (3 credits): 11x3 hours of direct instruction = 33 hours; 12 hours studying theoretical knowledge on the subject; 35 hours working on assignments (applying knowledge from instruction to the creation of a set of term papers); 9 documentation, digitization, archiving of the set of term papers and preparation for defense; 1 defense and reflection of the set of term papers. Total 90 hours of student work.
Teaching methods:
Combination of monological, dialogical and practical methods: lecturing, interpretation, explanation, narration, briefing on the subject; interview, discussion, polemic on the given topic; application of knowledge from the interpretation into student's works on the assigned topics, which are continuously consulted by the teacher.
BARTKO, O., FILA, R. AND REIŠTETTEROVÁ, Z. ART PREPARATION FOR 1. AND 2. YEAR OF ART-INDUSTRIAL SCHOOL. BRATISLAVA: SPN, 1986.
TEISSIG, K. TECHNIQUES OF DRAWING. PRAGUE: ARTIA, 1980.
GOMBRICH, E. H. ART AND ILLUSION. 1ST ED. PRAGUE : ODEON, 1985. 534 P. 01-525-85. 09/01.
The course is completed with an evaluation by the 13th week of the semester, a final presentation and defense of a set of completed term papers demonstrating the fulfillment of the basic requirements for their proper implementation in the field of the art medium of drawing.
Theoretical knowledge of the medium of drawing with emphasis on the issues of format, composition, proportion, construction, line and surface 0-10 points; ability to apply theoretical knowledge to the realization of a set of drawings on the assigned topics 0-80 points; documentation, digitization, archiving of a set of semester works, their defense and the level of commenting on the evaluated works 0-10 points.
A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. To pass the course you must obtain a minimum of 60% of the marks. Credit will not be awarded to a student who fails to complete any of the assigned topics, fails to attend a minimum number of midterm tutorials, or fails to submit the required documentation of a set of term papers.
Grades are awarded on a scale of:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required).
Slovak language and Czech language
Course outcomes of subject (content):
This course focuses on the acquisition of theoretical and practical knowledge of basic drawing processes and techniques with which the student can express himself. The aim of the course is to offer the student a concise skill and knowledge in working with the medium of drawing and its artistic elements such as line, surface, composition, proportion, format, light and shape.
Learning objectives and outcomes:
The aim of education within the above course is to acquire basic professional theoretical knowledge and practical experience in the field of the art medium of drawing with emphasis on the issues of format, composition, proportion, construction, line and surface.
Upon completion of the course, the student will:
- Possesses the basic structural competencies (whether intellectual, motor creative-sensory) in his/her subject specialization,
- is able to collaborate in solving professional projects in the field of subject specialization focused on drawing,
- is able to analyse and reflect on the general-pedagogical characteristics of education and training in school practice,
- has basic practical skills in the field of the artistic medium of drawing.
Type of activities, scope (number of hours) and methods of educational activities:
1 hour lecture, 2 hours seminar; total 33 hours per semester, combined; (mostly full-time).
Student workload:
1P + 2S, (3 credits): 11x3 hours of direct teaching = 33 hours; 30 hours of studying theoretical knowledge from the course; 37 hours of work on term papers; 9 hours of documentation, digitization, archiving of term papers; 10 hours of preparation for the exam and defense; 1 hour of defense and reflection of term papers. A total of 120 hours of student work.
Teaching methods:
combination of monological, dialogical and practical methods: lecturing, interpretation, explanation, narration, instruction on the topic; conversation, discussion, polemic on the topic; application of the knowledge from the interpretation to the student's works on the assigned topics, which are continuously consulted by the teacher.
BALEKA, J. Fine arts: an explanatory dictionary. Prague: Academia, 1997. ISBN 80-200-0609-5.
BERGEROVÁ, X., DRAHOŠ, A., KMEŤ, M. About art education. Bratislava:
Comenius University, 2019. ISBN 978-80-223-4757-0.
THOMASOVÁ, K. History of art styles of the 20th century. Bratislava: Pallas, 1994. ISBN 80-7095-020-X.
STADLER, W. History of sculpture. Prague: Rebo Productions s.r.o., 1996.
ISBN 80-85815-67-2.
FLÁDR, L. Modelling. Prague: Prague: Štátne pedagogické nakladateľstvo, 1967.
HLAVÁČEK, L. From Rodin to Moore. A dictionary of twentieth-century Western European sculpture. Bratislava: Tatran, 1973.
PROCHÁDZKA, V. Medals and plaques. Prague: Odeon, 1984.
The course is completed by an examination on which the student demonstrates basic theoretical knowledge of sculpture and the final defence of a set of completed semester works demonstrating the fulfilment of the basic requirements for their correct implementation in the field of sculpture with a focus on modelling and casting a clay model in plaster. Participation in continuous consultations of the realized works is also a prerequisite.
Theoretical knowledge in the field of sculpture with a focus on modelling and casting a clay model in plaster 0-10 points; ability to apply theoretical knowledge to the realization of drawing and plastic designs 0-60 points; realization of a cast from a clay model 0-20 points; documentation, digitalization, archiving of a set of semester works, their defense and the level of expressing oneself to the evaluated works 0-10 points.
A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. To pass the course you must obtain a minimum of 60% of the marks. Credit will not be awarded to a student who fails to complete any of the assigned topics, fails to attend a minimum number of midterm tutorials, or fails to submit the required documentation of a set of term papers.
Grades are awarded on a scale of:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required).
Slovak language and Czech language
The course is aimed at acquiring basic theoretical and practical knowledge of spatial modelling. On individual assignments that offer relief space design and modeling of smaller spatial objects. Students will learn to navigate spatial vision and compositional laws, while verifying the proportionality of the depicted object.
Learning objectives and outcomes:
The aim of education within the above course is to acquire basic professional theoretical knowledge and practical experience in modelling with emphasis on the basic principles of spatial modelling.
Upon completion of the course, the student will:
• knows and understands the basic principles of spatial modelling,
• is able to react creatively to given topics,
• knows the basic structure and content in terms of theoretical and practical knowledge, is able to apply in school practice,
• is oriented in the field, able to analyse and reflect on the issues of sculptural modelling in a historical context,
• knows the possibilities and specific ways of application of standard technological procedures related to the process of creation,
• possesses basic practical skills in the field of spatial art media.
Type of activities, scope (number of hours) and methods of educational activities:
1 hour lecture, 2 hours seminar; total of 33 hours per semester, combined; (primarily full-time).
Student workload:
1P + 2S, (3 credits): 11x3 hours of direct teaching = 33 hours; 27 hours of theoretical study on the subject; 40 hours of work on the set of term papers; 9 documentation, digitization, archiving of the set of term papers; 10 preparation for the examination and defence; 1 defence and reflection of the set of term papers. Total 120 hours of student work.
Teaching methods:
combination of monological, dialogical and practical methods: lecturing, interpretation, explanation, narration, instruction on the topic; conversation, discussion, polemic on the topic; application of the knowledge from the interpretation to the student's works on the assigned topics, which are continuously consulted by the teacher.
ADLER, P., NEUMANOVÁ, M., PELANOVÁ, A. Dictionary of World Drawing and Graphics. 1st ed. Prague : Odeon, 1997. ISBN 80-207-0550-3.
KREJČA, A. Graphics : Art Techniques - Graphics. Prague : AVENTINUM, 2010. 205 p. ISBN 978-80-7442-003-0.
MICHÁLEK, O. The magic of the impression, Graphic techniques and printing technologies. Barrister & Principal, 1st ed. Brno, 2016, 273 p. ISBN 978-80-74851-098-1.
NOYCE, R. Printmaking at the Edge, A&C Black. London 2006. ISBN 978-07-13667-84-4.
ŠEVČOVIČ, M. Principles of the graphic medium in the work of Slovak authors [online]. 1st ed. Comenius University in Bratislava, 2021. 127 p. ISBN 978-80-223-5320-5320-5.
Art magazines and catalogues from international printmaking exhibitions.
The course is completed by an examination, which consists of a final presentation and defence of a set of completed term papers demonstrating the fulfilment of the basic requirements for their correct implementation in the field of graphic media, with emphasis on classical graphic techniques used in printing from height. Participation in ongoing consultations of the completed works is also a prerequisite.
Theoretical knowledge in the field of graphic media with an emphasis on classical graphic techniques used in printing from 0-10 points; the ability to apply theoretical knowledge to the implementation of graphic sheets on the assigned topics using the graphic techniques 0-80 points; documentation, digitization, archiving of a set of semester works, their defense and the level of commenting on the evaluated works 0-10 points.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. To pass the course you must obtain a minimum of 60% of the marks. Credit will not be awarded to a student who fails to complete any of the assigned topics, fails to produce the required number of graphic worksheets at the required level, fails to participate in a minimum number of interim consultations, or fails to submit the required documentation of a set of term papers.
Grades are awarded on a scale of:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required).
Slovak language and Czech language
The course defines the basic characteristics and concepts of artistic graphic art and its means of artistic expression and its differences from other forms of graphic expression, a historical overview of the development within individual graphic techniques. The listener is offered theoretical and practical knowledge and technological procedures with emphasis on the techniques of printing from the top. Practical creative exercises in the form of artistic outputs are also focused on this area.
Learning objectives and outcomes:
The aim of education within this course is to gain theoretical knowledge of the basic characteristics and concepts and practical experience in the field of graphic media, with an emphasis on classical graphic techniques used in printing from height.
Upon completion of the course, the student will:
• possesses the basic structural competences (whether in the intellectual-motor, creative-sensory plane) in his/her subject specialisation,
• possesses basic theoretical and practical skills in the visual medium of printmaking with an emphasis on letterpress printing,
• can present his/her abilities and skills in his/her subject specialisation.
Scope, type/method of teaching and organizational form:
(full-time): 3 hours per week seminar, total 33 hours per semester, combined form; (primarily full-time).
Student workload:
3S, (3 credits): 11x3 hours of direct instruction is 33 hours,
11 hours of lecture, 9 hours of practical instruction on the subject; 9 hours of study of theoretical knowledge on the subject; 40 hours of work on assignments (application of knowledge from instruction to the creation of a set of term papers); 11 hours of consultation and discussion on the created works; 9 hours of documentation, digitization, archiving of the set of term papers and preparation for the defense; 1 defense and reflection of the set of term papers. A total of 90 hours of student work.
Teaching methods:
Combination of monological, dialogical and practical methods:
lecture, instruction, discussion on the presented topic, solving practical tasks, brainstorming within the selected topics, application of theoretical knowledge to practice and discussion of them, polemics, discussion.
Compulsory readings:
BARTKO, O. FILA, R. REIŠTETTEROVÁ, Z. Art training, Bratislava: SPN, 1986.
Recommended literature:
BERGEROVÁ, X. Metamorphosis of colour and painting techniques. In. About art education. Bratislava: Comenius University in Bratislava. 2019. ISBN 978-80-223-4757-0. 9.-26. s.
DEMPSEYOVÁ, A. Art styles, schools, movements. Prague: Slovart 2002. ISBN 8072094025.
CHATELET, A. and GROSLIER, P. World Art History. Prague: Cesty, 1996. ISBN 8071810568.
LOSOS, L. Techniques of Painting. Bratislava: Pallas,1992, ISBN 80-7095-014-5.
SMITH, Ray. Encyclopedia of art techniques and materials. Bratislava: Slovart, 2006, ISBN 807209758X.
Course completion requirements:
The course is completed by assessment of assignments and homework. The assessment consists of the defence of the term paper, presentation and evaluation of the assignments carried out in class and also homework on the assigned topics. Semester work 20%, midterm and homework assignments 70%, presentation and discussion of semester and midterm work 10%.
At least 91 points are required for a final grade of A, at least 81 points for a grade of B, at least 73 points for a grade of C, at least 66 points for a grade of D, and at least 60 points for a grade of E. To pass the course you must obtain a minimum of 60% of the marks. Credit will not be awarded to a student who fails to complete any of the assigned topics.
Grades are awarded on a scale of:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results);
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required).
Slovak language and Czech language
The course focuses on gaining theoretical and practical knowledge of basic painting processes and techniques with which the candidate can express themselves. It studies the basic principles of composition, image construction, layering and mixing of colors, which are applied to assigned subjects in the areas of still life, portraiture and figuration. The goal of the course is to offer the candidate basic skills and knowledge in working with the medium of painting, with a focus on painting techniques. The candidate is guided to use practical knowledge in pedagogical practice through critical-analytical thinking.
Learning outcomes/ Objectives and learning outcomes:
Learning objectives and outcomes:
The aim of education within the above course is to acquire basic practical and theoretical skills and knowledge in the field of painting.
Upon completion of the course, the student will:
• Masters the theoretical and practical knowledge of the compositional, form, light and coloristic construction of a painting,
• possesses technological knowledge of painting procedures and techniques,
• possesses creative thinking within the framework of painting,
• uses the acquired knowledge in educational practice,
• cooperates in solving painting - art projects,
• organizes and plans own education,
• presents his/her abilities and skills in the field of painting.
Type of activities, scope (number of hours) and methods of educational activities:
(full-time): 3 hours per week seminar, total 33 hours per semester, combined form; (primarily full-time).
Student workload:
3S, (3 credits): 11x3 hours of direct instruction = 33 hours;
20 hours of lecture, 30 hours of term paper preparation, 30 hours of midterm assignments, 5 hours of preparation for midterm evaluation, 5 hours of preparation for final evaluation. Total 90 hours of student work.
Teaching methods:
combination of monological, dialogical and practical methods:
lecture, briefing, discussion on the presented topic, solving practical tasks, brainstorming on selected topics, application of theoretical knowledge to practice and discussion, polemics.
Compulsory readings:
LAMBERT, G. History of photography. Bratislava: Slovart 2010. ISBN 978-80-7391-426-4.
Recommended readings:
BENICKÁ, L. et al.: Breier - photographs. Bratislava : Slovart 2000. ISBN 80-968143-2-X.
FREEMAN, M.: Photography in practice. Black and white photography. Prague: Zoner Press, 2013. ISBN 978-80-7413-230-8.
GATCUM, CH..: Complete Photography. Prague: Zoner Press, 2018. ISBN 978-80-7413-378-7.
HARMAN, D.: Creative digital photography. Bratislava: Slovart, 2012. ISBN 978-80-556-0336-0.
The course is completed with an assessment consisting of a presentation of term papers on assigned topics. Semester work 30%, assignments 50%, seminar work 10%, activity and creativity in class 10%.
A minimum of 91 points is required for an A grade, a minimum of 81 points for a B grade, a minimum of 73 points for a C grade, a minimum of 66 points for a D grade and a minimum of 60 points for an E grade. Credit will not be awarded to a student who fails to complete any of the assigned topics.
Grades are awarded on a scale of:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required).
Slovak language and Czech language
The course is aimed at acquiring knowledge of photographic techniques and technological procedures. The student will gain an overview of the similarities and differences between analogue and digital photography. The student will acquire theoretical knowledge of the origins and basic historical development of the photographic medium. Seminars will focus on the production of photographic works, with a view to capitalizing on the acquired technical knowledge and using it creatively in pedagogical practice.
Learning objectives and outcomes:
The aim of the course is to acquire basic skills and theoretical knowledge in the field of photography.
Upon completion of the course, the student will:
• has basic theoretical knowledge in the field of photography,
• is able to cooperate in solving professional projects in the field of subject specialization focused on photography,
• has basic knowledge of photographic techniques and technologies,
• has basic relevant knowledge of the history of the origin and development of photography,
• is familiar with the specifics of analogue and digital photography,
• can use the acquired knowledge in pedagogical practice.
Scope, type/method of teaching and organizational form:
1 hour lecture, 2 hours seminar; total 33 hours per semester, combined form; (primarily full-time).
Student workload:
1P + 2S, (4 credits): 11x3 hours of direct instruction = 33 hours; 22 hours continuous assignment; 22 hours test; 43 hours term paper. Total 120 hours of student work.
Teaching methods:
Discussion of the presented topic, problem solving by group consultation, creation of digital portfolio, application of theoretical knowledge to the practical procedures of creation, presentation of technical procedures - tutorials by students and teachers.
DANNHOFEROVÁ, J. Velká kniha barev. Brno: Computer press, 2012. ISBN 9788025137857.
DÉMUTH, A. Čo je to farba?, alebo, historicko-psychologicko-filozofická expozícia problematiky vnímania farieb. Bratislava: Iris, 2005. ISBN 8089018793.
HUSÁR, J., SOKOLOVÁ, K. Vizuálna kultúra a komunikácia: vysokoškolské učebné texty. Banská Bystrica: Univerzita Mateja Bela, Pedagogical fakulty, 2011. ISBN 9788055703008.
Collective of authors. Blackcoffee. Ikony, symboly a piktogramy. Praha: Slovart, 2006. ISBN 8072098241.
KOLESÁR, Z. Kapitoly z dejín grafického dizajnu. Bratislava: Slovenské centrum dizajnu, 2006. ISBN 8096865854.
MIRZOEFF, N. Úvod do vizuální kultury. Vizuální studia, sv. 3. Praha: Academia, 2012. ISBN 9788020019844.
POULIN, R. Jazyk grafického designu. Praha: Slovart. 2012. ISBN 9788073915520.
ŠUPŠÁKOVÁ, B.. Vizuálna gramotnosť. Brno: Tribun EU, 2015. ISBN 9788026309345.
ŠUPŠÁKOVÁ, B. SYROVÁ, M. Vizuálna kultúra a symbol v obrazovom vyjadrení detí a mládeže. Bratislava: Iris, 2010. ISBN 9788089256549.
The course is completed by an examination, which consists of a practical presentation/defence of a term paper on a given topic. Interim assignments are also assessed during the semester.
Theoretical knowledge of the basics of visual communication 0-10b; preparation of a digital portfolio (in the context of teaching) and communication with the teacher 0-10b; ability to apply theoretical knowledge to implementation (intermediate assignments and term paper) 0-70b; defence and archiving of a set of term papers 0-10b of the total course grade.
At least 91 points are required for a final grade of A, at least 81 points for a grade of B, at least 73 points for a grade of C, at least 66 points for a grade of D, and at least 60 points for a grade of E. To pass the course, a minimum of 60% of the marks must be obtained. Credit will not be awarded to a student who fails to complete any of the assigned topics.
Grades are awarded on a scale of:
A 100-91%, excellent - excellent results, the student can individually and creatively apply the acquired practical and theoretical knowledge of the basics of visual communication, has excellent technical skills in the creation in available vector graphic software, his work is conceptually clearly formulated, reflects the abstract and creative thinking of the student's personality;
B 90-81%, very good - above average standard, the student has mastered the acquired principles and knowledge of the basics of visual communication, can work in the available vector graphic software needed to complete the assignment, his/her work is conceptual in nature;
C 80-73%, good - normal reliable work, the student understands the basic principles of visual communication and basic technical procedures, but is unable to apply them comprehensively and creatively to assignments, conceptual thinking is weaker in the work;
D 72-66%, satisfactory - acceptable results, the student understands only part of the principles and technical procedures presented in the course, but cannot apply them comprehensively and work individually on assignments, creative thinking is absent;
E (65-60%, satisfactory - results meet the minimum criteria), the student knows only a fraction of the principles and technical procedures presented in the course, he/she is unable to apply them even after repeated consultations with the teacher to complete the assignment, creative thinking is absent;
Fx 59-0%, insufficient - extra work is required, student does not acquire even partial knowledge and principles necessary for working on the assignment, cannot create creatively.
Slovak language and Czech language
The course focuses on the acquisition of theoretical and practical knowledge of visual communication, the student is introduced to the rules of visual communication and the possibility of their use in practice, through the solution of specific targeted assignments. The aim of the course is to offer the student basic skills in working with vector graphics in the sense of working with shape, line, surface, colour and form as a basic building block. At the same time, the course includes discussion of visual communication topics that help develop the student's critical thinking.
Learning objectives and outcomes:
The aim of education within the above course is to offer the student basic skills in working with vector graphics in the sense of working with shape, line, area, colour and shape as a basic building block.
After completing the course, the student will:
• Possesses the basic structural competencies (whether intellectual, technical, creative-sensory) in his/her subject specialization,
• is able to cooperate in solving professional projects in the field of subject specialization focused on the basics of visual communication,
• is able to analyse and reflect the general-pedagogical principles of education and training (in the intent of visual communication) in school practice,
• has basic practical skills in the field of visual communication,
• can actively use digital technologies to support the educational process,
• - understands and can apply the basic concepts and rules of visual communication to pedagogical practice and in the creation of simple promotional material.
Type of activities, scope (number of hours) and methods of educational activities:
3 hours per week, 1 hour lecture, 1 hour seminar, 1 hour teaching practice, per semester 39 hours, combined method (mostly attendance).
Student workload:
2PS, 1X (4 credits): 11x2 hours of direct instruction is 22 hours, 1x11 hours of practice, 30 hours of test preparation, 24 hours of midterm assignments (6 midterm assignments, 4 hours each), term paper 20 hours, practice reflection 13 hours.
Teaching methods:
discussion on the presented topic, problem solving in groups, brainstorming on selected topics, discussion groups, application of theoretical knowledge to practical examples and discussion.
Compulsory readings:
BABYRÁDOVÁ, H. Symbol in children's artistic expression. Brno: Masaryk University, 1999. ISBN 80-210-2079-2.
VALACHOVÁ, D. The artistic expression of children from multicultural environment. Bratislava: Psychodiagnostika, a. s. BA, 2005. ISBN 80-88714-02-8.
VALACHOVÁ, D. Let's say it with colours: multicultural education and its possibilities in art education. Brno: Tribun EU, 2009. ISBN 978-80-7399-855-4.
VALACHOVÁ, D. Art education in pre-primary education and extracurricular activities. Bratislava: UK, 2010. ISBN 978-80-223-2778-7.
VALACHOVÁ, D. Methodology of pedagogical practice of hospitality in primary education. Bratislava : Comenius University in Bratislava , 2021. ISBN 978-80-223-5194-2.
Recommended readings:
KOVÁČ, B. The miraculous world of children's drawings. Bratislava: Pallas, 1972.
PIAGET, J., INHELDEROVÁ, B. The psychology of the child. Bratislava: SOFA, 1997. ISBN 80-7178-146-0.
ZELINA, M. Strategies and methods of child personality development. Bratislava: IRIS, 1996. ISBN 80-967013-4-7.
The course is completed by an examination consisting of a written test, a term paper and a debate on a given topic. Interim assignments and reflective practice are also assessed during the semester.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. To pass the course, a minimum of 60% of the marks must be obtained. Credit will not be awarded to a student who fails to complete any of the assigned topics and assignments.
The test represents 30%, intermediate assignments 25%, semester work 20%, reflection on practice 15%, debate on the semester work 10% of the total course grade.
Slovak language and Czech language
The course is aimed at acquiring knowledge about the ontogeny of children's artistic expression in relation to the phylogeny of art. The student will gain an overview of symbolic forms in children's artistic expression, the use of pedagogical diagnostics in the cognition of artistic expression of children and youth. The student will acquire theoretical knowledge about creativity and its application in the artistic expression of children and youth. The seminars will focus on the creation and use of case studies as a possibility of learning about children's artistic expression. Within the pedagogical practice, the student will verify the acquired knowledge in educational practice and will reflect it in written expression.
Learning objectives and outcomes:
The aim of education within the respective subject is to convey the basic theoretical aspects of artistic expression of children and youth in the context of ontogenesis, philosophical, pedagogical and diagnostic context.
Upon completion of the course, the student will:
• knows and understands the basic theoretical aspects of children's artistic expression in a historical context,
• has basic relevant knowledge of children and youth artistic expression in a broader philosophical and psychological context, in the context of contemporary times,
• is familiar with the pedagogical and diagnostic process of children's and young people's artistic expression in relation to the professional competences of an art educator,
• is able to present his/her views on topics related to the artistic expression of children and young people,
• develops his/her communication skills in presenting reflections from practice.
Type of activities, scope (number of hours) and methods of educational activities:
3 hours per week, 1 hour lecture, 1 hour seminar, 1 hour teaching practice, per semester 39 hours, combined method (primarily attendance).
Student workload:
1P+1S, 10 (4 credits): 11x2 hours of direct instruction is 22 hours, 10 hours of practice, 35 hours of term paper preparation, 28 hours of intermediate assignments, 25 hours of processing reflection from practice.
Teaching methods:
discussion on the presented topic, problem solving in groups, brainstorming on selected topics, discussion groups, application of theoretical knowledge to practical examples and discussion.
KRATOCHVÍLOVÁ, E. Pedagogy of leisure time. Education in the time outside the classroom in pedagogical theory and practice. Bratislava: Comenius University, 2004. ISBN 80-223-1930-9.
MAJLING, V. U nás tak taka obyčaj: slovak folk traditions. Brno: Computer Press, 2007. ISBN 9788025118092.
ROESELOVÁ, V. Streams in art education. Prague : Sarah, 1997. ISBN 80-902267-3-6.
SLAVIK, J. The art of experience, the experience of art (theory and practice of artephletics), Part I. Prague: Charles University - Faculty of Education, 2001. ISBN 80-7290-066-8.
SLAVÍK, J. The Art of Experience, the Experience of Art (Theory and Practice of Artephletics), Volume II. Prague: Charles University - Faculty of Education, 2004.
VALACHOVÁ, D. VytUm. Bratislava : Comenius University in Bratislava, 2021, ISBN 978-80-223-5220-8.
(https://www.fedu.uniba.sk/fileadmin/pdf/Veda/5_OP_ludske_zdroje/metodiky_ucprax/kvv/AFX7_VytUm_metodita_Valachova.pdf)
The course is completed by an examination, which consists of a term paper and a debate on a given topic. Interim assignments are also assessed during the semester.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. To pass the course, a minimum of 60% of the marks must be obtained. Credit will not be awarded to a student who fails to complete any of the assigned topics and assignments.
Semester work 30%, intermediate assignments 25%, reflection on practice 25%, debate on semester work 20%.
Slovak language and Czech language
The course is aimed at conveying methods, forms and means of didactic reality in the context of leisure and interest art education with a focus on regional education and traditional folk culture. The student will gain a basic orientation not only in the pedagogical and artistic terminology, but also knowledge of the contextual specifics of the didactics of art education with a focus on leisure activities. The seminars will focus on the conception of projects in terms of the contemporary understanding of leisure art education with an emphasis on the development of a relationship with the region, nature, architecture, folk craft and folk art. Within the pedagogical practice the student will verify the acquired knowledge in educational practice, in organizations providing leisure art activities.
Learning objectives and outcomes:
The aim of education within this subject is to convey methods, forms of art education within the framework of experiential and leisure education with the context of gallery education, regional, traditional and folk culture.
Upon completion of the course, the student will:
• has a basic relevant knowledge of the artistic expression of children and young people in a broader philosophical and psychological context, in the context of contemporary times, in the context of extra-curricular activities,
• knows the principles of creating and designing pedagogical environments in the educational environment of the gallery and the out-of-school environment,
• is able to organise pupils' activities, especially in out-of-school and extra-curricular activities,
• knows the basics of pedagogical communication, individual and team work in solving professional and pedagogical problems with an emphasis on art education in the non-educational environment.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours seminar/week, 26 hours total per semester; combined method (primarily face-to-face).
Student workload:
2S (2credits): 11 x 2 hours of direct instruction is 22 hours, 14 hours of continuous assignments, 14 hours of term work.
Teaching methods:
discussion and brainstorming on selected topics, case studies, small group work, application of theoretical knowledge to examples of concrete options.
Compulsory readings:
KATUŠČÁK, D. How to write final and qualifying theses. Bratislava: Enigma, 2013. ISBN 978-80-89132-45-4.
KIMLIČKA, Š. How to cite and create bibliographic reference lists according to ISO 690 standards for both "traditional" and electronic sources. Bratislava: Stimul, 2002. ISBN 80-88982-57- X.
LICHNEROVÁ L. Citing and referencing used sources according to the new ISO 690 (2010) Part 1: Creating bibliographic references. In Information technology and libraries [online], 2013, no. 2, pp. 43-50. ISSN 1336-0779. Available at: https://itlib.cvtisr.sk/wp-content/uploads/docs/43_citovanie%20a%20odkazovanie.pdf
MEŠKO, D. et al. Academic handbook. Bratislava: Osveta, 2013. ISBN 978-80-80-80633-92-9.
Recommended readings:
CHARVÁT, J. Introduction to the theory of journalism. Bratislava: Mass-Media-Science Association, 2009. ISBN 978-80-970258-4-7.
RONĆÁKOVÁ, T. Journalistic genres. Ružomberok: Verbum, 2011. ISBN 978-80- 8084-729-6.
TUŠER, A. How newspapers are made. Bratislava: Eurocode, 2010. ISBN 978-80-89447-23-7.
ZELINA, M. Handbook for conducting pedagogical inquiry, research, experiment, for writing a thesis in the field of pedagogy and educational psychology. 1st ed. Bratislava: Methodological Centre of the City of Bratislava, 1995. ISBN 80-7164-112-X. Act no.
185/2015 Coll., Copyright Act. [online], Update 2020-11. Available at:https://www.culture.gov.sk/wp-content/uploads/2020/02/Zakon_185_2015_Autorsky_zakon.pdf
The course is continuously evaluated by tasks for independent work and finished with a term paper on the assigned topic - the processing of a professional text according to the assignment.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who fails to complete any of the assigned topics and assignments.
100% of the interim assessment. Interim assignments represent 50% and term papers 50% of the total course grade.
Slovak language
This course is designed to provide students with the skills to write professional texts in accordance with the conventions of the Art Education Teacher Education Department. The student will learn how to approach material such as scientific and professional literature, statistical materials, empirical data, etc.; he/she will acquire the principles of using professional terminology, editing the linguistic and formal aspects of a professional text. The acquired skills will be tested in the development of the structure and concept of a thesis on a given topic in the field of specialisation.
Learning objectives and outcomes:
The aim of the course is to provide basic information on the methods of writing professional texts in accordance with the conventions of the discipline.
The aim of the course is to develop students' information literacy, professional, methodological and expressive skills.
Upon completion of the course, the student will:
• knows and can navigate in primary and secondary professional and scientific sources in the field of study,
• knows and can apply the principles of authorial ethics,
• can critically evaluate the professional quality of online resources,
• can apply the principles of professional writing,
• can structure a professional text in accordance with the conventions of the discipline.
Scope, type/method of teaching and organizational form:
39 hours of other forms of instruction; 39 hours total per semester, combined; (primarily full-time).
Student workload:
39s, (3 credits): 2 x 6 hours and 3 x 9 hours of other forms of teaching = 39 hours; 17 hours of preparation and study of theoretical knowledge on the subject; 19 hours of work on assignments; 13 hours of documentation, digitization, processing of outputs into a portfolio and archiving of a set of works; 1 preparation for defence; 1 defence and reflection of a set of evaluated works. A total of 90 hours of student work.
Teaching methods: combination of monological, dialogical and practical methods:
lecturing, interpretation, explanation, narration, briefing on the subject; conversation, discussion, polemic on the given topic; application of knowledge from the interpretation to the student's realized works on the assigned topics, which are continuously consulted by the teacher.
ČARNÁ, D. Out of town. Art in nature. Bratislava.
LAILACH, M. Land Art. Taschen, 2007.
McNAUGTON, P. Perspective and other optical illusions. Prague: Dokořán, 2010.
ROESELOVÁ, V. Currents in art education. Prague: Sarah, 2000. ISBN 80-902267-3-6.
TEISSIG, K. Techniques of drawing. Prague: Artia, 1980.
The course is completed with an assessment by the 13th week of the semester, a final presentation and defence of a set of completed works using drawing and spatial creation with a focus on their use in the natural or urban environment. Participation in ongoing consultations of the works is also a prerequisite.
Attendance and participation in lecture activities 0-10 points; creation of a minimum number of elaborated drawings by tax 0-40 points; realization of smaller spatial works (land art bozzettes) 0-20 points; realization of larger spatial work 0-20 points; documentation, digitalization, archiving of the set of semester works, their defense and the level of commenting on the evaluated works 0-10 points.
A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. To pass the course you must obtain a minimum of 60% of the marks. Credit will not be awarded to a student who fails to complete any of the assigned topics, fails to attend a minimum number of midterm tutorials, or fails to submit the required documentation of a set of term papers.
Grades are awarded on a scale of:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required).
Slovak language and Czech language
The course focuses on creative study in nature and urban environments. The aim of the course is to make artistic use of the natural environment and its characteristics in drawing and spatial creation. The course focuses on the artistic elements in plein air such as light, space, whole, detail, texture... . Spatial creation is characterized by land art and intervention in public/urban space. Drawing focuses on basic studies of space/environment.
Learning objectives and outcomes:
The aim of education within the course is to gain theoretical knowledge of the basic characteristics and concepts and practical experience in the field of the artistic medium of drawing and spatial creation with a focus on their use in natural or urban environments.
The student after completing the course:
• Possesses basic structural competencies (whether intellectual, motor,
• creative-sensory) in his/her subject specialization in drawing and spatial creation,
• is able to work quickly in the field of drawing and spatial creation in the landscape,
• is able to collaborate in solving professional projects in the field of subject specialization.
Type of activities, scope (number of hours) and methods of educational activities:
hours per week, 1 hour lecture, 2 hours seminar, per semester 33 hours, combined method (primarily full-time).
Student workload:
3S, (3 credits): 11x3 hours seminar, 20 hours term paper preparation, 20 hours intermediate assignments, 10 hours minor assignments.
Teaching methods:
lecture, seminar, discussion.
Compulsory readings:
FILIPOVÁ, M., RAMPLAY, M. (eds.) Possibilities of visual studies. Images, texts, interpretations. Brno: Barrister & Principal, 2007.ISBN 978-80-87029-26-8.
GERŽOVÁ, J. Dictionary of world and Slovak visual arts of the second half of the 20th century. Bratislava: Profil, 1999. ISBN 8096828304.
Recommended readings:
KULKA, T. Art and Kitsch. Prague: Torst, 2014. ISBN 978-80-721-547-77
MIKŠ, F. The Other Modernity. Brno: Barrister & Principal, 2013.
NELSON, R., SHIFF, R. Critical concepts in art history. Bratislava: Foundation - Centre for Contemporary Art, Slovart, 2004. ISBN 807145978.
Moza Ľ., Naďa Rappensbergerová Jankovičová. Bratislava: Juga, 2006. ISBN 80-89030-26-2.
http://www.klubsk.net/Listy/LISTY_7_8_2013_PRO_INTERNET.pdf
The course is completed with a 100% grade. The student will be evaluated continuously for the independent work carried out during the semester and the final thesis. Interim assignments are also assessed during the semester.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. To pass the course you must obtain a minimum of 60% of the marks. Credit will not be awarded to a student who fails to complete any of the assigned topics and assignments.
Semester work 40%, intermediate assignments 30%, debate on semester work 30%.
Slovak language and Czech language
The concepts of visual art and fine art. Visual art - visual society, connection with other art forms. Tradition - modernity - contemporary. Search and formulation of the value of art of the XIX and XX centuries in comparison with earlier artistic styles. The meaning and mission of visual art with an emphasis on the present. Contemporary world view and cultural transformations. The relationship between visual art and society. Visual art as part of global culture and its relation to artistic identity. Its links with other art forms.
Learning objectives and outcomes:
The aim of education within the relevant subject is to develop students' critical thinking skills in the context of the analysis and interpretation of a work of art.
Upon completion of the course, the student will:
• is capable of critical and methodical thinking,
• has relevant basic knowledge in the field of analysis of the interpretation of a work of art,
• is able to take an active approach to questions of basic theoretical issues in the visual and fine arts, expands knowledge of the broader contexts in the field,
• is proficient in the fundamentals of communication in the context of the subject content.
Type of activities, scope (number of hours) and methods of educational activities:
3 hours seminar/week; combined method (primarily face-to-face).
Student workload:
3S (3credits): 11 x 3 hours of direct instruction is 33 hours, 15 hours of continuous assignments, 15 hours of term work, 12 hours of preparation for the final paper on the assigned topic.
Teaching methods:
discussion and brainstorming on selected topics, case studies, small group work, application of theoretical knowledge to practical examples.
Compulsory readings:
FERANCOVÁ , Y. Aposition of the image. Prague: Křepela Pavel, 2009. ISBN 978-80-86669-12-0.
GERO, Š.; TROPP, S. Interpretation of an artwork. Banská Bystrica: Faculty of Education, UMB, 2000. ISBN 80-8055-426-9.
HORÁČEK, R. Gallery animation and art mediation. Brno: Cerm, 1998. ISBN 80-7204-084-7.
JŮVA, V. Children's museum: an educational phenomenon for the 21st century. Brno: Paido, 2004. ISBN 80-7315-090-5.
Recommended readings:
Open Gallery. Proceedings of the conference on gallery pedagogy. Bratislava: Kunsthalle Bratislava, 2018. ISBN 978-80-972754-4-0.
Available online: https://kunsthallebratislava.sk/sites/default/files/zbornik-otvorena-fin.pdf
The course is continuously assessed by assignments for independent work and completed with a term paper and a report on the assigned topic.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who fails to complete any of the assigned topics and assignments.
100% of the interim assessment. Interim assignments represent 35%, term paper 35%, report on the assigned topic 30% of the total course grade.
Slovak language and Czech language
The course focuses on gallery pedagogy as a specific area of museum pedagogy, with its specific content. It focuses on the search for different forms of communication of the child with the world of art and culture, with an emphasis on the field of visual arts. In the seminar, the student will gain a basic theoretical orientation in the given issue and in practical terms will verify the creation of programs and accompanying materials not only in the field of visual arts and culture, but also in the whole breadth of topics in their mutual confrontation. By completing the course, the student will acquire the competence to lead art and creative activities in the field of gallery and museum education.
Learning objectives and outcomes:
The aim of education within the course is to develop students' knowledge of gallery pedagogy and the possibilities of art projects in cultural-educational institutions.
Upon completion of the course, the student will:
• knows the principles of creation and design in the environment of cultural-educational institutions,
• is able to organise the activities of pupils, especially in extra-curricular and extracurricular activities and leisure activities,
• knows the basics of pedagogical communication, individual and team work in solving professional and pedagogical problems.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours seminar/week, combined method (primarily face-to-face).
Student workload:
discussion and brainstorming on selected topics, case studies, small group work, application of theoretical knowledge to practical examples, situation analysis method.
Teaching methods:
discussion and brainstorming on selected topics, case studies, small group work, application of theoretical knowledge to examples of concrete options.
Compulsory readings:
DOUŠKOVÁ, A. et al. Reflection and self-reflection as a tool for improving the quality of pedagogical practice. ISBN 978-80-8083-897-3.
KASÁČOVÁ, B. Reflective teaching and reflection in teacher training. UMB in Banská Bystrica, 2005. ISBN 80-8083-046-0.
VALACHOVÁ, D. Art education in pre-primary education and extracurricular activities. Bratislava: UK, 2010. ISBN 978-80-223-2778-7.
Recommended readings:
VALACHOVÁ, D. Povedzme to farbami: multikultúrna výchova a jej možnosti vo výtvarnej výchove. Brno: Tribun EU, 2009. ISBN 978-80-7399-855-4.
ZELINA, M. Stratégie a metódy rozvoja osobnosti dieťaťa. Bratislava: IRIS, 1996. ISBN 80-967013-4-7.
The course is continuously evaluated by assignments for independent work and completed with a term paper on the assigned topic.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who fails to complete any of the assigned topics and assignments.
100% of the interim assessment. Interim assignments represent 50% and term papers represent 50% of the total course grade.
Slovak language
The seminar is dedicated to conveying information about reflective teaching and reflection as an opportunity to develop self-assessment and evaluation of the process and product of art education practice in relation to the content focus of the curriculum.
Learning objectives and outcomes:
The aim of education within the respective subject is to develop the student's reflexive competence in the context of art education.
Upon completion of the course, the student will:
• knows the pedagogical-diagnostic process of artistic expression of children and youth in relation to the professional competences of an art educator,
• knows the principles of creating, designing and evaluating the pedagogical environment in the context of primary education,
• is able to present his/her opinions and analyse educational situations related to individual differences of children and young people and their reflection in the teaching process.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours seminar/week, combined method (primarily face-to-face).
Student workload:
discussion and brainstorming on selected topics, case studies, small group work, application of theoretical knowledge to practical examples, situation analysis method.
Teaching methods:
discussion and brainstorming on selected topics, case studies, small group work, application of theoretical knowledge to examples of concrete options.
Compulsory readings:
DOUŠKOVÁ, A. et al. Reflection and self-reflection as a tool for improving the quality of pedagogical practice. ISBN 978-80-8083-897-3.
KASÁČOVÁ, B. Reflective teaching and reflection in teacher training. UMB in Banská Bystrica, 2005. ISBN 80-8083-046-0.
VALACHOVÁ, D. Art education in pre-primary education and extracurricular activities. Bratislava: UK, 2010. ISBN 978-80-223-2778-7.
Recommended readings:
VALACHOVÁ, D. Povedzme to farbami: multikultúrna výchova a jej možnosti vo výtvarnej výchove. Brno: Tribun EU, 2009. ISBN 978-80-7399-855-4.
ZELINA, M. Stratégie a metódy rozvoja osobnosti dieťaťa. Bratislava: IRIS, 1996. ISBN 80-967013-4-7.
The course is continuously evaluated by assignments for independent work and completed with a term paper on the assigned topic.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who fails to complete any of the assigned topics and assignments.
100% of the interim assessment. Interim assignments represent 50% and term papers represent 50% of the total course grade.
Slovak language
The seminar is dedicated to conveying information about reflective teaching and reflection as an opportunity to develop self-assessment and evaluation of the process and product of art education practice in relation to the content focus of the curriculum.
Learning objectives and outcomes:
The aim of education within the respective subject is to develop the student's reflexive competence in the context of art education.
Upon completion of the course, the student will:
• knows the pedagogical-diagnostic process of artistic expression of children and youth in relation to the professional competences of an art educator,
• knows the principles of creating, designing and evaluating the pedagogical environment in the context of primary education,
• is able to present his/her opinions and analyse educational situations related to individual differences of children and young people and their reflection in the teaching process.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours per week, 1 hour lecture, 1 hour seminar, 22 hours total per semester; combined method (primarily face-to-face).
Student workload:
2 PS (2credits): 11 x 2 hours of direct instruction is 22 hours, 14 hours of intermediate assignments, 14 hours of test preparation.
Teaching methods:
discussion and brainstorming on selected topics, work in small groups, application of theoretical knowledge to practical examples, creation of mind maps, practical art work.
Compulsory readings:
DAVID, J. The Century of the Child and the Challenge of the Image. Brno: Masaryk University, 2008. ISBN 978-80-210-4593-4.
DAVIDO, R. Drawing as a tool of child cognition: child drawing from the perspective of psychology. Prague: Portál, 2001. ISBN 80-7178-449-4.
LHOTOVÁ, M.- PEROUT, E. Art therapy in context. Prague: Portál, 2018. ISBN 978-80-2621-272-0.
ŠICKOVÁ, J. Fundamentals of art therapy. Prague: Portál, 2002. ISBN 80-7178-616-0.
ŠICKOVÁ, J. Art therapy - applied arts. Bratislava: Petrus, 2006. ISBN 80-89233-40-4.
Recommended readings:
HAUSCHKOVÁ, M. Arteterapie. Podstata a úkoly terapeutického malování. Lelekovice: Franesa, 2020. ISBN 978-80-8833-705-8.
LHOTOVÁ, M. Proměny výtvarné tvorby v arteterapii. České Budejovice: Scimetia, 2010. ISBN 978-80-7394-209-0.
Recommended English readings:
LANDGARTEN, H. B. Clinical Art Therapy. New York: Brunner/Mazel, 1981. ISBN 0-87360-237-1.
MALCHIODI, C. A. Understanding Children's rawings. New York: Guildford press, 1998. ISBN 1-57230-351-4.
The course culminates in an assessment consisting of a written test during the semester and interim artwork on assigned topics.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who fails to complete any of the assigned topics and assignments.
100% of the interim assessment. Interim assignments represent 50% and the test 50% of the total course grade.
Slovak language and Czech language
The course is aimed at acquiring basic knowledge of art therapy. The student will gain an overview of the history of art therapy, art therapy goals, psychological and psychoanalytic (Freud, Jung, Adler) foundations of art therapy. The student will become familiar with the humanistic approach in art therapy (Rogers) as well as current trends in art therapy. By completing the course, the student will acquire the competence to lead art activities related to the principles of art therapy in individual or group implementation in the field of educational activities in relation to the content focus of the study programme.
Learning objectives and outcomes:
The aim of education within the respective subject is to develop a basic orientation in the fundamentals of art therapy and its application in art education.
Upon completion of the course, the student will:
• knows and understands the basic theoretical background of art therapy,
• has basic knowledge of the historical and intermedia context and the psychological and psychotherapeutic background of art therapy in relation to the professional competences of an art educator,
• knows the principles of creating and designing art therapy methods,
• strengthens communication and organizational skills in the direct implementation of art therapy activities.
Scope, type/method of teaching and organizational form:
1 hour lecture, 2 hours seminar; total 33 hours per semester, combined form; (primarily by attendance).
Student workload:
1P + 2S, (3 credits): 11x3 hours of direct teaching = 33 hours; 10 hours study of theoretical knowledge on the subject; 26 hours work on assignments (application of knowledge from instruction to the creation of a set of term papers); 5 documentation, digitization, archiving of a set of term papers and preparation for defense; 1 defense and reflection of a set of term papers. A total of 75 hours of student work.
Teaching methods: combination of monological, dialogical and practical methods:
lecturing, interpretation, explanation, narration, briefing on the subject; conversation, discussion, polemic on the given topic; application of knowledge from the interpretation to the student's works on the assigned topics, which are continuously consulted by the teacher.
BARTKO, O. and FILA, F., REIŠTETTEROVÁ, Z. Art training for 1st and 2nd year of art school. Bratislava: SPN, 1986.
FLINT, T. STANYER, P. Anatomy for artists. Prague: Svojtka&Co, 2005. ISBN 80-7352-243-8.
GOMBRICH, E. H. Art and Illusion. 1st ed. Prague : Odeon, 1985. 534 p. 01-525-85. 09/01
Collective of authors. Figurama 10th-21st, exhibition catalogues. FIGURAMA Association, 2010 - 2021.
McNAUGTON, P. Perspective and other optical illusions. Prague: Dokořán. 2010.
TEISSIG, K. Techniques of drawing. Prague: Artia, 1980.
Prerequisites for successful completion of the course:
The course is completed with an evaluation by the 13th week of the semester, a final presentation and defense of a set of completed term papers demonstrating the fulfillment of the basic requirements for their proper implementation using drawing strategies and techniques with an emphasis on the issue of building space using line, surface and their combination.
Theoretical knowledge in the field of the medium of drawing with emphasis on the issue of building space using line, surface and their combination 0-10 points; ability to apply theoretical knowledge to the realization of a set of drawings on the assigned topics 0-80 points; documentation, digitization, archiving of a set of semester works, their defense and the level of commenting on the evaluated works 0-10 points.
A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. To pass the course you must obtain a minimum of 60% of the marks. Credit will not be awarded to a student who fails to complete any of the assigned topics, fails to attend a minimum number of midterm tutorials, or fails to submit the required documentation of a set of term papers.
Grades are awarded on a scale of:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required).
Slovak language and Czech language
This course focuses on improving the student's drawing skills. This goal is accomplished through themes focusing on drawing's grasp of space and mimetic perception of shape/object/subject. Using the artistic elements of the medium of drawing, the student will be guided to understand the representation of shape and space in two dimensions.
Learning outcomes:
Learning objectives and outcomes:
The aim of education within the above course is to acquire theoretical knowledge of more advanced concepts and to improve practical experience in the field of the artistic medium of drawing with emphasis on the issue of building space in two dimensions using line, surface and their combination.
Upon completion of the course, the student will:
• Possesses the basic structural competencies (whether intellectual, motor, creative-sensory) in his/her subject specialization in drawing,
• is able to collaborate in the solution of professional projects in the field of subject specialization in drawing,
• is able to analyse and reflect on the general-pedagogical characteristics of education and teaching in school practice,
• has basic practical skills in the field of the artistic medium of drawing.
Type of activities, scope (number of hours) and methods of educational activities:
3 hours per week seminar, 33 hours total per semester, combined; (primarily full-time).
Student workload:
3S, (3 credits): 11x3 hours of direct instruction = 33 hours; 20 hours of lecture, instruction on the subject; 9 hours of study of theoretical knowledge on the subject; 50 hours of work on assignments; 10 hours of consultation and discussion on the work produced; 1 defense and reflection of a set of term papers; Total of 90 hours of student work.
Teaching methods:
combination of monological, dialogical and practical methods: lecturing, interpretation, explanation, practical instruction on the topic; discussion, polemics on the topic; application of the knowledge from the interpretation to the student's works on the assigned topics, which are continuously consulted by the teacher.
BERGEROVÁ, X., DRAHOŠ, A., KMEŤ, M. About art education. Bratislava: Comenius University, 2019.ISBN 978-80-223-4757-0.
MATTISON, S. School of ceramics. Bratislava: Slovart Publishing House, 2004. ISBN 80-7145-902-X.
CHAVARRIA, J. The Big Book of Ceramics. Prague: Knihcentrum, 1996. ISBN 80-86054-92-6.
JANEK, P., SLUŠNÁ, Ľ. Contemporary Slovak Ceramics. Bratislava: Slovak Art Union, 1994. ISBN 80-85694-56-5.
RADA, P. Slabikář keramika. Prague: Grada Publishing, 1997. ISBN 80-7169-419-3.
PLICKOVÁ, E. The Beauty of Clay. Three centuries of traditional pottery in Slovakia. Bratislava: Fortuna Print, 1996. ISBN 80-7153-091-3.
The course culminates in an assessment consisting of a portfolio, a debate and term papers on assigned topics.
A minimum of 91 points is required for an A grade, a minimum of 81 points for a B grade, a minimum of 73 points for a C grade, a minimum of 66 points for a D grade and a minimum of 60 points for an E grade. Credit will not be awarded to a student who fails to complete any of the assigned topics or who scores less than 60 points.
Grades are awarded on a scale of:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required).
Slovak language and Czech language
The course offers students to acquire the basics of ceramic creation in its utilitarian and decorative form by solving specific assignments. The individual tasks have their framework sequence, they will allow to get acquainted with the basic principles of ceramic technology and the possibilities of creation in the reproduction program.
Learning objectives and outcomes:
The aim of education within this subject is to acquire basic practical and theoretical knowledge in the field of ceramics.
Upon completion of the course, the student will:
• has basic practical skills in ceramics,
• is able to creatively approach assigned topics for application in educational practice,
• knows the basic structure and content in terms of theoretical and practical knowledge,
• is oriented in the field, able to analyze and reflect on the issues of ceramic creation in the historical context,
• knows the possibilities and specific ways of application of standard technological procedures related to the process of creation, especially in its reproduction programme.
Scope, type/method of teaching and organizational form:
3 hours per week seminar, total 33 hours per semester, combined form; (primarily by attendance).
Student workload:
3S, (3 credits): 11x3 hours of direct instruction = 33 hours; 15 hours of studying theoretical knowledge on the issue of graphics, focused on printing in depth; 21 hours of work on assignments (application of knowledge from instruction to the creation of a set of term papers in the form of graphic sheets); 5 documentation, digitization, archiving of a set of term papers and preparation for the defense; 1 defense and reflection of a set of term papers. A total of 75 hours of student work.
Teaching methods:
Combination of monological, dialogical and practical methods: lecturing, interpretation, explanation, narration, briefing on the subject; interview, discussion, polemic on the given topic; application of knowledge from the interpretation into student's works on the assigned topics, which are continuously consulted by the teacher.
ADLER, P., NEUMANOVÁ, M., PELANOVÁ, A. Slovník svetovej kresby a grafiky, 1.vyd. Praha : Odeon, 1997. ISBN 80-207-0550-3.
KREJČA, A. Grafika : Výtvarné techniky - Grafika, Praha : AVENTINUM, 2010. 205 s. ISBN 978-80-7442-003-0.
MICHÁLEK, O. Magie otisku. Grafické techniky a technologie tisku. Barrister & Principal, 1. vyd. Brno, 2016. 273 s. ISBN 978-80-74851-098-1.
NOYCE, R.. Printmaking at the Edge. A&C Black, London 2006. ISBN 978-07-13667-84-4.
ŠEVČOVIČ, M. Princípia grafického média v tvorbe slovenských autorov. [online]. 1. vyd. Univerzita Komenského v Bratislave, 2021. 127 s. ISBN 978‐80‐223‐5320‐5.
Art magazines and catalogues from international printmaking exhibitions.
Course completion requirements:
The course is completed with an evaluation by the 13th week of the semester, a final presentation and defense of a set of completed term papers demonstrating the fulfillment of the basic requirements for their proper implementation in the field of graphic media, with an emphasis on the classical graphic techniques that we use in Intaglio. Participation in ongoing consultations of the completed works is also a prerequisite.
Theoretical knowledge in the field of graphic media with emphasis on classical graphic techniques used in Intaglio 0-10 points; ability to apply theoretical knowledge to the realization of graphic sheets on the assigned topics using the graphic techniques 0-80 points; documentation, digitization, archiving of a set of semester works, their defense and the level of commenting on the evaluated works 0-10 points.
A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. To pass the course you must obtain a minimum of 60% of the marks. Credit will not be awarded to a student who fails to complete any of the assigned topics, fails to produce the required number of graphic worksheets at the required level, fails to participate in a minimum number of interim consultations, or fails to submit the required documentation of a set of term papers.
Grades are awarded on a scale:
A (100-91%, excellent - outstanding results)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
Slovak language and Czech language
The course expands the fundamentals of printmaking to include more detailed attributes of work in this area of art within the individual styles of art history and the most not only world, but also Slovak most important representatives. Theoretical knowledge is applied to the students' work with an emphasis on intaglio classical techniques.
Learning objectives and outcomes:
The aim of education within the given course is to gain theoretical knowledge of basic characteristics and concepts and practical experience in the field of graphic media with emphasis on classical graphic techniques used in intaglio printing (mechanical - linear and flat, chemical - linear and flat).
Upon completion of the course, the student will:
• Possesses the basic structural competencies (whether intellectual, motor, creative-sensory) in his/her subject specialization,
• possesses basic practical skills in the visual medium of printmaking with an emphasis on intaglio printing,
• - can present his/her skills and abilities in his/her subject specialisation.
Scope, type/method of teaching and organizational form:
1 hour per week lecture + 2 hours per week seminar, total 33 hours per semester, combined form; (primarily full-time)
Student workload:
1P+2S, (3 credits): 11x3 hours of direct instruction is 33 hours, 10 hours lecture, 40 hours continuous assignments, 30 hours term paper preparation, 9 documentation, archiving of term papers and preparation for presentation; 1 presentation and reflection of term papers. A total of 90 hours of student work.
Teaching methods:
Combination of monological, dialogical and practical methods: explanation, instruction, discussion on the presented topic, solving practical tasks, brainstorming within the selected topics, application of theoretical knowledge to practice and discussion on them, polemic, discussion.
Required reading:
BARTKO, O. FILA, R. REIŠTETTEROVÁ, Z. Art training, Bratislava: SPN, 1986.
Recommended reading:
BERGEROVÁ, X. Metamorphosis of colour and painting techniques. In. About art education. Bratislava: Comenius University in Bratislava. 2019. 9-26. p ISBN 978-80-223-4757-0.
CHATELET, A. World Art History. Prague: Otto Publishing, 2006. ISBN 80-7181-937-9.
LOSOS, L. Techniques of Painting. Bratislava: Pallas,1992. ISBN 80-7095-014-5.
SLANSKÝ, B. Technique of painting, Volume I. Prague: Paseka, 2003. ISBN 80-7185-610-X.
SMITH, R. Encyclopedia of art techniques and materials. Bratislava: Slovart, 2006. ISBN 80-7209-758-X.
The course is completed with an assessment consisting of the presentation and defence of the term paper and the presentation of assignments completed in class and homework on the assigned topics.
Semester work 20%, intermediate assignments 70%, debate on semester and intermediate work 10%.
At least 91 points are required for a final grade of A, at least 81 points for a grade of B, at least 73 points for a grade of C, at least 66 points for a grade of D, and at least 60 points for a grade of E. To pass the course you must obtain a minimum of 60% of the marks.
Credit will not be awarded to a student who fails to complete any of the assigned topics and assignments.
Grades are awarded on a scale of:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required).
Slovak language and Czech language
The course focuses on deepening the theoretical and practical knowledge of the basic painting processes and techniques with which the student can express himself. The aim of the course is to offer the student a basic understanding of working in the medium of painting, focusing on the expressive means of painting and compositional practices. The given intention is realized through themes focused on painterly grasp, mimetic perception of form/subject, and figural motif. Emphasis is placed on the realistic depiction of the subject matter with subsequent gradual stylization, colour shift and subsequent use in composition.
Learning objectives and outcomes:
The aim of education in the course is to deepen and broaden the student's theoretical and practical knowledge in the field of painting.
After completing the course:
• deepen and practice theoretical and practical knowledge of compositional, light and coloristic construction of the picture, painting technique,
• is ready for the first realization of own themes and to use the acquired knowledge in educational practice,
• is able to cooperate in solving painting - art projects,
• in the area of subject specialization is able to cooperate in solving professional projects in the field of painting,
• is able to organise and plan his/her own education in the field of painting,
• is able to present his/her abilities and skills in the field of painting.
Scope, type/method of teaching and organizational form:
3 hours per week seminar, total 33 hours per semester, combined form; (primarily by attendance).
Student workload:
3S, (3 credits): 11x3 hours of direct instruction = 33 hours; 15 hours of studying theoretical knowledge on the issue of graphics, focused on printing in depth; 21 hours of work on assignments (application of knowledge from instruction to the creation of a set of term papers in the form of graphic sheets); 5 documentation, digitization, archiving of a set of term papers and preparation for the defense; 1 defense and reflection of a set of term papers. A total of 75 hours of student work.
Teaching methods:
lecture, briefing, discussion on the presented topic, solving practical tasks, brainstorming on selected topics, application of theoretical knowledge to practice and discussion, polemic, debate.
BARTHES, R. Světlá komora. Bratislava: Archa, 1994. ISBN 80-7115-081-9.
BEICKÁ, L. a kol. Breier – fotografie. Bratislava: Slovart 2000. ISBN 80-968143-2-X
BREIER, P., SLOBODNÍK, M. Labrang. Bratislava: Slovart 2013. ISBN 978-80- 556-0882-2
CÍSAŘ, K. (ed.). Co je to fotografie? Praha: Herrmann & synové, 2004.
HRABUŠICKÝ, A., MACEK, V. Slovenská fotografia 1925 – 2000. Bratislava: SNG,2001. 472 s. ISBN 80-8059-058-3.
LAMBERT, G. Dejiny fotografie. Bratislava: Slovart, 2010. ISBN 978-80-7391-426-4.
MACEK, V., FIŠEROVÁ, L. Nová slovenská fotografia. Bratislava: Fotofo, 2008. ISBN 978-80-857-39-47-3.
The course is completed with an evaluation, final defence of the presented set of works realized in the field of the artistic medium of photography with a focus on the problems of still life, landscape, documentary and reportage.
Demonstration of theoretical knowledge in the field of photography 0-10 points; realization of a set of semester works on the assigned topics 0-80 points; documentation, archiving, defense of semester works 0-10 points.
To obtain the final grade A, it is necessary to obtain at least 91 points, to obtain grade B at least 81 points, to obtain grade C at least 73 points, to obtain grade D at least 66 points and to obtain grade E at least 60 points. To pass the course, a minimum of 60% of the marks must be obtained. Credit will not be awarded to a student who fails to complete any of the assigned topics, fails to attend a minimum number of midterm tutorials, or fails to submit the required documentation of a set of term papers.
Grades are awarded on a scale:
A (100-91%, excellent - outstanding results)
B (90-81%, very good - above average standard)
C (80-73%, good - normal reliable work)
D (72-66%, satisfactory - acceptable results
E (65-60%, satisfactory - results meet minimum criteria)
Fx (59-0%, inadequate - extra work required)
Slovak language and Czech language
The focus of the course is to acquire knowledge of the history of photography in the 20th century. The student will gain an overview of the basic photographic genres (still life, landscape, documentary, reportage, etc.) while learning how to photograph in these genres. The student will also acquire knowledge of the formal and contextual procedures of creating a photographic image so that he/she is capable of independent artistic expression and is able to present the knowledge and use it in practice.
Learning objectives and outcomes:
The aim of education within the course is to acquire basic theoretical knowledge and practical experience in the area of photography with a focus on still life, landscape, documentary and reportage.
After completing the course:
• has basic practical skills and theoretical knowledge in the medium of photography,
• is able to work independently with the medium of photography and to create a photographic work at the appropriate formal and content level on a given topic,
• is able to document and creatively use photographic images in pedagogical practice.
Scope, type/method of teaching and organizational form:
3 hours per week seminar, total 33 hours per semester, combined form; (primarily by attendance).
Student workload:
3S, (3 credits): 11x3 hours of direct instruction = 33 hours; 15 hours preparation of term paper, 20 hours continuous assignments; 7 hours defense and documentation of term paper. Total 75 hours of student work.
Teaching methods:
lecture, explanation, instruction on the subject; interview, discussion on the topic; use and incorporation of the knowledge from the instruction into the term papers.
GARDNER, B., HELLMAN, A. Kniha logotypu. Brno: Computer press, 2013. ISBN 9788025137345.
Collective of authors. Blackcoffee. Ikony, symboly a piktogramy. Praha: Slovart, 2006. ISBN 8072098241.
Collective of authors. 1000 grafických prvkov. Bratislava: Slovart, 2011. ISBN 9788073913069.
KOLESÁR, Z. Kapitoly z dejín grafického dizajnu. Bratislava: Slovenské centrum dizajnu. 2006. ISBN 8096865854.
LONGAUER, Ľ. Modernosť tradície 1. Úžitková grafika na Slovensku po roku 1918. Bratislava: Slovart, 2011. 352 s. ISBN 978-80-556-0331-5.
LONGAUER, Ľ., OLÁHOVÁ, A. Martin Benka. Prvý dizajnér slovenského národného mýtu. 432 s. Bratislava: Slovart. 2008. ISBN 9788080855741.
TWEMLOVÁ, A., K čomu je grafický design? Bratislava: Slovart, 2010. ISBN 9788073910273.
TYPO. Professional journal. Typografie, grafický design, vizuální komunikace. Praha: Svět Tisku, 2003 – Vychádza 6x ročne.
Journal Designum, Bratislava: Slovenské centrum dizajnu. It is published 6 times a year.
The course is completed with an evaluation, final presentation and defence of the completed semester works demonstrating the fulfilment of the basic requirements for their correct implementation in the field of visual communication, with emphasis on the issues of logotype, pictogram and font.
Theoretical knowledge in the field of visual communication, with emphasis on the issues of logotype, pictogram and typeface 0-10 points; ability to apply theoretical knowledge to the implementation of a set of works in the field of graphic design 0-80; defence, documentation of assessed semester works 0-10 points.
In order to obtain the final grade A it is necessary to obtain at least 91 points, to obtain grade B at least 81 points, to obtain grade C at least 73 points, to obtain grade D at least 66 points and to obtain grade E at least 60 points. To pass the course, a minimum of 60% of the marks must be obtained. Credit will not be awarded to a student who fails to complete any of the assigned topics, fails to attend a minimum number of midterm tutorials, or fails to submit the required documentation of a set of term papers.
Grades are awarded on a scale of:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required).
Slovak language and Czech language
The course focuses on graphic solutions in the field of visual communication based on the logotype, pictogram and typeface and the expressive elements that make them up. It is assumed that the knowledge from the course Fundamentals of Visual Communication will be used. The course aims to work theoretically and practically with the concept of visual communication as a space for sharing ideas through digital media. The student will be able to make practical use of the acquired knowledge in his/her future teaching activities.
Learning objectives and outcomes:
The aim of education within the course is to acquire theoretical knowledge and practical experience in the field of visual communication, with emphasis on the issues of logotype, pictogram and font.
After completing the course:
• possesses the basic structural competences (whether in the intellectual, motor, creative-sensory level) in his/her subject specialization,
• is able to cooperate in solving professional projects in the field of subject specialization focused on graphic design,
• is able to analyse and reflect on the general-pedagogical principles of education and teaching (in the intent of visual communication) in school practice,
• has basic practical skills in the field of graphic design,
• can actively use digital technologies to support the educational process,
• - understands and can apply the basic concepts and rules of graphic design to pedagogical practice and in the creation of simple promotional material.
Scope, type/method of teaching and organizational form:
3 hours per week seminar, total 33 hours per semester, combined form; (primarily by attendance).
Student workload:
3S, (3 credits): 11x3 hours of direct instruction = 33 hours; 15 hours preparation of term paper, 20 hours continuous assignments; 7 hours defense and documentation of term paper. Total 75 hours of student work.
Teaching methods:
lecture, explanation, instruction on the subject; interview, discussion on the topic; use and incorporation of the knowledge from the instruction into the term papers.
GARDNER, B., HELLMAN, A. Kniha logotypu. Brno: Computer press, 2013. ISBN 9788025137345.
Collective of authors. Blackcoffee. Ikony, symboly a piktogramy. Praha: Slovart, 2006. ISBN 8072098241.
Collective of authors. 1000 grafických prvkov. Bratislava: Slovart, 2011. ISBN 9788073913069.
KOLESÁR, Z. Kapitoly z dejín grafického dizajnu. Bratislava: Slovenské centrum dizajnu. 2006. ISBN 8096865854.
LONGAUER, Ľ. Modernosť tradície 1. Úžitková grafika na Slovensku po roku 1918. Bratislava: Slovart, 2011. 352 s. ISBN 978-80-556-0331-5.
LONGAUER, Ľ., OLÁHOVÁ, A. Martin Benka. Prvý dizajnér slovenského národného mýtu. 432 s. Bratislava: Slovart. 2008. ISBN 9788080855741.
TWEMLOVÁ, A., K čomu je grafický design? Bratislava: Slovart, 2010. ISBN 9788073910273.
TYPO. Professional journal. Typografie, grafický design, vizuální komunikace. Praha: Svět Tisku, 2003 – Vychádza 6x ročne.
Journal Designum, Bratislava: Slovenské centrum dizajnu. It is published 6 times a year.
The course is completed with an evaluation, final presentation and defence of the completed semester works demonstrating the fulfilment of the basic requirements for their correct implementation in the field of visual communication, with emphasis on the issues of logotype, pictogram and font.
Theoretical knowledge in the field of visual communication, with emphasis on the issues of logotype, pictogram and typeface 0-10 points; ability to apply theoretical knowledge to the implementation of a set of works in the field of graphic design 0-80; defence, documentation of assessed semester works 0-10 points.
In order to obtain the final grade A it is necessary to obtain at least 91 points, to obtain grade B at least 81 points, to obtain grade C at least 73 points, to obtain grade D at least 66 points and to obtain grade E at least 60 points. To pass the course, a minimum of 60% of the marks must be obtained. Credit will not be awarded to a student who fails to complete any of the assigned topics, fails to attend a minimum number of midterm tutorials, or fails to submit the required documentation of a set of term papers.
Grades are awarded on a scale of:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required).
Slovak language and Czech language
The course focuses on graphic solutions in the field of visual communication based on the logotype, pictogram and typeface and the expressive elements that make them up. It is assumed that the knowledge from the course Fundamentals of Visual Communication will be used. The course aims to work theoretically and practically with the concept of visual communication as a space for sharing ideas through digital media. The student will be able to make practical use of the acquired knowledge in his/her future teaching activities.
Learning objectives and outcomes:
The aim of education within the course is to acquire theoretical knowledge and practical experience in the field of visual communication, with emphasis on the issues of logotype, pictogram and font.
After completing the course:
• possesses the basic structural competences (whether in the intellectual, motor, creative-sensory level) in his/her subject specialization,
• is able to cooperate in solving professional projects in the field of subject specialization focused on graphic design,
• is able to analyse and reflect on the general-pedagogical principles of education and teaching (in the intent of visual communication) in school practice,
• has basic practical skills in the field of graphic design,
• can actively use digital technologies to support the educational process,
• - understands and can apply the basic concepts and rules of graphic design to pedagogical practice and in the creation of simple promotional material.
Compulsory reading:
POTOČÁROVÁ, M., DERKOVÁ, J., FERKOVÁ, Š., KOLDEOVÁ, L. (2021). Teória výchovy 1. Bratislava: UK. ISBN 978-80-223-5327-4
GOGOVÁ, A., KROČKOVÁ, Š., PINTES, G. (2004). Žiak - sloboda - výchova. Prešov: Vydavateľstvo M. Vaška. 312 s. ISBN 80-8050-675-2
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov
Recommended reading:
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: Iris, 2018. 144s. ISBN 978-80-8200 034-7
FERKOVÁ, Š., PREVENDÁROVÁ, J., KOLDEOVÁ, L. et al. (2017). Morálne kompetencie žiakov. Metodická príručka pre učiteľov na nižšom sekundárnom stupni vzdelávania. Bratislava: UK. 212 s. ISBN 978-80-223-4432-6
HLÁSNA, S., HORVÁTHOVÁ, K., MUCHA, M., TÓTHOVÁ, R. (2006). Úvod do pedagogiky. Nitra: Enigma, 2006. 356 s. ISBN 80-89132-29-4
KOLDEOVÁ, L. (2018). Odmeny a tresty v rodinnej výchove. Bratislava: UK. 161 s. ISBN 978-80-223-4649-8
KOSOVÁ, B. (2015). Filozofické a globálne súvislosti edukácie. Banská Bystrica: Belianum. 174 s. ISBN 978-80-557-1021-1
KRATOCHVÍLOVÁ, E. et a. (2007). Úvod do pedagogiky. Trnava: PF TU. 168 s. ISBN 978-80-8082-145-6 PELIKÁN, J. (1995). Výchova jako teoretický problém. Ostrava: Amosium Servis. 234 s. ISBN 80-85498-27-8
SKARUPSKÁ, H. 2016. Filozofie a Teorie výchovy. Studijní opora. Praha: Hnutí R. 51 s. ISBN 978-80-86798-70-7
POTOČÁROVÁ, M. (2008). Pedagogika rodiny. Teoretické východiská rodinnej výchovy. Bratislava: Univerzita Komenského. 216 s. ISBN: 978-80-223-2458-8
STROUHAL, M. (2013). Teorie výchovy. Praha: Grada. 192 s. ISBN 978-80-2474-212-0
TRABALÍKOVÁ, J., MACHÁČEK, D., ZEMANČÍKOVÁ, V. (2014). Výchova v utváraní osobnosti. Žilina: Žilinská univerzita. 195 s. ISBN 978-80-554-0904-7
ZELINA, M. (2010). Teórie výchovy alebo hľadanie dobra. Bratislava: SPN. 232 s. ISBN 978-80-1001-884-0
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by examination, 50% of the interim and 50% of the final assessment
The interim evaluation includes the following:
- continuous work during the semester focused on current issues of education, defining educational goals, concretizing educational principles, identifying educational methods, etc. - 15 points,
- term paper focused on a selected area of education - 35 points.
The final evaluation includes the following:
- final examination in written form - 50 points.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to prepare continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation in the subject matter, basic communication skills, completion of the assigned tasks.
slovak and czech
Notes: students of the Teacher Education (combined) programme do not enrol in the course
Brief outline of the course:
An introduction to the discipline of educational theory. Theoretical foundations and determinants of education. Creative-humanistic education.
Views on education. Education in different historical periods.
School documents and legislation with a focus on education. Educational programme.
Goals of education and their determination.
The concept of education and self-education, functions, conditions and factors of education. The process of education/self-education and its phases.
Educational methods and new trends.
Characteristics and classification of educational principles.
Concretization of the content of educational action: moral education, pro-social education, intellectual education, aesthetic education, work education, physical education, ecological and environmental education, multicultural education, etc.
Organizational forms and means of education.
The personality of the teacher/educator/teaching assistant in the educational process. Educational styles and requirements for the personality of the teacher/educator/teaching assistant. Code of ethics of the teaching profession.
The personality of the child in the educational process. Categorization of factors of personality formation, bio-psycho-social determination of personality development and education.
Educational environment and its importance for a person.
Family and family education. Educational styles in the family. Negative tendencies in family upbringing.
Educational conditions of the school environment. Negative phenomena in the school environment and their prevention.
Education outside the classroom and its specifics.
50/50
Learning outcomes:
Learning objectives and outcomes:
Students will gain knowledge and understanding of the educational and self-educational process in a social context with emphasis on the application of the principles of creative-humanistic education and the presentation of new approaches and perspectives in the development of modern educational theory. On a theoretical-empirical level, students are able to implement a variety of educational activities and activities that can be applied within the profession of teacher/educator/teaching assistant and have the competence to solve basic problem situations in educational practice in collaboration with other professionals.
Transferable competences: the course develops students' analytical, critical, evaluative and creative thinking, reasoning in context and supports the development of their interpersonal skills, self-development and personal and professional growth.
Compulsory reading:
POTOČÁROVÁ, M., DERKOVÁ, J., FERKOVÁ, Š., KOLDEOVÁ, L. (2021). Teória výchovy 1. Bratislava: UK. ISBN 978-80-223-5327-4
GOGOVÁ, A., KROČKOVÁ, Š., PINTES, G. (2004). Žiak - sloboda - výchova. Prešov: Vydavateľstvo M. Vaška. 312 s. ISBN 80-8050-675-2
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov
Recommended reading:
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: Iris, 2018. 144s. ISBN 978-80-8200 034-7
FERKOVÁ, Š., PREVENDÁROVÁ, J., KOLDEOVÁ, L. et al. (2017). Morálne kompetencie žiakov. Metodická príručka pre učiteľov na nižšom sekundárnom stupni vzdelávania. Bratislava: UK. 212 s. ISBN 978-80-223-4432-6
HLÁSNA, S., HORVÁTHOVÁ, K., MUCHA, M., TÓTHOVÁ, R. (2006). Úvod do pedagogiky. Nitra: Enigma, 2006. 356 s. ISBN 80-89132-29-4
KOLDEOVÁ, L. (2018). Odmeny a tresty v rodinnej výchove. Bratislava: UK. 161 s. ISBN 978-80-223-4649-8
KOSOVÁ, B. (2015). Filozofické a globálne súvislosti edukácie. Banská Bystrica: Belianum. 174 s. ISBN 978-80-557-1021-1
KRATOCHVÍLOVÁ, E. et a. (2007). Úvod do pedagogiky. Trnava: PF TU. 168 s. ISBN 978-80-8082-145-6 PELIKÁN, J. (1995). Výchova jako teoretický problém. Ostrava: Amosium Servis. 234 s. ISBN 80-85498-27-8
SKARUPSKÁ, H. 2016. Filozofie a Teorie výchovy. Studijní opora. Praha: Hnutí R. 51 s. ISBN 978-80-86798-70-7
POTOČÁROVÁ, M. (2008). Pedagogika rodiny. Teoretické východiská rodinnej výchovy. Bratislava: Univerzita Komenského. 216 s. ISBN: 978-80-223-2458-8
STROUHAL, M. (2013). Teorie výchovy. Praha: Grada. 192 s. ISBN 978-80-2474-212-0
TRABALÍKOVÁ, J., MACHÁČEK, D., ZEMANČÍKOVÁ, V. (2014). Výchova v utváraní osobnosti. Žilina: Žilinská univerzita. 195 s. ISBN 978-80-554-0904-7
ZELINA, M. (2010). Teórie výchovy alebo hľadanie dobra. Bratislava: SPN. 232 s. ISBN 978-80-1001-884-0
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by examination, 50% of the interim and 50% of the final assessment
The interim evaluation includes the following:
- continuous work during the semester focused on current issues of education, defining educational goals, concretizing educational principles, identifying educational methods, etc. - 15 points,
- term paper focused on a selected area of education - 35 points.
The final evaluation includes the following:
- final examination in written form - 50 points.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to prepare continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation in the subject matter, basic communication skills, completion of the assigned tasks.
slovak and czech
Notes: students of the Teacher Education (combined) programme do not enrol in the course
Brief outline of the course:
An introduction to the discipline of educational theory. Theoretical foundations and determinants of education. Creative-humanistic education.
Views on education. Education in different historical periods.
School documents and legislation with a focus on education. Educational programme.
Goals of education and their determination.
The concept of education and self-education, functions, conditions and factors of education. The process of education/self-education and its phases.
Educational methods and new trends.
Characteristics and classification of educational principles.
Concretization of the content of educational action: moral education, pro-social education, intellectual education, aesthetic education, work education, physical education, ecological and environmental education, multicultural education, etc.
Organizational forms and means of education.
The personality of the teacher/educator/teaching assistant in the educational process. Educational styles and requirements for the personality of the teacher/educator/teaching assistant. Code of ethics of the teaching profession.
The personality of the child in the educational process. Categorization of factors of personality formation, bio-psycho-social determination of personality development and education.
Educational environment and its importance for a person.
Family and family education. Educational styles in the family. Negative tendencies in family upbringing.
Educational conditions of the school environment. Negative phenomena in the school environment and their prevention.
Education outside the classroom and its specifics.
50/50
Learning outcomes:
Learning objectives and outcomes:
Students will gain knowledge and understanding of the educational and self-educational process in a social context with emphasis on the application of the principles of creative-humanistic education and the presentation of new approaches and perspectives in the development of modern educational theory. On a theoretical-empirical level, students are able to implement a variety of educational activities and activities that can be applied within the profession of teacher/educator/teaching assistant and have the competence to solve basic problem situations in educational practice in collaboration with other professionals.
Transferable competences: the course develops students' analytical, critical, evaluative and creative thinking, reasoning in context and supports the development of their interpersonal skills, self-development and personal and professional growth.
Recommended reading:
ZÁHOREC, J. (2021). Inovatívne digitálne riešenia v školskej edukácii žiakov. Bratislava: Univerzita Komenského v Bratislave, 141 strán, ISBN 978-80-223-5121-8. [Vyšlo ako elektronická publikácia]
ZÁHOREC, J., BREČKA, P. (2021). Uplatnenie platformy SMART Learning Suite v oblasti tvorby edukačných aktivít. Bratislava: Univerzita Komenského v Bratislave, 129 strán, ISBN 978-80-223-5127-0 [Vyšlo ako elektronická publikácia]
ZÁHOREC, J., HAŠKOVÁ, A., MUNK, M. (2020). Digitálna gramotnosť učiteľov v kontexte ich profesijnej prípravy. Bratislava : Univerzita Komenského v Bratislave, 305 strán, ISBN 978-80-223-4882-9
BREČKA, P. (2014). Interaktívne tabule v technickom vzdelávaní. IRIS, 140 s., ISBN: 978-80-8153-024-1
ŠTRBO, M. (2018). Tvorba prezentácií. Trnava: Pedagogická fakulta Trnavskej univerzity v Trnave, 45 s., ISBN 978-80-568-0179-6
Základný študijný text k vzdelávaciemu obsahu disciplíny Digitálne technológie 1 bude študentom pravidelných časových intervaloch sprístupňovaný v elektronickej forme prostredníctvom univerzitného LMS Moodle.
Prerequisite subjects: none
Prerequisites for successful completion of the course
The course is completed by assessment, the weighting of the interim and final assessment is 100/0.
active participation in seminars conducted by both face-to-face and distance learning methods;
processing of partial (distance) deliverables/assignments according to the lecturer's assignment during the semester from the selected subject areas and their submission in electronic form within the set deadline, which are continuously checked and evaluated by the lecturer, constitutes 80% of the total achievable point value; Submission of partial assignments is a condition for the award of credits;
development of a semester project - at the end of the semester, the student develops through the cloud tool Prezi Present an original and visually impressive presentation of the educational content of the selected teaching subject at primary school / high school in the intent of the approbation subjects that the student is studying in the study programs of teaching at the Faculty of Education at Charles University; The structure of the presentation should be based on one of the templates from the library of customizable templates supported by Prezi Present; Personal presentation of the created project in Prezi in front of the whole study group; Successful implementation and defense of the project constitutes 20% of the total achievable point value and is a condition for the award of credits.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the educational subject it is necessary to obtain at least 60 % of the score.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
The maximum number of students per study group within the regular learning form of study is 15 (per one teacher). The seminar is conducted in a computer room, each student has a computer at his/her disposal.
The content of the educational discipline Digital Technologies 1 is divided into four thematic headings and relevant sub-topics in order to ensure the achievement of the set partial educational objectives. The content structure of the educational discipline is designed so that the student continuously develops his didactic-technological competences in the field of selected didactic software applications by completing the educational topics organized in the present and distance form and at the same time strengthens his professional training in the subject area.
Due to the rapid development of new didactic software usable in the pedagogical process, the specific content structure of the discipline can be adapted to the current requirements of practice and students.
Application of SMART Notebook software application and SMART Lumio cloud environment in the educational process
We develop professional digital competences by the ability to effectively use the tools of the SMART Notebook desktop application and the SMART Lumio cloud environment through the creation of gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of pupils (including pupils with special educational needs) participating in the lesson in the school classroom or in the home environment in the case of distance/hybrid education;
We acquire digital skills in working with the SMART response 2 tool supported by the SMART Notebook desktop application and the SMART Lumio cloud environment in the context of creating knowledge questions - selecting one correct answer from multiple answer alternatives, selecting multiple correct answers from multiple answer alternatives, selecting Yes/No answers, free-form questions - in test sessions designed to test the knowledge of pupils of regional education in the Slovak Republic;
We are mastering the methodology of applying knowledge tests communicated to students through SMART response 2 in the SMART Notebook desktop application and gamification activities supported by the cloud environment SMART Lumio to the process of school teaching of subjects at the lower/upper secondary level of education;
We strengthen professional digital competences in the area of working with complex interactive solutions usable in educational situations with an emphasis on the SMART Board interactive whiteboard.
Topics:
Basic functions and calibration of the SMART Board interactive touchscreen/tablet; Symptoms, causes and solutions to some of the problems encountered when using the SMART Board interactive touchscreen/tablet; Installing and updating the SMART Notebook desktop application; Creating a teacher's virtual classroom in the SMART platform;
Creating and editing objects in the SMART Notebook environment; Using basic tools to support the presentation of processed content; Working with multimedia content from the SMART Gallery; Sharing your own content on the SMART Exchange website; Adding links to external educational resources; Adding sound to objects, Animating objects; Using and sharing your own content; Applying graphic content from other software applications - importing and editing objects; Applying objects from the Lesson Activity Toolkit 2.0; Creating gamification activities in SMART Lab; SMART Response 2 - creating and administering knowledge tests/quizzes;
Principles of Gamification; Gamification Elements in Educational Content; Some Results of Exact Studies on the Application of Gamification in Education; Application of Gamification in Education in Primary and Secondary Schools; Examples of Gamification Activities Used in the Teaching of Science, Social Studies, Art, Education and Vocational Education.
Teacher/student login to SMART Lumio cloud platform account; Managing the library of learning activities; Creating gamification activities in SMART Lumio - SMART Lesson Activity Builder (Lab); Editing activities in edit mode; Making activities available to students - delivery mode; Sharing options for gamification activities;
Setting up and converting a lesson page to a Handout or Workspace activity; Working with predefined graphical activity templates for use in activating student learning, inquiring about student knowledge, or reflecting; Sharing lessons with the created educational materials with students in SMART Lumio.
Within the distance assignment, the student will create a set of interactive learning/quiz activities and digital presentation material for the target group of learners with effective use of the widest possible range of tools, objects, pre-prepared templates, advanced functions, settings and features supported by the SMART Notebook authoring environment in a range of at least 10 presentation pages/activities. In the accompanying document (a separate file of *.docx format) to the created presentation materials and educational activities stored in *.notebook format, the student shall indicate the methodology of their inclusion in the educational activities of the target group of pupils.
Within the distance assignment, the student will create a set of 10 gamification educational/quiz activities for the target group of students with effective use of pre-made templates and tools of the SMART Lumio cloud environment. The condition is that each type of gamification activity should only occur once in the created set of activities. In the accompanying document (a separate file of *.docx format) to the created gamification educational/quiz activities saved by the student, the student shall indicate the methodology of their application in the educational activities of the target group of pupils.
As part of the distance learning assignment, the student will create a 3-page set of pre-prepared content convertible to Handout format activities and a 3-page set of pre-prepared content convertible to Workspace format activities. In the accompanying document (a separate *.docx file) for the created Handout and Workspace activities stored in the SMART Lumio cloud, the student will indicate the methodology of their application to the educational activities of the target group of students.
Creating and using mind maps in the educational process with the support of digital solutions
We develop professional digital competences by competence in the design and creation of mind maps through the tools of the software application Mindomo (or FreeMind/XMind), usable in our own educational activities implemented in schools and school facilities for the target group of intact pupils, as well as pupils with special educational needs in order to improve communication skills and critical thinking;
We are mastering the methodology of applying mind maps communicated to students through Mindomo (or FreeMind/XMind) to the process of school teaching of the subjects of their approbation at primary school / high school;
Topics:
Explanation of terminology in the field of mind/concept mapping; Desktop/cloud software applications for creating mind maps in the educational process at primary/ secondary schools; Functions and types of mind maps; Principles and principles of creating mind maps; Possibilities of using mind maps in the process of preparation for teaching and directly in the classroom; Familiarization with the user environment of the Mindomo software application (or FreeMind/XMind);
Structuring a mind map; Inserting, editing and formatting nodes; Creating and formatting branches; Encrypted node; Editing multi-line nodes; Creating image nodes; Moving/copying nodes and groups of nodes in the map; Inserting annotations to nodes; Linking nodes with local links - independent linking of ideas; Hypertext linking of nodes to external information sources - links in nodes leading to external sources (web) or to local files on the local disk of the computer; Importing content into the mind map; Exporting the map to the output of different formats; Text search in the subnetwork of the current node; Mind maps and their use when working with pupils with SEN.
As part of the distance assignment, the student will design and create one mind map from any thematic area of school subject teaching in primary/elementary school. The focus of the mind map should be situated in a teaching issue of the student's own choice falling within the educational content of the teaching subject at primary school/SHS in the intent of the approbation subjects that the student studies in the teacher education programmes at the Faculty of Education at the Charles University. In the mind map, tools and functions of the Mindomo (or FreeMind/XMind) application environment will be applied in the intent of the complexity of the explained issue. The student will justify in a brief written form the choice of the processed content/topic in the form of a mind map, their functionality and use in his/her educational activities.
Creation of non-linear presentations of educational content through the Prezi presentation platform supporting teacher's interpretation and systematization of students' knowledge
We acquire professional digital competencies in the concept of design and creation of impressive non-linear presentations of educational content realized through the Prezi Present cloud platform Prezi applicable to our own pedagogical activities;
We are mastering the methodology of applying the presentation of educational content communicated to pupils through Prezi Present to the process of school teaching of subjects of their approbation at primary school / high school;
Topics:
Introduction of the software tool Prezi Present as a presentation platform - creation of trendy, effective presentations; Explanation and clarification of the terms used in the field of creating didactic presentations in the environment of Prezi Present; Possibilities of using the presentation application Prezi Present in the preparation and creation of supporting educational materials effectively usable in the teaching of their own subject; Presentation of examples of presentations used in teaching science, social science, art-educational and vocational educational disciplines; Illustrative comparison of differences between classical (Microsoft PowerPoint) and dynamic (Prezi Present) presentations;
Theoretical background of presentation preparation and the system of selection of presented information; Basic steps of the procedure for creating didactic presentations in Prezi Present; Functionality of the online presentation tool Prezi Present; Creating dynamic presentations in Prezi Present - working with text and graphic objects; Creating topic/subtopic structures, changing the order of topics/subtopics, Creating depth and rotation effects; Inserting additional graphic visuals into a presentation in Prezi Present; Working in edit mode for main topics, subtopics and other presentation content; Creating visual effects and animations of presentation objects;
Use of templates - change the design - colors, background, fonts; Inserting audio tracks on the background of individual topics/subtopics, the whole presentation; 3D presentations; Importing and editing PowerPoint presentations in Prezi Present; Sharing presentations with other users, sharing on social networks, on web portals; Exporting presentations to *.pdf and Portable Prezi (for off-line presentation); Export options and presentation size; Working with Prezi Present in off-line mode.
Within the distance assignment, the student will use the Prezi Present presentation tool to create an original didactic and visually engaging presentation of the educational content for the target group of students. The focus of the presentation should be situated in a teaching issue of the student's own choice falling within the educational content of the teaching subject at the primary school / secondary school in the intent of the approbation subjects that the student is studying in the study programmes of teaching at the Faculty of Education of the Charles University. The presentation will be at least 30 presentation views (= topics at the highest hierarchical level, subtopics at lower hierarchical levels and stack structure pages) to a minimum hierarchical nesting depth of three.
Use of Microsoft 365 platform in teacher's pedagogical activity
We develop professional digital competencies in the concept of design and creation of responsive presentations with educational content and emphasis on the cloud solution Microsoft Sway usable in educational activities implemented in schools or school facilities;
We are mastering the methodology of applying the presentation of educational content communicated to pupils through Microsoft Sway to the process of school teaching of subjects of their approbation at primary school / secondary school;
We hone professional digital skills to include the ability to effectively use a range of form content controls and ActiveX elements of Microsoft Word in the creation of interactive worksheets, tests and supplementary learning materials for pupils or other classroom agenda documents usable in the context of pedagogical activity;
We are mastering the methodology of applying interactive worksheets communicated to pupils through Microsoft Word to the process of school teaching of subjects of their area of specialization at primary school / high school;
Develop professional digital skills in the creation of large documents (such as letters, invitations, labels) through a mass correspondence tool usable in the maintenance of relevant pedagogical documentation;
We develop professional digital skills in the creation of statistical calculations, compound expressions using functions for finding conditional frequency, sum, or arithmetic mean and techniques for addressing continuous and discontinuous areas in expressions/functions usable in the tabular processing of classroom data (student evaluations in knowledge or sports activities) supported by Microsoft Excel;
We hone professional competencies to include the ability to effectively apply advanced conditions and techniques for conditional formatting of table records using functions;
We extend digital skills to include the ability to effectively apply an advanced filtering tool to large tabular data by defining compound logical conditions (AND/OR), wildcards (*, ?), and a Subtotal function usable in maintaining appropriate pedagogical documentation;
Develop professional digital skills in creating cumulative graphical visualizations of tabulated data in the context of changing attributes of individual chart elements;
We apply other selected tools of the Microsoft 365 cloud platform, with an emphasis on the Microsoft Teams software application for teachers to use in conducting online learning activities.
Topics:
A basic theoretical introduction to Microsoft cloud solutions;
Sway presentation platform - creation of interactive school materials (portfolios), impressive presentations of educational content; Other possibilities of practical use of Microsoft Sway in educational activities; Concept of creating multimedia responsive presentations; Creating a new Sway, creating a Sway by importing an existing file/presentation, creating a Sway based on a template; Articulating presentation content; Options for inserting and formatting supported visuals via tabs; Grouping multimedia content; Influencing the appearance of a presentation; Changing the layout of content; Adapting specific elements to the style of a presentation; Exporting a presentation in *.pdf/*.docx; Additional options for setting up the presentation in Sway; Share Sway output from a personal Microsoft account; Share Sway output from an account assigned by the educational organization;
Editing large text documents in the Microsoft Word environment - standard settings; Using tabs; Text blocks; Columns; Objects in text - equation editor; Tables in text; Editing a document using a style; Creating your own style and editing an existing style. Document Revision. Definition of the terms section and reference and possibilities of their use; Document revision and its use in writing term papers and qualification papers; Document structuring - dividing a document into sections, types of section breaks, page settings in sections, creating a header and footer in a document divided into sections; Possibilities of using a structured document within the agenda of a teaching staff member; Creating references - automatic content creation, content setup, content formatting, numbering figures and tables, creating a list of tables and figures, footnotes and endnotes, cross-references, citations and list of references used, creating a document index; Creating templates - the importance of a template type document. Electronic forms - what are form elements and what is their difference from ActiveX elements, settings of form elements, ActiveX element and its settings, Form security; Application of the acquired experience and skills of working with Microsoft Word text editor in creating documents useful in own pedagogical activities; Creation of large documents - letters, invitations, labels - by means of the tool of mass correspondence useful in the framework of keeping the relevant pedagogical documentation.
Working with tabular data in Microsoft Excel; Inserting data into cells; Predefined and custom data format; Working with cells - moving, cutting, copying; Bulk filling of data and creating expressions/patterns; Applying elementary functions; Modifying function parameters; Modifying table appearance; Sorting tabular data; Data lists - creating custom lists; Increasing values. Rounding; Absolute and relative cell addressing; Hiding table values; Notes in cells; Working with large data - automatic and extended data filter, Subtotal function; Operations between sheets; Conditional formatting of table data; More advanced functions - If, Count, CountIf, SumIf, SumIfS, AverageIfS; Contingency table; Search functions; Creating forms.
We get familiar with the Microsoft Teams online communication platform environment; Creating teams; Creating a pure team in MS Teams; Creating teams from an existing team and basic team customization; Creating a team from an Office 365 Group; Setting up and managing teams; Managing team members; Managing teams in bulk; Guest in a Team Class; Invitation from MS Teams; Channels; Cards; Creating your first online lesson; Creating a link to a lesson; Connecting students to an online lesson; Running a lesson with MS Teams; Preparing a lesson outline; Presenting in MS Teams; Tools available during the implementation of an online lesson on the student's/teacher's side (e.g. Conversation panel; Reporting for a word; Downloading a list of participants, etc.); Course notes - notepad; Uploading files with educational content; Creating a shared file for pupils/students in the virtual classroom; Creating a quiz; Quiz evaluation, Quiz setup.
Within the distance task, the student will design and create a document in the form of an electronic workbook in Microsoft Word using a template and applying content controls and ActiveX elements - text field, drop-down field, drop-down list, comma field, option button, command button - usable in the context of teaching subjects of his/her area of specialization at primary school / high school.
Within the distance task, the student will create a table of fictitious evaluation of pupils in the framework of knowledge or sports activities implemented in schools or school facilities in the range of at least 20 rows and 10 columns, where the functions of the Microsoft Excel spreadsheet application will be used in the context of the complexity of the explained issue.
In a distance task, the student formats a table of fictitious assessment of pupils in knowledge/sport activities, applying various conditions and techniques of conditional formatting of the table entries in the intent of the difficulty of the explained problem.
In the distance task, the student will create three different graphical visualisations of the data from the table of the previous distance task, in which he/she has processed the assessments achieved in the knowledge/sport activities implemented in schools or school facilities. They will add to the graphical visualisation the title of the graph, the axis names as well as other parameters of the graph as they wish in the context of the readability of the graph.
In the distance task, the student applies an extended filter to the table from the previous distance task to display the student's name and grade attained in the context of the knowledge/sport activities carried out in the school or school facilities and filters to another location within the same worksheet/workbook when defining specific filter conditions (e.g. grade attained below/above a set value, etc.).
Within the framework of the distance task, the student will create through the Microsoft Sway application an original, dynamic and visually impressive presentation of the learning issue for the target group of pupils according to his/her own discretion in the intent of school teaching of the subjects of his/her apprenticeship at primary school/elementary school. The aim of the presentation to be realized by the student is to make it multimedia and at the same time attractive for the target group of pupils in terms of content. The scope of the presentation in Microsoft Sway must consist of at least 25 presentation views - cards with the subject content. To organize the presentation, the student should use its layout into sections, subsections and layers in order to increase the clarity of the presented topic for the student
100/0
Learning outcomes and transferable competences:
The aim of the educational discipline Digital Technologies 1 is to develop digital skills of students of teacher-oriented study programmes at the Faculty of Education of the Charles University (hereinafter referred to as the Faculty of Education of the Charles University) to be able to effectively use an appropriate range of didactic software applications in the context of the concept of design and creation of interactive educational activities, knowledge quizzes and assignments, electronic portfolios, impressive didactic presentations, new interactive forms of teaching material and other pedagogical/school documentation usable in the intent of their future teaching profession at different levels of regional education in the Slovak Republic.
By completing the educational discipline Digital Technologies 1, the student has the competences and digital skills to effectively use the tools of the SMART Notebook software application and the SMART Lumio cloud environment by creating gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of students participating in the lesson in the school classroom or in home conditions in the case of distance/hybrid education.
By completing the educational discipline, the student also has the competences and digital skills in the field of design and creation of mind maps through the tools of the Mindomo software application (or FreeMind, XMind) applicable in educational activities implemented in schools and educational institutions for the target group of intact pupils, as well as pupils with special educational needs in order to improve their communication skills and critical thinking.
By completing the educational discipline Digital Technologies 1, the student acquires professional digital competencies in the concept of design and creation of impressive non-linear presentations and interactive presentations of educational content implemented through the Prezi Present cloud platform Prezi by expressing their own visual ideas usable in their own pedagogical activities in schools or educational institutions.
By completing the educational discipline Digital Technologies 1, the student has, last but not least, the competences and digital skills to effectively use the cloud platform Microsoft 365 with an emphasis on software applications Sway, Word and Excel by creating supplementary teaching materials for the needs of school teaching and maintaining the relevant pedagogical documentation. The student masters the basic possibilities of using the online communication platform Microsoft Teams applicable in the implementation of distance learning at the level of regional education
Recommended reading:
ZÁHOREC, J. (2021). Inovatívne digitálne riešenia v školskej edukácii žiakov. Bratislava: Univerzita Komenského v Bratislave, 141 strán, ISBN 978-80-223-5121-8. [Vyšlo ako elektronická publikácia]
ZÁHOREC, J., BREČKA, P. (2021). Uplatnenie platformy SMART Learning Suite v oblasti tvorby edukačných aktivít. Bratislava: Univerzita Komenského v Bratislave, 129 strán, ISBN 978-80-223-5127-0 [Vyšlo ako elektronická publikácia]
ZÁHOREC, J., HAŠKOVÁ, A., MUNK, M. (2020). Digitálna gramotnosť učiteľov v kontexte ich profesijnej prípravy. Bratislava : Univerzita Komenského v Bratislave, 305 strán, ISBN 978-80-223-4882-9
BREČKA, P. (2014). Interaktívne tabule v technickom vzdelávaní. IRIS, 140 s., ISBN: 978-80-8153-024-1
ŠTRBO, M. (2018). Tvorba prezentácií. Trnava: Pedagogická fakulta Trnavskej univerzity v Trnave, 45 s., ISBN 978-80-568-0179-6
Základný študijný text k vzdelávaciemu obsahu disciplíny Digitálne technológie 1 bude študentom pravidelných časových intervaloch sprístupňovaný v elektronickej forme prostredníctvom univerzitného LMS Moodle.
Prerequisite subjects: none
Prerequisites for successful completion of the course
The course is completed by assessment, the weighting of the interim and final assessment is 100/0.
active participation in seminars conducted by both face-to-face and distance learning methods;
processing of partial (distance) deliverables/assignments according to the lecturer's assignment during the semester from the selected subject areas and their submission in electronic form within the set deadline, which are continuously checked and evaluated by the lecturer, constitutes 80% of the total achievable point value; Submission of partial assignments is a condition for the award of credits;
development of a semester project - at the end of the semester, the student develops through the cloud tool Prezi Present an original and visually impressive presentation of the educational content of the selected teaching subject at primary school / high school in the intent of the approbation subjects that the student is studying in the study programs of teaching at the Faculty of Education at Charles University; The structure of the presentation should be based on one of the templates from the library of customizable templates supported by Prezi Present; Personal presentation of the created project in Prezi in front of the whole study group; Successful implementation and defense of the project constitutes 20% of the total achievable point value and is a condition for the award of credits.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the educational subject it is necessary to obtain at least 60 % of the score.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
The maximum number of students per study group within the regular learning form of study is 15 (per one teacher). The seminar is conducted in a computer room, each student has a computer at his/her disposal.
The content of the educational discipline Digital Technologies 1 is divided into four thematic headings and relevant sub-topics in order to ensure the achievement of the set partial educational objectives. The content structure of the educational discipline is designed so that the student continuously develops his didactic-technological competences in the field of selected didactic software applications by completing the educational topics organized in the present and distance form and at the same time strengthens his professional training in the subject area.
Due to the rapid development of new didactic software usable in the pedagogical process, the specific content structure of the discipline can be adapted to the current requirements of practice and students.
Application of SMART Notebook software application and SMART Lumio cloud environment in the educational process
We develop professional digital competences by the ability to effectively use the tools of the SMART Notebook desktop application and the SMART Lumio cloud environment through the creation of gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of pupils (including pupils with special educational needs) participating in the lesson in the school classroom or in the home environment in the case of distance/hybrid education;
We acquire digital skills in working with the SMART response 2 tool supported by the SMART Notebook desktop application and the SMART Lumio cloud environment in the context of creating knowledge questions - selecting one correct answer from multiple answer alternatives, selecting multiple correct answers from multiple answer alternatives, selecting Yes/No answers, free-form questions - in test sessions designed to test the knowledge of pupils of regional education in the Slovak Republic;
We are mastering the methodology of applying knowledge tests communicated to students through SMART response 2 in the SMART Notebook desktop application and gamification activities supported by the cloud environment SMART Lumio to the process of school teaching of subjects at the lower/upper secondary level of education;
We strengthen professional digital competences in the area of working with complex interactive solutions usable in educational situations with an emphasis on the SMART Board interactive whiteboard.
Topics:
Basic functions and calibration of the SMART Board interactive touchscreen/tablet; Symptoms, causes and solutions to some of the problems encountered when using the SMART Board interactive touchscreen/tablet; Installing and updating the SMART Notebook desktop application; Creating a teacher's virtual classroom in the SMART platform;
Creating and editing objects in the SMART Notebook environment; Using basic tools to support the presentation of processed content; Working with multimedia content from the SMART Gallery; Sharing your own content on the SMART Exchange website; Adding links to external educational resources; Adding sound to objects, Animating objects; Using and sharing your own content; Applying graphic content from other software applications - importing and editing objects; Applying objects from the Lesson Activity Toolkit 2.0; Creating gamification activities in SMART Lab; SMART Response 2 - creating and administering knowledge tests/quizzes;
Principles of Gamification; Gamification Elements in Educational Content; Some Results of Exact Studies on the Application of Gamification in Education; Application of Gamification in Education in Primary and Secondary Schools; Examples of Gamification Activities Used in the Teaching of Science, Social Studies, Art, Education and Vocational Education.
Teacher/student login to SMART Lumio cloud platform account; Managing the library of learning activities; Creating gamification activities in SMART Lumio - SMART Lesson Activity Builder (Lab); Editing activities in edit mode; Making activities available to students - delivery mode; Sharing options for gamification activities;
Setting up and converting a lesson page to a Handout or Workspace activity; Working with predefined graphical activity templates for use in activating student learning, inquiring about student knowledge, or reflecting; Sharing lessons with the created educational materials with students in SMART Lumio.
Within the distance assignment, the student will create a set of interactive learning/quiz activities and digital presentation material for the target group of learners with effective use of the widest possible range of tools, objects, pre-prepared templates, advanced functions, settings and features supported by the SMART Notebook authoring environment in a range of at least 10 presentation pages/activities. In the accompanying document (a separate file of *.docx format) to the created presentation materials and educational activities stored in *.notebook format, the student shall indicate the methodology of their inclusion in the educational activities of the target group of pupils.
Within the distance assignment, the student will create a set of 10 gamification educational/quiz activities for the target group of students with effective use of pre-made templates and tools of the SMART Lumio cloud environment. The condition is that each type of gamification activity should only occur once in the created set of activities. In the accompanying document (a separate file of *.docx format) to the created gamification educational/quiz activities saved by the student, the student shall indicate the methodology of their application in the educational activities of the target group of pupils.
As part of the distance learning assignment, the student will create a 3-page set of pre-prepared content convertible to Handout format activities and a 3-page set of pre-prepared content convertible to Workspace format activities. In the accompanying document (a separate *.docx file) for the created Handout and Workspace activities stored in the SMART Lumio cloud, the student will indicate the methodology of their application to the educational activities of the target group of students.
Creating and using mind maps in the educational process with the support of digital solutions
We develop professional digital competences by competence in the design and creation of mind maps through the tools of the software application Mindomo (or FreeMind/XMind), usable in our own educational activities implemented in schools and school facilities for the target group of intact pupils, as well as pupils with special educational needs in order to improve communication skills and critical thinking;
We are mastering the methodology of applying mind maps communicated to students through Mindomo (or FreeMind/XMind) to the process of school teaching of the subjects of their approbation at primary school / high school;
Topics:
Explanation of terminology in the field of mind/concept mapping; Desktop/cloud software applications for creating mind maps in the educational process at primary/ secondary schools; Functions and types of mind maps; Principles and principles of creating mind maps; Possibilities of using mind maps in the process of preparation for teaching and directly in the classroom; Familiarization with the user environment of the Mindomo software application (or FreeMind/XMind);
Structuring a mind map; Inserting, editing and formatting nodes; Creating and formatting branches; Encrypted node; Editing multi-line nodes; Creating image nodes; Moving/copying nodes and groups of nodes in the map; Inserting annotations to nodes; Linking nodes with local links - independent linking of ideas; Hypertext linking of nodes to external information sources - links in nodes leading to external sources (web) or to local files on the local disk of the computer; Importing content into the mind map; Exporting the map to the output of different formats; Text search in the subnetwork of the current node; Mind maps and their use when working with pupils with SEN.
As part of the distance assignment, the student will design and create one mind map from any thematic area of school subject teaching in primary/elementary school. The focus of the mind map should be situated in a teaching issue of the student's own choice falling within the educational content of the teaching subject at primary school/SHS in the intent of the approbation subjects that the student studies in the teacher education programmes at the Faculty of Education at the Charles University. In the mind map, tools and functions of the Mindomo (or FreeMind/XMind) application environment will be applied in the intent of the complexity of the explained issue. The student will justify in a brief written form the choice of the processed content/topic in the form of a mind map, their functionality and use in his/her educational activities.
Creation of non-linear presentations of educational content through the Prezi presentation platform supporting teacher's interpretation and systematization of students' knowledge
We acquire professional digital competencies in the concept of design and creation of impressive non-linear presentations of educational content realized through the Prezi Present cloud platform Prezi applicable to our own pedagogical activities;
We are mastering the methodology of applying the presentation of educational content communicated to pupils through Prezi Present to the process of school teaching of subjects of their approbation at primary school / high school;
Topics:
Introduction of the software tool Prezi Present as a presentation platform - creation of trendy, effective presentations; Explanation and clarification of the terms used in the field of creating didactic presentations in the environment of Prezi Present; Possibilities of using the presentation application Prezi Present in the preparation and creation of supporting educational materials effectively usable in the teaching of their own subject; Presentation of examples of presentations used in teaching science, social science, art-educational and vocational educational disciplines; Illustrative comparison of differences between classical (Microsoft PowerPoint) and dynamic (Prezi Present) presentations;
Theoretical background of presentation preparation and the system of selection of presented information; Basic steps of the procedure for creating didactic presentations in Prezi Present; Functionality of the online presentation tool Prezi Present; Creating dynamic presentations in Prezi Present - working with text and graphic objects; Creating topic/subtopic structures, changing the order of topics/subtopics, Creating depth and rotation effects; Inserting additional graphic visuals into a presentation in Prezi Present; Working in edit mode for main topics, subtopics and other presentation content; Creating visual effects and animations of presentation objects;
Use of templates - change the design - colors, background, fonts; Inserting audio tracks on the background of individual topics/subtopics, the whole presentation; 3D presentations; Importing and editing PowerPoint presentations in Prezi Present; Sharing presentations with other users, sharing on social networks, on web portals; Exporting presentations to *.pdf and Portable Prezi (for off-line presentation); Export options and presentation size; Working with Prezi Present in off-line mode.
Within the distance assignment, the student will use the Prezi Present presentation tool to create an original didactic and visually engaging presentation of the educational content for the target group of students. The focus of the presentation should be situated in a teaching issue of the student's own choice falling within the educational content of the teaching subject at the primary school / secondary school in the intent of the approbation subjects that the student is studying in the study programmes of teaching at the Faculty of Education of the Charles University. The presentation will be at least 30 presentation views (= topics at the highest hierarchical level, subtopics at lower hierarchical levels and stack structure pages) to a minimum hierarchical nesting depth of three.
Use of Microsoft 365 platform in teacher's pedagogical activity
We develop professional digital competencies in the concept of design and creation of responsive presentations with educational content and emphasis on the cloud solution Microsoft Sway usable in educational activities implemented in schools or school facilities;
We are mastering the methodology of applying the presentation of educational content communicated to pupils through Microsoft Sway to the process of school teaching of subjects of their approbation at primary school / secondary school;
We hone professional digital skills to include the ability to effectively use a range of form content controls and ActiveX elements of Microsoft Word in the creation of interactive worksheets, tests and supplementary learning materials for pupils or other classroom agenda documents usable in the context of pedagogical activity;
We are mastering the methodology of applying interactive worksheets communicated to pupils through Microsoft Word to the process of school teaching of subjects of their area of specialization at primary school / high school;
Develop professional digital skills in the creation of large documents (such as letters, invitations, labels) through a mass correspondence tool usable in the maintenance of relevant pedagogical documentation;
We develop professional digital skills in the creation of statistical calculations, compound expressions using functions for finding conditional frequency, sum, or arithmetic mean and techniques for addressing continuous and discontinuous areas in expressions/functions usable in the tabular processing of classroom data (student evaluations in knowledge or sports activities) supported by Microsoft Excel;
We hone professional competencies to include the ability to effectively apply advanced conditions and techniques for conditional formatting of table records using functions;
We extend digital skills to include the ability to effectively apply an advanced filtering tool to large tabular data by defining compound logical conditions (AND/OR), wildcards (*, ?), and a Subtotal function usable in maintaining appropriate pedagogical documentation;
Develop professional digital skills in creating cumulative graphical visualizations of tabulated data in the context of changing attributes of individual chart elements;
We apply other selected tools of the Microsoft 365 cloud platform, with an emphasis on the Microsoft Teams software application for teachers to use in conducting online learning activities.
Topics:
A basic theoretical introduction to Microsoft cloud solutions;
Sway presentation platform - creation of interactive school materials (portfolios), impressive presentations of educational content; Other possibilities of practical use of Microsoft Sway in educational activities; Concept of creating multimedia responsive presentations; Creating a new Sway, creating a Sway by importing an existing file/presentation, creating a Sway based on a template; Articulating presentation content; Options for inserting and formatting supported visuals via tabs; Grouping multimedia content; Influencing the appearance of a presentation; Changing the layout of content; Adapting specific elements to the style of a presentation; Exporting a presentation in *.pdf/*.docx; Additional options for setting up the presentation in Sway; Share Sway output from a personal Microsoft account; Share Sway output from an account assigned by the educational organization;
Editing large text documents in the Microsoft Word environment - standard settings; Using tabs; Text blocks; Columns; Objects in text - equation editor; Tables in text; Editing a document using a style; Creating your own style and editing an existing style. Document Revision. Definition of the terms section and reference and possibilities of their use; Document revision and its use in writing term papers and qualification papers; Document structuring - dividing a document into sections, types of section breaks, page settings in sections, creating a header and footer in a document divided into sections; Possibilities of using a structured document within the agenda of a teaching staff member; Creating references - automatic content creation, content setup, content formatting, numbering figures and tables, creating a list of tables and figures, footnotes and endnotes, cross-references, citations and list of references used, creating a document index; Creating templates - the importance of a template type document. Electronic forms - what are form elements and what is their difference from ActiveX elements, settings of form elements, ActiveX element and its settings, Form security; Application of the acquired experience and skills of working with Microsoft Word text editor in creating documents useful in own pedagogical activities; Creation of large documents - letters, invitations, labels - by means of the tool of mass correspondence useful in the framework of keeping the relevant pedagogical documentation.
Working with tabular data in Microsoft Excel; Inserting data into cells; Predefined and custom data format; Working with cells - moving, cutting, copying; Bulk filling of data and creating expressions/patterns; Applying elementary functions; Modifying function parameters; Modifying table appearance; Sorting tabular data; Data lists - creating custom lists; Increasing values. Rounding; Absolute and relative cell addressing; Hiding table values; Notes in cells; Working with large data - automatic and extended data filter, Subtotal function; Operations between sheets; Conditional formatting of table data; More advanced functions - If, Count, CountIf, SumIf, SumIfS, AverageIfS; Contingency table; Search functions; Creating forms.
We get familiar with the Microsoft Teams online communication platform environment; Creating teams; Creating a pure team in MS Teams; Creating teams from an existing team and basic team customization; Creating a team from an Office 365 Group; Setting up and managing teams; Managing team members; Managing teams in bulk; Guest in a Team Class; Invitation from MS Teams; Channels; Cards; Creating your first online lesson; Creating a link to a lesson; Connecting students to an online lesson; Running a lesson with MS Teams; Preparing a lesson outline; Presenting in MS Teams; Tools available during the implementation of an online lesson on the student's/teacher's side (e.g. Conversation panel; Reporting for a word; Downloading a list of participants, etc.); Course notes - notepad; Uploading files with educational content; Creating a shared file for pupils/students in the virtual classroom; Creating a quiz; Quiz evaluation, Quiz setup.
Within the distance task, the student will design and create a document in the form of an electronic workbook in Microsoft Word using a template and applying content controls and ActiveX elements - text field, drop-down field, drop-down list, comma field, option button, command button - usable in the context of teaching subjects of his/her area of specialization at primary school / high school.
Within the distance task, the student will create a table of fictitious evaluation of pupils in the framework of knowledge or sports activities implemented in schools or school facilities in the range of at least 20 rows and 10 columns, where the functions of the Microsoft Excel spreadsheet application will be used in the context of the complexity of the explained issue.
In a distance task, the student formats a table of fictitious assessment of pupils in knowledge/sport activities, applying various conditions and techniques of conditional formatting of the table entries in the intent of the difficulty of the explained problem.
In the distance task, the student will create three different graphical visualisations of the data from the table of the previous distance task, in which he/she has processed the assessments achieved in the knowledge/sport activities implemented in schools or school facilities. They will add to the graphical visualisation the title of the graph, the axis names as well as other parameters of the graph as they wish in the context of the readability of the graph.
In the distance task, the student applies an extended filter to the table from the previous distance task to display the student's name and grade attained in the context of the knowledge/sport activities carried out in the school or school facilities and filters to another location within the same worksheet/workbook when defining specific filter conditions (e.g. grade attained below/above a set value, etc.).
Within the framework of the distance task, the student will create through the Microsoft Sway application an original, dynamic and visually impressive presentation of the learning issue for the target group of pupils according to his/her own discretion in the intent of school teaching of the subjects of his/her apprenticeship at primary school/elementary school. The aim of the presentation to be realized by the student is to make it multimedia and at the same time attractive for the target group of pupils in terms of content. The scope of the presentation in Microsoft Sway must consist of at least 25 presentation views - cards with the subject content. To organize the presentation, the student should use its layout into sections, subsections and layers in order to increase the clarity of the presented topic for the student
100/0
Learning outcomes and transferable competences:
The aim of the educational discipline Digital Technologies 1 is to develop digital skills of students of teacher-oriented study programmes at the Faculty of Education of the Charles University (hereinafter referred to as the Faculty of Education of the Charles University) to be able to effectively use an appropriate range of didactic software applications in the context of the concept of design and creation of interactive educational activities, knowledge quizzes and assignments, electronic portfolios, impressive didactic presentations, new interactive forms of teaching material and other pedagogical/school documentation usable in the intent of their future teaching profession at different levels of regional education in the Slovak Republic.
By completing the educational discipline Digital Technologies 1, the student has the competences and digital skills to effectively use the tools of the SMART Notebook software application and the SMART Lumio cloud environment by creating gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of students participating in the lesson in the school classroom or in home conditions in the case of distance/hybrid education.
By completing the educational discipline, the student also has the competences and digital skills in the field of design and creation of mind maps through the tools of the Mindomo software application (or FreeMind, XMind) applicable in educational activities implemented in schools and educational institutions for the target group of intact pupils, as well as pupils with special educational needs in order to improve their communication skills and critical thinking.
By completing the educational discipline Digital Technologies 1, the student acquires professional digital competencies in the concept of design and creation of impressive non-linear presentations and interactive presentations of educational content implemented through the Prezi Present cloud platform Prezi by expressing their own visual ideas usable in their own pedagogical activities in schools or educational institutions.
By completing the educational discipline Digital Technologies 1, the student has, last but not least, the competences and digital skills to effectively use the cloud platform Microsoft 365 with an emphasis on software applications Sway, Word and Excel by creating supplementary teaching materials for the needs of school teaching and maintaining the relevant pedagogical documentation. The student masters the basic possibilities of using the online communication platform Microsoft Teams applicable in the implementation of distance learning at the level of regional education
Compulsory reading:
KUBÁNI, V., (2010). Všeobecná psychológia. Prešov: Prešovská univerzita. ISBN: 978-80-555-0172-7,
JURSOVÁ ZACHAROVÁ, Z. (2021). Od narodenia po maturitu. Poznatky vývinovej psychológie v kontexte vzdelávania. Bratislava: Univerzita Komenského v Bratislave. ISBN 978-80-223-5169-0.
Recommended reading:
LEMEŠOVÁ, M., SOKOLOVÁ, L., MINAROVIČOVÁ, K. (2015). Psychológia (inter)aktívne. Univerzita Komenského
NAKONEČNÝ M. (2016). Obecná psychologie. Triton.
SOKOLOVÁ, L., BROZMANOVÁ, E. (2015). Psychológia trochu inak. Univerzita Komenského
ŠRAMOVÁ, B. (2008). Osobnosť v procese ontogenézy. Melius
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by examination, the weight of the interim and final assessment is 50/50
50% Intermediate assessment: includes a seminar paper (10 points), an intermediate test (40 points). 50% Final assessment: includes a reflective essay (5 points) and a final test (45 points). The student must score at least 50% on each test.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For a grade of A, the student must be consistently outstanding, capable of independent study, and able to critically compare professional texts in psychology. The student is able to navigate a variety of literary sources, is proficient in the fundamentals of general and developmental psychology, understands the thinking, decision-making and emotional responses of children and adults, and can reflect critically on psychological knowledge.
A grade of B indicates that the student has performed above average throughout the semester, has been able to study independently, has mastered basic information related to general and developmental psychology, understands how children and adults think, make decisions, and react emotionally, and reflects on psychological knowledge.
A grade of C means that the student has performed standardly well during the semester, his/her theoretical knowledge of the subject is at a good level, but the ability to apply this knowledge or critically evaluate and compare individual psychological findings is lacking.
A grade of D means that the student has been less prepared during the semester, has slight deficiencies in theoretical knowledge related to the subject of education and has more problems in independent implementation work, cannot critically analyze information.
A grade of E means that the student fails in more than one of the assignments, lacks the ability to analyze and compare multiple pieces of knowledge, and fails in critical thinking and application of theoretical knowledge to practice as well as theoretical knowledge.
slovak, czech and english
students of the psychology teaching (combined) programme do not enrol in the course
Brief outline of the course:
Part of general and cognitive psychology:
1. Introduction to psychology: a brief history of psychology, psychology as a science, the subject of psychological inquiry, the formation of psychological knowledge and psychological methodology. Psychological processes and states.
2. Sensory processes. Perception - characteristics of the process, laws of perception and types of perception.
3. Imagination and attention. Fantasy and memory imagery. Types of ideas and their comparison. Illusions and hallucinations. Types and characteristics of attention.
4. Memory and learning. Theories of memory. Types of memory. Memory processes and information (remembering, retention, reproduction, retrieval). Forgetting, extremes and pathology in memory performance. Characteristics and some theories of learning, types, conditions and principles of learning
5. Thinking, intelligence and speech. Thought operations and forms of thought. Types of thinking. Thinking as problem solving. Thinking and intelligence. Relationship between thinking and language.
6. Dynamics of the psyche: motivation and emotions. Emotional states and feelings. Physiological bases of emotionality. Classification and characteristics of feelings and emotions. Stress, frustration and the experience of conflict. Characteristics and functions of motivation, principles of motivation, energetic basis of the organism, instincts, drives, needs, values, attitudes, aspirations, frustration, volition.
Part of developmental psychology:
7. The subject of investigation and methods of developmental psychology. Subject, aims of developmental psychology; interdisciplinary relations. Assessment of psychological development - basic methods of diagnosing developmental level, developmental screening and scales, psychological tests.
8. Mental development in general - developmental changes and laws, factors of development. Developmental changes and their classification, basic developmental processes. Factors of development - conditions of psychic development, external and internal factors of psychic development and their interrelations; maturation and learning, development and education. Developmental laws.
9. Theoretical models and concepts of psychological development. Periodization of development. Problems of unified classification of psychological development, classification systems. Critical or sensitive developmental stages, developmental crisis. Basic psychological characteristics of developmental phases.
10. The most important theoretical models of psychological development and their critical evaluation - psychoanalytic, humanistic, biodimensional model, Piaget's school, Vygotsky and the Russian school ai... Theoretical concepts of determination of psychological development - nativism and endogenistic theories, empiricism and exogenistic theories, interaction theoretical models.
11. Developmental roles of the different periods - prenatal development, newborn, infant, toddler, pre-school age, younger school age, adolescence, adulthood and old age.
50/50
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of Psychology for Teachers 1 is to make available basic information about the general laws of human experience and behaviour so that they can form a platform for understanding the workings of the human psyche and to synthesize psychological knowledge, facts, theories, research approaches into a coherent view of the individual's psyche for the purposes of creative professional application in pedagogical practice. The student after completing the course
- knows the basic concepts of general, cognitive and developmental psychology, basic models and theories of developmental psychology, knows how to differentiate and classify them into individual categories,
- can apply knowledge of general, cognitive and developmental psychology in an educational context,
- knows the laws of psychic development, especially with regard to the needs of lower and upper secondary education,
- knows the laws of development of cognitive processes and their application in the educational process
- can read and understand professional text and psychological research, understand tables and graphs
- finds logical connections in opinions and thoughts
Compulsory reading:
KUBÁNI, V., (2010). Všeobecná psychológia. Prešov: Prešovská univerzita. ISBN: 978-80-555-0172-7,
JURSOVÁ ZACHAROVÁ, Z. (2021). Od narodenia po maturitu. Poznatky vývinovej psychológie v kontexte vzdelávania. Bratislava: Univerzita Komenského v Bratislave. ISBN 978-80-223-5169-0.
Recommended reading:
LEMEŠOVÁ, M., SOKOLOVÁ, L., MINAROVIČOVÁ, K. (2015). Psychológia (inter)aktívne. Univerzita Komenského
NAKONEČNÝ M. (2016). Obecná psychologie. Triton.
SOKOLOVÁ, L., BROZMANOVÁ, E. (2015). Psychológia trochu inak. Univerzita Komenského
ŠRAMOVÁ, B. (2008). Osobnosť v procese ontogenézy. Melius
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by examination, the weight of the interim and final assessment is 50/50
50% Intermediate assessment: includes a seminar paper (10 points), an intermediate test (40 points). 50% Final assessment: includes a reflective essay (5 points) and a final test (45 points). The student must score at least 50% on each test.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For a grade of A, the student must be consistently outstanding, capable of independent study, and able to critically compare professional texts in psychology. The student is able to navigate a variety of literary sources, is proficient in the fundamentals of general and developmental psychology, understands the thinking, decision-making and emotional responses of children and adults, and can reflect critically on psychological knowledge.
A grade of B indicates that the student has performed above average throughout the semester, has been able to study independently, has mastered basic information related to general and developmental psychology, understands how children and adults think, make decisions, and react emotionally, and reflects on psychological knowledge.
A grade of C means that the student has performed standardly well during the semester, his/her theoretical knowledge of the subject is at a good level, but the ability to apply this knowledge or critically evaluate and compare individual psychological findings is lacking.
A grade of D means that the student has been less prepared during the semester, has slight deficiencies in theoretical knowledge related to the subject of education and has more problems in independent implementation work, cannot critically analyze information.
A grade of E means that the student fails in more than one of the assignments, lacks the ability to analyze and compare multiple pieces of knowledge, and fails in critical thinking and application of theoretical knowledge to practice as well as theoretical knowledge.
slovak, czech and english
students of the psychology teaching (combined) programme do not enrol in the course
Brief outline of the course:
Part of general and cognitive psychology:
1. Introduction to psychology: a brief history of psychology, psychology as a science, the subject of psychological inquiry, the formation of psychological knowledge and psychological methodology. Psychological processes and states.
2. Sensory processes. Perception - characteristics of the process, laws of perception and types of perception.
3. Imagination and attention. Fantasy and memory imagery. Types of ideas and their comparison. Illusions and hallucinations. Types and characteristics of attention.
4. Memory and learning. Theories of memory. Types of memory. Memory processes and information (remembering, retention, reproduction, retrieval). Forgetting, extremes and pathology in memory performance. Characteristics and some theories of learning, types, conditions and principles of learning
5. Thinking, intelligence and speech. Thought operations and forms of thought. Types of thinking. Thinking as problem solving. Thinking and intelligence. Relationship between thinking and language.
6. Dynamics of the psyche: motivation and emotions. Emotional states and feelings. Physiological bases of emotionality. Classification and characteristics of feelings and emotions. Stress, frustration and the experience of conflict. Characteristics and functions of motivation, principles of motivation, energetic basis of the organism, instincts, drives, needs, values, attitudes, aspirations, frustration, volition.
Part of developmental psychology:
7. The subject of investigation and methods of developmental psychology. Subject, aims of developmental psychology; interdisciplinary relations. Assessment of psychological development - basic methods of diagnosing developmental level, developmental screening and scales, psychological tests.
8. Mental development in general - developmental changes and laws, factors of development. Developmental changes and their classification, basic developmental processes. Factors of development - conditions of psychic development, external and internal factors of psychic development and their interrelations; maturation and learning, development and education. Developmental laws.
9. Theoretical models and concepts of psychological development. Periodization of development. Problems of unified classification of psychological development, classification systems. Critical or sensitive developmental stages, developmental crisis. Basic psychological characteristics of developmental phases.
10. The most important theoretical models of psychological development and their critical evaluation - psychoanalytic, humanistic, biodimensional model, Piaget's school, Vygotsky and the Russian school ai... Theoretical concepts of determination of psychological development - nativism and endogenistic theories, empiricism and exogenistic theories, interaction theoretical models.
11. Developmental roles of the different periods - prenatal development, newborn, infant, toddler, pre-school age, younger school age, adolescence, adulthood and old age.
50/50
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of Psychology for Teachers 1 is to make available basic information about the general laws of human experience and behaviour so that they can form a platform for understanding the workings of the human psyche and to synthesize psychological knowledge, facts, theories, research approaches into a coherent view of the individual's psyche for the purposes of creative professional application in pedagogical practice. The student after completing the course
- knows the basic concepts of general, cognitive and developmental psychology, basic models and theories of developmental psychology, knows how to differentiate and classify them into individual categories,
- can apply knowledge of general, cognitive and developmental psychology in an educational context,
- knows the laws of psychic development, especially with regard to the needs of lower and upper secondary education,
- knows the laws of development of cognitive processes and their application in the educational process
- can read and understand professional text and psychological research, understand tables and graphs
- finds logical connections in opinions and thoughts
Compulsory reading:
KOSTRUB, D., FERKOVÁ, Š., TÓTHOVÁ, R. (2017). Žiak, učiteľ a výučba. Všeobecná didaktika pre študentov učiteľstva. Prešov: Rokus. 370 s., ISBN 978-80-8951-061-0
Recommended reading:
ČAPEK, R. (2015). Moderní didaktika. Lexikon výukových a hodnoticích metod. Praha: Grada. 624s., ISBN 978-80-247-3450-7ČAPEK, R. (2020). Uč jako umělec. Brno: Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
KOMENSKÝ, J. A.1954. Veľká didaktika. Bratislava: SPN, 272 s. ISBN 9-3264/53
KOSTRUB, D. (2008). Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS. ISBN 978-80-89055-87-6.
KOSTRUB, D., OSTRADICKÝ, P. (2016). Participative didactics as an inspiration for students. In INWENCJA W EDUKACJI DZIECI, MLODZIEZY I DOROSLYCH, 2016, s. 428-438. ISBN 978-83-941235-5-0.
KOSTRUB, D., OSTRADICKÝ, P. (2014). Phenomena that determine didactic teacher thinking within the process of selecting optimal methods of teaching. In EDUKACJA KU PRZYSZLOŠCI, 2014, s.114-122. ISBN 978-83-62160-20-4.
OBDRŽÁLEK, Z. a kol. (2003). Didaktika pre študentov učiteľstva ZŠ. Bratislava: Univerzita Komenského, 2003.
OSTRADICKÝ, P. (2017). Interakčný príklon vs. interakčný odklon vo vyučovaco-učebných činnostiach výučby. In MMK 2017. - Brno: Masarykova univerzita, 2017. ISBN 978-80-87952-22-1. - S. 843-852.
PETLÁK, E. (2016). Všeobecná didaktika. Bratislava: IRIS, 322 s. ISBN: 978-80-8153-064-7
TÓBLOVÁ, E. (2019). Aktivizujúce vyučovacie metódy. Bratislava: Univerzita Komenského. ISBN 978-80-223-4817-1
TÓBLOVÁ,, E. a kol. (2017). The analysis of educational needs of managing teaching staff in schools in the Slovak Republic. Modern Journal of Language Teaching Methods. - Vol. 7, no. 5 (2017), p. 11-17. ISSN 2251-6204
TÓBLOVÁ,, E. a kol. (2017). Inovácia pregraduálnej prípravy učiteľov v oblasti didakticko-technologických kompetencií. Innovation of the pregraduate teacher training aimed at the didactic-technological competence development. Autoevaluační kultura a kvalita vzdělávání. Praha: Extrasystem, 2017. - ISBN 978-80-87570-36-4. - S. 91-95
TUREK,I. (2014). Didaktika. Bratislava: Wolters Kluwer, 2014, ISBN 978-80-8168-004-5
ZORMANOVÁ, L. (2014). Obecná didaktika. Praha: Grada. ISBN 978-80-247-4590-9
Recommended semester: 1st - 4th semester
Level of study: 1st degree
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by examination, the weighting of the interim and final assessment is 50/50.
Students work on continuous work during the semester (setting objectives, taxonomy of objectives, creation of material aids, creation of didactic test, ...). Intermediate works are evaluated for 20 points. At the end of the intermediate teaching they hand in the semester work - methodical preparation for the teaching unit. The semester work is evaluated for 30 points. During the examination period, they take an oral final examination. The final assessment is worth 50 points. The successful completion of the course is subject to obtaining at least 60 % of the maximum possible grade for the course.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results),
B (93-86%, very good - above average standard),
C (85-76%, well - normal reliable work),
D (75-68%, satisfactory - acceptable results),
E (67-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
Characteristics of student performance:
A - excellent results: the student is able to apply procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify the methods and forms presented in school documents. The student is able to create a portfolio of his/her own outcomes according to the intermediate assignments in accordance with the acquired knowledge and the required criteria. The student can critically, factually assess and evaluate the solutions presented by others, and can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify the methods and forms outlined in school documents. Above-average orientation in general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. The student is able to develop intermediate tasks only with the help of the teacher. Critical assessment and evaluation are absent.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
slovak, czech and english
students of the Teacher Education (combined) programme do not enrol in the course
Brief outline of the course:
General didactics as a basic pedagogical discipline studies the educational process in all its complexity. Didactics helps students to develop and become aware of basic pedagogical knowledge, to understand didactic interrelationships in teaching. It emphasizes the basic concepts and theories of teaching, for the formation of students' individual conceptions of teaching. Makes accessible the formation and essence of basic didactic principles, pedagogical documents and objectives in the teaching process. It leads students to confront theory with practice, to understand a concept in relation to a specific educational activity, to the specific work of the teacher, but above all in relation to the pupil. It characterises the whole process of preparing a teaching unit, through the interaction of teacher and pupils, i.e. through methods, organisational forms and material means.
Topics:
Historical and contemporary conceptions of general didactics. General didactics as a basic pedagogical discipline and its relation to other sciences. The personality of the pupil and the teacher. Basic pedagogical documents. Didactic principles. Pupils' learning styles and teachers' teaching styles. Didactical analysis of the curriculum. Educational objectives, taxonomies of objectives. Theories and concepts of education. Traditional and activating teaching methods. System of organizational forms. Teaching process, its stages and their analysis. Material teaching means - teaching aids, didactic technology and their importance. Assessment, screening, classification.
50/50
Learning outcomes:
Learning objectives and outcomes:
The student will acquire knowledge of the importance of general didactics and its essence for successful functioning in the practice of the teaching profession. The student will be able to define the subject and methodological profile of didactics, develop knowledge, competences and attitudes associated with the teaching profession, knowledge and competences of planning and organizing pupils' learning activities. The student is able to define general didactics in the system of pedagogical sciences, list and characterise its functions and significance. Characterise the personality of the pupil and the teacher in educational contexts. Characterise and analyse basic school documents and explain their interrelation, compare their structure. Analyse the curriculum from a didactic point of view, defend and present their solution. Apply procedures in the processes of formulating specific objectives according to different taxonomies of objectives. Recognise the nature and importance of the application of didactic principles in the teaching process. Orient themselves in the theories and concepts of teaching. Can characterise different approaches to the classification of methods and organisational forms of the teaching process. Analyse and classify the methods and forms presented in school documents. Create a portfolio of own outcomes in general didactics in accordance with the acquired knowledge. Be able to critically and factually assess and evaluate the outputs of others.
Transferable competences:
By discussing, solving and presenting the results of continuously assigned tasks, students will develop their analytical and critical thinking, communication skills, interpersonal skills, organizational skills, digital skills, lecturing and metacognitive skills. Students will be able to use the acquired knowledge and competences creatively in the study of other pedagogical disciplines and in their future pedagogical practice.
Compulsory reading:
KOSTRUB, D., FERKOVÁ, Š., TÓTHOVÁ, R. (2017). Žiak, učiteľ a výučba. Všeobecná didaktika pre študentov učiteľstva. Prešov: Rokus. 370 s., ISBN 978-80-8951-061-0
Recommended reading:
ČAPEK, R. (2015). Moderní didaktika. Lexikon výukových a hodnoticích metod. Praha: Grada. 624s., ISBN 978-80-247-3450-7ČAPEK, R. (2020). Uč jako umělec. Brno: Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
KOMENSKÝ, J. A.1954. Veľká didaktika. Bratislava: SPN, 272 s. ISBN 9-3264/53
KOSTRUB, D. (2008). Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS. ISBN 978-80-89055-87-6.
KOSTRUB, D., OSTRADICKÝ, P. (2016). Participative didactics as an inspiration for students. In INWENCJA W EDUKACJI DZIECI, MLODZIEZY I DOROSLYCH, 2016, s. 428-438. ISBN 978-83-941235-5-0.
KOSTRUB, D., OSTRADICKÝ, P. (2014). Phenomena that determine didactic teacher thinking within the process of selecting optimal methods of teaching. In EDUKACJA KU PRZYSZLOŠCI, 2014, s.114-122. ISBN 978-83-62160-20-4.
OBDRŽÁLEK, Z. a kol. (2003). Didaktika pre študentov učiteľstva ZŠ. Bratislava: Univerzita Komenského, 2003.
OSTRADICKÝ, P. (2017). Interakčný príklon vs. interakčný odklon vo vyučovaco-učebných činnostiach výučby. In MMK 2017. - Brno: Masarykova univerzita, 2017. ISBN 978-80-87952-22-1. - S. 843-852.
PETLÁK, E. (2016). Všeobecná didaktika. Bratislava: IRIS, 322 s. ISBN: 978-80-8153-064-7
TÓBLOVÁ, E. (2019). Aktivizujúce vyučovacie metódy. Bratislava: Univerzita Komenského. ISBN 978-80-223-4817-1
TÓBLOVÁ,, E. a kol. (2017). The analysis of educational needs of managing teaching staff in schools in the Slovak Republic. Modern Journal of Language Teaching Methods. - Vol. 7, no. 5 (2017), p. 11-17. ISSN 2251-6204
TÓBLOVÁ,, E. a kol. (2017). Inovácia pregraduálnej prípravy učiteľov v oblasti didakticko-technologických kompetencií. Innovation of the pregraduate teacher training aimed at the didactic-technological competence development. Autoevaluační kultura a kvalita vzdělávání. Praha: Extrasystem, 2017. - ISBN 978-80-87570-36-4. - S. 91-95
TUREK,I. (2014). Didaktika. Bratislava: Wolters Kluwer, 2014, ISBN 978-80-8168-004-5
ZORMANOVÁ, L. (2014). Obecná didaktika. Praha: Grada. ISBN 978-80-247-4590-9
Recommended semester: 1st - 4th semester
Level of study: 1st degree
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by examination, the weighting of the interim and final assessment is 50/50.
Students work on continuous work during the semester (setting objectives, taxonomy of objectives, creation of material aids, creation of didactic test, ...). Intermediate works are evaluated for 20 points. At the end of the intermediate teaching they hand in the semester work - methodical preparation for the teaching unit. The semester work is evaluated for 30 points. During the examination period, they take an oral final examination. The final assessment is worth 50 points. The successful completion of the course is subject to obtaining at least 60 % of the maximum possible grade for the course.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results),
B (93-86%, very good - above average standard),
C (85-76%, well - normal reliable work),
D (75-68%, satisfactory - acceptable results),
E (67-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
Characteristics of student performance:
A - excellent results: the student is able to apply procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify the methods and forms presented in school documents. The student is able to create a portfolio of his/her own outcomes according to the intermediate assignments in accordance with the acquired knowledge and the required criteria. The student can critically, factually assess and evaluate the solutions presented by others, and can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify the methods and forms outlined in school documents. Above-average orientation in general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. The student is able to develop intermediate tasks only with the help of the teacher. Critical assessment and evaluation are absent.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
slovak, czech and english
students of the Teacher Education (combined) programme do not enrol in the course
Brief outline of the course:
General didactics as a basic pedagogical discipline studies the educational process in all its complexity. Didactics helps students to develop and become aware of basic pedagogical knowledge, to understand didactic interrelationships in teaching. It emphasizes the basic concepts and theories of teaching, for the formation of students' individual conceptions of teaching. Makes accessible the formation and essence of basic didactic principles, pedagogical documents and objectives in the teaching process. It leads students to confront theory with practice, to understand a concept in relation to a specific educational activity, to the specific work of the teacher, but above all in relation to the pupil. It characterises the whole process of preparing a teaching unit, through the interaction of teacher and pupils, i.e. through methods, organisational forms and material means.
Topics:
Historical and contemporary conceptions of general didactics. General didactics as a basic pedagogical discipline and its relation to other sciences. The personality of the pupil and the teacher. Basic pedagogical documents. Didactic principles. Pupils' learning styles and teachers' teaching styles. Didactical analysis of the curriculum. Educational objectives, taxonomies of objectives. Theories and concepts of education. Traditional and activating teaching methods. System of organizational forms. Teaching process, its stages and their analysis. Material teaching means - teaching aids, didactic technology and their importance. Assessment, screening, classification.
50/50
Learning outcomes:
Learning objectives and outcomes:
The student will acquire knowledge of the importance of general didactics and its essence for successful functioning in the practice of the teaching profession. The student will be able to define the subject and methodological profile of didactics, develop knowledge, competences and attitudes associated with the teaching profession, knowledge and competences of planning and organizing pupils' learning activities. The student is able to define general didactics in the system of pedagogical sciences, list and characterise its functions and significance. Characterise the personality of the pupil and the teacher in educational contexts. Characterise and analyse basic school documents and explain their interrelation, compare their structure. Analyse the curriculum from a didactic point of view, defend and present their solution. Apply procedures in the processes of formulating specific objectives according to different taxonomies of objectives. Recognise the nature and importance of the application of didactic principles in the teaching process. Orient themselves in the theories and concepts of teaching. Can characterise different approaches to the classification of methods and organisational forms of the teaching process. Analyse and classify the methods and forms presented in school documents. Create a portfolio of own outcomes in general didactics in accordance with the acquired knowledge. Be able to critically and factually assess and evaluate the outputs of others.
Transferable competences:
By discussing, solving and presenting the results of continuously assigned tasks, students will develop their analytical and critical thinking, communication skills, interpersonal skills, organizational skills, digital skills, lecturing and metacognitive skills. Students will be able to use the acquired knowledge and competences creatively in the study of other pedagogical disciplines and in their future pedagogical practice.
Compulsory reading:
GAVORA, P. (2007). Učiteľ a žiaci v komunikácii. Bratislava: UK.. 197s. ISBN 978-80-223-2327-7
Recommended reading:
JASLOVSKÁ B., PISOŇOVÁ, M. (2019). Humanisticky orientovaná komunikácia a jej vplyv na produktivitu žiakov v edukačnom procese. Hradec Králové: Magnanimitas akademické sdružení. 45-56s. ISBN 978-80-87952-29-0
JASLOVSKÁ, B. (2019). Nástroj na sebahodnotenie žiakov v rámci Encounterovej skupiny a učiteľ ako facilitátor procesu hodnotenia. Bratislava: Univerzita Komenského v Bratislave. 37-45s. ISBN 978-80-223-4847-8
KURUC, M. (2018). Rozvoj sebaregulácie a motivácie ako faktor úspechu slovenských žiakov v kontexte teórie sebaurčenia. Bratislava: Univerzita Komenského v Bratislave. 143-160s. ISBN 978-80-223-4661-0
ALLHOFF, D.-W. (2008). Rétorika a komunikace. Praha: Grada publishing. 200s. ISBN 978-80-247-2283-2
KLAPETEK, M. (2008). Komunikace, argumentace, rétorika. Praha: Grada publishing. 256s. ISBN 978-80247-2652-6
ŠUŤÁKOVÁ, V., FERENCOVÁ, J., ZAHATŇANSKÁ, M. (2017). Sociálna a didaktická komunikácia. Prešov: Wolters Kluwer. 208s. ISBN 978-80-81685-48-4
Prerequisites for successful completion of the course: 100% pass mark.
Assessment: consists of 2 intermediate assessments (40+60, total 100 points).
Interim assessment 1: consists of the preparation of a term paper and its oral presentation or practical application in class. This is a prepared micro-performance (alone or in pairs).
Semester work for interim assessment 1: consists of a creative assignment for 40b (20+20). This includes preparation of an oral micro-presentation for 10-15 minutes and feedback (20b) and preparation of a visual presentation in a graphics program (20b).
Intermediate assessment 2: consists of a review of the knowledge acquired, i.e. a test for 60p. The written exam/test consists of theoretical preparation for the course in basic concepts and study of the literature.
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A minimum of 81 points is required to obtain a B grade. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
For a grade of C at least 73 points. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
For a grade of D at least 66 points. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application of knowledge in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in class during the semester in collaboration with the instructor or other students.
At least 60 points for an E grade. For this assessment, the student should demonstrate: the ability to develop ongoing assignments and with the assistance of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
smaller groups, up to a maximum of 25 students, are required for the course for effective classroom interaction
Brief outline of the course:
The aim of the course is the practical use of theoretical knowledge about effective communication in the educational process through training and micro-performances. The course is designed to prepare students for the future teaching profession in the field of critical and independent thinking, communication and rhetorical skills, collaboration, creative activity, self-assessment, feedback, etc. Using various activating methods and problem-based tasks, students will actively participate in the teaching and create the content of the course themselves, in which they will use their own potential and develop the inter and intra personal aspects of their own personality.
Topics:
Communication in education in theory - definition of communication, types of communication, information theory and its components. Communication in education - its functions, levels, basic rules, organizational forms. Interaction styles of the teacher. Extralinguistic means of communication, paralinguistic aspects of speech. Verbal communication - monologue, dialogue, conversation, questioning, argumentation. Organizational forms and space in communication. Types of teaching according to the number of participants. Classroom layout.
Communication in education in practice - teachers' inappropriate approaches in Communication in education. Appropriate communication approaches and strategies in teacher work - learner centred approach, humanism, non-directivity. Presentation - structure and arrangement of speech/speech/lecture. Selection and appropriateness of information within an oral presentation. Analysis of speakers. Visualisation and arousal of interest. Organisation of time. Argumentation - composition of argument, types of argument. Logic and errors in argumentation. Types of interviews. Debate - how to conduct a conversation, the structure of a conversation. Division of discussion methods. Feedback - self-evaluation and self-reflection, giving and receiving criticism. Critical thinking and methods to develop critical thinking.
100/0
Learning objectives and outcomes:
By completing the Communication in education course, the student should:
- Be able to compare student-centered and teacher-centered approaches in communication,
- be able to justify the choice and appropriateness of the communication approaches used in teaching,
- be able to create a presentation with high quality content and visually interesting,
- be able to apply theoretical knowledge in the creation of oral micro output,
- be able to present a micro performance in front of a group and be able to give or receive feedback,
- be able to argue correctly and be able to make a factually correct argument,
- understand the importance of selection and analysis of information and information sources,
- know methods for Developing of critical thinking,
- acquire presentation and communication skills and be able to apply them in practical tasks.
Transferable competences: the student strengthens soft skills such as communication skills through creative tasks in the course, furthermore analytical thinking in evaluating information and working with text, critical thinking and thinking in context in the development of arguments and through their application in discussion, strengthens interpersonal skills within the group - activation and taking initiative and responsibility.
Compulsory reading:
GAVORA, P. (2007). Učiteľ a žiaci v komunikácii. Bratislava: UK.. 197s. ISBN 978-80-223-2327-7
Recommended reading:
JASLOVSKÁ B., PISOŇOVÁ, M. (2019). Humanisticky orientovaná komunikácia a jej vplyv na produktivitu žiakov v edukačnom procese. Hradec Králové: Magnanimitas akademické sdružení. 45-56s. ISBN 978-80-87952-29-0
JASLOVSKÁ, B. (2019). Nástroj na sebahodnotenie žiakov v rámci Encounterovej skupiny a učiteľ ako facilitátor procesu hodnotenia. Bratislava: Univerzita Komenského v Bratislave. 37-45s. ISBN 978-80-223-4847-8
KURUC, M. (2018). Rozvoj sebaregulácie a motivácie ako faktor úspechu slovenských žiakov v kontexte teórie sebaurčenia. Bratislava: Univerzita Komenského v Bratislave. 143-160s. ISBN 978-80-223-4661-0
ALLHOFF, D.-W. (2008). Rétorika a komunikace. Praha: Grada publishing. 200s. ISBN 978-80-247-2283-2
KLAPETEK, M. (2008). Komunikace, argumentace, rétorika. Praha: Grada publishing. 256s. ISBN 978-80247-2652-6
ŠUŤÁKOVÁ, V., FERENCOVÁ, J., ZAHATŇANSKÁ, M. (2017). Sociálna a didaktická komunikácia. Prešov: Wolters Kluwer. 208s. ISBN 978-80-81685-48-4
Prerequisites for successful completion of the course: 100% pass mark.
Assessment: consists of 2 intermediate assessments (40+60, total 100 points).
Interim assessment 1: consists of the preparation of a term paper and its oral presentation or practical application in class. This is a prepared micro-performance (alone or in pairs).
Semester work for interim assessment 1: consists of a creative assignment for 40b (20+20). This includes preparation of an oral micro-presentation for 10-15 minutes and feedback (20b) and preparation of a visual presentation in a graphics program (20b).
Intermediate assessment 2: consists of a review of the knowledge acquired, i.e. a test for 60p. The written exam/test consists of theoretical preparation for the course in basic concepts and study of the literature.
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A minimum of 81 points is required to obtain a B grade. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
For a grade of C at least 73 points. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
For a grade of D at least 66 points. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application of knowledge in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in class during the semester in collaboration with the instructor or other students.
At least 60 points for an E grade. For this assessment, the student should demonstrate: the ability to develop ongoing assignments and with the assistance of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
smaller groups, up to a maximum of 25 students, are required for the course for effective classroom interaction
Brief outline of the course:
The aim of the course is the practical use of theoretical knowledge about effective communication in the educational process through training and micro-performances. The course is designed to prepare students for the future teaching profession in the field of critical and independent thinking, communication and rhetorical skills, collaboration, creative activity, self-assessment, feedback, etc. Using various activating methods and problem-based tasks, students will actively participate in the teaching and create the content of the course themselves, in which they will use their own potential and develop the inter and intra personal aspects of their own personality.
Topics:
Communication in education in theory - definition of communication, types of communication, information theory and its components. Communication in education - its functions, levels, basic rules, organizational forms. Interaction styles of the teacher. Extralinguistic means of communication, paralinguistic aspects of speech. Verbal communication - monologue, dialogue, conversation, questioning, argumentation. Organizational forms and space in communication. Types of teaching according to the number of participants. Classroom layout.
Communication in education in practice - teachers' inappropriate approaches in Communication in education. Appropriate communication approaches and strategies in teacher work - learner centred approach, humanism, non-directivity. Presentation - structure and arrangement of speech/speech/lecture. Selection and appropriateness of information within an oral presentation. Analysis of speakers. Visualisation and arousal of interest. Organisation of time. Argumentation - composition of argument, types of argument. Logic and errors in argumentation. Types of interviews. Debate - how to conduct a conversation, the structure of a conversation. Division of discussion methods. Feedback - self-evaluation and self-reflection, giving and receiving criticism. Critical thinking and methods to develop critical thinking.
100/0
Learning objectives and outcomes:
By completing the Communication in education course, the student should:
- Be able to compare student-centered and teacher-centered approaches in communication,
- be able to justify the choice and appropriateness of the communication approaches used in teaching,
- be able to create a presentation with high quality content and visually interesting,
- be able to apply theoretical knowledge in the creation of oral micro output,
- be able to present a micro performance in front of a group and be able to give or receive feedback,
- be able to argue correctly and be able to make a factually correct argument,
- understand the importance of selection and analysis of information and information sources,
- know methods for Developing of critical thinking,
- acquire presentation and communication skills and be able to apply them in practical tasks.
Transferable competences: the student strengthens soft skills such as communication skills through creative tasks in the course, furthermore analytical thinking in evaluating information and working with text, critical thinking and thinking in context in the development of arguments and through their application in discussion, strengthens interpersonal skills within the group - activation and taking initiative and responsibility.
Compulsory reading:
DRAPELA, V. J. (2011). Přehled teorií osobnosti. Praha: Portál. ISBN 8071787663
FÁBIK, D. (2019). Psychológia intelektovo nadaných žiakov. Košice: Equilibria. 328 s. ISBN 9788081432521
Recommended reading:
FÁBIK, D. (2021). Obranné mechanizmy v sne. Psychoterapie. 15(2), 122-133. ISSN 1802-3983
HALL, C.S., & LINDZEY, G. (1997). Psychológia osobnosti. Bratislava: SPN.
JURSOVÁ ZACHAROVÁ, Z., LEMEŠOVÁ, M., MIŠKOLCI, J., CABANOVÁ, K., HORVÁTHOVÁ, Ľ., SOKOLOVÁ, L. (2019). Postoje, inklúzia a predsudky v slovenských školách. Bratislava: Univerzita Komenského, s. 199. ISBN: 978-80-223-4814-0
JURSOVÁ ZACHAROVÁ, Z. (2015). Osobnosť začínajúcich učiteľov a učiteliek. In Osobnosť a sociálno-psychologické kompetencie učiteľov a učiteliek. Bratislava: Univerzita Komenského, s. 102-112. ISBN 978-80-223-3950-6.
JURSOVÁ ZACHAROVÁ, Z. (2015). Akí sú študenti učiteľstva na začiatku svojej kariéry? Motivácia a osobnosť začínajúcich študentov voliacich si učiteľskú profesiu. Ecoletra.com [elektronický zdroj]. - roč. 1, č. 1, s. 68-83.
Prerequisites: B-VUZde003 / Psychology for teachers 1
Prerequisites for successful completion of the course:
The course is completed with an assessment, 100% of the continuous assessment, which includes continuous work - completion of a self-awareness test (15% of the assessment) and a seminar paper (20% of the assessment), completion of a continuous test in personality psychology (30% of the assessment), a reflective essay (5% of the assessment), and a final test (30% of the assessment).
Credit will not be awarded to a student who scores less than 50% on any of the four written examinations.
To pass the course, you must obtain a minimum of 60 % of the marks.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For an A grade, the student must have excellent theoretical knowledge, be able to evaluate and critically analyse it, and use the knowledge flexibly in practically set tasks.
For a grade of B, the student must have excellent theoretical knowledge, be able to evaluate and critically analyze it, and have slight deficiencies in the use of knowledge in practically set tasks.
For a grade of C, the student must have excellent theoretical knowledge, moderate deficiencies in its evaluation and critical analysis, moderate deficiencies in the use of knowledge in practically set tasks.
For a grade D, the student must have basic theoretical knowledge, moderate deficiencies in their evaluation and critical analysis, moderate deficiencies in the use of knowledge in practically set tasks).
For an E grade, the student must have basic theoretical knowledge, moderate deficiencies in their evaluation and critical analysis, and major deficiencies in the use of knowledge in practically set tasks.
slovak and czech
Notes: students of the psychology teaching (combined) programme do not enrol in the course
Brief outline of the course:
Psychology of personality
1. Basic definition and concepts of personality psychology - structure, dynamics.
2. Concepts of the psychoanalytic approach - the structure of personality according to S. Freud, defence mechanisms of A. Freud and their relationship to psychological difficulties in the educational environment (burnout syndrome, depression, etc.).
3. Concepts of individual and analytical psychology - the need for power A. Adler, the need for power in pupils in the educational environment; archetypes of C. Jung, the acceptance of archetypal tendencies and their relation to the educational process.
4. Behaviorism and neobehaviorism - the concept of behavioziorism E. Thorndike, J. Watson, operant conditioning B. Skinner in teacher-pupil relationship, social learning of A. Bandura - teacher as a role model.
5. Humanistic psychology - concepts of A. Maslow, V. Frankl, C. Rogers, self-actualization and the promotion of the self-actualizing instinct as the goal of the educational process.
Educational psychology
6. Basic definition and concepts of educational psychology.
7. Approach to pupils with special educational needs (specific focus on the intellectually gifted, pupils with Asperger's syndrome, ADHD).
8. Psychohygiene of teachers in educational settings - stress management, attitudes, assertiveness and assertive techniques, teachers' attitudes and biases.
9. Psychological problems in pupils and students - perfectionism, hypersensitivity, stress and anxiety.
10. Psychological aspects of education - intrinsic and extrinsic motivation of pupils, assessment.
11. Psychological aspects of working with gifted individuals in the classroom.
100/0
Learning objectives and outcomes and transferable competences:
The aim is
- Know the principles of personality formation and use them to develop the cognitive, affective and competence of pupils and students;
- to build and develop the individual components of the educational process in the context of the personalities of the pupils in the classroom;
- in accordance with the personality of the pupils and students, choose an empathetic approach and encourage self-actualizing tendencies;
- apply social and emotional competencies to promote their own psychological well-being;
- to know the basic psychological problems of education and to be able to work effectively with them in the educational process,
- be able to actively acquire information and use it to solve practical tasks in the field.
Compulsory reading:
DRAPELA, V. J. (2011). Přehled teorií osobnosti. Praha: Portál. ISBN 8071787663
FÁBIK, D. (2019). Psychológia intelektovo nadaných žiakov. Košice: Equilibria. 328 s. ISBN 9788081432521
Recommended reading:
FÁBIK, D. (2021). Obranné mechanizmy v sne. Psychoterapie. 15(2), 122-133. ISSN 1802-3983
HALL, C.S., & LINDZEY, G. (1997). Psychológia osobnosti. Bratislava: SPN.
JURSOVÁ ZACHAROVÁ, Z., LEMEŠOVÁ, M., MIŠKOLCI, J., CABANOVÁ, K., HORVÁTHOVÁ, Ľ., SOKOLOVÁ, L. (2019). Postoje, inklúzia a predsudky v slovenských školách. Bratislava: Univerzita Komenského, s. 199. ISBN: 978-80-223-4814-0
JURSOVÁ ZACHAROVÁ, Z. (2015). Osobnosť začínajúcich učiteľov a učiteliek. In Osobnosť a sociálno-psychologické kompetencie učiteľov a učiteliek. Bratislava: Univerzita Komenského, s. 102-112. ISBN 978-80-223-3950-6.
JURSOVÁ ZACHAROVÁ, Z. (2015). Akí sú študenti učiteľstva na začiatku svojej kariéry? Motivácia a osobnosť začínajúcich študentov voliacich si učiteľskú profesiu. Ecoletra.com [elektronický zdroj]. - roč. 1, č. 1, s. 68-83.
Prerequisites: B-VUZde003 / Psychology for teachers 1
Prerequisites for successful completion of the course:
The course is completed with an assessment, 100% of the continuous assessment, which includes continuous work - completion of a self-awareness test (15% of the assessment) and a seminar paper (20% of the assessment), completion of a continuous test in personality psychology (30% of the assessment), a reflective essay (5% of the assessment), and a final test (30% of the assessment).
Credit will not be awarded to a student who scores less than 50% on any of the four written examinations.
To pass the course, you must obtain a minimum of 60 % of the marks.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For an A grade, the student must have excellent theoretical knowledge, be able to evaluate and critically analyse it, and use the knowledge flexibly in practically set tasks.
For a grade of B, the student must have excellent theoretical knowledge, be able to evaluate and critically analyze it, and have slight deficiencies in the use of knowledge in practically set tasks.
For a grade of C, the student must have excellent theoretical knowledge, moderate deficiencies in its evaluation and critical analysis, moderate deficiencies in the use of knowledge in practically set tasks.
For a grade D, the student must have basic theoretical knowledge, moderate deficiencies in their evaluation and critical analysis, moderate deficiencies in the use of knowledge in practically set tasks).
For an E grade, the student must have basic theoretical knowledge, moderate deficiencies in their evaluation and critical analysis, and major deficiencies in the use of knowledge in practically set tasks.
slovak and czech
Notes: students of the psychology teaching (combined) programme do not enrol in the course
Brief outline of the course:
Psychology of personality
1. Basic definition and concepts of personality psychology - structure, dynamics.
2. Concepts of the psychoanalytic approach - the structure of personality according to S. Freud, defence mechanisms of A. Freud and their relationship to psychological difficulties in the educational environment (burnout syndrome, depression, etc.).
3. Concepts of individual and analytical psychology - the need for power A. Adler, the need for power in pupils in the educational environment; archetypes of C. Jung, the acceptance of archetypal tendencies and their relation to the educational process.
4. Behaviorism and neobehaviorism - the concept of behavioziorism E. Thorndike, J. Watson, operant conditioning B. Skinner in teacher-pupil relationship, social learning of A. Bandura - teacher as a role model.
5. Humanistic psychology - concepts of A. Maslow, V. Frankl, C. Rogers, self-actualization and the promotion of the self-actualizing instinct as the goal of the educational process.
Educational psychology
6. Basic definition and concepts of educational psychology.
7. Approach to pupils with special educational needs (specific focus on the intellectually gifted, pupils with Asperger's syndrome, ADHD).
8. Psychohygiene of teachers in educational settings - stress management, attitudes, assertiveness and assertive techniques, teachers' attitudes and biases.
9. Psychological problems in pupils and students - perfectionism, hypersensitivity, stress and anxiety.
10. Psychological aspects of education - intrinsic and extrinsic motivation of pupils, assessment.
11. Psychological aspects of working with gifted individuals in the classroom.
100/0
Learning objectives and outcomes and transferable competences:
The aim is
- Know the principles of personality formation and use them to develop the cognitive, affective and competence of pupils and students;
- to build and develop the individual components of the educational process in the context of the personalities of the pupils in the classroom;
- in accordance with the personality of the pupils and students, choose an empathetic approach and encourage self-actualizing tendencies;
- apply social and emotional competencies to promote their own psychological well-being;
- to know the basic psychological problems of education and to be able to work effectively with them in the educational process,
- be able to actively acquire information and use it to solve practical tasks in the field.
Recommended reading:
Selection of literature according to the chosen topic of the thesis;
Current directive of the Rector of Charles University on the basic requirements of thesis;
LICHNEROVÁ, L. (2016). Písanie a obhajoba záverečných prác - vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave. Bratislava: Stimul. ISBN 978-80-8127-155-7
KATUŠČÁK, D. (2013). Ako písať záverečné a kvalifikačné práce. Nitra: Enigma. ISBN 8089132454
STAROŇOVÁ, K. (2011). Vedecké písanie: ako písať akademické a vedecké texty. Bratislava: Osveta, . ISBN 978-80-8063-359-2.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student's task is to solve the assignments given continuously during the semester and to hand in the final thesis project at the end of the midterm evaluation. The student actively participates in presenting and discussing solutions to the interim assignments in seminars, for which he/she receives points (20%). The solution of each interim assignment that is handed in on the due date is evaluated with points (40%). The student receives points (40%) for the final thesis project at the end of the interim assessment. All points will be added together at the end of the interim assessment.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student actively works on continuous assignments, participates in the presentation and discussion of the assignments in seminars. Reflects both critically and creatively on interim assignments. He/she is able to produce a final thesis project at an excellent level.
B (90-81%, very good - above average standard), the student actively works adequately on the continuous assignments, participates in the presentation and discussion of the given assignments in seminars. He/she reflects adequately on the intermediate assignments and is able to produce a final thesis project at a very good level.
C (80-73%, good - normal reliable work), the student has performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge. The final thesis project is done at a good level.
D (72-66%, satisfactory - acceptable results), the student was less prepared during the semester, has slight deficiencies in theoretical knowledge. Cannot critically analyze information. He/she prepared the final thesis project at a satisfactory level.
E (66-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge. Intermediate tasks meet the minimum criteria, as well as the development of the final thesis project.
Fx (59-0%, insufficient - extra work required).
Slovak language (in the case of language subject approbations also the target language)
Brief outline of the course:
Types of bachelor theses. The timetable of thesis processing. Definition of the topic and goal of the thesis. Study of literature. Excerpting of material. Theoretical and methodological conception of the thesis. Methodology of problem processing. Methodology of elaboration of the thesis.
Formal-compositional requisites of the final thesis. How to prepare for the defence of the thesis.
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of the course is to familiarize students theoretically and practically with the principles and procedures that need to be mastered for the successful preparation of a bachelor's thesis.
The student is able to define the topic of his/her own bachelor thesis, is able to correctly determine the methods of its processing, acquires the ability to work selectively and correctly with the professional literature on the chosen topic. He/she knows the individual parts of the final thesis. Is able to prepare and present the results of the thesis and is able to respond to questions on the thesis in discussion.
Recommended reading:
Selection of literature according to the chosen topic of the thesis;
Current directive of the Rector of Charles University on the basic requirements of thesis;
LICHNEROVÁ, L. (2016). Písanie a obhajoba záverečných prác - vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave. Bratislava: Stimul. ISBN 978-80-8127-155-7
KATUŠČÁK, D. (2013). Ako písať záverečné a kvalifikačné práce. Nitra: Enigma. ISBN 8089132454
STAROŇOVÁ, K. (2011). Vedecké písanie: ako písať akademické a vedecké texty. Bratislava: Osveta, . ISBN 978-80-8063-359-2.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student's task is to solve the assignments given continuously during the semester and to hand in the final thesis project at the end of the midterm evaluation. The student actively participates in presenting and discussing solutions to the interim assignments in seminars, for which he/she receives points (20%). The solution of each interim assignment that is handed in on the due date is evaluated with points (40%). The student receives points (40%) for the final thesis project at the end of the interim assessment. All points will be added together at the end of the interim assessment.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student actively works on continuous assignments, participates in the presentation and discussion of the assignments in seminars. Reflects both critically and creatively on interim assignments. He/she is able to produce a final thesis project at an excellent level.
B (90-81%, very good - above average standard), the student actively works adequately on the continuous assignments, participates in the presentation and discussion of the given assignments in seminars. He/she reflects adequately on the intermediate assignments and is able to produce a final thesis project at a very good level.
C (80-73%, good - normal reliable work), the student has performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge. The final thesis project is done at a good level.
D (72-66%, satisfactory - acceptable results), the student was less prepared during the semester, has slight deficiencies in theoretical knowledge. Cannot critically analyze information. He/she prepared the final thesis project at a satisfactory level.
E (66-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge. Intermediate tasks meet the minimum criteria, as well as the development of the final thesis project.
Fx (59-0%, insufficient - extra work required).
Slovak language (in the case of language subject approbations also the target language)
Brief outline of the course:
Types of bachelor theses. The timetable of thesis processing. Definition of the topic and goal of the thesis. Study of literature. Excerpting of material. Theoretical and methodological conception of the thesis. Methodology of problem processing. Methodology of elaboration of the thesis.
Formal-compositional requisites of the final thesis. How to prepare for the defence of the thesis.
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of the course is to familiarize students theoretically and practically with the principles and procedures that need to be mastered for the successful preparation of a bachelor's thesis.
The student is able to define the topic of his/her own bachelor thesis, is able to correctly determine the methods of its processing, acquires the ability to work selectively and correctly with the professional literature on the chosen topic. He/she knows the individual parts of the final thesis. Is able to prepare and present the results of the thesis and is able to respond to questions on the thesis in discussion.
Reference sources:
Compulsory reading:
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7.
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 101 s. ISBN 978-80-7097-904-4.
KOSTRUB, D., SEVERINI, E. Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. 2016. Učitelské praxe – současné poznatky a perspektivy. Brno. 2016. Masarykova univerzita. ISBN 978-80-210-8274-8
STRAKOŠ, J. 2021. Mimovyučovacie činnosti učiteľa v škole: Metodika stáže A. Bratislava: Univerzita Komenského, 2021. ISBN 978-80-223-5231-4
The national curriculum for ISCED 2 and ISCED 3.
Pedagogical documentation
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student completes an introductory practice seminar with the practice methodologist and a hospitality in a primary or secondary school according to the subject/subject specialization of the practice in the range of 10 - 20 hours. The student will keep a practice portfolio of the hours of hospitalisation, which he/she will submit to the practice methodologist for evaluation in print or electronic form (as agreed with the practice methodologist). The final assessment takes the form of a colloquium. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A - excellent results: the student is able to apply procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
slovak language
The student enrolls in Teaching practice (A) concurrently with the course or after completing the course Theoretical basics of education. Pedagogical Practices are carried out on dates determined by the schedule of the academic year of the Faculty of Arts of Charles University and are preceded by an introductory instructional session with the student's practice methodologist.
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization - pre-praxis meeting: defining the objectives, methods and focus of the hospitalization.
The implementation phase of hospitalization - own observation of the educational process and processing of the hospitalization portfolio with emphasis on aspects of Communication in education, elements of communication, individual differences of pupils, phenomena of the dynamics of the learning group, educational goals, methods, forms, principles and content elements of education, manifestations of the teacher's personality and the classroom environment, positive and negative evaluations in teaching, non-standard educational situations.
The final phase of the hospitalization - post-hospitalization colloquium: analysis of the practice portfolio, reflection and interpretation of the observed educational phenomena. Familiarisation with the school documentation: state and school curriculum, electronic class book, online student book, Edupage information system. Educational standards, individual education plans, etc.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The goal of the Teaching Practicum (A) is to initiate the professional vision of male and female student teachers, particularly in terms of descriptive and identification. After completing the course, the student knows and can navigate in school documentation, can process the record of the educational unit hospitalization, can describe educational phenomena (elements of communication in the learning group, individual differences of pupils, phenomena of the dynamics of the learning group), can identify the individual educational goals, methods, forms, principles and content elements of education. The aim of the course is also to observe and analyse the manifestations of the teacher's personality and the classroom environment. The student will be able to distinguish and evaluate the application of positive and negative evaluation in teaching, be able to identify non-standard educational situations and evaluate the effectiveness of their solution.
Reference sources:
Compulsory reading:
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7.
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 101 s. ISBN 978-80-7097-904-4.
KOSTRUB, D., SEVERINI, E. Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. 2016. Učitelské praxe – současné poznatky a perspektivy. Brno. 2016. Masarykova univerzita. ISBN 978-80-210-8274-8
STRAKOŠ, J. 2021. Mimovyučovacie činnosti učiteľa v škole: Metodika stáže A. Bratislava: Univerzita Komenského, 2021. ISBN 978-80-223-5231-4
The national curriculum for ISCED 2 and ISCED 3.
Pedagogical documentation
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student completes an introductory practice seminar with the practice methodologist and a hospitality in a primary or secondary school according to the subject/subject specialization of the practice in the range of 10 - 20 hours. The student will keep a practice portfolio of the hours of hospitalisation, which he/she will submit to the practice methodologist for evaluation in print or electronic form (as agreed with the practice methodologist). The final assessment takes the form of a colloquium. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A - excellent results: the student is able to apply procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
slovak language
The student enrolls in Teaching practice (A) concurrently with the course or after completing the course Theoretical basics of education. Pedagogical Practices are carried out on dates determined by the schedule of the academic year of the Faculty of Arts of Charles University and are preceded by an introductory instructional session with the student's practice methodologist.
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization - pre-praxis meeting: defining the objectives, methods and focus of the hospitalization.
The implementation phase of hospitalization - own observation of the educational process and processing of the hospitalization portfolio with emphasis on aspects of Communication in education, elements of communication, individual differences of pupils, phenomena of the dynamics of the learning group, educational goals, methods, forms, principles and content elements of education, manifestations of the teacher's personality and the classroom environment, positive and negative evaluations in teaching, non-standard educational situations.
The final phase of the hospitalization - post-hospitalization colloquium: analysis of the practice portfolio, reflection and interpretation of the observed educational phenomena. Familiarisation with the school documentation: state and school curriculum, electronic class book, online student book, Edupage information system. Educational standards, individual education plans, etc.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The goal of the Teaching Practicum (A) is to initiate the professional vision of male and female student teachers, particularly in terms of descriptive and identification. After completing the course, the student knows and can navigate in school documentation, can process the record of the educational unit hospitalization, can describe educational phenomena (elements of communication in the learning group, individual differences of pupils, phenomena of the dynamics of the learning group), can identify the individual educational goals, methods, forms, principles and content elements of education. The aim of the course is also to observe and analyse the manifestations of the teacher's personality and the classroom environment. The student will be able to distinguish and evaluate the application of positive and negative evaluation in teaching, be able to identify non-standard educational situations and evaluate the effectiveness of their solution.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7.
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 101 s. ISBN 978-80-7097-904-4.
KOMENSKÝ, J. A. (1954). Veľká didaktika. Bratislava: SPN, 272 s. ISBN 9-3264/53
KOSTRUB, D., SEVERINI, E. Portfólio v pedagogickej praxi študenta. In: ŠVEC, V., LOJDOVÁ, K., PRAVDOVÁ, B. 2016. Učitelské praxe – současné poznatky a perspektivy. Brno: Masarykova univerzita. ISBN 978-80-210-8274-8 https://munispace.muni.cz/library/catalog/book/829
KOSTRUB, D., FERKOVÁ, Š., TÓTHOVÁ, R. (2017). Žiak, učiteľ a výučba. Všeobecná didaktika pre študentov učiteľstva. Prešov: Rokus. 370 s., ISBN 978-80-8951-061-0
KOSTRUB, D. 2008. Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS. ISBN 978-80-89055-87-6
KOSTRUB, D., OSTRADICKÝ, P. (2016). Participative didactics as an inspiration for students. In INWENCJA W EDUKACJI DZIECI, MLODZIEZY I DOROSLYCH, 2016, s. 428-438. ISBN 978-83-941235-5-0.
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. 28 s. ISBN 978-80-210-9581-6 https://www.phil.muni.cz/do/fi/is/sebehodnotici_nastroj/Standard-kvality-profesnich-kompetenci.pdf
STRAKOŠ, J. 2021. Mimovyučovacie činnosti učiteľa v škole: Metodika stáže A. Bratislava: Univerzita Komenského, 2021, 30 s., (1,45 AH), ISBN 978-80-223-5231-4
National curriculum for ISCED 2 and ISCED 3
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the practice methodologist, and will complete at least 10 hours of hospitalization at a primary or secondary school according to the subject/content specialization. The student will keep a personal portfolio of teaching practice from the hours of hospitalization. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The portfolio is submitted by the student to the Practice Methodologist for evaluation, and at the end of the portfolio the student will attend a colloquium to evaluate and reflect on the teaching practice.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
slovak, english and czech
The student enrolls in Pedagogical Practice (B) concurrently with the course or after completing the course General Didactics. Pedagogical Practices are carried out on dates determined by the schedule of the academic year of the Faculty of Arts of Charles University and are preceded by an introductory instructional session with the student's practice methodologist.
Brief outline of the course:
The aim of teaching practice B is to enable students to observe the teaching process from the perspective of a future teacher. During the practicum, students observe the teaching process of the practicing teachers and, on the basis of theoretical knowledge of general didactics, analyse the teaching process in its entirety and, in the final reflection, formulate a characterisation of the observed teaching, the working atmosphere, evaluate the pedagogical competence of the practicing teachers, point out the positives and negatives, propose their own solutions and describe suggestions for change, and give their own reflections on the profession of teaching, where they are in relation to the observed teaching process.
Preparatory phase for the practice: pre-practicum seminar, definition of requirements for the implementation of the practice, preparation and study of hospitality sheets, study of didactic literature, pre-hospitalization interview with the trainee teacher.
The implementation phase of the practice: self-observation of the teaching process, processing of hospitality sheets with emphasis on aspects of objectives, methods, Communication in education, teacher and pupils' activities, identification of teaching phases, cognitive functions, pupils' activity and activation, and a comprehensive record of the teaching process.
Evaluation phase of practice: interpretation of observed educational phenomena, analysis of the hospital portfolio, reflection on the pedagogical practice B.
100/0
Learning outcomes and transferable competences:
The goal of Teaching Practice B is to initiate students' professional vision at the level of descriptive and identification. After completing the pedagogical practice B, the student knows and can work with pedagogical documentation, can process the record of the teaching unit hospitalization. Identifies the main objectives, methods, forms and phases of the teaching process. Can describe the elements of communication and classroom dynamics.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7.
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 101 s. ISBN 978-80-7097-904-4.
KOMENSKÝ, J. A. (1954). Veľká didaktika. Bratislava: SPN, 272 s. ISBN 9-3264/53
KOSTRUB, D., SEVERINI, E. Portfólio v pedagogickej praxi študenta. In: ŠVEC, V., LOJDOVÁ, K., PRAVDOVÁ, B. 2016. Učitelské praxe – současné poznatky a perspektivy. Brno: Masarykova univerzita. ISBN 978-80-210-8274-8 https://munispace.muni.cz/library/catalog/book/829
KOSTRUB, D., FERKOVÁ, Š., TÓTHOVÁ, R. (2017). Žiak, učiteľ a výučba. Všeobecná didaktika pre študentov učiteľstva. Prešov: Rokus. 370 s., ISBN 978-80-8951-061-0
KOSTRUB, D. 2008. Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS. ISBN 978-80-89055-87-6
KOSTRUB, D., OSTRADICKÝ, P. (2016). Participative didactics as an inspiration for students. In INWENCJA W EDUKACJI DZIECI, MLODZIEZY I DOROSLYCH, 2016, s. 428-438. ISBN 978-83-941235-5-0.
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. 28 s. ISBN 978-80-210-9581-6 https://www.phil.muni.cz/do/fi/is/sebehodnotici_nastroj/Standard-kvality-profesnich-kompetenci.pdf
STRAKOŠ, J. 2021. Mimovyučovacie činnosti učiteľa v škole: Metodika stáže A. Bratislava: Univerzita Komenského, 2021, 30 s., (1,45 AH), ISBN 978-80-223-5231-4
National curriculum for ISCED 2 and ISCED 3
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the practice methodologist, and will complete at least 10 hours of hospitalization at a primary or secondary school according to the subject/content specialization. The student will keep a personal portfolio of teaching practice from the hours of hospitalization. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The portfolio is submitted by the student to the Practice Methodologist for evaluation, and at the end of the portfolio the student will attend a colloquium to evaluate and reflect on the teaching practice.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
slovak, english and czech
The student enrolls in Pedagogical Practice (B) concurrently with the course or after completing the course General Didactics. Pedagogical Practices are carried out on dates determined by the schedule of the academic year of the Faculty of Arts of Charles University and are preceded by an introductory instructional session with the student's practice methodologist.
Brief outline of the course:
The aim of teaching practice B is to enable students to observe the teaching process from the perspective of a future teacher. During the practicum, students observe the teaching process of the practicing teachers and, on the basis of theoretical knowledge of general didactics, analyse the teaching process in its entirety and, in the final reflection, formulate a characterisation of the observed teaching, the working atmosphere, evaluate the pedagogical competence of the practicing teachers, point out the positives and negatives, propose their own solutions and describe suggestions for change, and give their own reflections on the profession of teaching, where they are in relation to the observed teaching process.
Preparatory phase for the practice: pre-practicum seminar, definition of requirements for the implementation of the practice, preparation and study of hospitality sheets, study of didactic literature, pre-hospitalization interview with the trainee teacher.
The implementation phase of the practice: self-observation of the teaching process, processing of hospitality sheets with emphasis on aspects of objectives, methods, Communication in education, teacher and pupils' activities, identification of teaching phases, cognitive functions, pupils' activity and activation, and a comprehensive record of the teaching process.
Evaluation phase of practice: interpretation of observed educational phenomena, analysis of the hospital portfolio, reflection on the pedagogical practice B.
100/0
Learning outcomes and transferable competences:
The goal of Teaching Practice B is to initiate students' professional vision at the level of descriptive and identification. After completing the pedagogical practice B, the student knows and can work with pedagogical documentation, can process the record of the teaching unit hospitalization. Identifies the main objectives, methods, forms and phases of the teaching process. Can describe the elements of communication and classroom dynamics.
Recommended reading:
ZÁHOREC, J. (2021). Inovatívne digitálne riešenia v školskej edukácii žiakov. Bratislava: Univerzita Komenského v Bratislave, 141 strán, ISBN 978-80-223-5121-8. https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KDPP/Inovativne_digitalne_riesenia.pdf
ZÁHOREC, J., BREČKA, P. (2021). Uplatnenie platformy SMART Learning Suite v oblasti tvorby edukačných aktivít. Bratislava: Univerzita Komenského v Bratislave, 129 strán, ISBN 978-80-223-5127-0 https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KDPP/Pouzivame_SMART_Learning_Suite.pdf
ZÁHOREC, J., HAŠKOVÁ, A., MUNK, M. (2020). Digitálna gramotnosť učiteľov v kontexte ich profesijnej prípravy. Bratislava: Univerzita Komenského v Bratislave, 305 strán, ISBN 978-80-223-4882-9.
LABJAKOVÁ, I. (2019). Interaktívna tabuľa v edukačnom procese, Bratislava: Metodicko-pedagogické centrum v Bratislave, 2019, 100 s., ISBN 978-80-565-1444-3
Základný študijný text k vzdelávaciemu obsahu disciplíny Digitálne technológie 2 bude študentom pravidelných časových intervaloch sprístupňovaný v elektronickej forme prostredníctvom univerzitného LMS Moodle.
Prerequisites: B-VUZde002 / Digital technologies 1
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
active participation in seminars conducted by both face-to-face and distance learning methods;
processing of partial (distance) deliverables/assignments according to the lecturer's assignment during the semester from the selected subject areas and their submission in electronic form within the set deadline, which are continuously checked and evaluated by the lecturer, constitutes 80% of the total achievable point value; Submission of partial assignments is a condition for the award of credits;
development of a semester project - at the end of the semester, the student develops through the cloud tool Prezi Video an original and visually impressive video presentation of the educational content of the selected teaching subject at primary school / secondary school in the context of the subjects that the student studies in the study programs of teaching at the Faculty of Education of Charles University; The structure of the video presentation should be based on the presentation created in the Prezi Present software application; Personal presentation of the created project in Prezi in front of the whole study group; Successful implementation and defence of the project constitutes 20% of the total achievable point value and is a condition for the award of credits.
The rating shall be awarded on a scale of
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the educational subject it is necessary to obtain at least 60 % of the score.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.
slovak and czech
: The maximum number of students per study group within the regular learning form of study is 15 (per one teacher). The seminar is conducted in a computer room, each student has a computer at his/her disposal.
Brief outline of the course
The content of the educational discipline Digital Technologies 2 is divided into four thematic headings and relevant sub-topics in order to ensure the achievement of the set partial educational objectives. The content structure of the educational discipline is designed so that the student continuously develops his didactic-technological competences in the field of selected didactic software applications by completing the educational topics organized in the present and distance form and at the same time strengthens his professional training in the subject area.content structure of the discipline can be adapted to the current requirements of practice and students.
Application of ActivInspire software application and ClassFlow cloud environment in the educational process
We master the principle and methodology of working with selected (Promethean World Ltd) digital didactic resources designed to support interactive teaching of subjects of its approbation in primary and secondary schools;
We develop professional digital competences by the ability to effectively use the software tools of the ActivInspire desktop application and the ClassFlow cloud environment through the creation of gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of pupils (including pupils with special educational needs) participating in a lesson in the school classroom or in home conditions in the case of distance/hybrid education; In the context of the above activity, the trainee is also expected to learn the methodology for applying the activities developed in the school classroom;
We gain knowledge about desktop digital voting solutions and (trendy) cloud-based applications for creating knowledge tests/quizzes currently available on the market as an interactive didactic means of teaching, advantages and disadvantages of their deployment in the teaching process in the field of regional education;
We acquire digital skills in creating, editing and administering knowledge tests through voting sessions and supported by the ActivInspire software application and ActivExpression2 digital voting device to stimulate pupil activation and attention in the classroom; We use the ExpressPoll voting session; we use the question creation wizard to create test activities in the teacher stimulation; we implement the work with the question set wizard for processing at the pupil's own pace (voting session in the pupil stimulation) in the teaching of the subjects of his/her apprenticeship;
We are mastering the methodology of applying the knowledge tests communicated to pupils through the ActivInspire application and the ActivExpression2 digital voting device to the process of school teaching of the subjects of their approbation in primary/ secondary schools;
Develop skills in statistically processing the results of whole group voting activities into the ActivInspire demonstration workbook, as well as exporting them to Microsoft Excel;
We strengthen professional digital competences in the area of working with complex interactive solutions usable in educational situations with an emphasis on the ActivBoard interactive whiteboard.
Topics:
Design of demonstration workbooks - options for setting up and customizing the ActivInspire work environment; Main toolbar - demonstration for familiarizing yourself with the most commonly used tools - ideas for their use in the creation of interactive educational content; Annotation mode on the desktop; Browsers in ActivInspire; Export/Import (*.flipchart) of demonstration workbooks; Teacher-student collaboration on the whiteboard - dual user mode;
Adding additional graphical content to the ActivInspire demonstration workbook; Importing and exporting asset packages; Defining object properties; Using layers and layering: Blind Map, Magic Tunnel, Magic Ink - ideas for using them when designing educational activities aimed at the target group of students; Adding and removing links to linked external files/internet resources; Creating and using grid features when designing educational activities; Creating interactive demonstration workbooks - creating containers; Working with actions; Suggestions for their use of selected actions in the creation of interactive materials usable in the educational process; Benefits of using profiles; Annotating the desktop; Using desktop tools; Working in dual user mode; Using mathematical and design tools; Demonstrations of the use of mathematical and design tools in the creation of interactive materials usable in the educational process;
We extend professional digital competencies with the ability to effectively apply gamification educational activities through predefined templates - Sorting into categories, Crossword, Learning Cards, Assigning and Sorting items and other templates supported by the cloud-based ClassFlow application;
Current trends in the application of digital voting solutions for education; Technological principle of digital voting systems; Possibilities of using digital voting systems in school teaching in primary
schools / elementary schools ; Methodology of working with digital voting systems; Digital voting solutions - effective support of group cooperation in classrooms stimulating the learning process;
We use the ActivExpression2 digital voting system in the classroom; Components of an intelligent digital voting solution; Registration of ActivExpression2 voting devices in ActivInspire; Voting Browser; Types of voting sessions and test questions supported by the ActivInspire software application and ActivExpression2 voting device; Working with voting session results in ActivInspire - viewing results in different formats; Exporting results from ExpressPoll from prepared questions and from a set of self-paced questions to Microsoft Excel; Suggestions for educational activities and games using ActivExpression2 voting devices to promote student activation and attention in the classroom.
Within the framework of the distance assignment, the student in the ActivInspire environment will develop a set of engaging learning activities, knowledge games, engaging presentations of educational content as new interactive forms of learning material supporting the activation and attention of students in the classroom. In conceptualising the design and development of the task, the learner will make use of as wide a range of available tools, functions, actions and features as possible. Within a developed demonstration workbook of at least 6 pages, the student will be expected to primarily use the container activity, magic ink, magic tunnel, set actions and constraints on objects, and apply the presentation tools of the ActivInspire environment. In the accompanying document (a separate file of *.docx format) to the created presentation materials and educational activities stored in *.flipchart format, the student will indicate the methodology of their inclusion in the educational activities of the target group of pupils.
Within the distance assignment, the student will create a set of 10 gamification educational activities for the target group of students with the effective use of pre-prepared templates and tools of the ClassFlow cloud environment. In the accompanying document (a separate file of *.docx format) to the created gamification activities, the student will include the methodology of their integration into the educational activities of the target group of pupils.
Within the framework of the distance task, the student will create, through the ClassFlow cloud environment, a test activity conceived from 20 test questions of supported types with the potential possibility of its use in the teaching of the subjects of his/her apprenticeship to pupils at primary school / secondary school.
We create video presentations of educational content through the cloud application Prezi Video
We develop professional digital competencies in the design and creation of compelling non-linear video presentations of educational content realized through Prezi Present and Prezi Video cloud platform Prezi by expressing visual ideas applicable to our own pedagogical activities;
We are mastering the methodology of applying video presentation of educational content communicated to pupils through Prezi Video to the process of school teaching of subjects of its approbation at primary school / high school;
We innovate didactic approaches to educational activities implemented in schools or educational institutions through immersive non-linear video presentations created in the cloud platform Prezi.
Topics:
We create a video presentation in the Prezi Video online editor environment from scratch using the Quick record tool - selecting a suitable template, inserting text content and other graphic visuals; supplementing the video presentation with a recording of your own image and sound;
We create a video presentation in the Prezi Video online editor environment by offering reusable videos recorded by other Prezi Video users;
Creating a video presentation based on a Prezi Present; Adding an accompanying commentary; Adding a video with accompanying commentary.
Within the distance assignment, the student will create an original didactic and visually engaging video presentation of educational content of his/her choice for the target group of pupils, using the Prezi cloud platform (Prezi Present and Prezi Video), in a range of at least 20 presentation views, usable in teaching the subjects of his/her specialisation at primary school/junior high school.
We use selected Web 2.0 software tools to obtain feedback from students participating in the school teaching process, in the case of students enrolled in distance (online) learning;
We are expanding the knowledge framework in the field of application of gamification (game-based learning) as one of the innovative and activating methods applied in the educational process at the primary school level;
We are expanding digital skills to include the ability to effectively use Socrative 2.0, a cloud-based application designed to create and manage knowledge/quiz activities in order to get immediate feedback from students participating in a lesson in the classroom or at home in the case of distance/hybrid learning;
We are mastering the methodology of applying knowledge/quiz activities communicated to students through Socrative 2.0 to the process of school teaching of subjects of their area of interest in primary schools;
We extend professional digital competences with the ability to create gamification quiz activities and knowledge games through the online platform Kahoot! into the school learning process in a fun and playful way - transforming traditional knowledge testing through quizzes in an activating form using digital means;
We acquire competencies in the application of the application methodology, in the Kahoot! author-prepared, gamified educational and quiz activities to the process of school teaching of subjects of their approbation in primary school / secondary school;
We develop digital competences by the ability to effectively use the cloud tool Wizer.me for creating multimedia online worksheets with educational content for the target group of primary school pupils;
We are mastering the methodology of applying the processed digital graphic outputs of educational content communicated to students through the cloud tool Wizer.me to the process of school teaching of subjects of their approbation in primary school / secondary school;
We master the principle and methodology of working with the cloud application Google Forms designed for the creation of online knowledge tests and research tools usable in the context of pedagogical activities;
Topics:
Socratvive.com - a web-based tool for online testing of student knowledge; Free registration vs. benefits of paid registration for teachers; Creating a teacher/student account; Test administration panel in Socrative 2.0 - Creating a new test - question types for creating your own tests - multiple choice, yes/no and short open answer; Managing teacher-created tests; Creating a copy of a test - a variant for a parallel group with slightly different questions; Deleting a test; Downloading a test to a document in *.pdf; Editing the created test; Importing a test from another teacher - sharing tests between teachers; Access to the results of all (already) completed tests; Modes of making the test available to pupils - immediate feedback: Instatnt Feedback; Teacher-controlled test; Selecting the ways of displaying the results; Defining the appearance of the test results - a general overview of all pupils with statistics of pupil's success and questions; Separate *.Separate pdf files for each pupil; Success statistics for each test question; Practical examples of administered tests in the Socrative 2.0 environment for different educational disciplines and learning topics;
For the sake of brevity, the thematic focus of Kahoot! is analogous in content to the Socrative 2.0 application;
Cloud Computing; Google Drive; Viewing Google Docs options; Description of the Google Forms environment - Questions tab; Creating a form; Editing the appearance of the form; Setting up the form as a quiz; Evaluating the data obtained from the form administration - Answers tab; Sending the form to respondents; Setting up Google Form sharing - in Google Drive and in the Google Forms editor; Setting up Google Form sharing for a user with an un-created Google account.
As part of the distance task, the student will create a knowledge test with ten multiple choice questions, ten yes/no questions and ten short free-form questions using the online software application Socrative. The focus of the knowledge test should be situated in a curricular issue of the student's choice falling within the educational content of the subject taught at primary/ secondary school, in the context of the subjects of interest that the student is studying in the teacher education programmes at PdF UK. The knowledge test defined in this way will be implemented by the student among his/her classmates in his/her educational group. As part of the distance assignment, the student will create a software application Kahoot! test activity made up of 20 knowledge questions of supported types. The focus of the test activity should be situated in a teaching issue of his/her own choice falling within the educational content of the teaching subject at primary school / high school in the intent of the approbation subjects that the student studies in the study programs of teaching at the Faculty of Education of the Charles University. The test activity defined in this way will be implemented by the student among the classmates of his/her educational group.
Within the distance assignment, the student will design and create an engaging multimedia worksheet with educational content for the target group of pupils in primary school / secondary school in the environment of the cloud tool Wizer.me; To the created digital graphic output (in a separate file format *.docx), the student will provide a methodology for its inclusion in the educational activities of the target group of pupils.
As part of the distance learning assignment, the student will create a knowledge quiz activity with a minimum of 15 questions of supported types via the Google Forms cloud application. The focus of the knowledge quiz should be situated in a teaching issue of the student's own choice falling within the educational content of the teaching subject at primary school / high school in the intent of the approbation subjects that the student is studying in the study programs of teaching at the Faculty of Education at PdF UK. The knowledge quiz defined in this way will be implemented by the student among the classmates of his/her educational group.
Creation of digital graphic outputs in the environment of selected cloud applications
Acquire digital competences by the ability to effectively use the Prezi Design cloud tool of the Prezi cloud platform to create multimedia posters with educational content intended for the target group of pupils in primary schools / secondary schools by expressing their own visual ideas;
We develop digital competences by the ability to effectively use the cloud tool Glogster (edu.Glogster.com) for digital storytelling - creating engaging multimedia posters with educational content - designed for the target group of pupils in primary schools / secondary schools by expressing their own visual ideas;
We are mastering the methodology of applying the processed digital graphic outputs of educational content communicated to students through the cloud tool Prezi Design and Glogster to the school teaching of subjects that the student studies in the study programs of teaching at the Faculty of Education at Charles University.
Topics:
Prezi Design as a comprehensive graphic design and data visualization tool; Template library; Creating and editing content by adding multimedia items in the editor; Adding, moving and layering objects; Using *.ppt, *.pdf and *.doc in Prezi Design; Implementing animated elements into the graphic content you create; Creating visual effects to images by applying masks and filters; Adding links to text objects, graphics and shapes; Multi-page design; Linking text, images, icons and shapes to pages and sections; Sharing content created in Prezi Design with your audience on social media using private or public links; Collaborating in the Prezi Design environment; Adding/removing collaborators; Adding an entire team of collaborators; Collaborating in real time;
Creating and editing engaging data visualizations using maps; Creating a social post - adding and editing content, adding animation to the content of the post being created; Downloading and sharing the created content for publishing purposes;
Creating infographics for visual representation of information and data, Adding and editing content; Creating gif and mp4 videos in the Prezi Design environment; Embedding videos from Prezi Video into Prezi Design; Adding videos to Prezi Design and editing settings; Media integrations in Prezi Design - adding content from Prezi Video to projects.
Within the distance task, the student will design and create in the cloud tool Prezi Design an engaging digital poster with multiMedial educational content usable in teaching in the intent of the approbation subjects, which the student studies in the study programs of teaching at the Faculty of Education of the Charles University; To the created digital graphic output (in a special file format *.docx) the student will provide a methodology for its inclusion in the educational activities of the target group of students.
Within the distance task, the student will design and create in the cloud tool edu.Glogster an engaging digital poster with multiMedial educational content usable in teaching in the intent of the approbation subjects that the student is studying in the study programs of teaching at the Faculty of Education of the Charles University; To the created digital graphic output (in a special file format *.docx) the student will provide a methodology for its inclusion in the educational activities of the target group of students
70/30
Learning outcomes and transferable competences:
The aim of the educational discipline Digital Technologies 2 is to develop digital skills in the field of work with selected software (desktop and cloud) didactic applications and to be able to apply them effectively in the context of their future teaching profession.
By completing the educational discipline Digital Technologies 2, the student has the competences and advanced digital skills to effectively use the tools of the software application ActivInspire and the cloud environment ClassFlow by creating gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of students participating in the lesson in the school classroom or in home conditions in the case of distance/hybrid education.
By completing the educational discipline Digital Technologies 2, the student acquires advanced professional digital competences in the concept of design and creation of interactive video presentations of educational content implemented through Prezi Present and Prezi Video cloud platform Prezi by expressing their own visual ideas usable in their own pedagogical activities in schools or educational institutions.
By completing the educational discipline, the student acquires competence and advanced digital skills in the concept of design, creation and administration of (gamification) quiz and educational activities and knowledge games with dynamic elements created through the cloud tool Socrative 2.0, Kahoot!, Wizer.me and Google Forms usable in own educational activities implemented in schools and school facilities for the target group of intact pupils as well as pupils with special educational needs.
By completing the educational discipline Digital Technologies 2, the student has, last but not least, competencies and advanced digital skills in the field of vector graphic creation in the environment of the cloud application Prezi Design in the implementation of the work activities of a pedagogical employee of regional education or his/her own professional development.
Recommended reading:
ZÁHOREC, J. (2021). Inovatívne digitálne riešenia v školskej edukácii žiakov. Bratislava: Univerzita Komenského v Bratislave, 141 strán, ISBN 978-80-223-5121-8. https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KDPP/Inovativne_digitalne_riesenia.pdf
ZÁHOREC, J., BREČKA, P. (2021). Uplatnenie platformy SMART Learning Suite v oblasti tvorby edukačných aktivít. Bratislava: Univerzita Komenského v Bratislave, 129 strán, ISBN 978-80-223-5127-0 https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KDPP/Pouzivame_SMART_Learning_Suite.pdf
ZÁHOREC, J., HAŠKOVÁ, A., MUNK, M. (2020). Digitálna gramotnosť učiteľov v kontexte ich profesijnej prípravy. Bratislava: Univerzita Komenského v Bratislave, 305 strán, ISBN 978-80-223-4882-9.
LABJAKOVÁ, I. (2019). Interaktívna tabuľa v edukačnom procese, Bratislava: Metodicko-pedagogické centrum v Bratislave, 2019, 100 s., ISBN 978-80-565-1444-3
Základný študijný text k vzdelávaciemu obsahu disciplíny Digitálne technológie 2 bude študentom pravidelných časových intervaloch sprístupňovaný v elektronickej forme prostredníctvom univerzitného LMS Moodle.
Prerequisites: B-VUZde002 / Digital technologies 1
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
active participation in seminars conducted by both face-to-face and distance learning methods;
processing of partial (distance) deliverables/assignments according to the lecturer's assignment during the semester from the selected subject areas and their submission in electronic form within the set deadline, which are continuously checked and evaluated by the lecturer, constitutes 80% of the total achievable point value; Submission of partial assignments is a condition for the award of credits;
development of a semester project - at the end of the semester, the student develops through the cloud tool Prezi Video an original and visually impressive video presentation of the educational content of the selected teaching subject at primary school / secondary school in the context of the subjects that the student studies in the study programs of teaching at the Faculty of Education of Charles University; The structure of the video presentation should be based on the presentation created in the Prezi Present software application; Personal presentation of the created project in Prezi in front of the whole study group; Successful implementation and defence of the project constitutes 20% of the total achievable point value and is a condition for the award of credits.
The rating shall be awarded on a scale of
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the educational subject it is necessary to obtain at least 60 % of the score.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.
slovak and czech
: The maximum number of students per study group within the regular learning form of study is 15 (per one teacher). The seminar is conducted in a computer room, each student has a computer at his/her disposal.
Brief outline of the course
The content of the educational discipline Digital Technologies 2 is divided into four thematic headings and relevant sub-topics in order to ensure the achievement of the set partial educational objectives. The content structure of the educational discipline is designed so that the student continuously develops his didactic-technological competences in the field of selected didactic software applications by completing the educational topics organized in the present and distance form and at the same time strengthens his professional training in the subject area.content structure of the discipline can be adapted to the current requirements of practice and students.
Application of ActivInspire software application and ClassFlow cloud environment in the educational process
We master the principle and methodology of working with selected (Promethean World Ltd) digital didactic resources designed to support interactive teaching of subjects of its approbation in primary and secondary schools;
We develop professional digital competences by the ability to effectively use the software tools of the ActivInspire desktop application and the ClassFlow cloud environment through the creation of gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of pupils (including pupils with special educational needs) participating in a lesson in the school classroom or in home conditions in the case of distance/hybrid education; In the context of the above activity, the trainee is also expected to learn the methodology for applying the activities developed in the school classroom;
We gain knowledge about desktop digital voting solutions and (trendy) cloud-based applications for creating knowledge tests/quizzes currently available on the market as an interactive didactic means of teaching, advantages and disadvantages of their deployment in the teaching process in the field of regional education;
We acquire digital skills in creating, editing and administering knowledge tests through voting sessions and supported by the ActivInspire software application and ActivExpression2 digital voting device to stimulate pupil activation and attention in the classroom; We use the ExpressPoll voting session; we use the question creation wizard to create test activities in the teacher stimulation; we implement the work with the question set wizard for processing at the pupil's own pace (voting session in the pupil stimulation) in the teaching of the subjects of his/her apprenticeship;
We are mastering the methodology of applying the knowledge tests communicated to pupils through the ActivInspire application and the ActivExpression2 digital voting device to the process of school teaching of the subjects of their approbation in primary/ secondary schools;
Develop skills in statistically processing the results of whole group voting activities into the ActivInspire demonstration workbook, as well as exporting them to Microsoft Excel;
We strengthen professional digital competences in the area of working with complex interactive solutions usable in educational situations with an emphasis on the ActivBoard interactive whiteboard.
Topics:
Design of demonstration workbooks - options for setting up and customizing the ActivInspire work environment; Main toolbar - demonstration for familiarizing yourself with the most commonly used tools - ideas for their use in the creation of interactive educational content; Annotation mode on the desktop; Browsers in ActivInspire; Export/Import (*.flipchart) of demonstration workbooks; Teacher-student collaboration on the whiteboard - dual user mode;
Adding additional graphical content to the ActivInspire demonstration workbook; Importing and exporting asset packages; Defining object properties; Using layers and layering: Blind Map, Magic Tunnel, Magic Ink - ideas for using them when designing educational activities aimed at the target group of students; Adding and removing links to linked external files/internet resources; Creating and using grid features when designing educational activities; Creating interactive demonstration workbooks - creating containers; Working with actions; Suggestions for their use of selected actions in the creation of interactive materials usable in the educational process; Benefits of using profiles; Annotating the desktop; Using desktop tools; Working in dual user mode; Using mathematical and design tools; Demonstrations of the use of mathematical and design tools in the creation of interactive materials usable in the educational process;
We extend professional digital competencies with the ability to effectively apply gamification educational activities through predefined templates - Sorting into categories, Crossword, Learning Cards, Assigning and Sorting items and other templates supported by the cloud-based ClassFlow application;
Current trends in the application of digital voting solutions for education; Technological principle of digital voting systems; Possibilities of using digital voting systems in school teaching in primary
schools / elementary schools ; Methodology of working with digital voting systems; Digital voting solutions - effective support of group cooperation in classrooms stimulating the learning process;
We use the ActivExpression2 digital voting system in the classroom; Components of an intelligent digital voting solution; Registration of ActivExpression2 voting devices in ActivInspire; Voting Browser; Types of voting sessions and test questions supported by the ActivInspire software application and ActivExpression2 voting device; Working with voting session results in ActivInspire - viewing results in different formats; Exporting results from ExpressPoll from prepared questions and from a set of self-paced questions to Microsoft Excel; Suggestions for educational activities and games using ActivExpression2 voting devices to promote student activation and attention in the classroom.
Within the framework of the distance assignment, the student in the ActivInspire environment will develop a set of engaging learning activities, knowledge games, engaging presentations of educational content as new interactive forms of learning material supporting the activation and attention of students in the classroom. In conceptualising the design and development of the task, the learner will make use of as wide a range of available tools, functions, actions and features as possible. Within a developed demonstration workbook of at least 6 pages, the student will be expected to primarily use the container activity, magic ink, magic tunnel, set actions and constraints on objects, and apply the presentation tools of the ActivInspire environment. In the accompanying document (a separate file of *.docx format) to the created presentation materials and educational activities stored in *.flipchart format, the student will indicate the methodology of their inclusion in the educational activities of the target group of pupils.
Within the distance assignment, the student will create a set of 10 gamification educational activities for the target group of students with the effective use of pre-prepared templates and tools of the ClassFlow cloud environment. In the accompanying document (a separate file of *.docx format) to the created gamification activities, the student will include the methodology of their integration into the educational activities of the target group of pupils.
Within the framework of the distance task, the student will create, through the ClassFlow cloud environment, a test activity conceived from 20 test questions of supported types with the potential possibility of its use in the teaching of the subjects of his/her apprenticeship to pupils at primary school / secondary school.
We create video presentations of educational content through the cloud application Prezi Video
We develop professional digital competencies in the design and creation of compelling non-linear video presentations of educational content realized through Prezi Present and Prezi Video cloud platform Prezi by expressing visual ideas applicable to our own pedagogical activities;
We are mastering the methodology of applying video presentation of educational content communicated to pupils through Prezi Video to the process of school teaching of subjects of its approbation at primary school / high school;
We innovate didactic approaches to educational activities implemented in schools or educational institutions through immersive non-linear video presentations created in the cloud platform Prezi.
Topics:
We create a video presentation in the Prezi Video online editor environment from scratch using the Quick record tool - selecting a suitable template, inserting text content and other graphic visuals; supplementing the video presentation with a recording of your own image and sound;
We create a video presentation in the Prezi Video online editor environment by offering reusable videos recorded by other Prezi Video users;
Creating a video presentation based on a Prezi Present; Adding an accompanying commentary; Adding a video with accompanying commentary.
Within the distance assignment, the student will create an original didactic and visually engaging video presentation of educational content of his/her choice for the target group of pupils, using the Prezi cloud platform (Prezi Present and Prezi Video), in a range of at least 20 presentation views, usable in teaching the subjects of his/her specialisation at primary school/junior high school.
We use selected Web 2.0 software tools to obtain feedback from students participating in the school teaching process, in the case of students enrolled in distance (online) learning;
We are expanding the knowledge framework in the field of application of gamification (game-based learning) as one of the innovative and activating methods applied in the educational process at the primary school level;
We are expanding digital skills to include the ability to effectively use Socrative 2.0, a cloud-based application designed to create and manage knowledge/quiz activities in order to get immediate feedback from students participating in a lesson in the classroom or at home in the case of distance/hybrid learning;
We are mastering the methodology of applying knowledge/quiz activities communicated to students through Socrative 2.0 to the process of school teaching of subjects of their area of interest in primary schools;
We extend professional digital competences with the ability to create gamification quiz activities and knowledge games through the online platform Kahoot! into the school learning process in a fun and playful way - transforming traditional knowledge testing through quizzes in an activating form using digital means;
We acquire competencies in the application of the application methodology, in the Kahoot! author-prepared, gamified educational and quiz activities to the process of school teaching of subjects of their approbation in primary school / secondary school;
We develop digital competences by the ability to effectively use the cloud tool Wizer.me for creating multimedia online worksheets with educational content for the target group of primary school pupils;
We are mastering the methodology of applying the processed digital graphic outputs of educational content communicated to students through the cloud tool Wizer.me to the process of school teaching of subjects of their approbation in primary school / secondary school;
We master the principle and methodology of working with the cloud application Google Forms designed for the creation of online knowledge tests and research tools usable in the context of pedagogical activities;
Topics:
Socratvive.com - a web-based tool for online testing of student knowledge; Free registration vs. benefits of paid registration for teachers; Creating a teacher/student account; Test administration panel in Socrative 2.0 - Creating a new test - question types for creating your own tests - multiple choice, yes/no and short open answer; Managing teacher-created tests; Creating a copy of a test - a variant for a parallel group with slightly different questions; Deleting a test; Downloading a test to a document in *.pdf; Editing the created test; Importing a test from another teacher - sharing tests between teachers; Access to the results of all (already) completed tests; Modes of making the test available to pupils - immediate feedback: Instatnt Feedback; Teacher-controlled test; Selecting the ways of displaying the results; Defining the appearance of the test results - a general overview of all pupils with statistics of pupil's success and questions; Separate *.Separate pdf files for each pupil; Success statistics for each test question; Practical examples of administered tests in the Socrative 2.0 environment for different educational disciplines and learning topics;
For the sake of brevity, the thematic focus of Kahoot! is analogous in content to the Socrative 2.0 application;
Cloud Computing; Google Drive; Viewing Google Docs options; Description of the Google Forms environment - Questions tab; Creating a form; Editing the appearance of the form; Setting up the form as a quiz; Evaluating the data obtained from the form administration - Answers tab; Sending the form to respondents; Setting up Google Form sharing - in Google Drive and in the Google Forms editor; Setting up Google Form sharing for a user with an un-created Google account.
As part of the distance task, the student will create a knowledge test with ten multiple choice questions, ten yes/no questions and ten short free-form questions using the online software application Socrative. The focus of the knowledge test should be situated in a curricular issue of the student's choice falling within the educational content of the subject taught at primary/ secondary school, in the context of the subjects of interest that the student is studying in the teacher education programmes at PdF UK. The knowledge test defined in this way will be implemented by the student among his/her classmates in his/her educational group. As part of the distance assignment, the student will create a software application Kahoot! test activity made up of 20 knowledge questions of supported types. The focus of the test activity should be situated in a teaching issue of his/her own choice falling within the educational content of the teaching subject at primary school / high school in the intent of the approbation subjects that the student studies in the study programs of teaching at the Faculty of Education of the Charles University. The test activity defined in this way will be implemented by the student among the classmates of his/her educational group.
Within the distance assignment, the student will design and create an engaging multimedia worksheet with educational content for the target group of pupils in primary school / secondary school in the environment of the cloud tool Wizer.me; To the created digital graphic output (in a separate file format *.docx), the student will provide a methodology for its inclusion in the educational activities of the target group of pupils.
As part of the distance learning assignment, the student will create a knowledge quiz activity with a minimum of 15 questions of supported types via the Google Forms cloud application. The focus of the knowledge quiz should be situated in a teaching issue of the student's own choice falling within the educational content of the teaching subject at primary school / high school in the intent of the approbation subjects that the student is studying in the study programs of teaching at the Faculty of Education at PdF UK. The knowledge quiz defined in this way will be implemented by the student among the classmates of his/her educational group.
Creation of digital graphic outputs in the environment of selected cloud applications
Acquire digital competences by the ability to effectively use the Prezi Design cloud tool of the Prezi cloud platform to create multimedia posters with educational content intended for the target group of pupils in primary schools / secondary schools by expressing their own visual ideas;
We develop digital competences by the ability to effectively use the cloud tool Glogster (edu.Glogster.com) for digital storytelling - creating engaging multimedia posters with educational content - designed for the target group of pupils in primary schools / secondary schools by expressing their own visual ideas;
We are mastering the methodology of applying the processed digital graphic outputs of educational content communicated to students through the cloud tool Prezi Design and Glogster to the school teaching of subjects that the student studies in the study programs of teaching at the Faculty of Education at Charles University.
Topics:
Prezi Design as a comprehensive graphic design and data visualization tool; Template library; Creating and editing content by adding multimedia items in the editor; Adding, moving and layering objects; Using *.ppt, *.pdf and *.doc in Prezi Design; Implementing animated elements into the graphic content you create; Creating visual effects to images by applying masks and filters; Adding links to text objects, graphics and shapes; Multi-page design; Linking text, images, icons and shapes to pages and sections; Sharing content created in Prezi Design with your audience on social media using private or public links; Collaborating in the Prezi Design environment; Adding/removing collaborators; Adding an entire team of collaborators; Collaborating in real time;
Creating and editing engaging data visualizations using maps; Creating a social post - adding and editing content, adding animation to the content of the post being created; Downloading and sharing the created content for publishing purposes;
Creating infographics for visual representation of information and data, Adding and editing content; Creating gif and mp4 videos in the Prezi Design environment; Embedding videos from Prezi Video into Prezi Design; Adding videos to Prezi Design and editing settings; Media integrations in Prezi Design - adding content from Prezi Video to projects.
Within the distance task, the student will design and create in the cloud tool Prezi Design an engaging digital poster with multiMedial educational content usable in teaching in the intent of the approbation subjects, which the student studies in the study programs of teaching at the Faculty of Education of the Charles University; To the created digital graphic output (in a special file format *.docx) the student will provide a methodology for its inclusion in the educational activities of the target group of students.
Within the distance task, the student will design and create in the cloud tool edu.Glogster an engaging digital poster with multiMedial educational content usable in teaching in the intent of the approbation subjects that the student is studying in the study programs of teaching at the Faculty of Education of the Charles University; To the created digital graphic output (in a special file format *.docx) the student will provide a methodology for its inclusion in the educational activities of the target group of students
70/30
Learning outcomes and transferable competences:
The aim of the educational discipline Digital Technologies 2 is to develop digital skills in the field of work with selected software (desktop and cloud) didactic applications and to be able to apply them effectively in the context of their future teaching profession.
By completing the educational discipline Digital Technologies 2, the student has the competences and advanced digital skills to effectively use the tools of the software application ActivInspire and the cloud environment ClassFlow by creating gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of students participating in the lesson in the school classroom or in home conditions in the case of distance/hybrid education.
By completing the educational discipline Digital Technologies 2, the student acquires advanced professional digital competences in the concept of design and creation of interactive video presentations of educational content implemented through Prezi Present and Prezi Video cloud platform Prezi by expressing their own visual ideas usable in their own pedagogical activities in schools or educational institutions.
By completing the educational discipline, the student acquires competence and advanced digital skills in the concept of design, creation and administration of (gamification) quiz and educational activities and knowledge games with dynamic elements created through the cloud tool Socrative 2.0, Kahoot!, Wizer.me and Google Forms usable in own educational activities implemented in schools and school facilities for the target group of intact pupils as well as pupils with special educational needs.
By completing the educational discipline Digital Technologies 2, the student has, last but not least, competencies and advanced digital skills in the field of vector graphic creation in the environment of the cloud application Prezi Design in the implementation of the work activities of a pedagogical employee of regional education or his/her own professional development.
Recommended reading:
LEŠKO, V., MIHINA, F. (1993). Dejiny filozofie. Bratislava: Iris, 357 s., ISBN 80-967013-3-9
STORIG, H. J. (2007). Malé dějiny filosofie. Kostelní Vydří: KNA, 653 s. ISBN 978-80-7195-206-0 https://amper.ped.muni.cz/~jonas/umco/St%c3%b6rig-H.---Mal%c3%a9-d%c4%9bjiny-filosofie.pdf .
Dějiny filosofie zv. 1-9. Praha: Oikoymenh, 2001 – 2020.
Antológia z diel filozofov - Predsokratovci a Platón. Bratislava: IRIS, 607 s. 1998.
Antológia z diel filozofov - Od Aristotela po Plotina. Bratislava: IRIS, 600 s. 2007.
Antológia z diel filozofov - Patristika a scholastika. Bratislava: Dobrá kniha, 472 s. 2009.
Antológia z diel filozofov - Humanizmus a renesancia. Bratislava: IRIS, 560 s. 2009.
Antológia z diel filozofov V. Novoveká empirická a osvietenská filozofia. Bratislava: VPL, 539 s. 1976.Antológia z diel filozofov VI. Novoveká racionalistická filozofia. Bratislava: Epocha, 784 s. 1970.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with an assessment, the midterm/final assessment ratio is 100/0, which includes a final test in the assessment week of the semester (100% of the assessment). A minimum of 60% of the total mark is required to pass the course.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in class during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing assignments using a model, above-average professional knowledge and application of that knowledge in problem solving assignments using tutorials, above-average problem orientation, above-average communication skills, responsibility and timely completion of assignments, and above-average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to prepare assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the teacher, good orientation in the subject, good communication skills, completion of the assigned tasks, average activity in the class during the semester at the invitation of the teacher.
A minimum of 66 points is required for a final grade of D. For this grade, the student should demonstrate: the ability to develop assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group or with the assistance of the instructor, average orientation to the problem, average communication skills, completion of assignments, and basic activity in class during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
Brief outline of the course:
History of Philosophy I focuses on the period from Antiquity to the French Enlightenment.
1. Introduction: philosophy and its importance for man; The study of the history of philosophy as an introduction to philosophy; Periodization of the history of philosophy.
2. Ancient Philosophy: the Pre-Socratics (Ionian Philosophy - School of Miletus, Xenophanes, Heracleitos; Philosophy in the West - Pythagoras, Parmenides, Zeno, Empedocles; Reaction of Ionian Philosophy - Anaxagoras, Democritus); Classical Greek Philosophy (Sophists, Socrates, Plato, Aristotle); Hellenistic Period (Stoicism, Epicureanism, Skepticism).
3. Medieval Philosophy: Patristics (Augustine); Early Scholasticism (Eriugena, Anselm of Canterbury, Abaelard); High Scholasticism (Albert the Great, Aquinas, Bonaventure, R. Bacon); Late Scholasticism (Occam, Scotus)
4. Renaissance philosophy: M. Kuzansky; Renaissance Platonism and Aristotelianism (Ficinus, Mirandola, Pompanazzi); Renaissance natural science (Copernicus, Kepler, Galilei)
Renaissance philosophy of nature (Telesio, Bruno); Renaissance social philosophy (Machiavelli, More, Campanella); Renaissance humanism (Erasmus of Rotterdam, Montaigne); Reformation (Luther, Calvin, Münzer, Zwingli)
5. Modern Philosophy: Origins of Modern Empiricism and Mechanistic Materialism (F. Bacon, Hobbes); Modern Rationalism (Descartes, Spinoza, Leibniz); Modern Empiricism (Locke, Berkley, Hume)
6. The Enlightenment in France (Montesquieu, Voltaire, Rousseau, the Encyclopedists,
Materialists)
100/0
Learning outcomes:
Completion of the course will provide students with a certain handle on orientation in the nowadays almost opaque tangle of diverse philosophical directions, movements, orientations and attitudes, will provide them with basic categorical-conceptual equipment and methodological instrumentation useful in other special sciences and disciplines (sociology, pedagogy, political science, psychology, etc.), which will help to bridge their particularism in favour of a global vision and solutions to the problems of the contemporary world. Knowledge of the approaches of different philosophical trends to certain problems will facilitate the students' professional and human orientation in the contemporary world, since many pedagogical, economic, social, legal and political concepts are based on these philosophical trends as their conceptual framework. The course also emphasizes the mapping of these overlaps of philosophy into other components of culture. The problem field thus delineated will help the students to reflect and specify their own position and provide arguments for the vindication of their own positions, thus contributing to better self-knowledge and self-identification. History of Philosophy provides students with the experience of encountering the "other", giving guidance and cultivating habits of coping with it, and thus teaching them tolerance and respect for other points of view. By completing the course, the student develops transferable competencies such as communication skills, analytical skills, abstract thinking skills, critical thinking skills, motivation and the ability to learn, and reasoning in context.
Learning objectives and transferable competences:
To familiarize students with the history of European philosophical thought and to provide them with a basic conceptual and methodological apparatus that they will be able to use in other special sciences such as pedagogy, political science, psychology, or sociology.
Recommended reading:
LEŠKO, V., MIHINA, F. (1993). Dejiny filozofie. Bratislava: Iris, 357 s., ISBN 80-967013-3-9
STORIG, H. J. (2007). Malé dějiny filosofie. Kostelní Vydří: KNA, 653 s. ISBN 978-80-7195-206-0 https://amper.ped.muni.cz/~jonas/umco/St%c3%b6rig-H.---Mal%c3%a9-d%c4%9bjiny-filosofie.pdf .
Dějiny filosofie zv. 1-9. Praha: Oikoymenh, 2001 – 2020.
Antológia z diel filozofov - Predsokratovci a Platón. Bratislava: IRIS, 607 s. 1998.
Antológia z diel filozofov - Od Aristotela po Plotina. Bratislava: IRIS, 600 s. 2007.
Antológia z diel filozofov - Patristika a scholastika. Bratislava: Dobrá kniha, 472 s. 2009.
Antológia z diel filozofov - Humanizmus a renesancia. Bratislava: IRIS, 560 s. 2009.
Antológia z diel filozofov V. Novoveká empirická a osvietenská filozofia. Bratislava: VPL, 539 s. 1976.Antológia z diel filozofov VI. Novoveká racionalistická filozofia. Bratislava: Epocha, 784 s. 1970.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with an assessment, the midterm/final assessment ratio is 100/0, which includes a final test in the assessment week of the semester (100% of the assessment). A minimum of 60% of the total mark is required to pass the course.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in class during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing assignments using a model, above-average professional knowledge and application of that knowledge in problem solving assignments using tutorials, above-average problem orientation, above-average communication skills, responsibility and timely completion of assignments, and above-average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to prepare assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the teacher, good orientation in the subject, good communication skills, completion of the assigned tasks, average activity in the class during the semester at the invitation of the teacher.
A minimum of 66 points is required for a final grade of D. For this grade, the student should demonstrate: the ability to develop assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group or with the assistance of the instructor, average orientation to the problem, average communication skills, completion of assignments, and basic activity in class during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
Brief outline of the course:
History of Philosophy I focuses on the period from Antiquity to the French Enlightenment.
1. Introduction: philosophy and its importance for man; The study of the history of philosophy as an introduction to philosophy; Periodization of the history of philosophy.
2. Ancient Philosophy: the Pre-Socratics (Ionian Philosophy - School of Miletus, Xenophanes, Heracleitos; Philosophy in the West - Pythagoras, Parmenides, Zeno, Empedocles; Reaction of Ionian Philosophy - Anaxagoras, Democritus); Classical Greek Philosophy (Sophists, Socrates, Plato, Aristotle); Hellenistic Period (Stoicism, Epicureanism, Skepticism).
3. Medieval Philosophy: Patristics (Augustine); Early Scholasticism (Eriugena, Anselm of Canterbury, Abaelard); High Scholasticism (Albert the Great, Aquinas, Bonaventure, R. Bacon); Late Scholasticism (Occam, Scotus)
4. Renaissance philosophy: M. Kuzansky; Renaissance Platonism and Aristotelianism (Ficinus, Mirandola, Pompanazzi); Renaissance natural science (Copernicus, Kepler, Galilei)
Renaissance philosophy of nature (Telesio, Bruno); Renaissance social philosophy (Machiavelli, More, Campanella); Renaissance humanism (Erasmus of Rotterdam, Montaigne); Reformation (Luther, Calvin, Münzer, Zwingli)
5. Modern Philosophy: Origins of Modern Empiricism and Mechanistic Materialism (F. Bacon, Hobbes); Modern Rationalism (Descartes, Spinoza, Leibniz); Modern Empiricism (Locke, Berkley, Hume)
6. The Enlightenment in France (Montesquieu, Voltaire, Rousseau, the Encyclopedists,
Materialists)
100/0
Learning outcomes:
Completion of the course will provide students with a certain handle on orientation in the nowadays almost opaque tangle of diverse philosophical directions, movements, orientations and attitudes, will provide them with basic categorical-conceptual equipment and methodological instrumentation useful in other special sciences and disciplines (sociology, pedagogy, political science, psychology, etc.), which will help to bridge their particularism in favour of a global vision and solutions to the problems of the contemporary world. Knowledge of the approaches of different philosophical trends to certain problems will facilitate the students' professional and human orientation in the contemporary world, since many pedagogical, economic, social, legal and political concepts are based on these philosophical trends as their conceptual framework. The course also emphasizes the mapping of these overlaps of philosophy into other components of culture. The problem field thus delineated will help the students to reflect and specify their own position and provide arguments for the vindication of their own positions, thus contributing to better self-knowledge and self-identification. History of Philosophy provides students with the experience of encountering the "other", giving guidance and cultivating habits of coping with it, and thus teaching them tolerance and respect for other points of view. By completing the course, the student develops transferable competencies such as communication skills, analytical skills, abstract thinking skills, critical thinking skills, motivation and the ability to learn, and reasoning in context.
Learning objectives and transferable competences:
To familiarize students with the history of European philosophical thought and to provide them with a basic conceptual and methodological apparatus that they will be able to use in other special sciences such as pedagogy, political science, psychology, or sociology.
Compulsory reading:
ANZENBACHER, A. (2001). Úvod do etiky. Praha: Academia, s. 13 – 17. ISBN 978-80-200-0917-5
GLUCHMAN, V. (2000). Úvod do etiky. Prešov: Univerzum, s. 7 – 103, 122 – 133. ISBN 978- 80-890-1200-0
GLUCHMANOVÁ, M., GLUCHMAN, V. (2008). Učiteľská etika. Prešov: FF PU (ESF), s. 88 – 127, 194 – 215. ISBN 978-80-806-8808-0
Recommended reading:
HUPKOVÁ, M., PETLÁK, E. (2004). Sebareflexia a kompetencie v práci učiteľa. Bratislava:
IRIS, 2004. s. 11 – 26, 81 – 96. ISBN 978-80-89018-77-7
KOSOVÁ B. a kol. (2012). Vysokoškolské vzdelávanie učiteľov. Banská Bystrica: Pedagogická
fakulta UMB v Banskej Bystrici, s. 6 – 21, 52 – 61. ISBN 978-80-557-0353-4
LIESSMANN, K. P. (2012). Teorie nevzdělanosti. Praha: ACADEMIA, s. 37 – 61. ISBN 978-80-200-1677-5
MALANKIEVIČOVÁ, S. (2008). Profesijná etika. Prešov: FF PU (ESF), s. 13 – 35. ISBN 978-80-806-8811-0
REMIŠOVÁ, A. (1997). Podnikateľská etika. Nitra: ENIGMA, s. 12 – 49, 198 – 211.
VAJDA, J. (2004). Úvod do etiky. Nitra: Enigma, s. 13 - 56. ISBN 978-80-8913-212-6
VETEŠKA, J., TURECKIOVÁ, M. (2008). Kompetence ve vzdělávání. Praha: GRADA, s. 13 – 57. ISBN 978-80-247-1770-8
ŽILÍNEK, M. (1997). Étos a utváranie mravnej identity osobnosti. Bratislava: IRIS, s. 12 –
108. ISBN 978-80-88778-60-3
WILLIAMS, B. (2021). Morálka: úvod do etiky. Praha: OYIKOYMENH. ISBN 978-80-7298-569-2
DANIŠKOVÁ, Z. (2013). Môže prístup „new public management“ dopomôcť k etablovaniu etického
kódexu učiteľa? 2013 dostupné na http://www.casopispedagogika.sk/rocnik-4/cislo-2/studia_daniskova.pdf
Prerequisite subjects: none
Prerequisites for successful completion of the course:
100% of the interim grade, which includes 30% class activity (30 points) and 70% project (70 points).
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results), the student reflects correctly and actively both critically and creatively
knowledge, including its meaningful integration into the realities of life and pedagogical practice.
B (93-86%, very good - above average standard), the student reflects critically on knowledge appropriately,
including their meaningful integration into the realities of life and pedagogical practice.
C (85-76%, good - routine reliable work), students performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge.
D (75-68%, satisfactory - acceptable results), students were less prepared during the semester, they have slight deficiencies in theoretical knowledge. They cannot critically analyze information.
E (67-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge.
Fx (59-0%, insufficient - extra work required).
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The thematic focus of the course introduces students to applied ethics and its disciplinary divisions, to
defining the basic concepts of ethics, explaining morality as a social regulator, moral norms and the principles of creating ethical codes. It focuses on the professional ethics of the teaching profession (teacher competences, ethical dilemmas in the teaching profession, etc.) and the importance of a code of ethics in this profession. The aim of the course is to highlight the importance of a favourable classroom and school climate and to work with the content of the Convention on the Rights of the Child. Using selected examples from other branches of applied ethics (bioethics, media ethics, etc.) to show the importance of the presence of a code of ethics in the professions, the possibility of using classical ethical concepts and also different alternatives in solving ethical dilemmas.
This knowledge can be used in further studies as well as in real life. The chosen educational methods will contribute to the further development of competences (cognitive area: memory, critical thinking, thinking in context, reasoning; affective area: attitudes and beliefs, values; psychomotor area: digital skills; social area: cooperation, communication).
The course contributes to the gradual development of important professional competences of future teachers by its focus and methods of education.
slovak and czech
Brief outline of the course:
1. Introduction to the subject: defining the basic concepts: ethics and morality.
Ethics and professional ethics: definition of basic terms: applied ethics - sectoral division of applied ethics. Professional ethics as a part of applied ethics.
2. Professional tact and etiquette as a basis for the formation of the code of ethics of individual professions.
3. The teaching profession and the teacher's code of ethics. Status and role of the teacher. Resolving dilemmas in the teaching profession.
4. Positive climate in the classroom, relationships between school climate factors.
5. Convention on the Rights of the Child.
6. A closer definition of bioethics and its areas of interest on concrete examples, the issue of the code of ethics. Classical ethical theories and alternative methods in solving ethical dilemmas.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The thematic focus of the course introduces students to applied ethics and its disciplinary divisions, to
defining the basic concepts of ethics, explaining morality as a social regulator, moral norms and the principles of creating ethical codes. It focuses on the professional ethics of the teaching profession (teacher competences, ethical dilemmas in the teaching profession, etc.) and the importance of a code of ethics in this profession. The aim of the course is to highlight the importance of a favourable classroom and school climate and to work with the content of the Convention on the Rights of the Child. Using selected examples from other branches of applied ethics (bioethics, media ethics, etc.) to show the importance of the presence of a code of ethics in the professions, the possibility of using classical ethical concepts and also different alternatives in solving ethical dilemmas.
This knowledge can be used in further studies as well as in real life. The chosen educational methods will contribute to the further development of competences (cognitive area: memory, critical thinking, thinking in context, reasoning; affective area: attitudes and beliefs, values; psychomotor area: digital skills; social area: cooperation, communication).The course contributes to the gradual development of important professional competences of future teachers by its focus and methods of education.
Compulsory reading:
ANZENBACHER, A. (2001). Úvod do etiky. Praha: Academia, s. 13 – 17. ISBN 978-80-200-0917-5
GLUCHMAN, V. (2000). Úvod do etiky. Prešov: Univerzum, s. 7 – 103, 122 – 133. ISBN 978- 80-890-1200-0
GLUCHMANOVÁ, M., GLUCHMAN, V. (2008). Učiteľská etika. Prešov: FF PU (ESF), s. 88 – 127, 194 – 215. ISBN 978-80-806-8808-0
Recommended reading:
HUPKOVÁ, M., PETLÁK, E. (2004). Sebareflexia a kompetencie v práci učiteľa. Bratislava:
IRIS, 2004. s. 11 – 26, 81 – 96. ISBN 978-80-89018-77-7
KOSOVÁ B. a kol. (2012). Vysokoškolské vzdelávanie učiteľov. Banská Bystrica: Pedagogická
fakulta UMB v Banskej Bystrici, s. 6 – 21, 52 – 61. ISBN 978-80-557-0353-4
LIESSMANN, K. P. (2012). Teorie nevzdělanosti. Praha: ACADEMIA, s. 37 – 61. ISBN 978-80-200-1677-5
MALANKIEVIČOVÁ, S. (2008). Profesijná etika. Prešov: FF PU (ESF), s. 13 – 35. ISBN 978-80-806-8811-0
REMIŠOVÁ, A. (1997). Podnikateľská etika. Nitra: ENIGMA, s. 12 – 49, 198 – 211.
VAJDA, J. (2004). Úvod do etiky. Nitra: Enigma, s. 13 - 56. ISBN 978-80-8913-212-6
VETEŠKA, J., TURECKIOVÁ, M. (2008). Kompetence ve vzdělávání. Praha: GRADA, s. 13 – 57. ISBN 978-80-247-1770-8
ŽILÍNEK, M. (1997). Étos a utváranie mravnej identity osobnosti. Bratislava: IRIS, s. 12 –
108. ISBN 978-80-88778-60-3
WILLIAMS, B. (2021). Morálka: úvod do etiky. Praha: OYIKOYMENH. ISBN 978-80-7298-569-2
DANIŠKOVÁ, Z. (2013). Môže prístup „new public management“ dopomôcť k etablovaniu etického
kódexu učiteľa? 2013 dostupné na http://www.casopispedagogika.sk/rocnik-4/cislo-2/studia_daniskova.pdf
Prerequisite subjects: none
Prerequisites for successful completion of the course:
100% of the interim grade, which includes 30% class activity (30 points) and 70% project (70 points).
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results), the student reflects correctly and actively both critically and creatively
knowledge, including its meaningful integration into the realities of life and pedagogical practice.
B (93-86%, very good - above average standard), the student reflects critically on knowledge appropriately,
including their meaningful integration into the realities of life and pedagogical practice.
C (85-76%, good - routine reliable work), students performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge.
D (75-68%, satisfactory - acceptable results), students were less prepared during the semester, they have slight deficiencies in theoretical knowledge. They cannot critically analyze information.
E (67-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge.
Fx (59-0%, insufficient - extra work required).
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The thematic focus of the course introduces students to applied ethics and its disciplinary divisions, to
defining the basic concepts of ethics, explaining morality as a social regulator, moral norms and the principles of creating ethical codes. It focuses on the professional ethics of the teaching profession (teacher competences, ethical dilemmas in the teaching profession, etc.) and the importance of a code of ethics in this profession. The aim of the course is to highlight the importance of a favourable classroom and school climate and to work with the content of the Convention on the Rights of the Child. Using selected examples from other branches of applied ethics (bioethics, media ethics, etc.) to show the importance of the presence of a code of ethics in the professions, the possibility of using classical ethical concepts and also different alternatives in solving ethical dilemmas.
This knowledge can be used in further studies as well as in real life. The chosen educational methods will contribute to the further development of competences (cognitive area: memory, critical thinking, thinking in context, reasoning; affective area: attitudes and beliefs, values; psychomotor area: digital skills; social area: cooperation, communication).
The course contributes to the gradual development of important professional competences of future teachers by its focus and methods of education.
slovak and czech
Brief outline of the course:
1. Introduction to the subject: defining the basic concepts: ethics and morality.
Ethics and professional ethics: definition of basic terms: applied ethics - sectoral division of applied ethics. Professional ethics as a part of applied ethics.
2. Professional tact and etiquette as a basis for the formation of the code of ethics of individual professions.
3. The teaching profession and the teacher's code of ethics. Status and role of the teacher. Resolving dilemmas in the teaching profession.
4. Positive climate in the classroom, relationships between school climate factors.
5. Convention on the Rights of the Child.
6. A closer definition of bioethics and its areas of interest on concrete examples, the issue of the code of ethics. Classical ethical theories and alternative methods in solving ethical dilemmas.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The thematic focus of the course introduces students to applied ethics and its disciplinary divisions, to
defining the basic concepts of ethics, explaining morality as a social regulator, moral norms and the principles of creating ethical codes. It focuses on the professional ethics of the teaching profession (teacher competences, ethical dilemmas in the teaching profession, etc.) and the importance of a code of ethics in this profession. The aim of the course is to highlight the importance of a favourable classroom and school climate and to work with the content of the Convention on the Rights of the Child. Using selected examples from other branches of applied ethics (bioethics, media ethics, etc.) to show the importance of the presence of a code of ethics in the professions, the possibility of using classical ethical concepts and also different alternatives in solving ethical dilemmas.
This knowledge can be used in further studies as well as in real life. The chosen educational methods will contribute to the further development of competences (cognitive area: memory, critical thinking, thinking in context, reasoning; affective area: attitudes and beliefs, values; psychomotor area: digital skills; social area: cooperation, communication).The course contributes to the gradual development of important professional competences of future teachers by its focus and methods of education.
Recommended reading:
Compulsory reading:
BOSÁ, M., MINAROVIČOVÁ, K. (2011). Rodovo citlivá výchova, In: Kiczková, Z., Szapuová, M. Rodové štúdiá, Bratislava : Univerzita Komenského v Bratislave, s. 161-181. ISBN 978-80-223-2934-7
SMETÁČKOVÁ, I. (2016). Genderové vyjednávaní ve školních třídách. In: Genderové představy a vztahy. Praha: SLON, s. 177-216. ISBN 978-80-7419-229-6
SMETÁČKOVÁ, I., VLKOVÁ, K. (zost.). (2005). Gender ve škole I, II. Praha: Otevřená společnost, 2005.
Recommended reading:
BABANOVÁ, A., MIŠKOLCI, J. (zost.). (2007). Genderově citlivá výchova: Kde začít? Praha: Žába na prameni. ISBN 978-80-239-8798-0
BOSÁ, M., MINAROVIČOVÁ, K. (2006). Rodovo citlivá výchova. Bratislava: EsFem.
CVIKOVÁ, J., JURÁŇOVÁ, J. (ed.). (2003). Ružový a modrý svet. Bratislava: Aspekt. ISBN 0-89140-02-5.
HOPPE, H., HOPPE, S., KREBEL, J. (2001). Sociálně psychologické hry pro dospívající: Rozvoj pohlavní identity, prevence agresivity a zneužívání. Praha: Portál, ISBN 978-80-7178-434-0
JARKOVSKÁ, L. (2014). Gender před tabulí. Praha: SLON. ISBN 978-80-7419-119-0.
LUKŠÍK, I., SUPEKOVÁ, M. (2003). Sexualita a rodovosť v sociálnych a výchovných súvislostiach. Bratislava: Humanitas,. ISBN 80-89124-01-1.
OSAĎAN, R. RAPOŠOVÁ, P. SMETANOVÁ, D. (v tlači). Úvod do problematiky rodovosti a sexuality detí. Vysokoškolská učebnica. Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta.
RENZETTI, C.M., CURRAN, D. J. (2005). Ženy, muži a společnost. Praha: Karolinum. ISBN 80-246-0525-2
ROVŇANOVÁ, L., LUKŠÍK, I., LUKŠÍKOVÁ, Ľ. (Eds.). (2007). Príručka pre sexuálnu výchovu na druhom stupni základných škôl v rámci osnov výchovy k manželstvu a rodičovstvu. Bratislava: OKAT PLUS, ISBN 978-80-8872-010-2.
Prerequisite subjects:
Prerequisites for successful completion of the course:
The course is completed with an assessment, weighted interim/final assessment 100/0.
100% of the continuous assessment includes: during the semester there will be approximately 6 - 8 assignments: focused on working with a professional text and its application in an example and the interpretation of the example processed on the basis of the professional text, the analysis of stereotypes in educational texts, the processing of professional literature into an annotation with questions on the read text. Students will use the e-learning environment moodle for their studies.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.
slovak and czech
Brief outline of the course:
Definition of the terms: gender, sex, gender stereotypes, gender sensitive education, direct and indirect discrimination. Education and training from a gender perspective - theories of gender socialisation, feminist pedagogy, models of gender-sensitive pedagogy. Gender in the pedagogical process. Inequalities in school from a gender perspective. Language - gender insensitivity. Research, projects, development of study materials, methodologies - gender perspective. Gender aspects of marriage and parenthood/sexual relationship education in schools.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
Students know the mechanisms to prevent the violation of equal opportunities for women and men (girls and boys) in education; they can identify gender stereotypes and their negative consequences in the educational process. They use methods to deepen gender democracy in school; They perceive the educational process from a gender perspective. They can name and find connections between gender-sensitive education and the cross-cutting theme of education for marriage and parenthood (sex education); apply the gender perspective in relational sex education.
Learning objectives:
Students will acquire knowledge and skills that will enable them to prevent violations of equal opportunities for women and men (girls and boys), eliminate gender stereotypes and their negative consequences in the educational process, deepen gender democracy at school, and perceive the educational process from a gender perspective.
Recommended reading:
Compulsory reading:
BOSÁ, M., MINAROVIČOVÁ, K. (2011). Rodovo citlivá výchova, In: Kiczková, Z., Szapuová, M. Rodové štúdiá, Bratislava : Univerzita Komenského v Bratislave, s. 161-181. ISBN 978-80-223-2934-7
SMETÁČKOVÁ, I. (2016). Genderové vyjednávaní ve školních třídách. In: Genderové představy a vztahy. Praha: SLON, s. 177-216. ISBN 978-80-7419-229-6
SMETÁČKOVÁ, I., VLKOVÁ, K. (zost.). (2005). Gender ve škole I, II. Praha: Otevřená společnost, 2005.
Recommended reading:
BABANOVÁ, A., MIŠKOLCI, J. (zost.). (2007). Genderově citlivá výchova: Kde začít? Praha: Žába na prameni. ISBN 978-80-239-8798-0
BOSÁ, M., MINAROVIČOVÁ, K. (2006). Rodovo citlivá výchova. Bratislava: EsFem.
CVIKOVÁ, J., JURÁŇOVÁ, J. (ed.). (2003). Ružový a modrý svet. Bratislava: Aspekt. ISBN 0-89140-02-5.
HOPPE, H., HOPPE, S., KREBEL, J. (2001). Sociálně psychologické hry pro dospívající: Rozvoj pohlavní identity, prevence agresivity a zneužívání. Praha: Portál, ISBN 978-80-7178-434-0
JARKOVSKÁ, L. (2014). Gender před tabulí. Praha: SLON. ISBN 978-80-7419-119-0.
LUKŠÍK, I., SUPEKOVÁ, M. (2003). Sexualita a rodovosť v sociálnych a výchovných súvislostiach. Bratislava: Humanitas,. ISBN 80-89124-01-1.
OSAĎAN, R. RAPOŠOVÁ, P. SMETANOVÁ, D. (v tlači). Úvod do problematiky rodovosti a sexuality detí. Vysokoškolská učebnica. Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta.
RENZETTI, C.M., CURRAN, D. J. (2005). Ženy, muži a společnost. Praha: Karolinum. ISBN 80-246-0525-2
ROVŇANOVÁ, L., LUKŠÍK, I., LUKŠÍKOVÁ, Ľ. (Eds.). (2007). Príručka pre sexuálnu výchovu na druhom stupni základných škôl v rámci osnov výchovy k manželstvu a rodičovstvu. Bratislava: OKAT PLUS, ISBN 978-80-8872-010-2.
Prerequisite subjects:
Prerequisites for successful completion of the course:
The course is completed with an assessment, weighted interim/final assessment 100/0.
100% of the continuous assessment includes: during the semester there will be approximately 6 - 8 assignments: focused on working with a professional text and its application in an example and the interpretation of the example processed on the basis of the professional text, the analysis of stereotypes in educational texts, the processing of professional literature into an annotation with questions on the read text. Students will use the e-learning environment moodle for their studies.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.
slovak and czech
Brief outline of the course:
Definition of the terms: gender, sex, gender stereotypes, gender sensitive education, direct and indirect discrimination. Education and training from a gender perspective - theories of gender socialisation, feminist pedagogy, models of gender-sensitive pedagogy. Gender in the pedagogical process. Inequalities in school from a gender perspective. Language - gender insensitivity. Research, projects, development of study materials, methodologies - gender perspective. Gender aspects of marriage and parenthood/sexual relationship education in schools.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
Students know the mechanisms to prevent the violation of equal opportunities for women and men (girls and boys) in education; they can identify gender stereotypes and their negative consequences in the educational process. They use methods to deepen gender democracy in school; They perceive the educational process from a gender perspective. They can name and find connections between gender-sensitive education and the cross-cutting theme of education for marriage and parenthood (sex education); apply the gender perspective in relational sex education.
Learning objectives:
Students will acquire knowledge and skills that will enable them to prevent violations of equal opportunities for women and men (girls and boys), eliminate gender stereotypes and their negative consequences in the educational process, deepen gender democracy at school, and perceive the educational process from a gender perspective.
Compulsory reading:
CANGELOSI, J. S. (2006). Strategie řízení třídy. Praha: Portál, 296 s. ISBN 80-7367-118-2
Recommended reading:
FONTANA, D. (2003). Psychologie ve školní praxi. Praha: Portál, 383 s. ISBN 8071786268
GAVORA, P. (2001). Výskum životného príbehu: učiteľka Adamová. Pedagogika, 51(3), 352-368.
KOLLÁRIK, T. (2004). Sociálna psychológia. Bratislava: Univerzita Komenského, 548 s. ISBN 9788022324793
LEMEŠOVÁ, M. (2012). Socializačné aspekty kultúry školy: o pravidlách, hraniciach a problémoch v školskom prostredí. In Lukšík, I. (Eds.). Kultúra škôl a výchovných zariadení. Univerzita Komenského, s. 146-168.
MASARYK, R. (2013). Medzi človekom a ľuďmi: Úvod do sociálnej psychológie. Bratislava: Iris, 202 s. ISBN 9788089238736
PETRÍK, J., & POPPER, M. (2020). Contact Based School Intervention Program: Enhancing Cooperation Intention and Reducing Prejudice toward Roma. Studia Psychologica, 62(3), 232-245.
Prerequisites: B-VUZde003 Psychology for teachers 1
Prerequisites for successful completion of the course:
100% of the interim assessment. For successful completion of the course it is necessary to obtain at least 60% of the points.
Seminar paper (40% of points) - students work in class with pre-prepared record sheets that contain assignments reflecting on a textbook text or a text of research studies focused on the role of the teacher in an interpersonal context. After completing the worksheets, they discuss the authors' responses in small groups with classmates. Students are evaluated at the end of the seminar for the worksheets they have developed and turned in.
Test (60% of points) - the test reflects the knowledge acquired from the teacher's brief explanation, which will always take place before working with the record sheets. The test consists of open questions or also questions (A/B/C).
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For an A grade, students need to continuously submit outstanding performance throughout the semester. Record sheets indicate a high ability of students to reflect on social psychology knowledge in dealing with interpersonal situations in the classroom. They also reflect at a high level on their own attitudes, strengths and weaknesses of their own persona in a hypothetical school group interaction. The knowledge demonstrated in the student's test demonstrates their excellent mastery of theoretical introductions to seminars across a variety of social psychology topics.
A grade of B means that students performed very well continuously throughout the semester. The record sheets reflect well on social psychology knowledge in dealing with interpersonal situations in the classroom. They also reflect at a very good level on their own attitudes, strengths and weaknesses of their own persona in a hypothetical school group interaction. The knowledge demonstrated in the student's test shows a very good mastery of the theoretical introductions to seminars in the vast majority of social psychology topics.
A grade of C means that the students performed well during the semester, their theoretical knowledge of various educational situations in the school environment and their solutions is at a good level, but there are also shortcomings in the ability to apply this knowledge. The knowledge demonstrated in the student's test shows a good grasp of the theoretical introductions with few errors.
A grade of D indicates that students underperformed during the semester. The record sheets show little motivation to think critically about different social situations and are filled in as if "just out of obligation". One's own attitudes, strengths and weaknesses of one's own persona in a hypothetical school group interaction are only minimally reflected upon. The knowledge demonstrated in the students' test shows a sufficient mastery of the theoretical introductions to the seminars.
A grade of E indicates that students performed minimally during the semester. The record sheets do not show an ability to think critically about various social situations and are filled out only sternly, which limits the student's ability to engage in quality group discussion. The student's own attitudes, strengths and weaknesses are not reflected in the hypothetical school group interaction. The knowledge demonstrated in the test is minimal.
A grade of FX indicates that the student has not sufficiently completed the course requirements and extra work is required.
Slovak, Czech and English
Notes: students of the psychology teacher education programme (combined) do not enrol in the course
Brief outline of the course:
1. The pupil in the interaction of social environment and education.
2. Social cognition, the process of forming an impression.
3. Social groups, classification of social groups, group development. group dynamics
4. Social role and social status, role identification and role conflict.
5. Process and types of communication. Teacher-pupil communication.
6. Social behaviour in the school classroom. Social interaction in informal groups.
7. Group norms. Leadership and power.
8. Social impact.
9. Aggressiveness, assertiveness, altruism.
10. Social attitudes.
11. Conflicts and possibilities of their resolution.
12. The use of social psychology knowledge in education and training.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The goal of the Social Psychology for Teachers course is to (1) introduce students to the issues of social dynamics and social group interaction, specifically in the school classroom; (2) help students identify social psychological phenomena and mechanisms in concrete examples from the school setting.
By critically reflecting on interpersonal situations from the school environment, the student deepens and actively thinks about (a) solutions to these situations and (b) the application of social psychology knowledge in practice. The student may also reflect on how he or she would address the social needs of students, using communication or intervention practices in the school classroom to achieve desired student behavior. The primary goal of the course is to supplement the student's ability to plan and design instruction with an awareness of the social aspects of the classroom, but also to deepen the student's self-awareness of his/her own functioning (strengths/weaknesses) in interpersonal model situations.
The student after completing the course:
- Knows the process of social group formation and its dynamics.
- Can explain the relationship between group phenomena and pupil behaviour in the classroom.
- Can apply the knowledge of social psychology to the process of school classroom management.
Compulsory reading:
CANGELOSI, J. S. (2006). Strategie řízení třídy. Praha: Portál, 296 s. ISBN 80-7367-118-2
Recommended reading:
FONTANA, D. (2003). Psychologie ve školní praxi. Praha: Portál, 383 s. ISBN 8071786268
GAVORA, P. (2001). Výskum životného príbehu: učiteľka Adamová. Pedagogika, 51(3), 352-368.
KOLLÁRIK, T. (2004). Sociálna psychológia. Bratislava: Univerzita Komenského, 548 s. ISBN 9788022324793
LEMEŠOVÁ, M. (2012). Socializačné aspekty kultúry školy: o pravidlách, hraniciach a problémoch v školskom prostredí. In Lukšík, I. (Eds.). Kultúra škôl a výchovných zariadení. Univerzita Komenského, s. 146-168.
MASARYK, R. (2013). Medzi človekom a ľuďmi: Úvod do sociálnej psychológie. Bratislava: Iris, 202 s. ISBN 9788089238736
PETRÍK, J., & POPPER, M. (2020). Contact Based School Intervention Program: Enhancing Cooperation Intention and Reducing Prejudice toward Roma. Studia Psychologica, 62(3), 232-245.
Prerequisites: B-VUZde003 Psychology for teachers 1
Prerequisites for successful completion of the course:
100% of the interim assessment. For successful completion of the course it is necessary to obtain at least 60% of the points.
Seminar paper (40% of points) - students work in class with pre-prepared record sheets that contain assignments reflecting on a textbook text or a text of research studies focused on the role of the teacher in an interpersonal context. After completing the worksheets, they discuss the authors' responses in small groups with classmates. Students are evaluated at the end of the seminar for the worksheets they have developed and turned in.
Test (60% of points) - the test reflects the knowledge acquired from the teacher's brief explanation, which will always take place before working with the record sheets. The test consists of open questions or also questions (A/B/C).
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For an A grade, students need to continuously submit outstanding performance throughout the semester. Record sheets indicate a high ability of students to reflect on social psychology knowledge in dealing with interpersonal situations in the classroom. They also reflect at a high level on their own attitudes, strengths and weaknesses of their own persona in a hypothetical school group interaction. The knowledge demonstrated in the student's test demonstrates their excellent mastery of theoretical introductions to seminars across a variety of social psychology topics.
A grade of B means that students performed very well continuously throughout the semester. The record sheets reflect well on social psychology knowledge in dealing with interpersonal situations in the classroom. They also reflect at a very good level on their own attitudes, strengths and weaknesses of their own persona in a hypothetical school group interaction. The knowledge demonstrated in the student's test shows a very good mastery of the theoretical introductions to seminars in the vast majority of social psychology topics.
A grade of C means that the students performed well during the semester, their theoretical knowledge of various educational situations in the school environment and their solutions is at a good level, but there are also shortcomings in the ability to apply this knowledge. The knowledge demonstrated in the student's test shows a good grasp of the theoretical introductions with few errors.
A grade of D indicates that students underperformed during the semester. The record sheets show little motivation to think critically about different social situations and are filled in as if "just out of obligation". One's own attitudes, strengths and weaknesses of one's own persona in a hypothetical school group interaction are only minimally reflected upon. The knowledge demonstrated in the students' test shows a sufficient mastery of the theoretical introductions to the seminars.
A grade of E indicates that students performed minimally during the semester. The record sheets do not show an ability to think critically about various social situations and are filled out only sternly, which limits the student's ability to engage in quality group discussion. The student's own attitudes, strengths and weaknesses are not reflected in the hypothetical school group interaction. The knowledge demonstrated in the test is minimal.
A grade of FX indicates that the student has not sufficiently completed the course requirements and extra work is required.
Slovak, Czech and English
Notes: students of the psychology teacher education programme (combined) do not enrol in the course
Brief outline of the course:
1. The pupil in the interaction of social environment and education.
2. Social cognition, the process of forming an impression.
3. Social groups, classification of social groups, group development. group dynamics
4. Social role and social status, role identification and role conflict.
5. Process and types of communication. Teacher-pupil communication.
6. Social behaviour in the school classroom. Social interaction in informal groups.
7. Group norms. Leadership and power.
8. Social impact.
9. Aggressiveness, assertiveness, altruism.
10. Social attitudes.
11. Conflicts and possibilities of their resolution.
12. The use of social psychology knowledge in education and training.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The goal of the Social Psychology for Teachers course is to (1) introduce students to the issues of social dynamics and social group interaction, specifically in the school classroom; (2) help students identify social psychological phenomena and mechanisms in concrete examples from the school setting.
By critically reflecting on interpersonal situations from the school environment, the student deepens and actively thinks about (a) solutions to these situations and (b) the application of social psychology knowledge in practice. The student may also reflect on how he or she would address the social needs of students, using communication or intervention practices in the school classroom to achieve desired student behavior. The primary goal of the course is to supplement the student's ability to plan and design instruction with an awareness of the social aspects of the classroom, but also to deepen the student's self-awareness of his/her own functioning (strengths/weaknesses) in interpersonal model situations.
The student after completing the course:
- Knows the process of social group formation and its dynamics.
- Can explain the relationship between group phenomena and pupil behaviour in the classroom.
- Can apply the knowledge of social psychology to the process of school classroom management.
KOMÁRKOVÁ, R. (2001). Aplikovaná sociální psychologie III. Sociálněpsychologický výcvik. Praha: Grada, 224 s. ISBN 8024701804
KOLAŘÍK, M. (2011). Interakční psychologický výcvik. Praha: Grada, 160 s. ISBN 9788024729411
KOLAŘÍK, M. (2013). Interakční psychologický výcvik pro praxi. Praha: Grada, 128 s. ISBN 978-80-247-8602-5
KUNEŠ, D. (2009). Sebepoznání. Praha: Portál, 152 s. ISBN 978-80-7367-541-7
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOVÁ, L., SOKOLOVÁ L. (2017). Psychológia zážitkom. Metodická príručka. Bratislava: Univerzita Komenského, 497 s. ISBN978-80-223-3655-0
100% of continuous assessment
Continuous assessment includes the evaluation of the performance of continuous tasks and assignments, which are carried out in an individual or group form in the pre-, during and post-training phase. Before the training, the mid-term evaluation consists of three tasks (reflective essay on expectations related to the self-discovery training = 10%; work with tests and questionnaires = 10%; individual preparation for the role-play = 10%), which are further worked on during the training. In the course of the training, activities and exercises are carried out to facilitate, in particular, a wide range of social-psychological competences: the development of intrapersonal (20%), interpersonal (20%) and social-inclusive competences (20%) of the students (dating activities, role-playing games, cooperative games, trust games, etc.). After the training, the continuous evaluation consists of structured feedback on the events in the training group (10%).
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the course it is necessary to obtain at least 60% of the points.
For an A grade, the student is actively involved in individual activities and shows interest and effort to develop his/her competencies, seeks original and creative solutions to the tasks set, reflects on the emerging changes that training brings, shows himself/herself as a full member of the training group and actively expresses his/her own opinion.
B grade means that the student is actively involved in individual activities and shows interest and effort to develop his/her competences, to a lesser extent looks for original and creative solutions to the tasks set, reflects the emerging changes that the training brings, but needs more time and space for their verbalization, manifests himself/herself as a full member of the training group and actively expresses his/her own opinion.
A C grade is awarded if the student is usually actively involved in individual activities, shows interest and effort to develop his/her competences, but only in some topics and areas, makes little use of his/her personality in finding original and creative solutions to the tasks set, reflects to some extent the emerging changes brought by the training, shows himself/herself as a full member of the training group and actively expresses his/her own opinion.
The grade D means that the student is involved to a limited extent in individual activities and shows only sporadic interest and effort to develop his/her competencies, often with external help looking for original and creative solutions to the tasks, cannot adequately reflect the emerging changes that the training brings, is more passive and more like a marginal member of the training group, although he/she actively expresses his/her own opinion.
Grade E is awarded to a student who behaves passively and minimally participates in individual activities, does not show interest and effort to develop his/her competencies, relies on the group for original and creative solutions to the tasks set, cannot adequately reflect the emerging changes that the training brings, cannot find his/her place in the training group, expresses his/her own opinion sporadically and not always in an appropriate way.
The grade of Fx is given on an exceptional basis, most often due to non-attendance and failure to complete assigned midterm assignments, non-cooperation, refusal to take a stand on required topics and to express one's own opinion.
slovak and czech
Students of the study programme Psychology Teaching (combined) do not enrol in the course, the teaching is carried out in a block form.
The course is implemented through experiential activities and exercises aimed mainly at:
1. The sphere of the external world in the process of self-discovery (the individual's membership in various social groups, the teacher's role in the school classroom and the teacher's team).
2. The area of the inner world in the process of self-knowledge (experiencing, thinking, decision-making, the ways in which our emotions or our body affect us, what hidden beliefs influence our thinking, etc.).
3. The area of the transition zone of self-knowledge (behaviour, communication, etc.)..
4. Increasing sensitivity to one's own experience and to the experience and emotions of others.
5. Building a positive self-image in the context of pro-teacher identification.
100/0
The aim of the Social Psychological Training for Teachers course is to motivate and develop self-knowledge and self-reflection in teacher education students of different study programmes.
The student after completing the course:
- is aware of the importance of self-knowledge, reflection and personal development in teaching practice,
- can define their strengths and weaknesses as well as challenges and pitfalls in their own self-development,
- can name and identify the most general errors in social perception and apply them to teaching practice,
- identifies with the teacher's role, profession and its specifics,
- Through experiential activities, gain experience of active social and experiential learning.
KOMÁRKOVÁ, R. (2001). Aplikovaná sociální psychologie III. Sociálněpsychologický výcvik. Praha: Grada, 224 s. ISBN 8024701804
KOLAŘÍK, M. (2011). Interakční psychologický výcvik. Praha: Grada, 160 s. ISBN 9788024729411
KOLAŘÍK, M. (2013). Interakční psychologický výcvik pro praxi. Praha: Grada, 128 s. ISBN 978-80-247-8602-5
KUNEŠ, D. (2009). Sebepoznání. Praha: Portál, 152 s. ISBN 978-80-7367-541-7
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOVÁ, L., SOKOLOVÁ L. (2017). Psychológia zážitkom. Metodická príručka. Bratislava: Univerzita Komenského, 497 s. ISBN978-80-223-3655-0
100% of continuous assessment
Continuous assessment includes the evaluation of the performance of continuous tasks and assignments, which are carried out in an individual or group form in the pre-, during and post-training phase. Before the training, the mid-term evaluation consists of three tasks (reflective essay on expectations related to the self-discovery training = 10%; work with tests and questionnaires = 10%; individual preparation for the role-play = 10%), which are further worked on during the training. In the course of the training, activities and exercises are carried out to facilitate, in particular, a wide range of social-psychological competences: the development of intrapersonal (20%), interpersonal (20%) and social-inclusive competences (20%) of the students (dating activities, role-playing games, cooperative games, trust games, etc.). After the training, the continuous evaluation consists of structured feedback on the events in the training group (10%).
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the course it is necessary to obtain at least 60% of the points.
For an A grade, the student is actively involved in individual activities and shows interest and effort to develop his/her competencies, seeks original and creative solutions to the tasks set, reflects on the emerging changes that training brings, shows himself/herself as a full member of the training group and actively expresses his/her own opinion.
B grade means that the student is actively involved in individual activities and shows interest and effort to develop his/her competences, to a lesser extent looks for original and creative solutions to the tasks set, reflects the emerging changes that the training brings, but needs more time and space for their verbalization, manifests himself/herself as a full member of the training group and actively expresses his/her own opinion.
A C grade is awarded if the student is usually actively involved in individual activities, shows interest and effort to develop his/her competences, but only in some topics and areas, makes little use of his/her personality in finding original and creative solutions to the tasks set, reflects to some extent the emerging changes brought by the training, shows himself/herself as a full member of the training group and actively expresses his/her own opinion.
The grade D means that the student is involved to a limited extent in individual activities and shows only sporadic interest and effort to develop his/her competencies, often with external help looking for original and creative solutions to the tasks, cannot adequately reflect the emerging changes that the training brings, is more passive and more like a marginal member of the training group, although he/she actively expresses his/her own opinion.
Grade E is awarded to a student who behaves passively and minimally participates in individual activities, does not show interest and effort to develop his/her competencies, relies on the group for original and creative solutions to the tasks set, cannot adequately reflect the emerging changes that the training brings, cannot find his/her place in the training group, expresses his/her own opinion sporadically and not always in an appropriate way.
The grade of Fx is given on an exceptional basis, most often due to non-attendance and failure to complete assigned midterm assignments, non-cooperation, refusal to take a stand on required topics and to express one's own opinion.
slovak and czech
Students of the study programme Psychology Teaching (combined) do not enrol in the course, the teaching is carried out in a block form.
The course is implemented through experiential activities and exercises aimed mainly at:
1. The sphere of the external world in the process of self-discovery (the individual's membership in various social groups, the teacher's role in the school classroom and the teacher's team).
2. The area of the inner world in the process of self-knowledge (experiencing, thinking, decision-making, the ways in which our emotions or our body affect us, what hidden beliefs influence our thinking, etc.).
3. The area of the transition zone of self-knowledge (behaviour, communication, etc.)..
4. Increasing sensitivity to one's own experience and to the experience and emotions of others.
5. Building a positive self-image in the context of pro-teacher identification.
100/0
The aim of the Social Psychological Training for Teachers course is to motivate and develop self-knowledge and self-reflection in teacher education students of different study programmes.
The student after completing the course:
- is aware of the importance of self-knowledge, reflection and personal development in teaching practice,
- can define their strengths and weaknesses as well as challenges and pitfalls in their own self-development,
- can name and identify the most general errors in social perception and apply them to teaching practice,
- identifies with the teacher's role, profession and its specifics,
- Through experiential activities, gain experience of active social and experiential learning.
Recommended reading:
BRŤKOVÁ, M., et al. (2000). Kapitoly z dejín pedagogiky. Bratislava: Pressent, 250 s. ISBN 80-967824-4-4
JŮVA,V, jun., JŮVA, V. sen. (2003). Stručné dějiny pedagogiky. Brno: Paido, 91 s. ISBN 80-7315-062-X
KASPER, T, KASPEROVÁ, D. (2008). Dějiny pedagogiky. Praha: Grada, 224 s. ISBN 978-80-247-2429-4
KUDLÁČOVÁ, B. (2003). Človek a výchova v dejinách európskeho myslenia. Trnava: PF TU, 168 s. ISBN 80-89074-66-9
PORUBSKÝ, Š. (2012). Úryvky z dejín pedagogického myslenia. Banská Bystrica: PF UMB, 110 s. ISBN: 978-80-557-0433-3
PŠENÁK, J. (2012). Dejiny školstva a pedagogiky. Žilina: EDIS-vydavateľstvo ŽUŽ, 167 s. ISBN 978-80-554-0596-4
ŠMAHELOVÁ, B. (2008). Nástin vývoje pedagogického myšlení. Brno: MSD, spol. s r.o., 98 s. ISBN 978-80-7392-040-1.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The students' task is to solve 10 continuously assigned problems during the semester and to participate in the presentation and discussion of their solutions in seminars. The solution of each problem is evaluated on a 3-0 point scale according to specific criteria set for each problem. The maximum number of points possible is 30.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results),
B (93-86%, very good - above average standard),
C (85-76%, well - normal reliable work),
D (75-68%, satisfactory - acceptable results),
E (67-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points. A minimum of 28 points is required for a final grade of A (excellent - outstanding results), a minimum of 25 points is required for a grade of B (very good - above average standard), a minimum of 22 points is required for a grade of C (good - normal reliable work), a minimum of 20 points is required for a grade of D (satisfactory - acceptable results), and a minimum of 18 points is required for a grade of E (satisfactory - results meet the minimum criteria). A grade of FX (Inadequate - extra work required) will be awarded to students scoring 17 points or less.
slovak and czech
Brief outline of the course:
The subject, terminology and system of the History of education. Education and education in ancient and medieval times. Education and pedagogical ideas in the period of humanism and the Renaissance. Life, work and pedagogical views of J. A. Comenius. The development of education and pedagogical thinking in the works of selected representatives in the world (Lock. Rousseau, Pestalozzi, Herbart, Tolstoy) and in the territory of present-day Slovakia (Bel, Tešedík, Fándly, Lehocký) in the 17th-19th centuries. Pedagogical trends and schools of the 20th century in the world. Education in Slovakia in the 20th century. Contemporary trends in education.
100/0
Learning outcomes and transferable competences:
Upon completion of the course, students will be able to use professional terminology, define the subject, and describe the system of the History of education. They are able to explain the context of the emergence and the main features of the historical currents of educational thought, describe and compare the systems of education and training in different historical periods, explain the views and characterize the work of important figures in the history of education and training, critically evaluate them and identify their influence on education and training today.
Working with original historical sources and their contemporary interpretations, students will be able to critically reflect and discuss ethical issues of education and education, the position and roles of the subjects of education and education. In solving, presenting and discussing the results of ongoing assignments, students will develop their analytical and critical thinking, communication, lecturing and metacognitive skills.
Students will be able to use the acquired knowledge and skills creatively in the study of other pedagogical disciplines and in their future pedagogical practice.
Recommended reading:
BRŤKOVÁ, M., et al. (2000). Kapitoly z dejín pedagogiky. Bratislava: Pressent, 250 s. ISBN 80-967824-4-4
JŮVA,V, jun., JŮVA, V. sen. (2003). Stručné dějiny pedagogiky. Brno: Paido, 91 s. ISBN 80-7315-062-X
KASPER, T, KASPEROVÁ, D. (2008). Dějiny pedagogiky. Praha: Grada, 224 s. ISBN 978-80-247-2429-4
KUDLÁČOVÁ, B. (2003). Človek a výchova v dejinách európskeho myslenia. Trnava: PF TU, 168 s. ISBN 80-89074-66-9
PORUBSKÝ, Š. (2012). Úryvky z dejín pedagogického myslenia. Banská Bystrica: PF UMB, 110 s. ISBN: 978-80-557-0433-3
PŠENÁK, J. (2012). Dejiny školstva a pedagogiky. Žilina: EDIS-vydavateľstvo ŽUŽ, 167 s. ISBN 978-80-554-0596-4
ŠMAHELOVÁ, B. (2008). Nástin vývoje pedagogického myšlení. Brno: MSD, spol. s r.o., 98 s. ISBN 978-80-7392-040-1.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The students' task is to solve 10 continuously assigned problems during the semester and to participate in the presentation and discussion of their solutions in seminars. The solution of each problem is evaluated on a 3-0 point scale according to specific criteria set for each problem. The maximum number of points possible is 30.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results),
B (93-86%, very good - above average standard),
C (85-76%, well - normal reliable work),
D (75-68%, satisfactory - acceptable results),
E (67-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points. A minimum of 28 points is required for a final grade of A (excellent - outstanding results), a minimum of 25 points is required for a grade of B (very good - above average standard), a minimum of 22 points is required for a grade of C (good - normal reliable work), a minimum of 20 points is required for a grade of D (satisfactory - acceptable results), and a minimum of 18 points is required for a grade of E (satisfactory - results meet the minimum criteria). A grade of FX (Inadequate - extra work required) will be awarded to students scoring 17 points or less.
slovak and czech
Brief outline of the course:
The subject, terminology and system of the History of education. Education and education in ancient and medieval times. Education and pedagogical ideas in the period of humanism and the Renaissance. Life, work and pedagogical views of J. A. Comenius. The development of education and pedagogical thinking in the works of selected representatives in the world (Lock. Rousseau, Pestalozzi, Herbart, Tolstoy) and in the territory of present-day Slovakia (Bel, Tešedík, Fándly, Lehocký) in the 17th-19th centuries. Pedagogical trends and schools of the 20th century in the world. Education in Slovakia in the 20th century. Contemporary trends in education.
100/0
Learning outcomes and transferable competences:
Upon completion of the course, students will be able to use professional terminology, define the subject, and describe the system of the History of education. They are able to explain the context of the emergence and the main features of the historical currents of educational thought, describe and compare the systems of education and training in different historical periods, explain the views and characterize the work of important figures in the history of education and training, critically evaluate them and identify their influence on education and training today.
Working with original historical sources and their contemporary interpretations, students will be able to critically reflect and discuss ethical issues of education and education, the position and roles of the subjects of education and education. In solving, presenting and discussing the results of ongoing assignments, students will develop their analytical and critical thinking, communication, lecturing and metacognitive skills.
Students will be able to use the acquired knowledge and skills creatively in the study of other pedagogical disciplines and in their future pedagogical practice.
NOVOTNÁ, E. (2017). Pedagogika voľného času. Teória výchovy mimo vyučovania vo voľnom
čase. Rokus: Prešov. 224s. ISBN 978-80-89540-58-0
ZELINOVÁ, M. (2007). Hry pro rozvoj emocí a komunikace. Koncepce a model tvorivěhumanistické výchovy. Portál: Praha, 2007. 139s. ISBN 978-80-7367-197-6 (e-kniha)
Recommended reading:
JASLOVSKÁ, B., KOLDEOVÁ, L. (v tlači). Voľný čas v práci učiteľa a ďalších pedagogických profesií. Kapitola v metodickom materiáli k Stáži A, Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta.
JASLOVSKÁ, B., STRAKOŠ, J. (v tlači). Profesijný rast učiteľa: formálne a neformálne vzdelávanie, informálne učenie sa. Kapitola v metodickom materiáli k Stáži B, Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta.
KRATOCHVÍLOVÁ, E. (2010). Pedagogika voľného času. Výchova v čase mimo vyučovania v
pedagogickej teórii a v praxi. Trnava: Typii Universitatis Tyrnaviensis, VEDY. 356 s. ISBN
978-80-8082-330-6
ZELINOVÁ, M. (2012). Voľný čas efektívne a tvorivo. Teória a prax výchovy mimo vyučovania.
Bratislava: Iura Edition, 146s. ISBN 978-80-8078-479-9
Prerequisite subjects: none
Prerequisites for successful completion of the course: 100% pass mark.
Assessment: consists of 2 intermediate assessments (40+60, total 100 points).
Interim assessment 1: consists of the preparation of a term paper and its oral presentation or practical application in class.
Semester work: consists of a creative assignment for 40b (20+20). It includes an electronic portfolio - a plan of experiential activities in the context of leisure education based on a set structure (20b) and its presentation or application of the created activities in the classroom (20b).
Intermediate assessment 2: consists of a test of the acquired knowledge, namely a knowledge test for 60p. The written exam/test consists of theoretical preparation for the course in basic concepts and study of the literature.
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of continuous assignments, excellent professional knowledge and its application in problem solving, excellent orientation to leisure issues, excellent communication skills, responsibility and timely completion of assignments, and exceptional activity in the classroom during the semester.
A minimum of 81 points is required to obtain a B grade. For this grade, the student should demonstrate: a creative approach to developing ongoing assignments using a model, above average expertise and application of that expertise to problem solving assignments using consultation, above average orientation to leisure issues, above average communication skills, responsibility and timely completion of assignments, and above average activity in class during the semester.
For a grade of C at least 73 points. For this grade, the student should demonstrate: the ability to develop ongoing assignments using the assigned template, good professional knowledge and its application in problem solving in a group or with the assistance of the instructor, good orientation to leisure issues, good communication skills, completion of assignments, average activity in class during the semester as prompted by the instructor.
At least 66 points for a grade D. For this grade, the student is expected to demonstrate: the ability to develop ongoing assignments using the assigned template and with the assistance of the instructor, average proficiency and application of knowledge in problem solving in a group setting or with the assistance of the instructor, average orientation to leisure issues, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
At least 60 points for an E grade. For this assessment, the student should demonstrate: the ability to develop ongoing assignments and with the assistance of the instructor, basic/minimal vocational knowledge, basic/minimal orientation to leisure issues, basic communication skills, completion of assignments.
slovak and czech
Brief outline of the course:
The Leisure time in educationis intended to introduce students to the important sphere of leisure through leisure activities, which represent an important value for the individual and which are necessary in the targeted education of children, youth and adults. The Leisure time in educationcourse clarifies the basic pedagogical categories in a direct link between theoretical and practical training. By completing the course, the student will gain knowledge of the basic concepts in the field of leisure pedagogy, of leisure organizations aimed at children, youth, adults, and of activating didactic methods or experiential learning for the creation of leisure activities.
Topics:
Basic concepts of leisure pedagogy. Objectives of leisure education. Didactic process of leisure education and the creation of a plan of activating leisure activities - mission, goals, tasks, principles, content, forms and methods. Educational areas of activity outside the classroom. Interests and leisure-time education. Problems of education in leisure time. Field work (streetwork), prevention, volunteering. New approaches in leisure time pedagogy. Personality of the pedagogue, social assistant, animator in the processes of education and training in leisure time. Educator and education and training in the school. Institutions and facilities providing leisure and interest activities.
100/0
Learning objectives and outcomes:
By completing the subject Leisure time in education, the student should:
- to know the content of leisure time pedagogy as a scientific discipline: functions, goals and requirements, areas of leisure time education,
- to know the subjects of leisure education and their importance in influencing the leisure time of an individual in society in a meaningful way,
- to be able to apply the acquired knowledge in the creation of leisure activities,
- to be able to create a plan for an activity of interest and to be able to apply it through practical tasks,
- be able to present their creative output to a group,
- be able to justify the appropriateness of the choice of didactic categories in the interest activity plan,
- understand the importance of leisure as a fundamental value in human life.
Transferable competences: the student strengthens soft skills such as communication skills through creative tasks on the course, digital skills - the student realizes the creation of a website as an e-portfolio with the use of feedback, interpersonal skills within the group - activation in the group, taking the initiative and responsibility.
NOVOTNÁ, E. (2017). Pedagogika voľného času. Teória výchovy mimo vyučovania vo voľnom
čase. Rokus: Prešov. 224s. ISBN 978-80-89540-58-0
ZELINOVÁ, M. (2007). Hry pro rozvoj emocí a komunikace. Koncepce a model tvorivěhumanistické výchovy. Portál: Praha, 2007. 139s. ISBN 978-80-7367-197-6 (e-kniha)
Recommended reading:
JASLOVSKÁ, B., KOLDEOVÁ, L. (v tlači). Voľný čas v práci učiteľa a ďalších pedagogických profesií. Kapitola v metodickom materiáli k Stáži A, Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta.
JASLOVSKÁ, B., STRAKOŠ, J. (v tlači). Profesijný rast učiteľa: formálne a neformálne vzdelávanie, informálne učenie sa. Kapitola v metodickom materiáli k Stáži B, Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta.
KRATOCHVÍLOVÁ, E. (2010). Pedagogika voľného času. Výchova v čase mimo vyučovania v
pedagogickej teórii a v praxi. Trnava: Typii Universitatis Tyrnaviensis, VEDY. 356 s. ISBN
978-80-8082-330-6
ZELINOVÁ, M. (2012). Voľný čas efektívne a tvorivo. Teória a prax výchovy mimo vyučovania.
Bratislava: Iura Edition, 146s. ISBN 978-80-8078-479-9
Prerequisite subjects: none
Prerequisites for successful completion of the course: 100% pass mark.
Assessment: consists of 2 intermediate assessments (40+60, total 100 points).
Interim assessment 1: consists of the preparation of a term paper and its oral presentation or practical application in class.
Semester work: consists of a creative assignment for 40b (20+20). It includes an electronic portfolio - a plan of experiential activities in the context of leisure education based on a set structure (20b) and its presentation or application of the created activities in the classroom (20b).
Intermediate assessment 2: consists of a test of the acquired knowledge, namely a knowledge test for 60p. The written exam/test consists of theoretical preparation for the course in basic concepts and study of the literature.
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of continuous assignments, excellent professional knowledge and its application in problem solving, excellent orientation to leisure issues, excellent communication skills, responsibility and timely completion of assignments, and exceptional activity in the classroom during the semester.
A minimum of 81 points is required to obtain a B grade. For this grade, the student should demonstrate: a creative approach to developing ongoing assignments using a model, above average expertise and application of that expertise to problem solving assignments using consultation, above average orientation to leisure issues, above average communication skills, responsibility and timely completion of assignments, and above average activity in class during the semester.
For a grade of C at least 73 points. For this grade, the student should demonstrate: the ability to develop ongoing assignments using the assigned template, good professional knowledge and its application in problem solving in a group or with the assistance of the instructor, good orientation to leisure issues, good communication skills, completion of assignments, average activity in class during the semester as prompted by the instructor.
At least 66 points for a grade D. For this grade, the student is expected to demonstrate: the ability to develop ongoing assignments using the assigned template and with the assistance of the instructor, average proficiency and application of knowledge in problem solving in a group setting or with the assistance of the instructor, average orientation to leisure issues, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
At least 60 points for an E grade. For this assessment, the student should demonstrate: the ability to develop ongoing assignments and with the assistance of the instructor, basic/minimal vocational knowledge, basic/minimal orientation to leisure issues, basic communication skills, completion of assignments.
slovak and czech
Brief outline of the course:
The Leisure time in educationis intended to introduce students to the important sphere of leisure through leisure activities, which represent an important value for the individual and which are necessary in the targeted education of children, youth and adults. The Leisure time in educationcourse clarifies the basic pedagogical categories in a direct link between theoretical and practical training. By completing the course, the student will gain knowledge of the basic concepts in the field of leisure pedagogy, of leisure organizations aimed at children, youth, adults, and of activating didactic methods or experiential learning for the creation of leisure activities.
Topics:
Basic concepts of leisure pedagogy. Objectives of leisure education. Didactic process of leisure education and the creation of a plan of activating leisure activities - mission, goals, tasks, principles, content, forms and methods. Educational areas of activity outside the classroom. Interests and leisure-time education. Problems of education in leisure time. Field work (streetwork), prevention, volunteering. New approaches in leisure time pedagogy. Personality of the pedagogue, social assistant, animator in the processes of education and training in leisure time. Educator and education and training in the school. Institutions and facilities providing leisure and interest activities.
100/0
Learning objectives and outcomes:
By completing the subject Leisure time in education, the student should:
- to know the content of leisure time pedagogy as a scientific discipline: functions, goals and requirements, areas of leisure time education,
- to know the subjects of leisure education and their importance in influencing the leisure time of an individual in society in a meaningful way,
- to be able to apply the acquired knowledge in the creation of leisure activities,
- to be able to create a plan for an activity of interest and to be able to apply it through practical tasks,
- be able to present their creative output to a group,
- be able to justify the appropriateness of the choice of didactic categories in the interest activity plan,
- understand the importance of leisure as a fundamental value in human life.
Transferable competences: the student strengthens soft skills such as communication skills through creative tasks on the course, digital skills - the student realizes the creation of a website as an e-portfolio with the use of feedback, interpersonal skills within the group - activation in the group, taking the initiative and responsibility.
Compulsory reading:
POTOČÁROVÁ, M. (2018). Etika v rodinných vzťahoch. Bratislava: Univerzita Komenského, 228 s. ISBN 97-880-223-3998-8.
POTOČÁROVÁ, M. (2008). Pedagogika rodiny. Teoretické východiská RV. Bratislava: UK, 216 s. ISBN 978-80-223-2458-8.
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: IKAR, 146 s. ISBN 978-80-8200-034-7.
Recommended reading:
BAKOŠOVÁ, Z., ZEMANČÍKOVÁ, V. (2011). Výchova sociálnych a prosociálnych kompetencií v rodine. In: Teórie sociálnej pedagogiky: edukačné, sociálne a komunikačné aspekty [Z. Bakošová]. Bratislava: Slovenská pedagogická spoločnosť SAV, 2011.184 s. ISBN 978-80-970675-0-2.BRISCH, K. H. (2011). Bezpečná vzťahová väzba. Attachment v tehotenstve a prvých rokoch života. Trenčín: Vydavateľstvo F, 150 s. ISBN 978-80-88952-67-1.
POTOČÁROVÁ, M. Výchova k hodnotám v slovenskej rodine. In Pedagogická orientace, 45(5-6),1996.
PŠENIČKA, O. 1995. Sexuální výchova v rodině. Hradec Králové: Rodina, 310s. ISBN-10 8090152414.
ZEMANČÍKOVÁ, V. 2008. Fyzické tresty vo výchove detí v rodine. In: Výchova v pedagogickom výskume a praxi. zborník z medzinárodnej vedeckej konferencie. Trnava: Univerzita sv. Cyrila a Metoda, 2008
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. Interim assessment includes: the student will prepare a seminar paper (maximum possible number of points - 40). The seminar paper is a condition for the award of the overall grade. The student completes an intermediate written examination of knowledge (maximum possible points - 60). For successful completion of the course, it is necessary to obtain at least 60% of the points (min. 60 out of 100 points).
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, and above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak language
Brief outline of the course:
1. Definition of family (traditional vs. newer concept of family), family typology and functions.
2. Basic demographic changes of the family in historical context (from traditional to postmodern family).
3. Family life cycle. Marriage as an institution. Education for marriage and parenthood.
4. The (un)stable family - the contemporary family and the issue of divorce. Inappropriate approaches in family upbringing in the period of divorce. Pupil in school in the period of parents' divorce process.
5. Alternative forms of cohabitation (cohabitation, mingle, single, "patchwork", homosexual partnerships...) - specifics of family education in alternative forms of cohabitation.
6. Pedagogy of the family. Theory of family education. Objectives, content, methods and means of family education. Styles of family education.
7. Relational attachment as a key prerequisite for harmonious personality development. Pupil's manifestations at school with regard to the type of relational attachment.
8. Alternative family education. Specifics of raising a child in foster care.
9. Different forms of violence in the family and their negative impact on the child's personality.
10. Specifics of family education in families with children with disabilities.
100/0
Learning outcomes:
Learning objectives and outcomes:
The aim of the Family Education course is to convey basic information about the family as an educational institution and about the possible impact of the specifics of family life and family education on the educational process in school. The student is able to define the family as an educational institution, remembers its functions, knows the typology of families. The student can explain the transformations of the family in a historical context and the transformations of the family within its life cycle. The student knows and understands the educational goals, content, methods and means of family education. The student is able to critically evaluate and articulate the specifics of family education in alternative forms of partnership cohabitation. The student is able to categorize styles of family education. Describe and interpret inappropriate approaches in family education and predict their possible effects on student performance in school. The student is able to apply the acquired knowledge in solving educational difficulties of the pupil resulting from the specifics of family life and family education.
Transferable competences: by analysing, proposing solutions and discussing problem problems assigned during seminars, the student is able to communicate his/her conclusions, think critically, think in context.
Compulsory reading:
POTOČÁROVÁ, M. (2018). Etika v rodinných vzťahoch. Bratislava: Univerzita Komenského, 228 s. ISBN 97-880-223-3998-8.
POTOČÁROVÁ, M. (2008). Pedagogika rodiny. Teoretické východiská RV. Bratislava: UK, 216 s. ISBN 978-80-223-2458-8.
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: IKAR, 146 s. ISBN 978-80-8200-034-7.
Recommended reading:
BAKOŠOVÁ, Z., ZEMANČÍKOVÁ, V. (2011). Výchova sociálnych a prosociálnych kompetencií v rodine. In: Teórie sociálnej pedagogiky: edukačné, sociálne a komunikačné aspekty [Z. Bakošová]. Bratislava: Slovenská pedagogická spoločnosť SAV, 2011.184 s. ISBN 978-80-970675-0-2.BRISCH, K. H. (2011). Bezpečná vzťahová väzba. Attachment v tehotenstve a prvých rokoch života. Trenčín: Vydavateľstvo F, 150 s. ISBN 978-80-88952-67-1.
POTOČÁROVÁ, M. Výchova k hodnotám v slovenskej rodine. In Pedagogická orientace, 45(5-6),1996.
PŠENIČKA, O. 1995. Sexuální výchova v rodině. Hradec Králové: Rodina, 310s. ISBN-10 8090152414.
ZEMANČÍKOVÁ, V. 2008. Fyzické tresty vo výchove detí v rodine. In: Výchova v pedagogickom výskume a praxi. zborník z medzinárodnej vedeckej konferencie. Trnava: Univerzita sv. Cyrila a Metoda, 2008
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. Interim assessment includes: the student will prepare a seminar paper (maximum possible number of points - 40). The seminar paper is a condition for the award of the overall grade. The student completes an intermediate written examination of knowledge (maximum possible points - 60). For successful completion of the course, it is necessary to obtain at least 60% of the points (min. 60 out of 100 points).
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, and above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak language
Brief outline of the course:
1. Definition of family (traditional vs. newer concept of family), family typology and functions.
2. Basic demographic changes of the family in historical context (from traditional to postmodern family).
3. Family life cycle. Marriage as an institution. Education for marriage and parenthood.
4. The (un)stable family - the contemporary family and the issue of divorce. Inappropriate approaches in family upbringing in the period of divorce. Pupil in school in the period of parents' divorce process.
5. Alternative forms of cohabitation (cohabitation, mingle, single, "patchwork", homosexual partnerships...) - specifics of family education in alternative forms of cohabitation.
6. Pedagogy of the family. Theory of family education. Objectives, content, methods and means of family education. Styles of family education.
7. Relational attachment as a key prerequisite for harmonious personality development. Pupil's manifestations at school with regard to the type of relational attachment.
8. Alternative family education. Specifics of raising a child in foster care.
9. Different forms of violence in the family and their negative impact on the child's personality.
10. Specifics of family education in families with children with disabilities.
100/0
Learning outcomes:
Learning objectives and outcomes:
The aim of the Family Education course is to convey basic information about the family as an educational institution and about the possible impact of the specifics of family life and family education on the educational process in school. The student is able to define the family as an educational institution, remembers its functions, knows the typology of families. The student can explain the transformations of the family in a historical context and the transformations of the family within its life cycle. The student knows and understands the educational goals, content, methods and means of family education. The student is able to critically evaluate and articulate the specifics of family education in alternative forms of partnership cohabitation. The student is able to categorize styles of family education. Describe and interpret inappropriate approaches in family education and predict their possible effects on student performance in school. The student is able to apply the acquired knowledge in solving educational difficulties of the pupil resulting from the specifics of family life and family education.
Transferable competences: by analysing, proposing solutions and discussing problem problems assigned during seminars, the student is able to communicate his/her conclusions, think critically, think in context.
Compulsory reading:
HUPKOVÁ, I., LIBERČANOVÁ, K. (2012). Drogové závislosti a ich prevencia. Trnava: Pedagogická fakulta TU v Trnave. 153 s. ISBN 978-80-8082-563-8 Dostupné na: https://pdf.truni.sk/download?e-skripta/hupkova-libercanova-drogove-zavislosti.pdf
Recommended reading:
FERKOVÁ, Š. (2014). Skúsenosti s využitím influenčného programu zameraného na elimináciu rizikového správania žiakov v škole. In Prevencia. roč. 13. č. 4. s. 37 – 44.
FISCHER, S., ŠKODA, J. (2009). Sociální patologie. Analýza příčin a možnosti ovlivňovaní závažných sociálně patologických jevů. Praha: Grada Publishing, a.s. 224 s. ISBN 978-80-247-7813
KALINA, K. (2008). Základy klinickej adiktológie. Praha: Grada, 387 s. ISBN978-80-247-1411-0. K
KALINA, K. et al. (2003). Drogy a drogové závislosti 1. a 2. Mezioborový přístup. Praha: ÚV ČR, 640 s. ISBN80-86734-05-6.
KUKLOVÁ, M. (2016). Kognitivně-behaviorální terapie v léčbě závislostí. Praha: Portál. 152 s. ISBN978-80-262-1101-3
NEŠPOR, K. (2003). Návykové chováni a závislost. Současné poznatky a prespektívy lěčby. Praha: Portál. 152 s. ISBN80-7178-831-7.
NOCIAR, A. (2009). Drogové závislosti. Bratislava: Vysoká škola Svätej Alžbety. 123 s. ISBN 978-80-892-7168-9
Prerequisite subjects: none
Prerequisites for successful completion of the course: The course is completed with an assessment, the ratio of the midterm and final assessment is 100/0. The task of the students is to prepare a midterm paper for 40 points and to pass a midterm test for 60 points, a total of 100 points. A minimum of 60% of the maximum possible course grade is required for successful completion of the course.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
: slovak and czech
Brief outline of the course:
1. Basic terminology (social pathology, drug, addiction, abstinence, codependence, prevention, etc.).
2. Classification and characteristics of selected groups of psychotropic substances.
3. Specifics and classification of substance addictions.
4. Causes and factors of drug use.
5. The emergence of addiction and its symptoms.
6. Non-substance addictions (classification, characteristics).
7. Prevention of addiction and its forms.
8. Options for help in the field of addiction (basic psychotherapeutic approaches in addiction treatment, pharmacotherapeutic help, family accompaniment).
9. National Drug Control Programme. The roles of the Departments of Education, Culture, Health, Justice, Home Affairs and Labour, Social Affairs and Family.
100/0
Learning objectives and outcomes and transferable competences:
The aim of the course is to provide basic knowledge about the problems of drug consumption, their effects, the etiology of drug addiction. The course pays special attention to the issues of the drug scene, drug policy development and criminal sanctions, or drug crime. Students will be able to identify the internal and external causes of addiction, summarize the manifestations of different types of addiction, indicate and propose specific forms of addiction prevention. They will deepen their knowledge and competences in working with people with addiction, they will learn to apply preventive practices through examples and concrete activities in school practice.
Students and learners will develop communication skills using professional terminology in the field of substance and non-substance addictions. They will improve their skills in working with professional literature and producing professional texts. Students will be able to apply knowledge creatively to problem-based assignments.
Compulsory reading:
HUPKOVÁ, I., LIBERČANOVÁ, K. (2012). Drogové závislosti a ich prevencia. Trnava: Pedagogická fakulta TU v Trnave. 153 s. ISBN 978-80-8082-563-8 Dostupné na: https://pdf.truni.sk/download?e-skripta/hupkova-libercanova-drogove-zavislosti.pdf
Recommended reading:
FERKOVÁ, Š. (2014). Skúsenosti s využitím influenčného programu zameraného na elimináciu rizikového správania žiakov v škole. In Prevencia. roč. 13. č. 4. s. 37 – 44.
FISCHER, S., ŠKODA, J. (2009). Sociální patologie. Analýza příčin a možnosti ovlivňovaní závažných sociálně patologických jevů. Praha: Grada Publishing, a.s. 224 s. ISBN 978-80-247-7813
KALINA, K. (2008). Základy klinickej adiktológie. Praha: Grada, 387 s. ISBN978-80-247-1411-0. K
KALINA, K. et al. (2003). Drogy a drogové závislosti 1. a 2. Mezioborový přístup. Praha: ÚV ČR, 640 s. ISBN80-86734-05-6.
KUKLOVÁ, M. (2016). Kognitivně-behaviorální terapie v léčbě závislostí. Praha: Portál. 152 s. ISBN978-80-262-1101-3
NEŠPOR, K. (2003). Návykové chováni a závislost. Současné poznatky a prespektívy lěčby. Praha: Portál. 152 s. ISBN80-7178-831-7.
NOCIAR, A. (2009). Drogové závislosti. Bratislava: Vysoká škola Svätej Alžbety. 123 s. ISBN 978-80-892-7168-9
Prerequisite subjects: none
Prerequisites for successful completion of the course: The course is completed with an assessment, the ratio of the midterm and final assessment is 100/0. The task of the students is to prepare a midterm paper for 40 points and to pass a midterm test for 60 points, a total of 100 points. A minimum of 60% of the maximum possible course grade is required for successful completion of the course.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
: slovak and czech
Brief outline of the course:
1. Basic terminology (social pathology, drug, addiction, abstinence, codependence, prevention, etc.).
2. Classification and characteristics of selected groups of psychotropic substances.
3. Specifics and classification of substance addictions.
4. Causes and factors of drug use.
5. The emergence of addiction and its symptoms.
6. Non-substance addictions (classification, characteristics).
7. Prevention of addiction and its forms.
8. Options for help in the field of addiction (basic psychotherapeutic approaches in addiction treatment, pharmacotherapeutic help, family accompaniment).
9. National Drug Control Programme. The roles of the Departments of Education, Culture, Health, Justice, Home Affairs and Labour, Social Affairs and Family.
100/0
Learning objectives and outcomes and transferable competences:
The aim of the course is to provide basic knowledge about the problems of drug consumption, their effects, the etiology of drug addiction. The course pays special attention to the issues of the drug scene, drug policy development and criminal sanctions, or drug crime. Students will be able to identify the internal and external causes of addiction, summarize the manifestations of different types of addiction, indicate and propose specific forms of addiction prevention. They will deepen their knowledge and competences in working with people with addiction, they will learn to apply preventive practices through examples and concrete activities in school practice.
Students and learners will develop communication skills using professional terminology in the field of substance and non-substance addictions. They will improve their skills in working with professional literature and producing professional texts. Students will be able to apply knowledge creatively to problem-based assignments.
Compulsory reading:
LECHTA, V. (eds.), (2016). Inkluzivní pedagogika. Praha: Portál, 600 s. ISBN 978-80-262-1123-5.
VAŠEK, Š. (2013). Základy špeciálnej pedagogiky. Bratislava: SAPIENTIA. 213 s. ISBN 978-80-89229-21-5. http://www.specialnazs.sk/files/Stefan_Vasek_-_Zaklady_specialnej_pedagogiky.pdf
VLADOVÁ, K., a LECHTA, V., a kol., (2017). Aplikácia vzdelávacích programov pre žiakov so zdravotným znevýhodnením a všeobecným intelektovým nadaním. Bratislava: ŠPÚ, 201 s. ISBN 978-80-8118-196-2. https://www.statpedu.sk/files/sk/deti-ziaci-so-svvp/deti-ziaci-so-zdravotnym-znevyhodnenim-vseobecnym-intelektovym-nadanim/intelektove-nadanie.pdf
Vzdelávacie programy pre žiakov so zdravotným znevýhodnením a všeobecným intelektovým nadaním: Štátny pedagogický ústav
Zákon č. 245/2008 o výchove a vzdelávaní školský zákon a prislúchajúce vyhlášky
Recommended literature
BOOTH, T., AINSCOW, M., (2019). Index inklúzie: príručka na rozvoj škôl s dôrazom na inkluzívne hodnoty. Nadácia pre deti Slovenska, 224 s. ISBN 978-80-89403-19-6. https://www.ktochyba.sk/webroot/video/index-inkluzie.pdf
HARČARÍKOVA, T. (eds.),2020. Integrované/inkluzívne vzdelávanie žiakov so špeciálnymi výchovno-vzdelávacími potrebami (zborník vedeckých príspevkov), Bratislava: IRIS, 187 s. ISBN 978-80-8200-058-3.
FISCHER, S., ŠKODA, J. (2008). Speciální pedagogika. Praha: Triton, 206 s. ISBN 978-80-7387-014-0.
Katalogy podpůrných opatření pro žáky s potřebou podpory ve vzdělávání z důvodu zdravotního nebo sociálního znevýhodnění. Olomouc: Univerzita Palackého v Olomouci, 2015.
RENOTIÉROVÁ, M. a kol. (2006). Speciální pedagogika. Olomouc: UP, 313 s. ISBN 80-244-0873-2.
SLOWÍK, J. (2007). Speciální pedagogika. Praha: Portál, 160 s. ISBN 97-880-2471733-3.
ŠUHAJOVÁ, I. (2014). Termín špeciálne výchovno-vzdelávacie potreby versus dodatočné podporné opatrenia. In Efeta-otvor sa, 24(2), 2014.
TARCSIOVÁ, D.- JURÁNEKOVÁ, Z.- TOMÁŠKOVÁ, M. (2021). Príručka o vzdelávaní žiaka s poruchou sluchu v bežnej škole. Bratislava: IRIS, 114 s. ISBN 978-80-8200-100-9.
VALENTA, M. at al. (2014). Přehled speciální pedagogiky. Praha: Portál, 224 s. ISBN 97-880-2620602-6.
ZEMANČÍKOVÁ, V. (2015). Rómske deti a ich vzdelanostný pokrok. In: Slovenská encyklopédia edukológie. Bratislava: Univerzita Komenského, 2015.
ZEMANČÍKOVÁ, V. (2014). Problémové správanie žiakov a úloha sociálneho pedagóga v reflexii učiteľov. In: Sociální pedagogika: časopis pro vědu a praxi. 2(1), 2014.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. Interim assessment includes: the student will prepare a seminar paper (maximum possible number of points - 40). The seminar paper is a condition for the award of the overall grade. The student completes an intermediate written examination of knowledge (maximum possible points - 60). For successful completion of the course, it is necessary to obtain at least 60% of the points (min. 60 out of 100 points).
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.
slovak and czech
Brief outline of the course:
General foundations and terminological definition of special education.
Definition of basic terms in special education.
Trends in education, current opportunities and legislative conditions in education of individuals with SEND (with a focus on inclusive education).
Specifics of education and support measures for children and pupils with SEN according to individual categories:
pupils with intellectual disabilities and cognitive impairment; pupils with autism spectrum disorder; pupils with physical disabilities, illnesses and disabilities; pupils with impaired communication skills; pupils with specific learning disabilities; pupils with behavioural disorders; pupils from socially disadvantaged backgrounds; gifted and exceptionally gifted pupils.
Educational programmes and individual educational programme for pupils with SEN.
The position of a pupil with SEN in a class group of intact classmates.
Cooperation of the teacher with other pedagogical and professional staff of the school and the school counselling centre in the care of SEN pupils (inclusive team).
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of the course Pedagogy of Individuals with Special Educational Needs is to make available basic information about the specifics of educating individuals with special educational needs and to prepare the student for pedagogical work in the context of the diversity of the educated population. The student will be able to define the term special educational needs, categorize individuals with special educational needs (SEN) in relation to the current system of special education and in accordance with current legislation. Becomes familiar with basic terminology in special education. Is able to characterize the educational opportunities for individuals with SEN. Can explain the implications of a disability/impairment/threat and/or other SEN in the educational process. Knows and understands the specifics of educating individuals with SEND. Can name and justify selected support measures in the education of children and pupils with SEND. Explain the importance of the teacher's cooperation with other educational and professional staff of the school and the school counselling centre in the care of pupils with SEN included in mainstream education. Know the educational programmes for pupils with SEND and understand the Individual Education Programme document. The student is prepared to address the risks associated with the inclusion of a pupil with SEND in a classroom of able-bodied classmates.
Transferable competences developed during the students' work in the seminars: critical thinking skills, contextual reasoning, communication skills.
Compulsory reading:
LECHTA, V. (eds.), (2016). Inkluzivní pedagogika. Praha: Portál, 600 s. ISBN 978-80-262-1123-5.
VAŠEK, Š. (2013). Základy špeciálnej pedagogiky. Bratislava: SAPIENTIA. 213 s. ISBN 978-80-89229-21-5. http://www.specialnazs.sk/files/Stefan_Vasek_-_Zaklady_specialnej_pedagogiky.pdf
VLADOVÁ, K., a LECHTA, V., a kol., (2017). Aplikácia vzdelávacích programov pre žiakov so zdravotným znevýhodnením a všeobecným intelektovým nadaním. Bratislava: ŠPÚ, 201 s. ISBN 978-80-8118-196-2. https://www.statpedu.sk/files/sk/deti-ziaci-so-svvp/deti-ziaci-so-zdravotnym-znevyhodnenim-vseobecnym-intelektovym-nadanim/intelektove-nadanie.pdf
Vzdelávacie programy pre žiakov so zdravotným znevýhodnením a všeobecným intelektovým nadaním: Štátny pedagogický ústav
Zákon č. 245/2008 o výchove a vzdelávaní školský zákon a prislúchajúce vyhlášky
Recommended literature
BOOTH, T., AINSCOW, M., (2019). Index inklúzie: príručka na rozvoj škôl s dôrazom na inkluzívne hodnoty. Nadácia pre deti Slovenska, 224 s. ISBN 978-80-89403-19-6. https://www.ktochyba.sk/webroot/video/index-inkluzie.pdf
HARČARÍKOVA, T. (eds.),2020. Integrované/inkluzívne vzdelávanie žiakov so špeciálnymi výchovno-vzdelávacími potrebami (zborník vedeckých príspevkov), Bratislava: IRIS, 187 s. ISBN 978-80-8200-058-3.
FISCHER, S., ŠKODA, J. (2008). Speciální pedagogika. Praha: Triton, 206 s. ISBN 978-80-7387-014-0.
Katalogy podpůrných opatření pro žáky s potřebou podpory ve vzdělávání z důvodu zdravotního nebo sociálního znevýhodnění. Olomouc: Univerzita Palackého v Olomouci, 2015.
RENOTIÉROVÁ, M. a kol. (2006). Speciální pedagogika. Olomouc: UP, 313 s. ISBN 80-244-0873-2.
SLOWÍK, J. (2007). Speciální pedagogika. Praha: Portál, 160 s. ISBN 97-880-2471733-3.
ŠUHAJOVÁ, I. (2014). Termín špeciálne výchovno-vzdelávacie potreby versus dodatočné podporné opatrenia. In Efeta-otvor sa, 24(2), 2014.
TARCSIOVÁ, D.- JURÁNEKOVÁ, Z.- TOMÁŠKOVÁ, M. (2021). Príručka o vzdelávaní žiaka s poruchou sluchu v bežnej škole. Bratislava: IRIS, 114 s. ISBN 978-80-8200-100-9.
VALENTA, M. at al. (2014). Přehled speciální pedagogiky. Praha: Portál, 224 s. ISBN 97-880-2620602-6.
ZEMANČÍKOVÁ, V. (2015). Rómske deti a ich vzdelanostný pokrok. In: Slovenská encyklopédia edukológie. Bratislava: Univerzita Komenského, 2015.
ZEMANČÍKOVÁ, V. (2014). Problémové správanie žiakov a úloha sociálneho pedagóga v reflexii učiteľov. In: Sociální pedagogika: časopis pro vědu a praxi. 2(1), 2014.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. Interim assessment includes: the student will prepare a seminar paper (maximum possible number of points - 40). The seminar paper is a condition for the award of the overall grade. The student completes an intermediate written examination of knowledge (maximum possible points - 60). For successful completion of the course, it is necessary to obtain at least 60% of the points (min. 60 out of 100 points).
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.
slovak and czech
Brief outline of the course:
General foundations and terminological definition of special education.
Definition of basic terms in special education.
Trends in education, current opportunities and legislative conditions in education of individuals with SEND (with a focus on inclusive education).
Specifics of education and support measures for children and pupils with SEN according to individual categories:
pupils with intellectual disabilities and cognitive impairment; pupils with autism spectrum disorder; pupils with physical disabilities, illnesses and disabilities; pupils with impaired communication skills; pupils with specific learning disabilities; pupils with behavioural disorders; pupils from socially disadvantaged backgrounds; gifted and exceptionally gifted pupils.
Educational programmes and individual educational programme for pupils with SEN.
The position of a pupil with SEN in a class group of intact classmates.
Cooperation of the teacher with other pedagogical and professional staff of the school and the school counselling centre in the care of SEN pupils (inclusive team).
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of the course Pedagogy of Individuals with Special Educational Needs is to make available basic information about the specifics of educating individuals with special educational needs and to prepare the student for pedagogical work in the context of the diversity of the educated population. The student will be able to define the term special educational needs, categorize individuals with special educational needs (SEN) in relation to the current system of special education and in accordance with current legislation. Becomes familiar with basic terminology in special education. Is able to characterize the educational opportunities for individuals with SEN. Can explain the implications of a disability/impairment/threat and/or other SEN in the educational process. Knows and understands the specifics of educating individuals with SEND. Can name and justify selected support measures in the education of children and pupils with SEND. Explain the importance of the teacher's cooperation with other educational and professional staff of the school and the school counselling centre in the care of pupils with SEN included in mainstream education. Know the educational programmes for pupils with SEND and understand the Individual Education Programme document. The student is prepared to address the risks associated with the inclusion of a pupil with SEND in a classroom of able-bodied classmates.
Transferable competences developed during the students' work in the seminars: critical thinking skills, contextual reasoning, communication skills.
Recommended reading:
DOBIÁŠ, V. (2017). 5P. Bratislava: Dixit, 302 s., ISBN 978-80-89662-24-1
Krajina záchranárov. Prvá pomoc. Online: www.prvapomoc.sk
ŠANTA, M. a kol. (2006). Prvá pomoc. Martin: Osveta, 179 s., ISBN 80-8063-207-3
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment:
(a) a continuous written assessment with a maximum of 80 points aimed at testing knowledge and understanding of general first aid principles as well as basic first aid principles for life-threatening conditions (cessation of breathing, blood circulation), serious injuries (bleeding, burning, scalding, hypothermia, frostbite, bone and joint injuries, injuries to body orifices) and minor injuries
(b) by developing an activity on the chosen first aid topic in the form of a simulation of the health problem mentioned above as well as an active performance of a drill on the basic principles of first aid with a maximum of 20 points.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who scores less than 40 points on the written midterm and fails to prepare for the activity. A minimum score of 60% is required to pass the course.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results), excellent performance, the student has excellent knowledge of theoretical knowledge of medical procedures in cases of health threat, can simulate a case of health threat based on the theoretical knowledge and solve the situation when providing first aid in practice
B (90-81%, very good - above average standard), excellent performance, the student knows the theoretical knowledge of medical procedures in cases of health threat very well, can simulate a case of health threat only partially on the basis of the theoretical knowledge, but can deal with the situation when providing first aid in practice
C (80-73%, good - normal reliable work), good performance, although the student has a good knowledge of theoretical knowledge of medical procedures in cases of health hazards, but cannot simulate a case of a health hazard on their basis, but can partially solve the situation when providing first aid in practice
D (72-66%, satisfactory - acceptable results), satisfactory performance, the student partially knows the theoretical knowledge of health procedures in cases of health threats, but is unable to simulate a case of a health threat and is only partially able to apply the theory to practice
E (65-60%, sufficient - results meet the minimum criteria), satisfactory performance, the student has only minimal knowledge of the theoretical knowledge of health procedures in cases of health threats, is unable to simulate a case of a health threat and is able to apply the theory to practice only partially
Fx (59-0%, insufficient - extra work required), insufficient performance, student does not have sufficient knowledge of basic health procedures in health emergencies, nor is he/she able to simulate a health emergency and apply the theory to practice
slovak language
Brief outline of the course:
1. General principles of first aid (the student acquires basic knowledge and knowledge of the general principles of first aid, can recognize basic first aid from rapid medical and technical assistance, can assess the situation without endangering his/her own life, assess the health condition of the affected - the severity and extent, take urgent measures to save life and knows the correct procedure for calling the ambulance service)
2. Positioning and displacement. (the student is familiarized with the basic positions in providing first aid and possible methods of removal, so that the health of the affected person does not further endanger)
3. First aid for life-threatening conditions (respiratory arrest, circulatory arrest) (the student will be able to recognize the signs of respiratory arrest and circulatory arrest and subsequently provide cardiopulmonary resuscitation in both adults and children in the correct way).
4. First aid for serious injuries (bleeding, burns, scalding, hypothermia, frostbite, bone and joint injuries, injuries to body orifices). (the student is able to recognise the risks to health in different degrees of bleeding, burning, scalding, hypothermia, frostbite, bone and joint injuries, injuries to body orifices, to administer appropriate basic first aid in relation to the extent of the injury and consequently to recognise the signs of shock and to provide the correct anti-shock measures)
5. First aid for minor injuries (the student can recognise minor injuries and provide appropriate first aid)
100/0
Learning objectives and outcomes and transferable competences:
The aim of the course is to teach students the basics of first aid, cardiopulmonary resuscitation, as well as the management of serious medical conditions. Upon completion of the course, the student will gain theoretical knowledge of medical procedures in cases of health threats to children and adolescents. At the same time, the student will strengthen his/her communication and organizational skills in dealing with serious health emergencies through simulated situations.
Recommended reading:
DOBIÁŠ, V. (2017). 5P. Bratislava: Dixit, 302 s., ISBN 978-80-89662-24-1
Krajina záchranárov. Prvá pomoc. Online: www.prvapomoc.sk
ŠANTA, M. a kol. (2006). Prvá pomoc. Martin: Osveta, 179 s., ISBN 80-8063-207-3
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment:
(a) a continuous written assessment with a maximum of 80 points aimed at testing knowledge and understanding of general first aid principles as well as basic first aid principles for life-threatening conditions (cessation of breathing, blood circulation), serious injuries (bleeding, burning, scalding, hypothermia, frostbite, bone and joint injuries, injuries to body orifices) and minor injuries
(b) by developing an activity on the chosen first aid topic in the form of a simulation of the health problem mentioned above as well as an active performance of a drill on the basic principles of first aid with a maximum of 20 points.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who scores less than 40 points on the written midterm and fails to prepare for the activity. A minimum score of 60% is required to pass the course.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results), excellent performance, the student has excellent knowledge of theoretical knowledge of medical procedures in cases of health threat, can simulate a case of health threat based on the theoretical knowledge and solve the situation when providing first aid in practice
B (90-81%, very good - above average standard), excellent performance, the student knows the theoretical knowledge of medical procedures in cases of health threat very well, can simulate a case of health threat only partially on the basis of the theoretical knowledge, but can deal with the situation when providing first aid in practice
C (80-73%, good - normal reliable work), good performance, although the student has a good knowledge of theoretical knowledge of medical procedures in cases of health hazards, but cannot simulate a case of a health hazard on their basis, but can partially solve the situation when providing first aid in practice
D (72-66%, satisfactory - acceptable results), satisfactory performance, the student partially knows the theoretical knowledge of health procedures in cases of health threats, but is unable to simulate a case of a health threat and is only partially able to apply the theory to practice
E (65-60%, sufficient - results meet the minimum criteria), satisfactory performance, the student has only minimal knowledge of the theoretical knowledge of health procedures in cases of health threats, is unable to simulate a case of a health threat and is able to apply the theory to practice only partially
Fx (59-0%, insufficient - extra work required), insufficient performance, student does not have sufficient knowledge of basic health procedures in health emergencies, nor is he/she able to simulate a health emergency and apply the theory to practice
slovak language
Brief outline of the course:
1. General principles of first aid (the student acquires basic knowledge and knowledge of the general principles of first aid, can recognize basic first aid from rapid medical and technical assistance, can assess the situation without endangering his/her own life, assess the health condition of the affected - the severity and extent, take urgent measures to save life and knows the correct procedure for calling the ambulance service)
2. Positioning and displacement. (the student is familiarized with the basic positions in providing first aid and possible methods of removal, so that the health of the affected person does not further endanger)
3. First aid for life-threatening conditions (respiratory arrest, circulatory arrest) (the student will be able to recognize the signs of respiratory arrest and circulatory arrest and subsequently provide cardiopulmonary resuscitation in both adults and children in the correct way).
4. First aid for serious injuries (bleeding, burns, scalding, hypothermia, frostbite, bone and joint injuries, injuries to body orifices). (the student is able to recognise the risks to health in different degrees of bleeding, burning, scalding, hypothermia, frostbite, bone and joint injuries, injuries to body orifices, to administer appropriate basic first aid in relation to the extent of the injury and consequently to recognise the signs of shock and to provide the correct anti-shock measures)
5. First aid for minor injuries (the student can recognise minor injuries and provide appropriate first aid)
100/0
Learning objectives and outcomes and transferable competences:
The aim of the course is to teach students the basics of first aid, cardiopulmonary resuscitation, as well as the management of serious medical conditions. Upon completion of the course, the student will gain theoretical knowledge of medical procedures in cases of health threats to children and adolescents. At the same time, the student will strengthen his/her communication and organizational skills in dealing with serious health emergencies through simulated situations.
Recommended reading:
CHRENŠČOVÁ, V., ELEK, Š., FUCHSOVÁ, M., MATIS, D., ŽARNOVIČAN, H. (2010). Pracovný zošit o vode pre základné školy - nižšie sekundárne vzdelávanie : Vzdelávací program Modrá škola. Bratislava Mladí vedci Slovenska, 31 s. ISBN 978-80-970496-2-1 http://new.modraskola.sk/wp-content/uploads/2016/12/SV_doplnkoveTexty.pdf
CHRENŠČOVÁ, V., ELEK, Š., ELEK, T., FUCHSOVÁ, M., JASAŇ, I., LIBOVIČ, M., MATIS, D., ŽARNOVIČAN, H. (2010). Doplnkové študijné texty o vode pre základné školy - nižšie sekundárne vzdelávanie: Vzdelávací program Modrá škola. Bratislava: Mladí vedci Slovenska, 64 s. ISBN 978-80-970496-1-4 http://new.modraskola.sk/wp-content/uploads/2016/12/SV_doplnkoveTexty.pdf
BIELIKOVÁ, D., FÜRY, D., FUCHSOVÁ, M. (2011) Environmentálne aktivity využiteľné vo výchovno-vzdelávacom procese na základných školách. In: Envirohorizonty ... od teórie k praxi .... Bratislava: Univerzita Komenského, 20 s, ISBN 978-80-223-3083-1
MAJZLAN, O. A FEDOR, P. (2012). Základy ekológie a environmentalistiky pre pedagogické smery. Bratislava: Univerzita Komenského, 180 s. ISBN 978-80-223-3175-3
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will be evaluated on an ongoing basis:
a) defending a term paper with the content of current environmental problems on the territory of the Slovak Republic as well as environmental problems that are solved globally with a maximum value of 20 points
b) its elaboration in the form of analysis and critical evaluation of the chosen environmental issue, in the form of creating reflections from each presented environmental topic and application of the chosen topic to the education of pupils with a maximum value of 80 points.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who obtains less than 40 points in a seminar paper and fails to defend the paper. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results), excellent performance, the student can work well with professional literature dealing with the issue of current environmental problems not only in the Slovak Republic but also at the global level, can critically evaluate environmental problems in society and create appropriate activating methods for the environmental problem usable in pedagogical practice
B (90-81%, very good - above average standard), excellent performance, the student can work with the literature dealing with the issues of current environmental problems not only in the Slovak Republic but also at the global level very well, but critical thinking in the field of environmental science is borderline, but can create appropriate activating methods for the environmental problem usable in pedagogical practice
C (80-73%, good - normal reliable work), good performance, the student can work well with literature dealing with current environmental problems not only in the Slovak Republic but also at the global level, but critical thinking in the field of environmental science is partially absent, but can create appropriate activating methods for the environmental problem usable in pedagogical practice
D (72-66%, satisfactory - acceptable results), satisfactory performance, the student can only partially work with professional literature dealing with current environmental problems not only in the Slovak Republic but also at the global level, critical thinking in the field of environmental science is partially absent and only partially knows how to apply environmental theory in the form of the creation of activating methods in pedagogical practice
E (65-60%, sufficient - the results meet the minimum criteria), sufficient performance, the student can work with the literature dealing with current environmental problems not only in the Slovak Republic but also at the global level at a minimum level, critical thinking in the field of environmental science is absent and his ability to apply environmental theory in the form of creating activating methods in pedagogical practice is minimal
Fx (59-0%, insufficient - additional work required), insufficient performance, student is unable to work with literature dealing with current environmental issues not only in the Slovak Republic but also on a global level, nor critically evaluate environmental issues and is unable to apply environmental theory in the form of creating activating methods to pedagogical practice
slovak and czech
Brief outline of the course:
1. Ecology. (the student can distinguish between the concepts of ecology and environmental science, knows the relationships of organisms in the environment and how endogenous and exogenous factors affect the environment)
2. Stability and biodiversity of ecosystems. Protected areas. Regulation of trophic chains. Anthropocentrism, biocentrism and ecocentrism. (the student will learn to perceive the interconnectedness of relationships in nature, the sensitivity of ecosystem stability, how this stability is affected by man himself and ultimately be able to take a stance on the protection of individual ecosystems for the need to maintain balance in nature)
3. Waste management. (the student will get acquainted with the issues of waste management, the creation and regulation of the amount of waste in society, the problem of black dumps but also with the process of recycling as an option for environmental protection)
4. Transport and the greenhouse effect. (the student is able to assess the negative impact of transport use on the environment and is able to adopt the right attitude to dealing with the issue in terms of protecting the environment in which he/she lives)
5. Environmental education in primary schools. Environmental projects of the Slovak Republic. (The student knows how to incorporate environmental education as a cross-cutting theme in the state educational programme, knows how environmental education contributes to the development of the pupil's personality by acquiring the ability to understand, analyse and evaluate the relationships between man and his environment on the basis of knowledge of the laws governing life on Earth, to know and understand the connections between the development of human population and the relationship to the environment in different areas of the world, to understand the connections between local and global problems and their own responsibility in relation to the environment, ultimately the student will also become familiar with the current environmental projects of the Slovak Republic that support this education at primary school and will be able to bring the environmental problems to the student's mental level by appropriate activating methods)
100/0
Learning outcomes and transferable competences:
Upon completion of the course, the student will gain basic information on nature conservation, quality of life assurance and remediation options, which will subsequently enable him/her to solve problems in environmental issues. He will be able to apply all this knowledge to teaching practice; he will strengthen his digital skills in searching for literature on environmental issues on appropriate professional domestic and foreign Internet portals, as well as his communication skills, critical thinking and evaluation of environmental problems in society.
Recommended reading:
CHRENŠČOVÁ, V., ELEK, Š., FUCHSOVÁ, M., MATIS, D., ŽARNOVIČAN, H. (2010). Pracovný zošit o vode pre základné školy - nižšie sekundárne vzdelávanie : Vzdelávací program Modrá škola. Bratislava Mladí vedci Slovenska, 31 s. ISBN 978-80-970496-2-1 http://new.modraskola.sk/wp-content/uploads/2016/12/SV_doplnkoveTexty.pdf
CHRENŠČOVÁ, V., ELEK, Š., ELEK, T., FUCHSOVÁ, M., JASAŇ, I., LIBOVIČ, M., MATIS, D., ŽARNOVIČAN, H. (2010). Doplnkové študijné texty o vode pre základné školy - nižšie sekundárne vzdelávanie: Vzdelávací program Modrá škola. Bratislava: Mladí vedci Slovenska, 64 s. ISBN 978-80-970496-1-4 http://new.modraskola.sk/wp-content/uploads/2016/12/SV_doplnkoveTexty.pdf
BIELIKOVÁ, D., FÜRY, D., FUCHSOVÁ, M. (2011) Environmentálne aktivity využiteľné vo výchovno-vzdelávacom procese na základných školách. In: Envirohorizonty ... od teórie k praxi .... Bratislava: Univerzita Komenského, 20 s, ISBN 978-80-223-3083-1
MAJZLAN, O. A FEDOR, P. (2012). Základy ekológie a environmentalistiky pre pedagogické smery. Bratislava: Univerzita Komenského, 180 s. ISBN 978-80-223-3175-3
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will be evaluated on an ongoing basis:
a) defending a term paper with the content of current environmental problems on the territory of the Slovak Republic as well as environmental problems that are solved globally with a maximum value of 20 points
b) its elaboration in the form of analysis and critical evaluation of the chosen environmental issue, in the form of creating reflections from each presented environmental topic and application of the chosen topic to the education of pupils with a maximum value of 80 points.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who obtains less than 40 points in a seminar paper and fails to defend the paper. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results), excellent performance, the student can work well with professional literature dealing with the issue of current environmental problems not only in the Slovak Republic but also at the global level, can critically evaluate environmental problems in society and create appropriate activating methods for the environmental problem usable in pedagogical practice
B (90-81%, very good - above average standard), excellent performance, the student can work with the literature dealing with the issues of current environmental problems not only in the Slovak Republic but also at the global level very well, but critical thinking in the field of environmental science is borderline, but can create appropriate activating methods for the environmental problem usable in pedagogical practice
C (80-73%, good - normal reliable work), good performance, the student can work well with literature dealing with current environmental problems not only in the Slovak Republic but also at the global level, but critical thinking in the field of environmental science is partially absent, but can create appropriate activating methods for the environmental problem usable in pedagogical practice
D (72-66%, satisfactory - acceptable results), satisfactory performance, the student can only partially work with professional literature dealing with current environmental problems not only in the Slovak Republic but also at the global level, critical thinking in the field of environmental science is partially absent and only partially knows how to apply environmental theory in the form of the creation of activating methods in pedagogical practice
E (65-60%, sufficient - the results meet the minimum criteria), sufficient performance, the student can work with the literature dealing with current environmental problems not only in the Slovak Republic but also at the global level at a minimum level, critical thinking in the field of environmental science is absent and his ability to apply environmental theory in the form of creating activating methods in pedagogical practice is minimal
Fx (59-0%, insufficient - additional work required), insufficient performance, student is unable to work with literature dealing with current environmental issues not only in the Slovak Republic but also on a global level, nor critically evaluate environmental issues and is unable to apply environmental theory in the form of creating activating methods to pedagogical practice
slovak and czech
Brief outline of the course:
1. Ecology. (the student can distinguish between the concepts of ecology and environmental science, knows the relationships of organisms in the environment and how endogenous and exogenous factors affect the environment)
2. Stability and biodiversity of ecosystems. Protected areas. Regulation of trophic chains. Anthropocentrism, biocentrism and ecocentrism. (the student will learn to perceive the interconnectedness of relationships in nature, the sensitivity of ecosystem stability, how this stability is affected by man himself and ultimately be able to take a stance on the protection of individual ecosystems for the need to maintain balance in nature)
3. Waste management. (the student will get acquainted with the issues of waste management, the creation and regulation of the amount of waste in society, the problem of black dumps but also with the process of recycling as an option for environmental protection)
4. Transport and the greenhouse effect. (the student is able to assess the negative impact of transport use on the environment and is able to adopt the right attitude to dealing with the issue in terms of protecting the environment in which he/she lives)
5. Environmental education in primary schools. Environmental projects of the Slovak Republic. (The student knows how to incorporate environmental education as a cross-cutting theme in the state educational programme, knows how environmental education contributes to the development of the pupil's personality by acquiring the ability to understand, analyse and evaluate the relationships between man and his environment on the basis of knowledge of the laws governing life on Earth, to know and understand the connections between the development of human population and the relationship to the environment in different areas of the world, to understand the connections between local and global problems and their own responsibility in relation to the environment, ultimately the student will also become familiar with the current environmental projects of the Slovak Republic that support this education at primary school and will be able to bring the environmental problems to the student's mental level by appropriate activating methods)
100/0
Learning outcomes and transferable competences:
Upon completion of the course, the student will gain basic information on nature conservation, quality of life assurance and remediation options, which will subsequently enable him/her to solve problems in environmental issues. He will be able to apply all this knowledge to teaching practice; he will strengthen his digital skills in searching for literature on environmental issues on appropriate professional domestic and foreign Internet portals, as well as his communication skills, critical thinking and evaluation of environmental problems in society.
Recommended reading:
FUCHSOVÁ, M. (2020). Somatický vývin dieťaťa a jeho poruchy s využitím vzdelávacích moderných technológií. Bratislava: Univerzita Komenského v Bratislave, 145 s. ISBN 978-80-223-4812-6 https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KDPP/Fuchsova_def..pdf
DROBNÝ, I., DROBNÁ, M. (2000). Biológia dieťaťa pre špeciálnych pedagógov II. Bratislava: Pedagogická fakulta UK, 152 s. ISBN 80-223-1962-7
MACHOVÁ, J. Biologie člověka pro učitele. Praha: Karolinum, 2008, 269 s. ISBN 80-7184-867-0
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The subject is finished:
(a) a continuous written assessment with a maximum score of 80 points aimed at reviewing knowledge and knowledge of the child's developmental characteristics and the factors that affect the child's biological physiological development and which may be the causes of pathological growth and at the same time the consequences of a lower level of the child's ability to cope with the educational process of school education; reviewing the knowledge and use of methods that assess and diagnose physiologically healthy , resp. pathological biological growth and development of the child and, ultimately, on the issue of prevention and protection of the child's health in all its components of the bio-psycho-social nature of the child's development
b) by developing protocols for the assessment and diagnosis of biological development with a maximum score of 20 points as a form of the ability to apply theoretical knowledge about physiologically healthy or pathological biological development of the child to pedagogical practice
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E.
Credit will not be awarded to a student who scores less than 40 points on the written midterm review and fails to complete a protocol for assessing and diagnosing the child's biological development. A minimum score of 60% is required to pass the course.
The rating is awarded on a scale:
A (100-91%, proficient - outstanding), excellent performance, the student has an excellent command of the knowledge of physiologically healthy biological development of the child and has an excellent understanding of the environmental factors that cause pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, critically assesses the adequacy of the demands of the educational process on the physical and psychological performance of the child, the student can apply the methods of assessment and diagnosis of biological development on practical examples and can apply them in the education and training of children
B (90-81%, very good - above average standard), excellent performance, the student has a very good command of the knowledge of the physiologically healthy biological development of the child, knows very well which of the environmental factors are the causes of the development of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, but critical thinking in the field of evaluation of the adequacy of the demands of the educational process on the physical and psychological performance of the child is borderline, but the student can apply the methods of evaluation and diagnosis of biological development on practical examples and can apply them in the education and training of children
C (80-73%, good - normal reliable work), good performance, although the student has a good command of the knowledge of the physiologically healthy biological development of the child, he/she knows well which environmental factors are the causes of the development of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, but critical thinking in the area of evaluation of the adequacy of the demands of the educational process on the physical and psychological performance of the child is absent, but can partially apply the methods of evaluation and diagnosis of biological development on practical examples and can apply them in the education and training of children
D (72-66%, Satisfactory-Acceptable performance), Satisfactory performance, the student partially knows the knowledge of physiologically healthy biological development of the child and partially knows which environmental factors are the causes of the development of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, critical thinking in the field of evaluation of the adequacy of the demands of the educational process on the child's physical and psychological performance is absent but he/she is able to apply the methods of evaluation and diagnosis of biological development in the form of practical examples and apply them in the education of children only partially
E (65-60%, satisfactory - results meet minimum criteria), satisfactory performance, the student has only minimal knowledge of the physiologically healthy biological development of the child, and similarly minimal knowledge of the environmental factors that cause pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, critical thinking in the field of evaluation of the adequacy of the demands of the educational process on the child's physical and psychological performance is absent, and is able to apply methods of evaluation and diagnosis of biological development in the form of practical examples and apply them in the education and training of children only partially
Fx (59-0%, insufficient - extra work required), inadequate performance, student does not sufficiently master the basic knowledge of physiologically healthy biological development of the child, at the same time does not sufficiently know which of the environmental factors are the causes of the emergence of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, is neither able to critically evaluate the adequacy of the demands of the educational process on the child's physical and psychological performance, nor is he or she able to apply methods of assessing and diagnosing biological development in the form of practical examples and apply them in the education and training of children
slovak and czech
Brief outline of the course:
1.Defining ontogeny. Progressive and regressive changes with age. Biological explanation of the concepts of growth and development. The laws of growth and development. Typical and atypical growth and development. (The student can distinguish between physiologically healthy and pathological biological development of a child for the purpose of applying knowledge in the education of children, in the form of effective collaboration with special educators, psychologists, and other practitioners)
2.Factors determining growth and development: genetic, neurohormonal, environmental factors. Genetic factors: heredity, mutations - gene, chromosomal aberrations. Mutagens and teratogens. Mutations. Chromosomal aberrations. (The student knows and understands the endogenous endogenous environmental factors that determine the hereditary predisposition of the child to cope with the demands of the educational process on the psychological and physical load of the organism)
3.Environmental factors. Definition of environment, external, internal environment. Neurohormonal regulation. Importance of neural and hormonal regulation as a mechanism of biological adaptation. Determination of growth and developmental processes by environmental factors. Nutrition. Maternal factors. Climatic and geographical factors. Socio-economic level. Morbidity. (The student knows which of the factors act on the biological development of the child and which may be the consequences of the child's lower ability to cope with the educational process of the student's schooling)
4.Ontogenetic development. The division of ontogeny: the biological definition of the different periods. Prenatal, perinatal, postnatal periods. Prenatal period -formation and development of the embryo (gestation), importance of the placenta. Environmental risk factors threatening prenatal development. Perinatal period. Childbirth, newborn at risk. Postnatal period- characteristics of the neonatal, infant, toddler, preschool, junior and senior school age periods in terms of somatic changes (growth, motor development) and risks of developmental disruption. Brief overview of anatomy and physiology of organ systems. (the student distinguishes the age-specific characteristics of the individual systems in the different periods of ontogenesis and is able to use and apply these characteristics in the practice of school education)
5.Methods of assessment of physical growth and development, determination of biological maturity. Adequacy of the demands of the educational process on the child's physical and psychological performance - Biological rhythms. Dynamic stereotype. Fatigue and resumption of work activity. (The student can diagnose the level of development of children of preschool and younger school age, critically evaluate the adequacy of the demands of the educational process on the physical and psychological performance of the child and on the basis of the diagnosis to design and implement an appropriate intervention)
6.Pathologically altered growth and development. Prevention of disorders of somatic development - primary, secondary, tertiary. (the student knows how to prevent pathologically altered growth and development in its beginnings, and knows the basics of prevention and protection of the child's health in all components of the bio-psycho-social nature of the child's development)
7. Principles of the organisation of teaching in terms of physical and mental hygiene. Hygiene of the school environment and conditions for educational activities of pupils. (the student knows the basic principles of the organisation of teaching and the correct hygiene of the school environment in terms of the physical and mental hygiene of the pupil)
Learning outcomes:
Learning objectives and outcomes and transferable competences:
Upon completion of the course, students should have knowledge and understanding of the biological laws of growth and development and the factors that determine them. They will acquire knowledge of the bio-psycho-social integration of the human organism. Understand the spatio-temporal sequence and interdependence of changes in the structure and function of the human organism. They will become familiar with critical developmental periods and risk factors interfering with physiological growth and development. They will understand the principles of regulation and adaptation of the organism in the context of environmental influences. At the same time, students will strengthen their mathematical skills and analytical abilities in the development of protocols for the assessment of child biological development. Ultimately, the course will provide students with the ability to evaluate the appropriateness of the demands of the educational process on a child's physical and psychological performance in relation to the child's level of biological maturation
Recommended reading:
FUCHSOVÁ, M. (2020). Somatický vývin dieťaťa a jeho poruchy s využitím vzdelávacích moderných technológií. Bratislava: Univerzita Komenského v Bratislave, 145 s. ISBN 978-80-223-4812-6 https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KDPP/Fuchsova_def..pdf
DROBNÝ, I., DROBNÁ, M. (2000). Biológia dieťaťa pre špeciálnych pedagógov II. Bratislava: Pedagogická fakulta UK, 152 s. ISBN 80-223-1962-7
MACHOVÁ, J. Biologie člověka pro učitele. Praha: Karolinum, 2008, 269 s. ISBN 80-7184-867-0
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The subject is finished:
(a) a continuous written assessment with a maximum score of 80 points aimed at reviewing knowledge and knowledge of the child's developmental characteristics and the factors that affect the child's biological physiological development and which may be the causes of pathological growth and at the same time the consequences of a lower level of the child's ability to cope with the educational process of school education; reviewing the knowledge and use of methods that assess and diagnose physiologically healthy , resp. pathological biological growth and development of the child and, ultimately, on the issue of prevention and protection of the child's health in all its components of the bio-psycho-social nature of the child's development
b) by developing protocols for the assessment and diagnosis of biological development with a maximum score of 20 points as a form of the ability to apply theoretical knowledge about physiologically healthy or pathological biological development of the child to pedagogical practice
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E.
Credit will not be awarded to a student who scores less than 40 points on the written midterm review and fails to complete a protocol for assessing and diagnosing the child's biological development. A minimum score of 60% is required to pass the course.
The rating is awarded on a scale:
A (100-91%, proficient - outstanding), excellent performance, the student has an excellent command of the knowledge of physiologically healthy biological development of the child and has an excellent understanding of the environmental factors that cause pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, critically assesses the adequacy of the demands of the educational process on the physical and psychological performance of the child, the student can apply the methods of assessment and diagnosis of biological development on practical examples and can apply them in the education and training of children
B (90-81%, very good - above average standard), excellent performance, the student has a very good command of the knowledge of the physiologically healthy biological development of the child, knows very well which of the environmental factors are the causes of the development of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, but critical thinking in the field of evaluation of the adequacy of the demands of the educational process on the physical and psychological performance of the child is borderline, but the student can apply the methods of evaluation and diagnosis of biological development on practical examples and can apply them in the education and training of children
C (80-73%, good - normal reliable work), good performance, although the student has a good command of the knowledge of the physiologically healthy biological development of the child, he/she knows well which environmental factors are the causes of the development of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, but critical thinking in the area of evaluation of the adequacy of the demands of the educational process on the physical and psychological performance of the child is absent, but can partially apply the methods of evaluation and diagnosis of biological development on practical examples and can apply them in the education and training of children
D (72-66%, Satisfactory-Acceptable performance), Satisfactory performance, the student partially knows the knowledge of physiologically healthy biological development of the child and partially knows which environmental factors are the causes of the development of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, critical thinking in the field of evaluation of the adequacy of the demands of the educational process on the child's physical and psychological performance is absent but he/she is able to apply the methods of evaluation and diagnosis of biological development in the form of practical examples and apply them in the education of children only partially
E (65-60%, satisfactory - results meet minimum criteria), satisfactory performance, the student has only minimal knowledge of the physiologically healthy biological development of the child, and similarly minimal knowledge of the environmental factors that cause pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, critical thinking in the field of evaluation of the adequacy of the demands of the educational process on the child's physical and psychological performance is absent, and is able to apply methods of evaluation and diagnosis of biological development in the form of practical examples and apply them in the education and training of children only partially
Fx (59-0%, insufficient - extra work required), inadequate performance, student does not sufficiently master the basic knowledge of physiologically healthy biological development of the child, at the same time does not sufficiently know which of the environmental factors are the causes of the emergence of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, is neither able to critically evaluate the adequacy of the demands of the educational process on the child's physical and psychological performance, nor is he or she able to apply methods of assessing and diagnosing biological development in the form of practical examples and apply them in the education and training of children
slovak and czech
Brief outline of the course:
1.Defining ontogeny. Progressive and regressive changes with age. Biological explanation of the concepts of growth and development. The laws of growth and development. Typical and atypical growth and development. (The student can distinguish between physiologically healthy and pathological biological development of a child for the purpose of applying knowledge in the education of children, in the form of effective collaboration with special educators, psychologists, and other practitioners)
2.Factors determining growth and development: genetic, neurohormonal, environmental factors. Genetic factors: heredity, mutations - gene, chromosomal aberrations. Mutagens and teratogens. Mutations. Chromosomal aberrations. (The student knows and understands the endogenous endogenous environmental factors that determine the hereditary predisposition of the child to cope with the demands of the educational process on the psychological and physical load of the organism)
3.Environmental factors. Definition of environment, external, internal environment. Neurohormonal regulation. Importance of neural and hormonal regulation as a mechanism of biological adaptation. Determination of growth and developmental processes by environmental factors. Nutrition. Maternal factors. Climatic and geographical factors. Socio-economic level. Morbidity. (The student knows which of the factors act on the biological development of the child and which may be the consequences of the child's lower ability to cope with the educational process of the student's schooling)
4.Ontogenetic development. The division of ontogeny: the biological definition of the different periods. Prenatal, perinatal, postnatal periods. Prenatal period -formation and development of the embryo (gestation), importance of the placenta. Environmental risk factors threatening prenatal development. Perinatal period. Childbirth, newborn at risk. Postnatal period- characteristics of the neonatal, infant, toddler, preschool, junior and senior school age periods in terms of somatic changes (growth, motor development) and risks of developmental disruption. Brief overview of anatomy and physiology of organ systems. (the student distinguishes the age-specific characteristics of the individual systems in the different periods of ontogenesis and is able to use and apply these characteristics in the practice of school education)
5.Methods of assessment of physical growth and development, determination of biological maturity. Adequacy of the demands of the educational process on the child's physical and psychological performance - Biological rhythms. Dynamic stereotype. Fatigue and resumption of work activity. (The student can diagnose the level of development of children of preschool and younger school age, critically evaluate the adequacy of the demands of the educational process on the physical and psychological performance of the child and on the basis of the diagnosis to design and implement an appropriate intervention)
6.Pathologically altered growth and development. Prevention of disorders of somatic development - primary, secondary, tertiary. (the student knows how to prevent pathologically altered growth and development in its beginnings, and knows the basics of prevention and protection of the child's health in all components of the bio-psycho-social nature of the child's development)
7. Principles of the organisation of teaching in terms of physical and mental hygiene. Hygiene of the school environment and conditions for educational activities of pupils. (the student knows the basic principles of the organisation of teaching and the correct hygiene of the school environment in terms of the physical and mental hygiene of the pupil)
Learning outcomes:
Learning objectives and outcomes and transferable competences:
Upon completion of the course, students should have knowledge and understanding of the biological laws of growth and development and the factors that determine them. They will acquire knowledge of the bio-psycho-social integration of the human organism. Understand the spatio-temporal sequence and interdependence of changes in the structure and function of the human organism. They will become familiar with critical developmental periods and risk factors interfering with physiological growth and development. They will understand the principles of regulation and adaptation of the organism in the context of environmental influences. At the same time, students will strengthen their mathematical skills and analytical abilities in the development of protocols for the assessment of child biological development. Ultimately, the course will provide students with the ability to evaluate the appropriateness of the demands of the educational process on a child's physical and psychological performance in relation to the child's level of biological maturation
Compulsory reading:
ANZENBACHER, A. (2001). Úvod do etiky. Praha: Academia, s. 13 – 17. ISBN 978-80-200-0917-5
GLUCHMAN, V. (2000). Úvod do etiky. Prešov: Univerzum, s. 7 – 103, 122 – 133. ISBN 978- 80-890-1200-0
GLUCHMANOVÁ, M., GLUCHMAN, V. (2008). Učiteľská etika. Prešov: FF PU (ESF), s. 88 – 127, 194 – 215. ISBN 978-80-806-8808-0
Recommended reading:
HUPKOVÁ, M., PETLÁK, E. (2004). Sebareflexia a kompetencie v práci učiteľa. Bratislava:
IRIS, 2004. s. 11 – 26, 81 – 96. ISBN 978-80-89018-77-7
KOSOVÁ B. a kol. (2012). Vysokoškolské vzdelávanie učiteľov. Banská Bystrica: Pedagogická
fakulta UMB v Banskej Bystrici, s. 6 – 21, 52 – 61. ISBN 978-80-557-0353-4
LIESSMANN, K. P. (2012). Teorie nevzdělanosti. Praha: ACADEMIA, s. 37 – 61. ISBN 978-80-200-1677-5
MALANKIEVIČOVÁ, S. (2008). Profesijná etika. Prešov: FF PU (ESF), s. 13 – 35. ISBN 978-80-806-8811-0
REMIŠOVÁ, A. (1997). Podnikateľská etika. Nitra: ENIGMA, s. 12 – 49, 198 – 211.
VAJDA, J. (2004). Úvod do etiky. Nitra: Enigma, s. 13 - 56. ISBN 978-80-8913-212-6
VETEŠKA, J., TURECKIOVÁ, M. (2008). Kompetence ve vzdělávání. Praha: GRADA, s. 13 – 57. ISBN 978-80-247-1770-8
ŽILÍNEK, M. (1997). Étos a utváranie mravnej identity osobnosti. Bratislava: IRIS, s. 12 –
108. ISBN 978-80-88778-60-3
WILLIAMS, B. (2021). Morálka: úvod do etiky. Praha: OYIKOYMENH. ISBN 978-80-7298-569-2
DANIŠKOVÁ, Z. (2013). Môže prístup „new public management“ dopomôcť k etablovaniu etického
kódexu učiteľa? 2013 dostupné na http://www.casopispedagogika.sk/rocnik-4/cislo-2/studia_daniskova.pdf
Prerequisite subjects: none
Prerequisites for successful completion of the course:
100% of the interim grade, which includes 30% class activity (30 points) and 70% project (70 points).
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results), the student reflects correctly and actively both critically and creatively
knowledge, including its meaningful integration into the realities of life and pedagogical practice.
B (93-86%, very good - above average standard), the student reflects critically on knowledge appropriately,
including their meaningful integration into the realities of life and pedagogical practice.
C (85-76%, good - routine reliable work), students performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge.
D (75-68%, satisfactory - acceptable results), students were less prepared during the semester, they have slight deficiencies in theoretical knowledge. They cannot critically analyze information.
E (67-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge.
Fx (59-0%, insufficient - extra work required).
slovak and czech
Brief outline of the course:
1. Introduction to the subject: defining the basic concepts: ethics and morality.
Ethics and professional ethics: definition of basic terms: applied ethics - sectoral division of applied ethics. Professional ethics as a part of applied ethics.
2. Professional tact and etiquette as a basis for the formation of the code of ethics of individual professions.
3. The teaching profession and the teacher's code of ethics. Status and role of the teacher. Resolving dilemmas in the teaching profession.
4. Positive climate in the classroom, relationships between school climate factors.
5. Convention on the Rights of the Child.
6. A closer definition of bioethics and its areas of interest on concrete examples, the issue of the code of ethics. Classical ethical theories and alternative methods in solving ethical dilemmas.
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The thematic focus of the course introduces students to applied ethics and its disciplinary divisions, to
defining the basic concepts of ethics, explaining morality as a social regulator, moral norms and the principles of creating ethical codes. It focuses on the professional ethics of the teaching profession (teacher competences, ethical dilemmas in the teaching profession, etc.) and the importance of a code of ethics in this profession. The aim of the course is to highlight the importance of a favourable classroom and school climate and to work with the content of the Convention on the Rights of the Child. Using selected examples from other branches of applied ethics (bioethics, media ethics, etc.) to show the importance of the presence of a code of ethics in the professions, the possibility of using classical ethical concepts and also different alternatives in solving ethical dilemmas.
This knowledge can be used in further studies as well as in real life. The chosen educational methods will contribute to the further development of competences (cognitive area: memory, critical thinking, thinking in context, reasoning; affective area: attitudes and beliefs, values; psychomotor area: digital skills; social area: cooperation, communication).
The course contributes to the gradual development of important professional competences of future teachers by its focus and methods of education.
Compulsory reading:
ANZENBACHER, A. (2001). Úvod do etiky. Praha: Academia, s. 13 – 17. ISBN 978-80-200-0917-5
GLUCHMAN, V. (2000). Úvod do etiky. Prešov: Univerzum, s. 7 – 103, 122 – 133. ISBN 978- 80-890-1200-0
GLUCHMANOVÁ, M., GLUCHMAN, V. (2008). Učiteľská etika. Prešov: FF PU (ESF), s. 88 – 127, 194 – 215. ISBN 978-80-806-8808-0
Recommended reading:
HUPKOVÁ, M., PETLÁK, E. (2004). Sebareflexia a kompetencie v práci učiteľa. Bratislava:
IRIS, 2004. s. 11 – 26, 81 – 96. ISBN 978-80-89018-77-7
KOSOVÁ B. a kol. (2012). Vysokoškolské vzdelávanie učiteľov. Banská Bystrica: Pedagogická
fakulta UMB v Banskej Bystrici, s. 6 – 21, 52 – 61. ISBN 978-80-557-0353-4
LIESSMANN, K. P. (2012). Teorie nevzdělanosti. Praha: ACADEMIA, s. 37 – 61. ISBN 978-80-200-1677-5
MALANKIEVIČOVÁ, S. (2008). Profesijná etika. Prešov: FF PU (ESF), s. 13 – 35. ISBN 978-80-806-8811-0
REMIŠOVÁ, A. (1997). Podnikateľská etika. Nitra: ENIGMA, s. 12 – 49, 198 – 211.
VAJDA, J. (2004). Úvod do etiky. Nitra: Enigma, s. 13 - 56. ISBN 978-80-8913-212-6
VETEŠKA, J., TURECKIOVÁ, M. (2008). Kompetence ve vzdělávání. Praha: GRADA, s. 13 – 57. ISBN 978-80-247-1770-8
ŽILÍNEK, M. (1997). Étos a utváranie mravnej identity osobnosti. Bratislava: IRIS, s. 12 –
108. ISBN 978-80-88778-60-3
WILLIAMS, B. (2021). Morálka: úvod do etiky. Praha: OYIKOYMENH. ISBN 978-80-7298-569-2
DANIŠKOVÁ, Z. (2013). Môže prístup „new public management“ dopomôcť k etablovaniu etického
kódexu učiteľa? 2013 dostupné na http://www.casopispedagogika.sk/rocnik-4/cislo-2/studia_daniskova.pdf
Prerequisite subjects: none
Prerequisites for successful completion of the course:
100% of the interim grade, which includes 30% class activity (30 points) and 70% project (70 points).
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results), the student reflects correctly and actively both critically and creatively
knowledge, including its meaningful integration into the realities of life and pedagogical practice.
B (93-86%, very good - above average standard), the student reflects critically on knowledge appropriately,
including their meaningful integration into the realities of life and pedagogical practice.
C (85-76%, good - routine reliable work), students performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge.
D (75-68%, satisfactory - acceptable results), students were less prepared during the semester, they have slight deficiencies in theoretical knowledge. They cannot critically analyze information.
E (67-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge.
Fx (59-0%, insufficient - extra work required).
slovak and czech
Brief outline of the course:
1. Introduction to the subject: defining the basic concepts: ethics and morality.
Ethics and professional ethics: definition of basic terms: applied ethics - sectoral division of applied ethics. Professional ethics as a part of applied ethics.
2. Professional tact and etiquette as a basis for the formation of the code of ethics of individual professions.
3. The teaching profession and the teacher's code of ethics. Status and role of the teacher. Resolving dilemmas in the teaching profession.
4. Positive climate in the classroom, relationships between school climate factors.
5. Convention on the Rights of the Child.
6. A closer definition of bioethics and its areas of interest on concrete examples, the issue of the code of ethics. Classical ethical theories and alternative methods in solving ethical dilemmas.
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The thematic focus of the course introduces students to applied ethics and its disciplinary divisions, to
defining the basic concepts of ethics, explaining morality as a social regulator, moral norms and the principles of creating ethical codes. It focuses on the professional ethics of the teaching profession (teacher competences, ethical dilemmas in the teaching profession, etc.) and the importance of a code of ethics in this profession. The aim of the course is to highlight the importance of a favourable classroom and school climate and to work with the content of the Convention on the Rights of the Child. Using selected examples from other branches of applied ethics (bioethics, media ethics, etc.) to show the importance of the presence of a code of ethics in the professions, the possibility of using classical ethical concepts and also different alternatives in solving ethical dilemmas.
This knowledge can be used in further studies as well as in real life. The chosen educational methods will contribute to the further development of competences (cognitive area: memory, critical thinking, thinking in context, reasoning; affective area: attitudes and beliefs, values; psychomotor area: digital skills; social area: cooperation, communication).
The course contributes to the gradual development of important professional competences of future teachers by its focus and methods of education.
Recommended reading:
Compulsory reading:
MISTRÍK, E. a kol. (2008). Multikultúrna výchova v škole. Bratislava : Nadácia otvorenej spoločnosti. ISBN 978-80-969271-4-2
MISTRÍK, E. a kol. 2006: Multi-kulti-na školách. Metodická príručka pre multikultúrnu výchovu. Bratislava: Nadácia Milana Šimečku. ISBN 80-89008-21-6
Recommended reading:
KASÍKOVÁ, H. a kol. (2003). Interkulturní výchova a vzdělávání: efektivní metody a formy. Praha : FF UK. (bez ISBN)
KOMINAREC, I. – KOMINARECOVÁ, E. (2009). Multikulturalita a komunikácia. Prešov : PO. ISBN 978-80-555-0061-4
MISTRÍK, E. (2008). Multikultúrna výchova. In: Školské vzdelávacie programy. Praktický manuál pre zostavenie vlastného školského vzdelávacieho programu. 3. E1. Bratislava : RAABE. ISBN 978-80-89182-27-5
PRŮCHA. J. (2006). Multikulturní výchova. Praha : Triton. ISBN 80-7254-866-2
VANČÍKOVÁ, K. (2013). Multikultúrna výchova, jej miesto v súčasnej škole. Banská Bystrica: PdF UMB. ISBN 978-80-557-0512-5
Prerequisite subjects:
Prerequisites for successful completion of the course:
Weighting of interim and final assessment: 100/0, the course ends with an assessment.
Students will develop two interim activities/projects as part of the interim coursework assessed at 40% and 40%. Activity and preparation in seminars is assessed (20%). A total of 100% of the interim assessment.
Students will choose one of the activities, work it systematically and develop it into a comprehensive lesson preparation according to this structure:
a. Objectives of the activity (what skills and abilities it develops - students will choose an appropriate topic according to their apprenticeship, where they will be able to apply the activity as a cross-cutting theme).
b. Target group of the activity (for which pupils it could be used).
c. Time and space (how long it would take, any special space requirements).
d. Activity flow (a brief scenario of how the student would carry it out).
e. Evaluation of the activity (different ways of assessing pupils, self-assessment, etc.).
f. Theoretical perspective on the activity (interpretation of the activity based on at least three key words from multicultural education theory).
g. Literature used.
The evaluation will assess the fulfilment of the principles of multicultural education, the suitability of the activity for teaching within the cross-cutting theme of multicultural education, the systematic nature of the preparation and the interconnectedness of its components. Negative evaluations are given to projects that could reinforce stereotypes and prejudices among pupils or in which students present stereotypical views of other cultures.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), students will produce an original project that is thought through as a coherent whole to develop intercultural understanding, all criteria are met at an excellent level.
B (90-81%, very good - above average standard), students creatively develop a project that will assist in developing intercultural understanding, Criteria are met at a very good level.
C (80-73%, good - normal reliable work), students will produce a project that does not undermine the principles of multicultural education, Criteria are met at a good level.
D (72-66%, satisfactory - acceptable results), students will develop a project that is not internally intertwined but does not violate the principles of multicultural education, the criteria are met satisfactorily.
E (65-60%, sufficient - results meet minimum criteria), students will develop a project that marginally undermines the principles of multicultural education, Criteria are met sufficiently.
Fx (59-0%, insufficient - extra work required), students will develop a project that promotes cultural stereotypes and biases. The project does not meet the minimum criteria.
slovak and czech
Brief outline of the course:
The problem facing multicultural education - stereotypes and prejudices in us. Encountering another culture. Culture shock. How we get information about other cultures. How to cope with the arrival of foreigners. What we think about intercultural communication. Migration and values in multicultural education. How to proceed in multicultural education. Assessment in multicultural education.
Learning outcomes:
Learning objectives and outcomes and transferable competences:
Students understand the principles and practices of multicultural education. They know how to work with stereotypes and prejudices in the classroom. They can plan and design multicultural education and integrate it as a cross-curricular topic in the classroom. They develop intercultural understanding. They master the main didactical procedures for the implementation of multicultural education as a cross-cutting theme.
Learning objectives:
To provide students with the basic information needed to understand the principles of multicultural education as a cross-cutting theme in the national curriculum. To teach students how to work with the issue of stereotypes and prejudices, to teach them how to plan and design multicultural education in schools as a cross-cutting theme. To familiarize students with the basic didactic practices in the implementation of multicultural education in education.
Recommended reading:
Compulsory reading:
MISTRÍK, E. a kol. (2008). Multikultúrna výchova v škole. Bratislava : Nadácia otvorenej spoločnosti. ISBN 978-80-969271-4-2
MISTRÍK, E. a kol. 2006: Multi-kulti-na školách. Metodická príručka pre multikultúrnu výchovu. Bratislava: Nadácia Milana Šimečku. ISBN 80-89008-21-6
Recommended reading:
KASÍKOVÁ, H. a kol. (2003). Interkulturní výchova a vzdělávání: efektivní metody a formy. Praha : FF UK. (bez ISBN)
KOMINAREC, I. – KOMINARECOVÁ, E. (2009). Multikulturalita a komunikácia. Prešov : PO. ISBN 978-80-555-0061-4
MISTRÍK, E. (2008). Multikultúrna výchova. In: Školské vzdelávacie programy. Praktický manuál pre zostavenie vlastného školského vzdelávacieho programu. 3. E1. Bratislava : RAABE. ISBN 978-80-89182-27-5
PRŮCHA. J. (2006). Multikulturní výchova. Praha : Triton. ISBN 80-7254-866-2
VANČÍKOVÁ, K. (2013). Multikultúrna výchova, jej miesto v súčasnej škole. Banská Bystrica: PdF UMB. ISBN 978-80-557-0512-5
Prerequisite subjects:
Prerequisites for successful completion of the course:
Weighting of interim and final assessment: 100/0, the course ends with an assessment.
Students will develop two interim activities/projects as part of the interim coursework assessed at 40% and 40%. Activity and preparation in seminars is assessed (20%). A total of 100% of the interim assessment.
Students will choose one of the activities, work it systematically and develop it into a comprehensive lesson preparation according to this structure:
a. Objectives of the activity (what skills and abilities it develops - students will choose an appropriate topic according to their apprenticeship, where they will be able to apply the activity as a cross-cutting theme).
b. Target group of the activity (for which pupils it could be used).
c. Time and space (how long it would take, any special space requirements).
d. Activity flow (a brief scenario of how the student would carry it out).
e. Evaluation of the activity (different ways of assessing pupils, self-assessment, etc.).
f. Theoretical perspective on the activity (interpretation of the activity based on at least three key words from multicultural education theory).
g. Literature used.
The evaluation will assess the fulfilment of the principles of multicultural education, the suitability of the activity for teaching within the cross-cutting theme of multicultural education, the systematic nature of the preparation and the interconnectedness of its components. Negative evaluations are given to projects that could reinforce stereotypes and prejudices among pupils or in which students present stereotypical views of other cultures.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), students will produce an original project that is thought through as a coherent whole to develop intercultural understanding, all criteria are met at an excellent level.
B (90-81%, very good - above average standard), students creatively develop a project that will assist in developing intercultural understanding, Criteria are met at a very good level.
C (80-73%, good - normal reliable work), students will produce a project that does not undermine the principles of multicultural education, Criteria are met at a good level.
D (72-66%, satisfactory - acceptable results), students will develop a project that is not internally intertwined but does not violate the principles of multicultural education, the criteria are met satisfactorily.
E (65-60%, sufficient - results meet minimum criteria), students will develop a project that marginally undermines the principles of multicultural education, Criteria are met sufficiently.
Fx (59-0%, insufficient - extra work required), students will develop a project that promotes cultural stereotypes and biases. The project does not meet the minimum criteria.
slovak and czech
Brief outline of the course:
The problem facing multicultural education - stereotypes and prejudices in us. Encountering another culture. Culture shock. How we get information about other cultures. How to cope with the arrival of foreigners. What we think about intercultural communication. Migration and values in multicultural education. How to proceed in multicultural education. Assessment in multicultural education.
Learning outcomes:
Learning objectives and outcomes and transferable competences:
Students understand the principles and practices of multicultural education. They know how to work with stereotypes and prejudices in the classroom. They can plan and design multicultural education and integrate it as a cross-curricular topic in the classroom. They develop intercultural understanding. They master the main didactical procedures for the implementation of multicultural education as a cross-cutting theme.
Learning objectives:
To provide students with the basic information needed to understand the principles of multicultural education as a cross-cutting theme in the national curriculum. To teach students how to work with the issue of stereotypes and prejudices, to teach them how to plan and design multicultural education in schools as a cross-cutting theme. To familiarize students with the basic didactic practices in the implementation of multicultural education in education.
Compulsory reading:
ALLHOFF, D.-W. (2008). Rétorika a komunikace. Praha: Grada publishing, 200 s.. ISBN 978-80-247-2283-2
KLAPETEK, M. (2008). Komunikace, argumentace, rétorika. Praha: Grada publishing, 256 s. ISBN 978-80247-2652-6
Recommended reading:
JASLOVSKÁ B., PISOŇOVÁ, M. (2019). Humanisticky orientovaná komunikácia a jej vplyv na produktivitu žiakov v edukačnom procese. Hradec Králové: Magnanimitas akademické sdružení, 45-56s. ISBN 978-80-87952-29-0
JASLOVSKÁ, B. (2019). Nástroj na sebahodnotenie žiakov v rámci Encounterovej skupiny a učiteľ ako facilitátor procesu hodnotenia. Bratislava : Univerzita Komenského v Bratislave, 37-45s. ISBN 978-80-223-4847-8
KURUC, M. (2018). Rozvoj sebaregulácie a motivácie ako faktor úspechu slovenských žiakov v kontexte teórie sebaurčenia. Bratislava: Univerzita Komenského v Bratislave, 143-160s. ISBN 978-80-223-4661-0
ŠUŤÁKOVÁ, V., FERENCOVÁ, J., ZAHATŇANSKÁ, M. (2017). Sociálna a didaktická komunikácia. Prešov: Wolters Kluwer. 208s. ISBN 978-80-81685-48-4
Prerequisites: B-VUZde005 / Communication in education
Prerequisites for successful completion of the course: the course is completed with an evaluation, 100% of the continuous evaluation.
Assessment: consists of 2 intermediate assessments (60+40, total 100 points).
Interim assessment 1: consists of the development of a semester cooperative work and its oral presentation or practical application in class. This is a prepared micro-team output: the creation of a student conference.
Semester work: consists of a creative assignment for 60p (30+30). It includes the preparation of a group simulation of a student conference (30b) together with a professional paper on a selected topic (30b) for approximately 45 minutes.
Intermediate assessment 2: consists of the creation of documents for the student conference (40b): poster, invitation, programme, etc. in an electronic environment (web development).
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
smaller groups, up to a maximum of 25 students, are required for the course for effective classroom interaction
Brief outline of the course:
The aim of the course is the practical application of knowledge about effective communication through practicing rhetorical outcomes and teamwork, i.e. through cooperative methods and interactive activities. Using various activating methods and problem-based tasks, students will actively participate in the learning process and create their own course content, in which they will use their own potential and develop the intra and interpersonal aspects of their own personality. An important part of this is a semester-long group project through which students will learn how to organize major events, while developing proper communication and rhetorical skills.
Topics:
Rhetoric - types of speech, practicing presentation skills through micro performances. Content/form/communication skills (verbal and non-verbal) of oral presentation and analysis of speakers. Presentation - structure and organization of speech/speech/lecture. Evaluating information and finding relevant sources. Simulating a debate. Organisation of time and group cooperation. Visualisation and generating interest in the listener. Argumentation - types of arguments and logical fallacies. Manipulation and manipulation techniques, assertiveness. Types of conversation, discussion - how to conduct a conversation, structuring a conversation. Division of discussion methods. Feedback - self-evaluation and self-reflection. Creating a website and e-portfolio with student outputs. Implementation of student conference - simulation/workshop.
Learning objectives and outcomes:
By completing the Rhetoric and Communication course, the student should:
- be able to select information, identify relevant sources on the selected topic,
- be able to justify the choice of specialist sources for the semester thesis,
- understand the importance of selection and analysis of information and information sources,
- be able to work in a team, organise activities to accomplish sub-tasks,
- be able to present intermediate tasks to the group,
- be able to justify and discuss in a group various social topics related to education and training,
- acquire presentation and communication skills and be able to apply them through creative activities in the classroom,
- Know methods for Developing of critical thinking and good reasoning,
- should be able to identify manipulative behaviour.
Transferable competences: the student strengthens soft skills such as communication skills, analytical thinking in evaluating information and working with text, critical thinking and thinking in context in the development of arguments and their application in discussion, interpersonal skills within the group - activation and taking initiative and responsibility, also creative work with e-portfolio (ability to create an interesting website) through creative tasks in the course.
Compulsory reading:
ALLHOFF, D.-W. (2008). Rétorika a komunikace. Praha: Grada publishing, 200 s.. ISBN 978-80-247-2283-2
KLAPETEK, M. (2008). Komunikace, argumentace, rétorika. Praha: Grada publishing, 256 s. ISBN 978-80247-2652-6
Recommended reading:
JASLOVSKÁ B., PISOŇOVÁ, M. (2019). Humanisticky orientovaná komunikácia a jej vplyv na produktivitu žiakov v edukačnom procese. Hradec Králové: Magnanimitas akademické sdružení, 45-56s. ISBN 978-80-87952-29-0
JASLOVSKÁ, B. (2019). Nástroj na sebahodnotenie žiakov v rámci Encounterovej skupiny a učiteľ ako facilitátor procesu hodnotenia. Bratislava : Univerzita Komenského v Bratislave, 37-45s. ISBN 978-80-223-4847-8
KURUC, M. (2018). Rozvoj sebaregulácie a motivácie ako faktor úspechu slovenských žiakov v kontexte teórie sebaurčenia. Bratislava: Univerzita Komenského v Bratislave, 143-160s. ISBN 978-80-223-4661-0
ŠUŤÁKOVÁ, V., FERENCOVÁ, J., ZAHATŇANSKÁ, M. (2017). Sociálna a didaktická komunikácia. Prešov: Wolters Kluwer. 208s. ISBN 978-80-81685-48-4
Prerequisites: B-VUZde005 / Communication in education
Prerequisites for successful completion of the course: the course is completed with an evaluation, 100% of the continuous evaluation.
Assessment: consists of 2 intermediate assessments (60+40, total 100 points).
Interim assessment 1: consists of the development of a semester cooperative work and its oral presentation or practical application in class. This is a prepared micro-team output: the creation of a student conference.
Semester work: consists of a creative assignment for 60p (30+30). It includes the preparation of a group simulation of a student conference (30b) together with a professional paper on a selected topic (30b) for approximately 45 minutes.
Intermediate assessment 2: consists of the creation of documents for the student conference (40b): poster, invitation, programme, etc. in an electronic environment (web development).
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
smaller groups, up to a maximum of 25 students, are required for the course for effective classroom interaction
Brief outline of the course:
The aim of the course is the practical application of knowledge about effective communication through practicing rhetorical outcomes and teamwork, i.e. through cooperative methods and interactive activities. Using various activating methods and problem-based tasks, students will actively participate in the learning process and create their own course content, in which they will use their own potential and develop the intra and interpersonal aspects of their own personality. An important part of this is a semester-long group project through which students will learn how to organize major events, while developing proper communication and rhetorical skills.
Topics:
Rhetoric - types of speech, practicing presentation skills through micro performances. Content/form/communication skills (verbal and non-verbal) of oral presentation and analysis of speakers. Presentation - structure and organization of speech/speech/lecture. Evaluating information and finding relevant sources. Simulating a debate. Organisation of time and group cooperation. Visualisation and generating interest in the listener. Argumentation - types of arguments and logical fallacies. Manipulation and manipulation techniques, assertiveness. Types of conversation, discussion - how to conduct a conversation, structuring a conversation. Division of discussion methods. Feedback - self-evaluation and self-reflection. Creating a website and e-portfolio with student outputs. Implementation of student conference - simulation/workshop.
Learning objectives and outcomes:
By completing the Rhetoric and Communication course, the student should:
- be able to select information, identify relevant sources on the selected topic,
- be able to justify the choice of specialist sources for the semester thesis,
- understand the importance of selection and analysis of information and information sources,
- be able to work in a team, organise activities to accomplish sub-tasks,
- be able to present intermediate tasks to the group,
- be able to justify and discuss in a group various social topics related to education and training,
- acquire presentation and communication skills and be able to apply them through creative activities in the classroom,
- Know methods for Developing of critical thinking and good reasoning,
- should be able to identify manipulative behaviour.
Transferable competences: the student strengthens soft skills such as communication skills, analytical thinking in evaluating information and working with text, critical thinking and thinking in context in the development of arguments and their application in discussion, interpersonal skills within the group - activation and taking initiative and responsibility, also creative work with e-portfolio (ability to create an interesting website) through creative tasks in the course.
Recommended reading:
Compulsory reading:
KOSTURKOVÁ, M., FERENCOVÁ, J. (2019). Stratégie rozvoja kritického myslenia. Bratislava: Wolters Kluwer. ISBN 978-80-571-0049-2
TUREK, I. (2003). Kritické myslenie. Bratislava: Metodicko-pedagogické centrum.
Recommended reading:
ČAPEK, R. (2015). Moderní didaktika: lexikon výukových a hodnotících metod. Praha: Grada. ISBN 978-80-2473-450-7
KOZÁROVÁ, N., GUNIŠOVÁ, D. (2020). Stratégie rozvoja kritického myslenia vo vyučovaní pedagogiky. Nitra: UKF v Nitre. ISBN (online) 978-80-558-1520-6
MARKOŠ, J. (2019). Sila rozumu v bláznivej dobe: manuál kritického myslenia. Bratislava: N Press. ISBN 978-80-9992-501-5
Prerequisite subjects:
Prerequisites for successful completion of the course:
The course is completed with an assessment, weighted interim/final assessment 100/0.
100% of the continuous assessment includes: approximately 5 assignments (50%) will be given during the semester, 2 midterm tests during the semester (for a total of 30%), and active participation in seminars, engaging in discussions (20%). Students will use the e-learning environment moodle for their studies.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student actively participated in seminar discussions, completed the midterm tests at an excellent level, and completed the midterm assignments excellently.
B (90-81%, very good - above average standard), ), the student actively participated in seminar discussions, completed midterm tests and assignments at a very good level
C (80-73%, good - normal reliable work), the student was less actively involved in seminar discussions, he/she completed the midterm tests and assignments at a good level with slight shortcomings
D (72-66%, satisfactory - acceptable results), the student did not actively participate in seminar discussions, he/she completed midterm tests and assignments at a satisfactory level
E (65-60%, sufficient - results meet the minimum criteria), the student did not actively participate in discussions in seminars, midterm tests and midterm assignments were done at the minimum level
Fx (59-0%, insufficient - extra work required)
slovak and czech
Brief outline of the course:
Principles of critical thinking, critical arguing, critical debating, critical writing, organizing knowledge. Basic characteristics of hoaxes. Identifying relevant facts and ideas. Methods of Development critical thinking in pupils, universal scenarios of educational activities, preparation of methodological materials. Evaluation of critical thinking.
Learning outcomes:
Learning objectives and outcomes and transferable competences:
Students are familiar with the principles of critical thinking, they can prepare their own activities on the basis of universal scenarios on the subject aimed at the Development critical thinking. They can assess students' critical thinking, recognize hoaxes and identify relevant facts and ideas. They can apply a variety of methods to develop pupils' critical thinking.
Educational Objectives:
The aim of the seminar is for students to acquire knowledge and skills that will enable them to prepare methodological materials aimed at developing students' critical thinking skills. To familiarize students with universal scenarios of educational activities and the possibilities of assessing critical thinking in education.
Recommended reading:
Compulsory reading:
KOSTURKOVÁ, M., FERENCOVÁ, J. (2019). Stratégie rozvoja kritického myslenia. Bratislava: Wolters Kluwer. ISBN 978-80-571-0049-2
TUREK, I. (2003). Kritické myslenie. Bratislava: Metodicko-pedagogické centrum.
Recommended reading:
ČAPEK, R. (2015). Moderní didaktika: lexikon výukových a hodnotících metod. Praha: Grada. ISBN 978-80-2473-450-7
KOZÁROVÁ, N., GUNIŠOVÁ, D. (2020). Stratégie rozvoja kritického myslenia vo vyučovaní pedagogiky. Nitra: UKF v Nitre. ISBN (online) 978-80-558-1520-6
MARKOŠ, J. (2019). Sila rozumu v bláznivej dobe: manuál kritického myslenia. Bratislava: N Press. ISBN 978-80-9992-501-5
Prerequisite subjects:
Prerequisites for successful completion of the course:
The course is completed with an assessment, weighted interim/final assessment 100/0.
100% of the continuous assessment includes: approximately 5 assignments (50%) will be given during the semester, 2 midterm tests during the semester (for a total of 30%), and active participation in seminars, engaging in discussions (20%). Students will use the e-learning environment moodle for their studies.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student actively participated in seminar discussions, completed the midterm tests at an excellent level, and completed the midterm assignments excellently.
B (90-81%, very good - above average standard), ), the student actively participated in seminar discussions, completed midterm tests and assignments at a very good level
C (80-73%, good - normal reliable work), the student was less actively involved in seminar discussions, he/she completed the midterm tests and assignments at a good level with slight shortcomings
D (72-66%, satisfactory - acceptable results), the student did not actively participate in seminar discussions, he/she completed midterm tests and assignments at a satisfactory level
E (65-60%, sufficient - results meet the minimum criteria), the student did not actively participate in discussions in seminars, midterm tests and midterm assignments were done at the minimum level
Fx (59-0%, insufficient - extra work required)
slovak and czech
Brief outline of the course:
Principles of critical thinking, critical arguing, critical debating, critical writing, organizing knowledge. Basic characteristics of hoaxes. Identifying relevant facts and ideas. Methods of Development critical thinking in pupils, universal scenarios of educational activities, preparation of methodological materials. Evaluation of critical thinking.
Learning outcomes:
Learning objectives and outcomes and transferable competences:
Students are familiar with the principles of critical thinking, they can prepare their own activities on the basis of universal scenarios on the subject aimed at the Development critical thinking. They can assess students' critical thinking, recognize hoaxes and identify relevant facts and ideas. They can apply a variety of methods to develop pupils' critical thinking.
Educational Objectives:
The aim of the seminar is for students to acquire knowledge and skills that will enable them to prepare methodological materials aimed at developing students' critical thinking skills. To familiarize students with universal scenarios of educational activities and the possibilities of assessing critical thinking in education.
Compulsory reading:
PISOŇOVÁ, M. a kol. 2014. Školský manažment pre študijné odbory učiteľstva a prípravu
vedúcich pedagogických zamestnancov. Bratislava : Univerzita Komenského, 2014. 227 s. ISBN 978-80-223-3621-5
https://www.fedu.uniba.sk/uploads/media/Skolsky_manazment.pdf
Pisoňová, M. a kol. 2017. Školský manažment terminologický a výkladový slovník. Bratislava : Wolters Kluwer, 2017, 1. vyd., 167 s., ISBN 978-80-8168-660-3
https://moodle.uniba.sk/mod/quiz/view.php?id=57866
Učebný zdroj: ŠKOLSKÝ MANAŽMENT (moodle):
https://moodle.uniba.sk/course/view.php?id=162
Constitution of the Slovak Republic.
Current legislative norms related to the establishment and activities of primary schools, secondary schools in the Slovak Republic.
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov.
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. 597/2003 Z. z. o financovaní základných škôl, stredných škôl a školských zariadení.
Vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 1/2020 Z. z. o kvalifikačných predpokladoch pedagogických zamestnancov a odborných zamestnancov.
Vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 361/2019 Z. z. o vzdelávaní v profesijnom rozvoji.
100% of continuous assessment
Assessment: consists of an interim and a final assessment (30+40, 70 points in total).
Interim assessment: consists of a 30-item knowledge test to be given in week 6 of the interim course. A written examination/test, consisting of theoretical preparation for the teaching of the individual topics of the teaching units, which will be carried out by the 6th week of continuous teaching and the study of the literature.
The final assessment consists of: the semester project and its oral presentation.
The semester project consists of: the creation of a project according to a set structure for 40b. It includes idea/problem creation, project planning, project implementation, evaluation and self-reflection of the project = its oral presentation by students (creators of the semester project) in the 11th week of continuous teaching.
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 64 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 57 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 51 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 46 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 42 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
students of the Teacher Education (combined) programme do not enrol in the course
Basic terminology, options for studying school management, sources of study. Schools and concepts of management. Specifics of school management. The system of school management in the Slovak Republic and the system of internal school management in the context of managerial functions. Legal regulations governing the activities of primary and secondary schools (laws, decrees, working regulations, pedagogical-organisational guidelines). Personality of the head of teaching staff - legal and personality requirements. School image, school culture. School climate.
100/0
- to know the content of school management as a scientific discipline: the essence of school management in the Slovak Republic at all levels of school management with an emphasis on internal school management and in the context of managerial functions
- be familiar with the basic legal documents and be able to correctly interpret the meanings given in these legal documents that regulate the activities of primary and secondary schools, with an emphasis on the needs of the work of the teaching staff,
- be able to apply the acquired knowledge and knowledge from other disciplines in the focus area: school image, culture and climate, in the area of cooperation with the school management and legal representatives of children/pupils in solving standard, specific and problematic tasks and situations and in the framework of school development,
- be able to creatively use the acquired knowledge and competences in the study of other pedagogical disciplines and in their future school practice.
Transferable competences: the student strengthens soft skills such as communication skills, organizational skills, interpersonal skills within a group - group activation, taking initiative and responsibility, creativity and imagination, critical thinking, analytical skills, problem-solving skills, and others through the creation of a semester project in the course.
Compulsory reading:
PISOŇOVÁ, M. a kol. 2014. Školský manažment pre študijné odbory učiteľstva a prípravu
vedúcich pedagogických zamestnancov. Bratislava : Univerzita Komenského, 2014. 227 s. ISBN 978-80-223-3621-5
https://www.fedu.uniba.sk/uploads/media/Skolsky_manazment.pdf
Pisoňová, M. a kol. 2017. Školský manažment terminologický a výkladový slovník. Bratislava : Wolters Kluwer, 2017, 1. vyd., 167 s., ISBN 978-80-8168-660-3
https://moodle.uniba.sk/mod/quiz/view.php?id=57866
Učebný zdroj: ŠKOLSKÝ MANAŽMENT (moodle):
https://moodle.uniba.sk/course/view.php?id=162
Constitution of the Slovak Republic.
Current legislative norms related to the establishment and activities of primary schools, secondary schools in the Slovak Republic.
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov.
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. 597/2003 Z. z. o financovaní základných škôl, stredných škôl a školských zariadení.
Vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 1/2020 Z. z. o kvalifikačných predpokladoch pedagogických zamestnancov a odborných zamestnancov.
Vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 361/2019 Z. z. o vzdelávaní v profesijnom rozvoji.
100% of continuous assessment
Assessment: consists of an interim and a final assessment (30+40, 70 points in total).
Interim assessment: consists of a 30-item knowledge test to be given in week 6 of the interim course. A written examination/test, consisting of theoretical preparation for the teaching of the individual topics of the teaching units, which will be carried out by the 6th week of continuous teaching and the study of the literature.
The final assessment consists of: the semester project and its oral presentation.
The semester project consists of: the creation of a project according to a set structure for 40b. It includes idea/problem creation, project planning, project implementation, evaluation and self-reflection of the project = its oral presentation by students (creators of the semester project) in the 11th week of continuous teaching.
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 64 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 57 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 51 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 46 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 42 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
students of the Teacher Education (combined) programme do not enrol in the course
Basic terminology, options for studying school management, sources of study. Schools and concepts of management. Specifics of school management. The system of school management in the Slovak Republic and the system of internal school management in the context of managerial functions. Legal regulations governing the activities of primary and secondary schools (laws, decrees, working regulations, pedagogical-organisational guidelines). Personality of the head of teaching staff - legal and personality requirements. School image, school culture. School climate.
100/0
- to know the content of school management as a scientific discipline: the essence of school management in the Slovak Republic at all levels of school management with an emphasis on internal school management and in the context of managerial functions
- be familiar with the basic legal documents and be able to correctly interpret the meanings given in these legal documents that regulate the activities of primary and secondary schools, with an emphasis on the needs of the work of the teaching staff,
- be able to apply the acquired knowledge and knowledge from other disciplines in the focus area: school image, culture and climate, in the area of cooperation with the school management and legal representatives of children/pupils in solving standard, specific and problematic tasks and situations and in the framework of school development,
- be able to creatively use the acquired knowledge and competences in the study of other pedagogical disciplines and in their future school practice.
Transferable competences: the student strengthens soft skills such as communication skills, organizational skills, interpersonal skills within a group - group activation, taking initiative and responsibility, creativity and imagination, critical thinking, analytical skills, problem-solving skills, and others through the creation of a semester project in the course.
Compulsory reading:
HORVÁTHOVÁ, K. (2002). Aktuálne otázky výchovného poradenstva v školskej praxi. Bratislava: MPC Tomášikova, 57 s. ISBN 80-88796-25-3.
KNOTOVÁ, D. a kol. (2014). Školní poradenství. Praha: Grada. 258 s. ISBN 978-80-247-4502-2
Recommended reading:
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: IRIS. 144 s. ISBN 978-80-8200-034-7
FERKOVÁ, Š. (2015), Skúsenosti s využitím influenčného programu zameraného na elimináciu rizikového správania žiakov v škole. In Prevencia. roč. 13., č. 4. s. 37 – 34.
KYRIACOU, CH. (2003). Řešení výchovných problémů ve škole. Praha: Portál, 151 s. ISBN 80-7178-945-3.
ZEMANČÍKOVÁ, V. (2014). Problémové správanie žiakov a úloha sociálneho pedagóga v reflexii učiteľov. In: Sociální pedagogika: časopis pro vědu a praxi. 2(1), 22-36. ISSN 1805-8825.
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. Students are required to complete a midterm paper for 40 points and a midterm test for 60 points, for a total of 100 points. The condition for successful completion of the course is obtaining at least 60% of the maximum possible grade for the course. The grade is awarded on a scale:
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal
slovak and czech
students of the Teacher Education (combined) programme do not enrol in the course
1. School guidance system.
2.Framework for the work of the educational advisor, professional and personal qualifications of the educational advisor, education of the educational advisor.
3. The class teacher and his/her role in counselling pupils and legal representatives in education and training.
4. Methods of work in educational counselling.
5. Strategies to prevent problem behaviour of pupils.
6. Addressing the educational difficulties of pupils.
7. Methods and possibilities of intervention of problem behaviour of pupils.
8. Career counselling.
9. Educational counselling in the field of care for gifted pupils.
10. Cooperation of the school with other institutions, family. Social and legal protection of children and youth.
100/0
Learning objectives and outcomes and transferable competences:
The aim of the course Educational Counselling is to provide students with an initial framework of knowledge in the field of the educational counselling system. Upon successful completion of the course, students will be able to navigate the school counseling system. They understand the place and role of the guidance counselor in the guidance system and master the prerequisites for the position of guidance counselor. Know the differences in the responsibilities of the class teacher, guidance counsellor or school counsellor in providing guidance on educational issues. They know the methods of educational counselling. They know strategies for the prevention of problem behaviour and understand their importance. They are able to apply the acquired knowledge in solving specific problem situations in educational practice. They are oriented in school career guidance. They are able to describe and interpret the importance of school cooperation with educational guidance and prevention institutions, social and legal protection bodies and others.
Transferable competences: by analysing, solving and discussing seminar assignments, students will be able to communicate their conclusions, think critically and think in context.
Compulsory reading:
HORVÁTHOVÁ, K. (2002). Aktuálne otázky výchovného poradenstva v školskej praxi. Bratislava: MPC Tomášikova, 57 s. ISBN 80-88796-25-3.
KNOTOVÁ, D. a kol. (2014). Školní poradenství. Praha: Grada. 258 s. ISBN 978-80-247-4502-2
Recommended reading:
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: IRIS. 144 s. ISBN 978-80-8200-034-7
FERKOVÁ, Š. (2015), Skúsenosti s využitím influenčného programu zameraného na elimináciu rizikového správania žiakov v škole. In Prevencia. roč. 13., č. 4. s. 37 – 34.
KYRIACOU, CH. (2003). Řešení výchovných problémů ve škole. Praha: Portál, 151 s. ISBN 80-7178-945-3.
ZEMANČÍKOVÁ, V. (2014). Problémové správanie žiakov a úloha sociálneho pedagóga v reflexii učiteľov. In: Sociální pedagogika: časopis pro vědu a praxi. 2(1), 22-36. ISSN 1805-8825.
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. Students are required to complete a midterm paper for 40 points and a midterm test for 60 points, for a total of 100 points. The condition for successful completion of the course is obtaining at least 60% of the maximum possible grade for the course. The grade is awarded on a scale:
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal
slovak and czech
students of the Teacher Education (combined) programme do not enrol in the course
1. School guidance system.
2.Framework for the work of the educational advisor, professional and personal qualifications of the educational advisor, education of the educational advisor.
3. The class teacher and his/her role in counselling pupils and legal representatives in education and training.
4. Methods of work in educational counselling.
5. Strategies to prevent problem behaviour of pupils.
6. Addressing the educational difficulties of pupils.
7. Methods and possibilities of intervention of problem behaviour of pupils.
8. Career counselling.
9. Educational counselling in the field of care for gifted pupils.
10. Cooperation of the school with other institutions, family. Social and legal protection of children and youth.
100/0
Learning objectives and outcomes and transferable competences:
The aim of the course Educational Counselling is to provide students with an initial framework of knowledge in the field of the educational counselling system. Upon successful completion of the course, students will be able to navigate the school counseling system. They understand the place and role of the guidance counselor in the guidance system and master the prerequisites for the position of guidance counselor. Know the differences in the responsibilities of the class teacher, guidance counsellor or school counsellor in providing guidance on educational issues. They know the methods of educational counselling. They know strategies for the prevention of problem behaviour and understand their importance. They are able to apply the acquired knowledge in solving specific problem situations in educational practice. They are oriented in school career guidance. They are able to describe and interpret the importance of school cooperation with educational guidance and prevention institutions, social and legal protection bodies and others.
Transferable competences: by analysing, solving and discussing seminar assignments, students will be able to communicate their conclusions, think critically and think in context.
Organizational Form:
2 seminar hours per week, totaling 22 hours per semester, delivered in a blended format (primarily in-person).
Student Workload:
11 sessions x 2 hours of direct instruction (total: 22 hours), 22 hours of continuous preparation for classes, 8 hours of preparation for the final performance, Total: 52 hours of student work
Teaching Methods:
A combination of monological methods (instruction) and practical methods.
Required Literature:
Sheet music/choral pieces as determined by the conductor.
Recommended Literature:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Proceedings from international symposia CANTUS CHORALIS.
Recordings of choral compositions from various stylistic periods and different choral ensembles.
Participation in the course requires the successful completion of an entrance exam, which assesses the student’s intonation and rhythmic abilities. This assessment is conducted by the choir conductor. The evaluation criteria are based on continuous and final practical collective/individual performance.
The evaluation of the continuous practical performance includes fulfilling partial tasks within specific voice groups and participation in internal, public, or other concert performances. The final practical performance consists of a collective presentation of selected repertoire studied during the course.
Grading Scale:
• A (100–91%, excellent – outstanding results)
• B (90–81%, very good – above-average standard)
• C (80–73%, good – consistent, reliable work)
• D (72–66%, satisfactory – acceptable results)
• E (65–60%, sufficient – meets minimum criteria)
• FX (59–0%, insufficient – requires additional work)
The course focuses on exploring choral works from various stylistic periods, gaining practical experience in their interpretation, and applying these methods in practice.
The aim of the course is to develop and enhance collective vocal expression within the framework of a choir ensemble. The student acquires the principles of choral singing technique and harmonic-rhythmic awareness. They develop skills in teamwork and communication. Additionally, the student gains stage experience and represents the university at domestic and international events.
Organizational Form:
2 seminar hours per week, totaling 22 hours per semester, delivered in a blended format (primarily in-person).
Student Workload:
11 sessions x 2 hours of direct instruction (total: 22 hours), 22 hours of continuous preparation for classes, 8 hours of preparation for the final performance, Total: 52 hours of student work
Teaching Methods:
A combination of monological methods (instruction) and practical methods.
Required Literature:
Sheet music/choral pieces as determined by the conductor.
Recommended Literature:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Proceedings from international symposia CANTUS CHORALIS.
Recordings of choral compositions from various stylistic periods and different choral ensembles.
Participation in the course requires the successful completion of an entrance exam, which assesses the student’s intonation and rhythmic abilities. This assessment is conducted by the choir conductor. The evaluation criteria are based on continuous and final practical collective/individual performance.
The evaluation of the continuous practical performance includes fulfilling partial tasks within specific voice groups and participation in internal, public, or other concert performances. The final practical performance consists of a collective presentation of selected repertoire studied during the course.
Grading Scale:
• A (100–91%, excellent – outstanding results)
• B (90–81%, very good – above-average standard)
• C (80–73%, good – consistent, reliable work)
• D (72–66%, satisfactory – acceptable results)
• E (65–60%, sufficient – meets minimum criteria)
• FX (59–0%, insufficient – requires additional work)
The course focuses on exploring choral works from various stylistic periods, gaining practical experience in their interpretation, and applying these methods in practice.
The aim of the course is to develop and enhance collective vocal expression within the framework of a choir ensemble. The student acquires the principles of choral singing technique and harmonic-rhythmic awareness. They develop skills in teamwork and communication. Additionally, the student gains stage experience and represents the university at domestic and international events.
Organizational Form:
2 seminar hours per week, totaling 22 hours per semester, delivered in a blended format (primarily in-person).
Student Workload:
11 sessions x 2 hours of direct instruction (total: 22 hours), 22 hours of continuous preparation for classes, 8 hours of preparation for the final performance, Total: 52 hours of student work
Teaching Methods:
A combination of monological methods (instruction) and practical methods.
Required Literature:
Sheet music as determined by the conductor.
Recommended Literature:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Proceedings from international symposia CANTUS CHORALIS.
Recordings of choral compositions from various stylistic periods and different choral ensembles.
Course Completion Requirements:
The evaluation criteria are based on the continuous and final practical collective performance. The assessment of the continuous practical performance includes completing partial tasks within the individual voice groups and participating in any internal, public, or other concert performances. The final practical performance consists of a collective presentation of the selected repertoire studied.
Grading Scale:
• A (100–91%, excellent – outstanding results)
• B (90–81%, very good – above-average standard)
• C (80–73%, good – consistent, reliable work)
• D (72–66%, satisfactory – acceptable results)
• E (65–60%, sufficient – meets minimum criteria)
• FX (59–0%, insufficient – requires additional work)
The course focuses on exploring choral works from various stylistic periods, gaining practical experience in their interpretation, and applying these methods in practice.
The student develops a sense of cultivated singing, with appropriate expression and performance.
The student enhances their musicality and applies acquired knowledge in vocal activities while working with musical material in choral ensembles.
The student gains an understanding of concert dramaturgy.
Organizational Form:
2 seminar hours per week, totaling 22 hours per semester, delivered in a blended format (primarily in-person).
Student Workload:
11 sessions x 2 hours of direct instruction (total: 22 hours), 22 hours of continuous preparation for classes, 8 hours of preparation for the final performance, Total: 52 hours of student work
Teaching Methods:
A combination of monological methods (instruction) and practical methods.
Required Literature:
Sheet music as determined by the conductor.
Recommended Literature:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Proceedings from international symposia CANTUS CHORALIS.
Recordings of choral compositions from various stylistic periods and different choral ensembles.
Course Completion Requirements:
The evaluation criteria are based on the continuous and final practical collective performance. The assessment of the continuous practical performance includes completing partial tasks within the individual voice groups and participating in any internal, public, or other concert performances. The final practical performance consists of a collective presentation of the selected repertoire studied.
Grading Scale:
• A (100–91%, excellent – outstanding results)
• B (90–81%, very good – above-average standard)
• C (80–73%, good – consistent, reliable work)
• D (72–66%, satisfactory – acceptable results)
• E (65–60%, sufficient – meets minimum criteria)
• FX (59–0%, insufficient – requires additional work)
The course focuses on exploring choral works from various stylistic periods, gaining practical experience in their interpretation, and applying these methods in practice.
The student develops a sense of cultivated singing, with appropriate expression and performance.
The student enhances their musicality and applies acquired knowledge in vocal activities while working with musical material in choral ensembles.
The student gains an understanding of concert dramaturgy.
Recommended reading:
according to the focus of the bachelor thesis topic
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The state examination of the defence of the thesis, its conditions and procedural aspects are regulated by the Internal Regulation No.1/2020 Study Regulations of the Faculty of Arts of Charles University, as well as by the Internal Regulation No. 5/2021 Study Regulations of the Charles University.
A student may take the state examination a) after obtaining at least such number of credits that after obtaining credits for successful completion of the last state examination he/she achieves the necessary number of credits for proper completion of studies and b) after successful completion of compulsory courses, compulsory elective courses and elective courses in the composition determined by the study programme except for the state examination and c) no disciplinary proceedings are conducted against him/her.
In the bachelor's degree, the student receives 12 credits for the successful defence of the bachelor's thesis (credits included in the UZ study plan).
According to the VP 23/2021 Internal Quality Assurance System for Higher Education of the Charles University in Bratislava, the student is evaluated in particular:
- Demonstration of the student's ability to collect and interpret relevant data (facts), usually within the field of study in which the student has completed the programme of study, with the possibility of interdisciplinary overlap into other fields if necessary;
- Demonstrate the ability to make informed decisions that also take into account social, scientific and ethical considerations;
- Ability to communicate information, concepts, problems and solutions to both professional and lay audiences.
- the ability to think and work creatively in the field of study in which they have completed their degree programme.
- knowledge and understanding of the problem/issue addressed.
- Applying their skills in collecting, interpreting and processing basic literature, which may include its application in practice, or solving a sub-task related to the student's future field of study/assignment.
The rating is awarded on a scale:
A 100 - 91% (excellent - outstanding results),
B 90 - 81% (very good - above average standard),
C 80 - 73% (good - normal reliable operation),
D 72 - 66% (satisfactory - acceptable results),
E 65 - 60% (sufficient - results meet minimum criteria),
Fx 59% or less (insufficient).
A student is evaluated with the FX grade if he/she has fulfilled the requirements for the grade only at a level not exceeding 60% of the total highest possible level of fulfilment of the requirements for the completion of the subject of the state examination - the defence of the bachelor thesis. In the same way, a student shall be assessed with an FX grade if he/she has submitted a thesis in violation of paragraph 7 of Article 56 of the UK Internal Regulation 23/2021 or has submitted a thesis that does not substantially meet the requirements under paragraph 1(d), paragraph 2(d) or paragraph 3(d) of Article 56 of the UK Internal Regulation 23/2021 Internal Quality Assurance System for Higher Education at the University of Bratislava.
The details and specifications of the requirements of the final theses for the individual teacher study programmes in combination (approbation) will be specified in the respective Study Programme Descriptions.
Slovak language, in the case of language approbations also the language of the respective subject approbation
Examination committee approved by the Scientific Council of PdF UK. State examination: the defence of the bachelor thesis is carried out only from one approbation. Credits are counted towards "UZ".
Brief outline of the course:
1. Contribution of the thesis to the field of study. The evaluation of the bachelor thesis assesses whether the student has adequately demonstrated the ability to work creatively in the field of study in which he/she has completed the study programme, reflects the degree of demonstration of knowledge and knowledge of the issue, assesses the skills applied in collecting, interpreting and processing the basic literature, or the extent to which the student has mastered the application of theoretical assumptions in practice or how he/she is able to solve a subtask that is related to the focus of the student's bachelor thesis;
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 as a subject of the state examination includes originality protocols: from the Central Register and Theses, the results of which are commented on by the supervisor 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 Regulation No. 2/2018 Directive of the Rector of Charles University in Bratislava;
5. Respecting the recommended scope of the final thesis (the recommended scope of a bachelor's thesis is usually 30 - 40 standard pages - 54 000 to 72 000 characters including spaces), the adequacy of the scope of the thesis is assessed by the supervisor of the thesis;
6. Linguistic and stylistic level of the work and formal editing;
7. The manner and form of defending the thesis and the student's ability to respond adequately to the comments and questions in the supervisor's and opponent's evaluations.
8. In the study programme focused on the teaching of art-educational subjects, the presentation of artistic outputs and performances may be part of the final thesis and its defence.
Learning outcomes:
The learning outcome is in accordance with the Long-Term Plan of the Charles University/PdF, the mission and strategic goals of the Charles University/PdF, in accordance with the description of the field of study, in accordance with the NKR/SKR/DD, in accordance with the profile of the graduate, in accordance with the learning objectives and learning outcomes in the individual subjects of the study programme curriculum, and other relevant documents.
The student is able to demonstrate his/her ability to work creatively in the field of study in which he/she has completed the study programme when conceiving his/her bachelor thesis. The student is able to demonstrate adequate knowledge of the subject matter and to apply his/her skills in collecting, interpreting and processing the basic literature, or its application in practice, or is able to solve a sub-task related to the focus of the student's bachelor's thesis.