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:

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.

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:

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:

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.