Type of activities, scope (number of hours) and methods of educational activities: 2 hours lecture/week, 22 hours total per semester, combined (primarily full-time)
Student workload 22 hours of direct instruction, 16 hours of preparation for seminar work; 20 hours for midterm evaluation, 32 hours for exam, total of 90 hours of student work
Teaching methods: monological, discussion of the material covered
Compulsory/Recommended readings: ABRAHAM, G. Stručné dejiny hudby. Bratislava: Hudobné centrum, 2003. ISBN 80-88884-58-6.
HRČKOVÁ, N. Dejiny hudby I. Európsky stredovek. Bratislava: Orman, 2003. ISBN 80-968773-3-X.
HRČKOVÁ, N. Dejiny hudby II. Renesancia. Bratislava: Ikar, 2004. ISBN 80-551-0927-3.
GEIST, Bohumil. Původ hudby. Praha: Supraphon, 1970.
MOTTE de la Diether. Kontrapunkt. Ein Lese- und Arbeitsbuch. Bärenreiter, 1981. ISBN 3-7618-4371-2.
TARUSKIN, R. Music trom the Earliest Notation to the Sixteenth Century. The Oxford History of Western Music. Oxford University Press, 2010. ISBN 978-0-19-538481-9.
EGGEBRECHT, H. H. Musik im Abendland. Mníchov: Piper Verlag, 1996. ISBN 978-3-492-22301-0.
DYKAST, R. Hudba věku melancholie. Praha: Toga, 2005. ISBN 80-9029112-5-2
RYBARIČ, R. Dejiny hudobnej kultúry na Slovensku I. Bratislava: Opus, 1984.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements: The assessment of the course is divided into three phases. During the semester, the student will prepare and publicly present a seminar paper on a chosen topic, which will be graded on a scale of 0-25 points. In addition, he/she will take a sound test (score scale 0 - 25 points) of the repertoire of pieces presented under each of the thematic headings. At the end of the semester, the student will take an oral examination graded on a scale of 0-50 points. The overall grade is obtained by summation.
A grade of A requires a score of at least 91 points, a grade of B requires a score of at least 81 points, a grade of C requires a score of at least 73 points, a grade of D requires a score of at least 66 points, and a grade of E requires a score of at least 60 points.
The marks shall be awarded on a scale:
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)
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. Credit will not be awarded to a student who obtains less than 15 points in any of the four written examinations. To pass the course, a minimum score of 60% is required.
A - excellent performance, the student knows the basic concepts of the history of European music, can apply what he/she has learnt in theory to practice; the seminar paper meets all the set criteria; critically evaluated; unproblematic mastery of the sound test from the set repertoire
B - excellent performance, the student masters the basic concepts, but slight deficiencies are observed in the application of knowledge to practice - solves model situations with minor hesitations; slight deficiencies are observed in the seminar work; critical thinking is borderline; mastery of the sound test from the set repertoire with deficiencies due to uncertainty
C - good performance, the student has acquired the knowledge, but can only partially apply what he/she has learned to practice; he/she has problems with complex problem solving, the seminar work has shortcomings; partial mastery of the sound test from the set repertoire
D - acceptable performance, the student has only partially mastered the knowledge, he/she has significant deficiencies in the problem, he/she cannot apply what he/she has learnt in practice, he/she has problems solving model situations; his/her seminar work meets the minimum criteria; mastery of the sound test from the set repertoire with more serious deficiencies, with incomplete sound analysis
E - minimally acceptable performance; the student has acquired minimal knowledge and cannot transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the content of the training, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content): The origin and origin of music. Music of antiquity. Early Christian liturgical singing and monophonic Latin liturgical singing. Secular music. Multiphonics, the beginnings of polyphony and music of the 13th century. French and Italian Ars nova of the 14th century. Music theory (diastematic regulation of musical material, modality, problems of consonance and dissonance, musical forms) and musical aesthetic views in the Middle Ages. Notation. The Renaissance as an epoch, problems of style, foundations of Renaissance counterpoint, music theory, musical types and forms (mass, motet, chanson, madrigal). Church vs. secular music, national styles. Major composers (Dufay, Binchois, Ockeghem, Josquin, Jannequin, Victoria, Palestrina, Lasso, Tallis, Byrd, Gesualdo, etc.) - life and brief characteristics of works. Instrumental music.
Learning outcomes/ Objectives and learning outcomes: The student is introduced to the origins and origins of music, with the focus of the course being an overview of European music from antiquity to the end of the 16th century. The course focuses on the history of musical culture (music as a social phenomenon within general history and the history of art), the transformations and significance of historical musical styles, key events, personalities and works.
Transferable competences:
Upon completion of the lectures, the student will gain an expanding cultural overview, enhance historical awareness, accentuate the listening experience, and lead students to the ability to independently and creatively manipulate the knowledge they have acquired. An active approach to music and connections to pedagogical practice at various levels of arts education are emphasized.
Type of activities, scope (number of hours) and methods of educational activities: Scope, type/method of teaching and organizational form:
2 hours lecture/week, 22 hours total per semester, combined (primarily face-to-face)
Student workload 22 hours, 16 hours of preparation for seminar work; 20 hours for mid-term evaluation, 32 hours for examination, total 90 hours of student work
Teaching methods: monological, discussion of the material covered
Compulsory/Recommended readings: ABRAHAM, G. Stručné dejiny hudby. Bratislava: Hudobné centrum, 2003. ISBN 80-88884-58-6.
BUKOFZER, M. Hudba v období baroka. Bratislava: Opus, 1986.
EGGEBRECHT, H. H. Musik im Abendland. Mníchov: Piper Verlag, 1996. ISBN 978-3-492-22301-0.
KAČIC, L. Dejiny hudby III. Barok. Bratislava: Ikar, 2008.ISBN978-80-551-1510-8
MOTTE de la, D. Harmonielehre. Bärenreiter, 1999. ISBN 3-7618-4183-3.
MOTTE de la, D. Kontrapunkt. Ein Lese- und Arbeitsbuch. Bärenreiter, 1981. ISBN 3-7618-4371-2.
ROSEN, CH.. Klasicizmus. Bratislava: Hudobné centrum, 2005. ISBN 80-88884-68-3.
TARUSKIN, R.. Music in the Seventeenth and Eighteenth Centuries. The Oxford History of Western Music. Oxford University Press, 2010. ISBN 978-0-19-538482-6.
DYKAST,R.. Hudba věku melancholie. Praha: Toga, 2005. ISBN 80-9029112-5-2
RYBARIČ, R. Dejiny hudobnej kultúry na Slovensku I. Bratislava: Opus, 1984.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements: The assessment of the course is divided into three phases. During the semester, the student will prepare and publicly present a seminar paper on a chosen topic, which will be graded between 0 and 25 points. In addition, he/she will take a sound test (score scale 0 - 25 points) of the repertoire of pieces presented under each topic. At the end of the semester, the student will take an oral examination graded on a scale of 0-50 points. The overall grade is obtained by summation.
A grade of A requires a score of at least 91 points, a grade of B requires a score of at least 81 points, a grade of C requires a score of at least 73 points, a grade of D requires a score of at least 66 points, and a grade of E requires a score of at least 60 points.
The marks shall be awarded on a scale:
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)
A - excellent performance, the student knows the basic concepts of the history of European music, can apply what he/she has learnt in theory to practice; the seminar work meets all the set criteria; critically evaluated; trouble-free mastery of the sound test from the set repertoire
B - excellent performance, the student masters the basic concepts, but slight deficiencies are observed in the application of knowledge to practice - solves model situations with minor hesitations; slight deficiencies are observed in the seminar work; critical thinking is borderline; mastery of the sound test from the set repertoire with deficiencies due to uncertainty
C - good performance, the student has acquired the knowledge, but can only partially apply what he/she has learned to practice; he/she has problems with complex problem solving, the seminar work has shortcomings; partial mastery of the sound test from the set repertoire
D - acceptable performance, the student has only partially mastered the knowledge, he/she has significant deficiencies in the problem, he/she cannot apply what he/she has learnt in practice, he/she has problems solving model situations; his/her seminar work meets the minimum criteria; mastery of the sound test from the set repertoire with more serious deficiencies, with incomplete sound analysis
E - minimally acceptable performance; the student has acquired minimal knowledge and cannot transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the content of the training, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content): Stylistic comparison of Renaissance and Baroque music, periodization of Baroque. Early Baroque in Italy, Germany, the Netherlands and England. Music of the High Baroque, national styles: opera, cantata, oratorio, instrumental music. Late Baroque: the origins and development of the concerto. A. Vivaldi, J. S. Bach, G. Vivaldi, A. Vivaldi, A. Vivaldi, A. S. Bach, G. F. Handel - life and works. Music of the 17th century in Central and Eastern Europe. Gallant style, rococo, emotional style, periodization of classicism. Music of Bach's sons, important European musical centres of the 18th century: Mannheim, Berlin. Vienna.
Learning outcomes/ Objectives and learning outcomes: The student will gain a basic overview of music of the 17th and 18th centuries. The course focuses on the history of musical culture (music as a social phenomenon within general history and art history), the transformations and significance of historical musical styles, key events, personalities and works.
Transferable competences:
Lectures broaden cultural overview, strengthen historical awareness, emphasize the listening experience, and lead students to the ability to independently and creatively manipulate the knowledge they have acquired. Wherever possible, an active approach to music and connections to pedagogical practice at various levels of arts education are emphasized.
Type of activities, scope (number of hours) and methods of educational activities: Scope, type/method of teaching and organisational form
Form of teaching : lecture, combined form (primarily face-to-face)
Recommended scope of teaching (in hours):
Weekly: 2 Over the study period: 22 hours
Student workload: 22 hours, 16 hours of preparation for the seminar paper, 20 hours for the mid-term evaluation, 32 hours for the examination, 90 hours in total
Learning methods: monological, discussion of the material covered, self-study of literature
Compulsory/Recommended readings:
ABRAHAM, G. Stručné dejiny hudby. Bratislava: Hudobné centrum, 2003. ISBN 80-88884-58-6.
EINSTEIN, A. Hudba v období romantizmu. Bratislava: Opus, 1989.
ELSCHEK, O.(ed.). Dejiny slovenskej hudby. Bratislava: UHV SAV- Asco, 1996. ISBN 80-88820-04-9.
HRČKOVÁ, N.(ed.) Dejiny hudby V. Hudba 19. storočia. Bratislava: Ikar, 2010. ISBN978-80-551-2453-7.
MICHALKOVÁ, Ľ. Krehkosť a monumentálnosť. Bratislava: Hudobné centrum 2021. 9788089427710.
ROSEN, CH. Klasicizmus. Bratislava: Hudobné centrum, 2005. ISBN 9788088884682.
EGGEBRECHT, H. H. Musik im Abendland. Mníchov: Piper Verlag, 1996. ISBN 978-3-492-22301-0.
MOTTE de la, D. Harmonielehre. Bärenreiter, 1999. ISBN 3-7618-4183-3
ROSEN, CH. Romantic Generation. Harvard University Press, 1995. ISBN 0-674-77934-7. ŠUBA, A.: O pol siedmej budú hrať v divadle Beethovena. In: Hudobný život, roč. 52, č. 4 (2020), s. 21-24.
ŠUBA, A.: Modlitby pre všetky časy. In: Hudobný život, roč. 52, č. 5 (2020), s. 22 – 25. TARUSKIN, R. Music in the Nineteenth Century. The Oxford History of Western Music. Oxford University Press, 2010. ISBN 978-0-19-538483-3.
Supplementary study materials: reading from the correspondence of Beethoven, Mozart and Chopin as part of the programme Musical Layering of Radio Devín (read by R. Roth, scriptwriter A. Šuba, available RTVS archive 2020/2021).
Course completion requirements: The course assessment is divided into three phases.
During the semester, the student will prepare and publicly present a seminar paper on the chosen topic, which will be evaluated in the range of 0 - 25 points.
In addition, he/she will take a sound test (score scale 0 - 25 points) of the repertoire of pieces presented under each of the thematic headings.
At the end of the semester, the student will take an oral examination graded on a scale of 0-50 points. The overall grade is obtained by summation.
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.
The grade is awarded on a scale:
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)
A - excellent performance, the student has mastered the basic concepts of the history of European music, can apply what he/she has learned in theory to practice; the seminar work meets all the set criteria; critically evaluated; unproblematic mastery of the sound test from the set repertoire
B - excellent performance, the student masters the basic concepts, but slight deficiencies are observed in the application of knowledge to practice - solves model situations with minor hesitations; slight deficiencies are observed in the seminar work; critical thinking is borderline; mastery of the sound test from the set repertoire with deficiencies due to uncertainty
C - good performance, the student has acquired the knowledge, but can only partially apply what he/she has learned to practice; he/she has problems with complex problem solving, the seminar work has shortcomings; partial mastery of the sound test from the set repertoire
D - acceptable performance, the student has only partially mastered the knowledge, he/she has significant deficiencies in the problem, he/she cannot apply what he/she has learnt in practice, he/she has problems solving model situations; his/her seminar work meets the minimum criteria; mastery of the sound test from the set repertoire with more serious deficiencies, with incomplete sound analysis
E - minimally acceptable performance; the student has acquired minimal knowledge and cannot transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the content of the training, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
In case of adequate language skills of students, work with foreign literature is part of the teaching
Course outcomes of subject (content):
The geniuses of the so-called Viennese classicism: Haydn Mozart, Beethoven, life and work. Musical Romanticism: time definition, periodization, basic aesthetic starting points. Originality, cult of genius, musical institutions. Representatives of early romanticism Schubert, Mendelssohn, Schumann, Chopin - life and work. Symphonic music in the 19th century (symphony, symphonic poem, concerto). Absolute vs. programme music: Berlioz, Liszt, Brahms, Bruckner, Mahler. Opera in the Romantic period (French, Italian German). Life and works of Wagner and Verdi. National styles in the 19th century. Russian (Glinka, Tchaikovsky, The Mighty Few) and Czech music (Smetana, Dvořák). Musical romanticism in the territory of today's Slovakia, J. L. Bella.
Learning outcomes/ Objectives and learning outcomes: The student will gain a basic overview of music of the late 18th century and in the 19th century. We will briefly touch on topics left over from DEH II.The course focuses on the history of musical culture (music as a social phenomenon within general history and the history of art) and on the forms, transformations and significance of historical musical styles, noting and learning to understand their interrelationships. Particular emphasis is placed on learning about the history of musical culture in the territory of today's Slovakia and understanding its specifics in a broader international context.
Transferable competences:
Lectures integrate knowledge of music history, music aesthetics, and music theory, broaden cultural insight, strengthen historical awareness, accentuate students' listening experience, and lead them to the ability to independently, creatively handle, interpret, and verbalize the acquired knowledge. Wherever possible, links to teaching practice at different levels of arts education and an active approach to music are emphasised.
Type of activities, scope (number of hours) and methods of educational activities: 2 hours lecture/week, 22 hours/semester, combined (primarily face-to-face)
Student workload: 22 hours, 16 hours of preparation for a seminar paper of 8-10 standard pages, 20 hours for a midterm evaluation, 32 hours for an exam, 90 hours total
Teaching methods: monological, discussion of the material covered, self-study of literature
Compulsory/Recommended readings:
Povinná literatúra:
BURLAS, L. Slovenská hudobná moderna. Bratislava: Obzor, 1983.
ELSCHEK, O. (ed.). Dejiny slovenskej hudby. Bratislava: Ústav hudobnej vedy SAV – ASCO, 1996. ISBN 80-88820-04-9.
HRUŠOVSKÝ, I. Slovenská hudba v profiloch a rozboroch. Bratislava: ŠHV, 1964.
JURÍK, M. - ZAGAR P.. 100 slovenských skladateľov. Bratislava: Národné hudobné centrum, 1998. ISBN 80-967799-6-6.
CHALUPKA, Ľ. Cestami k tvorivej profesionalite. Sprievodca slovenskou hudbou 20. storočia I (1901 – 1950). Bratislava: Univerzita Komenského, Filozofická fakulta, 2015. ISBN 978-80-8127-091-8.
KALINAYOVÁ-BARTOVÁ, J. Hudobné dejiny Bratislavy. Od stredoveku po rok 1918. Bratislava: Ars Musica, 2020. ISBN 9780 80-971672-5-7.
KAČIC, L. Dejiny hudby III. Barok. Bratislava: Ikar, 2008. ISBN 978-80-551-1510-8. MÚDRA, D. Dejiny hudobnej kultúry na Slovensku II. Klasicizmus. Bratislava: Vydavateľstvo Slovenského hudobného fondu, 1993. ISBN 80-966995-3-9.
MÚDRA, D. Hudobný klasicizmus na Slovensku v dobových dokumentoch. Bratislava: Ister Science, 1996. ISBN 80-88683-15-7.
RYBARIČ, R. Dejiny hudobnej kultúry na Slovensku I. Stredovek, renesancia, barok. Bratislava: Opus, 1984.
Recommended readings:
ALBRECHT, A. Túžby a spomienky. Bratislava: Hudobné centrum, 2008.
ISBN 978-80-88884-98-9.
BUGALOVÁ, E. Hudobná Trnava a Mikuláš Schneider-Trnavský. Trnava: Spolok sv. Vojtecha, 2011. ISBN: 978-80-7162-891-0.
CHALUPKA, Ľ. Slovenská hudobná avantgarda. Bratislava: Univerzita Komenského, Filozofická fakulta, Katedra hudobnej vedy, 2011. ISBN 80-223-3115-9.
LENGOVÁ, J. Antológia klavírnej hudby na Slovensku (1830 – 1918). Pramenná edícia s úvodnou štúdiou. Bratislava: Ústav hudobnej vedy SAV, 2015. ISBN 978-80-89135-35-6.
MÚDRA, D. Dejiny hudobnej kultúry na Slovensku II. Klasicizmus. Bratislava: Vydavateľstvo Slovenského hudobného fondu, 1993. ISBN 80-966995-3-9.
MÚDRA, D. Hudobný klasicizmus na Slovensku v dobových dokumentoch. Bratislava: Ister Science, 1996. ISBN 80-88683-15-7.
RUŠČIN, P. Cantus Catholici a tradícia duchovného spevu na Slovensku. Bratislava: Ústav hudobnej vedy SAV, 2012. ISBN 978-80-89135-29-5.
RUŠČIN, P. Cantus Catholici a tradícia duchovného spevu na Slovensku. Bratislava: Ústav hudobnej vedy SAV, 2012. ISBN 978-80-89135-29-5.
RYBARIČ, R. Dejiny hudobnej kultúry na Slovensku I. Stredovek, renesancia, barok. Bratislava: Opus, 1984
ŠUBA, A. Hudobný život v Liptovskom Hrádku na konci 18. a začiatkom 19. storočia. In: Hudobno-historický výskum na Slovensku začiatkom 21. storočia Bratislava: Stimul, 2007, s. 317-394. ISBN 978-80-89236-35-8.
VESELOVSKÁ, E. – ADAMKO, R. – BEDNÁRIKOVÁ, J. Stredoveké pramene cirkevnej hudby na Slovensku. Bratislava: Slovenská muzikologická spoločnosť – Ústav hudobnej vedy SAV, 2017. ISBN 978-80-89135-38-7.
ZAVARSKÝ, E. Ján Levoslav Bella. Život a dielo. Bratislava: SAV, 1955.
Štúdie a články publikované v periodikách Hudobný život, Slovenská hudba, Musicologica Slovaca, Musicologica Istropolitana.
Course completion requirements: The course assessment is divided into three phases. During the semester, the student will prepare and publicly present a seminar paper on a topic related to the musical history of the region from which he/she comes, which will be evaluated in the range of 0 - 25 points. In addition, he/she will take a sound test (0-25 points scale) of the repertoire of the pieces presented in the individual thematic areas. At the end of the semester, the student will take an oral examination graded on a scale of 0-50 points. The overall grade is obtained by summation. 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.
The grade is awarded on a scale:
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 - additional work required)
A - excellent performance, the student knows the basic concepts of the history of Slovak music, he/she can apply what he/she has learned in theory to practice; the seminar work related to the musical history of the region from which he/she comes meets all the set criteria; critically evaluated; trouble-free mastery of the sound test from the set repertoire,
B - excellent performance, the student masters the basic concepts, but in the application of knowledge to practice, slight deficiencies are observed - solves model situations with minor hesitations; in the seminar work related to the musical history of the region from which he/she comes, slight deficiencies are observed; critical thinking is borderline; mastery of the sound test from the set repertoire with deficiencies due to uncertainty,
C - good performance, although the student has acquired the knowledge, but can only partially apply what he/she has learned to practice; he/she has problems with complex problem solving, the seminar work related to the musical history of the region from which he/she comes has shortcomings; partial mastery of the sound test from the set repertoire,
D - acceptable performance, the student has only partially mastered the knowledge, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, with problems solving model situations; his/her seminar work related to the musical history of the region where he/she comes from meets the minimum criteria; mastery of the sound test from the set repertoire with more serious deficiencies, with incomplete sound analysis,
E - minimally acceptable performance; the student has acquired minimal knowledge and is unable to transfer it adequately into practice,
Fx - unacceptable performance, the student has not sufficiently mastered the content of the education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content): Beginnings of music in Slovakia. The Middle Ages (9th - 14th century): musical culture of Great Moravia, monophonic Latin liturgical singing, the beginnings of polyphony and polyphonic music, the beginnings of sacred song, secular music, the beginnings of music theory. Renaissance (15th-16th centuries): humanistic education, musical instrumentation, forms of music dissemination, polyphony, sacred song, music theory. Baroque (17th-18th centuries): centres, circuits and repertoire, polyphony and polychory, concertante style, chorale, sacred song, secular dance and occasional music. Classicism (18th century - 1830): repertoire, education and publishing, composers, performers, theorists. Music in the period of Romanticism and national-emancipation efforts (1830-1918): musical life, musical production, personalities. Music in Slovakia in the first half of the 20th century. Music in Slovakia in the second half of the 20th century, with overlap to the present.
Learning outcomes/ Objectives and learning outcomes: The student will gain a basic overview of the history of Slovak music from the earliest times to the present. The course focuses on the history of musical culture (music as a social phenomenon within general history and the history of art) and on the forms, transformations and significance of historical musical styles, noticing and learning to understand their interrelationships. Lectures broaden cultural insight, strengthen historical awareness, accentuate students' listening experience, and lead them to the ability to independently, creatively handle, interpret, and verbalize the knowledge they have acquired. Wherever possible, links to pedagogical practice at different levels of arts education and an active approach to music are emphasised.
Transferable competencies:
Lectures integrate knowledge of music history, music aesthetics, and music theory (emphasizing cross-curricular relationships), broaden cultural insight, strengthen historical awareness, emphasize students' listening experience, and lead them to the ability to independently, creatively handle, interpret, and verbalize the knowledge they have acquired. Wherever possible, links to pedagogical practice at different levels of arts education and an active approach to music are emphasised.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours lecture/week, 22 hours total per semester, combined (primarily full-time)
Student workload 11 x 2 hours = 22 hours of direct teaching, 19 hours of preparation for seminar work and research; 19 hours for continuous assessment, total 60 hours of student work
Teaching methods: combined (primarily face-to-face), monological, discussion of the material covered
Compulsory/Recommended readings:
ASTON, P. – WEBB, J. Music Theory in Practice. Grade 7. Londýn: The Associated Board of the Royal Schools of Music (ABRSM), 1993.
ASTON, P. – WEBB, Julian. Music Theory in Practice. Grade 8. Londýn: The Associated Board of the Royal Schools of Music (ABRSM), 1993.
KAISER, U. Gehörbildung. Satzlehre, Improvisation, Höranalyse. Ein Lehrgang mit historischen Beispielen. Bärenreiter, 1989. ISBN 3-7618-1159-4.
SUCHOŇ, E. – FILIP, M. Stručná náuka o hudbe. Bratislava: Opus, 1993. ISBN 80-7093-159-0.
Recommended readings:
TAYLOR, E. The AB Guide to Music Theory I. Londýn: The Associated Board of the Royal Schools of Music (ABRSM), 1989. ISBN: 9781854724465.
TAYLOR, E. The AB Guide to Music Theory II. Londýn: The Associated Board of the Royal Schools of Music (ABRSM), 1991. ISBN 9781854724472.
TAYLOR, E. Music Theory in Practice. Grade 5. Londýn: The Associated Board of the Royal Schools of Music (ABRSM), 2008.
ZENKL, L. ABC hudební náuky. Praha: Supraphon, 1976. ISBN 80-7058-284-7.
Slovak
In case of adequate language skills of students, work with foreign literature is part of the teaching
Course outcomes of subject (content): Sounds, tones, tonal system, pitches and tunings. Intervals, tone series, scales and modes. Rhythm, tempo, beat. Dynamics, expression. Notation, musical notation, score. Musical terminology. Musical instruments. Chording, harmonic cadences. Melodic ornaments. Musical forms. Introduction to harmony and counterpoint. Means of expression in 20th century and contemporary music.
Learning outcomes/ Objectives and learning outcomes: The aim of the course is to consolidate and unify the music-theoretical competences (knowledge and skills) acquired by studying at conservatories, primary art schools, or self-study.
Transferable competences:
In addition to a comprehensive grasp of the subject, the student acquires basic analytical tools for practice, which he/she will apply during the following studies in the subjects of music theory II-IV, music analysis, history of music, playing an instrument and singing. The ideal is to reach the standards required in the international ABRSM tests, the mastery of which enables the graduate to pursue a career in music education not only at home but also abroad. Links to educational practice in primary schools and ZUŠ are emphasised.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours lecture/week, 22 hours total per semester, combined (primarily full-time)
Student workload 22 hours of direct instruction, 16 hours of preparation for seminar work; 20 hours for midterm evaluation, 32 hours for exam, total of 90 hours of student work
Teaching methods: combined (primarily face-to-face), monological, discussion of the material covered
Compulsory/Recommended readings:
BENEŠ, J. O harmónii. Bratislava: Hudobné centrum, 2003. ISBN 80-88884-40-3.
FILIP, M. Vývinové zákonitosti klasickej harmónie. Bratislava: Národné hudobné centrum, 1997. ISBN 80-967799-5-8.
MOTTE de la, D. Harmonielehre. Bärenreiter, 1999. ISBN 3-7618-4183-3.
Recommended readings:
TARUSKIN, R. Music in the Seventeenth and Eighteenth Centuries. The Oxford History of Western Music. Oxford University Press, 2010. ISBN 978-0-19-538482-6.
Hudobná literatúra: partitúry hudby 17. – 20. storočia.
Notes:
In the case of good language skills of the student, we include relevant foreign language literature in addition to the literature in Slovak language.
B-KHVde005 Music Theory I
Course completion requirements:
The student is evaluated continuously for demonstrating competence in the music-theoretical issues discussed. A total of 50 points may be earned for the continuous assessment. The course is completed by examination (with a score of 0-50 points). An A grade requires a minimum of 91 points, a B grade requires a minimum of 81 points, a C grade requires a minimum of 73 points, a D grade requires a minimum of 66 points and an E grade requires a minimum of 60 points.
The marks are awarded on a scale:
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)
A - excellent performance, the student knows the basic concepts of music-theoretical issues, can apply what he/she has learned in theory to practice; critically evaluates;
B - excellent performance, the student masters basic concepts in the field of music-theoretical issues, however, slight deficiencies are observed in the application of knowledge to practice - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of music-theoretical problems, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of music-theoretical problems, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of music-theoretical issues, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge in the field of music-theoretical issues, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Quintacord as a vertical unit. Cadence. The beginnings of harmonic thinking. Basics of tonal functional harmony. Harmonic thinking in the 17th-19th centuries. Selected problems of harmony in the space of extended tonality in the 20th century. Chords of the higher third system, chordal complexes. Tonality. Harmony. Harmonic analysis. Modulations. Harmonisation of chorale, song, cantus firmus, general bass, affect theory and rhetorical figures.
Learning outcomes/ Objectives and learning outcomes:
The student is able to harmonically analyze a multiphonic scale in the space of functional tonality, to read the general bass, to master the problem of modulations and to practically harmonize a simple melody, to elaborate the realization of a multiphonic scale on the basis of the general bass and to realize different types of modulations.
Transferable competences:
Understands the principles of harmony of the period of extended tonality and is able to create simple harmonic examples in this space.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours lecture/week, 22 hours total per semester, combined (primarily full-time)
Student workload 22 hours of direct instruction, 16 hours of preparation for seminar work; 20 hours for midterm evaluation, 32 hours for exam, total of 90 hours of student work
Teaching methods: combined (primarily face-to-face), monological, discussion of the material covered
Compulsory/Recommended readings:
HŮLA, Z. Nauka o kontrapunktu. Praha: Státní hudební vydavatelství,1965.
JEPPESEN, K. Kontrapunkt. Leipzig: VEB Breitkopf und Härtel, 1978.
KAISER, U. Gehörbildung. Satzlehre, Improvisation, Höranalyse. Ein Lehrgang mit historischen Beispielen. Bärenreiter, 1989. ISBN 3-7618-1159-4.
MOTTE de la, D. Kontrapunkt. Ein Lese- und Arbeitsbuch. Bärenreiter, 1981. ISBN 3-7618-4371-2.
RIESINGER, K. Nauka o kontrapunktu 20. století. Praha: Panton, 1984.
Recommended readings:
TARUSKIN, R. Music in the Seventeenth and Eighteenth Centuries. The Oxford History of Western Music. Oxford University Press, 2010. ISBN 978-0-19-538482-6.
Musical literature: scores of 17th-20th century music.
Flamová, Z., & Mierna, Y. (2021). Vybrané kapitoly z Hudobných foriem a kontrapunktu (Vysokoškolská učebnica pre neabsolventov konzervatória).Vysoká škola múzických umení.
Notes:
In the case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The student is evaluated on an ongoing basis for demonstrating competence in the music-theoretical issues discussed. A total of 50 points may be earned for the continuous assessment. The course is completed by examination (with a score of 0-50 points). The overall grade is the sum of the interim assessment and the final examination grade. An A grade requires at least 91 points, a B grade requires at least 81 points, a C grade requires at least 73 points, a D grade requires at least 66 points and an E grade requires at least 60 points. Grades are awarded on a scale:
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)
A - excellent performance, the student knows the basic concepts of music-theoretical issues, can apply what he/she has learned in theory to practice; critically evaluates;
B - excellent performance, the student has mastered the basic concepts in the field of music-theoretical issues, but in the application of knowledge to practice there are slight deficiencies - the student solves model situations with minor hesitations; critical thinking is borderline; C - good performance, the student has mastered the knowledge in the field of music-theoretical issues, but can only partially apply what he/she has learnt to practice; he/she has problems with complex problem-solving tasks;
D - acceptable performance, the student has only partially mastered the knowledge in the field of music-theoretical problems, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of music-theoretical issues, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge in the field of music-theoretical issues, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Polyphony. Bourdon. Heterophony. Polyphony, its development and types. Counterpoint techniques. Types of counterpoint in different periods of European music (from the Gothic to the present). Imitation, permutation. Counterpoint analysis.
Learning outcomes/ Objectives and learning outcomes:
The student is able to analyse polyphonic texture across the whole spectrum of its development (from the Gothic, through the Renaissance, Baroque, 18th and 19th centuries to modern types of polyphony in the 20th century). It is able to produce simple studies reflecting different types of counterpoint.
Transferable competencies:
In addition to a comprehensive grasp of the subject matter, the student acquires the basic analytical tools for practice, which he/she will apply during subsequent studies in the courses Music Theory II-IV, Music Analysis, Music History, Instrument Playing, and Singing. The ideal is to reach the standards required in the international ABRSM tests, the mastery of which enables the graduate to pursue a career in music education not only at home but also abroad.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours lecture/week, 22 hours total per semester, combined (primarily full-time)
Student workload 22 hours of direct instruction, 16 hours of preparation for seminar work; 20 hours for midterm evaluation, 32 hours for exam, total of 90 hours of student work
Teaching methods: combined (primarily face-to-face), monological, discussion of the material covered
Compulsory/Recommended readings:
BURLAS, L. Formy a druhy hudobného umenia. 4. vydanie. Žilina: EDIS-Vydavateľstvo ŽU, 2006. ISBN 80-8070-522-4.
FALTIN, P. Funkcia zvuku v hudobnej štruktúre. Bratislava: Štátne hudobné vydavateľstvo, 1966.
KRESÁNEK, J. Základy hudobného myslenia. Bratislava: Opus, 1977.
KRESÁNEK, J. Tonalita. Bratislava: Opus, 1982.
KRESÁNEK, J. Tektonika. Bratislava: ASCO – Art & Science, 1994. ISBN 80-901416-7-6.
KÜHN, C. Analyse lernen. Bärenreiter, 1999. ISBN 3-7618-1154-3.
RISINGER, K. Hierarchie hudebních celků v novodobé evropské hudbě. Praha: Panton, 1969
Recommended readings:
SCHÖNBERG, A. Fundamentals of Musical Composition. London: Faber, 1967. ISBN 0-571-09276-4.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements: The student is evaluated continuously for demonstrating competence in the music-theoretical issues discussed. A total of 50 points may be earned for the continuous assessment. The course is completed by examination (with a score of 0-50 points). The overall grade is the sum of the interim assessment and the final examination grade. An A grade requires at least 91 points, a B grade requires at least 81 points, a C grade requires at least 73 points, a D grade requires at least 66 points and an E grade requires at least 60 points.
Grades are awarded on a scale:
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)
A - excellent performance, the student knows the basic concepts of music-theoretical issues, can apply what he/she has learned in theory to practice; critically evaluates;
B - excellent performance, the student masters basic concepts in the field of music-theoretical issues, however, slight deficiencies are observed in the application of knowledge to practice - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of music-theoretical problems, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of music-theoretical problems, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of music-theoretical issues, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge in the field of music-theoretical issues, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Musical units and their hierarchy. Building units of music and working with them. Musical shapes and forms and their typology in historical cross-section. Form analysis. Forms and types of musical art from the origins to the present. Musical thinking.
Learning outcomes/ Objectives and learning outcomes:
The student is introduced to the forms and types of musical art in a historical cross-section. The student is able to analyze simpler musical forms and shapes across a wide spectrum of musical development (from Gothic to contemporary). The student will become familiar with the basic principles of musical thought.
Transferable competences:
In addition to a comprehensive grasp of the subject matter, the student acquires basic analytical tools for practice, which he/she will apply in the following courses: music theory II-IV, music analysis, history of music, playing an instrument and singing. The ideal is to reach the standards required in the international ABRSM tests, the mastery of which enables the graduate to pursue a career in music education not only at home but also abroad.
Compulsory/Recommended readings:
Povinná literatúra:
BURLAS, L. Teória hudobnej pedagogiky. Prešov: FHaPV PU, 1997. ISBN 978-80-8888-506-1.
MEDŇANSKÁ, I. Systematika hudobnej pedagogiky. Prešov: Prešovská univerzita v Prešove, 2010. ISBN 978-805550-0149-9.
PETTY, G. Moderní vyučování. Praha: Portál, 2008. ISBN 978-80-7367-427-4.
Recommended (of interest):
BLAŽEKOVÁ, M. Orff-Schulwerk: princípy a adaptácia. Nitra: Univerzita Konštantína Filozofa, 2011. ISBN 978-80-8094-997-6.
BOROŠ, T. Východiská a zásady funkčnej hudobnej výchovy. In Slovenská hudba vo Vojvodine. Nový Sad: Národná rada slovenskej národnostnej menšiny v Srbsku, 2011.
HASELBACH, B. a kol. Studientexte zu Theorie und Praxis des Orff-Schulwerks (Texts on Theory and Practice of Orff-Schulwerk). Mainz: Schott, 2011. ISBN 978-3-7957-0756-9.
PRŮCHA, J. – WALTEROVÁ E.– MAREŠ J. Pedagogický slovník. Praha: Portál, 2009. ISBN 978-80-7367-647-6.
Magazines (current, selected issues): Múzy v škole. Banská Bystrica: OZ Múzy v škole, ISSN 1335-1605; Orff-Schulwerk Infomationen. Salzburg: Mozarteum, ISSN 1320-078X;
Dokumentation oft he International Symposia. Salzburg: Mozarteum, Orff-Schulwerk Forum
Hudební výchova. Praha: Univerzita Karlova, ISSN 1210-3683; Aura Musica. Ústí nad Labem:Univerzita J. E. Purkyně ISSN 1805-4056; Slovenská hudba. Bratislava: Slovenská muzikologická asociácia (aktuálne ročníky) ISSN1335-2458.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
There will be two written term papers of 50 points each during the semester. Students may earn 50 points for each review. The final grade will be the sum of the points earned on both quizzes. A minimum of 91 points is required for a final grade of A, a minimum of 81 points is required for a grade of B, a minimum of 73 points is required for a grade of C, a minimum of 66 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. Credit will not be awarded to a student who obtains less than 25 points in either of the two written examinations. To pass the course, a minimum score of 60% is required.
The grade is awarded on a scale:
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)
A - excellent performance, the student knows the basic concepts of music pedagogy, can apply what he/she has learned in theory to practice; critically evaluates;
B - excellent performance, the student masters the basic concepts of music pedagogy, but slight deficiencies are observed in the application of knowledge to practice - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of music pedagogy, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of music pedagogy, he/she has significant deficiencies in the problem, he/she cannot apply what he/she has learned in practice, he/she has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of music pedagogy, he/she is unable to transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge in the field of music pedagogy, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Musical activities in theory and practice. Musical skills in theory and practice. Musical art as an object of pedagogical transfer. Current situation in music pedagogy: personalities, valid documents, institutions, types of schools, curricula, syllabuses, textbooks. Systematics of music pedagogy. Pedagogical interpretation, analysis of musical material. Update of the situation in the field of music education, music pedagogy. History of music pedagogy.
Learning outcomes/ Objectives and learning outcomes:
The student will learn the objectives, content and subject of music pedagogy, its inclusion in the system of pedagogical and music science disciplines and auxiliary music pedagogical disciplines. The student will gain an overview of the current scientific and institutional infrastructure of music pedagogy, orientation in the basic documents related to music education (personalities, publications, types of schools, curricula, syllabuses, textbooks). Understands the connections between musical art and its pedagogical transfer, the connection between musical art, its reflection (musical skills) and realisation (musical activities), theoretically and practically knows the principles of some pedagogical concepts (Orff, Kodály and their derivatives), acquires practical experience in musical activities with an emphasis on the pedagogical context and knows the history of Slovak, Czechoslovak and European (world) music pedagogy.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week lecture, total 22 hours per semester, full-time
Student workload:
11 x 2 hours of direct teaching (total: 22 hours); 14 hours preparation of the seminar paper; 15 hours preparation for the mid-term assessment; 20 hours preparation for the examination. A total of 71 hours of student work.
Teaching methods:
Combination of selected monological methods (lecturing, interpretation, explanation) and situational methods (case studies and thematic probes).
Compulsory/Recommended readings:
Compulsory:
ELSCHEK, O. Pojem a základné znaky hudobného folklóru. In: Hudobnovedné štúdie 3. Ed. Jozef Kresánek. Bratislava: Vydavateľstvo SAV, 1959, s. 5-42.
ELSCHEKOVÁ, A. Základná etnomuzikologická analýza. In: Hudobnovedné štúdie 3. Ed. Jozef Kresánek. Bratislava: Vydavateľstvo SAV, 1959, s. 117-178.
KRESÁNEK, J. Slovenská ľudová pieseň zo stanoviska hudobného. Bratislava: SAVU, 1951; Reprint: Národné hudobné centrum, 1997. ISBN 80-88880-14-9.
Recommended(of interest):
BARTÓK, B. Postrehy a názory. Ed. Oskár Elschek. Bratislava: SPN, 1965.
CZEKANOWSKA, A. Etnografia muzyczna. Metodologia i metodyka. 1. vyd. Warszawa 1971; 2. vyd. Pomorze 1988.
NETTL, B. Theory and Method in Ethnomusicology. New York: Free Press of Glencoe, 1964.
NETTL, B. The Study of Ethnomusicology: Thirty-one Issues and Concepts. 3. vyd. Urbana – Chicago – Springfield: University of Illinois Press, 2015. ISBN 978-0-252-08082-1.
RICE, T. Etnomuzikologie. Velmi krátký úvod. Praha: Nakladatelství Karolinum, 2020. ISBN 978-80-246-4596-4.
TYLLNER, L. Tradiční hudba. Hledání kořenů. Praha: Etnologický ústav AV ČR, 2010. ISBN 978-80-87112-43-4.
URBANCOVÁ, H. Vybrané kapitoly z dejín slovenskej etnomuzikológie. Bratislava: Ústav hudobnej vedy SAV, 2016. ISBN 978-80-89135-37-0.
Sources of traditional music (written, visual, audio, audiovisual).
Notes:
In case of good language skills of the student, we recommend working with the above-mentioned specialized foreign literature.
Course completion requirements:
There will be two written examinations of 50 points each during the semester. Students may earn 50 points for each review. The final grade will be the sum of the points earned from both quizzes. A minimum of 91 points is required for a final grade of A, a minimum of 81 points is required for a grade of B, a minimum of 73 points is required for a grade of C, a minimum of 66 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. Credit will not be awarded to a student who obtains less than 25 points in either of the two written examinations. To pass the course, a minimum score of 60% is required.
The grade is awarded on a scale:
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)
A - excellent performance, the student knows the basic concepts of ethnomusicology, can apply what he/she has learned in theory to practice; critically evaluates;
B - excellent performance, the student masters the basic concepts of ethnomusicology, but slight deficiencies are observed in the application of the knowledge to practice - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of ethnomusicology, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of ethnomusicology, he/she has significant deficiencies in the problem, he/she cannot apply what he/she has learned in practice, he/she has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of ethnomusicology, he/she is unable to transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge in the field of ethnomusicology, or has not fulfilled the conditions set by the teacher during the semester
Slovak
Course outcomes of subject (content):
Traditional musical cultures of the world and their typology as a subject of ethnomusicology. Genetic and functional definition of folk music. History of research on traditional musical cultures: tonal psychology, comparative musicology, music folklore studies, ethnomusicology, cultural and social anthropology. Béla Bartók, Leoš Janáček, Alan P. Alan Janáček, Alan Janáček, Alan Janáček, Alan Merriam, Mantle Hood, Bruno Nettl. Contemporary concepts of ethnomusicology. Methods and techniques of field research, transcription and notation, description of musical structures, classification and typology, ethnomusicological analysis and its systems, the category of musical style. Work with historical sources of traditional music.
Learning outcomes/ Objectives and learning outcomes:
This course is a general introduction to ethnomusicology. It provides a basic orientation in the field in terms of its focus, development and selected problem areas. It introduces concepts, schools and personalities of key importance for the formation of ethnomusicology in the past and present. Provides a brief overview of working methods and techniques as a starting point for further study of traditional music. The student will acquire basic theoretical knowledge in the field of traditional music cultures and skills for working with music-folklore material (field research, transcription, analysis and interpretation) and its use in music-pedagogical practice.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
1 hour seminar/week, 11 hours total per semester, combined form (primarily full-time)
Student workload:
11 x 1 hour of direct teaching (total: 11 hours); 11 hours of continuous preparation for teaching; 4 hours of preparation for final performance. Total 26 hours of student work.
Teaching methods:
Combination of monological methods (instruction) and practical methods.
Compulsory/Recommended readings:
GROSSMANN, J. Sluchová analýza. Žilina: Edis, 2014. ISBN 978-80-554-0862-0.
Course completion requirements:
The course prerequisites and assessment criteria include a midterm and a final practicum.
A-60 points, B-55 points, C-50 points, D-45 points, E-40 points. .
Final practical performance: A-40 points, B-35 points, C-30 points, D-27 points, E-25 points.
A score of at least 91 points is required for an A grade, a score of at least 81 points for a B grade, a score of at least 73 points for a C grade, a score of at least 66 points for a D grade and a score of at least 60 points for an E grade.
The marks shall be awarded on a scale:
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)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learnt in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired minimal knowledge, cannot apply it adequately
transfer to practice - significant deficiencies can be observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Distinguishing and notating simple melodic and rhythmic formations, distinguishing
intervallic and harmonic structures. Developing musical imagination by singing melodic-rhythmic formations.
Learning outcomes/ Objectives and learning outcomes:
The student will acquire the basics of aural analysis, consisting in the ability to distinguish tonal pitches, rhythmic and harmonic formations, to orient aurally in melodic-rhythmic, intervallic and harmonic structures. It achieves an improvement in musical hearing and develops other components of musical talent, musical memory and musical imagination. The student strengthens his/her analytical thinking skills.
The acquired theoretical and methodological knowledge and practical experience are important for their successful connection to the following courses - Voice and Intonation Education and Choral Singing.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
1 hour seminar/week, 11 hours total per semester, combined form (primarily full-time)
Student workload:
11 x 1 hour of direct teaching (total: 11 hours); 17 hours of continuous preparation for teaching, 10 hours of literature study, 12 hours of preparation for the final performance. Total 50 hours of student work.
Teaching methods:
Combination of monological methods (instruction) and practical methods
Compulsory/Recommended readings:
Recommended readings:
RANINEC, J. Ľudský hlas a jeho kultivovanie. Bratislava: PF UK, 2003. ISBN 80-224-0768-2.
RANINEC, J. Kompendium hlasového a speváckeho pedagóga. Bratislava: Junior Press, 2008.ISBN 978-80-89277-17-9.
Recommended (of interst) readings:
KOFROŇ, J. Učebnice intonace a rytmu. Praha: Supraphon, 1974.
TICHÁ, A. Vokální činnosti jako prostředek rozvoje hodebnosti a zpěvnosti žáku. Praha: Univerzita Karlova, 2007. ISBN 978-80-7290-318-4
LÝSEK, F. Nápěvková intonace. Praha: NHV ORBIS, 1951.
MIRONOV, S. Zborový spev a dirigovanie. Bratislava: Univerzita Komenského, 1997. ISBN 80-223-1014-X.
SEDLÁK, F. Didaktika hudobnej výchovy 2. Praha: SPN, 1984.
WILLEMS, E. Die psychologischen Fundamente der Musikerziehung. Fribourg: Pro Musica, 2000.
WILLEMS, E. Musikalische Früherziehung. Frankfurt: AIEM Edgar Willems, 1988.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The course prerequisites and assessment criteria include a midterm and a final practicum. The student is evaluated on an ongoing basis for demonstrating competence in the subject matter covered. The overall grade is the sum of the midterm and final exam grades. The final examination consists of an examination of the student's theoretical and practical knowledge of the subject matter.
Intermediate practical performance: A-60 points, B-55 points, C-50 points, D-45 points, E-40 points. Final practical performance: A-40 points, B-35 points, C-30 points, D-27 points, E-25 points.
A score of at least 91 points is required for an A grade, a score of at least 81 points for a B grade, a score of at least 73 points for a C grade, a score of at least 66 points for a D grade and a score of at least 60 points for an E grade.
The marks shall be awarded on a scale:
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)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learned in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice - significant deficiencies are observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
The content of the course is the acquisition of basic theoretical and methodological knowledge of intonation, rhythmic and aural education and their subsequent application to specific musical material. It is primarily a vocal-intonation activity aimed at the development of harmonic sensitivity. Rhythmic education is combined with intonation training. The course focuses on permanent practice of intonation and rhythmic patterns, on reproduction from sheet music and on notation of melodic-rhythmic examples (dictation).
Learning outcomes/ Objectives and learning outcomes:
The aim of the course is to develop vocal-intonation and aural skills. The student is oriented in musical notation and musical perception, coordinating imagery with vocal motor skills.
The course is directed towards the cultivation of musical sensibilities and their optimal use in practice, including a better perception of music.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
1 hour seminar/week, 11 hours total per semester, combined form (primarily full-time)
Student workload:
11 x 1 hour of direct teaching (total: 11 hours); 17 hours of continuous preparation for teaching, 10 hours of literature study, 12 hours of preparation for the final performance. Total 50 hours of student work.
Teaching methods:
Combination of monological methods (instruction) and practical methods
Compulsory/Recommended readings:
KOFROŇ, J. Učebnice intonace a rytmu. Praha: Supraphon, 1974
RANINEC, J. Ľudský hlas a jeho kultivovanie. Bratislava: PF UK, 2003. ISBN 80-224-0768-2.
RANINEC, J. Kompendium hlasového a speváckeho pedagóga. Bratislava:Junior Press, 2008.ISBN 978-80-89277-17-9.
TICHÁ, A. Vokální činnosti jako prostředek rozvoje hodebnosti a zpěvnosti žáku. Praha: Univerzita Karlova, 2007. ISBN 978-80-7290-318-4.
Compulsory (of interest) readings:
LÝSEK, F. Nápěvková intonace. Praha: NHV ORBIS, 1951.
MIRONOV, S. Zborový spev a dirigovanie. Bratislava: Univerzita Komenského, 1997. ISBN 80-223-1014-X.
SEDLÁK, F. Didaktika hudobnej výchovy 2. Praha: SPN, 1984.
WILLEMS, E. Die psychologischen Fundamente der Musikerziehung. Fribourg: Pro Musica, 2000.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The course prerequisites and assessment criteria include a midterm and a final practicum. The student is evaluated on an ongoing basis for demonstrating competence in the subject matter covered. The overall grade is the sum of the midterm and the final exam grade. The final examination consists of an examination of the student's theoretical and practical knowledge of the subject matter.
Intermediate practical performance: A-60 points, B-55 points, C-50 points, D-45 points, E-40 points. Final practical performance: A-40 points, B-35 points, C-30 points, D-27 points, E-25 points.
A score of at least 91 points is required for an A grade, 81 points for a B grade, 73 points for a C grade, 66 points for a D grade and 60 points for an E grade.
The marks shall be awarded on a scale:
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)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learned in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice - significant deficiencies are observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
The content of the course is the in-depth study and extension of the basic theoretical and methodological knowledge of intonation, vocal production, rhythmic and aural analysis of musical stimuli and their subsequent application to specific musical material. It is primarily a vocal-intonation activity aimed at the development of harmonic sensitivity. The course focuses on permanent practice of intonation and rhythmic patterns, on reproduction from sheet music and on notation of melodic-rhythmic examples (dictation). Rhythmic education is combined with intonation and vocal training.
Learning outcomes/ Objectives and learning outcomes:
The aim of the course is to develop vocal-intonation and aural skills. The student is able to quickly orient in musical notation and musical perception, coordinate ideas with vocal motor skills.
By completing the course, the student cultivates his/her musical sensitivity and is able to use it optimally in practice. The student acquires the ability to better perceive music.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
2 hours seminar/week, total 22 hours per semester, combined form (primarily full-time)
Student workload:
11 x 2 hours of direct teaching (total: 22 hours); 22 hours of continuous preparation for teaching; 8 hours of preparation for final performance. Total 52 hours of student work.
Teaching methods:
Combination of monological methods (instruction) and practical methods.
Compulsory/Recommended readings:
Compulsory readings:
Sheet music to be determined by the teacher.MIRONOV, S. Zborový spev a dirigovanie. Bratislava: UK, 1977. ISBN 80-223-1014-X
MIRONOV, S. - PODSTAVKOVÁ, I. – RANINEC J. Detský zborový spev (Teória a metodika práce. Bratislava: Veda, 2004.
Recommended (of interest) readings:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému. In: Mezinárodní symposium o sborovém zpěvu Cantus Choralis 97. Ústí nad Labem: Universita J. E. Purkyně, 1998, s. 16–26. ISBN 80-7044-198-4.
HUDÁKOVÁ, J. Zborový spev jedna z ciest rozvoja hudobnosti žiaka a jeho výchovná funkcia. In: Acta paedagogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
KODÁLY, Z. International Kodály Society. Budapest, 2002. ISBN 963204-500-9.
KOLÁŘ, J. - ŠTÍBROVÁ I.. Sborový zpěv a řízení sboru I. Praha: Karolinum, 1988. ISBN 80-7184-556-6.
LÝSEK, F. Cantus choralis infantium. Brno: Univerzita J. E. Purkyně, 1968. ISBN 55-010-69.
SEDLICKÝ, T. Príprava učiteľa - dirigenta na prácu so speváckym zborom.In: Zborník Cantus Choralis Slovaca. Banská Bystrica: UMB, 1994. ISBN 80-88825-33-4.
MIRONOV, S.- RANINEC J.. Problematika interpretácie ľudovej piesne v zborovej tvorbe slovenských skladateľov. In: Zborník Cantus Choralis Slovaca. Banská Bystrica: UMB, 2006. ISBN 978-80-8083-369-5.
MIRONOV, S. – RANINEC J. Populárna hudba v súťažnom repertoári speváckeho zboru. In: ZborníkCantus Choralis 07. Ústí nad Labem: Univerzita J. E. Purkyně, 2007.
ISBN 978-80-7414-010-5.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
Assessment criteria are derived from the interim and final practical collective performance. The assessment of the interim practical performance includes the performance of partial tasks within individual voice groups and the completion of any internal, public or other concert performances. The final practical performance consists of a collective presentation of a selection of rehearsed repertoire of at least 15 minutes.
Intermediate practical performance: A-60 points, B-55 points, C-50 points, D-45 points, E-40 points. Final practical performance: A-40 points, B-35 points, C-30 points, D-27 points, E-25 points.
A score of at least 91 points is required for an A grade, a score of at least 81 points for a B grade, a score of at least 73 points for a C grade, a score of at least 66 points for a D grade and a score of at least 60 points for an E grade.
The marks shall be awarded on a scale:
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)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learned in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice - significant deficiencies are observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
The content of the course is to learn about choral works of different stylistic periods, to gain practical experience in their interpretation and methodical application in practice.
Learning outcomes/ Objectives and learning outcomes:
The aim of the course is the acquisition and development of vocal collective expression in terms of the choral ensemble. The student develops an interest in choral singing. The student learns the principles of choral singing technique. The student will use and apply the methodological and organizational procedures provided in the performance of his/her profession. The student develops the ability of collective cooperation and communication skills.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours seminar/week, total 22 hours per semester, combined form (primarily full-time)
Student workload:
11 x 2 hours of direct teaching (total: 22 hours); 22 hours of continuous preparation for teaching; 8 hours of preparation for final performance. Total 52 hours of student work.
Teaching methods:
Combination of monological methods (instruction) and practical methods.
Compulsory/Recommended readings:
Compulsory readings:
Sheet music to be determined by the teacher.
MIRONOV, S. Zborový spev a dirigovanie. Bratislava: UK, 1977. ISBN 80-223-1014-X
MIRONOV, S. - PODSTAVKOVÁ, Ivona - Jozef RANINEC. Detský zborový spev (Teória a metodika práce. Bratislava: Veda, 2004.
Recommended (of interest) readings:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému. In: Mezinárodní symposium o sborovém zpěvu Cantus Choralis 97. Ústí nad Labem: Universita J. E. Purkyně, 1998, s. 16–26. ISBN 80-7044-198-4.
HUDÁKOVÁ, J. Zborový spev jedna z ciest rozvoja hudobnosti žiaka a jeho výchovná funkcia. In: Acta paedagogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
KODÁLY, Z. International Kodály Society. Budapest, 2002. ISBN 963204-500-9.
KOLÁŘ, J. - ŠTÍBROVÁ I.. Sborový zpěv a řízení sboru I. Praha: Karolinum, 1988. ISBN 80-7184-556-6.
SEDLICKÝ, T. Príprava učiteľa - dirigenta na prácu so speváckym zborom.In: Zborník Cantus Choralis Slovaca. Banská Bystrica: UMB, 1994. ISBN 80-88825-33-4.
MIRONOV, S. – RANINEC J.. Problematika interpretácie ľudovej piesne v zborovej tvorbe slovenských skladateľov. In: Zborník Cantus Choralis Slovaca. Banská Bystrica: UMB, 2006. ISBN 978-80-8083-369-5.
MIRONOV, S. – RANINEC J.. Populárna hudba v súťažnom repertoári speváckeho zboru. In: ZborníkCantus Choralis 07. Ústí nad Labem: Univerzita J. E. Purkyně, 2007.
ISBN 978-80-7414-010-5.
Course completion requirements:
Assessment criteria are derived from the interim and final practical collective performance. The assessment of the interim practical performance includes the performance of partial tasks within individual voice groups and the completion of any internal, public or other concert performances. The final practical performance consists of a collective presentation of a selection of rehearsed repertoire of at least 15 minutes.
Intermediate practical performance: A-60 points, B-55 points, C-50 points, D-45 points, E-40 points. Final practical performance: A-40 points, B-35 points, C-30 points, D-27 points, E-25 points.
A score of at least 91 points is required for an A grade, a score of at least 81 points for a B grade, a score of at least 73 points for a C grade, a score of at least 66 points for a D grade and a score of at least 60 points for an E grade.
The marks shall be awarded on a scale:
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)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learned in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice - significant deficiencies are observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
The content of the course is the practical mastery of choral scores of specified compositions, with emphasis on intonational clarity, rhythmic precision and appropriate expression. The study of the basic methodological principles necessary for the establishment and management of a choir.
Learning outcomes/ Objectives and learning outcomes:
The aim of the course is to deepen and develop vocal collective expression in terms of the choral ensemble. The student develops an interest in choral singing. The student learns the principles of choral singing technique. The student will use and apply the methodological and organisational procedures provided in the performance of his/her profession. The student develops the ability of collective cooperation and communication skills.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
1 hour seminar, 1 hour exercise/week, total 22 hours per semester, combined form (primarily full-time)
Student workload:
11 x 2 hours of direct teaching (total: 22 hours); 22 hours of continuous preparation for teaching;
8 hours preparation for the final performance. Total 52 hours of student work.
Teaching methods:
Combination of monological methods (instruction) and practical methods.
Compulsory/Recommended readings:
Compulsory readings:
Sheet music to be determined by the teacher.
MIRONOV, S. Zborový spev a dirigovanie. Bratislava: UK, 1977. ISBN 80-223-1014-X
MIRONOV, S. - PODSTAVKOVÁ, I.- RANINEC J. Detský zborový spev (Teória a metodika práce. Bratislava: Veda, 2004.
HUDÁKOVÁ, J. Zborový spev jedna z ciest rozvoja hudobnosti žiaka a jeho výchovná funkcia. In: Acta paedagogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Recommended (of interest) readings:
MIRONOV, S. – RANINEC J.. Problematika interpretácie ľudovej piesne v zborovej tvorbe slovenských skladateľov. In: Zborník Cantus Choralis Slovaca. Banská Bystrica: UMB, 2006. ISBN 978-80-8083-369-5
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému. In: Mezinárodní symposium o sborovém zpěvu Cantus Choralis 97. Ústí nad Labem: Universita J. E. Purkyně, 1998, s. 16–26. ISBN 80-7044-198-4.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
KODÁLY, Z. International Kodály Society. Budapest, 2002. ISBN 963204-500-9.
KOLÁŘ, J.- ŠTÍBROVÁ I.. Sborový zpěv a řízení sboru I. Praha: Karolinum, 1988. ISBN 80-7184-556-6.
LÝSEK, F. Cantus choralis infantium. Brno: Univerzita J. E. Purkyně, 1968. ISBN 55-010-69.
SEDLICKÝ, T. Príprava učiteľa - dirigenta na prácu so speváckym zborom.In: Zborník Cantus Choralis Slovaca. Banská Bystrica: UMB, 1994. ISBN 80-88825-33-4.
MIRONOV, S. – RANINEC J. Populárna hudba v súťažnom repertoári speváckeho zboru. In: ZborníkCantus Choralis 07. Ústí nad Labem: Univerzita J. E. Purkyně, 2007.
ISBN 978-80-7414-010-5.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The assessment is carried out by conducting sample compositions.
Course prerequisites and assessment criteria include an interim and final practical performance.
Intermediate practical performance: A-60 points, B-55 points, C-50 points, D-45 points, E-40 points. Final practical performance: A-40 points, B-35 points, C-30 points, D-27 points, E-25 points.
A score of at least 91 points is required for an A grade, 81 points for a B grade, 73 points for a C grade, 66 points for a D grade and 60 points for an E grade.
The marks shall be awarded on a scale:
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)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learnt in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired minimal knowledge, cannot apply it adequately
transfer to practice - significant deficiencies can be observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
The basics of clocking techniques. Tacting the most used types of bars (3rd,2nd,4th,5th,6th) in legato, staccato, onset and conclusion gestures.
Learning outcomes/ Objectives and learning outcomes:
Acquiring the basics of conducting technique, developing practical experience and competences for rehearsing and performing choral compositions. Learning the principles necessary for the establishment and management of a choir.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 2 Over the study period: 22
Student workload: 11 x 2 hours of direct teaching = 22 hours, 26 hours of preparation for individual seminars, study of literature, 8 hours of preparation for the final output. Total 56 hours of student work.
Learning methods: monological, dialogical (discussion of the topic), practical, analytical-synthetic method, illustrative, guided self-study
Compulsory/Recommended readings:
The choice of compositions is determined by the teacher according to the abilities of each student in individual study plans.
A brief selection of recommended literature for the study of piano playing:
BACH, J.S. – Invencie, Prelúdiá a fúgy, Francúzske suity, HAYDN, J. – Sonáty, SCHUBERT, F.– Valčíky, Impromptus, SCHUMANN, R. – Detské scény, Album pre mládež, CHOPIN, F. – Valčíky, Mazurky, Prelúdiá, ČAJKOVSKIJ, P.I. – Detský album. Ročné doby, DEBUSSY,Cl. – Arabesky, Snenie, Prelúdiá, PROKOFIEV, S. – Hudba pre deti op. 62, Prchavé vidiny op. 62, BARTÓK,B. – Mikrokozmos. G. Kurtág – Hry, MARTINU, B. – Loutky. I. Hurník – Voršilská ulička, Džezík, CIKKER, J. - Čo mi deti rozprávali, SUCHOŇ, E. – Obrázky zo Slovenska, KARDOŠ, D.– Bagately, Klavírne skladby pre mládež op. 27. or other works of the piano repertoire according to the individual needs of the student.
A brief selection of recommended literature for the study of singing:
IFFERT, A. - Allgemeine Gesangschule. (1909) Leipzig: Breitkopf & Härtel , VACCAI, N. - Praktická škola italského zpěvu (1951) Praha: Národní hudební vydavatelství Orbis, SCHNEIDER-TRNAVSKÝ, M. - Slovenské ľudové spevy (1949) Zv. I. Turčiansky sv. Martin: Matica slovenská, NOVÁK, V. - Slovenské spevy, sešit I., II (1923) Praha,
or other works of singing repertoire according to the individual needs of the student.
A brief selection of recommended literature for studying the violin:
ŠEVČÍK, O. - Husľová škola / výber/, KOŘÍNEK, V. - Husľová škola /výber /, MAZAS, F. 36 etud / výber/, KARDOŠ, D. - Bagately, BERIOT, CH. - Talianske melódie, VIVALDI, A. – Koncerty G-dur, A.mol, DVOŘÁK, A.- Sonatína, Romantické kusy, Balada d-mol, JUROVSKÝ, Š. - Romanca, CORELLI, A. - Sonáty / výber/, RIEDING, O. - Concertino, KOCIAN, J. - Melódia, HAENDEL, G. - Sonáty / výber/ or other works of the violin repertoire according to the individual needs of the student.
A brief selection of recommended literature for studying the guitar:
STACHAK, T. - Gitarová prvá trieda /výber/, STACHAK, T. - Gitarová extra trieda /výber/, JIRMAL, J. - Škola hry na Kytaru / výber/, TUKAČ, V. - Škola hry na kytaru / výber/, CARCASSI, M. - Etudy, op.60 /výber/, CARCASSI, M. - 6 Caprices, op. 26, SOR, F. - 24 Exercices très faciles, Op.35 / výber/, BROUVER, L. - Études Sencilos /výber/, DOWLAND, J. - Fortune , WEISS, L.S. – Fantasia, BACH, J. S. - Boureé zo suity BWV 996, TÁRREGA, F. – Lagrima, TÁRREGA, F. – Pavana, CARDOSO, J. - Suita de los Mita / výber/ or other works of the guitar repertoire according to the individual needs of the student.
A brief selection of recommended literature for studying the clarinet/saxophone:
ZÁKOSTELECKÝ, B. - Škola hry na klarinete 1. a 2. diel, DEMNITZ, F. - Elementary School for Clarinet, MÜLLER, J. - Etudy pre klarinet 1. a 2. diel. Košice: Terminal, 1992., BAERMANN, C. - Complete Method for Clarinet op.63. New York: C. Fischer, 1917., STAMITZ, C. - Koncert B dur.(ed. P. Gradewitz) Alfred Publishing, 1999, ISBN 0711978565., MENDELSSOHN- BARTHOLDY, F. - Sonáta Es dur pre klarinet a klavír. Bärenreiter, 1987. ISBN 9790006488971., VILEC, M.- Odpočinok pre klarinet a klavír, ROTHENSTEIN, E. - Škola hry na saxofóne, DEBUSSY, C.- Saxophone album, or other works of the clarinet/saxophone repertoire according to the individual needs of the student.
A brief selection of recommended literature for the study of the flute:
DANIEL L. -Škola hry na zobcovú flautu 1. diel, ŠEBEK K. - Malá škola hry na zobcovou flétnu, HOŠEK M. - Zábavné etudy, Hrajeme doma- Staří mistři v úpravě pro flétnu a klavír I-IV díl., or other works of the flute repertoire according to the individual needs of the student.
Course completion requirements:
Systematic preparation of the student for individual seminars, internal or public concerts and other performances worth 50 points. A final performance consisting of a selection of rehearsed repertoire of up to 15 minutes, worth 50 points.
The final performance is internally assessed by the teacher.
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.
The grade is awarded on a scale:
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)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learned in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice - significant deficiencies are observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Orientation in technical and expressive means in playing the instrument/song at the appropriate level. Study of etudes, sonatas/vocalises of songs, and recital compositions. Deepening of performance competence in playing the instrument/song. . According to the student's individual gifts, the selection of repertoire and circuits is taken into account so that the student is able to progress systematically. The intention is to cultivate instrumental/vocal skills as an essential part of the professional portfolio of the future teacher of music related subjects.
Learning outcomes/ Objectives and learning outcomes:
The student is able to play the instrument/song at the required level, taking into account his/her current abilities and level of maturity. Guiding the student to
systematic preparation for individual seminars. The student acquires habits of regular improvement and perseverance. In classes with an individual approach under the influence of the teacher, the student creates his/her personality, acquires and strengthens interpersonal and communication skills and, last but not least, abstract-analytical and critical thinking.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 2 Over the study period: 22
Student workload: 11 x 2 hours of direct teaching = 22 hours, 26 hours of preparation for individual seminars, study of literature, 8 hours of preparation for the final output. Total 56 hours of student work.
Learning methods: monological, dialogical (discussion of the topic), practical, analytical-synthetic method, illustrative, guided self-study
Compulsory/Recommended readings:
The choice of compositions is determined by the teacher according to the abilities of each student in individual study plans.
A brief selection of recommended literature for the study of piano playing:
BACH, J.S. – Invencie, Prelúdiá a fúgy, Francúzske suity, HAYDN, J. – Sonáty, SCHUBERT, F.– Valčíky, Impromptus, SCHUMANN, R. – Detské scény, Album pre mládež, CHOPIN, F. – Valčíky, Mazurky, Prelúdiá, ČAJKOVSKIJ, P.I. – Detský album. Ročné doby, DEBUSSY,Cl. – Arabesky, Snenie, Prelúdiá, PROKOFIEV, S. – Hudba pre deti op. 62, Prchavé vidiny op. 62, BARTÓK,B. – Mikrokozmos. G. Kurtág – Hry, MARTINU, B. – Loutky. I. Hurník – Voršilská ulička, Džezík, CIKKER, J. - Čo mi deti rozprávali, SUCHOŇ, E. – Obrázky zo Slovenska, KARDOŠ, D.– Bagately, Klavírne skladby pre mládež op. 27. or other works of the piano repertoire according to the individual needs of the student.
A brief selection of recommended literature for the study of singing:
IFFERT, A. - Allgemeine Gesangschule. (1909) Leipzig: Breitkopf & Härtel , VACCAI, N. - Praktická škola italského zpěvu (1951) Praha: Národní hudební vydavatelství Orbis, SCHNEIDER-TRNAVSKÝ, M. - Slovenské ľudové spevy (1949) Zv. I. Turčiansky sv. Martin: Matica slovenská, NOVÁK, V. - Slovenské spevy, sešit I., II (1923) Praha, or other works of the singing repertoire according to the individual needs of the student.
A brief selection of recommended literature for studying the violin:
ŠEVČÍK, O. - Husľová škola / výber/, KOŘÍNEK, V. - Husľová škola /výber /, MAZAS, F. 36 etud / výber/, KARDOŠ, D. - Bagately, BERIOT, CH. - Talianske melódie, VIVALDI, A. – Koncerty G-dur, A.mol, DVOŘÁK, A.- Sonatína, Romantické kusy, Balada d-mol, JUROVSKÝ, Š. - Romanca, CORELLI, A. - Sonáty / výber/, RIEDING, O. - Concertino, KOCIAN, J. - Melódia, HAENDEL, G. - Sonáty / výber/
or other works of the violin repertoire according to the individual needs of the student.
A brief selection of recommended literature for studying the guitar:
STACHAK, T. - Gitarová prvá trieda, STACHAK, T. - Gitarová extra trieda, JIRMAL, J. - Škola hry na Kytaru / výber/, TUKAČ, V. - Škola hry na kytaru / výber/, CARCASSI, M. - Etudy, op.60 /výber/, CARCASSI, M. - 6 Caprices, op. 26, SOR, F. - 24 Exercices très faciles, Op.35 / výber/, BROUVER, L. - Études Sencilos /výber/, DOWLAND, J. - Fortune , WEISS, L.S. – Fantasia, TÁRREGA, F. – Adelita, TÁRREGA, F. – Pavana, CARDOSO, J. - Suita de los Mita / výber/, MARTINČEK, D.- Skladby pre mladých gitaristov /výber/
or other works of the guitar repertoire according to the individual needs of the student.
A brief selection of recommended literature for the study of the clarinet/saxophone:
ZÁKOSTELECKÝ, B. - Škola hry na klarinete 1. a 2. diel, DEMNITZ, F. - Elementary School for Clarinet, MÜLLER, J. - Etudy pre klarinet 1. a 2. diel. Košice: Terminal, 1992., BAERMANN, C. - Complete Method for Clarinet op.63. New York: C. Fischer, 1917., STAMITZ, C. -. Koncert Es dur „Darmstadtský“ pre klarinet a orchester(klavír), MENDELSSOHN- BARTHOLDY, F. - Sonáta Es dur pre klarinet a klavír. Bärenreiter, 1987. ISBN 9790006488971., VILEC, M.- Odpočinok pre klarinet a klavír, ROTHENSTEIN, E. - Škola hry na saxofóne, SCHUMANN, R. Fantasiestücke op. 73 or other works of the clarinet/saxophone repertoire according to the individual needs of the student.
A brief selection of recommended literature for the study of flute playing:
DANIEL L. -Škola hry na zobcovú flautu 2. diel, CIARDI, C. -Škola hry na priečnu flautu, PLATONOV, N. - Etudy pre začiatočníkov, MOZART, W.A.-Andante C-dur pre flautu a klavír K.315, BLODEK, V. - Andante cantabile, Výber prednesových skladieb pre zobcovú flautu od rôznych autorov or other works of the flute repertoire according to the individual needs of the student.
Course completion requirements:
Systematic preparation of the student for individual seminars, internal or public concerts and other performances worth 50 points. A final performance consisting of a selection of rehearsed repertoire of up to 15 minutes, worth 50 points.
The final performance is internally assessed by the teacher.
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.
The grade is awarded on a scale:
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)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learned in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice - significant deficiencies are observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Orientation in technical and expressive means in playing the instrument/song at the appropriate level. Study of etudes, sonatas/vocalizations, songs, and recitations. Deepening of performance competence in playing the instrument/song. . According to the individual student's gifts, the selection of repertoire and circuits is taken into account so that the student is able to progress systematically. The intention is to cultivate instrumental/vocal skills as an essential part of the professional portfolio of the future teacher of music related subjects.
Learning outcomes/ Objectives and learning outcomes:
The student builds on the acquired skills from the previous semester to master the issues of playing the instrument. Acquire the technical and expressive means necessary to play through study and repertoire at an appropriate level. Individual consultation with the teacher.
The student will acquire habits of regular improvement and perseverance. In lessons with an individual approach, under the influence of the teacher, the student creates his/her personality, acquires and strengthens interpersonal and communication skills and, last but not least, abstract-analytical, and critical thinking.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 2 Over the study period: 22
Student workload:11 x 2 hours of direct teaching = 22 hours, 26 hours of preparation for individual seminars, study of literature, 8 hours of preparation for final output. Total 56 hours of student work.
Learning methods: monological, dialogical (discussion of the topic), practical, analytical-synthetic method, illustrative, guided self-study
Compulsory/Recommended readings:
The choice of compositions is determined by the teacher according to the abilities of each student in individual study plans.
A brief selection of recommended literature for the study of piano playing:
BACH, J.S. – Invencie, Prelúdiá a fúgy, Francúzske suity, HAYDN, J. – Sonáty, SCHUBERT, F.– Valčíky, Impromptus, SCHUMANN, R. – Detské scény, Album pre mládež, CHOPIN, F. – Valčíky, Mazurky, Prelúdiá, ČAJKOVSKIJ, P.I. – Detský album. Ročné doby, DEBUSSY,Cl. – Arabesky, Snenie, Prelúdiá, PROKOFIEV, S. – Hudba pre deti op. 62, Prchavé vidiny op. 62, BARTÓK,B. – Mikrokozmos. G. Kurtág – Hry, MARTINU, B. – Loutky. I. Hurník – Voršilská ulička, Džezík, CIKKER, J. - Čo mi deti rozprávali, SUCHOŇ, E. – Obrázky zo Slovenska, KARDOŠ, D.– Bagately, Klavírne skladby pre mládež op. 27.
or other works of the piano repertoire according to the individual needs of the student.
A brief selection of recommended literature for the study of singing:
IFFERT, A. - Allgemeine Gesangschule. (1909) Leipzig: Breitkopf & Härtel , VACCAI, N. - Praktická škola italského zpěvu (1951) Praha: Národní hudební vydavatelství Orbis, SCHNEIDER-TRNAVSKÝ, M. – Slovenské ľudové spevy. Zv. II., III. (1980) Bratislava: Slovenské hudobné vydavateľstvo, NOVÁK, V. – Slovenské spevy, sešit III.(1923) Praha, BELLA, J.L. - Piesne pre spev a klavír (2002) Bratislava: Hudobné centrum, ISBN979-0-68503-002-7., CIKKER, J. - Päť ľudových piesní (1997) Bratislava: Hudobný fond, ISBN 80-8051-062-8, MARTINŮ, B. - Písničky na jednu stránku.(1948) Praha: Melantrich, SCHUMANN, R. - Selected songs for solo voice and piano (1981) New York: Dover publications, or other works of the vocal repertoire according to the individual needs of the student.
A brief selection of recommended literature for studying the violin:
ŠEVČÍK, O. - Husľová škola / výber/, KOŘÍNEK, V. - Husľová škola /výber /, MAZAS, F. 36 etud / výber/, KARDOŠ, D. - Bagately, BERIOT, CH. - Talianske melódie, VIVALDI, A. – Koncerty G-dur, A.mol, DVOŘÁK, A.- Sonatína, Romantické kusy, Balada d-mol, JUROVSKÝ, Š. - Romanca, CORELLI, A. - Sonáty / výber/, RIEDING, O. - Concertino, KOCIAN, J. - Melódia, HAENDEL, G. - Sonáty / výber/
or other works of the violin repertoire according to the individual needs of the student.
A brief selection of recommended literature for studying the guitar:
TUKAČ,V. - Škola hry na kytaru /výber/, VILLA – LOBOS, H. - Preludes, W419, VILLA – LOBOS, H. - 12 Estudes, W235/výber/, CARCASSI, M. - 6 Caprices, op. 26, SOR, F. - 24 Exercices très faciles, Op.35 / výber/, AGUADO, D. - Gitarová škola /výber/, BROUWER, L.- Études Sencilos /výber/, BACH, J.S.- Lutnové suity /výber/, TÁRREGA, F. – Prelúdia /výber/, DOWLAND, J. - Galiardy/výber/, CARDOSO, J. - 24 latinsko-amerických tancov/výber/, MARTINČEK, D.- Skladby pre mladých gitaristov /výber/
or other works of the guitar repertoire according to the individual needs of the student
A brief selection of recommended literature for the study of the clarinet/saxophone:
CAVALLINI, E. - 30 Capricci per Clarinetto. Milano: Ricordi, 1972., SAINT-SAËNS, C.- Sonáta pre klarinet a klavír Es dur op. 167. Paris: Durand, 1921, POULENC, F.- Sonáta pre dva klarinety. Masters Music Publications, 1945.
or other works of the clarinet/saxophone repertoire according to the individual needs of the student.
A brief selection of recommended literature for the study of flute playing:
GARIBOLDI, G. -Etudy a stupnice, PLATONOV, N. -24 etud, HAENDEL, G.F. - Sonaty pro flétnu a continuo1-4 5-7, MOZART, W.A. - Rondo pro flétnu a klavír K.184, EBEN, P. - Sonatina semplice or other works of the flute repertoire according to the individual needs of the student.
Course completion requirements:
Systematic preparation of the student for individual seminars, internal or public concerts and other performances worth 50 points. A final performance consisting of a selection of rehearsed repertoire of up to 15 minutes, worth 50 points.
The final performance will be presented and evaluated in the form of an internal playback.
A minimum of 91 points is required for an A grade, 81 points for a B grade, 73 points for a C grade, 66 points for a D grade and 60 points for an E grade.
The grade is awarded on a scale:
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)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learned in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice - significant deficiencies are observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Orientation in technical and expressive means in playing the instrument/song at the appropriate level. Study of etudes, sonatas/vocalizations, songs, and recitations. Deepening of performance competence in playing the instrument/song. . According to the individual student's gifts, the selection of repertoire and circuits is taken into account so that the student is able to progress systematically. The intention is to cultivate instrumental/vocal skills as an essential part of the professional portfolio of the future teacher of music related subjects.
Learning outcomes/ Objectives and learning outcomes:
The student develops his/her performance skills through domestic and foreign musical and professional literature of various styles for a given instrument or vocal period.
The student will acquire habits of regular improvement and perseverance. In lessons with an individual approach under the influence of the teacher, the student creates his/her personality, acquires and strengthens interpersonal and communication skills and, last but not least, abstract-analytical, and critical thinking.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 2 Over the study period: 22
Student workload:11 x 2 hours of direct teaching = 22 hours, 26 hours of preparation for individual seminars, study of literature, 8 hours of preparation for final output. Total 56 hours of student work.
Learning methods: monological, dialogical (discussion of the topic), practical, analytical-synthetic method, illustrative, guided self-study
Compulsory/Recommended readings:
The choice of compositions is determined by the teacher according to the abilities of each student in individual study plans.
A brief selection of recommended literature for the study of piano playing:
BACH, J.S. – Invencie, Prelúdiá a fúgy, Francúzske suity, HAYDN, J. – Sonáty, SCHUBERT, F.– Valčíky, Impromptus, SCHUMANN, R. – Detské scény, Album pre mládež, CHOPIN, F. – Valčíky, Mazurky, Prelúdiá, ČAJKOVSKIJ, P.I. – Detský album. Ročné doby, DEBUSSY,Cl. – Arabesky, Snenie, Prelúdiá, PROKOFIEV, S. – Hudba pre deti op. 62, Prchavé vidiny op. 62, BARTÓK,B. – Mikrokozmos. G. Kurtág – Hry, MARTINU, B. – Loutky. I. Hurník – Voršilská ulička, Džezík, CIKKER, J. - Čo mi deti rozprávali, SUCHOŇ, E. – Obrázky zo Slovenska, KARDOŠ, D.– Bagately, Klavírne skladby pre mládež op. 27.
or other works of the piano repertoire according to the individual needs of the student.
A brief selection of recommended literature for the study of singing:
IFFERT, A. - Allgemeine Gesangschule. (1909) Leipzig: Breitkopf & Härtel , VACCAI, N. - Praktická škola italského zpěvu (1951) Praha: Národní hudební vydavatelství Orbis, SCHNEIDER-TRNAVSKÝ, M. – Slovenské ľudové spevy. Zv. II., III. (1980) Bratislava: Slovenské hudobné vydavateľstvo, NOVÁK, V. – Slovenské spevy, sešit III.(1923) Praha, BELLA, J.L. - Piesne pre spev a klavír (2002) Bratislava: Hudobné centrum, ISBN979-0-68503-002-7., CIKKER, J. - Päť ľudových piesní (1997) Bratislava: Hudobný fond, ISBN 80-8051-062-8, MARTINŮ, B. - Písničky na jednu stránku.(1948) Praha: Melantrich, SCHUMANN, R. - Selected songs for solo voice and piano (1981) New York: Dover publications, or other works of the vocal repertoire according to the individual needs of the student.
A brief selection of recommended literature for studying the violin:
ŠEVČÍK, O. - Husľová škola / výber/, KOŘÍNEK, V. - Husľová škola /výber /, MAZAS, F. 36 etud / výber/, KARDOŠ, D. - Bagately, BERIOT, CH. - Talianske melódie, VIVALDI, A. – Koncerty G-dur, A.mol, DVOŘÁK, A.- Sonatína, Romantické kusy, Balada d-mol, JUROVSKÝ, Š. - Romanca, CORELLI, A. - Sonáty / výber/, RIEDING, O. - Concertino, KOCIAN, J. - Melódia, HAENDEL, G. - Sonáty / výber/
or other works of the violin repertoire according to the individual needs of the student.
A brief selection of recommended literature for studying the guitar:
TUKAČ,V. - Škola hry na kytaru /výber/, VILLA – LOBOS, H. - Preludes, W419, VILLA – LOBOS, H. - 12 Estudes, W235/výber/, CARCASSI, M. - 6 Caprices, op. 26, SOR, F. - 24 Exercices très faciles, Op.35 / výber/, AGUADO, D. - Gitarová škola /výber/, BROUWER, L.- Études Sencilos /výber/, BACH, J.S.- Lutnové suity /výber/, TÁRREGA, F. – Prelúdia /výber/, DOWLAND, J. - Galiardy/výber/, CARDOSO, J. - 24 latinsko-amerických tancov/výber/, MARTINČEK, D.- Skladby pre mladých gitaristov /výber/
or other works of the guitar repertoire according to the individual needs of the student
A brief selection of recommended literature for the study of the clarinet/saxophone:
STUMP, P. a LINSHALM H.P. (eds.) - Clarinet Update. Doblinger: 2005. ISMN: M-012-19651-8., STRAVINSKY, I.- 3 Pieces for Clarinet Solo. London: Chester, 1920. POULENC, F.- Sonáta pre klarinet a klavír. London: Chester, 2006. ISBN 1846093961.
or other works of the clarinet/saxophone repertoire according to the individual needs of the student.
A brief selection of recommended literature for the study of flute playing:
GARIBOLDI, G. -Etudy a stupnice, PLATONOV, N. -24 etud, HAENDEL, G.F. - Sonaty pro flétnu a continuo1-4 5-7, MOZART, W.A. - Rondo pro flétnu a klavír K.184, EBEN, P. - Sonatina semplice
or other works of the flute repertoire according to the individual needs of the student.
Course completion requirements:
Systematic preparation of the student for individual seminars, internal or public concerts and other performances worth 50 points. A final performance consisting of a selection of rehearsed repertoire of up to 15 minutes, worth 50 points.
The final performance will be presented and evaluated in the form of an internal playback.
A minimum of 91 points is required for an A grade, 81 points for a B grade, 73 points for a C grade, 66 points for a D grade and 60 points for an E grade.
The grade is awarded on a scale:
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)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learned in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice - significant deficiencies are observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Orientation in technical and expressive means in playing the instrument/song at the appropriate level. Study of etudes, sonatas/vocalizations, songs, and recitations. Deepening of performance competence in playing the instrument/song. According to the individual student's gifts, the selection of repertoire and circuits is taken into account so that the student is able to progress systematically. The intention is to cultivate instrumental/vocal skills as an essential part of the professional portfolio of the future teacher of music-related subjects.
Learning outcomes/ Objectives and learning outcomes:
The student is able to orientate himself/herself in the issue of stylistic periods of music. His/her technical level enables him/her to master this subject practically.
The student acquires habits of regular improvement and perseverance. In lessons with an individual approach, under the influence of the teacher, he creates his personality, acquires and strengthens interpersonal and communication skills and, last but not least, abstract-analytical and critical thinking.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours seminar/week, 22 hours total per semester, combined (primarily full-time)
Student workload 11 x 2 hours = 22 hours of direct instruction, 19 hours of preparation for seminar work and research; 19 hours for continuous assessment, total of 60 hours of student work
Teaching methods: small group work, discussion of the material covered
Compulsory/Recommended readings:
Compulsory readings:
ABRAHAM, G. Stručné dejiny hudby. Bratislava: Hudobné centrum, 2003. ISBN 80-88884-58-6.
BUKOFZER, M. Hudba v období baroka. Bratislava: Opus, 1986.
HRČKOVÁ, N. Dejiny hudby I. Európsky stredovek. Bratislava: Orman, 2003. ISBN 80-968773-3-X.
HRČKOVÁ, N. Dejiny hudby II. Renesancia. Bratislava: Ikar, 2004. ISBN 80-551-0927-3.
GEIST, B. Původ hudby. Praha: Supraphon, 1970.
Recommended (of interest) readings:
TARUSKIN, R. Music trom the Earliest Notation to the Sixteenth Century. The Oxford History of Western Music. Oxford University Press, 2010. ISBN 978-0-19-538481-9.
TARUSKIN, R. Music in the Seventeenth and Eighteenth Centuries. The Oxford History of Western Music. Oxford University Press, 2010. ISBN 978-0-19-538482-6.
EGGEBRECHT, H. H. Musik im Abendland. Mníchov: Piper Verlag, 1996. ISBN 978-3-492-22301-0.
MOTTE de la, D. Kontrapunkt. Ein Lese- und Arbeitsbuch. Bärenreiter, 1981. ISBN 3-7618-4371-2.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
During the semester, the student will prepare and present three literature searches (each with a score of 0 - 15) and one term paper (with a score of 0 - 55). The total grade for the semester is the sum of the points earned for the research and the term paper.
The grade is awarded on a scale:
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
A - excellent performance, the student knows the basic concepts of music history, can apply what he/she has learned in theory to practice; the term paper and research meet all the criteria; critically evaluated;
B - excellent performance, the student knows the basic concepts, but in the application of knowledge to practice there are slight deficiencies - he/she solves model situations with minor hesitations; in the term paper and research there are slight deficiencies; critical thinking is borderline;
C - good performance, although the student has acquired the knowledge, but he/she can only partially apply what he/she has learned to practice; he/she has problems with complex problem solving, term paper and research are deficient;
D - acceptable performance, the student has acquired knowledge only partially, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper and research meet the minimum criteria;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the content of the education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Study of literature, sheet music, recordings and practical exercises to broaden your knowledge of medieval, Renaissance and Baroque music,
Learning outcomes/ Objectives and learning outcomes:
During the seminar, the student will deepen his/her knowledge of the periods covered through group discussions, individual consultations, study of recommended literature, listening to music, analytical work with notated material and practical exercises.
Transferable competences:
The course leads to independent work with literature and information sources, strengthens competences to verbalize musical knowledge and experiences in words and writing for the needs of different levels of artistic education, and leads to pedagogical outcomes.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours seminar/week, 22 hours total per semester, combined (primarily full-time)
Student workload 11 x 2 hours = 22 hours of direct instruction, 19 hours of preparation for seminar work and research; 19 hours for continuous assessment, total of 60 hours of student work
Teaching methods: small group work, discussion of the material covered
Compulsory/Recommended readings:
Compulsory readings:
ABRAHAM, G. Stručné dejiny hudby. Bratislava: Hudobné centrum, 2003. ISBN 80-88884-58-6.
BUKOFZER, M. Hudba v období baroka. Bratislava: Opus, 1986.
HRČKOVÁ, N. Dejiny hudby I. Európsky stredovek. Bratislava: Orman, 2003. ISBN 80-968773-3-X.
HRČKOVÁ, N. Dejiny hudby II. Renesancia. Bratislava: Ikar, 2004. ISBN 80-551-0927-3.
GEIST, B. Původ hudby. Praha: Supraphon, 1970.
Recommended (of interest) readings:
TARUSKIN, R. Music trom the Earliest Notation to the Sixteenth Century. The Oxford History of Western Music. Oxford University Press, 2010. ISBN 978-0-19-538481-9.
TARUSKIN, R. Music in the Seventeenth and Eighteenth Centuries. The Oxford History of Western Music. Oxford University Press, 2010. ISBN 978-0-19-538482-6.
EGGEBRECHT, H. H. Musik im Abendland. Mníchov: Piper Verlag, 1996. ISBN 978-3-492-22301-0.
MOTTE de la, D. Kontrapunkt. Ein Lese- und Arbeitsbuch. Bärenreiter, 1981. ISBN 3-7618-4371-2.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
During the semester, the student will prepare and present three literature searches (each with a score of 0 - 15) and one term paper (with a score of 0 - 55). The total grade for the semester is the sum of the points earned for the research and the term paper.
The grade is awarded on a scale:
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
A - excellent performance, the student knows the basic concepts of music history, can apply what he/she has learned in theory to practice; the term paper and research meet all the criteria; critically evaluated;
B - excellent performance, the student knows the basic concepts, but in the application of knowledge to practice there are slight deficiencies - he/she solves model situations with minor hesitations; in the term paper and research there are slight deficiencies; critical thinking is borderline;
C - good performance, although the student has acquired the knowledge, but he/she can only partially apply what he/she has learned to practice; he/she has problems with complex problem solving, term paper and research are deficient;
D - acceptable performance, the student has acquired knowledge only partially, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper and research meet the minimum criteria;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the content of the education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Study of literature, sheet music, recordings and practical exercises to broaden your knowledge of medieval, Renaissance and Baroque music,
Learning outcomes/ Objectives and learning outcomes:
During the seminar, the student will deepen his/her knowledge of the periods covered through group discussions, individual consultations, study of recommended literature, listening to music, analytical work with notated material and practical exercises.
Transferable competences:
The course leads to independent work with literature and information sources, strengthens competences to verbalize musical knowledge and experiences in words and writing for the needs of different levels of artistic education, and leads to pedagogical outcomes.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours seminar/week, 22 hours total per semester, combined (primarily full-time)
Student workload 11 x 2 hours = 22 hours of direct instruction, 19 hours of preparation for seminar work and research; 19 hours for continuous assessment, total of 60 hours of student work
Teaching methods: small group work, discussion of the material covered
Compulsory readings:
ALBRECHT, A. Túžby a spomienky. Bratislava: Hudobné centrum, 2008.
ISBN 978-80-88884-98-9.
BUGALOVÁ, E. Hudobná Trnava a Mikuláš Schneider-Trnavský. Trnava: Spolok sv. Vojtecha, 2011. ISBN: 978-80-7162-891-0.
BURLAS, L. Slovenská hudobná moderna. Bratislava: Obzor, 1983.
ELSCHEK, O. (ed.). Dejiny slovenskej hudby. Bratislava: Ústav hudobnej vedy SAV – ASCO, 1996. ISBN 80-88820-04-9.
HRUŠOVSKÝ, I. Slovenská hudba v profiloch a rozboroch. Bratislava: ŠHV, 1964.
JURÍK, M. – ZAGAR M.. 100 slovenských skladateľov. Bratislava: Národné hudobné centrum, 1998. ISBN 80-967799-6-6.
CHALUPKA, Ľ. Slovenská hudobná avantgarda. Bratislava: Univerzita Komenského, Filozofická fakulta, Katedra hudobnej vedy, 2011. ISBN 80-223-3115-9.
Recommended readings:
CHALUPKA, Ľ. Cestami k tvorivej profesionalite. Sprievodca slovenskou hudbou 20. storočia I (1901 – 1950). Bratislava : Univerzita Komenského, Filozofická fakulta, 2015. ISBN 978-80-8127-091-8.
KAČIC, L. Dejiny hudby III. Barok. Bratislava: Ikar, 2008. ISBN 978-80-551-1510-8.
LENGOVÁ, J. Antológia klavírnej hudby na Slovensku (1830 – 1918. Pramenná edícia s úvodnou štúdiou. Bratislava: Ústav hudobnej vedy SAV, 2015. ISBN 978-80-89135-35-6.
MÚDRA, D. Dejiny hudobnej kultúry na Slovensku II. Klasicizmus. Bratislava: Vydavateľstvo Slovenského hudobného fondu, 1993. ISBN 80-966995-3-9.
MÚDRA, D. Hudobný klasicizmus na Slovensku v dobových dokumentoch. Bratislava: Ister Science, 1996. ISBN 80-88683-15-7.
RUŠČIN, P. Cantus Catholici a tradícia duchovného spevu na Slovensku. Bratislava: Ústav hudobnej vedy SAV, 2012. ISBN 978-80-89135-29-5.
RYBARIČ, R. Dejiny hudobnej kultúry na Slovensku I. Stredovek, renesancia, barok. Bratislava: Opus, 1984.
VESELOVSKÁ, E. – ADAMKO, R. – BEDNÁRIKOVÁ, J. Stredoveké pramene cirkevnej hudby na Slovensku. Bratislava: Slovenská muzikologická spoločnosť – Ústav hudobnej vedy SAV, 2017. ISBN 978-80-89135-38-7.
ZAVARSKÝ, E. Ján Levoslav Bella. Život a dielo. Bratislava: SAV, 1955.
Studies and articles published in the periodicals Musical Life, Slovak Music, Musicologica Slovaca, Musicologica Istropolitana.
Course completion requirements:
During the semester, the student will prepare and present three literature searches (each with a score of 0 - 15) and one term paper (with a score of 0 - 55). The total grade for the semester is the sum of the points
obtained for the research and the term paper. 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.
Grades are awarded on a scale:
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 - additional work required)
A - excellent performance, student knows the basic concepts of music history, can apply what he/she has learned in theory to practice; term paper and research meet all criteria; critically evaluated;
B - excellent performance, the student knows the basic concepts, but in the application of knowledge to practice there are slight deficiencies - he/she solves model situations with minor hesitations; in the term paper and research there are slight deficiencies; critical thinking is borderline;
C - good performance, although the student has acquired the knowledge, but he/she can only partially apply what he/she has learned to practice; he/she has problems with complex problem solving, term paper and research are deficient;
D - acceptable performance, the student has acquired knowledge only partially, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper and research meet the minimum criteria;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the content of the education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Study of literature, sheet music, recordings and practical exercises to broaden your knowledge of the history of Slovak music.
Learning outcomes/ Objectives and learning outcomes:
During the seminar, the student will deepen his/her knowledge of the periods covered through group discussions, individual consultations, study of recommended literature, listening to music, analytical work with notated material and practical exercises.
Transferable competences:
The course leads to independent work with literature and information sources, strengthens competences to verbalize musical knowledge and experiences in words and writing for the needs of different levels of artistic education, and leads to pedagogical outcomes.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours seminar/week, 22 hours total per semester, combined (primarily full-time)
Student workload 11 x 2 hours = 22 hours of direct instruction, 19 hours of preparation for seminar work and research; 19 hours for continuous assessment, total of 60 hours of student work
Teaching methods: small group work, discussion of the material covered
Compulsory readings:
ALBRECHT, A. Túžby a spomienky. Bratislava: Hudobné centrum, 2008.
ISBN 978-80-88884-98-9.
BUGALOVÁ, E. Hudobná Trnava a Mikuláš Schneider-Trnavský. Trnava: Spolok sv. Vojtecha, 2011. ISBN: 978-80-7162-891-0.
BURLAS, L. Slovenská hudobná moderna. Bratislava: Obzor, 1983.
ELSCHEK, O. (ed.). Dejiny slovenskej hudby. Bratislava: Ústav hudobnej vedy SAV – ASCO, 1996. ISBN 80-88820-04-9.
HRUŠOVSKÝ, I. Slovenská hudba v profiloch a rozboroch. Bratislava: ŠHV, 1964.
JURÍK, M. – ZAGAR M.. 100 slovenských skladateľov. Bratislava: Národné hudobné centrum, 1998. ISBN 80-967799-6-6.
CHALUPKA, Ľ. Slovenská hudobná avantgarda. Bratislava: Univerzita Komenského, Filozofická fakulta, Katedra hudobnej vedy, 2011. ISBN 80-223-3115-9.
Recommended readings:
CHALUPKA, Ľ. Cestami k tvorivej profesionalite. Sprievodca slovenskou hudbou 20. storočia I (1901 – 1950). Bratislava : Univerzita Komenského, Filozofická fakulta, 2015. ISBN 978-80-8127-091-8.
KAČIC, L. Dejiny hudby III. Barok. Bratislava: Ikar, 2008. ISBN 978-80-551-1510-8.
LENGOVÁ, J. Antológia klavírnej hudby na Slovensku (1830 – 1918. Pramenná edícia s úvodnou štúdiou. Bratislava: Ústav hudobnej vedy SAV, 2015. ISBN 978-80-89135-35-6.
MÚDRA, D. Dejiny hudobnej kultúry na Slovensku II. Klasicizmus. Bratislava: Vydavateľstvo Slovenského hudobného fondu, 1993. ISBN 80-966995-3-9.
MÚDRA, D. Hudobný klasicizmus na Slovensku v dobových dokumentoch. Bratislava: Ister Science, 1996. ISBN 80-88683-15-7.
RUŠČIN, P. Cantus Catholici a tradícia duchovného spevu na Slovensku. Bratislava: Ústav hudobnej vedy SAV, 2012. ISBN 978-80-89135-29-5.
RYBARIČ, R. Dejiny hudobnej kultúry na Slovensku I. Stredovek, renesancia, barok. Bratislava: Opus, 1984.
VESELOVSKÁ, E. – ADAMKO, R. – BEDNÁRIKOVÁ, J. Stredoveké pramene cirkevnej hudby na Slovensku. Bratislava: Slovenská muzikologická spoločnosť – Ústav hudobnej vedy SAV, 2017. ISBN 978-80-89135-38-7.
ZAVARSKÝ, E. Ján Levoslav Bella. Život a dielo. Bratislava: SAV, 1955.
Studies and articles published in the periodicals Musical Life, Slovak Music, Musicologica Slovaca, Musicologica Istropolitana.
Course completion requirements:
During the semester, the student will prepare and present three literature searches (each with a score of 0 - 15) and one term paper (with a score of 0 - 55). The total grade for the semester is the sum of the points
obtained for the research and the term paper. 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.
Grades are awarded on a scale:
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 - additional work required)
A - excellent performance, student knows the basic concepts of music history, can apply what he/she has learned in theory to practice; term paper and research meet all criteria; critically evaluated;
B - excellent performance, the student knows the basic concepts, but in the application of knowledge to practice there are slight deficiencies - he/she solves model situations with minor hesitations; in the term paper and research there are slight deficiencies; critical thinking is borderline;
C - good performance, although the student has acquired the knowledge, but he/she can only partially apply what he/she has learned to practice; he/she has problems with complex problem solving, term paper and research are deficient;
D - acceptable performance, the student has acquired knowledge only partially, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper and research meet the minimum criteria;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the content of the education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Study of literature, sheet music, recordings and practical exercises to broaden your knowledge of the history of Slovak music.
Learning outcomes/ Objectives and learning outcomes:
During the seminar, the student will deepen his/her knowledge of the periods covered through group discussions, individual consultations, study of recommended literature, listening to music, analytical work with notated material and practical exercises.
Transferable competences:
The course leads to independent work with literature and information sources, strengthens competences to verbalize musical knowledge and experiences in words and writing for the needs of different levels of artistic education, and leads to pedagogical outcomes.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours seminar/week, 22 hours total per semester, combined (primarily full-time)
Student workload:11 x 2 hours = 22 hours of direct instruction, 19 hours of final test preparation; 19 hours of continuous assessment, total of 60 hours of student work
Teaching methods: small group work, discussion of the material covered
Compulsory/Recommended readings:
Compulsory readings:
BENEŠ, J. O harmónii. Bratislava: Hudobné centrum, 2003. ISBN 80-88884-40-3.
FILIP, M. Vývinové zákonitosti klasickej harmónie. Bratislava: Národné hudobné centrum, 1997. ISBN 80-967799-5-8.
HŮLA, Z. Nauka o kontrapunktu. Praha: 1965.
RIESINGER, K. Nauka o kontrapunktu 20. století. Praha: Panton, 1984.
Hudobná literatúra: partitúry hudby 17. – 20. storočia.
Recommended readings :
JEPPESEN, K. Kontrapunkt. Leipzig: VEB Breitkopf und Härtel, 1978.
MOTTE de la, D. Harmonielehre. Bärenreiter, 1999. ISBN 3-7618-4183-3.
MOTTE de la, D. Kontrapunkt. Ein Lese- und Arbeitsbuch. Bärenreiter, 1981. ISBN 3-7618-4371-2.
KAISER, U. Gehörbildung. Satzlehre, Improvisation, Höranalyse. Ein Lehrgang mit historischen Beispielen. Bärenreiter, 1989. ISBN 3-7618-1159-4.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The student will be evaluated at the end of the course on the basis of a test.
A minimum of 91 points is required for a 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.
The grade is awarded on a scale:
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)
A - excellent performance, the student knows the basic concepts of music-theoretical issues, can apply what he/she has learned in theory to practice; critically evaluates;
B - excellent performance, the student masters basic concepts in the field of music-theoretical issues, however, slight deficiencies are observed in the application of knowledge to practice - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of music-theoretical problems, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of music-theoretical problems, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of music-theoretical issues, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge in the field of music-theoretical issues, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Practicum on the selected topic: the quintacord as a vertical unit. Cadences. Fundamentals of tonal functional harmony. Harmonic thinking in the 17th-19th centuries. Selected problems of harmony in the space of extended tonality in the 20th century. Chords of the higher third system, chordal complexes. Harmonic analysis. Modulations. Practical practice of harmonization, modulations, realization of vocal and instrumental multiphonics. Viachlas. Bourdon. Heterophony. Polyphony, its development and types. Counterpoint techniques. Imitation, permutation. Counterpoint analysis.
Learning outcomes/ Objectives and learning outcomes:
In the seminar, the student deepens and practically verifies the knowledge acquired in the course and confronts it in the context of examples from composition practice.
Transferable competencies:
The course strengthens competencies to verbalize musical knowledge and experiences in words and writing for the needs of different levels of arts education, directed towards pedagogical outcomes.
Type of activities, scope (number of hours) and methods of educational activities:
2 hours seminar/week, 22 hours total per semester, combined (primarily full-time)
Student workload 11 x 2 hours = 22 hours of direct instruction, 19 hours of preparation for seminar work and research; 19 hours for continuous assessment, total of 60 hours of student work
Teaching methods: small group work, discussion of the material covered
Compulsory readings:
BURLAS, L. Formy a druhy hudobného umenia. 4. vydanie. Žilina: EDIS-Vydavateľstvo ŽU, 2006. ISBN 80-8070-522-4.
FALTIN, P. Funkcia zvuku v hudobnej štruktúre. Bratislava: Štátne hudobné vydavateľstvo, 1966.
KRESÁNEK, J. Základy hudobného myslenia. Bratislava: Opus, 1977.
KRESÁNEK, J. Tonalita. Bratislava: Opus, 1982.
KRESÁNEK, J. Tektonika. Bratislava: Asco – Art & Science, 1994. ISBN 80-901416-7-6.
KÜHN, C. Analyse lernen. Bärenreiter, 1999. ISBN 3-7618-1154-3.
RISINGER, K. Hierarchie hudebních celků v novodobé evropské hudbě. Praha: Panton, 1969
Recommended readings:
SCHÖNBERG, A. Fundamentals of Musical Composition. London: Faber, 1967.
ISBN 0-571-09276-4.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The student will be evaluated at the end of the course on the basis of a test.
A grade of A requires a minimum of 91 points, a grade of B requires a minimum of 81 points, a grade of C requires a minimum of 73 points, a grade of D requires a minimum of 66 points, and a grade of E requires a minimum of 60 points.
Grades are awarded on a scale:
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)
A - excellent performance, the student knows the basic concepts of music-theoretical issues, can apply what he/she has learned in theory to practice; critically evaluates;
B - excellent performance, the student masters basic concepts in the field of music-theoretical issues, however, slight deficiencies are observed in the application of knowledge to practice - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of music-theoretical problems, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of music-theoretical problems, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of music-theoretical issues, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge in the field of music-theoretical issues, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Practical study of selected issues:
Musical thinking. Forms and types of musical art from the beginnings to the present. Musical units and their hierarchy. Building units of music and working with them. Musical shapes and forms and their typology in historical cross-section. Form analysis.
Learning outcomes/ Objectives and learning outcomes:
In the seminar, the student deepens and practically verifies the knowledge acquired in the course and confronts it in the context of examples from composition practice.
Transferable competencies:
The course leads to independent work with literature and information sources, strengthens the competence to verbalize musical knowledge
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week seminar, total 22 hours per semester, combined form
Student workload:
11 x 2 hours of direct teaching (total: 22 hours); 14 hours preparation of seminar work; 40 hours preparation for continuous assessment. Total 76 hours of student work.
Teaching methods:
Combination of monological methods (instruction), situational methods (case studies), dialogical methods (interview, discussion), and practical methods (musical and textual transcription, analysis).
Compulsory/Recommended readings:
Compulsory:
DÚŽEK, S. – GARAJ, B. Slovenské ľudové tance a hudba. Bratislava: Ústav hudobnej vedy SAV, 2001. ISBN 80-968279-3-6.
ELSCHEKOVÁ, A. – ELSCHEK, O. Úvod do štúdia slovenskej ľudovej hudby. 3. vyd. Bratislava: Hudobné centrum, 2005. ISBN 80-88884-69-1.
ELSCHEKOVÁ, A.– ELSCHEK, O. Slovenské ľudové piesne a nástrojová hudba. Antológia. Bratislava: Osvetový ústav, 1980. (Dotlač: 1982)
LENG, L. Slovenské ľudové hudobné nástroje. Bratislava: Veda, 1967.
Recommended (of interest):
BOTÍK, J. Etnická história Slovenska. K problematike etnicity, etnickej identity, multietnického Slovenska a zahraničných Slovákov. Bratislava – Martin – Nitra: Lúč, 2007. ISBN 978-80-7114-650-6.
BURLASOVÁ, S. Kapitoly o slovenskej ľudovej piesni. Ed. Hana Urbancová. Bratislava: Ústav hudobnej vedy SAV, 2013. ISBN 978-80-89135-30-1.
BURLASOVÁ, S. Vojenské a regrútske piesne. Bratislava: Vydavateľstvo Veda, 1991. ISBN 80-224-0095-5.
BURLASOVÁ, S. Slovenské ľudové balady. Bratislava: Scriptorium musicum, 2002. ISBN 80-88737-34-6.
DEMO, O. – HRABALOVA, Olga. Žatevné a dožinkové piesne. 1. vyd. Bratislava: Opus, 1969; 2. vyd. Bratislava: Veda, 1971.
ELSCHEK, O. Slovenské ľudové píšťaly a ďalšie aerofóny. Bratislava: Vydavateľstvo Veda, 1991. ISBN 80-224-0096-3.
GARAJ, B. Gajdy a gajdošská tradícia na Slovensku. Bratislava: ASCO, 1995. ISBN 80-901416-6-8.
MÁZOROVÁ, M. – ONDREJKA, K. a kol. Slovenské ľudové tance. Bratislava: SPN, 1991. ISBN 80-08-00322-7.
URBANCOVÁ, H. Trávnice – lúčne piesne na Slovensku. Bratislava: AEPress, 2005. ISBN 80-88880-67-X.
URBANCOVÁ, H. Jánske piesne na Slovensku. Bratislava: AEPress, 2010. ISBN 978-80-88880-90-5.
URBANCOVÁ, H. Vybrané kapitoly z dejín slovenskej etnomuzikológie. Bratislava: Ústav hudobnej vedy SAV, 2016. ISBN 978-80-89135-37-0.
URBANCOVÁ, H. (ed.). Piesňová tradícia etnických menšín v období Vianoc. Bratislava: Ústav hudobnej vedy SAV; AEPress, 2006. ISBN 80-89135-11-0.
Sources of traditional music (written, visual, audio, audiovisual).
Course completion requirements:
There will be two written term papers of 50 points each during the semester.
Students may earn 50 points for each seminar paper. The final grade will be the sum of the points earned on both term papers.
A minimum of 91 points is required for a final grade of A, a minimum of 81 points is required for a grade of B, a minimum of 73 points is required for a grade of C, a minimum of 66 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. Credit will not be awarded to a student who obtains less than 25 points in either of the two written examinations. To pass the course, a minimum score of 60% is required.
The grade is awarded on a scale:
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 - additional work required)
A - excellent performance, the student knows the basic concepts of ethnomusicology, can apply what he/she has learned in theory to practice; critically evaluates;
B - excellent performance, the student masters the basic concepts of ethnomusicology, but slight deficiencies are observed in the application of the knowledge to practice - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of ethnomusicology, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of ethnomusicology, he/she has significant deficiencies in the problem, he/she cannot apply what he/she has learned in practice, he/she has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of ethnomusicology, he/she is unable to transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge in the field of ethnomusicology, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Selected topics:
History of documentation and reflection of Slovak folk song and music. Historical sources of Slovak folk song. Musical and stylistic layers of Slovak folk music. Song types and genres of Slovak folk music culture. Folk vocal music in Slovakia. Folk musical instruments and their systematics, solo and ensemble instrumental music (instrumental associations), dance. Regions of Slovak folk music. Ethnic minorities in Slovakia, their history, cultural tradition and specifics, the place of ethnic minorities in the traditional musical culture of the regions of Slovakia.
Learning outcomes/ Objectives and learning outcomes:
The student will deepen and practically verify the theoretical knowledge acquired in the course Introduction to Ethnomusicology in the application to Slovak folk music culture and traditional musical cultures of ethnic minorities in Slovakia. The student will gain an overview of the historical sources of Slovak musical folklore, or musical folklore in Slovakia (including ethnic minorities) and a basic orientation in Slovak folk vocal music, instrumental music and dance. Using specific musical material, it develops basic skills in working with folk song and music, with possibilities for use in pedagogical practice.
Type of activities, scope (number of hours) and methods of educational activities:
1 hour seminar/week, 11 hours total per semester, combined (primarily full-time)
Student workload: 11 x 1 hours = 11 hours of direct instruction, 29 hours of preparation for seminar work; 20 hours for midterm evaluation, total of 60 hours of student work
Teaching methods: small group work, discussion of the material covered
Compulsory/Recommended readings:
Compulsory readings:
GAVORA, P. a kol. Elektronická učebnica pedagogického výskumu. [online] Bratislava: Univerzita Komenského, 2010. Dostupné na: http://e-metodologia.fedu.uniba.sk/ ISBN 978-80-223-2951-4.
GAVORA, P.– KOLLÁRIKOVÁ, Z.– NOVÁKOVÁ, E. Manuál na tvorbu bakalárskej a diplomovej práce. [e-kniha] Bratislava: Pedagogická fakulta UK, 2010
MISTRÍK, J. Štylistika. Bratislava: Slovenské pedagogické nakladateľstvo, 1985. ISBN 67-216-85.
VYDRA, A. Akademické písanie. Ako vzniká filozofický text. Trnava: Filozofická fakulta Trnavskej univerzity, 2010. ISBN 978-80-8082-414-3.
Compulsory readings:
MEŠKO, D. – KATUŠČÁK D., FINDRA J.a kol. Chcete byť úspešní na vysokej škole? Akademická príručka. 3. vyd. Martin: Osveta, 2013. ISBN 978-80-8063-392-9.
BELLMAN, J. A Short Guide to Writing about Music. Longman, 2007. ISBN 0-321-18-791-1.
COWDERY, J. R. How to Write About Music. The RILM Manual of Style. New York: RILM, 2005. ISBN 978-1-932765-03-4.
HERBERT, T.. Music in Words. A Guide to Researching & Writing about Music. Oxford: Oxford University Press, 2009. ISBN 978-0-19-537373-8.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The student is evaluated in two phases: on the basis of in-class activity (completion of intermediate assignments) and for the preparation, presentation and submission of a seminar paper. For the first part, the student may receive 60 points, for the second part 40 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.
The marks shall be awarded on a scale:
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)
A - excellent performance, the student knows the principles of the methodology of producing professional texts, can apply what he/she has learned in theory to practice; critically evaluates;
B - excellent performance, the student masters the principles of methodology of creating professional texts, however, when applying the knowledge to practice, slight deficiencies are observed - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired the knowledge of the methodology of the creation of professional texts, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge of the methodology of the production of professional texts, has significant deficiencies in the problem, cannot apply what he/she has learnt in practice, has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of methodology of professional text production, he/she is unable to transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge in the field of methodology of professional text production, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Specialized libraries, domestic and foreign professional and scientific information sources, their relevance and use: encyclopedias (The New Grove Dictionary of Music and Musicians, Die Musik in Geschichte und Gegenwart), databases (Répertoire International de Littérature Musicale www. rilm.org), syntheses, monographs, articles in scientific and professional journals (Musicologica Slovaca, Musicologica Istropolitana, Slovak Music, Musical Life, Muses in School, etc.) and in thematic and conference journals. Creation of bibliography and research. Principles of creating a professional text on music, author's perspective, style and musical terminology. Scientific and professional text, music journalism, music criticism. Music pedagogical research. Use and citation of music examples and recordings. Use of the internet.
Learning outcomes/ Objectives and learning outcomes:
The aim of the course is to develop information literacy, professional, methodological and expressive skills of male and female students. After completing the course, the student knows and can navigate in primary and secondary professional and scientific sources in the field of study, knows and can apply the principles of author's ethics, can critically evaluate the professional quality of online sources, can apply the principles of writing a professional text, can structure a professional text in accordance with the conventions of the field.
Transferable competences: The student also acquires basic tools for conducting research in this field, which can be used in the development of the final thesis and in teaching practice.
Type of activities, scope (number of hours) and methods of educational activities:
1 hour seminar/week, 11 hours total per semester, combined (primarily full-time)
Student workload: 11 x 1 hours = 11 hours of direct instruction, 29 hours of preparation for seminar work; 20 hours for midterm evaluation, total of 60 hours of student work
Teaching methods: small group work, discussion of the material covered
Compulsory/Recommended readings:
Compulsory readings:
GAVORA, P. a kol. Elektronická učebnica pedagogického výskumu. [online] Bratislava: Univerzita Komenského, 2010. Dostupné na: http://e-metodologia.fedu.uniba.sk/ ISBN 978-80-223-2951-4.
GAVORA, P.– KOLLÁRIKOVÁ, Z.– NOVÁKOVÁ, E. Manuál na tvorbu bakalárskej a diplomovej práce. [e-kniha] Bratislava: Pedagogická fakulta UK, 2010
MISTRÍK, J. Štylistika. Bratislava: Slovenské pedagogické nakladateľstvo, 1985. ISBN 67-216-85.
VYDRA, A. Akademické písanie. Ako vzniká filozofický text. Trnava: Filozofická fakulta Trnavskej univerzity, 2010. ISBN 978-80-8082-414-3.
Compulsory readings:
MEŠKO, D. – KATUŠČÁK D., FINDRA J.a kol. Chcete byť úspešní na vysokej škole? Akademická príručka. 3. vyd. Martin: Osveta, 2013. ISBN 978-80-8063-392-9.
BELLMAN, J. A Short Guide to Writing about Music. Longman, 2007. ISBN 0-321-18-791-1.
COWDERY, J. R. How to Write About Music. The RILM Manual of Style. New York: RILM, 2005. ISBN 978-1-932765-03-4.
HERBERT, T.. Music in Words. A Guide to Researching & Writing about Music. Oxford: Oxford University Press, 2009. ISBN 978-0-19-537373-8.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The student is evaluated in two phases: on the basis of in-class activity (completion of intermediate assignments) and for the preparation, presentation and submission of a seminar paper. For the first part, the student may receive 60 points, for the second part 40 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.
The marks shall be awarded on a scale:
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)
A - excellent performance, the student knows the principles of the methodology of producing professional texts, can apply what he/she has learned in theory to practice; critically evaluates;
B - excellent performance, the student masters the principles of methodology of creating professional texts, however, when applying the knowledge to practice, slight deficiencies are observed - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired the knowledge of the methodology of the creation of professional texts, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge of the methodology of the production of professional texts, has significant deficiencies in the problem, cannot apply what he/she has learnt in practice, has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of methodology of professional text production, he/she is unable to transfer it adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge in the field of methodology of professional text production, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Specialized libraries, domestic and foreign professional and scientific information sources, their relevance and use: encyclopedias (The New Grove Dictionary of Music and Musicians, Die Musik in Geschichte und Gegenwart), databases (Répertoire International de Littérature Musicale www. rilm.org), syntheses, monographs, articles in scientific and professional journals (Musicologica Slovaca, Musicologica Istropolitana, Slovak Music, Musical Life, Muses in School, etc.) and in thematic and conference journals. Creation of bibliography and research. Principles of creating a professional text on music, author's perspective, style and musical terminology. Scientific and professional text, music journalism, music criticism. Music pedagogical research. Use and citation of music examples and recordings. Use of the internet.
Learning outcomes/ Objectives and learning outcomes:
The aim of the course is to develop information literacy, professional, methodological and expressive skills of male and female students. After completing the course, the student knows and can navigate in primary and secondary professional and scientific sources in the field of study, knows and can apply the principles of author's ethics, can critically evaluate the professional quality of online sources, can apply the principles of writing a professional text, can structure a professional text in accordance with the conventions of the field.
Transferable competences: The student also acquires basic tools for conducting research in this field, which can be used in the development of the final thesis and in teaching practice.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 1 Over the study period: 11
Student workload:11 x 1 hour of direct teaching = 11 hours, 26 hours of preparation for individual seminars, 3 hours of literature study, 10 hours of preparation for the final output. Total 50 hours of student work.
Learning methods: monological, dialogical (discussion of the topic), practical, analytical-synthetic method, illustrative, guided self-study
Compulsory/Recommended readings:
The choice of compositions is determined by the teacher according to the abilities of each student in individual study plans.
Course completion requirements:
Student's systematic preparation for individual seminars worth 50 points. A final performance consisting of a selection of rehearsed repertoire up to 10 minutes, worth 50 points.
The final output is internally assessed by the instructor.
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.
The grade is awarded on a scale:
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)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learnt in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired minimal knowledge, cannot apply it adequately
transfer to practice - significant deficiencies can be observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
The student will gain practical experience of playing a musical instrument/singing, using the playing/singing apparatus correctly and effectively. In the case of a harmonic instrument, the student masters musical accompaniment, practically masters the procedures of classical harmony, plays with both hands, The selection of repertoire and circuits is designed according to the individual student's abilities so that the student is able to progress systematically. The intent is to expand their instrumental/vocal skills as an essential part of the professional portfolio of a future teacher of music related subjects.
Technical exercises, etudes, vocalises, folk songs
For more advanced students, the student's instrumental/vocal skills are honed.
Learning outcomes/ Objectives and learning outcomes:
The student acquires elementary skills and habits of playing a musical instrument/song, mastering the technique of playing the instrument/song so that he/she can apply and use this musical instrument in the teaching process, also using it in other musical activities in school and extracurricular work. In lessons with an individual approach under the influence of the teacher, he/she creates his/her personality, acquires and strengthens interpersonal and communication skills.
In the case of more advanced students, the improvement of the student's instrumental/singing skills is approached.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 1 Over the study period: 11
Student workload:11 x 1 hour of direct teaching = 11 hours, 26 hours of preparation for individual seminars, 3 hours of literature study, 10 hours of preparation for the final output. Total 50 hours of student work.
Learning methods: monological, dialogical (discussion of the topic), practical, analytical-synthetic method, illustrative, guided self-study
Compulsory/Recommended readings:
The choice of compositions is determined by the teacher according to the abilities of each student in individual study plans.
Course completion requirements:
Student's systematic preparation for individual seminars worth 50 points. A final performance consisting of a selection of rehearsed repertoire up to 10 minutes, worth 50 points.
The final output is internally assessed by the instructor.
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.
The grade is awarded on a scale:
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)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to practice - the practical performance shows deficiencies;
D - acceptable performance, the student has only partially mastered the knowledge, he/she has more
deficiencies, he/she cannot apply what he/she has learnt in practice - practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired minimal knowledge, cannot apply it adequately
transfer to practice - significant deficiencies can be observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
The student will gain practical experience of playing a musical instrument/singing, using the playing/singing apparatus correctly and effectively. In the case of a harmonic instrument, the student masters musical accompaniment, practically masters the procedures of classical harmony, plays with both hands, The selection of repertoire and circuits is designed according to the individual student's abilities so that the student is able to progress systematically. The intent is to expand their instrumental/vocal skills as an essential part of the professional portfolio of a future teacher of music related subjects.
Technical exercises, etudes, vocalises, folk songs
For more advanced students, the student's instrumental/vocal skills are honed.
Learning outcomes/ Objectives and learning outcomes:
The student acquires elementary skills and habits of playing a musical instrument/song, mastering the technique of playing the instrument/song so that he/she can apply and use this musical instrument in the teaching process, also using it in other musical activities in school and extracurricular work. In lessons with an individual approach under the influence of the teacher, he/she creates his/her personality, acquires and strengthens interpersonal and communication skills.
In the case of more advanced students, the improvement of the student's instrumental/singing skills is approached.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 1 Over the study period: 11
Student workload:11 x 1 hour of direct teaching = 11 hours, 26 hours of preparation for individual seminars, 4 hours of literature study, 9 hours of preparation for the final output. Total 50 hours of student work.
Learning methods: monological, dialogical (discussion of the topic), practical, analytical-synthetic method, illustrative, guided self-study
Compulsory/Recommended readings:
The choice of compositions is determined by the teacher according to the abilities of each student in individual study plans.
Course completion requirements:
Student's systematic preparation for individual seminars worth 50 points. A final performance consisting of a selection of rehearsed repertoire up to 10 minutes, worth 50 points.
The final output is internally assessed by the instructor.
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.
The grade is awarded on a scale:
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)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learnt to practice - the practical performance shows deficiencies
D - acceptable performance, the student has only partially acquired the knowledge, there are major deficiencies in the subject matter, he/she cannot apply what he/she has learnt in practice - the practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice - significant deficiencies are observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
The student will gain practical experience of playing a musical instrument/singing, using the playing/singing apparatus correctly and effectively. Achieves optimum sonority of the instrument, plays/sings from musical notation and by ear. In the case of a harmony instrument, masters musical accompaniment, has a working knowledge of classical harmony techniques, plays with both hands, is able to improvise. Within the framework of music education, he/she masters rhythmic and melodic patterns and methods of their acquisition, deepens his/her own musical abilities. The selection of repertoire and circuits is designed according to the individual student's gifts so that the student is able to progress systematically. The intention is to expand one's instrumental/vocal skills as an essential part of the professional portfolio of a future teacher of music-related subjects.
Technical exercises, etudes, vocalises, folk songs
For more advanced students, the student's instrumental/vocal skills are honed.
Learning outcomes/ Objectives and learning outcomes:
The student deepens the elementary skills and habits of playing a musical instrument/song, masters the technique of playing the instrument/song so that he/she can apply and use this musical instrument in the teaching process, also using it in other musical activities in school and extracurricular work. In lessons with an individual approach under the influence of the teacher, he/she creates his/her personality, acquires and strengthens interpersonal and communication skills.
In the case of more advanced students, the improvement of the student's instrumental/singing skills is approached.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 1 Over the study period: 11
Student workload:11 x 1 hour of direct teaching = 11 hours, 26 hours of preparation for individual seminars, 4 hours of literature study, 9 hours of preparation for the final output. Total 50 hours of student work.
Learning methods: monological, dialogical (discussion of the topic), practical, analytical-synthetic method, illustrative, guided self-study
Compulsory/Recommended readings:
The choice of compositions is determined by the teacher according to the abilities of each student in individual study plans.
Course completion requirements:
Student's systematic preparation for individual seminars worth 50 points. A final performance consisting of a selection of rehearsed repertoire up to 10 minutes, worth 50 points.
The final output is internally assessed by the instructor.
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.
The grade is awarded on a scale:
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)
A - excellent performance, the student has mastered the basic theoretical concepts and technical elements based on individual musical ability and aptitude, and can apply what has been learned practically;
B - excellent performance, the student masters the basic theoretical concepts and technical elements on the basis of individual musical abilities and aptitudes, but slight deficiencies are observed in practical performance;
C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learnt to practice - the practical performance shows deficiencies
D - acceptable performance, the student has only partially acquired the knowledge, there are major deficiencies in the subject matter, he/she cannot apply what he/she has learnt in practice - the practical performance shows major deficiencies;
E - minimally acceptable performance, the student has acquired knowledge minimally, he/she cannot transfer it adequately into practice - significant deficiencies are observed in practical performance;
Fx - unacceptable performance, the student has not sufficiently mastered the content of education, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
The student will gain practical experience of playing a musical instrument/singing, using the playing/singing apparatus correctly and effectively. Achieves optimum sonority of the instrument, plays/sings from musical notation and by ear. In the case of a harmony instrument, masters musical accompaniment, has a working knowledge of classical harmony techniques, plays with both hands, is able to improvise. Within the framework of music education, he/she masters rhythmic and melodic patterns and methods of their acquisition, deepens his/her own musical abilities. The selection of repertoire and circuits is designed according to the individual student's gifts so that the student is able to progress systematically. The intention is to expand one's instrumental/vocal skills as an essential part of the professional portfolio of a future teacher of music-related subjects.
Technical exercises, etudes, vocalises, folk songs
For more advanced students, the student's instrumental/vocal skills are honed.
Learning outcomes/ Objectives and learning outcomes:
The student deepens the elementary skills and habits of playing a musical instrument/song, masters the technique of playing the instrument/song so that he/she can apply and use this musical instrument in the teaching process, also using it in other musical activities in school and extracurricular work. In lessons with an individual approach under the influence of the teacher, he/she creates his/her personality, acquires and strengthens interpersonal and communication skills.
In the case of more advanced students, the improvement of the student's instrumental/singing skills is approached.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 2 Over the study period: 22
Student workload: 11 x 2 hours of direct teaching = 22 hours, 26 hours of preparation for individual seminars, study of literature, 8 hours of preparation for the final output. Total 56 hours of student work.
Learning methods: dialogical, practical, project-based, brainstorming, guided self-study
Compulsory/Recommended readings:
The course does not work with compulsory literature, as it is focused on the creation of individual creations according to the creative potential of students and with the integration of knowledge and experience gained in professional subjects.
Recommended (of interest) readings:
BOROŠ, T. Baustenie – skladačky, cyklus modelov pre elementárnu kompozíciu a improvizáciu. [online] Bratislava: ISCM, 2013. dostupné na: www.newmusicforkids.org
EBEN, P. – HURNÍK I. Česká Orffova škola. Praha: Supraphon, 1969.
JURKOVIČ, P. Instrumentální soubor na ZŠ. Praha: SPN, 1989.
ORFF, C. – KEETMAN G. Orff-Schulwerk-Musik für Kinder I-V. Mainz: Schott, 1952.
PAYNEOVÁ, H.. Kreatívny pohyb a tanec. 1. vyd. Praha: Portál, 1999.
ISBN 80-7178-213-0.
PICA, R.. Experiences in Movement and Music. Wadsworth: Cengage Learning, 2010.
ISBN-13: 978-1-4283-9972-3.
WILSON, P. N. Hear and Now. Bratislava: Hudobné centrum, 2002.
ISBN 80-8884-35-7.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The course concludes with a final presentation and written reflection. 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.
The grade is awarded on a scale:
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)
Credit will not be awarded to a student who fails to complete any of the assigned topics. Fifty percent of the total points will be the midterm grade; 50 percent of the points will be the final presentation grade.
The interim assessment consists of sub-assignments, assignments, and proposals. The examination consists of a presentation of the project (in public if possible) followed by a written reflection.
A - excellent performance, the student knows the basic principles of creativity, creative thinking, designing own projects and project-based learning; can apply what he/she has learned to practice; thinks critically, evaluates;
B - excellent performance, the student masters the basic principles of creativity, creative thinking, creation of own projects and project teaching, however, when applying the knowledge to practice, slight deficiencies are observed - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, he has significant deficiencies in the problem, he cannot apply what he has learned in practice, he has problems solving model situations; his term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge of the basic principles of creativity, creative thinking, creation of own projects and project teaching, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Musical activities in practice. Music-making skills. Musical-dramatic activities. Creation and realization of own musical, music-dramatic projects or workshops. The topic and type of output is chosen by the students in cooperation with the teacher.
Learning outcomes/ Objectives and learning outcomes:
Learning objectives and outcomes:
The student is guided to develop his/her own creative thinking, music production activities, propose original solutions in the field of musical activities. The student works creatively with sounds and expressive means of music in various musical activities. The student acquires the skills of teamwork and organization of collective activities. The student will develop self-presentation and social communication skills.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 2 Over the study period: 22
Student workload: 11 x 2 hours of direct teaching = 22 hours, 26 hours of preparation for individual seminars, study of literature, 8 hours of preparation for the final output. Total 56 hours of student work.
Learning methods: dialogical, practical, project-based, brainstorming, guided self-study
Compulsory/Recommended readings:
The course does not work with compulsory literature, as it is focused on the creation of individual creations according to the creative potential of students and with the integration of knowledge and experience gained in professional subjects.
Recommended (of interest) readings:
BOROŠ, T. Baustenie – skladačky, cyklus modelov pre elementárnu kompozíciu a improvizáciu. [online] Bratislava: ISCM, 2013. dostupné na: www.newmusicforkids.org
EBEN, P. – HURNÍK I. Česká Orffova škola. Praha: Supraphon, 1969.
JURKOVIČ, P. Instrumentální soubor na ZŠ. Praha: SPN, 1989.
ORFF, C. – KEETMAN G. Orff-Schulwerk-Musik für Kinder I-V. Mainz: Schott, 1952.
PAYNEOVÁ, H.. Kreatívny pohyb a tanec. 1. vyd. Praha: Portál, 1999.
ISBN 80-7178-213-0.
PICA, R.. Experiences in Movement and Music. Wadsworth: Cengage Learning, 2010.
ISBN-13: 978-1-4283-9972-3.
WILSON, P. N. Hear and Now. Bratislava: Hudobné centrum, 2002.
ISBN 80-8884-35-7.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The course concludes with a final presentation and written reflection. 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.
The grade is awarded on a scale:
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)
Credit will not be awarded to a student who fails to complete any of the assigned topics. Fifty percent of the total points will be the midterm grade; 50 percent of the points will be the final presentation grade.
The interim assessment consists of sub-assignments, assignments, and proposals. The examination consists of a presentation of the project (in public if possible) followed by a written reflection.
A - excellent performance, the student knows the basic principles of creativity, creative thinking, designing own projects and project-based learning; can apply what he/she has learned to practice; thinks critically, evaluates;
B - excellent performance, the student masters the basic principles of creativity, creative thinking, creation of own projects and project teaching, however, when applying the knowledge to practice, slight deficiencies are observed - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, he has significant deficiencies in the problem, he cannot apply what he has learned in practice, he has problems solving model situations; his term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge of the basic principles of creativity, creative thinking, creation of own projects and project teaching, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Musical activities in practice. Music-making skills. Musical-dramatic activities. Creation and realization of own musical, music-dramatic projects or workshops. The topic and type of output is chosen by the students in cooperation with the teacher.
Learning outcomes/ Objectives and learning outcomes:
Learning objectives and outcomes:
The student is guided to develop his/her own creative thinking, music production activities, propose original solutions in the field of musical activities. The student works creatively with sounds and expressive means of music in various musical activities. The student acquires the skills of teamwork and organization of collective activities. The student will develop self-presentation and social communication skills.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 2 Over the study period: 22
Student workload: 11 x 2 hours of direct teaching = 22 hours, 26 hours of preparation for individual seminars, study of literature, 8 hours of preparation for the final output. Total 56 hours of student work.
Learning methods: dialogical, practical, project-based, brainstorming, guided self-study
Compulsory/Recommended readings:
The course does not work with compulsory literature, as it is focused on the creation of individual creations according to the creative potential of students and with the integration of knowledge and experience gained in professional subjects.
Recommended (of interest) readings:
BOROŠ, T. Baustenie – skladačky, cyklus modelov pre elementárnu kompozíciu a improvizáciu. [online] Bratislava: ISCM, 2013. dostupné na: www.newmusicforkids.org
EBEN, P. – HURNÍK I. Česká Orffova škola. Praha: Supraphon, 1969.
JURKOVIČ, P. Instrumentální soubor na ZŠ. Praha: SPN, 1989.
ORFF, C.- KEETMAN G. Orff-Schulwerk-Musik für Kinder I-V. Mainz: Schott, 1952.
PAYNEOVÁ, H. Kreatívny pohyb a tanec. 1. vyd. Praha: Portál, 1999.
ISBN 80-7178-213-0.
PICA, R. Experiences in Movement and Music. Wadsworth: Cengage Learning, 2010.
ISBN-13: 978-1-4283-9972-3.
WILSON, P. N. Hear and Now. Bratislava: Hudobné centrum, 2002.
ISBN 80-8884-35-7.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The course is completed with a final presentation and written reflection. A minimum of 91 points is required for a 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.
The grade is awarded on a scale:
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)
Credit will not be awarded to a student who fails to complete any of the assigned topics. Fifty percent of the total points will be the midterm grade; 50 percent of the points will be the final presentation grade.
The interim assessment consists of sub-assignments, assignments, and proposals. The examination consists of a presentation of the project (in public if possible) followed by a written reflection.
A - excellent performance, the student knows the basic principles of creativity, creative thinking, designing own projects and project-based learning; can apply what he/she has learned to practice; thinks critically, evaluates;
B - excellent performance, the student masters the basic principles of creativity, creative thinking, creation of own projects and project teaching, however, when applying the knowledge to practice, slight deficiencies are observed - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, he has significant deficiencies in the problem, he cannot apply what he has learned in practice, he has problems solving model situations; his term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge of the basic principles of creativity, creative thinking, creation of own projects and project teaching, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Musical activities in practice. Music-making skills. Musical-dramatic activities. Creation and realization of own musical, musical-dramatic projects or workshops. The topic and the type of performance are chosen by the students in cooperation with the teacher.
Learning outcomes/ Objectives and learning outcomes:
The student will be able to think creatively and apply music production activities, designing and creating original solutions in the field of musical activities. The student is able to work creatively and independently with the sounds and expressive means of music in various musical activities. Gain spontaneous and relaxed expression. The student will acquire the skills of teamwork and organisation of collective activities. The student will develop and consolidate self-presentation and social communication skills.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organisational form
Form of teaching: seminar, combined form (primarily full-time)
Recommended length of teaching (in hours):
Weekly: 2 Over the study period: 22
Student workload: 11 x 2 hours of direct teaching = 22 hours, 26 hours of preparation for individual seminars, study of literature, 8 hours of preparation for the final output. Total 56 hours of student work.
Learning methods: dialogical, practical, project-based, brainstorming, guided self-study
Compulsory/Recommended readings:
The course does not work with compulsory literature, as it is focused on the creation of individual creations according to the creative potential of students and with the integration of knowledge and experience gained in professional subjects.
Recommended (of interest) readings:
BOROŠ, T. Baustenie – skladačky, cyklus modelov pre elementárnu kompozíciu a improvizáciu. [online] Bratislava: ISCM, 2013. dostupné na: www.newmusicforkids.org
EBEN, P. – HURNÍK I. Česká Orffova škola. Praha: Supraphon, 1969.
JURKOVIČ, P. Instrumentální soubor na ZŠ. Praha: SPN, 1989.
ORFF, C.- KEETMAN G. Orff-Schulwerk-Musik für Kinder I-V. Mainz: Schott, 1952.
PAYNEOVÁ, H. Kreatívny pohyb a tanec. 1. vyd. Praha: Portál, 1999.
ISBN 80-7178-213-0.
PICA, R. Experiences in Movement and Music. Wadsworth: Cengage Learning, 2010.
ISBN-13: 978-1-4283-9972-3.
WILSON, P. N. Hear and Now. Bratislava: Hudobné centrum, 2002.
ISBN 80-8884-35-7.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
The course is completed with a final presentation and written reflection. A minimum of 91 points is required for a 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.
The grade is awarded on a scale:
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)
Credit will not be awarded to a student who fails to complete any of the assigned topics. Fifty percent of the total points will be the midterm grade; 50 percent of the points will be the final presentation grade.
The interim assessment consists of sub-assignments, assignments, and proposals. The examination consists of a presentation of the project (in public if possible) followed by a written reflection.
A - excellent performance, the student knows the basic principles of creativity, creative thinking, designing own projects and project-based learning; can apply what he/she has learned to practice; thinks critically, evaluates;
B - excellent performance, the student masters the basic principles of creativity, creative thinking, creation of own projects and project teaching, however, when applying the knowledge to practice, slight deficiencies are observed - the student solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, although the student has acquired knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, but he can only partially apply what he has learned to practice; he has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, he has significant deficiencies in the problem, he cannot apply what he has learned in practice, he has problems solving model situations; his term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of creativity, creative thinking, creation of own projects and project teaching, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge of the basic principles of creativity, creative thinking, creation of own projects and project teaching, or has not fulfilled the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Musical activities in practice. Music-making skills. Musical-dramatic activities. Creation and realization of own musical, musical-dramatic projects or workshops. The topic and the type of performance are chosen by the students in cooperation with the teacher.
Learning outcomes/ Objectives and learning outcomes:
The student will be able to think creatively and apply music production activities, designing and creating original solutions in the field of musical activities. The student is able to work creatively and independently with the sounds and expressive means of music in various musical activities. Gain spontaneous and relaxed expression. The student will acquire the skills of teamwork and organisation of collective activities. The student will develop and consolidate self-presentation and social communication skills.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
1 hour seminar/week, 1 hour tutorial/week, total 22 hours per semester, combined (primarily face-to-face)
Student workload: 11 x 2 hours = 22 hours of direct teaching, 18 hours of preparation for seminar work; 20 hours for continuous assessment, 60 hours of student work in total
Teaching methods: small group work, problem solving, discussion of the material covered
Compulsory/Recommended readings:
Compulsory readings:
COLLINS, N. Handmade Electronic Music. The Art of Hardware Hacking. Second edition. Oxon/New York: Routledge, 2009. ISBN: 0-415-99609-0.
DAVIES, H. Sounds Heard. Chelmsford: Soundworld Publishers, 2002.
ISBN 1-902440-05-6.
príručky k softvérom (voľne dostupné na internete),napr.
http://www.flossmanuals.net/audacity/, http://en.flossmanuals.net/audio-production/ch002_what-is-digital-audio/, http://en.wikipedia.org/wiki/Digital_audio
Recommended readings:
GUERIN, R. Veľká kniha midi. Brno: Computer Press 2004. ISBN 80-722-6985-2
SENIOR, M. Mixujeme hudbu v domácím nahrávacím studiu. Brno: Computer Press 2014. ISBN 978-80-251-3798-7.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
100% of continuous assessment. The continuous assessment consists of sub-assignments, assignments, exercises and a final term paper.
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.
The grade is awarded on a scale:
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)
A - excellent performance, student knows the computer principles of music software, can apply what has been learned in theory to practice; critically evaluated;
B - excellent performance, the student knows the principles of music software, but slight deficiencies are observed when applying the knowledge to practice - he/she solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, the student has acquired knowledge of computer principles of music software, but can only partially apply what he/she has learned to practice; has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge of computer principles of music software, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of computer principles of music software, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge of the computer principles of music software, or has not met the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Basics of sound recording (sampling rate, bit depth, digital vs. analogue, sound formats and compression), basics of sound processing (editing, normalization, effects) in AUDACITY (http://audacity.sourceforge.net/?lang=skHYPERLINK), sound archiving (burning to CD, DVD, cloud storage), basics of music mixing, basics of note typesetting in MUSESCORE (http://musescore.org/sk), basics of using MIDI peripherals and their proper connection
Learning outcomes/ Objectives and learning outcomes:
The student will acquire basic skills and knowledge in computer work in the following areas: recording, sound processing and archiving, notation, working with MIDI instruments, etc.
Transferable competences. Works mainly with freely available "open source" software developed by foreign universities and expert volunteers.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
1 hour seminar/week, 1 hour tutorial/week, total 22 hours per semester, combined (primarily face-to-face)
Student workload: 11 x 2 hours = 22 hours of direct teaching, 18 hours of preparation for seminar work; 20 hours for continuous assessment, 60 hours of student work in total
Teaching methods: small group work, problem solving, discussion of the material covered
Compulsory/Recommended readings:
Compulsory readings:
COLLINS, N. Handmade Electronic Music. The Art of Hardware Hacking. Second edition. Oxon/New York: Routledge, 2009. ISBN: 0-415-99609-0.
DAVIES, H. Sounds Heard. Chelmsford: Soundworld Publishers, 2002.
ISBN 1-902440-05-6.
príručky k softvérom (voľne dostupné na internete),napr.
http://www.flossmanuals.net/audacity/, http://en.flossmanuals.net/audio-production/ch002_what-is-digital-audio/, http://en.wikipedia.org/wiki/Digital_audio
Recommended readings:
GUERIN, R. Veľká kniha midi. Brno: Computer Press 2004. ISBN 80-722-6985-2
SENIOR, M. Mixujeme hudbu v domácím nahrávacím studiu. Brno: Computer Press 2014. ISBN 978-80-251-3798-7.
Remark:
In case of good language skills of the student, in addition to the literature in Slovak language, we also provide relevant foreign language literature.
Course completion requirements:
100% of continuous assessment. The continuous assessment consists of sub-assignments, assignments, exercises and a final term paper.
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.
The grade is awarded on a scale:
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)
A - excellent performance, student knows the computer principles of music software, can apply what has been learned in theory to practice; critically evaluated;
B - excellent performance, the student knows the principles of music software, but slight deficiencies are observed when applying the knowledge to practice - he/she solves model situations with minor hesitations; critical thinking is borderline;
C - good performance, the student has acquired knowledge of computer principles of music software, but can only partially apply what he/she has learned to practice; has problems with complex problem solving;
D - acceptable performance, the student has only partially mastered the knowledge of computer principles of music software, has significant deficiencies in the problem, cannot apply what he/she has learned in practice, has problems solving model situations; his/her term paper meets the minimum criteria;
E - minimally acceptable performance, the student has acquired minimal knowledge in the field of computer principles of music software, he/she is unable to transfer them adequately into practice;
Fx - unacceptable performance, the student has not sufficiently mastered the knowledge of the computer principles of music software, or has not met the conditions set by the teacher during the semester.
Slovak
Course outcomes of subject (content):
Basics of sound recording (sampling rate, bit depth, digital vs. analogue, sound formats and compression), basics of sound processing (editing, normalization, effects) in AUDACITY (http://audacity.sourceforge.net/?lang=skHYPERLINK), sound archiving (burning to CD, DVD, cloud storage), basics of music mixing, basics of note typesetting in MUSESCORE (http://musescore.org/sk), basics of using MIDI peripherals and their proper connection
Learning outcomes/ Objectives and learning outcomes:
The student will acquire basic skills and knowledge in computer work in the following areas: recording, sound processing and archiving, notation, working with MIDI instruments, etc.
Transferable competences. Works mainly with freely available "open source" software developed by foreign universities and expert volunteers.
Recommended reading:
HELUS, Z. 2004. Díte v osobnostním pojetí. Obrat k díteti jako výzva a úkol pro učitele i rodiče. 2. prepr. a rozš. vyd. Praha : Portál, 2004. ISBN 80-7178-888-0.
HLÁSNA, S. – HORVÁTHOVÁ, K. – MUCHA, M. – TÓTHOVÁ, R., 2006. Úvod do pedagogiky. Nitra : ENIGMA. ISBN: 80-89132-29-4.
KOSTRUB, D. a kol. 2018. Vychovávanie a starostlivosť o deti do troch rokov veku. Tvorba výchovného program. Bratislava : Univerzita Komenského, 2018. ISBN 978-80-223-4667-2. (.kap.: 5.3 Komunikácia v rodine a v zariadeniach. Ostradický, P., Pirháčová Lapšanská, M.).
MANNIOVÁ, Jolana. Kapitoly z pedagogiky I. Bratislava: Luskpress, 2004. ISBN 80- 968956-2-1
POTOČÁROVÁ, M., KOLDEOVÁ, L., FERKOVÁ, Š, DERKOVÁ, J. 2021. Teória výchovy 1. Univerzita Komenského v Bratislave : Bratislava. 1. vydanie, 308 strán. ISBN 978-80-223-5327-4.
PRŮCHA, Ján. Přehled pedagogiky. 3. aktual. vyd. Praha: Portál, s.r.o., 2009. ISBN 978-7367-567-7.
ŠIPOŠOVÁ, M. OSTRADICKÝ, P. 2021. Formovanie pedagogického myslenia študentov učiteľstva angličtiny o problematike výučby gramatiky cudzieho jazyka v kontinuu ich cudzojazyčnej výučby (výskumná štúdia) In Forlang [elektronický dokument] : periodický zborník vedeckých príspevkov a odborných článkov z medzinárodnej vedeckej konferencie konanej 23. - 24. júna 2021 : Roč. 8, č. 1. - : 1. vyd. ISBN 978-80-553-3948-1. - Košice : Technická univerzita v Košiciach, 2021. - S. 368-380 [CD-ROM].
ZELINOVÁ, M. 2012. Voľný čas efektívne a tvorivo. Teória a prax výchovy mimo vyučovania. Iura Edition: Bratislava, 2012. 146s. ISBN 978-80-8078-479-9.
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.
As part of the interim assessment, students will create (25 points) and critically analyse (25 points) a reflective journal (can take the form of a concept map) focused on pedagogical situational (self)reflection (50 points in total). As part of the final assessment, they will develop (30 points) and defend in a colloquium discussion (20 points) a term paper - a conceptual proposal (with pedagogical analysis of a specific problem(s)) to address a selected educational problem(s) in a school or extra-curricular setting (50 points total). The aim is coherent pedagogical (self-)reflection, critique, identification of critical moments of education (and/or teaching) and presentation of students' forming pedagogical thinking, production of ideas for improving the personal progress of the educated and the teacher, anticipation of the development of educational reality (under the influence of current problems and theories). A minimum of 91 points is required for a final grade of A, a minimum of 81 points is required for a grade of B, a minimum of 73 points is required for a grade of C, a minimum of 66 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. 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 - 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 (100-91%, excellent - outstanding results) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can analyse, synthesise and assess (critically evaluate, develop, enrich with own ideas), is oriented in current scientific-pedagogical theories and can also critically analyse and evaluate them - in relation to the key stages of their development and their implications for practice. It can anticipate their further development, identify and propose solutions to problems in relation to the needs of practice,
B (90-81%, very good - above average standard) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can critically evaluate, develop and enrich it with his/her own ideas, is familiar with current scientific and pedagogical theories and can also critically evaluate them - in relation to the key stages of their development and their implications for practice, but only in selected problems, not in a generalizing way,
C (80-73%, good - normal reliable work) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, can apply it adequately, but lacks its development by own ideas, applies it in specific, concrete and not generalizing contexts, is oriented in current scientific-pedagogical theories, but lacks their critical and generalizing evaluation,
D (72-66%, satisfactory - acceptable results) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, its correct application is limited and its development by own ideas is absent, the student applies it only in specific, concrete and not generalizing contexts, the orientation in current scientific-pedagogical theories is limited to specific areas, their critical evaluation is absent,
E (65-60%, sufficient - the results meet the minimum criteria) - the student has only a limited understanding and can apply the basic relevant professional terminology in the outputs, its application is limited in terms of correctness and accuracy, there is no critical analysis and development of their own ideas, the orientation in current scientific-pedagogical theories is limited to partial areas, there is no critical evaluation and generalization of them,
Fx (59-0%, insufficient - additional work is required) - student with significant limitations knows but cannot coherently apply (even basic) relevant professional terminology in the outputs, its application is incoherent, limited to limited contexts, orientation in current scientific-pedagogical theories is incoherent, limited to partial areas, their generalizing application is absent.
slovak and czech
Brief outline of the course: General educational theory explores educational reality in its breadth and complexity, helping teachers to orient themselves and gain the clearest possible picture of the complex spectrum of different determinants that shape it. It makes accessible the formation and nature of pedagogical thought and characterizes the whole process of constructing pedagogical knowledge. There is a present and necessary discourse in pedagogy about different conceptions and approaches to educational reality. Orientation in the contemporary scientific discourse of pedagogy initiates in student teachers the process of forming individual conceptions which, for their teaching practice, constitute the basic platform of their pedagogical thinking and action.
Lecture topics:
1. Pedagogy as a science. Social, gnoseological, psychological and logical foundations of the science of pedagogy; Scientific legitimacy of pedagogy; Subject of pedagogy; Use and significance of pedagogy in the present.
2. The development of pedagogical thinking in the 20th and 21st centuries. Basic paradigms in education and training; Paradigms of humanization and constructivism; subject and object of education and training.
3. Factors in the development of the human individual. Personality in relation to education; Functions of education; Education, education, teaching, teaching, learning (to); Selected methods of education.
4. Education as a subject of pedagogical science. The nature of education; Attributes of education; Education as deliberate purposeful action; Education and self-education.
5. Conceptual structure of education and training in Slovakia Determinants of selection of the content of education and training in Slovakia; Documents of educational policy; International and domestic documents of educational policy.
6. Education outside the classroom. Specific features, organisation and aims of education outside the classroom.
7. Principles, methods, forms and means of education and training for the meaningful development of the individual (teaching process). Educational problems in school and their optimal solution.
8. Teacher and educator. Status of teacher and educator; competencies, professionalism of teacher; educational styles; humanization of education. Pedagogical diagnostics and effectiveness of the educational process.
9. The phenomenon of teacher social competence. Basic concepts; Characteristic features, approaches and their meaning.
10. Alternative Education. Basic typology of alternative schools; History and development; Modern alternative approaches.
11. Scientific approaches in pedagogy. Basic concepts; Objectives, methods and conceptual bases of pedagogical research.
50/50
Learning outcomes: by completing the course, the student will be competent to implement analytical, synthesizing and evaluative processes within the framework of (scientifically relevant - practice-supported) theories of General educational theory, processes of personal-professional development on the basis of cognition and (self-)reflection, will know and be able to apply (in the specific outcomes of the course) the necessary resources, strategies and methods for this purpose.
Transferable competences: the student will know and be able to apply resources, strategies and methods for the continuous development of intra and interpersonal communication, organizational, (self-)cognitive competences.
Reference sources:
Required reading:
Gogová, A., Kročková, Š., Pintes, G. 2004. Žiak - sloboda - výchova. Prešov: Vydavateľstvo M. Vaška. 312 s. ISBN 80-8050-675-2
Potočárová, M., Derková, J., Ferková, Š., Koldeová, L. 2021. Teória výchovy 1. Bratislava: UK. ISBN 978-80-223-5327-4
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. 144 s. 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. ISBN 80-85498-27-8
Potočárová, M. Pedagogika rodiny. 2008. Teoretické východiská rodinnej výchovy. Bratislava: Univerzita Komenského. 216 s. ISBN: 978-80-223-2458-8
Skarupská, H. 2016. Filozofie a Teorie výchovy. Studijní opora. Praha: Hnutí R. ISBN 978-80-86798-70-7
Strouhal, M. 2013. Teorie výchovy. Praha: Grada. ISBN 978-80-2474-0
Trabalíková, J., Macháček, D., Zemančíková, V. 2014. Výchova v utváraní osobnosti. Žilina: Žilinská univerzita. ISBN 978-80-554-0904-7
Zelina, M. 2004. Teórie výchovy alebo hľadanie dobra. Bratislava: SPN. ISBN 80-10-00456-1.
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 written examination - 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 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. An introduction to the discipline of educational theory. Theoretical foundations and determinants of education. Creative-humanistic education.
2. Views on education. Education in different historical periods.
3. School documents and legislation with a focus on education. Educational programme.
4. Goals of education and their determination.
5. The concept of education and self-education, functions, conditions and factors of education. The process of education/self-education and its phases.
6. Educational methods and new trends.
7. Characteristics and classification of educational principles.
8. 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.
9. Organizational forms and means of education.
10. 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.
11. The personality of the child in the educational process. Categorization of factors of personality formation, bio-psycho-social determination of personality development and education.
12. Educational environment and its importance for a person.
13. Family and family education. Educational styles in the family. Negative tendencies in family upbringing.
14. Educational conditions of the school environment. Negative phenomena in the school environment and their prevention.
15. 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
Reference sources:
BRŤKOVÁ, M., et al. Kapitoly z dejín pedagogiky. Bratislava: Pressent 2000.
JŮVA,V. jun., JŮVA, V. sen. Stručné dějiny pedagogiky. Brno: Paido 2003.
KASPER, T, KASPEROVÁ, D. Dějiny pedagogiky. Praha: Grada. 2008.
KUDLÁČOVÁ, B. Človek a výchova v dejinách európskeho myslenia. Trnava: PF TU, 2007.
PORUBSKÝ, Š. Úryvky z dejín pedagogického myslenia. Banská Bystrica: PF UMB, 2012.
PŠENÁK, J. Dejiny školstva a pedagogiky. Žilina: EDIS-vydavateľstvo ŽUŽ 2012.
ŠMAHELOVÁ, B. Nástin vývoje pedagogického myšlení. Brno: MSD, spol. s r.o., 2008
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with an examination. The weighting of the interim and final assessment is 50/50.
Interim assessment (50%) consists of an assessment of 10 assignments completed by students. The solution of each task is assessed on a 2-0 point scale according to the specific criteria set for each task. The maximum possible number of points obtained in the interim assessment is 20.
The final grade (50%) consists of an assessment of the following knowledge and competencies demonstrated by the student in the oral examination: The student's ability to use professional terminology (assessed on a 2-0 point scale), to define the subject and describe the system of the history of education (2-0), to explain the context of the emergence and the main features of the historical currents of educational thought (4-0), to describe and compare the systems of education in different historical periods (6-0), to explain the views and characterize the work of significant figures in the history of education, to critically evaluate them and to identify their influence on education and education today (6-0). The maximum possible marks in the continuous assessment are 20.
For successful completion of the course it is necessary to obtain at least 60% of the points (24 points).
The overall grade is awarded on a grading scale:
A (40-37 points) - excellent (outstanding results),
B (36-33 points) - very good (above average standard),
C (32-30 points) - good (average results),
D (29-27 points) - satisfactory (acceptable results),
E (26-24 points) - sufficient (results meet the minimum criteria),
FX (23-0 points) - underperforming (unacceptable results).
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
Brief outline of the course:
The subject, terminology and system of the history of pedagogy. 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.
50/50
Learning outcomes:
Upon completion of the course, students will be able to use professional terminology, define the subject, and describe the system of the history of pedagogy. 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.
Transferable competences: 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 status 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 competences creatively in the study of other pedagogical disciplines and in their future pedagogical practice.
Derková, J., Ferková, Š., Kuruc, M., Koldeová, L., Bakošová, Z., Katuščáková, T. (2017). Morálne kompetencie žiakov. Metodická príručka pre učiteľov na nižšém sekundárnom stupni vzdelávania. Bratislva: Univerzita Komenského v Brtislave, 2017. 214 s.
Kostrub, D., Tóthová, R. a Ferková, Š. (2017) Žiak, učiteľ a výučba. Prešov: Rokus, 2017. 368s.
Kratochvíl, S. (2009). Skupinová psychoterapia v praxi. Praha: Galén, 2009. 297s.
Labáth, V., Smik, J., Matula, Š. (2011). Expoprogram, Intervenčný program pre prácu s deťmi a mládežov. Bratislava: Univerzita Komenského v Bratislave, 2011. 275s.
Lemon, D. (2021). Teach Like a Champion 3.0: 63 Techniques that Put Students on the Path College. Hoboken: Jossey-Bass, NJ., 2021. 504s.
Rieger, Z. (2007). Loď skupiny. Praha: Portál, 2007. 208s.
Prerequisite subjects: none
Prerequisites for successful completion of the course.
During the training, students will work on three intermediate tasks (reflections on the events of the training), 1 intermediate task for 9 points, a total of 27 points. Upon completion of the training, students will process 1 group distance assignment for 32 points. Final colloquial assessment 41 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, a minimum of 60% of the marks must be obtained.
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 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 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.
knowledge of Slovak and English.
Brief outline of the course:
1. Group dynamics in the classroom
2. Elements of group dynamics
- Group atmosphere and climate
- Objectives of the group
- Cooperation and competition
- Tension and cohesion
- Determination of group standards
- Power and subgroup formation
- Group structure and identity
- Leadership and working with leadership
3. Factors promoting group dynamics
- Group Membership
- Experimenting
- Group culture
- Communication in a group
4. Control versus support for individual and group autonomy
5. Managing problem behaviour
6. Resolving conflicts in the classroom with the win-win method
Intermediate tasks: after each teaching block, students will make a structured reflection on the events during the training (three reflections in total).
Distance task: after all learning blocks are completed, students work in small groups on one distance task (micro-analysis of group events in the classroom - a model situation from the video).
Final evaluation: after completing the entire training and handing in the interim assignments and the distance assignment, students who have fulfilled the requirements of the interim evaluation will undergo a colloquial final evaluation.
100/0
Learning outcomes:
- Graduates of the course understand the principles of group dynamics
- The course graduate is well versed/learned and able to critically evaluate group events at the classroom level.
- He approaches the assigned tasks in a complex way, using both the process of analysis and synthesis in the search for solutions. In making decisions, he/she uses thinking strategies based on critical evaluation, which is based on facts and clearly formulated information from reliable information sources.
- On teaching methods aimed at fostering autonomy, cooperation and group work of pupils' creativity as one possible approach and as a source of inspiration for their future teaching practice.
- The graduate can use the acquired knowledge and skills in solving (problem-based) tasks, cooperative and group teaching. He/she is able to analyze the problem and synthesize new solutions. They are able to formulate clear conclusions and their justifications, which they can present to both the professional community and the general public.
- Graduates of the course are encouraged to adopt a growth-oriented mind-set and lifelong learning.
Transferable competences on which the course reflects: development of communication, organisational and digital skills. Fostering analytical, critical, creative and growth-oriented thinking; developing skills related to facilitation and mentoring. Promoting the development of reflective, self-reflective skills and the perception of one's own responsibility for personal decisions.
Required reading:
TOTHOVÁ R. - KOSTRUB, D. - FERKOVÁ Š. 2017. Žiak, učiteľ a výučba (všeobecná didaktika pre študentov učiteľstva). Prešov: ROKUS. ISBN 978-80-89510-61-0.
Recommended reading:
FISHER, R.: Učíme děti myslet a učit se. Praha : Portál, 2011. ISBN 978-80-26200-43-7.
HLÁSNA, S. – HORVÁTHOVÁ, K. – MUCHA, M. – TÓTHOVÁ, R., 2006. Úvod do pedagogiky. Nitra : ENIGMA. ISBN: 80-89132-29-4 (3.kap.: Všeobecná didaktika).
KOREŇOVÁ, L.- KOSTRUB, D.-OSTRADICKÝ, P. 2018. Constructionist teaching and learning of mathematics through the optics of qualitative methodology. In DICTAP2018 & ICEE2018 [elektronický dokument]. - : 1. vyd. ISBN 978-1-941968-50-5.
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, 1. vyd., s.114-122. ISBN 978-83-62160-20-4.
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. 2008. Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS. ISBN 978-80-89055-87-6.
OSTRADICKÝ, P. 2017. Interakčný príklon vs. interakčný odklon vo vyučovaco-učebných činnostiach výučby. In MMK 2017 [elektronický zdroj]. - Brno : Masarykova univerzita, 2017. - ISBN 978-80-87952-22-1. - S. 843-852 [CD-ROM].
OSTRADICKÝ, P. KOSTRUB, D. 2021. Chain (re)actions as the birth and development of pupil autonomy. In EDULEARN21 [elektronický dokument] : 13th annual International Conference on Education and New Learning Technologies, Barcelona, 5th - 6th of July, 2021 : Roč. 13. - : 1. vyd. ISBN 978-84-09-31267-2. - Barcelona : IATED, 2021. - S. 11734-11742 [CD-ROM].
PORUBSKÝ, Š. 2007. Učiteľ-diskurz-žiak. Osobnostno-sociálny model primárnej edukácie. Banská Bystrica: UMB v Banskej Bystrici, 2007. ISBN 978-80-8083-392-3.
SKALKOVÁ, J. 2007. Obecná didaktika. 2., rozšírené a aktualizované vydanie. Praha : Grada,2007. ISBN: 80-24718-21-7.
ŠIPOŠOVÁ, M. OSTRADICKÝ, P. 2021. Formovanie pedagogického myslenia študentov učiteľstva angličtiny o problematike výučby gramatiky cudzieho jazyka v kontinuu ich cudzojazyčnej výučby (výskumná štúdia) In Forlang [elektronický dokument] : periodický zborník vedeckých príspevkov a odborných článkov z medzinárodnej vedeckej konferencie konanej 23. - 24. júna 2021 : Roč. 8, č. 1. - : 1. vyd. ISBN 978-80-553-3948-1. - Košice : Technická univerzita v Košiciach, 2021. - S. 368-380 [CD-ROM]
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with an examination. The weighting of the interim and final assessment is 50/50.
As part of the interim assessment, students will create (25 points) and critically analyse (25 points) a reflective journal (can take the form of a concept map) focused on pedagogical-didactic situational (self)reflection (50 points in total). As part of the final assessment, they will develop (30 points) and defend in a colloquial discussion (20 points) a term paper - a conceptual proposal (with a pedagogical-didactic analysis of a specific problem) for solving a selected teaching-learning problem in school. The aim is a coherent pedagogical-didactic (self-)reflection, critique, identification of critical moments of teaching and forming pedagogical thinking, production of ideas for improving the personal progress of learners and teachers, anticipation of the development of educational reality (under the influence of current problems and theories). 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.
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 (100-91%, excellent - outstanding results) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can analyse, synthesise and assess (critically evaluate, develop, enrich with own ideas), is oriented in the current scientific-didactic theories and can also critically analyse and evaluate them - in relation to the key stages of their development and their implications for practice. It can anticipate their further development, identify and propose solutions to problems in relation to the needs of practice,
B (90-81%, very good - above average standard) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can critically evaluate, develop and enrich it with his/her own ideas, but only in selected problems and not in a generalizing way, is oriented in current scientific-didactic theories and can also critically evaluate them - in relation to the key stages of their development and their implications for practice, but only in selected problems and not in a generalizing way.
C (80-73%, good - normal reliable work) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, can apply it appropriately, but lacks its development by own ideas, applies it in specific, concrete and not generalizing contexts, is oriented in current scientific-didactic theories, but lacks their critical and generalizing evaluation,
D (72-66%, satisfactory - acceptable results) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, its correct application is limited and its development by own ideas is absent, the student applies it only in specific, concrete and not generalizing contexts, the orientation in current scientific-didactic theories is limited to specific areas, their critical evaluation is absent,
E (65-60%, sufficient - the results meet the minimum criteria) - the student has only a limited understanding and can apply the basic relevant professional terminology in the outputs, its application is limited to defined contexts, critical analysis and development of own ideas is absent, orientation in the current scientific-didactic theories is limited to specific areas, their critical evaluation and generalization is absent,
Fx (59-0%, insufficient - additional work is required) - student with significant limitations knows, understands, but cannot coherently apply (even basic) relevant professional terminology in the outputs, its application is incoherent, limited to limited contexts, orientation in current scientific-didactic theories is incoherent, limited to specific areas, their generalizing application is absent.
slovak and czech and english
Brief outline of the course: didactics explores the educational process in its breadth and complexity, helping teachers to orient themselves and to get the clearest possible picture of the complex range of different determinants that need to be taken into account in teaching. It makes accessible the formation and nature of teaching objectives, curriculum, as well as practical didactic principles in the teaching process. It characterizes the whole process of constructing a lesson (from the planning phase to evaluation and feedback). A discourse of different concepts and approaches to the teaching process is currently present and necessary in didactics. The orientation in teaching conceptions in student teachers initiates the process of developing individual conceptions, which for their practice represent the basic platform of their pedagogical thinking.
Topics of lectures/seminars:
1. Didactics as a science. Didactic ideas and views of some educators; Subject of didactics; brief development of theoretical foundations; division of didactics; Methods of didactic research.
2. The system and elements of the teaching process. Concept of the teaching process; Objectives of the teaching process; Social, gnoseological, psychological and logical foundations of the teaching process; Conditions of the teaching process; Phases of the teaching process; Teaching as a synthesis of education and upbringing; Models of the teaching process.
3. Educational content and curriculum. Definition of basic terms; Documents of educational policy in Slovakia after 1989; Planned curriculum; Decentralisation of curriculum; Two-level model of curriculum.
4. Teaching/educational objectives. Definition of basic terms; From general to specific learning objectives; Specific (sub) learning objectives; Key competences.
5. Teaching methods. Concept of teaching methods; Classification of teaching methods and their characteristics - logical learning procedures; Characteristics of selected methods, monological methods, dialogical methods, selected activating methods; Determinations of optimal selection of methods.
6. Selected teaching concepts. Introduction to the concepts of teaching; Verbal-narrative teaching; Problem-based teaching; Cooperative teaching; Constructivist concepts of teaching; Constructivism as a theory of cognition; Foundations of constructivism and socio-cognitive constructivism in the theories of J. Piaget and L. S. Vygotsky.
7. Transmission versus construction in the implementation of instruction. Basic features of two antagonistic approaches to teaching - Behaviorism vs. constructivism; Deductive, inductive and participatory approaches in teaching
8. Didactic principles/principles for a meaningful teaching process. Characteristics of didactic principles; Alternative approaches to support authentic/productive learning.
9. Teacher and pupil in teaching. Teaching styles of the teacher; Professional competences; Teacher self-reflection; Creativity in the teacher's work; Pupil in teaching; Communication between teacher and pupil.
10. Diagnostics and assessment in teaching. Control of teaching results; Roles and functions of control in teaching; Internal and external control of the school.
11. Material and didactic resources. Concept and classification of material didactic means; Classification of teaching aids and technical equipment; Functions of material didactic means in the teaching process.
50/50
Learning outcomes: by completing the course, the student will be competent to implement analytical, synthesizing and evaluative processes within the framework of (scientifically relevant - practice-supported) theories of didactics, processes of personal-professional development based on cognition and (self-)reflection, he/she will be familiar with and be able to apply (in the specific outcomes of the course) the necessary resources, strategies and methods for this purpose.
Transferable competences: the student will know and be able to apply resources, strategies and methods for the continuous development of intra and interpersonal communication, organizational, (self-)cognitive competences.
Required reading:
Gavora, P., Koldeová, L., Dvorská, D., Pekárová, J., Moravčík, M. 2010. Elektronická učebnica pedagogického výskumu. Bratislava: Univerzita Komenského. http://www.e-metodologia.fedu.uniba.sk/ ISBN 978–80–223–2951–4
Kostrub, D. 2016. Základy kvalitatívnej metodológie. Bratislava: UK. ISBN 978-80-223-4166-0
Recommended reading:
Ferjenčík, J. 2000. Úvod do metodológie psychologického výzkumu. Praha: Portál. ISBN 80-7178-367-6
Gavora, P. 2008. Úvod do pedagogického výskumu. Bratislava: UK. ISBN 978-80-223-2391-8
Maňák, J., Švec, V. 2004. Cesty pedagogického výzkumu. Brno: Paido. ISBN 978-80-7315-0785
Švec, Š. 2009. Metodologie věd o výchově: kvantitativně-scientické a kvalitativně-humanitní přístupy v edukačním výzkumu. Brno: Paido. ISBN 978-80-731-5192-8
Tomšik, R. 2017. Kvantitatívny výskum v pedagogických vedách. Úvod do metodológie a štatistického spracovania. Nitra: PdF UKF. ISBN 978-80-558-1206-9
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by examination, the ratio of midterm/final assessment is 50/50.
The interim evaluation includes the following:
• semester work in the form of a subject portfolio: proposal (design) of educational research of quantitative or qualitative nature - 50 points,
The final evaluation includes the following:
• assessment of knowledge and selected competences in the form of a written test - 50 points.
The rating is awarded on a scale:
A (100-94%, excellent - excellent results with only minimal errors),
B (93-86%, very good - above average results with minor errors),
C (85-76%, good - normal reliable work, average results),
D (75-68%, satisfactory - acceptable results, but significant errors occur),
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 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 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:
Science and research. Types of research. Validity, reliability and objectivity/objective truth. Subjectivity/subjective truth. Ethical aspects of research. Subjects in research in educational sciences and their specificities.
Quantitative and qualitative oriented research in educational sciences. Intentions, subjects and objects in research, principals in research, observed phenomena and conditions for the implementation of quantitative and qualitative oriented research in educational sciences.
Scientific hypotheses and variables for quantifying the phenomena under study. Operationalization of variables.
Questionnaire design, implementation and evaluation.
Assessment scales - typology, creation and evaluation.
The sociometry method and the measurement of social climate.
Interview design and use. Differences between quantitative and qualitative interviews.
Quantitative and qualitative observation in research..
Content analysis of documents from a quantitative and qualitative point of view.
Data processing, data analysis and interpretation. Statistical-mathematical procedures and triangulation processes. Dissemination of findings. Study design/design.
50/50
Learning outcomes:
Learning objectives and outcomes:
Students will acquire knowledge of the basics of research in educational sciences, get acquainted with the basic concepts and theoretical-methodological knowledge necessary for designing (planning, conducting and evaluating) in the field of research... In the theoretical-empirical level in the framework of the analysis of individual quantitative and qualitative tools, methods and techniques, they will acquire the knowledge and acquire the competences necessary for planning, conducting and evaluating research in educational sciences of quantitative and qualitative nature. Students will acquire the competences to solve and resolve problems in the field of research in educational sciences.
Transferable competences: the course develops students' analytical, critical, evaluative, contextual and creative thinking and reasoning in context. In terms of self-reflection, the student is able to evaluate and assess his/her own availability to conduct research in educational sciences
Required reading:
STAROŇOVÁ, K. (2011). Vedecké písanie: Ako písať akademické a vedecké texty. Martin.
ŠANDEROVÁ, J. (2007). Jak číst a psát odborný text ve spoločenských vědách. Praha.
Recommended reading:
KATUŠČÁK, D. (2013). Ako písať vysokoškolské a kvalifikačné práce. Bratislava : Enigma, 2013.
KIMLIČKA, Š. (2002). Ako citovať a vytvárať zoznamy bibliografických odkazov podľa noriem ISO 690 pre „klasické“ aj elektronické zdroje. Bratislava: Stimul, 2002.
MEŠKO, D. a kol. (2004). Akademická príručka. Martin: Osveta, 2004. 496 s. ISBN 80-8063-150-6
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with a grade of: 100% of the intermediate grade.
The interim evaluation includes the following:
• Intermediate work: 40 points,
• term paper: 60 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 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
Brief outline of the course:
Definition of basic terms.
Study of professional texts, research, effective reading and documentation of what you have read.
Genres used in pedagogy, professional style and peculiarities of professional text structure.
Professional terminology and its use.
Linguistic and formal aspects of the professional text.
Content of professional texts.
Recommended models for the production of professional texts (IMRAD).
Working text, its revision, formal and linguistic adaptation.
The most common mistakes when writing professional texts.
Publication ethics, plagiarism and copyright infringement.
Selected software tools for creating professional texts in pedagogy.
Methods of in-text citation.
Bibliographic references
100/0
Learning outcomes:
Learning objectives and outcomes:
Students will acquire knowledge in the field of professional text production and will be able to work independently with professional text. They will be familiar with the specific genres of professional texts in pedagogy and the requirements for their content, form and language.
The student will be able to use the acquired knowledge and skills in the creation of his/her own professional text,
teaching resources, term and final papers.
The student will master access to material such as scientific and professional literature, statistical materials, empirical data, etc.; he/she will master the principles of using professional terminology, editing the linguistic and formal aspects of a professional text. Students will acquire the skills to write a professional text in pedagogy in compliance with the principles of professional text production in the sense of publishing ethics.
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.
Required reading:
STAROŇOVÁ, K. (2011). Vedecké písanie: Ako písať akademické a vedecké texty. Martin.
ŠANDEROVÁ, J. (2007). Jak číst a psát odborný text ve spoločenských vědách. Praha.
Recommended reading:
KATUŠČÁK, D. (2013). Ako písať vysokoškolské a kvalifikačné práce. Bratislava : Enigma, 2013.
KIMLIČKA, Š. (2002). Ako citovať a vytvárať zoznamy bibliografických odkazov podľa noriem ISO 690 pre „klasické“ aj elektronické zdroje. Bratislava: Stimul, 2002.
MEŠKO, D. a kol. (2004). Akademická príručka. Martin: Osveta, 2004. 496 s. ISBN 80-8063-150-6
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with a grade of: 100% of the intermediate grade.
The interim evaluation includes the following:
• Intermediate work: 40 points,
• term paper: 60 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 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
Brief outline of the course:
Definition of basic terms.
Study of professional texts, research, effective reading and documentation of what you have read.
Genres used in pedagogy, professional style and peculiarities of professional text structure.
Professional terminology and its use.
Linguistic and formal aspects of the professional text.
Content of professional texts.
Recommended models for the production of professional texts (IMRAD).
Working text, its revision, formal and linguistic adaptation.
The most common mistakes when writing professional texts.
Publication ethics, plagiarism and copyright infringement.
Selected software tools for creating professional texts in pedagogy.
Methods of in-text citation.
Bibliographic references
100/0
Learning outcomes:
Learning objectives and outcomes:
Students will acquire knowledge in the field of professional text production and will be able to work independently with professional text. They will be familiar with the specific genres of professional texts in pedagogy and the requirements for their content, form and language.
The student will be able to use the acquired knowledge and skills in the creation of his/her own professional text,
teaching resources, term and final papers.
The student will master access to material such as scientific and professional literature, statistical materials, empirical data, etc.; he/she will master the principles of using professional terminology, editing the linguistic and formal aspects of a professional text. Students will acquire the skills to write a professional text in pedagogy in compliance with the principles of professional text production in the sense of publishing ethics.
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.
Required reading:
Current legislative norms concerning the establishment and activities of primary and secondary schools in the Slovak Republic.
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
Ústava Slovenskej republiky.
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.
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
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).
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 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.
For successful completion of the course it is necessary to obtain at least 60% of the points.
slovak and czech
Brief outline of 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 and pedagogical-organisational regulations applied in the school system and their significance. Interpretation of the constitution in terms of application in education. The legislation governing the activities of kindergartens, primary and secondary schools (laws, decrees, working regulations, pedagogical-organisational instructions, guidelines and regulations), with an emphasis on the needs of the work of the teaching staff. The personality of the head of teaching staff - legal and personality requirements. School image, school culture. School climate.
50/50
Learning objectives and outcomes:
By completing the course on school systems and school legislation for teachers, the student should:
- to know the content of school management as a scientific discipline: the system of school management in the Slovak Republic and the system of internal school management 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, which regulate the activities of kindergarten, primary school and secondary school, 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.
Recommended reading:
BRESTENSKÁ, B. a kol. 2020. Inovatívne učenie s podporou digitálnych technológií – vysokoškolská učebnica pre študentov učiteľského štúdia. UK v Bratislave, 2020. ISBN 978-80-223-4927-7. Dostupné na internete:
https://www.researchgate.net/profile/Beata-Brestenska/publication/348298290_BrestenskaB_a_kol_Inovativne_ucenie_s_podporou_digitalnych_technologii/links/5ff6ebc245851553a026e870/BrestenskaB-a-kol-Inovativne-ucenie-s-podporou-digitalnych-technologii.pdf (31-1-2022).
Doplňujúce študijné texty k vzdelávaciemu obsahu disciplíny budú študentom pravidelných časových intervaloch sprístupňované v elektronickej forme prostredníctvom univerzitného LMS Moodle.
KORMANCOVÁ, KOPÁSKOVÁ, I. 2015. Digitálne kompetencie učiteľa strednej školy. Bratislava: MPC, 2015. Dostupné na internete: https://mpc-edu.sk/sites/default/files/projekty/vystup/16_ops_kormancova_kopaskova_ivana_-_digitalne_kompetencie_ucitela_strednej_skoly.pdf (31-1-2022).
LABJAKOVÁ, I. (2019). Interaktívna tabuľa v edukačnom procese, 1. vyd., Bratislava: Metodicko-pedagogické centrum v Bratislave, 2019, 100 s., ISBN 978-80-565-1444-3
Mayer, K. 2019. DIGITÁLNE TECHNOLÓGIE AKO EFEKTÍVNY NÁSTROJ PEDAGÓGA V KONTEXTE REŠPEKTOVANIA OSOBNOSTI UČIACEHO SA. In: Edukácia (vedecko-odborný časopis), ročník 3, číslo 2, 2019. ISSN 1339-8725
https://www.upjs.sk/public/media/21787/Mayer.pdf
Učíme online - Digitálne nástroje pre podporu online vzdelávania (metodická príručka spracovaná v rámci projektu a vďaka podpore Európskeho sociálneho fondu a Európskeho fondu regionálneho rozvoja v rámci OP ĽZ). IT akadémia. Dostupné na:
https://itakademia.sk/wp-content/uploads/2020/08/Digitalne_nastroje_pre_podporu_online_vzdelavania.pdf (31-1-2022).
ZÁHOREC, J. (2021). Inovatívne digitálne riešenia v školskej edukácii žiakov. Bratislava : Univerzita Komenského v Bratislave, 1. vydanie. Rozsah vytlačenej publikácie 141 strán, ISBN 978-80-223-5121-8. [Vyšlo ako elektronická publikácia].
ZÁHOREC, J. – HAŠKOVÁ, A. – MUNK, M. (2020). Digitálna gramotnosť učiteľov v kontexte ich profesijnej prípravy. Bratislava : Univerzita Komenského v Bratislave, 1. vydanie. Rozsah vytlačenej publikácie 225 strán, rozsah vrátane časti príloh 305 strán, ISBN 978-80-223-4882-9.
Prerequisites for passing the course: 100% pass mark.
Assessment: consists of an interim and a final assessment (50+50 points).
The interim evaluation consists of:
- from a critical analysis of foreign and domestic literary sources, which will be used to select specific DT and software applications and to select the possibilities of their application in the teaching of pedagogy (20 points),
- the creation of a concept/formulation of partial components of a semester project using selected DT and software applications in teaching pedagogy (30 points).
The final assessment consists of: completion of a proposal of a semester project concept using the selected DT and software applications in teaching pedagogy and preparation for the presentation - 50 points.
The semester project consists of: the creation of a project according to a set structure for 80b. It includes the creation of an idea/problem, project planning, project implementation, evaluation and self-reflection of the project using the selected DT(s) and software applications in teaching pedagogy = its oral presentation by students (micro-output) 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 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.
Learning objectives and outcomes:
By completing the course Online Teaching Tools and Fundamentals of E-Learning, the student should:
- to get an overview of the available DT and software applications in the focus on teaching pedagogy,
- Gain knowledge of both the effective use of DT and software applications and the techniques and methodologies for their successful integration in a pedagogy teaching focus,
- to acquire basic competences in the creation of electronic teaching materials and interactive presentations for selected parts of the curricula of general education subjects at the secondary level of education with the use of supporting software applications,
- to acquire basic competences with design, creation of new interactive forms of teaching materials through selected DT and software applications in teaching pedagogy.
Transferable competences: students apply the acquired knowledge and competences in the use of modern DT and software applications for electronic support of teaching pedagogy primarily through their own creative activity and in their future school practice.
slovak language and czech language
Brief outline of the course:
Brief introduction to the development, current situation and estimation of future trends in the field of DT and software applications at the relevant educational levels. Programs and tools for creating teaching materials for teaching pedagogy. Possibilities and methodology of creating educational materials through selected DT and software applications in teaching pedagogy. Design, creation and evaluation, self-reflection of the created semester project in the focus on teaching pedagogy. Methodology of presenting (teaching) in the online environment. Oral presentation by students (micro-presentation).
Due to the rapid production of new software usable in the pedagogical process, the specific content structure of the course will be adapted to the current requirements of practice and students.
100/0
Learning objectives and outcomes:
By completing the course Online Teaching Tools and Fundamentals of E-Learning, the student should:
- to get an overview of the available DT and software applications in the focus on teaching pedagogy,
- Gain knowledge of both the effective use of DT and software applications and the techniques and methodologies for their successful integration in a pedagogy teaching focus,
- to acquire basic competences in the creation of electronic teaching materials and interactive presentations for selected parts of the curricula of general education subjects at the secondary level of education with the use of supporting software applications,
- to acquire basic competences with design, creation of new interactive forms of teaching materials through selected DT and software applications in teaching pedagogy.
Transferable competences: students apply the acquired knowledge and competences in the use of modern DT and software applications for electronic support of teaching pedagogy primarily through their own creative activity and in their future school practice.
Reference sources:
Required reading:
ŠKODA, J., DOULÍK, P. 2011. Psychodidaktika. Praha: Grada, 2011.
Recommended reading:
ČÁP, J., MAREŠ, J. 2001. Psychologie pro učitele. Praha: Portál, 2001. ISBN 80-7178-463-X.
DUCHOVIČOVÁ, J. 2010. Neurodidaktický a psychodidaktický kontext edukácie. Nitra : UKF. ISBN 978-80-8094-783-5.
KOSTRUB, D. 2008. Dieťa/žiak/študent – učivo – učiteľ, didaktický alebo bermudský trojuholník. Prešov : Rokus, 2008. 170 s. ISBN 978-80-89055-87-6.
KOSTRUB, D., TÓTHOVÁ, R., FERKOVÁ, Š. Žiak, učiteľ, výučba. Všeobecná didaktika pre študentov učiteľstva. Prešov : Rokus, 2017. ISBN 978-80-89510-61-0
PETLÁK, E., VALÁBIK, D., ZAJACOVÁ, J. 2009. Vyučovanie – mozog – žiak: úvod do problematiky mozgovokompatibilného učenia. Bratislava : IRIS, 2009. ISBN 978-80-89256-43-3.TÓTHOVÁ, R. 2013. Implementácia kurikula do vyučovacieho procesu. Bratislava : Z-F Lingua, 2013. ISBN 978-80-89328-93-2
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. Students are required to complete a 40-point midterm paper (micro-exit/presentation of model situations) and a 60-point midterm test, for a total of 100 points. The successful completion of the course is subject to obtaining at least 60% of the maximum possible course grade.
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 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
Brief outline of the course:
1. Psychodidactics as a scientific discipline.
2. Neurophysiological bases of memory.
3. Neurophysiological bases of learning. Epistemological foundations of child/pupil learning.
4. Pupils' learning styles in relation to specifics from a psychodidactic perspective.
5. Teacher's teaching style. Epistemological foundations of teacher's teaching.
6. Children's naive theories, preconceptions, and misconceptions in relation to students' internal knowledge systems and to pedagogical constructivism.
7. The use of psychodidactic knowledge in learning and teaching.
8. School and scientific knowledge: the relationship between individualized knowledge (as a compromise with reality) and knowledge acceptable to contemporary society. The relationship between everyday knowledge, school knowledge and scientific knowledge.
9. Micro-approaches of male and female students/presentations of model situations.
100/0
Learning outcomes:
Learning objectives and outcomes:
The aim of the course is to present knowledge related to the processes of learning and teaching in a psychological context. Upon successful completion of the course, students will acquire scientific knowledge of the concept of psychodidactics. They will be able to use critical thinking to justify the importance of didactic influence and knowledge formation in the teaching process. Students will have adequately developed the competence to design the teaching process based on the specificities of psychodidactics.
Transferable competences: by analysing, implementing and discussing seminar assignments, students are able to communicate their conclusions, think critically and think in context.
Reference sources:
Required reading:
ŠKODA, J., DOULÍK, P. 2011. Psychodidaktika. Praha: Grada, 2011.
Recommended reading:
ČÁP, J., MAREŠ, J. 2001. Psychologie pro učitele. Praha: Portál, 2001. ISBN 80-7178-463-X.
DUCHOVIČOVÁ, J. 2010. Neurodidaktický a psychodidaktický kontext edukácie. Nitra : UKF. ISBN 978-80-8094-783-5.
KOSTRUB, D. 2008. Dieťa/žiak/študent – učivo – učiteľ, didaktický alebo bermudský trojuholník. Prešov : Rokus, 2008. 170 s. ISBN 978-80-89055-87-6.
KOSTRUB, D., TÓTHOVÁ, R., FERKOVÁ, Š. Žiak, učiteľ, výučba. Všeobecná didaktika pre študentov učiteľstva. Prešov : Rokus, 2017. ISBN 978-80-89510-61-0
PETLÁK, E., VALÁBIK, D., ZAJACOVÁ, J. 2009. Vyučovanie – mozog – žiak: úvod do problematiky mozgovokompatibilného učenia. Bratislava : IRIS, 2009. ISBN 978-80-89256-43-3.TÓTHOVÁ, R. 2013. Implementácia kurikula do vyučovacieho procesu. Bratislava : Z-F Lingua, 2013. ISBN 978-80-89328-93-2
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. Students are required to complete a 40-point midterm paper (micro-exit/presentation of model situations) and a 60-point midterm test, for a total of 100 points. The successful completion of the course is subject to obtaining at least 60% of the maximum possible course grade.
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 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
Brief outline of the course:
1. Psychodidactics as a scientific discipline.
2. Neurophysiological bases of memory.
3. Neurophysiological bases of learning. Epistemological foundations of child/pupil learning.
4. Pupils' learning styles in relation to specifics from a psychodidactic perspective.
5. Teacher's teaching style. Epistemological foundations of teacher's teaching.
6. Children's naive theories, preconceptions, and misconceptions in relation to students' internal knowledge systems and to pedagogical constructivism.
7. The use of psychodidactic knowledge in learning and teaching.
8. School and scientific knowledge: the relationship between individualized knowledge (as a compromise with reality) and knowledge acceptable to contemporary society. The relationship between everyday knowledge, school knowledge and scientific knowledge.
9. Micro-approaches of male and female students/presentations of model situations.
100/0
Learning outcomes:
Learning objectives and outcomes:
The aim of the course is to present knowledge related to the processes of learning and teaching in a psychological context. Upon successful completion of the course, students will acquire scientific knowledge of the concept of psychodidactics. They will be able to use critical thinking to justify the importance of didactic influence and knowledge formation in the teaching process. Students will have adequately developed the competence to design the teaching process based on the specificities of psychodidactics.
Transferable competences: by analysing, implementing and discussing seminar assignments, students are able to communicate their conclusions, think critically and think in context.
Reference sources:
Required reading:
BAKOŠOVÁ, Z. 2011. Sociálna pedagogika ako životná pomoc. Bratislava: Univerzita
Komenského, 2011. ISBN 9788096994403.
HRONCOVÁ, J. et al. 2020. Sociálna pedagogika na Slovensku a v zahraničí – teoretické východiská a prax. BELIANUM, Vydavateľstvo UMB v Banskej Bystrici, 2020. 247 s. ISBN 978-80-557-1717-3.
Recommended reading:
BAKOŠOVÁ, Z. a kol. 2011. Teórie sociálnej pedagogiky: edukačné, sociálne a komunikačné aspekty. Bratislava: SAV, 2011. ISBN 978-80-970675-0-2.
HATÁR, C. 2007. Základy sociálnej pedagogiky pre pomáhajúce profesie. Nitra: PdF UKF Nitra, 2007. ISBN 978-80-8094-174-1.
KRAUS, B. 2008. Základy sociální pedagogiky. Bratislava: Portál, 2008. ISBN 8073673833.
KURUC, M., TOMÁNEK, P. 2017. Korene nepokoje. Brno: Tribune EU, s.r.o. 2017. ISBN 978-80-263-1163-8.
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.
ZEMANČÍKOVÁ, V. 2021. Dieťa z odlišného socio-kultúrneho prostredia v predškolskej edukácii z aspektu sociálnej pedagogiky. In: Pedagogika.sk. 12(3), 177-183.
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 number of 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 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, czech language
Brief outline of the course:
Basic conceptual apparatus of social pedagogy. Social pedagogy as a scientific discipline (origin and development). The subject of social pedagogy. Relationship of social pedagogy to other sciences and scientific disciplines.
Environment, its typology and importance for humans.
The family as a natural environment of upbringing. Socio-pedagogical cognition of the family environment, cognition of socio-cultural specifics of the family environment. Socio-pedagogical intervention in the family. Socially-disadvantaging environment of the family.
The environment of foster family and institutional education - a family with a child in foster care and the environment of social-legal protection of children and social curatorship institutions (Centre for Children and Family).
Environment of special educational institutions - diagnostic centre, re-education centre, medical-educational sanatorium.
The school environment from the perspective of social pedagogy. Social competences of the teacher in pedagogical situations. Teacher's cooperation with the social pedagogue as a professional school employee and with other pedagogical and professional school employees.
100/0
Learning outcomes:
The aim of the Social Pedagogy for Teachers course is to provide basic information about social pedagogy as a scientific discipline and the importance of different types of social and educational environment for human beings. After successful completion of the course, the student will know the basic conceptual apparatus of social pedagogy. The student understands the place of social pedagogy in the system of educational sciences. He/she categorizes the typology of the environment and can explain the effects of a stimulus-unfriendly environment on a child. Can identify the socio-cultural context of child/pupil development. Describes and interprets the specifics of raising a child in a foster family and institutional setting. Understands the socio-pedagogical aspects of the school as an educational institution.
The student is able to assess the social environment of an individual and identify risk factors in it and choose appropriate methods of prevention and intervention in cooperation with other pedagogical and professional staff.
Transferable competences developed during students' work in seminars: by analysing, solving and discussing problems from seminar assignments, the student is able to communicate his/her conclusions, think critically and think in context.
Reference sources:
Required reading:
BAKOŠOVÁ, Z. 2011. Sociálna pedagogika ako životná pomoc. Bratislava: Univerzita
Komenského, 2011. ISBN 9788096994403.
HRONCOVÁ, J. et al. 2020. Sociálna pedagogika na Slovensku a v zahraničí – teoretické východiská a prax. BELIANUM, Vydavateľstvo UMB v Banskej Bystrici, 2020. 247 s. ISBN 978-80-557-1717-3.
Recommended reading:
BAKOŠOVÁ, Z. a kol. 2011. Teórie sociálnej pedagogiky: edukačné, sociálne a komunikačné aspekty. Bratislava: SAV, 2011. ISBN 978-80-970675-0-2.
HATÁR, C. 2007. Základy sociálnej pedagogiky pre pomáhajúce profesie. Nitra: PdF UKF Nitra, 2007. ISBN 978-80-8094-174-1.
KRAUS, B. 2008. Základy sociální pedagogiky. Bratislava: Portál, 2008. ISBN 8073673833.
KURUC, M., TOMÁNEK, P. 2017. Korene nepokoje. Brno: Tribune EU, s.r.o. 2017. ISBN 978-80-263-1163-8.
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.
ZEMANČÍKOVÁ, V. 2021. Dieťa z odlišného socio-kultúrneho prostredia v predškolskej edukácii z aspektu sociálnej pedagogiky. In: Pedagogika.sk. 12(3), 177-183.
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 number of 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 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, czech language
Brief outline of the course:
Basic conceptual apparatus of social pedagogy. Social pedagogy as a scientific discipline (origin and development). The subject of social pedagogy. Relationship of social pedagogy to other sciences and scientific disciplines.
Environment, its typology and importance for humans.
The family as a natural environment of upbringing. Socio-pedagogical cognition of the family environment, cognition of socio-cultural specifics of the family environment. Socio-pedagogical intervention in the family. Socially-disadvantaging environment of the family.
The environment of foster family and institutional education - a family with a child in foster care and the environment of social-legal protection of children and social curatorship institutions (Centre for Children and Family).
Environment of special educational institutions - diagnostic centre, re-education centre, medical-educational sanatorium.
The school environment from the perspective of social pedagogy. Social competences of the teacher in pedagogical situations. Teacher's cooperation with the social pedagogue as a professional school employee and with other pedagogical and professional school employees.
100/0
Learning outcomes:
The aim of the Social Pedagogy for Teachers course is to provide basic information about social pedagogy as a scientific discipline and the importance of different types of social and educational environment for human beings. After successful completion of the course, the student will know the basic conceptual apparatus of social pedagogy. The student understands the place of social pedagogy in the system of educational sciences. He/she categorizes the typology of the environment and can explain the effects of a stimulus-unfriendly environment on a child. Can identify the socio-cultural context of child/pupil development. Describes and interprets the specifics of raising a child in a foster family and institutional setting. Understands the socio-pedagogical aspects of the school as an educational institution.
The student is able to assess the social environment of an individual and identify risk factors in it and choose appropriate methods of prevention and intervention in cooperation with other pedagogical and professional staff.
Transferable competences developed during students' work in seminars: by analysing, solving and discussing problems from seminar assignments, the student is able to communicate his/her conclusions, think critically and think in context.
Reference sources:
Required reading:
DANEK, J. (2008). Výchova v pedagogickom výskume a praxi. Trnava: UCM, 2008. 729 s. ISBN 978-80-8105-007-7
KRAUS, B., POLÁČKOVÁ, V. (2001). Člověk-prostředí-výchova. Praha: Portál, 2001. 199 s. ISBN 80-7315-0042.
Recommended reading:
DERKOVÁ, J. 2018. Rodina ako výchovné prostredie. Bratislava: Iris, 2018. 144 s. ISBN 978-80-82000347
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
KOSOVá, B. 2015. Filozofické a globálne súvislosti edukácie. Banská Bystrica: Belianum. 174 s. ISBN 978-80-557-1021-1
MANNIOVÁ, J. 2008. Učiteľ v procese výchovy a vzťahov. Bratislava: Axima, 2008. ISBN 98-969178-5-3.
POTOČÁROVÁ, M., DERKOVÁ, J., FERKOVÁ, Š., KOLDEOVÁ, L. (2021). Teória výchovy 1. Bratislava: UK. ISBN 978-80-223-5327-4
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov
Prerequisites for successful completion of the course:
The course is completed with an assessment of: 100% of the intermediate assessment
The interim evaluation includes the following:
• Intermediate work: preparation of a seminar paper - 45 points,
• assessment of knowledge and selected competences - 55 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 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:
Education and the educational process. Theoretical bases and determinants of education.
The relationship between education and society. Conception and bases of education, genesis of education.
Education and personality of the child, categorization of factors of personality formation, social determination of personality development and education.
Educational environment, its typology and importance for a person. Social environment as a determinant of the child's personality.
Rights of the child. Convention on the Rights of the Child. Legal education, its importance and application in practice.
The environment of family upbringing and its importance in terms of the formation of the child's personality. Typology and functions of the family. Conditions and importance of the educational influence of the family on the formation of personality. Educational styles in the family. Negative tendencies in family upbringing.
Social conditions of the school environment. Relationship between school and society, negative phenomena in the school environment and their prevention.
Teacher's personality and its influence on the educational process. The climate of the school environment and interpersonal relationships between teachers and pupils.
The significance and specifics of the influence of peer groups on personality formation.
Education in a multicultural environment and social diversity.
Information society and mass media as a determinant of child upbringing in terms of current tendencies.
The educational impact of the out-of-school learning environment.
100/0
Learning outcomes:
Learning objectives and outcomes:
Students will gain knowledge and understanding of the educational process and its determinants in a social context with emphasis on current trends and perspectives in the field of education. Students will deepen their knowledge of education, the educational process in its diversity with a focus on the determinants of education in a broader social context. On a theoretical-practical level, through analysis and discussion, students will become familiar with the specific factors determining the educational process. On the basis of the complexity of the knowledge of the determinants of educational action, they will understand the specificity and diversity of the mission of education in the formation of personality.
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.
Reference sources:
Required reading:
DANEK, J. (2008). Výchova v pedagogickom výskume a praxi. Trnava: UCM, 2008. 729 s. ISBN 978-80-8105-007-7
KRAUS, B., POLÁČKOVÁ, V. (2001). Člověk-prostředí-výchova. Praha: Portál, 2001. 199 s. ISBN 80-7315-0042.
Recommended reading:
DERKOVÁ, J. 2018. Rodina ako výchovné prostredie. Bratislava: Iris, 2018. 144 s. ISBN 978-80-82000347
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
KOSOVá, B. 2015. Filozofické a globálne súvislosti edukácie. Banská Bystrica: Belianum. 174 s. ISBN 978-80-557-1021-1
MANNIOVÁ, J. 2008. Učiteľ v procese výchovy a vzťahov. Bratislava: Axima, 2008. ISBN 98-969178-5-3.
POTOČÁROVÁ, M., DERKOVÁ, J., FERKOVÁ, Š., KOLDEOVÁ, L. (2021). Teória výchovy 1. Bratislava: UK. ISBN 978-80-223-5327-4
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov
Prerequisites for successful completion of the course:
The course is completed with an assessment of: 100% of the intermediate assessment
The interim evaluation includes the following:
• Intermediate work: preparation of a seminar paper - 45 points,
• assessment of knowledge and selected competences - 55 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 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:
Education and the educational process. Theoretical bases and determinants of education.
The relationship between education and society. Conception and bases of education, genesis of education.
Education and personality of the child, categorization of factors of personality formation, social determination of personality development and education.
Educational environment, its typology and importance for a person. Social environment as a determinant of the child's personality.
Rights of the child. Convention on the Rights of the Child. Legal education, its importance and application in practice.
The environment of family upbringing and its importance in terms of the formation of the child's personality. Typology and functions of the family. Conditions and importance of the educational influence of the family on the formation of personality. Educational styles in the family. Negative tendencies in family upbringing.
Social conditions of the school environment. Relationship between school and society, negative phenomena in the school environment and their prevention.
Teacher's personality and its influence on the educational process. The climate of the school environment and interpersonal relationships between teachers and pupils.
The significance and specifics of the influence of peer groups on personality formation.
Education in a multicultural environment and social diversity.
Information society and mass media as a determinant of child upbringing in terms of current tendencies.
The educational impact of the out-of-school learning environment.
100/0
Learning outcomes:
Learning objectives and outcomes:
Students will gain knowledge and understanding of the educational process and its determinants in a social context with emphasis on current trends and perspectives in the field of education. Students will deepen their knowledge of education, the educational process in its diversity with a focus on the determinants of education in a broader social context. On a theoretical-practical level, through analysis and discussion, students will become familiar with the specific factors determining the educational process. On the basis of the complexity of the knowledge of the determinants of educational action, they will understand the specificity and diversity of the mission of education in the formation of personality.
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.
Reference sources:
Required reading:
HARČARÍKOVÁ, T. 2008. Pedagogika jednotlivcov s poruchami učenia. Bratislava: Pedagogická fakulta UK. 94 s. ISBN 978-80-89113-57-6. https://www.fedu.uniba.sk/uploads/media/PTP_vybrane_kapitoly.pdf
MIKULAJOVÁ, M. Jazykovo-kognitívne metódy prevencie a terapie dyslexie. Bratislava: MABAG. 69s. ISBN: 978-80-89113-74-3.
https://www.sal.sk/doc/publikacie/jazykovo-kognitivne-metody-prevencie-a-terapie-dyslexie.pdf
Recommended reading:
JUCOVIČOVÁ, D.-ŽÁČKOVÁ, H. Reedukace specifických poruch učení u dětí. Praha: Portál 175 s. ISBN978-880-73674748.
KREJČOVÁ, L.- HLADÍKOVÁ, Z. 2019. Zvládame specifické poruchy učení. Brno: Edika. 248 s. ISBN 978-80-266-1400-5.
MIKULAJOVÁ, M. 2012. Čítanie, písanie a dyslexia. Bratislava: Slovenská asociála
POKORNÁ, V. 2010. Teórie a náprava vývojových poruch učení a chování. Praha: Portál, 336s.
Vzdelávací program pre žiakov so špecifickou vývinovou poruchou učenia. Štátny pedagogický ústav https://www.statpedu.sk/sk/svp/statny-vzdelavaci-program/vp-deti-ziakov-so-zdravotnym-znevyhodnenim/vp-ziakov-vyvinovymi-poruchami-ucenia/
ZEMANČÍKOVÁ, V. 2021. Schopnosť plynulého čítania vo vzťahu k vybraným percepčným a percepčno-motorickým schopnostiam dieťaťa so špecifickou vývinovou poruchou učenia
dyslexiou. Olomouc: PdF UP v Olomouci. DP
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 prepare 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 called upon 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 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, czech language
Brief outline of the course:
Terminological definition of specific developmental learning disabilities (SDLD), their
Characteristics, classification, etiology, symptomatology, predictors. Peculiarities of psychological development of an individual with SPDU. Diagnosis and documentation of SAD. Impacts of specific learning disabilities on the educational process. Supportive measures in the education of pupils with SEN and special-pedagogical care for pupils with SEN, re-education of individual types of disorders. Education of pupils with SEN, methods of teacher's work with pupils with SEN. Pupils with specific developmental learning disability in secondary schools. Educational programme for pupils with specific learning disability. Possibilities of teacher's cooperation with school counseling facilities.
100/0
Learning outcomes:
The aim of the course Pedagogy of children and adolescents with learning disabilities is to provide students with a basic framework of knowledge in the field of education of pupils with specific developmental learning disabilities. The student will be able to define the concept of specific developmental learning disabilities, categorize the different types of specific learning disabilities. The student is oriented in the basic terminology of education of individuals with SEN. Understands the etiology of learning disabilities from a variety of theoretical perspectives. Is able to characterise the educational options for individuals with SEND. Can explain the implications of a learning disability to the educational process. Knows and understands the specifics of educating individuals with learning disabilities, particularly in relation to secondary school pupils. Can name and justify selected support measures in the education of pupils with SEND. Explain the importance of teacher collaboration with other educational and professional staff of the school and the school counselling centre in the care of pupils with SEN. Know the educational programmes for pupils with SEN.
Transferable competences developed during the students' work in the seminars: critical thinking skills, contextual reasoning, communication skills.
Reference sources:
Required reading:
HARČARÍKOVÁ, T. 2008. Pedagogika jednotlivcov s poruchami učenia. Bratislava: Pedagogická fakulta UK. 94 s. ISBN 978-80-89113-57-6. https://www.fedu.uniba.sk/uploads/media/PTP_vybrane_kapitoly.pdf
MIKULAJOVÁ, M. Jazykovo-kognitívne metódy prevencie a terapie dyslexie. Bratislava: MABAG. 69s. ISBN: 978-80-89113-74-3.
https://www.sal.sk/doc/publikacie/jazykovo-kognitivne-metody-prevencie-a-terapie-dyslexie.pdf
Recommended reading:
JUCOVIČOVÁ, D.-ŽÁČKOVÁ, H. Reedukace specifických poruch učení u dětí. Praha: Portál 175 s. ISBN978-880-73674748.
KREJČOVÁ, L.- HLADÍKOVÁ, Z. 2019. Zvládame specifické poruchy učení. Brno: Edika. 248 s. ISBN 978-80-266-1400-5.
MIKULAJOVÁ, M. 2012. Čítanie, písanie a dyslexia. Bratislava: Slovenská asociála
POKORNÁ, V. 2010. Teórie a náprava vývojových poruch učení a chování. Praha: Portál, 336s.
Vzdelávací program pre žiakov so špecifickou vývinovou poruchou učenia. Štátny pedagogický ústav https://www.statpedu.sk/sk/svp/statny-vzdelavaci-program/vp-deti-ziakov-so-zdravotnym-znevyhodnenim/vp-ziakov-vyvinovymi-poruchami-ucenia/
ZEMANČÍKOVÁ, V. 2021. Schopnosť plynulého čítania vo vzťahu k vybraným percepčným a percepčno-motorickým schopnostiam dieťaťa so špecifickou vývinovou poruchou učenia
dyslexiou. Olomouc: PdF UP v Olomouci. DP
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 prepare 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 called upon 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 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, czech language
Brief outline of the course:
Terminological definition of specific developmental learning disabilities (SDLD), their
Characteristics, classification, etiology, symptomatology, predictors. Peculiarities of psychological development of an individual with SPDU. Diagnosis and documentation of SAD. Impacts of specific learning disabilities on the educational process. Supportive measures in the education of pupils with SEN and special-pedagogical care for pupils with SEN, re-education of individual types of disorders. Education of pupils with SEN, methods of teacher's work with pupils with SEN. Pupils with specific developmental learning disability in secondary schools. Educational programme for pupils with specific learning disability. Possibilities of teacher's cooperation with school counseling facilities.
100/0
Learning outcomes:
The aim of the course Pedagogy of children and adolescents with learning disabilities is to provide students with a basic framework of knowledge in the field of education of pupils with specific developmental learning disabilities. The student will be able to define the concept of specific developmental learning disabilities, categorize the different types of specific learning disabilities. The student is oriented in the basic terminology of education of individuals with SEN. Understands the etiology of learning disabilities from a variety of theoretical perspectives. Is able to characterise the educational options for individuals with SEND. Can explain the implications of a learning disability to the educational process. Knows and understands the specifics of educating individuals with learning disabilities, particularly in relation to secondary school pupils. Can name and justify selected support measures in the education of pupils with SEND. Explain the importance of teacher collaboration with other educational and professional staff of the school and the school counselling centre in the care of pupils with SEN. Know the educational programmes for pupils with SEN.
Transferable competences developed during the students' work in the seminars: critical thinking skills, contextual reasoning, communication skills.
Reference sources:
Required 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 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 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
Brief outline of the course:
1. School guidance system.
2. The framework for the work of an educational counsellor, professional and personal prerequisites of an educational counsellor, education of an educational counsellor.
3. The class teacher and his/her role in advising pupils and guardians in education and training.
4. Methods of work in educational counselling.
5. Strategies for preventing problem behaviour in pupils.
6. Addressing pupils' educational difficulties.
7. Methods and options for 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 outcomes:
Learning objectives and outcomes:
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 counseling 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 the provision of 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 can 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 are able to communicate their conclusions, think critically and think in context.
Reference sources:
Required 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 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 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
Brief outline of the course:
1. School guidance system.
2. The framework for the work of an educational counsellor, professional and personal prerequisites of an educational counsellor, education of an educational counsellor.
3. The class teacher and his/her role in advising pupils and guardians in education and training.
4. Methods of work in educational counselling.
5. Strategies for preventing problem behaviour in pupils.
6. Addressing pupils' educational difficulties.
7. Methods and options for 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 outcomes:
Learning objectives and outcomes:
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 counseling 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 the provision of 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 can 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 are able to communicate their conclusions, think critically and think in context.
Reference sources:
Required reading:
BAGALOVÁ, Ľ., GOGOLOVÁ D. (2007). Ľudské práva a zručnosti potrebné na ich uplatnenie. Metodická príručka pre učiteľov základných a stredných škôl. Bratislava: Štátny pedagogický ústav, 2007. 116s. ISBN 978-80-89225-26-2
https://cloud6n.edupage.org/cloud/Ludske_prava_a_zrucnosti_potrebne_na_ich_uplatnenie.pdf?z%3AEOkxIo%2BPktZ20N3iZdGXb2nU5Utxp3cFkE4LvHo1nhT4r7yEiKLYJ9B8tPNFfppW
DÚBRAVOVÁ, V., HRADSKÁ, J., KUMANOVÁ, A. a kol. (2006). MULTI-KULTI na školách: Metodická príručka pre multikultúrnu výchovu. Bratislava: Nadácia Milana Šimečku, 2006. 164s. ISBN 80-89008-21-6
https://globalnevzdelavanie.sk/wp-content/uploads/2019/08/multi-kulti_pre_skoly.pdf
Recommended reading:
MISTRÍK, E. a kol. (2008). Multikultúrna výchova v škole. Bratislava: OSF, 2008. 87s. ISBN 978-80-969271-4-2
http://bojnak.wbl.sk/MultiKulturna_vychova_v_skole.pdf
ONDRUŠEK, D., POTOČKOVÁ, D., HIPŠ, J. (2007). Výchova k tolerancii hrou. Bratislava: PDCS, 2007. 84s. ISBN978-80-969431-5-9.
https://eknizky.sk/wp-content/uploads/2019/02/Vychova_k_tolerancii_hrou.pdf
ŠIŠKOVÁ, T. (200)8. Výchova k tolerancii a proti rasizmu. Praha, 2008. 280s. ISBN 978-80-7367- 182-2
ŠRAMOVÁ, B. (2010). Tolerancia a intolerancia v spoločnosti. Bratislava: Melius, 2010. 180s. ISBN 978-80-97806309
https://kis.ukf.sk/epcfiles/0F78B1FE60F84E33BEE74B56A7D6AFE5/zbornik_komplet.pdf
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment.
Assessment: consists of 2 intermediate assessments (40+60, total 100 points).
Intermediate assessment 1: consists of a term paper and its oral presentation
Semester work for intermediate assessment 1: Critical analysis of a relevant source on a selected topic in tolerance education for a minimum of 10 min. and 10 images (in the selected graphic program) for 40 points.
A relevant source is defined as: e.g., a revival article, study, documentary, scholarly discussion, etc.
The topic of the term paper: it should be related to current issues in education (multiculturalism, pro-sociality, stereotypes, minorities, tolerance, inclusion, discrimination, extremism, etc.). The chosen topic should address various social issues that we can systematically promote through education and training (e.g. critical thinking) and through various cross-cutting themes (e.g. media education, civic initiative, ecology, segregation, otherness, religious freedom, human rights, plurality of opinion, etc.). For the presentation, the student will prepare critical questions for social discourse and lead the discussion.
Intermediate assessment 2: consists of a test of the acquired knowledge, i.e. a 60-point test. 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 interim 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 D of 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
Brief outline of the course:
The aim of the course is to prepare students for the future teaching profession in the areas of critical and independent thinking, collaboration, creative activity, self-knowledge, etc. in the areas of tolerance, multiculturalism, empathy and positive communication. Using a variety of activating methods and problem-based assignments, students will actively participate in the learning process and create course content themselves, in which they will use their own potential and develop intra and interpersonal aspects of their personality.
Topics:
Definition of basic concepts, tolerance, empathy, positive communication and positive attitudes, pro-sociality, multicultural education, stereotypes, minorities, refugees, European context, developing relationships and active listening. Applying PE in the school environment, aims of PE, diversity, religious freedom, plurality of opinion in society and education, countering extremism. Methods for developing education for tolerance. Experiential pedagogy. Overview of methods and activities, concrete examples, video demonstrations, institutions and organisations involved in the protection of HR, third sector. Video analysis - discussion questions, argumentation, development of critical thinking in the framework of education for tolerance, discussion. Positive communication, how to argue properly, how to avoid manipulation, forms of discrimination. Democracy and freedom. How to develop democratic thinking within a European context, values of society and personal values. The teacher, the personality of the teacher and his/her goals in the educational process in education for tolerance. Otherness and prejudice.
100/0
Learning objectives and outcomes:
By completing the course Education for Tolerance, the student should:
- Demonstrate key knowledge and skills in the field of education for tolerance - multicultural education, ethics education, global education, education for human rights, etc,
- be able to evaluate and select relevant sources on the topic of education for tolerance,
- be able to apply critical analysis of a relevant source,
- be able to lead a debate and ask critical questions in social discourse,
- be able to create and apply activities to promote tolerance in the classroom,
- understand social values within the framework of tolerance as a key area in education.
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 through discussion, strengthens interpersonal skills within the group - activation and taking initiative and responsibility through creative tasks in the course.
Reference sources:
Required reading:
BAGALOVÁ, Ľ., GOGOLOVÁ D. (2007). Ľudské práva a zručnosti potrebné na ich uplatnenie. Metodická príručka pre učiteľov základných a stredných škôl. Bratislava: Štátny pedagogický ústav, 2007. 116s. ISBN 978-80-89225-26-2
https://cloud6n.edupage.org/cloud/Ludske_prava_a_zrucnosti_potrebne_na_ich_uplatnenie.pdf?z%3AEOkxIo%2BPktZ20N3iZdGXb2nU5Utxp3cFkE4LvHo1nhT4r7yEiKLYJ9B8tPNFfppW
DÚBRAVOVÁ, V., HRADSKÁ, J., KUMANOVÁ, A. a kol. (2006). MULTI-KULTI na školách: Metodická príručka pre multikultúrnu výchovu. Bratislava: Nadácia Milana Šimečku, 2006. 164s. ISBN 80-89008-21-6
https://globalnevzdelavanie.sk/wp-content/uploads/2019/08/multi-kulti_pre_skoly.pdf
Recommended reading:
MISTRÍK, E. a kol. (2008). Multikultúrna výchova v škole. Bratislava: OSF, 2008. 87s. ISBN 978-80-969271-4-2
http://bojnak.wbl.sk/MultiKulturna_vychova_v_skole.pdf
ONDRUŠEK, D., POTOČKOVÁ, D., HIPŠ, J. (2007). Výchova k tolerancii hrou. Bratislava: PDCS, 2007. 84s. ISBN978-80-969431-5-9.
https://eknizky.sk/wp-content/uploads/2019/02/Vychova_k_tolerancii_hrou.pdf
ŠIŠKOVÁ, T. (200)8. Výchova k tolerancii a proti rasizmu. Praha, 2008. 280s. ISBN 978-80-7367- 182-2
ŠRAMOVÁ, B. (2010). Tolerancia a intolerancia v spoločnosti. Bratislava: Melius, 2010. 180s. ISBN 978-80-97806309
https://kis.ukf.sk/epcfiles/0F78B1FE60F84E33BEE74B56A7D6AFE5/zbornik_komplet.pdf
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment.
Assessment: consists of 2 intermediate assessments (40+60, total 100 points).
Intermediate assessment 1: consists of a term paper and its oral presentation
Semester work for intermediate assessment 1: Critical analysis of a relevant source on a selected topic in tolerance education for a minimum of 10 min. and 10 images (in the selected graphic program) for 40 points.
A relevant source is defined as: e.g., a revival article, study, documentary, scholarly discussion, etc.
The topic of the term paper: it should be related to current issues in education (multiculturalism, pro-sociality, stereotypes, minorities, tolerance, inclusion, discrimination, extremism, etc.). The chosen topic should address various social issues that we can systematically promote through education and training (e.g. critical thinking) and through various cross-cutting themes (e.g. media education, civic initiative, ecology, segregation, otherness, religious freedom, human rights, plurality of opinion, etc.). For the presentation, the student will prepare critical questions for social discourse and lead the discussion.
Intermediate assessment 2: consists of a test of the acquired knowledge, i.e. a 60-point test. 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 interim 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 D of 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
Brief outline of the course:
The aim of the course is to prepare students for the future teaching profession in the areas of critical and independent thinking, collaboration, creative activity, self-knowledge, etc. in the areas of tolerance, multiculturalism, empathy and positive communication. Using a variety of activating methods and problem-based assignments, students will actively participate in the learning process and create course content themselves, in which they will use their own potential and develop intra and interpersonal aspects of their personality.
Topics:
Definition of basic concepts, tolerance, empathy, positive communication and positive attitudes, pro-sociality, multicultural education, stereotypes, minorities, refugees, European context, developing relationships and active listening. Applying PE in the school environment, aims of PE, diversity, religious freedom, plurality of opinion in society and education, countering extremism. Methods for developing education for tolerance. Experiential pedagogy. Overview of methods and activities, concrete examples, video demonstrations, institutions and organisations involved in the protection of HR, third sector. Video analysis - discussion questions, argumentation, development of critical thinking in the framework of education for tolerance, discussion. Positive communication, how to argue properly, how to avoid manipulation, forms of discrimination. Democracy and freedom. How to develop democratic thinking within a European context, values of society and personal values. The teacher, the personality of the teacher and his/her goals in the educational process in education for tolerance. Otherness and prejudice.
100/0
Learning objectives and outcomes:
By completing the course Education for Tolerance, the student should:
- Demonstrate key knowledge and skills in the field of education for tolerance - multicultural education, ethics education, global education, education for human rights, etc,
- be able to evaluate and select relevant sources on the topic of education for tolerance,
- be able to apply critical analysis of a relevant source,
- be able to lead a debate and ask critical questions in social discourse,
- be able to create and apply activities to promote tolerance in the classroom,
- understand social values within the framework of tolerance as a key area in education.
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 through discussion, strengthens interpersonal skills within the group - activation and taking initiative and responsibility through creative tasks in the course.
Reference sources:
Recommended reading:
Gray, P. (2016). Svoboda učení: Jak nechat děti rozhodovat o svém vzdělávaní. Praha: PeopleComm. 184s.
Hudáková, V., Miňová, M. (2017). Za oknami freinet(ovských) škôl. Prešov: Rokus. 104s.
Koerrenz, R., Blichmann, A. Engelmann, S. (2017). Alternative Schooling and New Education: European Concepts and Theories. Palgrave, Springer Link. 125p.
Kuchárová, A. (2012). Integrované tematické vyučovanie v primárnom vzdelávaní: Osvedčená pedagogická skúsenosť edukačnej praxe. Prešov: MPC. 34s.
Kuruc, M. (2017). Akademická a prosociálna motivácia v škole. Bratislava: Univerzita Komenského v Bratislave. 128s.
Montessori, M. (2019). Londýnské přednášky. Praha: Portál. 304s.
Neill, A. S. (2015) Summerhill: Příběh první demokratické školy na světě. Praha: PeaopleComm. 348s.
Pedroli, T. (2019). Intuitívní pedagogika. Praha: Universum. 144s.
Poltikovič, V. (2010). Ruská rodová škola (DVD - dokumentárny film), Maitrea.
Prokop, J. (2005). Škola a společnost v kritických teoriích druhé poloviny 20. století. Praha: Karolinum. 289sRőrner R., Wenke H. (2003) Daltonské vyučování. Brno: Paido. 156s.
Rýdl, K. (2001) Peter Petersen a pedagogika jenského plánu. ISV - Institut sociálních věcí. 236s.
Steiner, R. (2003). Waldorfská pedagogika: metodika a didaktika. Nové Hrady: Opherus. 208s.
Zárateová, A., Tressel, J. (2021) Škola podľa našich predstáv: Učiť sa, ako sa to páči nám. Centrum envirinmentálnej a etickej výchovy ŽIVICA. 165s.
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. During the semester there will be two colloquial midterm assessments of 20 points each and 2 midterm assignments of 10pts each will be worked on. Final assessment 40pts.
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.
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 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 professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.
knowledge of Slovak and English.
Brief outline of the course:
1. Alternative and norm in education
2. Traditional and conventional in education
3. Alternative pedagogy in the first half of the 20th century
Chicago Laboratory School - John Dewey
Montessori pedagogy - Maria Montessori
Waldorf Pedagogy - Rudolf Steiner
Freinet Pedagogy - Celestin Freinet
The Jena Plan - Peter Peterson
The Dalton Plan - Helen Parkhurst
Summerhill Democratic School - Alexander S. Neill
4. Alternative pedagogy in the second half of the 20th century
Integrative-Thematic Teaching - Susan Kovalik
Russian Family School - Mikhail Petrovich Stetina
Intuitive Pedagogy - Pär Ahlbom
Free Democratic Schools (Sudbury Valley Schools) - Daniel Greenberg
ESBZ (Evangelische Schule Berlin Zentrum) - Margret Rasfeld
5. Critical theories of education in the 20th century
Emil Durkheim, Talcott Parsons, Frankfurt School - Theodor Adorno, Erich Fromm, Jurgen Habermas, Herbert Marcuse
Pedagogy of Liberation - Paolo Freire
Unschooling society - Ivan Illich
Theory of reproduction - Pier Bourdieu
Deprivation Theory - Basil Berstein
Anti-pedagogical theories (e.g. Alice Miller)
6. Alternative pedagogy in the 21st century
Trends in alternative education around the world
Trends in alternative education in Slovakia
(unschooling, homeschooling, forest schools and kindergartens, educational groups ...)
100/0
Learning outcomes:
- The graduate of this course is well versed in and able to critically evaluate alternative schools of the 20th century and in the trends of alternative pedagogy in the 21st century.
- It takes a comprehensive approach to alternative pedagogy, using both a process of analysis and synthesis in the search for solutions. It employs thinking strategies based on critical evaluation in its decision making, which relies on facts and clearly articulated information from reliable sources of information.
- She approaches alternative directions in education as one possible source of inspiration for her future teaching practice.
- The graduate is able to use the acquired knowledge and skills in solving (problem) tasks creatively. Can analyze the problem and synthesize new solutions. Actively and flexibly brings new solutions to the assigned task. They are able to formulate clear conclusions and their justifications, which they can present to both the professional community and the general public.
- Graduates of the course are encouraged to adopt a growth-oriented mind-set and lifelong learning.
Transferable competences on which the course reflects: development of communication, organisational and digital skills. Fostering analytical, critical, creative and growth-oriented thinking; developing skills related to facilitation and mentoring. Promoting the development of reflective, self-reflective skills and the perception of one's own responsibility for personal decisions. Ongoing assignments: students work in small groups on one of three main topics (Alternative Pedagogy in the First Half of the 20th Century, in the Second Half of the 20th Century, and Critical Theories of Education in the 20th Century).
Colloquial continuous assessment: each group of students presents 2 times during the semester the different areas they have worked on together in the group.
Final assessment: students keep a portfolio (not something like a journal) for the course throughout the semester, capturing their reflection after each class meeting (what I found interesting, what surprised me, what I learned, what I disagreed with, what I needed to convey differently). At the end of the lecture period, each student who has fulfilled the requirements of the mid-term evaluation will have an individual interview with the teacher, where they will present their portfolio, carry out a self-assessment. The final evaluation is an intersection of the instructor's feedback and the student's self-reflection.
Reference sources:
Recommended reading:
Gray, P. (2016). Svoboda učení: Jak nechat děti rozhodovat o svém vzdělávaní. Praha: PeopleComm. 184s.
Hudáková, V., Miňová, M. (2017). Za oknami freinet(ovských) škôl. Prešov: Rokus. 104s.
Koerrenz, R., Blichmann, A. Engelmann, S. (2017). Alternative Schooling and New Education: European Concepts and Theories. Palgrave, Springer Link. 125p.
Kuchárová, A. (2012). Integrované tematické vyučovanie v primárnom vzdelávaní: Osvedčená pedagogická skúsenosť edukačnej praxe. Prešov: MPC. 34s.
Kuruc, M. (2017). Akademická a prosociálna motivácia v škole. Bratislava: Univerzita Komenského v Bratislave. 128s.
Montessori, M. (2019). Londýnské přednášky. Praha: Portál. 304s.
Neill, A. S. (2015) Summerhill: Příběh první demokratické školy na světě. Praha: PeaopleComm. 348s.
Pedroli, T. (2019). Intuitívní pedagogika. Praha: Universum. 144s.
Poltikovič, V. (2010). Ruská rodová škola (DVD - dokumentárny film), Maitrea.
Prokop, J. (2005). Škola a společnost v kritických teoriích druhé poloviny 20. století. Praha: Karolinum. 289sRőrner R., Wenke H. (2003) Daltonské vyučování. Brno: Paido. 156s.
Rýdl, K. (2001) Peter Petersen a pedagogika jenského plánu. ISV - Institut sociálních věcí. 236s.
Steiner, R. (2003). Waldorfská pedagogika: metodika a didaktika. Nové Hrady: Opherus. 208s.
Zárateová, A., Tressel, J. (2021) Škola podľa našich predstáv: Učiť sa, ako sa to páči nám. Centrum envirinmentálnej a etickej výchovy ŽIVICA. 165s.
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. During the semester there will be two colloquial midterm assessments of 20 points each and 2 midterm assignments of 10pts each will be worked on. Final assessment 40pts.
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.
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 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 professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.
knowledge of Slovak and English.
Brief outline of the course:
1. Alternative and norm in education
2. Traditional and conventional in education
3. Alternative pedagogy in the first half of the 20th century
Chicago Laboratory School - John Dewey
Montessori pedagogy - Maria Montessori
Waldorf Pedagogy - Rudolf Steiner
Freinet Pedagogy - Celestin Freinet
The Jena Plan - Peter Peterson
The Dalton Plan - Helen Parkhurst
Summerhill Democratic School - Alexander S. Neill
4. Alternative pedagogy in the second half of the 20th century
Integrative-Thematic Teaching - Susan Kovalik
Russian Family School - Mikhail Petrovich Stetina
Intuitive Pedagogy - Pär Ahlbom
Free Democratic Schools (Sudbury Valley Schools) - Daniel Greenberg
ESBZ (Evangelische Schule Berlin Zentrum) - Margret Rasfeld
5. Critical theories of education in the 20th century
Emil Durkheim, Talcott Parsons, Frankfurt School - Theodor Adorno, Erich Fromm, Jurgen Habermas, Herbert Marcuse
Pedagogy of Liberation - Paolo Freire
Unschooling society - Ivan Illich
Theory of reproduction - Pier Bourdieu
Deprivation Theory - Basil Berstein
Anti-pedagogical theories (e.g. Alice Miller)
6. Alternative pedagogy in the 21st century
Trends in alternative education around the world
Trends in alternative education in Slovakia
(unschooling, homeschooling, forest schools and kindergartens, educational groups ...)
100/0
Learning outcomes:
- The graduate of this course is well versed in and able to critically evaluate alternative schools of the 20th century and in the trends of alternative pedagogy in the 21st century.
- It takes a comprehensive approach to alternative pedagogy, using both a process of analysis and synthesis in the search for solutions. It employs thinking strategies based on critical evaluation in its decision making, which relies on facts and clearly articulated information from reliable sources of information.
- She approaches alternative directions in education as one possible source of inspiration for her future teaching practice.
- The graduate is able to use the acquired knowledge and skills in solving (problem) tasks creatively. Can analyze the problem and synthesize new solutions. Actively and flexibly brings new solutions to the assigned task. They are able to formulate clear conclusions and their justifications, which they can present to both the professional community and the general public.
- Graduates of the course are encouraged to adopt a growth-oriented mind-set and lifelong learning.
Transferable competences on which the course reflects: development of communication, organisational and digital skills. Fostering analytical, critical, creative and growth-oriented thinking; developing skills related to facilitation and mentoring. Promoting the development of reflective, self-reflective skills and the perception of one's own responsibility for personal decisions. Ongoing assignments: students work in small groups on one of three main topics (Alternative Pedagogy in the First Half of the 20th Century, in the Second Half of the 20th Century, and Critical Theories of Education in the 20th Century).
Colloquial continuous assessment: each group of students presents 2 times during the semester the different areas they have worked on together in the group.
Final assessment: students keep a portfolio (not something like a journal) for the course throughout the semester, capturing their reflection after each class meeting (what I found interesting, what surprised me, what I learned, what I disagreed with, what I needed to convey differently). At the end of the lecture period, each student who has fulfilled the requirements of the mid-term evaluation will have an individual interview with the teacher, where they will present their portfolio, carry out a self-assessment. The final evaluation is an intersection of the instructor's feedback and the student's self-reflection.
Reference sources:
Required reading:
HRONCOVÁ, J. 2004. Sociálna patológia. Banská Bystrica: Pedagogická fakulta UMB, 2004.ISBN 80-8055-926-0.
ONDREJKOVIČ, P. 2009. Sociálna patológia. Bratislava: SAV, 2009. ISBN 978-80-224-1074-8
Recommended reading:
ČERNÁ, A. 2013. Kyberšikana. Praha: Grada Publishing, a.s., 2013. ISBN 978-80-247-4577-0.
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.
FERKOVÁ, Š. 2015. Prevencia a intervencia sebapoškodzujúceho správania sa detí a dospievajúcich. In MMK 2015 [elektronický zdroj]. - Hradec Králové : Magnanimitas, 2015. - ISBN 978-80-87952-12-2. - S. 1150-1158
FISCHER, S., ŠKODA, J. 2009. Sociální patologie. Analýza příčin a možnosti ovlivňovaní závažných sociálně patologických jevů. Praha : Grada Publishing, a.s. ISBN 978-80-247-7813
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 pdf.truni.sk/download?eskripta/hupkova-libercanova-drogove-zavislosti.pdf
KOLÁŘ, M. 2005. Bolest šikanování. Praha : Portál, 2005. ISBN 978-80-7367-014-6
KOUTEK, J., KOCOURKOVÁ., J. 2003. Sebevražedné chování. Praha : Portál, 2003. ISBN 978-80-7367-349-9
KUNÁK, S. 2007. Vybrané možnosti primárnej prevencie negatívnych vplyvov na deti a mládež. Bratislava: Iris, 2007. ISBN 8089256105.
KYRIACOU, CH. 2005. Řešení výchovných problémů ve škole. Praha : Portál, 2005. ISBN 80-7178-945-3
MATOUŠEK, O., KROFTOVÁ, A. 2003. Mládež a delikvence. Praha : Portál, 2003. ISBN 80-7178-771-X
Smernica č. 36/2018 k prevencii a riešeniu šikanovania detí a žiakov v školách a školských zariadeniach. Dostupné na: https://www.minedu.sk/data/att/16073.pdf
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 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 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, normality, delinquency, deviance, prevention, intervention, etc.).
2. Causes of the emergence of socio-pathological phenomena.
3. Characteristics of selected socio-pathological phenomena.
4. Specifics of socio-pathological phenomena in the school environment.
5. Violence in schools, bullying and cyberbullying.
7. 4. Truancy of pupils.
8. Pupils using alcohol and drugs.
9. Lying, running, wandering, stealing.
10. Children at risk in the environment (CAN syndrome).
11. Self-harm and suicidal actions in children.
12. Prejudice, xenophobia and racism.
13. Prevention programmes and activities in schools.
14. 13. Intervention strategies in the occurrence of socio-pathological phenomena in school.
100/0
Learning outcomes:
Learning objectives and outcomes:
The aim of the course is to provide basic knowledge on the issue of socio-pathological phenomena in school. The course pays special attention to the issues of clarification of terminology in the field of social pathology. Students will be able to identify the internal and external causes of social pathological phenomena, describe and distinguish the manifestations of individual phenomena, indicate and propose specific forms of their prevention in school practice. Students will also acquire the prerequisites to be able to use the acquired knowledge in solving specific problem situations.
Transferable competencies: students and learners will develop communication skills using professional terminology in the field of social pathology. They will improve their skills in working with professional literature and producing professional texts. Students will be able to apply knowledge creatively in problem-based tasks.
Reference sources:
Required reading:
HRONCOVÁ, J. 2004. Sociálna patológia. Banská Bystrica: Pedagogická fakulta UMB, 2004.ISBN 80-8055-926-0.
ONDREJKOVIČ, P. 2009. Sociálna patológia. Bratislava: SAV, 2009. ISBN 978-80-224-1074-8
Recommended reading:
ČERNÁ, A. 2013. Kyberšikana. Praha: Grada Publishing, a.s., 2013. ISBN 978-80-247-4577-0.
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.
FERKOVÁ, Š. 2015. Prevencia a intervencia sebapoškodzujúceho správania sa detí a dospievajúcich. In MMK 2015 [elektronický zdroj]. - Hradec Králové : Magnanimitas, 2015. - ISBN 978-80-87952-12-2. - S. 1150-1158
FISCHER, S., ŠKODA, J. 2009. Sociální patologie. Analýza příčin a možnosti ovlivňovaní závažných sociálně patologických jevů. Praha : Grada Publishing, a.s. ISBN 978-80-247-7813
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 pdf.truni.sk/download?eskripta/hupkova-libercanova-drogove-zavislosti.pdf
KOLÁŘ, M. 2005. Bolest šikanování. Praha : Portál, 2005. ISBN 978-80-7367-014-6
KOUTEK, J., KOCOURKOVÁ., J. 2003. Sebevražedné chování. Praha : Portál, 2003. ISBN 978-80-7367-349-9
KUNÁK, S. 2007. Vybrané možnosti primárnej prevencie negatívnych vplyvov na deti a mládež. Bratislava: Iris, 2007. ISBN 8089256105.
KYRIACOU, CH. 2005. Řešení výchovných problémů ve škole. Praha : Portál, 2005. ISBN 80-7178-945-3
MATOUŠEK, O., KROFTOVÁ, A. 2003. Mládež a delikvence. Praha : Portál, 2003. ISBN 80-7178-771-X
Smernica č. 36/2018 k prevencii a riešeniu šikanovania detí a žiakov v školách a školských zariadeniach. Dostupné na: https://www.minedu.sk/data/att/16073.pdf
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 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 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, normality, delinquency, deviance, prevention, intervention, etc.).
2. Causes of the emergence of socio-pathological phenomena.
3. Characteristics of selected socio-pathological phenomena.
4. Specifics of socio-pathological phenomena in the school environment.
5. Violence in schools, bullying and cyberbullying.
7. 4. Truancy of pupils.
8. Pupils using alcohol and drugs.
9. Lying, running, wandering, stealing.
10. Children at risk in the environment (CAN syndrome).
11. Self-harm and suicidal actions in children.
12. Prejudice, xenophobia and racism.
13. Prevention programmes and activities in schools.
14. 13. Intervention strategies in the occurrence of socio-pathological phenomena in school.
100/0
Learning outcomes:
Learning objectives and outcomes:
The aim of the course is to provide basic knowledge on the issue of socio-pathological phenomena in school. The course pays special attention to the issues of clarification of terminology in the field of social pathology. Students will be able to identify the internal and external causes of social pathological phenomena, describe and distinguish the manifestations of individual phenomena, indicate and propose specific forms of their prevention in school practice. Students will also acquire the prerequisites to be able to use the acquired knowledge in solving specific problem situations.
Transferable competencies: students and learners will develop communication skills using professional terminology in the field of social pathology. They will improve their skills in working with professional literature and producing professional texts. Students will be able to apply knowledge creatively in problem-based tasks.
Reference sources:
Required reading:
Špatenková N. a kol. 2017. Krize a krizová intervence. 1.vyd. Grada: Praha. 288 s. ISBN 978-80-247-5327-0
Recommended reading:
Derková, J. 2014. Rodinná terapia v praxi. 2.dopl.vydanie. Bratislava : Radosť, 278 s. ISBN 978-80-971319-1-3.
Ferková, Š. 2013. Učiteľ a jeho úloha pri riešení sebapoškodzovania žiakov. In Evropské pedagogické fórum. Hradec Králové : Magnanimitas, 2013. ISBN 978-80-905243-9-2.
Ferková, Š. 2013. Úloha školy v prevencii samovrážd u detí a dospievajúcich. In Sociálnopedagogické štúdie. Bratislava : UK, 2013. ISBN 978-80-223-3360-3.
Jedlička, R. a kol. 2004. Děti a mládež v obtížných životních situacích. Praha : Themis, 2004. ISBN 80-7312-038-0.
Lukšík, I., Lemešová, M. 2013. Deti v ťažkých životných situáciách. Trnava : Universitatis Tyrnaviensis, 2013. ISBN 978-80-8082-762-5.
Prerequisites for successful completion of the course:
The course is completed with an evaluation, the ratio of the interim and final evaluation is 100/0. The task of the students is to prepare an interim seminar paper (maximum 40 points). The students present and discuss their seminar work in a group, followed by a colloquial assessment in the form of a class discussion. Active communication and the ability for healthy reflection and self-reflection are assessed (max. 20 points). The assessment will also include a mid-term test on the material covered (max. 40 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 - 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).
Weighting of intermediate/final assessment: 100/0
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 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. Terminological definitions- life crisis, stressful situation, emotional loss, disasters/natural calamities, hurtful events.
2. Classification, development, course of life crises. Specifics of crises in children and adolescents. Psychological, somatic and social consequences of unprocessed crisis events on a person's life. First aid in a crisis situation.
3. Crisis situations related to the family environment. Relational crisis - disruption or loss of relationship (divorce and separation of parents, death in the family) ; Material loss - loss of housing and/or employment of parents. Alcoholism, drugs and violence in the family;
4. 4. Peer and school-related crisis situations - non-acceptance to school; loss of position and role in the group, exclusion from the group; bullying and cyberbullying; peer violence. Adolescent partnership and sexuality as a source of crisis.
5. Intrapsychic crisis - loss of expectations, plans, ideals. Psychospiritual crisis in adolescents.
6. Self-harm (self-mutilation) in children and adolescents. Warning signs and signs. Prevalence, causes and consequences.
7. Specifics of suicidal (suicidal) behavior in children and adolescents. Warning signs of suicidal threat. Crisis intervention in case of suicide attempt.
8. Possibilities of cooperation between the teacher and other institutions and the family in dealing with crisis situations.
9. Crisis intervention and its phases - initiation, implementation and termination of the intervention.
10. Forms of crisis intervention - direct face-to-face assistance , distance (telephone, chat, e-mail, etc.), outreach services - outpatient and residential.
11. Resilience to psychological distress as crisis prevention; development of personality strengths; resilience development techniques.
100/0
Learning outcomes:
The aim of the course Children and Adolescents in Crisis Life Situations is to provide students with knowledge about possible crisis situations of children and adolescents and their implications for the educational process in school.
By completing the course
- Students will gain an overview of the crisis situations that the current generation of children and youth is going through and the impact that different types of crises leave in the area of emotionality, behaviour and actions of the child/pupil/pupils, which, of course, also affects the whole area of their upbringing and education;
- acquire the ability to detect warning signs of possible danger to the pupil/pupils, the ability to implement crisis intervention and to cooperate with other institutions and the family in resolving crisis situations;
- they know how to apply the knowledge in an educational context in order to preventively strengthen pupils' resilience to psychological stress and develop their personality strengths.
Transferable competences: improving communication skills, critical thinking and contextual reasoning.
Reference sources:
Required reading:
Špatenková N. a kol. 2017. Krize a krizová intervence. 1.vyd. Grada: Praha. 288 s. ISBN 978-80-247-5327-0
Recommended reading:
Derková, J. 2014. Rodinná terapia v praxi. 2.dopl.vydanie. Bratislava : Radosť, 278 s. ISBN 978-80-971319-1-3.
Ferková, Š. 2013. Učiteľ a jeho úloha pri riešení sebapoškodzovania žiakov. In Evropské pedagogické fórum. Hradec Králové : Magnanimitas, 2013. ISBN 978-80-905243-9-2.
Ferková, Š. 2013. Úloha školy v prevencii samovrážd u detí a dospievajúcich. In Sociálnopedagogické štúdie. Bratislava : UK, 2013. ISBN 978-80-223-3360-3.
Jedlička, R. a kol. 2004. Děti a mládež v obtížných životních situacích. Praha : Themis, 2004. ISBN 80-7312-038-0.
Lukšík, I., Lemešová, M. 2013. Deti v ťažkých životných situáciách. Trnava : Universitatis Tyrnaviensis, 2013. ISBN 978-80-8082-762-5.
Prerequisites for successful completion of the course:
The course is completed with an evaluation, the ratio of the interim and final evaluation is 100/0. The task of the students is to prepare an interim seminar paper (maximum 40 points). The students present and discuss their seminar work in a group, followed by a colloquial assessment in the form of a class discussion. Active communication and the ability for healthy reflection and self-reflection are assessed (max. 20 points). The assessment will also include a mid-term test on the material covered (max. 40 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 - 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).
Weighting of intermediate/final assessment: 100/0
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 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. Terminological definitions- life crisis, stressful situation, emotional loss, disasters/natural calamities, hurtful events.
2. Classification, development, course of life crises. Specifics of crises in children and adolescents. Psychological, somatic and social consequences of unprocessed crisis events on a person's life. First aid in a crisis situation.
3. Crisis situations related to the family environment. Relational crisis - disruption or loss of relationship (divorce and separation of parents, death in the family) ; Material loss - loss of housing and/or employment of parents. Alcoholism, drugs and violence in the family;
4. 4. Peer and school-related crisis situations - non-acceptance to school; loss of position and role in the group, exclusion from the group; bullying and cyberbullying; peer violence. Adolescent partnership and sexuality as a source of crisis.
5. Intrapsychic crisis - loss of expectations, plans, ideals. Psychospiritual crisis in adolescents.
6. Self-harm (self-mutilation) in children and adolescents. Warning signs and signs. Prevalence, causes and consequences.
7. Specifics of suicidal (suicidal) behavior in children and adolescents. Warning signs of suicidal threat. Crisis intervention in case of suicide attempt.
8. Possibilities of cooperation between the teacher and other institutions and the family in dealing with crisis situations.
9. Crisis intervention and its phases - initiation, implementation and termination of the intervention.
10. Forms of crisis intervention - direct face-to-face assistance , distance (telephone, chat, e-mail, etc.), outreach services - outpatient and residential.
11. Resilience to psychological distress as crisis prevention; development of personality strengths; resilience development techniques.
100/0
Learning outcomes:
The aim of the course Children and Adolescents in Crisis Life Situations is to provide students with knowledge about possible crisis situations of children and adolescents and their implications for the educational process in school.
By completing the course
- Students will gain an overview of the crisis situations that the current generation of children and youth is going through and the impact that different types of crises leave in the area of emotionality, behaviour and actions of the child/pupil/pupils, which, of course, also affects the whole area of their upbringing and education;
- acquire the ability to detect warning signs of possible danger to the pupil/pupils, the ability to implement crisis intervention and to cooperate with other institutions and the family in resolving crisis situations;
- they know how to apply the knowledge in an educational context in order to preventively strengthen pupils' resilience to psychological stress and develop their personality strengths.
Transferable competences: improving communication skills, critical thinking and contextual reasoning.
Reference sources:
Required reading:
Harineková, M. - Stempelová, J. 2012. Poruchy psychického vývinu u detí a dospievajúcich. Učebné texty. Bratislava : VŠ zdravotníctva a sociálnej práce sv.Alžbety. 2012. 161 s. ISBN 978-80-8132-040-8
Recommended reading:
Derková, J.: Deti s Aspergerovým syndrómom v kontexte rodinnej výchovy. In: Koláčková,J., Rapošová, P. (Ed) : Zborník Tolerancia inakosti ako priorita (nielen) sociálnej pedagogiky. Bratislava : Univerzita Komenského, Pedagogická fakulta. 2020, s.93. ISBN 978-80-223-4976-5
Heretik, A. a kol. 2016. Klinická psychológia. 2.prepracované a doplnené vydanie. Nakl. Psychoprof : Nové Zámky.(Kapitoly o poruchách psychického vývinu detí a dospievajúcich- s. 415-459.). ISBN 978-80-8932-224-4
Papalová, S.. Špecifické vývinové poruchy učenia a reči. Dostupné na URL: http://www.psychagogia.sk/wp-content/uploads/svp_papalova.pdf
Periodiká a vedecké databázy: PsycInfo (APA); Psychológia a patopsychológia dieťaťa, Československá psychologie a iné.
Vágnerová, M. (2014). Současná psychopatologie pro pomáhající profese. Portál : Praha.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with an examination. The weighting of the interim and final assessment is 50/50.
During the semester, students will prepare and present a seminar paper on selected current topics (max. 30 points). Students' activity during discussions is also assessed (max. 20 points). Final examination - written (max. 50 points).
Learning outcomes:
For an overall grade of A, you need at least 91 points, for a grade of B at least 81 points, for a grade of C at least 73 points, for a grade of D at least 66 points and for a grade of E at least 60 points. 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 - 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 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:
1. Introduction to developmental disorders - definition of developmental disorders, precursors of developmental disorders, classification of developmental disorders in children and adolescents. Issues of norm and pathology in development.
2. Etiology of developmental disorders - pathogenic factors and the complexity of their action, risks in the pre-, peri- and post-natal period, early diagnosis, intervention, stimulation, deprivation.
3. Psychomotor retardation (general developmental delay) and mental retardation/intellectual disability - aetiology, classification, options and limitations, interventions.
4. Psychogenic conditioned disorders in the somatic area- enuresis, encopresis, tics. Manifestations, forms, possibilities of intervention.
5. Psychogenic conditioned communication disorders - barking and mutism - definition, classification, intervention options.
6. Pervasive developmental disorders or autism spectrum disorders - autism, Asperger's syndrome, Rett's syndrome. Etiology, clinical picture, organization of care.
7. The problem of organicity in child psychology - cerebral palsy (CP) - etiology, clinical picture. Developmental disorder of motor functions.
8. Hyperkinetic syndrome (ADD and ADHD). The most significant factors in working with children with ADHD, ADD.
9. Specific learning disabilities - diagnosis and differential diagnosis, remedial programmes in work with children with specific learning disabilities.
10. Emotional disorders in childhood - anxiety disorders, phobias and depression in childhood and adolescence. Obsessive-compulsive disorder. Post-traumatic stress disorder.
11. Behaviour and conduct disorders - classification, manifestations and intervention options. Self-harm and suicide in childhood and adolescence - incidence, etiology, prevention. 12. Eating disorders- classification, manifestations and intervention options.
13. Mental disorders caused by psychoactive substances. Pathological gambling and other forms of addiction
50/50
Learning outcomes:
Learning objectives and outcomes:
The aim is to familiarize students with the basic classification and manifestations of developmental, behavioral and learning disorders in childhood and adolescence and their impact on the child's school functioning. Students will gain a basic understanding of the most common developmental disorders and behavioral and learning disorders occurring in childhood and adolescence. The ability to navigate the subject matter is essential in an inclusive school environment in both primary and secondary schools where future teachers of education may work in combination with a second subject endorsement. In this subject, students will not only acquire theoretical knowledge, but will also acquire sufficient competences to work with other professionals involved in dealing with developmental, learning and behavioural disorders. A good understanding of the subject is a prerequisite for an individualised teacher-pupil relationship with a developmental, learning and behavioural disorder. Such a relationship not only requires empathy, but must also be underpinned by acquired skills. An important goal is to prepare students to participate in the implementation of individual education plans for children with developmental, learning and behavioural disabilities. Most children with developmental, learning and behavioural disorders (with few exceptions) are pupils in mainstream primary schools and it is therefore important that students are able to work competently with the inclusion team, but also with specialists from other disciplines, such as a neurologist, psychologist, paediatrician or child psychiatrist. Transferable competences: critical thinking skills, communication skills.
Recommended reading:
According to the selected current topics and according to the teacher's recommendations
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with an examination. The weighting of the interim and final assessment is 50/50.
The intermediate assessment (50%) consists of an assessment of the student's ability to identify and clearly explain the essence of the selected current problem in the field of education and training (maximum 3 points), to identify and describe the current state of the solution to the selected problem in educational theory and practice (maximum 5 points), to analyse and critically evaluate the proposed solutions (maximum 5 points), to formulate his/her own conclusions and recommendations for practice, including their argumentation (maximum 3 points), and the ability to manage the discussion of the selected problem (maximum 4 points). The maximum possible number of points in the intermediate assessment is 20.
The final assessment (50%) consists of an examination grade for an essay on a selected issue in the field of education. The maximum possible number of points for the essay is 20.
For successful completion of the course it is necessary to obtain at least 60% of the points (24 points).
The overall grade is awarded on a grading scale:
A (40-37 points) - excellent (outstanding results),
B (36-33 points) - very good (above average standard),
C (32-30 points) - good (average results),
D (29-27 points) - satisfactory (acceptable results),
E (26-24 points) - sufficient (results meet the minimum criteria),
FX (23-0 points) - underperforming (unacceptable results).
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 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 language
teaching of the subject is provided by teachers who are dedicated to the current issues of education and education and research of the subject is part of their research and publication activities
Brief outline of the course:
Identification of current problems of education and training and examination of the current state of their solution. Collecting, analysing and evaluating information on the problems under study. Preparing and managing the presentation and discussion of selected issues. Creating an essay.
50/50
Learning outcomes:
Upon completion of the course, students will be able to identify current issues in education. They will be able to search, analyse and critically evaluate relevant information sources that describe, analyse and evaluate current issues in education. Students will be able to present and discuss their findings clearly and comprehensibly.
Transferable competences: in presenting and discussing their findings in seminars, students will develop their communication, lecturing and metacognitive skills. Students will also be able to present selected current issues in education and their analysis and evaluation through an essay. 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.
Reference sources:
Required reading:
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: IKAR, 146 s. ISBN 978-80-8200-034-7.
POTOČÁROVÁ, M. (2008). Pedagogika rodiny. Teoretické východiská RV. Bratislava: UK, 216 s. ISBN 978-80-223-2458-8
RABUŠICOVÁ, M. ŠEĎOVÁ, K., ČIHÁČEK, V. (2004) Škola a versus rodina. Brno : Masarykova univerzita, 176 s. ISBN 80-210-3598-6
RABUŠICOVÁ, M., EMMEROVÁ,K. (2003) Role rodičů ve vztahu ke škole – teoretické koncepty. In: pedagogika, LIII, 2003, č. 2, s. 141- 151, ISSN 3380-3815
Recommended reading:
POTOČÁROVÁ, M. Výchova k hodnotám v slovenskej rodine. In Pedagogická orientace, 45(5-6),1996.
RABUŠICOVÁ, M., POL,M. (1996) Vztahy školy a rodiny dnes : hledání partnerství. IN : Pedagogika č. 1, č. 2, 1996
SIEGLOVÁ, D. Konec školní nudy - Didaktické metody pro 21. století. Praha : GRADA, 336 s.
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 will also complete an intermediate written assessment of knowledge (maximum possible points - 60). To pass the course, a minimum of 60% of the points must be obtained (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 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 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
100/0
Learning outcomes:
Learning objectives and outcomes:
The aim of the course Family Education and Family-School Cooperation is to convey basic information about the contemporary family as an important socializing and educational institution. Students will be introduced to the implications of the specifics of family life and family education specifically for the educational process in school. The student will be able to define the family as an educational institution, remember its functions, and know 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, styles and means of family education. Describe and interpret inappropriate approaches in family education and predict their possible effects on student performance in school. The student will be able to apply the knowledge acquired in solving educational difficulties of the pupil resulting from the specifics of family life and family education. The student deals with trends and current forms in family-school cooperation, is able to analyze them and propose solutions in approaches of this cooperation. A particular issue in the aims of education is the knowledge of the aims, criteria and methods of home education.
Transferable competences: by analysing, proposing solutions and discussing the problem tasks assigned during the seminars, the student is able to communicate his/her conclusions, think critically, and reason in context.
Reference sources:
Required reading:
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: IKAR, 146 s. ISBN 978-80-8200-034-7.
POTOČÁROVÁ, M. (2008). Pedagogika rodiny. Teoretické východiská RV. Bratislava: UK, 216 s. ISBN 978-80-223-2458-8
RABUŠICOVÁ, M. ŠEĎOVÁ, K., ČIHÁČEK, V. (2004) Škola a versus rodina. Brno : Masarykova univerzita, 176 s. ISBN 80-210-3598-6
RABUŠICOVÁ, M., EMMEROVÁ,K. (2003) Role rodičů ve vztahu ke škole – teoretické koncepty. In: pedagogika, LIII, 2003, č. 2, s. 141- 151, ISSN 3380-3815
Recommended reading:
POTOČÁROVÁ, M. Výchova k hodnotám v slovenskej rodine. In Pedagogická orientace, 45(5-6),1996.
RABUŠICOVÁ, M., POL,M. (1996) Vztahy školy a rodiny dnes : hledání partnerství. IN : Pedagogika č. 1, č. 2, 1996
SIEGLOVÁ, D. Konec školní nudy - Didaktické metody pro 21. století. Praha : GRADA, 336 s.
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 will also complete an intermediate written assessment of knowledge (maximum possible points - 60). To pass the course, a minimum of 60% of the points must be obtained (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 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 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
100/0
Learning outcomes:
Learning objectives and outcomes:
The aim of the course Family Education and Family-School Cooperation is to convey basic information about the contemporary family as an important socializing and educational institution. Students will be introduced to the implications of the specifics of family life and family education specifically for the educational process in school. The student will be able to define the family as an educational institution, remember its functions, and know 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, styles and means of family education. Describe and interpret inappropriate approaches in family education and predict their possible effects on student performance in school. The student will be able to apply the knowledge acquired in solving educational difficulties of the pupil resulting from the specifics of family life and family education. The student deals with trends and current forms in family-school cooperation, is able to analyze them and propose solutions in approaches of this cooperation. A particular issue in the aims of education is the knowledge of the aims, criteria and methods of home education.
Transferable competences: by analysing, proposing solutions and discussing the problem tasks assigned during the seminars, the student is able to communicate his/her conclusions, think critically, and reason in context.
Reference sources:
Recommended reading:
Brand, R.(1998). Powerful Learning. ASCD, Alexandria, US.
Filo, P. - Chomová, K. – Nekolová, V. a kol. 2017. Talentway – Osobnosť, kreativita, rast (Študent) & Problem-based Learning – Výzvy, motivácie, riešenia (Mentor). Bratislava: ABC – Academic Business Cluster.
Kuruc, M. (2021). Kuruc, M. (2021) Motivácia k učeniu sa študentov predprimárnej a primárnej pedagogiky. Týn nad Vltavou. 2021. 131s.
Larmer, J., Mergendoller, J., Boss, S. (2015). Setting the Standard for Project Based learning. ASCD, Alexandria, US.
Lee, D. (2019). Design Thinking in the Classroom. Constructing Modern Knowledge Press Martinez, S. L., Stager, G. S. (2019). Invent to Learn: Making, Tinkering, and Engineering in the Classroom. Ulysses Press
Nash, J. B. 2019. Design Thinking in School: A Leader ́s Guide to Collaborating for Improvement. Harvard Educational Publishing Group, Cambridge, US.
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. During the semester there will be two colloquial interim assessments of 15 points each and 1 interim assignment 30b will be processed. Final assessment in the form of a group presentation of the 40b learning block project.
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.
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 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 professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks. Ongoing tasks: students work in small groups on their own learning block project (working with so-called learning environments such as Micro.Bit, Conductive Colours, Makey-Makey, etc.), the aim of which is to enable students to develop the so-called competences necessary for the 21st century through the chosen learning environment.
Colloquial mid-term evaluation: each group of students presents 2 times during the semester the mid-term tasks that they have worked on together in the group (project plan and SMART goals of their project).
Final assessment: students keep a portfolio (not something like a journal) for the course throughout the semester, capturing their reflection after each class meeting (what I found interesting, what surprised me, what I learned, what I disagreed with, what I needed to convey differently). At the end of the lecture period, each student who has fulfilled the requirements of the mid-term evaluation will have an individual interview with the teacher, where they will present their portfolio, carry out a self-assessment. The final evaluation is an intersection of the teacher's feedback, the student's self-reflection and a group presentation of the project to representatives from the practice (teachers and school management).
knowledge of Slovak and English.
Brief outline of the course:
1. Creativity as a natural human trait
2. School as a learning organisation
3. Teacher Professional Development Plan
4. Mentoring in teaching practice
5. Project-Based Learning
6. Resolving conflicts in the classroom with the win-win method
7. Problem-solving method - problem-based learning (Design Thinking)
100/0
Learning outcomes:
- The course graduate is knowledgeable/learned and can critically evaluate information.
- He approaches the assigned tasks in a complex manner, using both the process of analysis and synthesis in the search for solutions. In making decisions, he/she uses thinking strategies based on critical evaluation, which is based on facts and clearly formulated information from reliable information sources.
- He approaches teaching methods aimed at supporting the development of pupil creativity as one of the possible approaches and as a source of inspiration for his future teaching practice.
- The graduate is able to use the acquired knowledge and skills in solving (problem) tasks creatively. Can analyze the problem and synthesize new solutions. Actively and flexibly brings new solutions to the assigned task. They are able to formulate clear conclusions and their justifications, which they can present to both the professional community and the general public.
- Graduates of the course are encouraged to adopt a growth-oriented mind-set and lifelong learning.
- Throughout the course, students are encouraged to look at the school environment where a learning community of learners is to be formed and the development of creative thinking is to be continually encouraged.
Transferable competences on which the course reflects: development of communication, organisational and digital skills. Fostering analytical, critical, creative and growth-oriented thinking; developing skills related to facilitation and mentoring. Promoting the development of reflective, self-reflective skills and the perception of one's own responsibility for personal decisions.
Reference sources:
Recommended reading:
Brand, R.(1998). Powerful Learning. ASCD, Alexandria, US.
Filo, P. - Chomová, K. – Nekolová, V. a kol. 2017. Talentway – Osobnosť, kreativita, rast (Študent) & Problem-based Learning – Výzvy, motivácie, riešenia (Mentor). Bratislava: ABC – Academic Business Cluster.
Kuruc, M. (2021). Kuruc, M. (2021) Motivácia k učeniu sa študentov predprimárnej a primárnej pedagogiky. Týn nad Vltavou. 2021. 131s.
Larmer, J., Mergendoller, J., Boss, S. (2015). Setting the Standard for Project Based learning. ASCD, Alexandria, US.
Lee, D. (2019). Design Thinking in the Classroom. Constructing Modern Knowledge Press Martinez, S. L., Stager, G. S. (2019). Invent to Learn: Making, Tinkering, and Engineering in the Classroom. Ulysses Press
Nash, J. B. 2019. Design Thinking in School: A Leader ́s Guide to Collaborating for Improvement. Harvard Educational Publishing Group, Cambridge, US.
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. During the semester there will be two colloquial interim assessments of 15 points each and 1 interim assignment 30b will be processed. Final assessment in the form of a group presentation of the 40b learning block project.
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.
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 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 professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks. Ongoing tasks: students work in small groups on their own learning block project (working with so-called learning environments such as Micro.Bit, Conductive Colours, Makey-Makey, etc.), the aim of which is to enable students to develop the so-called competences necessary for the 21st century through the chosen learning environment.
Colloquial mid-term evaluation: each group of students presents 2 times during the semester the mid-term tasks that they have worked on together in the group (project plan and SMART goals of their project).
Final assessment: students keep a portfolio (not something like a journal) for the course throughout the semester, capturing their reflection after each class meeting (what I found interesting, what surprised me, what I learned, what I disagreed with, what I needed to convey differently). At the end of the lecture period, each student who has fulfilled the requirements of the mid-term evaluation will have an individual interview with the teacher, where they will present their portfolio, carry out a self-assessment. The final evaluation is an intersection of the teacher's feedback, the student's self-reflection and a group presentation of the project to representatives from the practice (teachers and school management).
knowledge of Slovak and English.
Brief outline of the course:
1. Creativity as a natural human trait
2. School as a learning organisation
3. Teacher Professional Development Plan
4. Mentoring in teaching practice
5. Project-Based Learning
6. Resolving conflicts in the classroom with the win-win method
7. Problem-solving method - problem-based learning (Design Thinking)
100/0
Learning outcomes:
- The course graduate is knowledgeable/learned and can critically evaluate information.
- He approaches the assigned tasks in a complex manner, using both the process of analysis and synthesis in the search for solutions. In making decisions, he/she uses thinking strategies based on critical evaluation, which is based on facts and clearly formulated information from reliable information sources.
- He approaches teaching methods aimed at supporting the development of pupil creativity as one of the possible approaches and as a source of inspiration for his future teaching practice.
- The graduate is able to use the acquired knowledge and skills in solving (problem) tasks creatively. Can analyze the problem and synthesize new solutions. Actively and flexibly brings new solutions to the assigned task. They are able to formulate clear conclusions and their justifications, which they can present to both the professional community and the general public.
- Graduates of the course are encouraged to adopt a growth-oriented mind-set and lifelong learning.
- Throughout the course, students are encouraged to look at the school environment where a learning community of learners is to be formed and the development of creative thinking is to be continually encouraged.
Transferable competences on which the course reflects: development of communication, organisational and digital skills. Fostering analytical, critical, creative and growth-oriented thinking; developing skills related to facilitation and mentoring. Promoting the development of reflective, self-reflective skills and the perception of one's own responsibility for personal decisions.
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:
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.
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.