2 hours lecture/week; total 22 hours per semester, combined; (primarily full-time)
Student workload:
2P (4 credits): 11 x 2 hours of direct instruction = 22 hours; 18 hours of preparation for ongoing discussion of the topic;60 hours of exam preparation. Total 100 hours of student work.
Learning methods: lecture; explanation; E-U-R (evocation-awareness-reflection); analysis of educational documents; discussion of the topic; SWOT analysis.
Required reading:
BENEŠ, Z.-GRACOVÁ, B.-PRŮCHA, J.: Sondy a analýzy. Učebnice dějepisu – teorie a multikulturní aspekty edukačního média. Praha, 2008.
BOCKOVÁ, A.: Výučba dejepisu ako pedagogický problém (pohľad na funkčnosť dejepisného vzdelávania a funkčnosť faktografie). In: Verbum historiae 1. Prešov : Vydavateľstvo M. Vaška, 2009.
ČAPEK, R.: Moderní didaktika dějepisu. Lexikon výukových a hodnoticích metod. Praha : Grada, 2015.
FISCHER, R.: Učíme děti myslet a učit se. Praha, 2004.
KMEŤ, M.: História a dejepis (Vybrané kapitoly z didaktiky dejepisu). Banská Bystrica : Univerzita Mateja Bela, 2017.
KRATOCHVÍL, V.: Metafora stromu ako model didaktiky dejepisu k predpokladom výučby. Bratislava : Raabe, 2019.
LABISCHOVÁ, D.-GRACOVÁ, B.: Příručka k didaktice dějepisu, Ostrava : Ostravská univerzita v Ostrave, 2010.
Recommended reading:
BOCKOVÁ, A.: Empirický prieskum. Metodika stáže. Bratislava : Univerzita Komenského, 2021.
BOCKOVÁ, A.: Ako reflektujú slovenskí študenti dejepis a históriu? In: Verbum historiae, 2/2014.
BOCKOVÁ, A.: Dejepisné vzdelávanie je hodnototvorný proces. In: Vita historiae dedicata, Bratislava : Univerzita Komenského, 2018.
BOCKOVÁ, A.: Obrazy priestorovej perspektívy slovenského územia v učebniciach dejepisu. In : Letz, R. a kol: Slovenské územie v historickom kontexte. Bratislava : Matica slovenská, 2017.
KÁZMEROVÁ, Ľ.: Premeny v školstve a vzdelávaní na Slovensku (1918 -1945), Bratislava : HÚ SAV, 2012.
KLÍMA, B. a kol: Mládež a dějiny. Brno : Masarykova univerzita, 2001.
LETZ, R.-MAKYNA, P. a kol.: Rok 1918 v historickej pamäti Slovenska a strednej Európy. Bratislava : Matica slovenská, 2020.
OTČENÁŠOVÁ, S.: Schválená minulosť. Kolektívne identita v československých a slovenských učebniciach (1918 – 1989). Košice : UPJŠ, 2010.
PETLÁK, E.: Súčasnosť a perspektívy didaktiky. In : Duchoňová, J.-Hošová,D.-Koleňáková, R.Š: (eds.): Inovatívne trendy v odborových didaktikách. Prepojenie teórie a praxe výučbových stratégií kritického a tvorivého myslenia. Nitra : Univerzita Konštantína Filozofa, 2019.
RÖTLING, Gustáv: Hodnotenie učebnej činnosti žiakov. Banská Bystrica: Metodické centrum, 1997.
STRADLING, R.: Vyučovanie európskej histórie dvadsiateho storočia. Bratislava : Metocké centrum mesta Bratislavy, 2002.
STRADLING, R.: Multiperspektíva v dejepisnom vzdelávaní. Bratislava : Metodické centrum mesta Bratislavy, 2007.
SWAINOVÁ, H. (ed.): Velké otázky historie. Praha : Národní divadlo, 2006.
TUREK, I.: Kľúčové kompetencie. Bratislava : Metodicko-pedagogické centrum v Bratislave, 2003.
ZDECHOVANOVÁ, D., BOCKOVÁ,A., PÁNIK, P. (eds.): Inovatívne prístupy v ďalšom vzdelávaní učiteľov v oblasti kultúrneho a prírodného dedičstva. Metodická príručka. Bratislava: Strom života, 2006.
Učebnice dejepisu pre základné školy, gymnáziá a stredné školy
Inovovaný Štátny vzdelávací program pre vzdelávaciu oblasť Človek a spoločnosť - dejepis, dostupný na: www.statpedu.sk
30% of the interim and 70% of the final evaluation. During the semester, the student analyses and reflects on the content of each thematic and problem-oriented lecture, continuously discusses, formulates, and asks questions, applying the E-U-R method. The final assessment is practised after the oral examination. The student (after generating the topic/question) presents theoretical and practical knowledge of the field and discusses the key aspects of school history and the field of didactics. SWOT analysis is applied in the mid-term and final assessment. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D and a minimum of 60 points for a grade of E. Credit will not be awarded to students who obtain less than 15 points in the four written examinations. A score of at least 60% is required to pass the course.
The grade is awarded on a scale:
A (100-91%, excellent - excellent results, the student has profound knowledge in the specialised field of the discipline, understands the theories, methods and strategies of education and can integrate knowledge and apply it in theoretical and practical contexts, he is oriented in the current state of knowledge of history, didactics and borderline disciplines, he thinks conceptually, can actively acquire information and creatively (originally) apply it in solving problem tasks, knows the results of current empirical research in the field and responsibly solves problems independently and in teams, and can communicate professional conclusions and justifications of the problems solved,
B (90-81%, very good - above average standard, the student is oriented in the issue, has mastery of it, can independently acquire new knowledge and solve professional tasks, but his critical, constructive thinking is borderline in analysing and assessing the planes of normative and reflexive didactics),
C (80-73%, good - normal reliable work, although the student can orient himself in the problem, independently search and analyse information, can learn, but he cannot think critically and constructively enough, evaluate the issues solved, and apply the acquired knowledge creatively and conceptually in broader theoretical and practical contexts),
D (72-66%, satisfactory - acceptable results, the student can orientate himself in the problem at a basic level, his knowledge is fragmented and incomplete and at a lower level of satisfaction, he also applies transferable knowledge of the field and related disciplines, in the area of factual, conceptual, procedural and metacognitive knowledge he shows more serious deficiencies),
E (65-60%, sufficient - the results meet the minimum criteria, the student can orient himself in the problem only with great difficulty, he knows only the most basic knowledge, he does not demonstrate the ability to think critically and does not apply the acquired knowledge in a systematic way to the solution of practical tasks),
Fx (59-0%, insufficient - extra work is required, the student cannot navigate the problem, does not master the most basic knowledge, and does not demonstrate the ability to argue and think critically).
Slovak and Czech languages
Students will become familiar with selected issues in the theory and methodology of history, identify the requirements for teacher education, and gain knowledge about the application of methods and strategies recommended for teaching and learning in primary and secondary schools. They will gain an overview of the transformations of history teaching in Slovakia in European dimensions and can follow its conceptual changes.
The course content focuses on the following key topics:
- "The big questions of history - about the past for the future." The perception of interdisciplinary (interdisciplinary) contexts in the teaching of history,
- The specifics and peculiarities of history education in terms of the difficulty of acquiring historical knowledge, the personality of the teacher in the process of delivering content and the student learning process,
- A retrospective view of the teaching of history from 1918 to 1993 on the territory of Czechoslovakia, comparison and analysis of textbooks used in the school system of history education of the period in question,
- Models of teaching history in Slovakia since 1993 and current perspectives of history education, transformations of content and procedural aspects of teaching and learning.
- The European dimension in the teaching of history and the main trends in European didactics of history,
- Didactical analysis of the curriculum and the functionality of linking local, national, and transnational history. Methodology of historical cognition, development of factual, conceptual, and procedural knowledge,
- Methodology of teaching larger thematic units.
- “Multiperspectivity” as one of the most challenging methods of history teaching.
- Effectiveness of educational aids (techniques) in fixing knowledge (concept maps, historical and geographical maps, multimedia aids, infographics, etc.).
- Evaluation and assessment of pupils in history lessons, identification of problems.
- Historical memory, myths, and stereotypes - "the present of the past", students' attitude towards history itself and the subject of History. Conclusions of empirical research.
By completing the course, the student will be able to place the theoretical knowledge of didactics in the broader contexts of the conceptualisation of history in the past and present. Following the bachelor’s studies, the student will be familiar with a wider range of diversified methods, strategic approaches and forms of modern history teaching and the possibilities of their application. The student can apply the principles of creating and designing pedagogical and didactic environments in his/her work; he/she knows the methodology of using empirical research in teaching history and can evaluate students' attitudes towards history and the study of history.
2 hours lecture/week, a total of 22 hours per semester, combined form; (primarily full-time)
Student workload: 2P (3 credits): 11x 2 hours of direct teaching = 22 hours; 30 hours preparation for continuous assessment; 45 hours preparation for the examination. Total of 75 hours of student work.
Learning methods: lecture, discussion of the topic covered, situation analysis method, fixation of the information presented through continuous assessment (test), e-learning.
Required literature
EWANS, R.J.W.: Vznik habsburské monarchie (Foundation of the Habsburg Monarchy). Praha: Argo 2003.
KAMENICKÝ, M: Lexikón svetových dejín (Lexicon of World History). Bratislava: SPN, 1997, 2001 a 2003.
KŘEN, Jan: Dvě století střední Evropy(Two centuries of Central Europe). Praha: Argo, 2005, s. 19-71.
Recommended reading
MÚCSKA, Vincent – DANIŠ, Miroslav – ŠEVČÍKOVÁ, Zuzana: Dejiny európskeho stredoveku. I. Raný stredovek (od. 5. storočia do polovice 11. storočia). (History of the European Middle Ages. I. Early Middle Ages (from the 5th century to the middle of the 11th century). Prešov: Vydavateľstvo Michala Vaška, 2006.
POHL, W. – VOCELKA, K.: Habsburkové. Praha 1996.
WANDYCZ, Piotr S.: Střední Evropa v dějinách od středověku do současnosti. (Central Europe in history from the Middle Ages to the present). Praha: Academia, 1966.
30% of the interim and 70% of the final assessment - test and oral examination. The student takes the test during the semester and the oral exam during the exam period. The test will be after Topic 9. It will contain 15 questions, and the student will be allowed a maximum of 30 points (2 points per question). The oral examination in the exam period will consist of two questions. One will focus on a problem in the medieval and modern history of Central Europe. The second question will focus on personality. Students may obtain a maximum of 70 marks for the oral examination.
The mark is awarded on a scale:
A (100-91%, excellent - outstanding. The student is fully oriented to the history of Central Europe in the Middle Ages and early modern periods. The student can acquire information, apply it creatively, and critically evaluate it.
B (90-81%, very good - above average standard. The student is familiar with the subject matter. However, his/her ability to analyse and apply knowledge on his/her own is limited.
C (80-73%, good - normal reliable work. The student is knowledgeable about the subject matter and can learn, but his/her critical thinking is limited.
D (72-66%, satisfactory - acceptable performance. Student reproduces historical knowledge satisfactorily, but his/her knowledge is fragmented, and critical thinking is limited.
E (65-60%, satisfactory - results meet minimum criteria. The student can reproduce only basic factual information but cannot ssummarisethe knowledge gained. Does not demonstrate the ability to think critically.
Fx (59-0%, insufficient - extra work is required. The student does not know the most basic knowledge and does not orient himself/herself to the subject matter.
Slovak and Czech languages
- The birth of medieval Central Europe.
- The emergence and development of Slavic states in Central Europe in the early and high Middle Ages
- The situation in Central Europe in the late 15th and early 16th centuries. Renaissance.
Reformation. The rise of the Habsburgs.
- Germany, Austria, Switzerland, Poland, and Bohemia in the early modern period.
- Central European Habsburg monarchy under Ferdinand I. Economic policy
in Central Europe in the 16th century. Tollars as a new type of coin.
- Monarchy under Maximilian II and Rudolf II. The Reformation and its concrete forms.
The functioning of the Habsburg monarchy as a unified state. Centre and regions. Nobility.
- The Catholic Church in Central Europe in the 16th-18th centuries.
- Economic and social history of the 17th and 18th centuries in Central Europe. Mercantilism.
Ostend society.
- Confessionalization. Disciplinization. The Turkish question and its impact on the internal political situation in Central Europe.
- Central Europe in the 18th century.
The course aims to deepen knowledge of the history of Central Europe up to the end of the 18th century. The student will better understand its connections and relationships based on a more profound knowledge of the Central European context. Upon successfully completing the course, the student can create her lectures on the subject to teach pupils and students about the history of Central Europe.
2 hours lecture/week, the total for semester 22 hours, combined; (primarily full-time)
Student workload:
2PS (4 credits): 11 x 2 hours of direct instruction = 22 hours; 40 hours of midterm preparation, 38 hours preparation for presentation of seminar work. 100 hours of work in a total of 100 student hours.
Learning methods: problem-based discussion/colloquium on the subject; problem-based problem solving; e-learning.
Compulsory readings:
MACKOVÁ, M.: Paradigma osobnosti v slovenskom kultúrnom priestore. Bratislava : Eurokódex, 2015.
MAŤOVČÍK, A. – PARENIČKA, P.: Biografistika. Martin : Slovenská národná knižnica, 2005.
PARENIČKA, Pavol: Cvičenia z biografistiky. Žilina : EDIS, 2017.
Recommended readings:
ADERHOLD, K. (ed.): Tvorcovia svetových dejín. Zv. 1. – 4. Bratislava : SPN, Mladé letá, 2002 – 2004.
BÁRTA, M. – KOVÁŘ, M.: Lidé a dějiny. K roli osobnosti v historii v multidisciplinární perspektivě. Praha : Academia, 2017.
DRAPELA, V. J.: Přehled teorií osobnosti. Praha : Portál, 1997.
DÜLMEN, van Richard: Historická antropologie: Vývoj – Problémy – Úkoly. Praha : DOKOŘÁN, 2002.
FERENČUHOVÁ, B. a kol.: Biografia a historiografia. Slovenský, český a francúzsky pohľad. Bratislava : Prohistoria, 2012.
GREGUŠ, C.: Slovenskí rodáci svetu. Trnava : SSV, 1999.
HALL, C. S. – Lindzey, G.: Psychológia osobnosti. Bratislava : SPN, 2002.
MAŤOVČÍK, A. (red.): Biografický lexikón Slovenska. Zv. 1 – 5. Martin : SNK, 2002 – 2013.
ORTEGA, Y – GASSET, J.: Vzpoura davů. Praha : Naše vojsko, 1993.
PECKA, D.: Člověk a dějiny. Praha : Vyšehrad, 1969. SMÉKAL, Vladimír: Pozvání do psychologie osobnosti: člověk v zrcadle vědomí a jednání. Brno : Barrister&Principal, 2007.
50% of the interim and 50% of the final evaluation. The student takes the test during the semester and develops a project focused on a specific historical figure for the final assessment. The project is designed didactically-historically. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. Credit will not be awarded to students who obtain less than 15 points in any of the four written examinations. To pass the course, a minimum score of 60% is required. The grade is awarded on a scale:
A (100-91%, excellent - excellent results, the student is familiar with the subject matter, has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is knowledgeable and proficient in the subject matter, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student knows his/her way around the issue, has learned, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is partial, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, does not demonstrate the ability to think critically)
Slovak language
The course introduces students to the phenomenon of personality in history.
It introduces the importance of personality in history within national and general history. It concentrates on the issue of how to teach about personalities within the subject of history at primary and secondary schools. The course focuses on the following focal topics:
- Where to find information about personalities
- What is a historical personality
- What makes a personality a personality (historical-philosophical reflection on the role of personality in history)
- An attempt at typology and personality (interdisciplinarity, the intersection between historiography, philosophy, psychology and sociology)
- Personality in general and national history, the question of the personalisation of history
- Personality and power
- Personality and culture
- Slovak personalities in the world
- World personalities in Slovakia
- How to teach about personalities in schools
- Personalities in history textbooks
Students will acquire knowledge about the role and place of personality in history. They will learn to orient themselves in the basic categories and criteria that apply to historic personalities. They will be able to find relevant information about personalities in archives, libraries, specialised research centres and internet databases. They will learn to analyse and critically evaluate the life and work of personalities and prepare high-quality projects on them. They can make closer links between general and national history through them.
2 hours lecture/week, 22 hours total per semester, combined form; (primarily in person)
Student workload:
11x 2 hours of direct teaching = 22 hours; 78 hours of exam preparation. Total 100 hours of student work.
Educational methods: discussion on the subject; problem-solving tasks, e-learning
KŘEN, J.: Dvě století střední Evropy. Praha : Argo, 2006.
MATULA, P.: Stredná Európa na prelome 18. a 19. storočia. Bratislava : UK v Bratislave, 2021.
WANDYCZ, P. S.: Střední Evropa v dějinách. Praha : Academia, 2004.
KONTLER, L.: Dějiny Maďarska. Praha : NLN, 2001.
KOVÁČ, D.: Dejiny Slovenska. Praha : NLN, 2002.
MELICHAR, V.: Dějiny Polska. Praha : Svoboda, 1975.
MÜLLER, H. a kol.: Dějiny Německa. Praha : NLN, 1999.
VEBER, V. a kol.: Dějiny Rakouska. Praha : NLN, 2002.
30% of the interim and 70% of the final evaluation. The student will take a test during the semester and an oral examination during the exam period. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. Credit will not be awarded to students who obtain less than 15 points in any of the four written examinations. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is knowledgeable about the subject matter, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).
Slovak and Czech languages
Students will learn about the history of Central Europe from the end of the 18th to the beginning of the 20th century in a cross-sectional way. It focuses on the key issues of the Central European area in the long 19th century. It brings together interpretations of the turning points, helps to uncover taboo topics and to get to know contemporary society and its personalities. It focuses on these central themes:
- Central Europe in the Enlightenment. The division of Poland. Developments in the individual states.
- The French Revolution of 1789-1799 and its impact on developments in Central Europe.
- The Napoleonic era and German reforms. Developments in the Habsburg monarchy and Poland.
- National movements. The emergence of modern nations. The nation-building process in Central Europe (Germany, Austria, Poles, Hungarians, Czechs, Slovaks, Jews).
- The pre-revolutionary period in the 1830s and 1840s. Romanticism. Biedermeier.
- Revolution 1848-1849. Revolution in Central Europe. Slavonicism. The end of the Revolution and its results in Central Europe.
- Neoabsolutism. Industrialisation and capitalist conjuncture.
- The Polish uprising of 1863 and its consequences.
- The unification of Germany.
- The Habsburg monarchy in the liberal era. The Austro-Hungarian settlement. Other nations.
- Central Europe in the conservative era (Bismarck, Taaffe, Tisza).
- The economic miracle and its negatives.
- Democratisation and nationalisation (Poland, Hungary, Germans and Czechs).
- Badenian reforms and their consequences. Universal suffrage.
The course enables the student to gain a comprehensive knowledge of the history of Central Europe in the long 19th century. The student learns to navigate social, cultural, national and political issues and to relate them by analogy to the present. Gain the ability to think critically and to evaluate the recent past objectively. It will be able to analyse and assess this historical period, compare developments in individual Central European countries and between Central, Western and Eastern Europe as macro-regions, and reach synthesising conclusions. They will be able to navigate complex issues and historical interpretations, distinguish between them and acquire the ability to think in contexts.
2 hours of lecture/week, a total of 22 hours per semester, attendance method
2P (4 credits): 11x 2 hours of direct teaching = 22 hours; 30 hours of preparing for the interim rating; 68 hours of exam preparation. A total of 120 hours of student work.
Dialogic form of lecture, feedback - student reflection of the functionality of the received information at the end of the lectures, fixation of the presented information through continuous evaluation (test after 7 lectures), exam in the form of a colloquium aimed at deepening the professional and communication skills of graduates as well as teamwork over analysis and by the processing of controversial topics.
Compulsory:
KŘEN, J.: Dvě století střední Evropy. Praha : Argo, 2006.
TONKOVÁ, M.: Systemizovaná pamäť stredoeurópskeho regiónu - slovenské, české a slovinské dejepisné učebnice ako historický prameň. Nauka. - Wrocław : Tempo, 2014
BENEŠ, Z. – BOCKOVÁ, A. - JESZKE, J. - TONKOVÁ, M. : Dejiny stredoeurópskeho priestoru a kultúrne dedičstvo stredoeurópskych štátov v študijnom (edukačnom) programe stredoeurópskych univerzít. Bratislava : UK 2011
Recommended readings:
TONKOVÁ, M.: Slovinský a slovenský priestor: náčrt podobností a odlišností otázok historického vývoja územnej legitimity oboch súčasných štátov v moderných dejinách. In: Slovenské územie v historickom kontexte. - Martin : Matica slovenská, 2017
TONKOVÁ,M : Kulturní vývoj dnešního slovinského území. In: Dějiny Slovinska. Praha 2011
HORSKÁ, P.: Kapitalistická industrializace a středoevropská společnost. Praha : Academia,1970.
KOL.: Stredná a juhovýchodná Európa v politike veľmocí. Sondy do vývoja II. Bratislava :
Historický ústav SAV, 1994.
KŘEN, J.: Čtvrt století střední Evropy.Visegrádské země v globálním příběhu 1992-2017.Praha: Karolinum, 2019
RUPNIK, J: Jiná Evropa. Praha : Prostor, 1992.
RUPNIK, J: Střední Evropa je jako pták s očima vzadu. Novela Bohemica, 2018
WANDYCZ, P.: Cena slobody, Střední Evropa v dějinách. Praha : Academia, 1998.
30% of the interim and 70% of the final assessment. The student takes a test during the semester and an oral exam during the exam period. At least 91 points are required to obtain a final grade of A, at least 81 points to obtain a B grade, at least 73 points for a C grade, at least 66 points for a D grade, and at least 60 points for an E grade. Credits will not be awarded to a student who obtains less than 15 points in any of the four written examinations. Getting at least 60% of the point evaluation is necessary to successfully complete the subject.
The rating is given on a scale:
A (100-91%, excellent - excellent results, the student is thoroughly and safely oriented in the narrower and wider contexts of the issue, confidently uses the necessary synthesising, summarising and evaluation procedure of the relevant topic in the answers, demonstrates the desirable professional approach of an individual participant in a professional team discussion)
B (90-81%, very good - above average standard, the student can orientate himself safely in the narrower and broader connections of the context of the issue, he masters the synthesising procedure when answering the presented Central European problem, sometimes he cannot follow up on the words of the colloquium co-participants with the same precision),
C (80-73%, good – normal reliable work, the student knows how to navigate the issue, but cannot apply the acquired knowledge equally successfully in a team professional discussion),
D (72-66%, satisfactory - acceptable results, the student knows how to navigate the issue only at a basic level, controls rather partial factual data, she/he does not demonstrate the ability to summarise and present them in the necessary broader ("Central European") context,
E (65-60%, sufficient - the results meet the minimum criteria, the student knows how to navigate the issue only with great difficulty, she/ he only has the most basic partial knowledge, her/ his ability to independently summarise any context of the issue raised in the professional colloquium is almost zero),
Fx (59-0%, insufficient –additional work is required, the student does not know how to navigate the issue, does not master the most basic knowledge, does not demonstrate the ability to think critically)
Slovak and Czech languages
The old or the new term "central Europe" in the research of general History - historiographical and political contexts. The political, economic, social and cultural life of the Central European region, its states, nations and different types of communities from the First World War to the collapse of the bipolar world:
- historical and current interpretations of the term Central Europe and the causes of different perceptions of the term
- the birth of contemporary Central Europe: the Versailles system and its influence on the emergence of Central European "nation-states"; complicated results of the new reality
- the national versus minority question in interwar Central Europe and its influence on the political development of Czechoslovakia, Poland, Yugoslavia, Hungary, Austria
- interwar economic, social, and social development of the Central European states between the two wars through the lens of interdisciplinary research
- European powers as a factor in the interwar development of the Central European region and attempts by Central European states to have an independent and "Central European" policy.
- the Central European region at the time of the new collapse of the world balance - the search for a new place for respective Central European nations.
- the balance and outcome of the Second World War in Central Europe, the disintegration and "disappearance" of the Central European region, Central European states in the Soviet bloc
- cultural and political renewal of the concept of “Central Europe” after the collapse of the bipolar world
The student recognises, actively analyses, interprets and compares common and different features of development from selected issues of the Central European macro-region in the 20th Century, determines the place and the role of specific Central European development and its components in the context of the development of Europe. Safely identifies and evaluates different types of bonds or intermediate stages between national and general history and the place of Slovakia (Slovak history) in these ties. This type of professional knowledge creates a specific background for the graduate of the course for his expected professional orientation as a teacher (or worker of cultural institutions): a more precise understanding of the complicated development and thus also the complex historical memory of the inhabitants of the region and the resulting difficulties arising in the teaching of history in Slovak schools.
2 hours seminar/week; total 22 hours per semester, full-time student workload:
2S (2 credits): 11 x 2 hours of direct instruction = 22 hours; 28 hours of seminar work on the subject matter with defence. Total 50 hours of student work.
Educational methods: E-U-R (evocation-awareness-reflection); analysis and review of texts, iconic texts and educational materials; brainstorming; instruction; creation of educational aids, project method; problem-based learning method; teamwork; discussion of the subject task; chain discussion; SWOT analysis
Required reading:
BOCKOVÁ, A.: Ako reflektujú slovenskí študenti dejepis a históriu? In: Verbum historiae, 2/2014.
BOCKOVÁ, A.: Výučba dejepisu ako pedagogický problém (pohľad na funkčnosť dejepisného vzdelávania a funkčnosť faktografie). In: Verbum historiae 1. Prešov : Vydavateľstvo M. Vaška, 2009.
ČAPEK, R.: Moderní didaktika dějepisu. Lexikon výukových a hodnoticích metod. Praha : Grada, 2015.
HUMAJ, R. – BOHUNICKÁ, J: Z histórie spoločnosti. Bratislava: Raabe, 2018.
JANČURA, M. – BOJKOVÁ, A. (ed.): Dejiny tvoríš ty! História, škola, verejný priestor. Košice: Univerzita Pavla Jozefa Šafárika, 2019.
RYBENSKÁ, Klára: Moderní přístupy k výuce dějepisu. Hradec Králové : UHK, 2020.
Recommended reading:
BAUMANN, E.: Koncepcia historickej empatie ako inovatívny prístup v didaktike dejepisu. In : Duchoňová, J.-Hošová,D.-Koleňáková, R.Š: (eds.): Inovatívne trendy v odborových didaktikách. Prepojenie teórie a praxe výučbových stratégií kritického a tvorivého myslenia. Nitra : Univerzita Konštantína Filozofa, 2019.
BOCKOVÁ, A.: Empirický prieskum. Metodika stáže. Bratislava : Univerzita Komenského, 2021.
BOCKOVÁ, A.: Konfrontácie vo výučbe súčasných dejín. In: I mlčení je lež. Ostrava : Občanské sdružení Pant, 2009.
BURIAN, V.: Trendy, ktoré možno zatrasú školami. In: Dobrá škola, roč. 7, 2015, č. 3.
HAVELKOVÁ, Lenka – HANUS, Martin: Rozvoj mapových dovedností ve výuce dějepisu. In: Geografické rozhledy, 2015, 24 (5), s. 14-15.
JANČURA, M., BOJKOVÁ, A. (ed): Dejiny tvoríš ty! História, škola, verejný priestor. Košice: Univerzita Pavla Jozefa Šafárika, 2019.
KMEŤ, M.: História a dejepis (Vybrané kapitoly z didaktiky dejepisu). Banská Bystrica : Univerzita Mateja Bela, 2017.
LABISCHOVÁ, D.-GRACOVÁ, B.: Příručka k didaktice dějepisu, Ostrava : Ostravská univerzita v Ostrave, 2010.
NÁVOJSKÝ, A.: Dejepis. In: Globálne vzdelávanie ZŠ. Metodická príručka pre učiteľky a učiteľov 2. stupňa ZŠ. Biológia, dejepis, výtvarná a hudobná výchova umením, geografia, občianska náuka. Bratislava: Človek v ohrození, o. z. 2014.
Odporúčania RE ministrom školstva členských štátov pre výučbu dejepisu v 21. storočí. Bratislava : Informačná kancelária RE, 2001.
SLÁDKOVÁ, K.: Virtuálna cesta Myjavou. In : Myjavský región v didaktických variáciách. Diplomová práca. Bratislava : Pedagogická fakulta UK v Bratislave, 2021. Dostupné na internete: https://www.fedu.uniba.sk/sucasti/katedry/katedra-historie/dejepis-pre-21-storocie/
STRADLING, R.: Multiperspektíva v dejepisnom vzdelávaní. Bratislava : Metodické centrum mesta Bratislavy, 2007.
TUREK, I.: Kľúčové kompetencie. Bratislava : Metodicko-pedagogické centrum v Bratislave, 2003.
Metodický pokyn č. 21/2011- na hodnotenie a klasifikáciu žiakov stredných škôl.
Metodický pokyn č. 22/2011- na hodnotenie a klasifikáciu žiakov základných škôl.
Učebnice dejepisu pre základné školy, gymnáziá a stredné školy;
Inovovaný Štátny vzdelávací program pre vzdelávaciu oblasť Človek a spoločnosť - dejepis, dostupný na: www.statpedu.sk
100 % of the intermediate verbal and scored marks. During the semester, the student reflects the content of the course’s thematic focus by presenting the solved tasks and applying the E-U-R method. In the mid-term and final evaluation of the student's work output, the student receives feedback using verbal and team evaluation scores. SWOT analysis is applied in the final assessment. At least 91 points are required for a final grade of A, at least 81 points for a grade of B, at least 73 points for a grade of C, at least 66 points for a grade of D and at least 60 points for a grade of E. Credit will not be awarded to students who obtain less than 15 points in any of the four written examinations. To pass the course, a minimum score of 60% is required.
The grade is awarded on a scale:
A (100-91%, excellent - excellent results, the student has a broad, compact knowledge in the specialised field of the discipline and can creatively and originally apply them in theoretical and practical contexts, is oriented in the current state of knowledge of borderline scientific disciplines, conceptually thinks in the creation of methodological (educational) materials, responsibly works independently and in groups, can actively acquire information and professionally communicate them and creatively apply them in solving problem tasks. He/she knows the latest trends in modern didactics of history and can consider the suitability of their application to history practice within the educational field of Human and Society.
B (90-81%, very good - above average standard, the student is oriented in the issue, knows it, can independently acquire new knowledge, and solve professional tasks, but his/her critical, constructive thinking is borderline when analysing and assessing the planes of normative and reflective didactics),
C (80-73%, good - normal reliable work, although the student can orient himself in the problem, independently search and analyse information, can learn, but he cannot think critically and constructively enough, evaluate the issues solved, and apply the acquired knowledge creatively and conceptually in broader theoretical and practical contexts),
D (72-66%, satisfactory - acceptable results, the student can orientate himself in the problem at a basic level, his knowledge is fragmented and incomplete, and at a lower level of satisfaction, he also applies transferable knowledge of the field and related disciplines, in the area of factual, conceptual, procedural and metacognitive knowledge he shows more serious deficiencies),
E (65-60%, sufficient - the results meet the minimum criteria, the student can orient himself in the problem only with great difficulty, he knows only the most basic knowledge, he does not demonstrate the ability to think critically and does not apply the acquired knowledge in a systematic way to the solution of practical tasks),
Fx (59-0%, insufficient - additional work is required, the student cannot orient himself/herself in the problem, does not master the most basic knowledge, does not demonstrate the ability to argue and think critically)
Slovak and Czech languages
By analysing the topics, the student will gain knowledge about the theoretical and practical transformations of history educational practice and the possibilities of applying modern methods and strategies recommended for teaching and learning of pupils in primary and secondary schools. Through the creative activity, the student will gain intellectual, practical, and emotional experience and insight into the process of modernising history teaching.
The course content focuses on the following focal topics and activities:
- Discussion of the "big questions of history - the past for the future", the selection and updating of the history curriculum with emphasis on the aspect of interdisciplinary connections.
- The selection and interpretation of examples highlighting the specificities and peculiarities of history education in terms of the difficulty of acquiring historical knowledge. The teacher as a motivator of pupils' learning.
- Analysis and comparison of documents for teaching history from 1918 to 1993 on the territory of Czechoslovakia. Creation of reviews from a contemporary perspective.
- Graphical representations of models of history teaching in Slovakia since 1993 and current perspectives of history education.
- Analysis and discussion of the recommendations of the RE to the Ministers of Education of the Member States on the teaching of history in the 21st century.
- Didactical analysis of the curriculum and the functionality of linking local, national, and transnational history. Methodology of historical cognition, developing factual, conceptual, and procedural knowledge. Didactic analysis of the curriculum applied to a specific history curriculum.
- Creation of a timeline/axis with the graphic marking of contextual connections within the larger thematic unit being studied.
- Application of the method of multiperspectivity as one of the most challenging methods of history teaching (on a selected topic).
- Effectiveness of educational aids (techniques) in fixing knowledge (mind maps, historical and geographical maps, multimedia aids, infographics, etc.). Creation of concrete demonstrations (according to the choice of the activity) and argumentative justification of their functionality.
- Identifying the positives and negatives of the assessment process of pupils' performance in history lessons.
- Historical memory, myths and stereotypes - "the presence of the past", students' attitude towards history and the subject of History. Analysis of available findings of empirical research.
By solving the continuously assigned tasks at the seminar, the student acquires the necessary competencies for the creative work of a history teacher. By completing the course, he/she will be able to evaluate historical events more comprehensively and process larger thematic units into more comprehensible, diverse "images" of the past - appropriate for understanding pupils of different age categories and mental maturity. Using concrete examples, it analyses the relationship between historical science and history and applies the transfer of theory to school practice.
2 hours seminar/week, the total for the semester 22 hours, combined form; (primarily present)
Student workload:
2P (3 credits): 11 x 2 hours of direct teaching = 22 hours; 5 hours - preparation of a presentation of the chosen topic; 23 hours - solving intermediate tasks; 40 hours - preparation of a seminar paper; Total: 90 hours.
Learning methods: continuous individual solving of partial tasks, continuous output through presentations, discussion, situation analysis method, and e-learning.
Compulsory readings:
PŠENÁK, J.: Dejiny školstva a pedagogiky (History of education and pedagogy). Žilina: Edis, 2012.
KAMENICKÝ, M.: Banícke školstvo na Slovensku do založenia Baníckej akadémie v Banskej Štiavnici (Mining Education in Slovakia until the Establishment of the Mining Academy in Banská Štiavnica). Bratislava: SAP, 2006.
Recommended reading:
BRŤKOVÁ, M., et al. Kapitoly z dejín pedagogiky (Chapters from the History of Pedagogy) . Bratislava : Pressent, 2000.
DENKOVÁ, Z. – KAMENICKÝ, M.: Vivat Akadémia. Banská Štiavnica: Slovenské banské múzeum, 2013, s. 4-59.
KAMENICKÝ, M.: Počiatky uršulínskej rehole a jej príchod do Bratislavy (The Origins of the Ursuline Order and its Arrival in Bratislava). In: Kresťanstvo v dejinách Slovenska. Editor: Mária Kohútová. Bratislava: Universum, 2003, s. 78-85.
KAMENICKÝ, M. – SZÖGI, L.: Študenti z Bratislavskej stolice na zahraničných univerzitách a vysokých školách do roku 1918. (Students from the Bratislava Region at Foreign Universities and Colleges until 1918). Bratislava: Post Scriptum, 2017.
100% of the intermediate assessment.
Over the semester, students present selected topics on the history of education in Europe from antiquity to 1900 (30% of the mark). A discussion on the subject always follows the presentation. Based on the discussion, students will develop their topics into a written seminar paper. This should be a maximum of 15 pages, including notes and a list of literature and sources used. They will hand in the seminar paper no later than two weeks after the end of the seminar. They may receive 60 % of the total mark for the seminar paper. 10 % of the mark is based on their activity in the individual seminars.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding results. The student produces a presentation of an excellent standard, is active in the seminars, and submits an excellent seminar paper. Has a broad, compact knowledge of the history of education in Europe).
B (90-81%, very good - above average standard. The student creates and delivers his/her presentation at a very good level, is active in seminars, and submits a very good seminar paper. He/she is oriented in the subject matter, and he/she is proficient in it.
C (80-73%, good - normal reliable work. Student produces a presentation at a good level and is knowledgeable about the subject matter. His/her seminar work is at a standard level, with sporadic errors).
D (72-66%, satisfactory - acceptable results. The student presents his/her paper at a satisfactory-acceptable level. His/her activity in seminars is not very high. The seminar work is at a satisfactory level.
E (65-60%, satisfactory - the results meet the minimum criteria. The student's presentation meets the minimum standards, and his/her activity in seminars is poor. Seminar work meets the minimum criteria.
Fx (59-0%, insufficient - extra work required. The student's presentation was feeble; the student is not oriented in the subject matter and does not know the most basic knowledge. His seminar paper does not meet even the minimum criteria (e.g. it has no notes, no list of literature used, and it is full of errors).
Slovak language
- The development of education and scholarship in the early medieval period.
- The emergence of medieval universities.
- Education in the High and Late Middle Ages.
- The impact of the Reformation on education development in the 16th and 17th centuries.
- John Amos Comenius and his importance in the development of modern education.
- Catholic education in the 16th-18th centuries. The Jesuit and Ursuline orders and their place in the history of modern education.
- Protestant education in Europe and Slovakia until 1918.
- The emergence of the technical intelligentsia and the first technological schools. The place of the Mining Academy in Banská Štiavnica (founded in 1735) in the history of higher technical education.
- Significant personalities in the development of modern education and their most important works.
- Students from Slovakia at foreign universities and colleges until 1918.
The course aims to provide students with a basic overview of the history of education in Europe. The student will become familiar with the functioning of school education systems in the past. The student will be able to orientate himself/herself in the historical cross-section of education development from primary to university level. The student can link education development in Europe and Slovakia in different historical epochs. Analyses education based on contemporary sources, evaluates its development and significance and discusses its meaning and mission.
2 hours of seminar/week, /22 hours per semester, attendance method
2S (2 credits): 11x 2 hours of direct teaching = 22 hours; 38 hours of preparation for continuous assessments and seminar work. A total of 60 hours of student work.
Inputs of the lecturer to the relevant group topic and subsequent moderated oral discussions on the issues of the chapters; ongoing individual student presentations of selected seminar topics combined with discussion by other students of the group.
Compulsory:
KUTNAR, F. – MAREK, J.: Přehledné dějiny českého a slovenského dějepisectví. Praha: NLN, 1997
TONKOVÁ, M.: Prítomnosť minulosti - cesty modernej historiografie a cesty výučby moderného dejepisu. In: HOP/Historie-Otázky-Problémy. - Roč. 2, č. 2 (2010)
TONKOVÁ, M.: Dejepis a učitelia histórie v začiatkoch moderného slovenského vzdelávacieho systému . In : Verbum historiae 2/2018
Recommended readings:
TONKOVÁ, M.: Civics and Civic Education in the Slovak Republic, its Traditions and Current Situation and Model in Relation to History Teaching. In: Prace Historyczne : Zeszyty Naukowe Uniwersytetu Jagiellońskiego. - Č. 142 (2015)
TONKOVÁ, M.: Slovenská historiografia o úlohe osobnosti a osobnostiach v dejinách. In: Verbum historiae I. Bratislava, 2008
AVENARIUS, A.: Základné problémy slovenských dejín a historiografie. In: Krátke dejiny Slovenska. Bratislava : AEP, 2006.
BRAUDEL, F.: Dynamika kapitalismu. Praha : Argo, 1999.
HUDEK, A.: Najpolitickejšia veda. Slovenská historiografia v r. 1948-1968. Bratislava : HÚ SAV, 2012.
IGGERS, G. G.: Dějepisectví ve 20. století. Praha : NLN, 2002.
LE GOFF, J.: Středověká imaginace. Praha : Argo, 1998. (chapters: Foreword, The Long Middle Ages, Do political histories still form the axis of history?)
LE GOFF, J.: Život v znamení histórie. Bratislava : Kalligram, 2003.
Prerequisites for successful completion of the course:
100% of the interim assessment. The final written forms of the three ongoing seminar students’ outputs can be submitted during the exam period. At least 91 points are required to obtain a final grade of A, at least 81 points to obtain a B grade, at least 73 points for a C grade, at least 66 points for a D grade, and at least 60 points for an E grade. To successfully complete the subject, it is necessary to obtain at least 60% of the point evaluation.
The rating is given on a scale:
A (100-91%, excellent - excellent, outstanding results, the student fully orients himself in both contexts of the issues of the seminar, he can assess the continuously emerging concepts of the academic interpretation of History and in the educational process of (school)History; own discussions and his written outputs presents according to the results of documented scientific knowledge, while in discussions as well as in individual written outputs he synthesises his knowledge in an argumentative and self-confident way),
B (90-81%, very good - above average standard, the student demonstrates that he is fully oriented in both contexts of the issues of the seminar, his argumentation of the results of Historiography and the results of School History is, however, sometimes not fully precise in individual written outputs),
C (80-73%, good – usual reliable work, the student moves safely in the field of reproducing the information obtained about the development of concepts of historical interpretation of the past, but only with difficulty applies and synthesises the acquired knowledge when solving model situations),
D (72-66%, satisfactory - acceptable results, the student is oriented only in the fundamental causal issues of both contexts but does not demonstrate the ability to independently apply the acquired knowledge to the practical conditions of his future specialisation),
E (65-60%, sufficient - the results meet the minimum criteria, the student navigated the professional issues of both contexts of the seminar only with great difficulty and clumsily, and even in the written outputs, he could not formulate his synthesising view of how methods of learning about history were created in the past and in the present time (current History)
Fx (59-0%, insufficient – additional work is required, the student does not know how to navigate the issue, did not manage to apply the most basic information of the seminar)
Slovak and Czech languages
- "Historiography" as the science of the development of historical works methods and the science of the philosophy of history and "history as "school history"- an educational discipline. Fundamental problems of historical periodisation.
- The first successful systematic attempts to determine the philosophy of historical development and the methods of the historian's work - Jewish, ancient Greek and Roman historiography. Historical education of pupils in antiquity.
- Historiography at the turn of antiquity and the Middle Ages. A new philosophy of history (Christianity) at a time of parallel knowledge of classical methods of historical work - historical achievements of the period.
- Medieval historian – his world and his way of working. Similarities and differences between the historiography of the European West and East. Medieval "school history" and history.
- New views on the nature of historical development and the historian's work methods during the times of Humanism and the Renaissance.
- Historiography as a means of promoting Enlightenment ideas. Enlightenment ahistoricism and Enlightenment history textbooks.
- The birth of modern scientific disciplines and the place of modern historical research in their context; Liberal and conservative historiography of the 19th century, the birth of ttttttt systematic teaching of history (university) and history (primary and secondary) education.
- The development of new methods and topics of historical research in the 20th century. The specific status of the Annales school
- Historiography and History at the turn of the century - growth or decline in importance?
- Basic problems of the development of Slovak Historiography and Slovak school history
The graduate of the course will primarily acquire the essential abilities and practical skills of distinguishing between professional historical literature and its ideological imitations; the experience of comparing different work methods of historians of the past will also help him to understand more deeply the specific historical processes of the past, as well as the relationship between the past and the present. In parallel, he followed the ties and links past-present on the specific development of History as an educational discipline.
The results targeted in this way will help the graduate of the course in the performance of his future teaching function - primarily in building his self-confident background for understanding the causes of the constantly existing diverse evaluation of specific historical events. At the same time, his deepened communication skills trained on difficult issues create the basis for precisely formulated answers to the same questions arising from the student environment of his future profession. By mastering the historical development of the methodology of interpreting history in the educational process, the graduate completes one of the key goals of the content of his specialisation.
2 hours seminar/week, total per semester 22 hours, attendance method
2S (2 credits): 11x 2 hours of direct teaching = 22 hours; 38 hours of preparation for the interim assessment; A total of 60 hours of student work.
Connection of theoretical system analysis of current links between Historiography and Teaching History with a practical exercise of the possibilities of classical and newly emerging methods of school interpretation of History: moderated discussions on particular topics and the presented specific outputs of the seminar participants, systematically increased attention paid to student evaluations of works presented by their colleagues and mutual presentation of the most successful works of the participants of one group of the seminar to the participants of the other group, feedback also provided by individual contacts of the respective student´s works with the lecturer.
Compulsory:
CENTKOWSKI, J.: O formování evropského modelu školní historické výchovy. In: Historie a škola III. Praha : Ústav pro informace ve vzdělávání, 2006.
TONKOVÁ, M.: Dejepis na Slovensku v čase kultúrnej transformácie : problém historickej vedy i problém teórie vyučovania. In: Verbum historiae 2/2014.
TONKOVÁ, M.: Predstavy a realita - skúsenosti s digitalizáciou dejepisného učiva a dejepisnej výučby v Slovenskej republike In: Sborník prací Pedagogické fakulty
Masarykovy univerzity, řada společenských věd, roč. 25, č. 2, Brno 2011
Recommended readings:
TONKOVÁ, M.: Prítomnosť minulosti: slovenské učebnice dejepisu ako prameň pre výskum histórie a historickej pamäti – možnosti prípadových štúdií. In: Verbum historiae 1/2019.
COWLEY, R.. (ed.): Co by bylo, kdyby. Praha : Academia 2005.
FERRO, M.: Jak se vyprávějí dějiny dětem po celém světě. Praha : Academia 2019.
LIPTÁK, Ľ.: Historické pojmy. In: Storočie dlhšie ako sto rokov, Bratislava : Kalligram 1999, 2011.
LIPTÁK, Ľ.: Čo sú slovenské dejiny? Konflikt politiky a vedy. In: Storočie dlhšie ako sto rokov, Bratislava : Kalligram 1999, 2011.
Multimedia aids and teaching multimedia resources: The Map as History – a multimedia Atlas https://www.the-map-as-history.com/; videá MŠ VVaŠ SR viki(iedu.sk); historical videogames: Attentat 1942 (2017), Kingdom Come/Deliverance (2018).
Učebnice dejepisu SR pre ZŠ a gymnáziá vydané po r. 1989
100% of the interim assessment. The final forms of the students' three ongoing seminar outputs are submitted during the examination period. At least 91 points are required to obtain a final grade of A, at least 81 points to obtain a B grade, at least 73 points for a C grade, at least 66 points for a D grade, and at least 60 points for an E grade. To successfully complete the subject, it is necessary to obtain at least 60% of the point evaluation.
The rating is given on a scale:
A (100-91%, excellent – excellent, outstanding results, the student actively demonstrates an entire analytical perception of all parts of the issue - i.e. questions of selecting and making historical topics available for history teaching education and presents his perception precisely and interestingly in his outputs assigned by the lecturer),
B (90-81%, very good – above average standard, the student actively demonstrates his successful analytical skills in assessing selection questions and making historical topics accessible in School history, his argumentation regarding the possible paths of History Teaching in the 21st century, however, is sometimes not fully precise),
C (80-73%, good – usual reliable work, the student moves safely in the area of reproducing the information obtained, but only with difficulty applies and synthesises the acquired knowledge when solving model situations of own outputs),
D (72-66%, satisfactory - acceptable results, the student orients himself in the basic causal issues of both contexts, he rarely participates in discussions, his ability to independently present the issues of choosing historical topics for historical education and the issue of their functional accessibility is only superficial and considerably limited,
E (65-60%, sufficient - the results meet the minimum criteria, the student navigated the professional issue only with great difficulty and in a rigid manner, did not participate in the discussion on his initiative and could not formulate his view on solving specific questions of his future specialisations),
Fx (59-0%, insufficient – additional work is required, the student does not know how to navigate the issue, did not master most of the most basic information of the seminar, or the required outputs are also missing)
Slovak and Czech languages
The relationship between historiography and history. Are the goals of academic and school historiography different?
- Current functionality of history. Common European and national problems of History Teaching
- From the "New History" in the historiography of the second half of the 20th century to the consequences: the history of the turn of the 20th/21st century. What is more important, "past" or "memory"? On specific examples of selected historical teaching topics.
- Chances and limits of digitised teaching of history (Digital technologies in reality.)
- "Edutainment" as a path or goal of modern history teaching - chances and limits (modulation computer games, possibilities of historical overlaps of pop music, literature, natural sciences)
- Possibilities of counterfactual history in History teaching
- Specifying the forms of student outputs, final presentations of works
Graduates of the course can actively and systematically transpose specific historical topics representing national and transnational issues of European history (mainly Central European areas issues) to the current topics of history teaching while searching, analysing and comparing the existing modern domestic and foreign multimedia means of their teaching by simultaneously submitting and formally presenting their proposals for the inclusion of possible new topics in the teaching of history in the Slovak Republic and show ways of their practical teaching through the modern methodology and possible technologies. The outcome of the course should therefore be the completion of the professional training of the future teacher so that he moves with confidence in both levels of the professional side of his profession – in academic and school history.
2 hours lecture and seminar/week, a total of 22 hours per semester, combined form; (primarily full-time)
Student workload: 2LS (2 credits): 11x 2 hours of direct teaching ꞊ 22 hours; 20 hours preparation for mid-term evaluation; 18 hours preparation for seminar paper presentation. Total 60 hours of student work.
Learning methods: lecture, discussion of the topic covered; situation analysis method; problem-solving tasks; e-learning.
Relevant literature:
SOKOLOVSKÝ, L.: Správa stredovekej dediny na Slovensku. Bratislava : AEPress, 2002.
MANNOVÁ, E. a kol.: Krátke dejiny Slovenska. Bratislava : AEPress, 2003.
ŠTEFÁNIK, M. – LUKAČKA, J.: Lexikón stredovekých miest na Slovensku. Bratislava : Historický ústav SAV, 2010.
Recommended literature:
NEMEŠ, J.: Nitriansky kódex a jeho posolstvo. Ružomberok : KU, 2006.
NEMEŠ, J.: Testament ako prameň materiálnej kultúry stredoveku. In: Studia Archaeologica Slovaca Mediaevalia II. Bratislava : Academic Electronic Press, 2000, pp. 114 – 127.
NEMEŠ, J.: Kresťanskí pustovníci v stredoveku. In: Historická revue : vedecko-populárny časopis o dejinách, 2010, vol. 21, n. 3, pp. 20 – 27.
NEMEŠ, J.: Drevené sudy a ich využitie pri skladovaní nápojov a potravín v stredovekom Uhorsku. In: Archaeologia historica, 2018, vol. 43, n. 1, pp. 247 – 263.
KUČERA, M.: Slovenské dejiny I. Bratislava : LIC, 2011.
Domestic and foreign historical journals.
100% of continuous assessment of knowledge. The seminar work will be presented during the lecture at the colloquium as a paper and then handed in in writing. 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, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is familiar with the issues, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).
Slovak language
- How to teach about everyday life in the Middle Ages in today's Slovakia.
- The help of auxiliary historical sciences in the research of everyday life.
- The living space of medieval man. Analysis of sources.
- The development of settlement in medieval Slovakia.
- Life in a medieval castle. The castle and the castle estate.
- Life in a medieval village. Church and cemetery. Customary, German and Wallachian law.
- Life of a burgher. Town law, town privileges. Craftsmanship.
- Development of church administration in medieval Slovakia.
- Life in a medieval monastery. Monastic, canonical, knightly and mendicant orders.
- Nationalities in the life of medieval Slovakia (Germans, Cumans, Jews, Gypsies, etc.).
- Medieval architecture and art in Slovakia.
- Education, scholarship and written culture in medieval Slovakia.
- Colloquium of seminar papers 1.
- Colloquium of seminar papers 2.
The course aims to introduce the basic chaessentialristics of the history of everyday life in medieval Slovakia. Students will learn and be able to orient themselves in the specific issues of research methodology in everyday life. Based on the acquired knowledge, they will be able to deal professionally with historical events of different natures and deepen their understanding through their analysis. They will be able to evaluate the facts contained therein, interpret them in a broader context, and assess their historical and cultural significance for the present. After completing the course, they will broaden their knowledge of medieval Slovakia's economic, social and cultural history (Hungary). Particular emphasis is placed on critical thinking about the Middle Ages, using specialist terminology and argumentation. Adequate attention will be given to discussing the problems of everyday life in the past.
2 hours lecture/week, 22 hours total per semester, combined form; (primarily in person)
Student workload:
2PS (2 credits): 11 x 2 hours of direct instruction = 22 hours; 20 hours preparation for continuous assessment; 18 hours preparation for the presentation of the seminar paper. 60 hours of student work in total.
Educational methods: analysis of texts and explanations; discussion/colloquium on the topic; problem-solving exercises; discussion of the topic; e-learning
Compulsory readings:
PODOLAN, Peter – VIRŠINSKÁ, Miriam: Slovenské dejiny III. Bratislava : LIC, 2015. Selected documents by personality from various contemporary sources.
Published correspondence of individual personalities, contemporary newspapers, and magazines.
Dokumenty k slovenskému národnému hnutiu v rokoch 1848 – 1918. I. – III. Zost. F. BOKES. Bratislava, 1962.
LETZ, Róbert: Andrej Hlinka vo svetle dokumentov. Bratislava : PostScriptum, 2014. Pramene k dejinám Slovenska a Slovákov IX. - XII. Bratislava: LIC.
Recommended readings:
VIRŠINSKÁ, M.: Cirkevná a kňazsko-kazateľská činnosť. In: J. M. Hurban : Prvý predseda SNR. Bratislava, 2017, s. 127-142.
FRANCISCI, J.: Vlastný životopis. Črty z doby moysesovskej. Bratislava 1956.
HUČKO, J.: Michal Miloslav Hodža. Bratislava 1970.
DAXNER, Š. M.: V službe národa. Bratislava 1958.
Kol. Jozef Miloslav Hurban – prvý predseda slovenskej národnej rady. Bratislava NR : SR, 2017.
GOLIAN, Ján – MOLDA, Rastislav: (Ne)obyčajný život farára. Banská Bystrica: S4HS, 2018.
LETZ, Róbert – MULÍK, Peter: Pohľady na osobnosť Andreja Hlinku. Martin : MS, 2009. HOLEC, Roman: Andrej Hlinka. Otec národa? Bratislava : Marenčin, 2020.
100 % of the interim evaluation. The student prepares a seminar paper according to the assignment. The student submits the seminar paper at the end of the semester. The student presents the results of the seminar work during the semester. The rating is awarded on a scale:
A (excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),
B (very good - above average standard, the student is knowledgeable about the subject matter, but critical thinking is borderline),
C (good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),
D (satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (insufficient - extra work is required, the student cannot navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).
Slovak language
In each lesson, students will be introduced to the life and work of selected personalities through analysing their texts. Among the personalities of Slovak history of the 19th century, attention will be focused on the most significant personalities of the Slovak national movement in the 19th century.
Anton Bernolák
Juraj Fándly
Ján Kollár
P. J. Šafárik
Ľudovít Štúr
J. M. Hurban
K. Kuzmány
Š. M. Daxner
J. Francisci
S. H. Vajanský
Š. Moyses
Elena Maróthy Šoltésová
Andrej Hlinka
The student acquires in-depth knowledge and knowledge about essential personalities of the Slovak national movement in the 19th century. He/she receives information about their participation in the political, cultural and national life of Slovaks. The student will be able to analyse and evaluate the contribution and involvement of these personalities in the Slovak national movement in the context of Hungarian history. The student strengthens the communication skills necessary for presenting his/her work results. When creating, the student develops creativity, originality and the ability to critical thinking. By analysing contemporary sources, the student learns to think in historical terms and can compare and evaluate the stature of personalities in Slovak history. The student can select and evaluate information from available sources (archives, digital collections, literature).
2 hours lecture/week, 22 hours total per semester, combined form; (primarily in person)
Student workload:
2PS (2 credits): 11 x 2 hours of direct instruction = 22 hours; 20 hours preparation for continuous assessment; 18 hours preparation for the presentation of the seminar paper. 60 hours of student work in total.
Educational methods: analysis of texts and explanations; discussion/colloquium on the topic; problem-solving exercises; discussion of the topic; e-learning
Compulsory readings:
PODOLAN, Peter – VIRŠINSKÁ, Miriam: Slovenské dejiny IV. Bratislava : LIC, 2015.
Edované pramene (korešpondencia), dobové noviny a časopisy.
BOKES. F. (zost.): Dokumenty k slovenskému národnému hnutiu v rokoch 1848–1918. I. – III. Bratislava, 1962.
Edícia Pramene k dejinám Slovenska a Slovákov.
BLUCHE, F.: Za časů Ludvíka XIV. Král slunce a jeho století. Praha, 2006.
LEVI, A.: Ludvík XIV. Veřejný i soukromý život krále Slunce. Praha, 2007.
FURET, F.: (ed.), Člověk romantismu a jeho svět. Praha, 2010.
MUNCK, T.: Evropa sedmnáctého století. Praha, 2002.
BLACK, J.: Evropa osmnáctého století. Praha, 2005.
RAPPORT, M.: Evropa devatenáctého století. Praha 2011.
Miterrand, F.: Zvrhnutí orli. Pád Romanovovcov, Habsburgovcov a Hohenzollernovcov. Bratislava, 2013.
VOCELKA, Karl – HELLER, Lynne. Život Habsburků. Praha: Plejáda, 2012.
VOCELKA, Karl – HELLER, Lynne. Soukromý život Habsburků. Praha : Plejáda, 2011.
RADY, Martin: Habsburgovci: Bratislava : Slovart, 2021.
NÁDASKÁ, Katarína: Čím žila slovenská rodina. Bratislava: Fortuna Libri, 2014.
HUPKO, Daniel – JANÁČKOVÁ, Ivana – TIHÁNYI, Jozef: Koniec starých čias. Poslední Pálfiovci na hrade Červený Kameň 1848 – 1948. SNM-Hrad Červený kameň, 2012.
100 % of the interim evaluation. The student prepares a seminar paper according to the assignment. The student submits the seminar paper at the end of the semester. The student presents the results of the seminar work during the semester.
The rating is awarded on a scale:
A (excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),
B (very good - above average standard, the student is knowledgeable about the subject matter, but critical thinking is borderline),
C (good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),
D (satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (insufficient - extra work is required, the student cannot navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).
Slovak language
In each lesson, students will learn about the everyday life of people in the modern period by analysing selected texts and the teacher's interpretation. Through a cross-cutting approach, they will become familiar with topics chosen from the history of everyday life, get to know the society of the time, and become aware of the differences in daily life between members of the privileged and non-privileged classes.
Life at the Habsburg court - everyday life at the court of the monarchs. Maria Theresa and Franz Joseph - dynastic politics, religion, the way of life in court
City life (European capitals - London, Paris, Berlin, Rome) before and after the Industrial Revolution.
Life in the countryside before and after the Industrial Revolution
Life at the Hungarian noble court
Life in the Slovak countryside in the modern period
Dress and fashion
Housing and architecture
Entertainment and culture
Art of Baroque, Classicism, Empire, Art Nouveau
The student gains in-depth knowledge and understanding of the topic of everyday life. The student acquires knowledge and knowledge of the social, economic, religious, and cultural history of European and Slovak/Hungarian modern history. Understand the importance of the history of everyday life and social and cultural history for the work of the historian. Acquire information about the life of ordinary people in the past and compare it with the present, which contributes significantly to developing their critical thinking. By working in the classroom, the student can navigate more complex problems in historical interpretations. The student develops the communicative skills necessary to present the results of their work. The student develops creativity and critical thinking skills in developing the seminar paper and presentations. By analysing contemporary sources, the student learns to think in the historical context of the time and can apply the results of his/her work in historical practice.
2 hours lecture/week, total per semester 22 hours, attendance method
2P (2 credits): 11x 2 hours of direct teaching = 22 hours; 10 hours of preparation for the interim assessment; 28 hours of preparation for the exam. A total of 60 hours of student work.
Dialogic form of lectures, feedback - student reflection of the functionality of the information obtained at the end of the lectures, fixation of the presented information through two ongoing partial outputs), an exam in the form of a colloquium aimed at deepening the professional and communication skills of graduates and teamwork in the analysis of controversial topics.
Compulsory:
MOULIS, V. – VALENTA, J. - VYKOUKAL, J.: Vznik, krize a rozpad sovětského bloku. Ostrava: Amosium 1991.
TONKOVÁ, M.: Nad súčasnými otázkami o komunistických koncepciách a predstavách o integrácii východnej Európy po druhej svetovej vojne) In: Integračné a dezintegračné procesy v strednej Európe v 20. storočí. - Bratislava : Veda SAV, 2008.
TONKOVÁ, M.: Balkánske krajiny v čase prvých povojnových parlamentných volieb. In: Prvé povojnové voľby v strednej a juhovýchodnej Európe. - Bratislava : Veda, 1998
Recommended readings:
VYKOUKAL, J. – LITERA, B. – TEJCHMAN, M.: Východ. Praha : Libri, 2000.
TONKOVÁ, M.: Zápas o interpretáciu komunistickej doktríny počas formovania a upevňovania politickej moci komunistických strán v balkánskom regióne. In: Stredná a juhovýchodná Európa v politike veľmocí: Sondy do vývoja 2. - Bratislava : Historický ústav SAV, 1994.
TONKOVÁ, M.: Balkánske krajiny v období formovania východného bloku. In: Stredná a juhovýchodná Európa: Sondy do vývoja v 40. rokoch. Bratislava : Historický ústav SAV, 1992.
Kol: Cesty k trhovému hospodárstvu. Bratislava : Ekonomický ústav SAV, 1993
40% of the interim and 60% of the final assessment. The student prepares two partial outputs during the semester and takes an oral exam during the exam period. At least 91 points are required to obtain a final grade of A, at least 81 points to obtain a B grade, at least 73 points for a C grade, at least 66 points for a D grade, and at least 60 points for an E grade. Credits will not be awarded to a student who receives less than 15 points from any of the two written examinations. To successfully complete the subject, it is necessary to obtain at least 60% of the point evaluation.
The rating is given on a scale:
A (100-91%, excellent – excellent, outstanding results, the student is thoroughly and safely oriented in the narrower and broader contexts of the issue, his individual written outputs precisely analysed and compared the relevant topic in the colloquium interview he demonstrates the desired professional and the communication approach
B (90-81%, very good – above average standard, the student can orientate himself safely in the narrower and wider context of the issue, his individual written outputs are successful although not fully precise, he manages communication well in a team interview),
C (80-73%, good – usual reliable work, the student knows how to navigate the issue, but cannot apply the acquired knowledge equally successfully in a team professional discussion),
D (72-66%, satisfactory - acceptable results, the student knows how to orientate himself in the issue at a gapped basic level, controls rather partial factual data, written outputs are not adequate to the requirements of the context),
E (65-60%, sufficient – the results meet the minimum criteria, the student knows how to navigate the issue only with great difficulty, he only has the most basic partial knowledge, his ability to independently summarise the presentation of any context in the professional colloquium is almost zero),
Fx (59-0%, insufficient – additional work is required, the student does not know how to navigate the issue, does not master the most basic knowledge, or lacks the required ongoing outputs)
Slovak and Czech languages
- Political, economic and social analysis of the Soviet bloc development in the years 1944 – 1989: from its origin to internal degradation:
- Allied system of the USSR - the USSR and the formation of the so-called people's democracies at the beginning of the Cold War, the internal post-war development of the USSR and the consequences for the formation of stronger ties between the countries of the allied system, questions about the internal routing of countries under Soviet influence
- Stalinism and the first wave of crises in the countries of the communist bloc (Soviet state and society in 1948-1953). What is “Sovietization”: the Soviet model in the countries of Central and Eastern Europe and the Yugoslav question.
- The welfare state of the second half of the 20th century in the practice of communist socialism – social and economic development of the Soviet bloc countries during the 1950s and 1960s, their standard features and specifics.
-The Yugoslav model of communism and its influence in the bloc.
- The Soviet bloc at the beginning of the third industrial revolution: the political and economic development of the USSR during the L. I. Brezhnevs’ time as a development from attempts to reform the system to the onset of neoconservatism; the consequences of neo-Stalinism (Brezhnevism) on the bloc countries (a new internal division of the "united" countries of the bloc).
- The collapse of the USSR and the collapse of the Soviet bloc - economic, social, political and ethical issues
The course aims to shed light on one of the most influential and the most complicated phenomena of the 20th Century development - the application of the totalitarian doctrine of communist socialism in the satellite states of the USSR in its essential milestones from the final operations of the Second World War to the collapse of the USSR. A graduate of the course can define the main problems and aspects of this development, from political and economic to the history of everyday life and is more precisely aware of the connection between the growth of this phenomenon and the development in Slovakia. This type of professional knowledge will create a specific background for his expected professional orientation as a teacher: it will enable him to move professionally in one of the most complicated and emotionally burning topics and, simultaneously, the least covered topics of Slovak History Teaching.
Two hours lecture/week, 22 hours total per semester, combined; (primarily full-time) Student workload: 2PS (2 credits): 11 x 2 hours of direct instruction = 22 hours; 38 hours of seminar paper preparation; 10 hours of seminar paper presentation preparation. Total 60 hours of student work.
Learning methods: discussion/colloquium on the subject; problem-solving, e-learning, project methods.
Compulsory readings:
KINČOK, Branislav: Politické procesy na Slovensku v rokoch 1948 – 1954. Bratislava : ÚPN, 2019.
LETZ, R. – MATULA, P. (eds.): Dokumenty k procesu s Viliamom Žingorom a spol. Bratislava : ÚPN, 2009.
LETZ, R. (ed.): Dokumenty k procesu s katolíckymi biskupmi Jánom Vojtaššákom, Michalom Buzalkom a Pavlom Gojdičom. Bratislava : ÚPN, 2007.
Recommended readings:
HALAMOVÁ, V.: Politické procesy v Československu 1949 – 1953. Ostrava : Moravapress, 2014.
IVANOV, M.: Milada Horáková. Justiční vražda. Praha : XYZ, 2018.
JABLONICKÝ, J.: Podoby násilia. Bratislava : Kalligram, 2000.
KAPLAN, K.: Zpráva o zavraždění generálního tajemníka. Praha : Mladá fronta, 1992.
KAPLAN, K.: Nekrvavá revoluce. Praha : Mladá fronta, 1993.
KAPLAN, K. – PALEČEK, P.: Komunistický režim a politické procesy v Československu. Brno : Barrister & Principal, 2001.
Kol.: Zločiny komunizmu na Slovensku 1948 – 1989. 1. a 2. diel. Prešov : Vydavateľstvo M. Vaška, 2001.
MANDZÁK, D. A. (ed.): Dokumenty k procesu s Augustinom A. Machalkom a spol. Bratislava : ÚPN, 2009.
PEŠEK, J.: Odvrátená tvár totality. Bratislava : HÚ SAV, 1998.
PEŠEK, J, LETZ, R.: Štruktúry moci na Slovensku 1948 – 1989. Prešov : Vydavateľstvo M. Vaška, 2004.
100% of the intermediate assessment. The student will prepare a seminar paper on political trials. This work must be based on relevant historical literature (at least ten sources) and include a didactic-historical dimension. To obtain the final grade of A, a minimum of 91 points is required, and a minimum of 81 points is required for a grade of B points, for a grade C at least 73 points, for a grade D at least 66 points and a grade E at least 60 points. Credit will not be awarded to students who fail any of the four written examinations and score less than 15 points. To pass the course, a minimum of 60% of the grade.
The grade is awarded on a scale:
A (100-91%, excellent - excellent results, the student is familiar with the subject matter, he/she has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is familiar with the subject, mastery of the subject matter, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student knows his/her way around the issue, learns, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is partial, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - results meet the minimum criteria, the student can orient only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the problem, does not know the most basic knowledge, and does not demonstrate the ability to think critically
Slovak language
Students will learn about the history of Slovakia in the 20th century in a cross-sectional way. It focuses on the key issues of the national history of the 20th century. It will help uncover taboo topics and understand contemporary society and its personalities. It concentrates on these central themes:
- What is the political trial, and what historical sources does it draw on
- Political trial as part of the power mechanism of non-democratic regimes
- An attempt to typologize and categorise political trial
- The image of the enemy in a political trial
- The mechanism of trial formation
- Justice and power
- The most important political trials in the Slovak, Czech-Slovak and Eastern European context
- Reactions of the society to the trials, reactions at home and abroad
- The issue of rehabilitation of victims
- The fate of the actors involved in the trials, their argumentation
- The role of propaganda in the construction of trials - how to teach about trials in schools
The course will teach students about one of the most important phenomena of post-1948 history - the fabricated political trials. They will learn about the causes that led to the emergence of trials and the functioning of the power mechanisms they were a part of. They will learn to recognise the nature of totalitarian regimes and be able to discuss the values of democracy. They will be able to analyse the manufactured trial as a social, political and propaganda phenomenon in the domestic and wider international context of the so-called Soviet bloc. They will acquire the ability to think critically and evaluate the recent past objectively.
2 hours lecture and seminar/week, a total of 22 hours per semester, combined; (primarily full-time)
Student workload: 2PS (2 credits): 11 x 2 hours direct instruction = 22 hours; 38 hours seminar preparation 38 hours of preparation for the seminar paper; 10 hours of preparation for the presentation of the seminar paper. Total 60 hours of student work.
Learning methods: discussing the topic, problem-solving exercises, e-learning, and project methods.
Compulsory readings:
JAŠEK, P. (ed.): Politický exil z krajín strednej a východnej Európy. Motívy, stratégie, aktivity a perspektívy na Východe a Západe, 1945 – 1989. Bratislava : ÚPN, 2017.
ŠPETKO, J.: Slovenská politická emigrácia v 20. storočí. Praha : Danubius, 1994.
Recommended readings:
BERNADIČ, J. M.: O emigrantoch a utečencoch. Bratislava : Postscriptum, 2008.
BRAXÁTOR, F.: Slovenský exil 68. Bratislava : LÚČ, 1992.
CABADAJ, P.: Slovenský literárny exil. Martin : Matica slovenská, 2002.
CHOVAN-REHÁK, J. a kol.: Slovenský povojnový exil. Martin : Matica slovenská, 1998.
JAŠEK, P. (ed.): Svetový kongres Slovákov v zápase proti komunistickému režimu. Bratislava : ÚPN, 2018.
KAPLAN, K.: Poúnorový exil 1948-49. Liberec : Dialog, 2007.
KRATOCHVÍL, J: Český a slovenský exil 20. století. Brno : Meadow Art, 2003.
LIČKO, M.: Ako chutí cudzina. Bratislava : Kalligram, 1999.
PEŠEK, J.: Slovenský poválečný exil. Bratislava : Historický ústav SAV, 2011.
REPKA, V.: Rozhovory z diaľky. Martin : Matica slovenská, 2000.
ŠPETKO, J.: Líšky kontra ježe. Slovenská politická emigrácia 1948 – 1989. Bratislava : Kalligram, 2002.
100% of the intermediate assessment. The student writes a seminar paper on Slovak political exile in the 20th century. The thesis must be based on relevant historical literature (at least ten sources) and include a historical-didactic dimension. To obtain a final grade of A, a minimum of 91 points is required, a grade of B at least 81 points, a grade of C at least 73 points, a grade of D at least 66 points and at least 60 points for an E grade. Credit shall not be awarded to students with less than 15 points in any of the four written examinations. Successfully passing the course requires a minimum of 60% of the course grade.
The grade is awarded on a scale:
A (100-91%, excellent - excellent results, the student is familiar with the subject matter, he/she has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is familiar with the subject, mastery of the subject matter, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student knows his/her way around the issue, learns, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his knowledge is partial, he does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - results meet the minimum criteria, the student can orient only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student cannot navigate the problem, does not know the most basic knowledge, and does not demonstrate the ability to think critically.
Slovak language
The course introduces students to basic information about the Slovak political exile in the 20th century. It focuses on the key issues of this phenomenon, international contexts. It characterises the individual exile waves (1938-1939, 1945, 1948, 1968) and their personalities. It focuses on the following key themes:
- What is exile, the definition of the terms: migration, emigration and exile
- Since when can we talk about the Slovak political exile?
- Causes of exile and its intensity, countries where exile was directed
- The exile wave of 1938 and 1939 and its personalities, inclusion in the context of anti-fascist resistance
- The exile wave of 1945 and its personalities, inclusion in the context of post-war exiles from Central Europe
- The exile wave of 1948 and its personalities, Placement in context
- The significance of the exile waves in relation to the anti-communist resistance
- The 1968 exile wave and its personalities
- The interrelationships of the individual exile waves
- The church-oriented exile and its centres Rome, Cleveland, Cambridge (Ontario)
- Attitudes and evaluations of the exile by the domestic political regimes
- An assessment of the significance of the Slovak exile in the 20th century
- A review of the Slovak exile in the 20th century.
- How to teach about exile.
In the course, students will learn about a significant but little-treated phenomenon of the Slovak political exile. They will learn about the causes that led to the emergence of the exile and its waves of 1938/1939, 1945, 1948 and 1968. They will acquire knowledge that will enable them to navigate the complex issues of exile, its currents and personalities. They will be able to orient themselves in exile magazine and book production. They will be able to classify the phenomenon of the Slovak exile in a broader European and world context and compare it with the exiles of other nations.
2 hours lecture and seminar /week, a total of 22 hours per semester, combined form; (primarily full-time)
Student workload: 2LS (2 credits): 11x 2 hours of direct teaching ꞊ 22 hours; 20 hours preparation for mid-term evaluation; 18 hours preparation for seminar paper presentation. Total 60 hours of student work.
Learning methods: lecture, discussion of the topic covered; situation analysis method; problem-solving tasks; e-learning.
Relevant literature:
LOPATKOVÁ, Z.: Cirkevné dejiny stredovekého Slovenska. Vysokoškolská učebnica. Trnava: TU, 2013.
KÜNG, H.: Katolícka cirkev. Stručné dejiny. Bratislava : Premedia, 2013.
FRANZEN, A.: Malé dějiny církve. Kostelní Vydří : Karmelitánské nakladatelství, 2006.
Recommended literature:
NEMEŠ, J. – KOŽIAK, R. et al.: Svätý Vojtech - svätec, doba a kult. Bratislava : Chronos, 2011.
NEMEŠ, J.: Triumf barokovej zbožnosti : posledný biskup humanista v Uhorsku. In: Kultúrne dejiny / Cultural History, 2021, vol. 1, n. 2, pp. 206 – 219.
NEMEŠ, J.: Uhorsko v 16. storočí : prísahy vernosti a poslušnosti cirkevných osôb. In: Studia Historica Nitriensia, 2013, vol. 17, n. 2, pp. 64 – 79.
NEMEŠ, J.: Biskupi a testamenty uhorského duchovenstva v stredoveku. In: Studia Historica Nitriensia, 2020, vol. 24, n. 2, pp. 322 – 338.
NEMEŠ, J.: Prehľad dejín Spoločnosti Ježišovej v Uhorsku a Sedmohradsku v 16. storočí. In: Ružomberský historický zborník I. Ružomberok : FF KU, 2007, pp. 139 – 159.
NEMEŠ, J.: Presadzovanie uhorskej cirkevnej politiky na Tridentskom koncile : 3. zasadajúce obdobie. In: Slovensko a Svätá stolica. Eds. Marta Dobrotková, Mária Kohútová. Trnava : Trnavská univerzita v Trnave, 2008, pp. 128 – 147.
NEMEŠ, J.: Kresťanskí pustovníci v stredoveku. In: Historická revue, 2010, vol. 21, n. 3, pp. 20 – 27.
HAJDUK, A.: Všeobecné cirkevné dejiny. Od začiatku cirkvi po Lutherovu reformáciu. Bratislava : EBF UK, 1999.
VESELÝ, D.: Všeobecné cirkevné dejiny. Novovek 1500 – 2000. Bratislava : EBF UK, 1999.
KVASNICOVÁ, M. – ŠEREGI, M. (eds.): Architektúra kláštorov a rehoľných domov na Slovensku : Dejiny a pamiatková ochrana. Bratislava : Vydavateľstvo Spektrum STU, 2018.
Historia Ecclesiastica. All issues of the journal.
100% of continuous assessment of knowledge. The seminar work will be presented during the lecture period at the colloquium in the form of a paper and then handed in in writing. 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, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is familiar with the issues, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).
Slovak and Czech languages
- Methodology of research in church history, its specificity and character.
- Editions of historical documents of ecclesiastical nature. Professional terminology.
- The emergence of ecclesiastical organisation, parishes and bishoprics, and the papacy.
- Active and contemplative life in the ancient, medieval and modern periods.
- Hermits and hermitages, personalities in antiquity and the Middle Ages.
- Monastic orders. Benedictines.
- Knightly, hospitality, canonical and mendicant orders.
- Protestant churches, their origin and characteristics. Personalities of the founders.
- The Council of Trent in the light of historical sources.
- Church education. Jesuits and Piarists, specifics of religious teaching.
- The specifics of the Church's modernity. Analysis of sources.
- Colloquium of seminar papers 1.
- Colloquium of seminar papers 2.
The course aims to familiarise students with the essential characteristics of church history from antiquity to the present. Students will learn and be able to navigate specific issues in church history. Based on the acquired knowledge, they will be able to deal professionally with ecclesiastical sources of various natures and deepen their knowledge by analysing them. They will be able to evaluate the facts contained in them, interpret them in a broader context, and assess their historical and cultural significance for the present. Particular emphasis is placed on critical thinking and argumentation, using knowledge of professional ecclesiastical terminology. Adequate attention will be given to discussions of religious issues in the past.
2 hours lecture and seminar /week, a total of 22 hours per semester, combined form; (primarily full-time)
Student workload:
2PS (2 credits): 11 x 2 hours of direct instruction ꞊ 22 hours; 20 hours preparation for continuous 18 hours preparation for presentation of seminar work. Total 60 hours of student work.
Learning methods: lecture, discussion of the topic covered; method of situation analysis; problem-solving; e-learning.
Compulsory readings:
SEGEŠ, V. – KLUBERT, T. – MEDVECKÝ, M.: Encyklopédia vojen. Od najstarších čias po súčasnosť. Bratislava : Ikar, 2020.
Kol. Vojenské dejiny od praveku do roku 1648. Stredná Európa. Praha : Ottovo nakladateľstvo, 2013.
Recommended readings:
CLAUSEWITZ C.: O válce. Praha : Bonus A., 1996.
Kol. autorov: Vojenské dejiny Slovenska. Bratislava : MO SR, 1995, 1996.
HROCHOVÁ, V. – HROCH, M.: Křižáci ve Svaté zemi. Praha : Mladá fronta, 1996.
JOINVILLE, J.: Paměti křižákovy. Praha : SNKLU, 1956.
KOSIARZ, E: Námorné bitky. Bratislava : Pravda, 1984.
KOVAŘÍK, J.: Napoleonova tažení. I. – III. Praha : Akcent, 2001 – 2004.
KOVAŘÍK, J.: Války bez konce. Třebíč : Akcent, 2014.
MATLOFF, M.: Dejiny americkej armády. Praha : Baronet, 1999.
PETERSON, S.: Římske légie. Praha : Fighters Publications, 2006.
WESTWELL, Ian: I. svetová vojna. Bratislava : Fortuna libri, 2009.
100% of the intermediate assessment. The student works on the term paper during the semester. The student submits the term paper at the end of the teaching part of the semester. To obtain the final grade of A, a minimum of 91 points is required, and a minimum of 81 points is required for a grade of B points, for a grade C at least 73 points, for a grade D at least 66 points and a grade E at least 60 points. To pass the course, it is necessary to obtain at least 60% of the marks.
The grade is awarded on a scale:
A (100-91%, excellent - excellent results, the student is oriented in the subject matter, he/she is proficient in it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is familiar with the subject, mastery of the subject matter, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student knows his/her way around the issue, learns, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is partial, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, does not demonstrate the ability to think critically)
Slovak and Czech languages
- How to teach about wars in the subject of history.
- Warfare in the ancient oriental world (Sumer, Babylon, Egypt, Hittites, Mitanni, Persia, Israel...)
- Warfare in Ancient Greece. Sparta, Athens, Thebes, Macedonia.
- Warfare in ancient Rome. Roman legions, legion structure, fortification system, Limes Romanus.
- Militaries in the period of the Migration of Peoples. Byzantium, Arabs, Germans, Slavs, Avars, Bulgarians.
- Medieval military. Crusaders. Strategy and tactics. Medieval castles and defence of cities.
- Nomadic communities - Tartars and Turks and their military doctrine. Defence of Europe from the Ottoman danger.
- Military in the 16th and 17th centuries. Conquistadors, landsknechts, the 30th year war. Russia, Poland, and the Cossacks. Colonial conquests.
- The 18th century warfare. The emergence of standing armies, reforms, training, tactics and strategy. The importance of Turenne's reforms.
- The Napoleonic Wars and 19th century militaries. Modernisation of weaponry and tactics. Carl von Clausewitz and his military doctrine. Specifics of the armies of the USA, Great Britain, Habsburg Monarchy, France, Italy, Russia, and Ottoman Empire.
- World War I and its military specifics. Aviation, tanks and navy.
The course aims to introduce the fundamental aspects of the history of world warfare, the types of military weapons, equipment, tactics, strategy, logistics and training. Students will learn and be able to navigate the specific issues of military history from antiquity to World War I. They will be able to define the significance of the military based on the knowledge they have acquired in general history. They will be able to analyse contemporary sources from the history of the army. They can evaluate the facts contained therein and interpret them in the broader context of the history of society. Understand the significance of the military in the context of the history of violence and peace efforts.
2 hours lecture/week, 22 hours total per semester, combined form; (primarily in person)
Student workload:
11 x 2 hours of direct teaching = 22 hours; 20 hours of preparation for the mid-term evaluation; 18 hours of preparation for the presentation of the seminar thesis; 60 hours of student work in total.
Educational methods: discussion on the subject topic; working in small groups, problem-solving tasks, e-learning
ČINÁTL, K. – PINKAS, J.: Dějiny ve filmu. Film ve výuce dějepisu. Praha : Ústav pro studium totalitních režimů, 2014.
HOMPSONOVÁ, K. – BORDWELL, D.: Dějiny filmu: přehled světové kinematografie. Praha : NLN, 2007.
KOPAL, P. – BLAŽEK, P.: Film a dějiny. Praha : Casablanca, 2004.
KOPAL, P. (ed.): Film a dějiny 2. Praha : Casablanca, 2009.
FEIGELSON, K. – KOPAL, P. (ed.): Film a dějiny 3. Praha : Casablanca, 2012.
100% of the intermediate assessment. Seminar paper on a selected topic - processed according to the assignment, which is handed in before the beginning of the examination period. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D and a minimum of 60 points for a grade of E. Credit will not be awarded to students who obtain less than 15 points in any of the four written examinations. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is knowledgeable about the subject matter, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).
Slovak and Czech languages
This course introduces the student to a view of history through works of film. It will enable the student to view historical developments and ground-breaking events differently. The film can be used in the pedagogical activities of future teachers in primary and secondary schools. A series of film screenings will present a selection of foreign and domestic cinematography dealing with various historical themes. The course will concentrate on the following focal themes:
- Film as a phenomenon of modern times
- Film and the teaching of history
- Advantages and disadvantages of a feature film for teaching
- Choosing a film for teaching purposes
- Facts and fiction, how to work with them
- Feature film versus documentary
- Using the dramatic and emotional levels of fiction film
- The filmmakers' perspective
- Working with time
By completing the course, the student will gain a basic knowledge of history through film and the different perspectives in which key historical events and personalities are interpreted in film. The student will be able to critically analyse film as a historical source. The student will acquire the ability to appropriately select and use works of film to supplement future instruction in elementary and secondary schools.
Two hours lecture and seminar/week, 22 hours total per semester, combined; (primarily full-time); 2PS (2 credits): 11 x 2 hours of direct teaching ꞊ 22 hours; 20 hours of preparation for mid-term assessment; 18 hours of preparation for seminar paper presentation. Total 60 hours of student work; Discussion of the topic covered; incident method; experiential methods; e-learning; monologue methods.
Compulsory:
ZDECHOVANOVÁ, D. – BOCKOVÁ, A. – PÁNIK, P. (eds.): Inovatívne prístupy v ďalšom vzdelávaní učiteľov v oblasti kultúrneho a prírodného dedičstva. Metodická príručka. Bratislava : Strom života, 2006.
KAČÍREK, Ľ.: Kultúrne dedičstvo Slovenska. Bratislava : Muzeológia a kultúrne dedičstvo, o. z., 2016.
Recommended readings:
BEŇUŠKOVÁ, Z.: Ľudová kultúra. Bratislava : DAJAMA, 2010.
BOCKOVÁ, A. – BENEŠ, Z. – JESZKE, P. – TONKOVÁ, M.: Dejiny stredoeurópskeho priestoru a kultúrne dedičstvo stredoeurópskych štátov v študijnom (edukačnom) programe stredoeurópskych univerzít. In: Quo vadis, univerzitné vzdelávanie, veda a výskum na pedagogických fakultách? : v odboroch pripravujúcich učiteľov, logopédov, špeciálnych pedagógov, sociálnych pracovníkov, liečebných a sociálnych pedagógov [elektronický zdroj] Bratislava : Univerzita Komenského, 2011.
DVOŘÁKOVÁ, Viera: Svetové kultúrne dedičstvo UNESCO. Bratislava : DAJAMA, 2009.
DVOŘÁKOVÁ, V. – KOLLÁR, D.: Najkrajšie mestá. Bratislava : DAJAMA, 2007.
KOLLÁR, D. – NEŠPOR, J.: Hrady – najkrajšie zrúcaniny. Bratislava : DAJAMA, 2007.
KOLLÁR, D. – NEŠPOR, J.: Hrady a zámky. Bratislava : DAJAMA, 2008.
KRESÁNEK, P.: Slovensko – Ilustrovaná encyklopédia pamiatok: historická architektúrapamiatky výtvarného umenia, pamätihodnosti. Bratislava : Simplicissimus encyklopedia. 2014.
REŽNÁ, N. a kol.: Parky a záhrady. Bratislava : DAJAMA, 2010.
Audiovisual sources, documentary films.
The student works on a seminar paper during the semester, which is handed in at the end of the teaching part of the semester. In the seminar paper, the student/learner will prepare documents for such registration of a potential, movable or immovable cultural monument, where he/she will also give a brief history of the development of this type of monument and describe its uniqueness within the national history of Slovakia and Central Europe. At the end of the class, he/she will present his/her proposal in about 15 minutes in front of his/her classmates and the teacher. The seminar paper comprises 60% of the total grade. Presentation of the project, participation in discussions and problem solving during the semester comprise 40% of the total grade. A final grade of A requires a score of at least 91%, a grade of B requires a score of at least 81%, a grade of C requires a score of at least 73%, a grade of D requires a score of at least 66%, and a grade of E requires a score of at least 60%. To pass the course, a minimum of 60% marks is required.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding results, the student is familiar with the subject matter, has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is knowledgeable and proficient in the subject matter, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student does know his/her way around the issue, has learned, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, does not demonstrate the ability to think critically)
Slovak language
The course deals with the protection of cultural and natural monuments with emphasis on the territory of Slovakia. The individual categories of cultural heritage emphasise the starting point of the environment from which they draw spiritually and materially and in which they have developed historically.
- Introduction to the course "Protection of Monuments and Cultural Heritage". Familiarisation with the course, the course's organisational structure, and the assessment method.
- Organisations and institutions involved in the education and protection of monuments and cultural heritage in Slovakia, Europe and globally.
- Terms, glossaries and terminology used in the conservation of monuments.
- Castles and chateaux on the territory of Slovakia. Origin, development, transformation, disappearance, research and protection of these buildings.
- Development of towns in Slovakia - individual phases and periods of development of towns in the territory of Slovakia.
- The folk culture of Slovakia - traditions, customs, folklore, folk architecture, crafts...
- Regions of Slovakia - The most important monuments in individual historical regions of Slovakia and their development depending on the cultural and natural environment.
- Discussion with an employee of the Monuments Office of the Slovak Republic.
- Excursion.
- Natural monuments and their protection in Slovakia
The student learns the key terminology in the course Protection of cultural and natural heritage and knows the importance of institutions dealing with this issue. The student/learner perceives the protection of cultural heritage as an integral part and interconnectedness of the human and natural environment. Knows the basic history of national parks and the development of tangible and intangible monuments in Slovakia. Can elaborate a brief proposal for inscription among the monuments and the reasons for inscription on the UNESCO World Heritage List. The student is familiar with the primary literature on particular topics and knows the importance of promotion and education of cultural and natural heritage. The course graduate can identify the essential architectural elements and therefore knows their terminology.
Two hours lecture and seminar/week, 22 hours total per semester, combined; (primarily full-time); 2PS (2 credits): 11x 2 hours of direct teaching ꞊ 22 hours; 20 hours of preparation for mid-term assessment; 18 hours of preparation for seminar paper presentation. Total 60 hours of student work; discussion of the topic; problem-solving, e-learning; project methods.
Compulsory:
MLYNKA, L., HABERLANDOVÁ, K.: Technické pamiatky. Bratislava : Dajama, 2007.
Recommended readings:
ŠULLOVÁ, Z. (ed.): Zbierky dejín techniky I. Košice: Slovenské technické múzeum, 2015.
ŠULLOVÁ, Z. (ed.): Zbierky dejín techniky I. Košice: Slovenské technické múzeum, 2016.
ŠULLOVÁ, Z. (ed.): Múzeá vedy a techniky : zbierky dejín vedy a techniky III. : unikáty v zbierkach dejín techniky. Košice: Slovenské technické múzeum, 2017.
BARTOŠÍKOVÁ, T. (ed.): Technické pamiatky – zbierky, výskum a nové využitie. Bratislava: Pamiatkový úrad SR, 2018.
SARVAŠ, A. - LIPTÁK, M. -BEŇÁK, M.: Čierne diery: priemyselné pamiatky a zabudnuté miesta Slovenska. Bratislava: Čierne diery, 2018.
Audiovisual sources, documentary films.
The student works on a seminar paper during the semester, which is handed in at the end of the teaching part of the semester. The student will summarise the knowledge from the history of science and technology that he/she has acquired during the semester and propose a potential technical monument in Slovakia for the list of protected properties. The student will prepare documents for such a listing, including a brief history of the development of this type of monument and a description of its uniqueness within the industrial history of Slovakia and Central Europe. At the end of the class, he/she will present his/her proposal in front of his/her classmates and the teacher. The seminar paper will comprise 60% of the overall grade. Presentation of the project, participation in discussions and problem-solving exercises during the semester comprise 40% of the total grade. A final grade of A requires a score of at least 91%, a grade of B requires a score of at least 81%, a grade of C requires a score of at least 73%, a grade of D requires a score of at least 66%, and a grade of E requires a score of at least 60%. To pass the course, a minimum of 60% marks is required.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding results, the student is familiar with the subject matter, has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is knowledgeable and proficient in the subject matter, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student does know his/her way around the issue, has learned, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, does not demonstrate the ability to think critically)
Slovak language
The course focuses on deepening the knowledge of monuments of technical character in Slovakia in the context of the history of science and technology. The student will get acquainted with the basic facts of the history of science and technology. As a future teacher, the student can communicate the acquired knowledge to pupils. The course will concentrate on the following key topics:
- Introduction to the study of the history of science and technology. Essential milestones of historical development and categorisation of technical monuments.
- Mills. Water, steam and haban mills in Slovakia.
- Mining monuments. Development of the mining industry in Slovakia and technical monuments of metallurgical character.
- Bridges. Bridge structures, their architecture and transport monuments in Slovakia.
- Breweries and distilleries. Brewery and distillery monuments in the context of technical development in Slovakia and Central Europe.
- Sugar refineries and saltworks. Sugar and salt processing plants as technical monuments of Slovakia.
- Smelters. Ironworks monuments and their significance in the history of Slovakia.
- Factories. Factory buildings of various orientations as jewels of Slovak technology.
- Other Slovak technical monuments of various kinds. Observatories, granaries, power stations, etc.
Within the course, the student will learn key facts from the history of science and technology through Slovak technical monuments and their possible use in the pedagogical process at primary or secondary school. The student will be able to analyse the contribution of a potential technical monument and will know its unique position within the Slovak and Central European territories. He/she can also prepare expert material for assessing the registration among the monuments and knows the importance of the presentation of the monument to the general public.
40S
2credits/40S
Moderated discussion on choosing an excursion, organisational work to ensure the practical and professional components of the excursion - teamwork in small groups, ongoing individual and team solutions to partial professional outputs during the excursion ("reports"), and final comprehensive evaluation of all aspects of the excursion.
Relevant literature is recommended every year at the beginning of the semester according to the specific thematic focus of the field trip.
100% of the interim assessment. Partial outputs are evaluated, both the preparatory work of the excursion and the professional outputs – student individual presentations of reliable cultural, historical and environmental monuments developed continuously and presented during the excursion. After returning, discussion to evaluate the excursion.
At least 91 points are required to obtain a final grade of A, at least 81 points to obtain a B grade, at least 73 points for a C grade, at least 66 points for a D grade, and at least 60 points for an E grade. To successfully complete the subject, it is necessary to obtain at least 60% of the point evaluation.
The rating is given on a scale:
A (100-91%, excellent - excellent results, the student is fully involved in the preparation of the excursion, his professional output is generally usable, and the contribution is demonstrable),
B (90-81%, very good - above average standard, the student actively participates in the preparation of the excursion and the solution of all practical and model situations, demonstrates that he orients himself in the issues of his partial report),
C (80-73%, good – usual reliable work, the student moves safely in the field of organisational questions of the excursion and reproduction of the information obtained),
D (72-66%, satisfactory - acceptable results, the student is less familiar with the topic of the planned excursion, does not demonstrate the ability to apply the acquired knowledge),
E (65-60%, sufficient - the results meet the minimum criteria, the student is minimally involved in the preparation of the field trip, only with great difficulty during the final evaluation and presents the possible conclusions of the field trip for practice
Fx (59-0%, insufficient – additional work is required, the student does not know how to navigate the issues of the visited places of the excursion even during the excursion, his cooperation with the team during the preparation of the excursion was non-existent)
Slovak language
Thematic professional historical excursion realised in various border historical regions of Central and South-Eastern Europe, especially with an ethnically mixed population, i.e. in areas where the area’s past is perceived controversially. During the preparation, the student is made aware of these factors. During the excursion and in the individual reports, he has to deal with their role, power and influence on the present day of the visited region. In practice, he thus solves questions that he will regularly encounter in his role as a teacher.
By completing the preparatory work of the excursion and throughout its entire course, the student should acquire the first concrete organisational skills with the solution of thematic (professional) and practical issues of securing events of the relevant type for their future students, learn to concretely evaluate their possible contribution and ways of effective and functional solutions to potential problems.
2 hours seminar/week; total 22 hours per semester, combined; (primarily full-time) student workload:
2S (2 credits): 11 x 2 hours of direct instruction = 22 hours; 28 hours of portfolio development and reflection on lecture topics and final colloquium. Total of 50 hours of student work.
Educational methods: E-U-R (evocation-awareness-reflection); explanation; instruction; content analysis of educational media; review; chain discussion on the topic; problem-solving and assignment/project development; SWOT analysis.
Required reading:
BENEŠ, Z., GRACOVÁ, B., PRŮCHA, J.: Sondy a analýzy. Učebnice dějepisu – teorie a multikulturní aspekty edukačního média. Praha, 2008.
BOCKOVÁ, A.: Obrazy priestorovej perspektívy slovenského územia v učebniciach dejepisu. In : Letz, R. a kol: Slovenské územie v historickom kontexte. Bratislava : Matica slovenská, 2017.
BOCKOVÁ, A.-GÁPA, M.: Možnosti transferu historických poznatkov (múzejných zbierok) do edukačného procesu. In: Muzeológia a kultúrne dedičstvo I. 6/2018.
ČAPEK, R.: Moderní didaktika dějepisu. Lexikon výukových a hodnoticích metod. Praha : Grada, 2015.
STRADLING, R.: Vyučovanie európskej histórie dvadsiateho storočia. Bratislava : Metocké centrum mesta Bratislavy, 2002.
Recommended reading:
JUŠČÁKOVÁ, Z.: Hodnotenie kvality učebníc učiteľmi
Dejepis pre 5. – 9. ročník ZŠ a osemročné gymnáziá. Správa z výskumnej sondy. Bratislava : ŠpÚ, 2020.
KMEŤ, M.: História a dejepis (Vybrané kapitoly z didaktiky dejepisu). Banská Bystrica : Univerzita Mateja Bela, 2017.
LABISCHOVÁ, D.-GRACOVÁ, B.: Příručka k didaktice dějepisu, Ostrava : Ostravská univerzita v Ostrave, 2010.
SLÁDKOVÁ, K.: Virtuálna cesta Myjavou. In : Myjavský región v didaktických variáciách. Diplomová práca. Bratislava : Pedagogická fakulta UK,, 2021. Dostupné na internete: https://www.fedu.uniba.sk/sucasti/katedry/katedra-historie/dejepis-pre-21-storocie/
STRADLING, R.: Multiperspektíva v dejepisnom vzdelávaní. Bratislava : Metodické centrum mesta Bratislavy, 2007.
TUREK, I.: Kľúčové kompetencie. Bratislava : Metodicko-pedagogické centrum v Bratislave, 2003.
Učebnice dejepisu pre základné školy, gymnáziá a stredné školy;
Inovovaný Štátny vzdelávací program pre vzdelávaciu oblasť Človek a spoločnosť - dejepis, dostupný na: www.statpedu.sk
100 % of the intermediate verbal and scored marks. During the semester, the student analyses and reviews educational media, reflects on their functionality in the academic environment, analyses the content and thematic focus of print and digital aids, creates proposals and presents development trends in the creation of educational media, applying the E-U-R method. The individual outputs of the thesis are collectively verbalised and scored. The final assessment is by discussion/colloquium and summation of the points obtained. The SWOT analysis method is applied in the evaluation. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D and a minimum of 60 points for a grade of E. Credit will not be awarded to students who obtain less than 15 points in any of the four written examinations. A score of at least 60% is required to pass the course.
The grade is awarded on a scale:
A (100-91%, excellent - excellent results, the student can integrate and compatibly apply acquired knowledge and skills in a specialised area of expertise, can practice general and subject competencies in working with educational media, thinks conceptually, searches for new information, and approaches individual and teamwork responsibly. He/she can critically review and apply knowledge in applications for the development of the field (history itself, subject history, history didactics),
B (90-81%, very good - above average standard, the student is oriented in the issue, mastering it, he can independently acquire new knowledge and solve professional tasks, but his critical, constructive thinking is borderline when analysing and assessing the planes of normative and reflexive didactics),
C (80-73%, good - normal reliable work, although the student can orient himself in the problem, he can independently search and analyse the information, he can learn, but he cannot think critically and constructively enough, he evaluates the solved problems, and apply the acquired knowledge creatively and conceptually in broader theoretical and practical contexts),
D (72-66%, satisfactory - acceptable results, the student can orientate himself in the problem at a basic level, his knowledge is fragmented and incomplete, and at a lower level of satisfaction, he also applies transferable knowledge of the field and from related disciplines, he shows more severe deficiencies in the area of factual, conceptual, procedural and metacognitive knowledge),
E (65-60%, sufficient - the results meet the minimum criteria, the student can orient himself in the problem only with great difficulty, he knows only the most basic knowledge, he does not demonstrate the ability to think critically and does not apply the acquired knowledge in a systematic way to the solution of practical tasks),
Fx (59-0%, insufficient - additional work is required, the student cannot orient himself/herself in the problem, does not master the most basic knowledge, does not demonstrate the ability to argue and think critically)
Slovak and Czech languages
Students will become familiar with selected problems of modern didactics of history, identify requirements for teacher education, and gain knowledge about the application of methods and strategies recommended for teaching and learning pupils in primary and secondary schools. They will gain an overview of the modernisation of history teaching in Slovakia and the requirements for the functionality of the didactic system in educational practice.
The course content focuses on the following key topics:
- "Object didactics" and its function in historical education.
- Methodology of analysis and assessment of educational media, educational programs, recommended literary and pictorial genres suitable for the academic field: Human and society.
- Criteria for the creation and analysis of history textbooks and workbooks.
- Application of ethical and social responsibility in presenting knowledge and opinions.
- The teacher from the perspective of the creator of educational media and active curriculum project developer.
- Principles of working with multimedia aids in history teaching.
- History online, online archives as a source of historical sources.
- Limits of the virtual world.
- Museum exhibits "speak to us".
- Recollective memory - eyewitness accounts (reliability of recollective optimism/pessimism (oral history).
The student will gain theoretical knowledge of modern didactics of history, European trends, and recommendations for contemporary history by completing the course. The student will gain an overview of the modernisation of teaching history in Slovakia and the functionality of the didactic system of history. Analyse partial problems of modern history didactics and the results of empirical research in contemporary school practice. He is also oriented in the creation of teaching media and the process of critical assessment of educational materials and programmes.
2 hours lecture/week, 22 hours total per semester, combined form; (primarily in person)
Student workload:
11x 2 hours of direct teaching = 22 hours; 38 hours preparation of the seminar paper; 10 hours preparation for the seminar paper presentation. Total 60 hours of student work.
Educational methods: discussion on the subject topic; working in small groups, problem-solving tasks, e-learning
BAČOVÁ D. – ONUŠKOVÁ, M.: Edukačné médiá a ich využívanie v spoločenskovedných predmetoch v základnej a strednej škole. Bratislava : Metodicko-pedagogické centrum, 2015.
KATRIŇÁK L.: Fotografia ako kultúrno-historický prameň (súčasné teoretické prístupy). In: Kultúrne dejiny, roč. 9, Supplement, 2018, s. 136-148.
KRATOCHVÍL, V.: Fotografia ako historický obrazový prameň, História. Revue o dejinách spoločnosti, 2003, č. 1, s. 44-45.
KRATOCHVÍL, V.: Dokumentárny film ako školský historický prameň. Metodické podnety. Prešov : Vydavateľstvo Michala Vaška, 2008.
KRATOCHVÍL, V.: Historický prameň a jeho funkcie vo výučbe dejepisu, Historická revue : časopis o dejinách spoločnosti, 1999 10, č. 1, s. 29-30.
100% of the intermediate assessment. Seminar paper on a selected topic - processed according to the assignment, which is handed in before the beginning of the examination period. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D and a minimum of 60 points for a grade of E. Credit will not be awarded to students who obtain less than 15 points in any of the four written examinations. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is knowledgeable about the subject matter, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).
Slovak language
The course introduces the student to different historical audiovisual sources and teaches them how to optimally select and appropriately incorporate a particular one into the teaching process. The course will concentrate on the following focal topics:
- The history of the emergence and development of audiovisual sources
- The specificities of audiovisual sources
- Historical audiovisual sources in the teaching of history
- Photography and its interpretation
- Contemporary sound recordings and how to work with them
- Contemporary film footage versus documentary film
- The distorted past, editing and manipulation of audiovisual sources
- Choosing an audiovisual source for teaching purposes
- Working with time
By completing the course, the student will gain a basic knowledge of auditory, visual and audiovisual historical sources and the various methodologies used in teaching recent history. The student will be able to appropriately select and use specific contemporary audio, photographic or film footage as part of future teaching in primary and secondary schools.
2 hours lecture and seminar /week, a total of 22 hours per semester, combined form; (primarily full-time)
Student workload: 2LS (2 credits): 11x 2 hours of direct teaching ꞊ 22 hours; 20 hours preparation for mid-term evaluation; 18 hours preparation for seminar paper presentation. Total 60 hours of student work.
Learning methods: lecture, discussion of the topic covered; situation analysis method; problem-solving tasks; e-learning.
Relevant literature:
HLAVÁČEK, I. - KAŠPAR, J. - NOVÝ, R. Vademecum pomocných věd historických. Praha : Svoboda, 1988.
ZEMENE, R. - ZUBÁCKA, I. Kapitoly z pomocných vied historických. Bratislava : FiF UK, 1993.
SZYMAǸSKI, J. Nauki pomocnicze historii. Warszawa : Wydawnictwo Naukowe PWN, 2004.
Recommended literature:
NEMEŠ, J.: Nitriansky kódex a jeho posolstvo. Ružomberok : KU, 2006.
NOVÁK, J.: Paleografická čítanka : pomôcka na čítanie rukopisov z 12.-19. storočia Martin : Slovenská genealogicko-heraldická spoločnost̕, 2001.
HLEDÍKOVÁ, Z. – KAŠPAR, J. – EBELOVÁ, I.: Paleografická čítanka. Praha : Karolinum, 2014.
ČOVAN, M.: Historické nápisy zo Šariša do roku 1650 (Corpus inscriptionum Slovaciae 1 / Nápisy na Slovensku 1). Martin : JLF UK, 2016.
KARTOUS, P. - NOVÁK, J. - VRTEĽ, L. Erby a vlajky miest v Slovenskej republike. Bratislava : Obzor, 1991.
VRTEĽ, L.: Osem storočí slovenskej heraldiky. Martin : Matica slovenská, 2003.
NOVÁK, J.: Pečate miest a obcí na Slovensku I, II. Bratislava : FiF UK, 2008.
100% of continuous assessment of knowledge. The seminar work will be presented during the lecture period at the colloquium in the form of a paper and then handed in in writing. 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, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is familiar with the issues, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).
Slovak, Czech and Polish language
- What are the auxiliary historical sciences, their distribution and research methodology?
- Development and evolution of the auxiliary historical sciences in the past.
- The auxiliary historical sciences related to language, writing and written culture (palaeography, diplomatics, epigraphy, codicology).
- The auxiliary historical sciences related to man, time and place (genealogy, chronology, metrology).
- The auxiliary historical sciences related to visual symbols and images in historical sources (numismatics, sphragistics, heraldry).
- The modern auxiliary historical sciences.
- Development of the auxiliary historical sciences in Slovakia. Trends of their research in the world.
- Colloquium of seminar papers 1.
- Colloquium of seminar papers 2.
The course aims to familiarise with the essential characteristics of the auxiliary historical sciences. Students will learn and be able to orient themselves in the specific issues of each science. Based on the acquired knowledge, they will be able to deal professionally with the sources of the auxiliary historical sciences (charters, inscriptions, codices, coats of arms, seals, coins, weights and measures, scales, etc.) and deepen their knowledge through the analysis of these sources. They will be able to evaluate the significance of the auxiliary historical sciences, interpret and compare them, and confront them with specialist literature. Particular emphasis is placed on critical thinking, professional terminology and argumentation. Adequate attention will be given to discussing specific problems in the past.
state exam
Methods of assessment: oral board examination and moderated discussion – a dialogue between the student and the members of the state examination board on the actual problematic issues of the answered topics, joint evaluation of the result by the board
ČAPLOVIČ, D. – LUKAČKA, J. – ČIČAJ, V. – KOVÁČ, D. – LIPTÁK, Ľ.: Slovenské dejiny. Bratislava : AEP, 2000.
HOBSBAWM, E.: Věk extrémů. Praha : Argo, 1997.
HRADSKÁ, K. – KAMENEC, I. a kol.: Slovenská republika 1939 – 1945. Bratislava : VEDA, 2015.
HROCH, M. a kol.: Encyklopedie dějin novověku 1492 – 1815. Praha : Libri, 2005.
KAMENICKÝ, M. a kol.: Lexikón svetových dejín. Bratislava : SPN, 2003.
KENNEDY, P.: Vzestup a pád velmocí. Ekonomické proměny a vojenské konflikty v letech 1500 – 2000. Praha : NLN, 1998.
KOHÚTOVÁ, M.: Vybrané kapitoly z dejín novoveku. Trnava : FF TU, 2008.
MATULA, P.: Dejiny Slovenska 1780 – 1847. Bratislava, 2013.
MÚCSKA, Vincent a kol.: Dejiny európskeho stredoveku I. Raný stredovek (od 5. storočia do polovice 11. storočia). Prešov : Vydavateľstvo Michala Vaška, 2006.
PEČENKA, M. – LUŇÁK, P. a kol: Encyklopedie moderní historie. Praha : Libri, 1999.
RAPPORT, M.: Evropa devatenáctého století. Praha : Vyšehrad, 2011.
ŠKVARNA, D. a kol.: Lexikón slovenských dejín. Bratislava : SPN, 2006.
ROBERTS, J. M.: Přehledné dějiny světa. PlzeŇ : Beta-Dobrovský, 2002.
WOOLF, A.: Dejiny sveta od praveku po súčasnosť. Bratislava : Foni Book, 2019.
KUČERA, M.: Slovenské dejiny I. Bratislava : LIC, 2011.
BADA, M.: Slovenské dejiny II. Bratislava : LIC, 2017.
PODOLAN, P. – VIRŠINSKÁ, M.: Slovenské dejiny III. Bratislava : LIC, 2014.
LETZ, R.: Slovenské dejiny IV. Bratislava : LIC, 2010.
LETZ, R.: Slovenské dejiny V. Bratislava : LIC, 2012.
LETZ, R.: Slovenské dejiny VI. Bratislava : LIC, 2021.
The state examination (including the defence of the final thesis) is by the internal regulation No.1/2020 Study Regulations of the Faculty of Education of Comenius University and the internal regulation No.5/2021 Study Regulations of Comenius University.
A student may take the state examination (a) after obtaining at least the number of credits necessary for the proper completion of studies after obtaining credits for successful completion of the last state examination, and (b) after successful completion of compulsory courses, compulsory elective courses and elective courses in the composition determined by the study programme except for the state examination, and (c) without disciplinary proceedings being conducted against him/her.
At the master's degree level of study, 94 credits in the prescribed composition must be obtained for the study part of the programme. A further 14 credits shall be obtained for the successful defence of the thesis and 12 credits for the subjects of the state examination.
According to VP 23/2021 Internal Quality Assurance System of the University of Education in Bratislava, part six, Art. 56, para. 2, the student must demonstrate knowledge and understanding of them, their application, and the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. They must also demonstrate well-developed learning skills with a high degree of independence and autonomy.
Thus, a successful graduate of the Oral State Examination in History demonstrates competency-primarily by:
- as a level of mastery of the necessary knowledge, competence in the understanding of the various historical disciplines, trends and trends with a key emphasis on the teaching orientation of the required knowledge of history for the practice of the indicated profession;
- as a level of analysing, completing, generalising and verbal interpretation of the acquired knowledge;
- as a level of competence to master the methodology of interpreting scientific history in the educational process;
- as a level of understanding of the meaning of all continuously emerging concepts of interpretations of historical processes, basing their assessment on the results of documented scientific cognition.
The assessment is awarded on a scale of:
A (excellent - outstanding results); the graduate of the oral state examination has demonstrated that he/she has thoroughly and comprehensively mastered the content of his/her specialisation in the theoretical field of historical sciences and the methodology of acquiring historical knowledge and is entirely oriented in its issues so that he/she consistently and at a high level of communication skills analyses, summarises and evaluates the nature of the presented historical processes and the methodology of acquiring knowledge about the past, while at the same time he/she is also aware of the basic principles and ways of transferring them to the (teacher's) practice of history teaching;
B (very good - above average standard); the graduate of the oral state examination in history has demonstrated that he/she has mastered the complex content of his/her specialisation in the theoretical field of historical sciences in the analysis and summarisation of the presented historical processes, safely and at an excellent communication level he/she is oriented in the specific narrower and broader contexts of the professional context of the presented methods, however, his/her application of the methodology of obtaining knowledge about the past in historical science, or their transposition into the problems of history is limited;
C (good - normal reliable work); the graduate of the oral state examination has demonstrated that he/she has mastered both the analytical and synthesising approach to the evaluation of the presented historical knowledge; he/she has safely, although with partial gaps, mastered the content of his/her specialisation. However, his/her level of understanding of the theoretical-methodological procedures of knowledge acquisition in historical science and the principles of their transposition into history education does not fully reach the desirable level;
D (satisfactory - acceptable results); the student can orientate himself in the specialist issues of history only at a basic level, he knows rather partial factual data, he does not show sufficient ability to summarise them and present them in essential contexts, linking theoretical knowledge with its practical application in the historical context causes him significant problems;
E (sufficiently - the results meet the minimum criteria); the graduate of the oral state examination reproduces basic historical factual information only with great difficulty, knows only its most essential material, summarises the acquired knowledge poorly and is unable to apply it functionally in practice;
Fx (insufficiently - additional work is required); the student cannot orientate himself/herself in the issue and does not prove that he/she has mastered the basic knowledge of this part of his/her professional specialisation of history teaching.
Slovak and Czech languages
History of Slovakia:
- Arrival of Slavs to our territory. The arrival of the Slavs to the Slavs. Incorporation of Slovakia into the Hungarian state, the development until 1301.
- Political and economic development in the 14th - 15th centuries, the emergence and importance of cities in Slovak history
- Culture, art, education and the role of the Church in medieval Slovakia, Academia Istropolitana.
- The reign of the Jagels, feudal anarchy at the turn of the 15th - 16th century. The Doge's Revolt, the Battle of Mohács.
- Reformation and Counter-Reformation, cultural development, universities in Slovakia in the 16th-17th centuries. Estates uprisings in the 17th century until the Peace of Satmar (1711).
- Development of the Habsburg monarchy in the 18th century. The reign of Charles III, Maria Theresa and Joseph II. Napoleonic Wars, Metternich's absolutism. The Bernolákov generation. The second generation of Slovak revivalists in the 1820s and 1830s. Social activity. The Štúr movement in the 1830s and 1840s. Revolution of 1848/49.
- Slovak politics from the 1860s to 1918. Memorandum, Matica slovenská, Hungarianization, Slovaks in the USA.
- Slovaks and the First World War, domestic and foreign resistance, and the establishment of the Czechoslovak Republic.
- Internal and foreign policy of the 1st Czechoslovak Republic (1918-1938). The democratic political system, political parties, borders, and international status of the 1st Czechoslovak Republic. Efforts for the autonomy of Slovakia. Culture, education and social issues.
- First Slovak Republic (1939-1945). The authoritarian political system, radicals and moderates, Salzburg negotiations, persecutions, discrimination against Jews and Roma, the international status of Slovakia, and participation in the war. Culture, education and social issues.
- Domestic and foreign resistance during the Second World War. London-Moscow. SNP. Significance of the Slovak and Czech-Slovak anti-fascist resistance in the European context.
- Slovakia on the road to Sovietization. The Košice government programme, the three Prague Agreements, and the 1946 elections. The communist regime in 1948-1968. The founding period, persecutions, political trials, socialism.
- Revival process and normalisation 1968 - 1989. Metamorphosis of society. Anti-Communist resistance and exile. The fall of communism and the first steps in democracy.
- Cultural, educational and social issues between 1945 and 1989.
General History:
- Prehistoric development of Central Europe. Chronology and distribution (Palaeolithic, Mesolithic, Neolithic, Eneolithic, Bronze Age, Hallstatt, Late Iron Age, Roman Age, migration of peoples).
- Ancient empires (Sumer, Assyria, Babylon, Hittites, Egypt).
- The Aegean Peninsula in antiquity. Minoan and Mycenaean culture. Ancient Greece. Alexander of Macedon and his time.
- The rise, rise and fall of the Roman Empire.
- Europe in the period of the migration of peoples (Germans, Huns, Slavs). The Byzantine Empire in the period 395-568. The Visigothic Empire in the Iberian Peninsula. The Ostrogothic Empire on the Apennine Peninsula. The Frankish Empire.
- The Byzantine Empire. The Orthodox Church. Kievan Rus. Bulgaria, Serbia in the Middle Ages. Historical development of Christianity since Gregory I. Great (590) to the Council of Trent (1545). The struggle for investiture. Crusades.
- The development of England, France and the Holy Roman Empire in the Middle Ages.
- The Reformation, its causes and its leaders. Martin Luther, John Calvin, Ulrich Zwingli. The Church of England. Religious wars.
- The great overseas discoveries, their causes and consequences. The price revolution.
- The Romanesque style. Gothic. Renaissance. Humanism. Baroque culture. Education, cities and commerce.
- The political and economic development of the leading European states (Great Britain, France, Spain, the German area, Russia, and the Habsburg Monarchy) between 1618 and 1914.
- Major European revolutions in 1789-1914 and their characteristics.
- The expansion of science and technology in the period 1618-1914. The most influential scientists and their discoveries.
- Causes, introductory course and consequences of the First World War.
- Europe and the world after the First World War. Common inter-war problems of the so-called successor states and ways of solving them.
- Main political trends and movements in 20th century Europe (communism, fascism).
- Soviet Russia 1917-1989 and its influence on world development.
- the USA as a new world power 1918-1989. Milestones of American development and their global impact.
- The main features of the interwar period are the world economic, political and social developments of the interwar period.
- Causes, course and consequences of the Second World War.
- The formation of the Soviet bloc. Primary stages and crises in its development 1944-1989.
- Decolonization and the main changes in Asia and Africa in the second half of the 20th century.
- The Cold War and its major political crises and military conflicts.
- The disintegration of the Soviet satellite system - external and internal causes.
- The European states of the West from the Second World War to the end of the bipolar world.
- Western and European integration in the context of 20th-century globalisation trends.
- The rise of science and technology in the 20th century. The most influential scientists and their discoveries. Fundamental aspects of the development of art and culture.
- Main trends in the world and modern Slovak history.
Systematically built a knowledge of the content of all basic subjects of the state examination together with knowledge of the principles of the primary form of their internal content structures, communicated at a desirable level of the future employee in the teaching sphere on institutions, organisations dealing with adequate work (protection of historical, cultural and environmental heritage, museum institutions). Fully mastered methodology of professional interpretation of scientific history with increased emphasis on the specifics of this interpretation in the educational process. Complete understanding of the nature of the continuously emerging transformations in the concepts of interpretation of history (the organic development of science as a whole, the nature of science).
Knowledge of the key factography of the prehistoric and ancient history of the world and Slovak provenance, with emphasis on the historical development of European civilisation, is presented as an assessment of the present overlap of contemporary cultural phenomena through the lens of their relevance to the teacher's study of history.
Ability to analyse the essential characteristics of the medieval world and its specifics from the demise of the West Roman Empire to the discovery of America (476-1492), the basic categories of organisation and mindset of medieval society in light of the latest results of historical scholarship, basic generalisation and evaluation of the cultural significance of medieval European society for the present, with appropriate attention to the history of Islam and non-European civilisations.
A cross-cutting but contextually formed orientation in the period of general modern history (1492-1789), safely characterising issues of fundamental change in society and the paradigms of its newly forming principles of organisation and functioning in economic and cultural affairs. Including new phenomena (overseas discoveries, the price revolution, structural economic and social transformations, the religious situation, and the phenomenon of absolutism) overlays the future history teacher's thinking about the present.
Summarising the knowledge of the political, economic, and social developments of the European and non-European world between 1789 and 1914 as a secure orientation to the fundamental issues of general modern history, analytical perspectives on key processes and phenomena of fundamental transformations of modernising societies from the French Revolution of 1789-1799 to the beginning of World War I. Particular emphasis on highlighting phenomena directly influencing the development of society up to the present day.
An introductory survey of the essential features, trends, and periodisation milestones of modern 20th-century history, reflected through the lens and goals of the future teaching profession of graduate students who will thus be able to interpret the reasons for the differing assessments of relevant historical processes, features, and trends in the various schools of history of the present day. The interconnections between the social, economic and political history of the 20th century, specifically in a European context, but also a reminder of the growing importance of the non-European space. The student learns about, actively analyses, interprets, identifies and compares the commonalities and differences of these developments in different parts of the world in the context of the increasing globalisation trends of the 20th century.
Knowledge of the essential characteristics of the medieval history of Slovakia from the arrival of the Slavs to the Battle of Mohács (1526), the primary characteristic categories and structures of medieval society living in Slovakia. Synthesising orientation in the political, economic, social, ecclesiastical, and cultural issues of medieval Slovak history and the ability to interpret and evaluate its links to the present safely.
Knowledge of the essential features of the political, economic and social development of Slovakia and its inhabitants in modern Hungary between 1526 and 1780, i.e. from the Battle of Mohács to the end of the reign of Maria Theresa, i.e. of the key transformations of society at an essential stage in the process of national consciousness of the Slovak ethnic group in the context of Hungarian history.
Comprehensive knowledge of Slovak history of the long 19th century (1780-1918) as an orientation in its social, cultural, national and political problems in the context of and in comparison with the development of this period in other countries and with an emphasis on the analysis of the existing contradictory interpretations of the major historical problems of the epoch.
Comprehensively constructed knowledge of 20th century Slovak history (1918-1992) and secure student orientation to the social, cultural, national, and political problems of the period in connection and analogy to the present, with student ability to analyse even the more complex issues of modern and contemporary Slovak history, including an evaluation of their current interpretations.
State examination.
Methods of education: oral board examination and moderated discussion, student reflection on the latest knowledge of modern didactics and their implementation in teaching modules, analysis of conceptual-methodological issues of history, analysis of topics in the context of the relationship between history - didactics - history, evaluation and application of theoretical and practical knowledge acquired through study and self-study of the specialised field of study.
BENEŠ, Z., GRACOVÁ, B., PRŮCHA, J.: Sondy a analýzy. Učebnice dějepisu – teorie a multikulturní aspekty edukačního média. Praha : MŠ M a Tv, 2008.
BOCKOVÁ, A.: Výučba dejepisu ako pedagogický problém. In. Verbum Historiae I., Bratislava : Vydavateľstvo Michala Vaška, 2008.
BOCKOVÁ, A.: Ako reflektujú slovenskí študenti dejepis a históriu? In: Verbum historiae, 2/2014.
ČAPEK, R.: Moderní didaktika dějepisu. Lexikon výukových a hodnoticích metod. Praha : Grada, 2015.
ČAPEK, R.: Líný učitel – Jak učit dobře a efektivně. Bratislava : Raabe, 2018.
FISCHER, R.: Učíme děti myslet a učit se. Praha : Portál, 2004.
HUDECOVÁ, D.: Analýza dějepisných vzdelávacích programů ve vybraných státech Europy a její výsledky. Praha : Tauris, 2006.
JULÍNEK, S. a kol.: Základy oborové didaktiky dějepisu. Brno : MU v Brně, 2004.
KLÍMA, B. a kol. Mládež a dějiny. Publikace výsledků mezinárodního dotazníkového šetření a výzkumu historického vědomí adolescentů se zaměřením na Českou republiku. Brno : CERM, 2001.
KMEŤ, M.: História a dejepis (Vybrané kapitoly z didaktiky dejepisu). Banská Bystrica : Univerzita Mateja Bela, 2017.
KRATOCHVÍL, V.: Metafora stromu ako model didaktiky dejepisu k predpokladom výučby. Bratislava : Raabe, 2019.
KRATOCHVÍL, V.:Multiperspektivita v 26,učebných figurách. Bratislava : Raabe, 2021.
LABISCHOVÁ, D., GRACOVÁ, B.: Příručka ke studiu didaktiky dějepisu. Ostrava : FF Ostravské univerzity v Ostravě, 2010.
MAZUR, D., DANNER. A. Komiks od roku1968 do současnosti. Praha : Universum, 2015.
Odporúčania RE výboru ministrov členských štátov o vyučovaní dejepisu v Európe 21. storočia.. Bratislava : Informačná kancelária Rady Európy, 2001.
OTČENÁŠOVÁ, S.: Schválená minulosť. Kolektívne identita v československých a slovenských učebniciach (1918 -1989). Košice 2010.
PETLÁK, E.: Súčasnosť a perspektívy didaktiky. In : Duchoňová, J.-Hošová,D.-Koleňáková, R.Š: (eds.): Inovatívne trendy v odborových didaktikách. Prepojenie teórie a praxe výučbových stratégií kritického a tvorivého myslenia. Nitra : Univerzita Konštantína Filozofa, 2019.
RYBENSKÁ, Klára: Moderní přístupy k výuce dějepisu. Hradec Králové : UHK, 2020.
STUCHLÍKOVÁ,I.-JANÍK, T (et.al.): Oborové didaktiky: Vývoj – stav – perspektivy. Brno : MU, 2015.
STRADLING, R.: Vyučovanie európskej histórie dvadsiateho storočia. Bratislava : MCMB, 2002.
STRADLING, R.: Multiperspektíva v dejepisnom vzdelávaní. Bratislava : MCMB, 2007.
SWAINOVÁ, H. ed.: Velké otázky historie. Praha : Abonet ND, 2006.
ZDECHOVANPVÁ, D., BOCKOVÁ, A, (eds.): Kultúrne dedičstvo inovatívnou formou (e- learning). Výukové CD k online kurzu. Bratislava L Strom života, 2012.
ZDECHOVANOVÁ, D., BOCKOVÁ, A., PÁNIK, P.: Inovatívne prístupy v ďalšom vzdelávaní učiteľov v oblasti kultúrneho a prírodného dedičstva. Metodická príručka. Bratislava : Strom života, 2006.
Vybrané učebnice dejepisu od 1. ČSR po r. 1989; súčasné učebnice dejepisu v SR; vybrané európske učebnice dejepisu.
The state examination (including the defence of the final thesis) is by the internal regulation No.1/2020 Study Regulations of the Faculty of Education of Comenius University and the internal regulation No.5/2021 Study Regulations of Comenius University.
A student may take the state examination (a) after obtaining at least the number of credits necessary for the proper completion of studies after obtaining credits for successful completion of the last state examination, and (b) after successful completion of compulsory courses, compulsory elective courses and elective courses in the composition determined by the study programme except for the state examination, and (c) without disciplinary proceedings being conducted against him/her.
At the master's degree level of study, 94 credits in the prescribed composition must be obtained for the study part of the study programme. A further 14 credits shall be obtained for the successful defence of the thesis and 12 credits for the subjects of the state examination.
According to VP 23/2021 Internal Quality Assurance System of the University of Education in Bratislava, part six, Art. 56, para. 2, the student must demonstrate knowledge and understanding of them, their application, and the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. They must also demonstrate well-developed learning skills with a high degree of independence and autonomy.
In particular, the student is assessed on:
- The level of acquisition of the necessary knowledge, skills and competencies required for the performance of the indicated occupation;
- the level of completion and verbal interpretation of the acquired knowledge/competencies, the ability to analyse, synthesise and generalise them;
- the level of the student's competencies (rationality of learning, ability to solve appropriate problem/simulated tasks, level of critical and creative thinking, communicative skills, personal and interpersonal competencies...)
The assessment is awarded on a scale:
A (excellent - outstanding results); the graduate of the oral state examination has demonstrated that he/she has thoroughly and comprehensively mastered the content of his/her specialisation in the theoretical field of modern didactics of history and is fully oriented in its issues, has mastered its methods, and thus consistently and at a high level of communication skills analyses, summarises and evaluates, while also being aware of the basic principles and ways of applying them to (teaching) practice of history;
B (very good - above average standard); the graduate of the oral state examination in didactics of history has demonstrated that he has mastered the complex content of his specialisation in the theoretical field of didactics of history, he is securely and at an excellent communicative level oriented in the specific narrower and broader contexts of the professional context, however, his application of methodology and transposition is limited;
C (good - normal reliable work); the graduate of the oral state examination has demonstrated that he/she has mastered the analytical and synthesising approach to the evaluation of the presented knowledge in the didactics of history, he/she has safely, although with partial gaps, mastered the content of his/her specialisation, however, his/her level of knowledge of the theoretical-methodological procedures of knowledge acquisition in the didactics of history and the principles of their transposition into history education does not reach the fully desirable level;
D (satisfactory - acceptable results); the student can orientate himself in the professional issues of didactics of history only at a basic level; he knows a rather partial knowledge and does not show sufficient ability to summarise and present them, linking theoretical knowledge with its practical application in the history-didactic context causes him significant problems;
E (sufficiently - the results meet the minimum criteria); the graduate of the oral state examination reproduces the basic knowledge of didactics of history only with great difficulty, demonstrates only torso knowledge which he/she cannot link, and has only the most basic knowledge which he/she summarises poorly and cannot apply functionally in practice;
Fx (insufficient - additional work required); the student cannot navigate the issues and does not demonstrate mastery of the basic knowledge of this part of his/her speciality as a history teacher.
Slovak and Czech languages
- didactics of History Teaching as a scientific discipline, didactics and methodology of History Teaching and their object of study, didactic system,
- the relationship between historical science and history, the work of the historian and the history teacher, methods and phases of historical and pedagogical research, the essential functions of history and history,
- history as a school subject, its place in the system of the educational process, the functionality of factuality and functional literacy, updating (selection) of the history curriculum,
- the teaching of history in the past in our area (brief analysis of the concept of history from 1918 to 1993),
- Slovak models of History Teaching, European trends in the teaching of history,
- basic procedures of designing the didactic system in history for all types of schools in Slovakia,
- the specifics of the content, aims and tasks of teaching history in Slovakia and neighbouring countries, the criteria for their development and framework definitions in educational programmes,
- recommended forms, types and strategies of modern history teaching,
- cognitive, conceptual, procedural and metacognitive knowledge developed by history teaching,
- didactic analysis of the history curriculum, methodology of processing a larger thematic unit,
- history textbooks, current problems of textbook production in Slovakia,
- historical source, the primary source of historical knowledge, multiperspectivity in history teaching and interpretation of historical knowledge,
- multimedia aids in Teaching History, the importance of mind maps and symbolic representation of historical, geographical, demographic and other facts,
- history in the museum, archive and gallery, in the spatial territory (contexts of local, national, Central European, European and world history),
- the relationship to the protection of historical, cultural and natural heritage, the system of its defence in Slovakia and the world,
- pedagogical practices in the context of theory and methodology of evaluation and classification of individual and group performance of pupils in the process of history teaching,
- the results of empirical research on pupils' historical consciousness and their relationship to the study of History and History Teaching.
The state examination aims to verify the student's ability to solve specific tasks in the following contexts: history - didactics of history - history. The student must demonstrate general (transferable) and subject competencies and, within the framework of the acquired theoretical and practical knowledge, can:
- reason and communicate at an appropriate level in context and understand the fundamental problems of transposing historical knowledge, general and disciplinary didactics into the practice of a history teacher,
- compare historical events, deal with controversial topics and apply a multi-perspective approach to the study of historical topics and take a relevant professional position on various historical and didactic issues and problems,
- characterise and define basic didactic concepts with a focus on the specificities of teaching history in lower and upper secondary education,
- design a lesson on the subject of history by the didactic principles and requirements of the relevant pedagogical documentation for each type of school,
- characterise, apply and evaluate didactic methods and strategies recommended for modern history teaching, argue the advantages and pitfalls of their specific application for different target groups of pupils,
- propose adequate criteria for the evaluation of student performance in history and the educational system, understand the functionality of the application of metacognitive cognition, can apply the principles of pedagogical diagnostics also in cases of individual peculiarities of pupils and students,
- elaborate the content and target requirements of the course for different age groups based on the recognition of the importance of interdisciplinary connections in the teaching of history,
- based on reflection on pedagogical practice and didactical analysis of the curriculum in the subject of history, to design diverse teaching models and strategies with the justification of the choice of professional material, methods, procedures and forms of its processing.
- Apply the ability to think analytically and conceptually, creatively and originally approach the application of the knowledge of the specialised field and digital skills in the creation of educational aids (diverse media),
- approach problem-solving tasks in a team in a responsible manner and communicate the organisation, procedures and results of joint work (e.g. in event simulation, role-play, project and problem-based learning, etc.),
- to use their theoretical knowledge of the methodology of historical and pedagogical (empirical) research for the didactic representation of the intentions of their teaching activity,
The content of the state examination focuses on historical knowledge specifically necessary for the teaching profession, the acquisition of the methodology of historical knowledge and its transposition into history teaching, understanding of the need for innovative approaches to educational programmes, and given the graduate's teaching specialisation, emphasis is also placed on the assessment of the form of presentation of the relevant knowledge.
2 hours lecture + seminar/week, i.e., 22 hours in total per semester, combined (mostly full-time)
Student workload:
11 x 2 hours teaching = 22 hours; 40 hours project work, 58 hours exam preparation. Total 120 hours of work.
Teaching methods:
- Lecture: lecture combined with discussion of the topic covered; various examples are given for each subject area. Critical reflection and awareness of the possibility of applying this knowledge to school or life practice is essential.
Emphasis on discussion, critical reflection on relevant materials (monographs, journals, videos, news, etc.), cooperation. Outcome - submission of project and examination in the examination period.
BECK, U. 2011. Riziková společnost. Na cestě k jiné moderně. Praha : SLON. ISBN 978-80-7419-047-6
MALÍK, B. 2012. Politická antropológia. Futurológia bez budúcnosti. Bratislava : Iris. ISBN 978-80-81530-02-9
SAKTOROVÁ, Ľ. 2021. Globálna občianska spoločnosť v kontexte medzinárodných vzťahov a medzinárodného práva. Praha : Leges. ISBN 9788075024725.
SOPÓCI, J. 2000. Sociálne inštitúcie a sociálna zmena. Bratislava : Univerzita Komenského.ISBN 80-223-1453-0
50% of the interim evaluation + 50% of the final evaluation
A group project (2-3 students) analyzing a specific civic issue in contemporary Europe against the backdrop of recent political science, cultural-historical and sociological literature. The project will analyze the nature of the problem, its causes, its impact on Slovakia. One of the assessment criteria will be the students' ability to search relevant literature and work with information. Intermediate assessment: annotation and project - max 50 points. Final assessment: project defense, exam on topics covered in lectures - max 50 points.
For successful completion of the course, it is necessary to obtain at least 60% of the points.
The grade is awarded on a scale:
A (100-94%, excellent - outstanding results), the student reflects correctly and actively both critically and creatively.
knowledge, including its meaningful integration into life reality and pedagogical practice.
B (93-86%, very good - above average standard), the student reflects appropriately critically on the knowledge,
including their meaningful integration into life reality and pedagogical practice.
C (85-76%, good - normal reliable work), the student performs at a standard level during the semester, the theoretical knowledge is at a good level, but the ability to critically apply this knowledge is lacking.
D (75-68%, satisfactory - acceptable performance), the student was less well prepared during the semester, has slight deficiencies in theoretical knowledge. Cannot critically analyze information.
E (67-60%, satisfactory - results meet minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze the knowledge, and is only minimally able to apply the knowledge.
Fx (59-0%, insufficient - additional work is required).
Slovak and Czech language
1. Civil society, the state, and the school. Historical forms of citizenship.
2. Opportunities for guidance towards active citizenship in and out of the school environment.
3. Europe and citizenship, globalization.
4. Current socio-political situation at home and abroad.
50/50
Students will develop an independent view of civil society, political, cultural and economic movements in contemporary Europe. Students will be able to perceive global contexts. They will be able to apply their knowledge to issues of school citizenship education. The course will deepen the theoretical understanding of citizenship from the undergraduate studies so that students will be able to apply theory to contemporary processes in the world and be able to think theoretically about citizenship independently, with an emphasis on theoretical reflection on the present.
The chosen learning methods will contribute to the further development of competences (cognitive area: critical thinking, thinking in context, argumentation; affective area: attitudes and beliefs, values; psychomotor area: digital skills; social area: cooperation, communication).
Course objectives: The student will be able to orientate himself/herself in the current issues of citizenship, global contexts, the influence of media and media education in citizenship education. The student will be able to work effectively as a member of a team. The student is able to work with information and communication technologies, to think critically and in context. The course contributes to the progressive development of important professional competences of future teachers in accordance with the profile of the graduate.
2 hours lecture + seminar/week, i.e., 22 hours in total per semester, combined (mostly full-time)
Student workload:
11 x 2 hours teaching = 22 hours; 40 hours project work, 58 hours exam preparation. Total 120 hours of work.
Teaching methods:
- Lecture: lecture combined with discussion of the topic covered; various examples are given for each subject area. Critical reflection and awareness of the possibility of applying this knowledge to school or life practice is essential.
Emphasis on discussion, critical reflection on relevant materials (monographs, journals, videos, news, etc.), cooperation. Outcome - submission of project and examination in the examination period.
BECK, U. 2011. Riziková společnost. Na cestě k jiné moderně. Praha : SLON. ISBN 978-80-7419-047-6
MALÍK, B. 2012. Politická antropológia. Futurológia bez budúcnosti. Bratislava : Iris. ISBN 978-80-81530-02-9
SAKTOROVÁ, Ľ. 2021. Globálna občianska spoločnosť v kontexte medzinárodných vzťahov a medzinárodného práva. Praha : Leges. ISBN 9788075024725.
SOPÓCI, J. 2000. Sociálne inštitúcie a sociálna zmena. Bratislava : Univerzita Komenského.ISBN 80-223-1453-0
50% of the interim evaluation + 50% of the final evaluation
A group project (2-3 students) analyzing a specific civic issue in contemporary Europe against the backdrop of recent political science, cultural-historical and sociological literature. The project will analyze the nature of the problem, its causes, its impact on Slovakia. One of the assessment criteria will be the students' ability to search relevant literature and work with information. Intermediate assessment: annotation and project - max 50 points. Final assessment: project defense, exam on topics covered in lectures - max 50 points.
For successful completion of the course, it is necessary to obtain at least 60% of the points.
The grade is awarded on a scale:
A (100-94%, excellent - outstanding results), the student reflects correctly and actively both critically and creatively.
knowledge, including its meaningful integration into life reality and pedagogical practice.
B (93-86%, very good - above average standard), the student reflects appropriately critically on the knowledge,
including their meaningful integration into life reality and pedagogical practice.
C (85-76%, good - normal reliable work), the student performs at a standard level during the semester, the theoretical knowledge is at a good level, but the ability to critically apply this knowledge is lacking.
D (75-68%, satisfactory - acceptable performance), the student was less well prepared during the semester, has slight deficiencies in theoretical knowledge. Cannot critically analyze information.
E (67-60%, satisfactory - results meet minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze the knowledge, and is only minimally able to apply the knowledge.
Fx (59-0%, insufficient - additional work is required).
Slovak and Czech language
1. Civil society, the state, and the school. Historical forms of citizenship.
2. Opportunities for guidance towards active citizenship in and out of the school environment.
3. Europe and citizenship, globalization.
4. Current socio-political situation at home and abroad.
50/50
Students will develop an independent view of civil society, political, cultural and economic movements in contemporary Europe. Students will be able to perceive global contexts. They will be able to apply their knowledge to issues of school citizenship education. The course will deepen the theoretical understanding of citizenship from the undergraduate studies so that students will be able to apply theory to contemporary processes in the world and be able to think theoretically about citizenship independently, with an emphasis on theoretical reflection on the present.
The chosen learning methods will contribute to the further development of competences (cognitive area: critical thinking, thinking in context, argumentation; affective area: attitudes and beliefs, values; psychomotor area: digital skills; social area: cooperation, communication).
Course objectives: The student will be able to orientate himself/herself in the current issues of citizenship, global contexts, the influence of media and media education in citizenship education. The student will be able to work effectively as a member of a team. The student is able to work with information and communication technologies, to think critically and in context. The course contributes to the progressive development of important professional competences of future teachers in accordance with the profile of the graduate.
Lecture+seminar, 2 hours per week / total 22 hours per semester, combined (mostly full-time)
Student workload:
22 hours of direct instruction, 50 hours of preparation for the final oral exam, 30 hours for the mid-term written paper, 18 hours of guided self-study (work with a political science text). 120 hours in total
Teaching methods:
In lectures: problem-based interpretation with discussion.
In the seminars: group work in the development of projects on the global and European dimension in education in the school environment of primary and secondary schools, annotated presentation of the projects, discussion, polemic, debate.
LYSÝ J. a kol. 2007. Globálne rozvojové vzdelávanie, Bratislava: Album, 180 s. ISBN978-80968667-7-9
LIESSMANN, K. P.: Vzdělání jako provokace. Praha. Academia 2018. ISBN 978-80-200-2875-4
NOVÁČEK, P. 1999. Křižovatky budoucnosti. Směřování k udržitelnému rozvoji a globálnímu řízení. Praha. Nakladatelství G plus G. 284 s. ISBN 80-86103-27-7
MISTRÍK, E. a kol. 2008. Multikultúrna výchova v škole. Bratislava: Nadácia otvorenej spoločnosti, (dostupná na internete www.osf.sk v sekcii Publikácie) ISBN 978-80-969271-4-2
ZAVIŠ, M.:: Udržateľný spôsob života. In: Životné prostredie. - Č. 3 (2003), s. 158-160. - ISSN 0044-4863
ZAVIŠ, M: Biologické aspekty osobnej spirituality.In: Kultúra, religiozita a spoločnosť: Skúmanie vzájomných interakcií. - Ljubljana : KUD Apokalipsa : CERISK, 2014. - S. 224-248. - ISBN 978-961-6894-35-7
Recommended readings:
BAUMAN, Z. 1999. Globalizace, důsledky pro člověka. Praha: Mladá fronta, 157 s. ISBN80-204-0817-7
BECK, U. 2005. Čo je globalizácia? Bratislava. Vydavateľstvo SSS, 189 s. ISBN 80-8061-190-4
GONĚC, V. 2003. Od "malé Evropy" k "velké Evropě". Dějiny rozšiřování Evropskýchspolečenství/Evropské unie, 1950-2002, sv. 2. Brno: Masarykova univerzita, 237 s. ISBN80-210-3255-3
Ústavy států Evropské unie. 1997. Praha: Linde, 800 s. ISBN 80-7201-056-5
Weighting of interim/final evaluation: 50/50
The interim assessment involves the production of a written work (structured essay) on a specified topic according to specified conditions: (50% of the mark). The final assessment involves the completion of an oral examination focusing on the global and European dimension in education. Education emphasises the global and European context in learning (with). Both dimensions in education provide a space to change attitudes and strengthen awareness of one's own role in the world. They motivate students towards responsibility and lead towards the acquisition of values of active citizenship. To pass the course, a minimum of 60 % of the total score is required.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results; the student in the structured essay has demonstrated a level of mastery and alignment of the topic with the specified criteria (knowledge acquired and cognitive skills mobilized) that corresponds to an A grade. In the oral examination, he/she correctly, actively, critically and creatively assimilates both dimensions of learning and is able to integrate them into education for democratic citizenship. Critically reflects on the impact of political, economic, social, environmental, religious, cultural, and historical factors on both dimensions in education. It explains the actorial, theoretical and critical dimensions of responsibility for the contemporary world and the position of Slovakia.
A structured essay and oral examination are designed to verify the stated learning outcomes.
B (93-86%, very good - above average standard; the student reflects adequately and critically on the global and European dimensions in education (in the range of knowledge acquired and cognitive skills mobilised), which in terms of points, percentages correspond to a grade of B. In the structured essay, he demonstrates a very good level of mastery of the topic worked on with the given criteria, and in the oral examination he correctly, critically and creatively assimilates both dimensions of education and is able to integrate them into education for democratic citizenship. Critically reflects on the impact of political, economic, social, environmental, religious, cultural and historical factors on both dimensions in education. Explains the theoretical and critical dimensions of responsibility for the contemporary world and the position of Slovakia.
C (85-76%, good - normal reliable work; student reflects more or less critically in a structured essay and in an oral examination on knowledge of the global and European dimensions in education (to the extent of knowledge acquired and cognitive skills mobilized) that corresponds to a grade of C in terms of points, percentages.
D (75-68%, satisfactory - acceptable results; the student reflects in a limited, moderately critical way on the knowledge of the global and European dimension in education (within the scope of acquired knowledge and mobilised cognitive abilities), in a structured essay and in an oral examination, demonstrating knowledge at grade D.
E (67-60%, sufficient - results meet the minimum criteria, (in the range of knowledge acquired and cognitive abilities mobilised) the student demonstrated only a limited degree of critical reflection on both dimensions in education and on current developments in the discipline in the structured essay and in the oral examination.
Fx (59-0%, insufficient - further work, extra study required).
Slovak and Czech language
Brief outline of the course:
Evolution of the concepts of global and European dimensions: diversity of concepts and approaches; Globalization in political theory; European Union in the processes of globalization. The European Union, its history and institutions: the Council of Ministers, the European Commission, the European Parliament, the European Court of Justice; The main Community policies: trade, transport, currency, the economy, employment, social policy and the environment, the consumer, security and the courts; The preambles of the states of the European Union: a comparison. European Convention on Human Rights, Charter of Fundamental Rights and Freedoms; Perspectives on European integration processes. The idea of a united Europe. The Slovak Republic and the European Union. Enlargement of the EU; The phenomenon of refugees and the right to asylum. Implementation of the global and European dimension in the process of education and training. European Commission and Council of Europe programmes focusing on this issue; Global and European dimension through international school projects (e.g. Europe at School, European Clubs, Education for Democracy, One World, etc.).
50/50
Learning outcomes:
Students are familiar with the integration of the global and European dimension into the system of education for democratic citizenship and the humanities. Explain the impact of globalisation on the field of education. This is followed by the European dimension as a narrower space from European institutions to specific school projects. Making sense of the subject, ways of citation, "development thinking". The world is global, the human community is also in Europe divided into partial cultures, expert communities, ideological camps, classes or strata profiled by economic indicators and the educational activities associated with them. The multiplicity of worldviews they condition requires mediation, without which human existence in this world would become unbearable. The global and European dimension of education is also a mediator; the student respects and knows the aims of education (ISCED 1-3). One of the challenges is to find points of contact between disparate human societies so that the global challenges or problems mentioned above are not faced by isolated groups or even individuals, but (at least on basic issues) by a united humanity.
Lecture+seminar, 2 hours per week / total 22 hours per semester, combined (mostly full-time)
Student workload:
22 hours of direct instruction, 50 hours of preparation for the final oral exam, 30 hours for the mid-term written paper, 18 hours of guided self-study (work with a political science text). 120 hours in total
Teaching methods:
In lectures: problem-based interpretation with discussion.
In the seminars: group work in the development of projects on the global and European dimension in education in the school environment of primary and secondary schools, annotated presentation of the projects, discussion, polemic, debate.
LYSÝ J. a kol. 2007. Globálne rozvojové vzdelávanie, Bratislava: Album, 180 s. ISBN978-80968667-7-9
LIESSMANN, K. P.: Vzdělání jako provokace. Praha. Academia 2018. ISBN 978-80-200-2875-4
NOVÁČEK, P. 1999. Křižovatky budoucnosti. Směřování k udržitelnému rozvoji a globálnímu řízení. Praha. Nakladatelství G plus G. 284 s. ISBN 80-86103-27-7
MISTRÍK, E. a kol. 2008. Multikultúrna výchova v škole. Bratislava: Nadácia otvorenej spoločnosti, (dostupná na internete www.osf.sk v sekcii Publikácie) ISBN 978-80-969271-4-2
ZAVIŠ, M.:: Udržateľný spôsob života. In: Životné prostredie. - Č. 3 (2003), s. 158-160. - ISSN 0044-4863
ZAVIŠ, M: Biologické aspekty osobnej spirituality.In: Kultúra, religiozita a spoločnosť: Skúmanie vzájomných interakcií. - Ljubljana : KUD Apokalipsa : CERISK, 2014. - S. 224-248. - ISBN 978-961-6894-35-7
Recommended readings:
BAUMAN, Z. 1999. Globalizace, důsledky pro člověka. Praha: Mladá fronta, 157 s. ISBN80-204-0817-7
BECK, U. 2005. Čo je globalizácia? Bratislava. Vydavateľstvo SSS, 189 s. ISBN 80-8061-190-4
GONĚC, V. 2003. Od "malé Evropy" k "velké Evropě". Dějiny rozšiřování Evropskýchspolečenství/Evropské unie, 1950-2002, sv. 2. Brno: Masarykova univerzita, 237 s. ISBN80-210-3255-3
Ústavy států Evropské unie. 1997. Praha: Linde, 800 s. ISBN 80-7201-056-5
Weighting of interim/final evaluation: 50/50
The interim assessment involves the production of a written work (structured essay) on a specified topic according to specified conditions: (50% of the mark). The final assessment involves the completion of an oral examination focusing on the global and European dimension in education. Education emphasises the global and European context in learning (with). Both dimensions in education provide a space to change attitudes and strengthen awareness of one's own role in the world. They motivate students towards responsibility and lead towards the acquisition of values of active citizenship. To pass the course, a minimum of 60 % of the total score is required.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results; the student in the structured essay has demonstrated a level of mastery and alignment of the topic with the specified criteria (knowledge acquired and cognitive skills mobilized) that corresponds to an A grade. In the oral examination, he/she correctly, actively, critically and creatively assimilates both dimensions of learning and is able to integrate them into education for democratic citizenship. Critically reflects on the impact of political, economic, social, environmental, religious, cultural, and historical factors on both dimensions in education. It explains the actorial, theoretical and critical dimensions of responsibility for the contemporary world and the position of Slovakia.
A structured essay and oral examination are designed to verify the stated learning outcomes.
B (93-86%, very good - above average standard; the student reflects adequately and critically on the global and European dimensions in education (in the range of knowledge acquired and cognitive skills mobilised), which in terms of points, percentages correspond to a grade of B. In the structured essay, he demonstrates a very good level of mastery of the topic worked on with the given criteria, and in the oral examination he correctly, critically and creatively assimilates both dimensions of education and is able to integrate them into education for democratic citizenship. Critically reflects on the impact of political, economic, social, environmental, religious, cultural and historical factors on both dimensions in education. Explains the theoretical and critical dimensions of responsibility for the contemporary world and the position of Slovakia.
C (85-76%, good - normal reliable work; student reflects more or less critically in a structured essay and in an oral examination on knowledge of the global and European dimensions in education (to the extent of knowledge acquired and cognitive skills mobilized) that corresponds to a grade of C in terms of points, percentages.
D (75-68%, satisfactory - acceptable results; the student reflects in a limited, moderately critical way on the knowledge of the global and European dimension in education (within the scope of acquired knowledge and mobilised cognitive abilities), in a structured essay and in an oral examination, demonstrating knowledge at grade D.
E (67-60%, sufficient - results meet the minimum criteria, (in the range of knowledge acquired and cognitive abilities mobilised) the student demonstrated only a limited degree of critical reflection on both dimensions in education and on current developments in the discipline in the structured essay and in the oral examination.
Fx (59-0%, insufficient - further work, extra study required).
Slovak and Czech language
Brief outline of the course:
Evolution of the concepts of global and European dimensions: diversity of concepts and approaches; Globalization in political theory; European Union in the processes of globalization. The European Union, its history and institutions: the Council of Ministers, the European Commission, the European Parliament, the European Court of Justice; The main Community policies: trade, transport, currency, the economy, employment, social policy and the environment, the consumer, security and the courts; The preambles of the states of the European Union: a comparison. European Convention on Human Rights, Charter of Fundamental Rights and Freedoms; Perspectives on European integration processes. The idea of a united Europe. The Slovak Republic and the European Union. Enlargement of the EU; The phenomenon of refugees and the right to asylum. Implementation of the global and European dimension in the process of education and training. European Commission and Council of Europe programmes focusing on this issue; Global and European dimension through international school projects (e.g. Europe at School, European Clubs, Education for Democracy, One World, etc.).
50/50
Learning outcomes:
Students are familiar with the integration of the global and European dimension into the system of education for democratic citizenship and the humanities. Explain the impact of globalisation on the field of education. This is followed by the European dimension as a narrower space from European institutions to specific school projects. Making sense of the subject, ways of citation, "development thinking". The world is global, the human community is also in Europe divided into partial cultures, expert communities, ideological camps, classes or strata profiled by economic indicators and the educational activities associated with them. The multiplicity of worldviews they condition requires mediation, without which human existence in this world would become unbearable. The global and European dimension of education is also a mediator; the student respects and knows the aims of education (ISCED 1-3). One of the challenges is to find points of contact between disparate human societies so that the global challenges or problems mentioned above are not faced by isolated groups or even individuals, but (at least on basic issues) by a united humanity.
Lecture + seminar, 2 hours weekly/22 hours per semester, blended learning (mainly face-to-face)
Student workload:
22 hours face-to-face learning, 40 hours to complete assignmets,40 hours to complete the final assignment, 18 hours of guided self-study (work with text and video, the analysis of content and means of expression). Total 120 hours.
Teaching methods:
Lectures - heuristic method, discussion of the topics covered. The presentation of various media content (films, advertisments, etc.)
Seminars – group work on given assignments (media content creation), presentations of the outcomes. Individual supervision.
MIČIENKA, M; JIRÁK, J. 2007. Základy mediální výchovy. 1.vyd. Praha : Portál. 296 s. ISBN
978-80-7367-315-4.
MALÍK, B. 2008. Mediomorfóza sveta. Filozofické, antropologické, sociálne a politické aspekty súčasných médií. Bratislava: Iris, 157 s. ISBN 978-80-89256-25-9.
MALÍK, B. 2013. Problém výberu relevantného v občianskom vzdelávaní v kontexte multikultúrneho prostredia a súčasného informačného boomu. In Teoretické reflexie výchovy k demokratickému občianstvu na školách (slovenský a český kontext). Bratislava: Univerzita Komenského v Bratislave. 217 s. ISBN 978-80-223-3534-8.
Recommended reading:
SAK, P. 2007. Člověk a vzdělání v informační společnosti. Praha: Portál. 290 s. ISBN 978-80-7367-230-0.
MALÍK, B. 2008. Mediomorfóza sveta a jej presahy do školského prostredia. In: Pedagogická revue, Roč. 60, č. 1/2, 2008, s. 140 - 156. ISSN 1335-1982.
Weighting of the continuous/final evaluation: 50/50
The continuous evaluation includes the completion of four assignments (50% of the grade). The assignments will focus on media analysis, the creation of media products and the successful use of new presentation programs. Two of these assignments will involve group outcomes.
The final evaluation will consist of a practical demonstration of a media education lesson covering a selected topic, including topic presentation and a reflection of the presentation techniques during the lesson sent in a separate document - justification of the choice of the visual aids used (colours, font, graphic and pictorial elements, etc.), its design and the expected educational effects of the chosen presentation techniques (50% of the evaluation). The assignments are designed to verify the specified learning outcomes.
A minimum of 60% of the total score is required for successful completion of the course.
The grading scale:
A 100-91%, excellent - outstanding results. The student has demonstrated in both the continuous and final assignments a level and range of acquired media competencies and skills in the production of the assigned media products that corresponds to an A grade in terms of points or percentage.
B 90-81%, very good - above average standard. In both the continuous and final assignments, the student has demonstrated a level and range of acquired media competencies and skills in the production of assigned media products that, in terms of points and percentages, is equivalent to a B grade.
C 80-73%, good - normal reliable work. In both the continuous and final assignments, the student has demonstrated a level and range of acquired media competencies and skills in the creation of assigned media products that, in terms of points and percentages, is equivalent to a grade of C.
D 72-66%, satisfactory - acceptable results. The student has demonstrated a level and range of acquired media competencies and skills in the creation of assigned media products in both the continuous and final assignments that is equivalent to a grade of D in terms of points and percentages, respectively.
E 65-60%, satisfactory. In both the continuous and final assignments, the student has demonstrated a level and range of acquired media competencies and skills in the production of assigned media products that, in terms of points and percentages, is equivalent to an E.
Fx 59-0%, Insufficient. The student has not met the required thresholds for passing the course.
Slovak and Czech language
Concepts of media education at home and around the world. A reassessment of the currently valid concept of media education in the light of changes that have taken place on the media scene since its implementation into the state educational programme. Objectives of media education differentiated according to the different levels of education (ISCED 1-3) Media and democracy. Media and digital literacy as a prerequisite for active citizenship (as a means to prevent and reduce the risks of exclusion of individuals and groups from society). Ethical and legal regulation of the media. The ambivalent nature of the media. The pictorial turn and the changes it initiated in the media. The anthropological, political and social consequences of these transfers. The impact of the media on the different segments of society with emphasis on the school reality. Identification of the basic planes of the formative effects of the media. Audit of the pros and cons of the selected media, the forms and content of the messages they disseminate. The threat of media and discursive totalitarianism and strategies to counter it effectively. Principles of behaviour on the Internet (netiquette). Principles for designing presentation documents and media campaigns (elections, social advertising) promoting civic engagement and participation.
50/50
Students will acquire competences related to media and digital literacy. Through their application in model situations, they will acquire the ability to independently create selected media products. They will learn certain principles of competent handling of different types of media and their products. They will learn to navigate the media offer, especially electronic information sources, and to assess their quality and credibility. They will learn principles that will enable them to select information more competently. They will learn to take a critical stance and form their own opinion on media content and to distinguish between their own interests and those of media owners and their advertisers. They will be able to evaluate the impact of contemporary media on different areas of social life, culture and politics and to analyse the changes and developments initiated by the media in these areas. They will recognise the contribution of the media to the development of democracy and civil society. They will also acquire presentation skills.
Lecture + seminar, 2 hours weekly/22 hours per semester, blended learning (mainly face-to-face)
Student workload:
22 hours face-to-face learning, 40 hours to complete assignmets,40 hours to complete the final assignment, 18 hours of guided self-study (work with text and video, the analysis of content and means of expression). Total 120 hours.
Teaching methods:
Lectures - heuristic method, discussion of the topics covered. The presentation of various media content (films, advertisments, etc.)
Seminars – group work on given assignments (media content creation), presentations of the outcomes. Individual supervision.
MIČIENKA, M; JIRÁK, J. 2007. Základy mediální výchovy. 1.vyd. Praha : Portál. 296 s. ISBN
978-80-7367-315-4.
MALÍK, B. 2008. Mediomorfóza sveta. Filozofické, antropologické, sociálne a politické aspekty súčasných médií. Bratislava: Iris, 157 s. ISBN 978-80-89256-25-9.
MALÍK, B. 2013. Problém výberu relevantného v občianskom vzdelávaní v kontexte multikultúrneho prostredia a súčasného informačného boomu. In Teoretické reflexie výchovy k demokratickému občianstvu na školách (slovenský a český kontext). Bratislava: Univerzita Komenského v Bratislave. 217 s. ISBN 978-80-223-3534-8.
Recommended reading:
SAK, P. 2007. Člověk a vzdělání v informační společnosti. Praha: Portál. 290 s. ISBN 978-80-7367-230-0.
MALÍK, B. 2008. Mediomorfóza sveta a jej presahy do školského prostredia. In: Pedagogická revue, Roč. 60, č. 1/2, 2008, s. 140 - 156. ISSN 1335-1982.
Weighting of the continuous/final evaluation: 50/50
The continuous evaluation includes the completion of four assignments (50% of the grade). The assignments will focus on media analysis, the creation of media products and the successful use of new presentation programs. Two of these assignments will involve group outcomes.
The final evaluation will consist of a practical demonstration of a media education lesson covering a selected topic, including topic presentation and a reflection of the presentation techniques during the lesson sent in a separate document - justification of the choice of the visual aids used (colours, font, graphic and pictorial elements, etc.), its design and the expected educational effects of the chosen presentation techniques (50% of the evaluation). The assignments are designed to verify the specified learning outcomes.
A minimum of 60% of the total score is required for successful completion of the course.
The grading scale:
A 100-91%, excellent - outstanding results. The student has demonstrated in both the continuous and final assignments a level and range of acquired media competencies and skills in the production of the assigned media products that corresponds to an A grade in terms of points or percentage.
B 90-81%, very good - above average standard. In both the continuous and final assignments, the student has demonstrated a level and range of acquired media competencies and skills in the production of assigned media products that, in terms of points and percentages, is equivalent to a B grade.
C 80-73%, good - normal reliable work. In both the continuous and final assignments, the student has demonstrated a level and range of acquired media competencies and skills in the creation of assigned media products that, in terms of points and percentages, is equivalent to a grade of C.
D 72-66%, satisfactory - acceptable results. The student has demonstrated a level and range of acquired media competencies and skills in the creation of assigned media products in both the continuous and final assignments that is equivalent to a grade of D in terms of points and percentages, respectively.
E 65-60%, satisfactory. In both the continuous and final assignments, the student has demonstrated a level and range of acquired media competencies and skills in the production of assigned media products that, in terms of points and percentages, is equivalent to an E.
Fx 59-0%, Insufficient. The student has not met the required thresholds for passing the course.
Slovak and Czech language
Concepts of media education at home and around the world. A reassessment of the currently valid concept of media education in the light of changes that have taken place on the media scene since its implementation into the state educational programme. Objectives of media education differentiated according to the different levels of education (ISCED 1-3) Media and democracy. Media and digital literacy as a prerequisite for active citizenship (as a means to prevent and reduce the risks of exclusion of individuals and groups from society). Ethical and legal regulation of the media. The ambivalent nature of the media. The pictorial turn and the changes it initiated in the media. The anthropological, political and social consequences of these transfers. The impact of the media on the different segments of society with emphasis on the school reality. Identification of the basic planes of the formative effects of the media. Audit of the pros and cons of the selected media, the forms and content of the messages they disseminate. The threat of media and discursive totalitarianism and strategies to counter it effectively. Principles of behaviour on the Internet (netiquette). Principles for designing presentation documents and media campaigns (elections, social advertising) promoting civic engagement and participation.
50/50
Students will acquire competences related to media and digital literacy. Through their application in model situations, they will acquire the ability to independently create selected media products. They will learn certain principles of competent handling of different types of media and their products. They will learn to navigate the media offer, especially electronic information sources, and to assess their quality and credibility. They will learn principles that will enable them to select information more competently. They will learn to take a critical stance and form their own opinion on media content and to distinguish between their own interests and those of media owners and their advertisers. They will be able to evaluate the impact of contemporary media on different areas of social life, culture and politics and to analyse the changes and developments initiated by the media in these areas. They will recognise the contribution of the media to the development of democracy and civil society. They will also acquire presentation skills.
Lecture+seminar, 3 hours per week (1L+2S), i.e. 33 hours per semester, combined method (mostly full-time)
Student workload:
33 hours of direct teaching, 25 hours for intermediate assignments, 20 hours for seminar work, 15 hours for colloquium preparation, 12 hours of guided self-study (work with text and video), 15 hours for seminar preparation. 120 hours in total.
Teaching methods:
- In the lectures: problem-based interpretation and discussion of the topics covered.
- In seminars: group work, annotated presentations, practice of teaching methods, work with text, presentations, role plays, simulation games
State educational programmes for primary and secondary schools and their further adjustments. The SPÚ and ŠIOV after 2015.
Curricula/standards of the subject Civics.
BEDNAŘÍK, A. a kol.: Životné zručnosti a ako ich rozvíjať . Bratislava : NDS, 2004. 228 s. ISBN 80-969209-5-2.
ČAPEK, R.: Moderní didaktika. Praha : Grada, 2015. 624 s. ISBN 978-80-2473-450-7.
KARNSOVÁ, M.: Jak budovat dobrý vztah mezi učitelem a žákem. Praha : Potrál, 1994. 153 s. ISBN 80-7178-032-4.
LUKÁŠOVÁ, H.: Kvalita života dětí a didaktika. Praha : Portál, 2010. 201 s. ISBN 978-80-7367-784-8.
STARÝ, K., LAUFKOVÁ, V. a kol: Formativní hodnocení ve výuce. Praha : Portál, 2016. 152 s. ISBN 978-80-262-1001-6.
TUREK, I.: Didaktika. Bratislava : Wolters Kluwer, 2014. 618 s. ISBN 978-80-8168-004-5.
Study materials will be available in the course on moodle.uniba.sk
The course is completed by examination, the weight of the intermediate and final assessment is 50/50.
Interim assessment involves the processing of approximately 3-4 (50%) interim assignments. The final assessment includes the preparation of a seminar paper (30% of the assessment) and a colloquium (20%).
A grade of A requires a score of at least 95%, a grade of B requires a score of at least 86%, a grade of C requires a score of at least 78%, a grade of D requires a score of at least 69%, and a grade of E requires a score of at least 60%. Credit will not be awarded to a student who obtains less than 60% of the marks.
Slovak and Czech language
A: Area of knowledge:
Contact with the school: Departmental didactics . Civics in the curriculum of primary and secondary schools. The present of education for citizenship (after 1989). State educational programmes, civic competences. Educational area Man and society. Cross-cutting themes and civic competences. Citizenship, citizenship education as a "theme".
Identification of educational needs and education for citizenship: Pupil, childhood. Diagnostics in relation to citizenship education. Learning, learning styles. Planning and preparing for teaching: Context for planning. Civics teaching objectives and curriculum. Concepts of the teaching process didactic principles. Preparation for teaching.
Implementation of the teaching activity: Teaching methods. Preparation for the implementation of teaching.. Discipline and classroom climate in civics lessons. Reflection and self-reflection (in relation to observations from teaching practice).
Teaching evaluation and citizenship education - forms of evaluation and their implications.
B: Personal and social development of future teachers - skills and attitudes
Present the results of work to teach group members to navigate the issues.
Reflection activity. Ability to work cooperatively and collaboratively in group tasks (working in small facilitating groups). Demonstrate the ability to link theoretical conclusions and future practice in CE.
50/50
Didactics of Civics I .is oriented towards didactic and managerial professional competences and stimulates the personal and social development of future teachers.
Students will gain knowledge of the various elements of the discipline didactics. They will understand the logic of the educational cycle, according to which the curriculum of the course is structured, and they will get to know the specific features of civics as a subject in primary and secondary schools. The aim of the course is to familiarize students with the current problems in education for citizenship in the past and after 1989 to the present, with the position and objectives of civics in the curricula of elementary, middle and high schools, with educational standards, with the content, performance, methods and forms of work with pupils in the ON classes. To know the new reform changes in the educational process - their meaning and essence. Know how to characterize and analyze the basic pedagogical documents in force. Ability to apply the acquired theoretical knowledge and skills in the formulation of educational objectives, written preparation for teaching, to draw up a thematic lesson plan.
Learn objectives, methods and methods of assessing achievement in civics. By preparing a seminar paper, they will gain experience in project-based learning and learn how to use the knowledge gained to benefit new, activating teaching practices. The course encourages students to search for approaches that meet the needs of society and allow the teacher to use his/her strengths.
Lecture+seminar, 3 hours per week (1L+2S), i.e. 33 hours per semester, combined method (mostly full-time)
Student workload:
33 hours of direct teaching, 25 hours for intermediate assignments, 20 hours for seminar work, 15 hours for colloquium preparation, 12 hours of guided self-study (work with text and video), 15 hours for seminar preparation. 120 hours in total.
Teaching methods:
- In the lectures: problem-based interpretation and discussion of the topics covered.
- In seminars: group work, annotated presentations, practice of teaching methods, work with text, presentations, role plays, simulation games
State educational programmes for primary and secondary schools and their further adjustments. The SPÚ and ŠIOV after 2015.
Curricula/standards of the subject Civics.
BEDNAŘÍK, A. a kol.: Životné zručnosti a ako ich rozvíjať . Bratislava : NDS, 2004. 228 s. ISBN 80-969209-5-2.
ČAPEK, R.: Moderní didaktika. Praha : Grada, 2015. 624 s. ISBN 978-80-2473-450-7.
KARNSOVÁ, M.: Jak budovat dobrý vztah mezi učitelem a žákem. Praha : Potrál, 1994. 153 s. ISBN 80-7178-032-4.
LUKÁŠOVÁ, H.: Kvalita života dětí a didaktika. Praha : Portál, 2010. 201 s. ISBN 978-80-7367-784-8.
STARÝ, K., LAUFKOVÁ, V. a kol: Formativní hodnocení ve výuce. Praha : Portál, 2016. 152 s. ISBN 978-80-262-1001-6.
TUREK, I.: Didaktika. Bratislava : Wolters Kluwer, 2014. 618 s. ISBN 978-80-8168-004-5.
Study materials will be available in the course on moodle.uniba.sk
The course is completed by examination, the weight of the intermediate and final assessment is 50/50.
Interim assessment involves the processing of approximately 3-4 (50%) interim assignments. The final assessment includes the preparation of a seminar paper (30% of the assessment) and a colloquium (20%).
A grade of A requires a score of at least 95%, a grade of B requires a score of at least 86%, a grade of C requires a score of at least 78%, a grade of D requires a score of at least 69%, and a grade of E requires a score of at least 60%. Credit will not be awarded to a student who obtains less than 60% of the marks.
Slovak and Czech language
A: Area of knowledge:
Contact with the school: Departmental didactics . Civics in the curriculum of primary and secondary schools. The present of education for citizenship (after 1989). State educational programmes, civic competences. Educational area Man and society. Cross-cutting themes and civic competences. Citizenship, citizenship education as a "theme".
Identification of educational needs and education for citizenship: Pupil, childhood. Diagnostics in relation to citizenship education. Learning, learning styles. Planning and preparing for teaching: Context for planning. Civics teaching objectives and curriculum. Concepts of the teaching process didactic principles. Preparation for teaching.
Implementation of the teaching activity: Teaching methods. Preparation for the implementation of teaching.. Discipline and classroom climate in civics lessons. Reflection and self-reflection (in relation to observations from teaching practice).
Teaching evaluation and citizenship education - forms of evaluation and their implications.
B: Personal and social development of future teachers - skills and attitudes
Present the results of work to teach group members to navigate the issues.
Reflection activity. Ability to work cooperatively and collaboratively in group tasks (working in small facilitating groups). Demonstrate the ability to link theoretical conclusions and future practice in CE.
50/50
Didactics of Civics I .is oriented towards didactic and managerial professional competences and stimulates the personal and social development of future teachers.
Students will gain knowledge of the various elements of the discipline didactics. They will understand the logic of the educational cycle, according to which the curriculum of the course is structured, and they will get to know the specific features of civics as a subject in primary and secondary schools. The aim of the course is to familiarize students with the current problems in education for citizenship in the past and after 1989 to the present, with the position and objectives of civics in the curricula of elementary, middle and high schools, with educational standards, with the content, performance, methods and forms of work with pupils in the ON classes. To know the new reform changes in the educational process - their meaning and essence. Know how to characterize and analyze the basic pedagogical documents in force. Ability to apply the acquired theoretical knowledge and skills in the formulation of educational objectives, written preparation for teaching, to draw up a thematic lesson plan.
Learn objectives, methods and methods of assessing achievement in civics. By preparing a seminar paper, they will gain experience in project-based learning and learn how to use the knowledge gained to benefit new, activating teaching practices. The course encourages students to search for approaches that meet the needs of society and allow the teacher to use his/her strengths.
Lecture+seminar, 3 hours per week (1L+2S), i.e. 33 hours per semester, combined method (mostly full-time)
Student workload:
33 hours direct teaching, 15 hours processing and presentation of intermediate assignments, 20 hours development of intermediate assignments, 20 hours guided self-study, 32 hours preparation for final test. 120 hours in total.
Teaching methods:
- In lectures: problem-based interpretation and discussion of the topics covered.
- In seminars: group work, annotated presentations, practice of teaching methods, activating methods, heuristic methods, role-plays, simulation methods
ČAPEK, R. Moderní didaktika. Praha: Grada. 2015. ISBN 978-80-2473-450-7
ČECHOVÁ, B. H.: Nápady pro rozvoj hodnocení klíčových kompetencí žáků. Praha : Portál, 2009. 177 s. ISBN 978-80-7367-388-8.
KYRIACOU, Ch.: Klíčové dovednosti učitele. Praha : Portál, 1996. 155 s. ISBN 80-7178-965-8.
MACHÁČEK, L., ŠŤAVA, E.: Občianske vzdelávanie a výchova mládeže k občianstvu. Národná správa z medzinárodného výskumu občianskeho vzdelávania ICCS 2009. Bratislava : Dolis, 2012. ISBN 978-80-970261-7-2.
PETLÁK, E. a kol.: Kapitoly zo súčasnej didaktiky. Bratislava : IRIS, 2005. 189 s. ISBN 80-89018-89-0.
ROSA, V.: Metodika tvorby didaktických testov. Bratislava : ŠPÚ, 2007. ISBN 978-80-89225-32-3.
TUREK, I.: Inovácie v didaktike. Bratislava : MPC v Bratislave, 2005. ISBN 80-8052-230-8.
Study materials will be available in the course on moodle.uniba.sk
Textbooks of Civics Education.
M-VOBde004 Didactics of civic education I.
The course is completed by examination, the weight of the intermediate and final assessment is 50/50.
Interim assessment includes preparation for a lesson in the subject of civics of the choice and type of school (20%), presentation of the lesson (10%), submission of interim assignments (20%), final test with application tasks (50%). Participation in the final test is conditional upon completion of all parts of the midterm assessment.
A score of at least 95% is required for a grade of A, at least 86% for a grade of B, at least 78% for a grade of C, at least 69% for a grade of D, and at least 60% for a grade of E. Credit will not be awarded to a student who obtains less than 60% of the marks.
Slovak and Czech language
Current curriculum trends in EU countries in CE, including SR. System and structure of key competences. Educational area Human and Society and educational standards of the subject CE for lower secondary education (ISCED 2) and upper secondary education (ISCED 3A). The new role of the teacher - implementer of the curriculum and creator of the curriculum. Methods of teaching CE. Assessment and classification of CE. Didactic tests. Creation and publication of textbooks, analysis of textbooks. Didactic aids and technology in the CE teaching. Concept of the matriculation examination in the subject of CE.
50/50
By completing the course student: knows the subject of civics, its objectives, content and performance standards, innovative forms and methods of work with pupils in the lessons of civics, new reform changes - their meaning and need, oriented and can analyze current pedagogical documents (Pedagogical-organizational guidelines, State Educational Program, Standards for civics at primary and secondary schools and gymnasiums), knows the profile of a pupil of lower secondary education and higher secondary education, the competence profile of a beginning teacher, is able to apply the acquired theoretical knowledge and acquired skills in the formulation of educational objectives, in the written preparation for the teaching of CE and in the practice of basic methods and forms of teaching CE.
Lecture+seminar, 3 hours per week (1L+2S), i.e. 33 hours per semester, combined method (mostly full-time)
Student workload:
33 hours direct teaching, 15 hours processing and presentation of intermediate assignments, 20 hours development of intermediate assignments, 20 hours guided self-study, 32 hours preparation for final test. 120 hours in total.
Teaching methods:
- In lectures: problem-based interpretation and discussion of the topics covered.
- In seminars: group work, annotated presentations, practice of teaching methods, activating methods, heuristic methods, role-plays, simulation methods
ČAPEK, R. Moderní didaktika. Praha: Grada. 2015. ISBN 978-80-2473-450-7
ČECHOVÁ, B. H.: Nápady pro rozvoj hodnocení klíčových kompetencí žáků. Praha : Portál, 2009. 177 s. ISBN 978-80-7367-388-8.
KYRIACOU, Ch.: Klíčové dovednosti učitele. Praha : Portál, 1996. 155 s. ISBN 80-7178-965-8.
MACHÁČEK, L., ŠŤAVA, E.: Občianske vzdelávanie a výchova mládeže k občianstvu. Národná správa z medzinárodného výskumu občianskeho vzdelávania ICCS 2009. Bratislava : Dolis, 2012. ISBN 978-80-970261-7-2.
PETLÁK, E. a kol.: Kapitoly zo súčasnej didaktiky. Bratislava : IRIS, 2005. 189 s. ISBN 80-89018-89-0.
ROSA, V.: Metodika tvorby didaktických testov. Bratislava : ŠPÚ, 2007. ISBN 978-80-89225-32-3.
TUREK, I.: Inovácie v didaktike. Bratislava : MPC v Bratislave, 2005. ISBN 80-8052-230-8.
Study materials will be available in the course on moodle.uniba.sk
Textbooks of Civics Education.
M-VOBde004 Didactics of civic education I.
The course is completed by examination, the weight of the intermediate and final assessment is 50/50.
Interim assessment includes preparation for a lesson in the subject of civics of the choice and type of school (20%), presentation of the lesson (10%), submission of interim assignments (20%), final test with application tasks (50%). Participation in the final test is conditional upon completion of all parts of the midterm assessment.
A score of at least 95% is required for a grade of A, at least 86% for a grade of B, at least 78% for a grade of C, at least 69% for a grade of D, and at least 60% for a grade of E. Credit will not be awarded to a student who obtains less than 60% of the marks.
Slovak and Czech language
Current curriculum trends in EU countries in CE, including SR. System and structure of key competences. Educational area Human and Society and educational standards of the subject CE for lower secondary education (ISCED 2) and upper secondary education (ISCED 3A). The new role of the teacher - implementer of the curriculum and creator of the curriculum. Methods of teaching CE. Assessment and classification of CE. Didactic tests. Creation and publication of textbooks, analysis of textbooks. Didactic aids and technology in the CE teaching. Concept of the matriculation examination in the subject of CE.
50/50
By completing the course student: knows the subject of civics, its objectives, content and performance standards, innovative forms and methods of work with pupils in the lessons of civics, new reform changes - their meaning and need, oriented and can analyze current pedagogical documents (Pedagogical-organizational guidelines, State Educational Program, Standards for civics at primary and secondary schools and gymnasiums), knows the profile of a pupil of lower secondary education and higher secondary education, the competence profile of a beginning teacher, is able to apply the acquired theoretical knowledge and acquired skills in the formulation of educational objectives, in the written preparation for the teaching of CE and in the practice of basic methods and forms of teaching CE.
Seminar, 2 hours/week, i.e. 22 hours/semester, combined method (mostly by attendance).
Student workload: 22 hours of direct teaching, 18 hours of preparation for the midterm test, 10 hours of preparation of midterm assignments, 10 hours of self-study. Total: 60 hours.
Method of training: Problem-based interpretation and discussion of the topics covered.
GBÚROVÁ, M.: 2002 Dotyky spolitikou. Trenčín Q-EX. 224 s. ISBN 80-968594-8-X
LYSÝ, J.: Bondyho Odysea na Slovensko. Praha. Machiavelli Press 2020. ISBN 978-80-88147-08-4
LYSÝ J. 2006. Dejiny politického myslenia II., Bratislava: UK. ISBN 80-223-2242-3
ČERNÍK, V., VICENÍK, J., VIŠŇOVSKÝ, E. 1997. Historické typy racionality. Bratislava: IRIS.324 s. ISBN 80-88778-45-X
PEKNÍK a kol.: Republika Česko-Slovensko. Od monarchie k vlastnému štátu. Ilúzie verzus realita. I. časť, Bratislava 2021. ISBN978-80-224-1904-8 (súbor)
PEKNÍK a kol.: Republika Česko-Slovensko. Od monarchie k vlastnému štátu. Ilúzie verzus realita. II. časť, Bratislava 2021. ISBN978-80-224-1891-1 (II. časť)
Recommended readings:
VEYNE, P.: 2010. Jak se píšou dějiny. Červený Kostelec. Pavel Merhaut. 444 s. ISBN 978-80-87378-26-7
SCOTUS VIATOR: Národnostná otázka vUhorsku. Bratislava SKSI SLOVAKIA PLUS. 533 s. ISBN 80-88750-07-5
BALLESTREM, K., OTTMANN, H.: 1993 Politická filosofie 20. století. Praha OIKOYMENH. 302 s. ISBN 80-85241-52-8
Weighting of interim/final assessment: 100/0
The interim assessment includes an interim written assignment on philosophical and political issues in history (40% of the mark) and an interim didactic test (60% of the mark). To pass the course, a minimum of 60% of the total mark is required.
The rating is awarded on a scale:
A 100-91%, excellent - excellent results. In the didactic test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentage, together with the score (percentage) of the intermediate task, corresponds to an A grade. Note: The score or percentage of the interim assignment reflects the degree to which the student's performance on the interim assignment is consistent with the criteria published in the assignment. The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the extent of knowledge acquired. Both the test and the interim written task are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In the didactic test, the student has demonstrated a level of knowledge (extent of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentage, together with the score (percentage) of the intermediate task, corresponds to a B grade.
C 80-73%, good - normal reliable work. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to a C grade.
D 72-66%, satisfactory - acceptable performance. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to a D.
E 65-60%, sufficient. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to an E.
Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.
Slovak and Czech language
Brief outline of the course:
A unifying perspective is provided by portraits of several prominent figures and major currents of thought about politics in the historical constellation of nineteenth and twentieth century Europe (Kant, Hegel, Marx, Arendt, Aron, Hayek, Frankfurt School critical theory, critical rationalism) and in other civilizational circles. Touches with Slovak politics include portraits of Kollár, Štúr, Hečka, Palárik, Záborský, Vajanský, Štefánik, Šrobár, Štefánik, Dérer, Hodža, Masaryk, Beneš, Hlinka, Clementis, Dubček, Husák.
100/0
Learning outcomes:
Students will be introduced to political and philosophical issues in history that shape skills important in citizenship education. They will gain an overview and understanding of how philosophy tests its starting points against the backdrop of 19th and 20th century history, particularly in Europe, but also in other civilizations. In the course, students will gain a framework overview of Slovak and Czechoslovak political thought in the last two centuries. The listener will gain an overview of Slovakia's political movement and its move towards parliamentary democracy.
Seminar, 2 hours/week, i.e. 22 hours/semester, combined method (mostly by attendance).
Student workload: 22 hours of direct teaching, 18 hours of preparation for the midterm test, 10 hours of preparation of midterm assignments, 10 hours of self-study. Total: 60 hours.
Method of training: Problem-based interpretation and discussion of the topics covered.
GBÚROVÁ, M.: 2002 Dotyky spolitikou. Trenčín Q-EX. 224 s. ISBN 80-968594-8-X
LYSÝ, J.: Bondyho Odysea na Slovensko. Praha. Machiavelli Press 2020. ISBN 978-80-88147-08-4
LYSÝ J. 2006. Dejiny politického myslenia II., Bratislava: UK. ISBN 80-223-2242-3
ČERNÍK, V., VICENÍK, J., VIŠŇOVSKÝ, E. 1997. Historické typy racionality. Bratislava: IRIS.324 s. ISBN 80-88778-45-X
PEKNÍK a kol.: Republika Česko-Slovensko. Od monarchie k vlastnému štátu. Ilúzie verzus realita. I. časť, Bratislava 2021. ISBN978-80-224-1904-8 (súbor)
PEKNÍK a kol.: Republika Česko-Slovensko. Od monarchie k vlastnému štátu. Ilúzie verzus realita. II. časť, Bratislava 2021. ISBN978-80-224-1891-1 (II. časť)
Recommended readings:
VEYNE, P.: 2010. Jak se píšou dějiny. Červený Kostelec. Pavel Merhaut. 444 s. ISBN 978-80-87378-26-7
SCOTUS VIATOR: Národnostná otázka vUhorsku. Bratislava SKSI SLOVAKIA PLUS. 533 s. ISBN 80-88750-07-5
BALLESTREM, K., OTTMANN, H.: 1993 Politická filosofie 20. století. Praha OIKOYMENH. 302 s. ISBN 80-85241-52-8
Weighting of interim/final assessment: 100/0
The interim assessment includes an interim written assignment on philosophical and political issues in history (40% of the mark) and an interim didactic test (60% of the mark). To pass the course, a minimum of 60% of the total mark is required.
The rating is awarded on a scale:
A 100-91%, excellent - excellent results. In the didactic test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentage, together with the score (percentage) of the intermediate task, corresponds to an A grade. Note: The score or percentage of the interim assignment reflects the degree to which the student's performance on the interim assignment is consistent with the criteria published in the assignment. The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the extent of knowledge acquired. Both the test and the interim written task are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In the didactic test, the student has demonstrated a level of knowledge (extent of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentage, together with the score (percentage) of the intermediate task, corresponds to a B grade.
C 80-73%, good - normal reliable work. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to a C grade.
D 72-66%, satisfactory - acceptable performance. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to a D.
E 65-60%, sufficient. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to an E.
Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.
Slovak and Czech language
Brief outline of the course:
A unifying perspective is provided by portraits of several prominent figures and major currents of thought about politics in the historical constellation of nineteenth and twentieth century Europe (Kant, Hegel, Marx, Arendt, Aron, Hayek, Frankfurt School critical theory, critical rationalism) and in other civilizational circles. Touches with Slovak politics include portraits of Kollár, Štúr, Hečka, Palárik, Záborský, Vajanský, Štefánik, Šrobár, Štefánik, Dérer, Hodža, Masaryk, Beneš, Hlinka, Clementis, Dubček, Husák.
100/0
Learning outcomes:
Students will be introduced to political and philosophical issues in history that shape skills important in citizenship education. They will gain an overview and understanding of how philosophy tests its starting points against the backdrop of 19th and 20th century history, particularly in Europe, but also in other civilizations. In the course, students will gain a framework overview of Slovak and Czechoslovak political thought in the last two centuries. The listener will gain an overview of Slovakia's political movement and its move towards parliamentary democracy.
Seminar, 2 hours weekly, i.e. 22 hours per semester, blended learning (mainly face-to-face)
Student workload:
22 hours of face-to-face learning, 18 hours to prepare for the test, 10 hours to work on assignments, 10 hours for self-study. Total 60 hours.
Teaching methods:
Heuristic method and discussion on the covered topics.
MALÍK, B. 2021. Sociálna filozofia. Bratislava: Iris. ISBN 978-80-8200-089-7.
Recommended readings:
NOVOSÁD, F. – SMREKOVÁ, D. (ed.) 2013. Dejiny sociálneho a politického myslenia. Bratislava: Kaligram. ISBN 978-80-8101-679-0
Weighting of continuous/final evaluation: 100/0
The continuous evaluation includes the completion of two assignments (40% of the grade) and a test (60% of the grade). A minimum of 60% of the total score is required to pass the course.
Grading scale:
A 100-91%, well done - excellent results. In the test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to an A grade.
Note: The score or percentage on the assignments reflects the degree to which the student's performance on the assignment is consistent with the established criteria stated for each of the assignments. The didactic test contains tasks of varying cognitive difficulty, so that it stratifies students not only according to the extent of knowledge they have acquired. Both the test and the intermediate tasks are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In the test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a B grade.
C 80-73%, good - normal reliable work. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a grade of C.
D 72-66%, satisfactory - acceptable performance. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the iassignments, corresponds to a grade D.
E 65-60%, sufficient. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to an E.
Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.
Slovak or Czech language
In the course of social philosophy the specifics of the philosophical approach to the study of society and social phenomena will be discussed. Social philosophy will also be placed in the systematics of other social sciences. Its key concepts will be presented. The issues will be articulated through the prism of three key philosophical disciplines - ontology, axiology and gnoseology. Within the first thematic field, those factors that guarantee social order and create the insurance against social dysfunctions and the overall anomy of society will be analyzed in particular. Within the second, the underlying theme will be the social ideals and values that orient human social and political activities throughout human history. Of these, we will focus in particular on philosophical views of freedom, social equality and social justice. The content of the third of the announced topics will be the presentation of possible ways and methods of conceptualizing social reality and the specifics that must be taken into account when conceptualizing it. The possibilities of operationalizing the knowledge and methods administered by social philosophy to the civic everyday will also be evaluated.
100/0
The aim of the course is to introduce social philosophy and its possible use in the preparation of students of civics. The students need to know the society and factors that positively or negatively influence its overall habitus and functionality and are responsible for its integrity, change or development. This knowledge is important in their professional training and future professional and personal life. Emphasis will be placed on the specifics of the philosophical approach to the study of social reality and on answering the question of what is the added value of philosophical reflection to its deeper understanding. In the course, students will be encouraged to reflect on the theoretical and methodological underpinnings of established social-philosophical concepts of different provenance and to consider their argumentative underpinnings. The purpose of such work with students is to purposefully cultivate and develop their analytical, interpretive and argumentative skills. The students will learn about the factors that guarantee social order as well as the factors that are disruptive to society. The students will also learn about the basic social values on which a democratic society is built, their interdependence and the pitfalls in promoting them. The students will acquire an argumentative basis for defending democracy in confrontation with the views that are put forward as its alternatives. The students will also learn about the factors that must be taken into account in theoretical reflection on social reality. They will be guided to be able to apply the theoretical knowledge to civic everyday life. The course will be delivered in such a way that it will also contribute to the development of the professional-subject competence of the students - future teachers of civics. It will help to develop their professional competences, as it also contributes to the understanding of the importance of the socio-cultural environment for the development of the pupil's or student's personality.
The aim of the given assignments is for the student to be able to search for relevant sources of information, to take qualified opinions on them, to work creatively with them and to take evaluative attitudes towards them.
Seminar, 2 hours weekly, i.e. 22 hours per semester, blended learning (mainly face-to-face)
Student workload:
22 hours of face-to-face learning, 18 hours to prepare for the test, 10 hours to work on assignments, 10 hours for self-study. Total 60 hours.
Teaching methods:
Heuristic method and discussion on the covered topics.
MALÍK, B. 2021. Sociálna filozofia. Bratislava: Iris. ISBN 978-80-8200-089-7.
Recommended readings:
NOVOSÁD, F. – SMREKOVÁ, D. (ed.) 2013. Dejiny sociálneho a politického myslenia. Bratislava: Kaligram. ISBN 978-80-8101-679-0
Weighting of continuous/final evaluation: 100/0
The continuous evaluation includes the completion of two assignments (40% of the grade) and a test (60% of the grade). A minimum of 60% of the total score is required to pass the course.
Grading scale:
A 100-91%, well done - excellent results. In the test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to an A grade.
Note: The score or percentage on the assignments reflects the degree to which the student's performance on the assignment is consistent with the established criteria stated for each of the assignments. The didactic test contains tasks of varying cognitive difficulty, so that it stratifies students not only according to the extent of knowledge they have acquired. Both the test and the intermediate tasks are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In the test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a B grade.
C 80-73%, good - normal reliable work. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a grade of C.
D 72-66%, satisfactory - acceptable performance. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the iassignments, corresponds to a grade D.
E 65-60%, sufficient. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to an E.
Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.
Slovak or Czech language
In the course of social philosophy the specifics of the philosophical approach to the study of society and social phenomena will be discussed. Social philosophy will also be placed in the systematics of other social sciences. Its key concepts will be presented. The issues will be articulated through the prism of three key philosophical disciplines - ontology, axiology and gnoseology. Within the first thematic field, those factors that guarantee social order and create the insurance against social dysfunctions and the overall anomy of society will be analyzed in particular. Within the second, the underlying theme will be the social ideals and values that orient human social and political activities throughout human history. Of these, we will focus in particular on philosophical views of freedom, social equality and social justice. The content of the third of the announced topics will be the presentation of possible ways and methods of conceptualizing social reality and the specifics that must be taken into account when conceptualizing it. The possibilities of operationalizing the knowledge and methods administered by social philosophy to the civic everyday will also be evaluated.
100/0
The aim of the course is to introduce social philosophy and its possible use in the preparation of students of civics. The students need to know the society and factors that positively or negatively influence its overall habitus and functionality and are responsible for its integrity, change or development. This knowledge is important in their professional training and future professional and personal life. Emphasis will be placed on the specifics of the philosophical approach to the study of social reality and on answering the question of what is the added value of philosophical reflection to its deeper understanding. In the course, students will be encouraged to reflect on the theoretical and methodological underpinnings of established social-philosophical concepts of different provenance and to consider their argumentative underpinnings. The purpose of such work with students is to purposefully cultivate and develop their analytical, interpretive and argumentative skills. The students will learn about the factors that guarantee social order as well as the factors that are disruptive to society. The students will also learn about the basic social values on which a democratic society is built, their interdependence and the pitfalls in promoting them. The students will acquire an argumentative basis for defending democracy in confrontation with the views that are put forward as its alternatives. The students will also learn about the factors that must be taken into account in theoretical reflection on social reality. They will be guided to be able to apply the theoretical knowledge to civic everyday life. The course will be delivered in such a way that it will also contribute to the development of the professional-subject competence of the students - future teachers of civics. It will help to develop their professional competences, as it also contributes to the understanding of the importance of the socio-cultural environment for the development of the pupil's or student's personality.
The aim of the given assignments is for the student to be able to search for relevant sources of information, to take qualified opinions on them, to work creatively with them and to take evaluative attitudes towards them.
Seminar, 2 hours /week, i.e., 22 hours per semester, combined method (mostly full-time)
Student workload:
11 x (2) hours of teaching = 22 hours; 22 hours self-study; 16 hours colloquium preparation. 60 hours in total.
Learning methods:
In addition to monological methods of explanation, explanation and lecturing, dialogical methods of discussion, interview as well as work with text, group work, presentation and analysis of case studies, solving moral dilemmas, etc. are represented.
Compulsory readings:
Klimeková, A.: Etika, mravná výchova a profesná etika. Prešov: Lana, 2005.
Recommended readings:
Bohunická, L.: Rozličné podoby normativity v aplikovanej etike. In: Člověk, dějiny, hodnoty 3 : jako filozofický, socio-kulturní, politický, historický a pedagogický fenomén. - Ostrava: Ostravská univerzita, 2007, s. 271-275.
Dorotíková, S.: Profesní etika učitelství. Praha: Univerzita Karlova, 2003.
Gluchmanová, M. – Gluchman, V.: Učiteľská etika. Prešov: FF PF, 2008.
Göbelová, T.: Profesní hodnoty a etické principy v práci učitele. Ostrava: Ostravská univerzita v Ostravě, 2015.
Lorenzová , J.: Kontexty vzdělávaní v postmoderní situaci. Praha: Univerzita Karlova, 2016.
Malankievičová, S.: Profesijná etika. Prešov: Filozofická fakulta Prešovskej univerzity, 2008.
Pelcová, N.: Fenomén výchovy a učitelská etika povolání. Praha: Karolinum, 2014.
Remišová, A.: Aplikovaná etika. In: Filozofia, roč. 54, 1999, č. 4, s. 228-237.
Remišová, A.: Profesijné etické kódexy. In: Filozofia, roč. 55, 2000, č. 3, s. 218-228.
Remišová, A.: Etika a ekonomika. Bratislava: Kalligram, 2011, s. 22-54.
Zaviš, M.: Potreba etickej prísahy pre vedcov. In: Fyzika a etika IV. Nitra: Univerzita Konštantína Filozofa, 2010. S. 234-247.
Návrh etického kódexu učiteľa: http://sku.sk/download/eticky-kodex-ucitela/
Weighting of interim and final marks: 100/0
Intermin assessment: 30% classroom activity; 70% colloquium.
Assessment is given on a scale:
A (100-91%, excellent - outstanding results; students have performed excellently during the semester, actively participated in the teaching and showed interest in the subject, their theoretical knowledge of professional ethics is at a high level, they can apply the acquired knowledge without any problems),
B (90-81%, very good - above average standard; students performed very well during the semester, participated in the teaching, their theoretical knowledge of professional ethics is at a very good level, they are able to apply the acquired knowledge),
C (80-73%, good - normal reliable work; students performed standardly well during the semester, their theoretical knowledge of professional ethics is at a good level, they are able to apply the acquired knowledge to a limited extent),
D (72-66%, satisfactory - acceptable performance; students have moderate deficiencies in their theoretical knowledge of professional ethics; they have difficulty applying the knowledge they have acquired),
E (65-60%, satisfactory - results meet the minimum criteria; students have only minimal involvement in the learning process; they have significant deficiencies in theoretical knowledge of professional ethics; they have significant problems applying the knowledge acquired),
Fx (59-0%, insufficient - extra work required).
Slovak and Czech language
Applied ethics; Different forms of normativity in applied ethics (libertarianism, contractualism, virtue ethics, utilitarianism, ethics of duty); Professional ethics as a form of applied ethics; Teacher's professional ethics; Code of ethics; Resolution of moral dilemmas.
100/0
Learning outcomes:
After completing the course, the student will be able to: define the relationship between theoretical and applied ethics, name and explain the basic paradigms of normativity in the field of applied ethics, define the basic tasks and concepts of professional ethics, explain the theoretical and methodological aspects of professional ethics and teacher ethics, distinguish between different types of ethical codes, explain the principles of the creation of codes of ethics, explain the paradox of moral dilemmas in the teaching profession and determine their place in the framework of the professional ethics of teachers. By completing the course, the student develops the following transferable competencies: communication skills, interpersonal skills, analytical skills, creativity and abstract thinking skills, critical thinking skills, motivation and learning skills, reasoning in context.
Learning objectives:
To familiarize students with the basic principles of professional ethics as well as teacher ethics.
Seminar, 2 hours /week, i.e., 22 hours per semester, combined method (mostly full-time)
Student workload:
11 x (2) hours of teaching = 22 hours; 22 hours self-study; 16 hours colloquium preparation. 60 hours in total.
Learning methods:
In addition to monological methods of explanation, explanation and lecturing, dialogical methods of discussion, interview as well as work with text, group work, presentation and analysis of case studies, solving moral dilemmas, etc. are represented.
Compulsory readings:
Klimeková, A.: Etika, mravná výchova a profesná etika. Prešov: Lana, 2005.
Recommended readings:
Bohunická, L.: Rozličné podoby normativity v aplikovanej etike. In: Člověk, dějiny, hodnoty 3 : jako filozofický, socio-kulturní, politický, historický a pedagogický fenomén. - Ostrava: Ostravská univerzita, 2007, s. 271-275.
Dorotíková, S.: Profesní etika učitelství. Praha: Univerzita Karlova, 2003.
Gluchmanová, M. – Gluchman, V.: Učiteľská etika. Prešov: FF PF, 2008.
Göbelová, T.: Profesní hodnoty a etické principy v práci učitele. Ostrava: Ostravská univerzita v Ostravě, 2015.
Lorenzová , J.: Kontexty vzdělávaní v postmoderní situaci. Praha: Univerzita Karlova, 2016.
Malankievičová, S.: Profesijná etika. Prešov: Filozofická fakulta Prešovskej univerzity, 2008.
Pelcová, N.: Fenomén výchovy a učitelská etika povolání. Praha: Karolinum, 2014.
Remišová, A.: Aplikovaná etika. In: Filozofia, roč. 54, 1999, č. 4, s. 228-237.
Remišová, A.: Profesijné etické kódexy. In: Filozofia, roč. 55, 2000, č. 3, s. 218-228.
Remišová, A.: Etika a ekonomika. Bratislava: Kalligram, 2011, s. 22-54.
Zaviš, M.: Potreba etickej prísahy pre vedcov. In: Fyzika a etika IV. Nitra: Univerzita Konštantína Filozofa, 2010. S. 234-247.
Návrh etického kódexu učiteľa: http://sku.sk/download/eticky-kodex-ucitela/
Weighting of interim and final marks: 100/0
Intermin assessment: 30% classroom activity; 70% colloquium.
Assessment is given on a scale:
A (100-91%, excellent - outstanding results; students have performed excellently during the semester, actively participated in the teaching and showed interest in the subject, their theoretical knowledge of professional ethics is at a high level, they can apply the acquired knowledge without any problems),
B (90-81%, very good - above average standard; students performed very well during the semester, participated in the teaching, their theoretical knowledge of professional ethics is at a very good level, they are able to apply the acquired knowledge),
C (80-73%, good - normal reliable work; students performed standardly well during the semester, their theoretical knowledge of professional ethics is at a good level, they are able to apply the acquired knowledge to a limited extent),
D (72-66%, satisfactory - acceptable performance; students have moderate deficiencies in their theoretical knowledge of professional ethics; they have difficulty applying the knowledge they have acquired),
E (65-60%, satisfactory - results meet the minimum criteria; students have only minimal involvement in the learning process; they have significant deficiencies in theoretical knowledge of professional ethics; they have significant problems applying the knowledge acquired),
Fx (59-0%, insufficient - extra work required).
Slovak and Czech language
Applied ethics; Different forms of normativity in applied ethics (libertarianism, contractualism, virtue ethics, utilitarianism, ethics of duty); Professional ethics as a form of applied ethics; Teacher's professional ethics; Code of ethics; Resolution of moral dilemmas.
100/0
Learning outcomes:
After completing the course, the student will be able to: define the relationship between theoretical and applied ethics, name and explain the basic paradigms of normativity in the field of applied ethics, define the basic tasks and concepts of professional ethics, explain the theoretical and methodological aspects of professional ethics and teacher ethics, distinguish between different types of ethical codes, explain the principles of the creation of codes of ethics, explain the paradox of moral dilemmas in the teaching profession and determine their place in the framework of the professional ethics of teachers. By completing the course, the student develops the following transferable competencies: communication skills, interpersonal skills, analytical skills, creativity and abstract thinking skills, critical thinking skills, motivation and learning skills, reasoning in context.
Learning objectives:
To familiarize students with the basic principles of professional ethics as well as teacher ethics.
Seminar, 2 hours weekly, i.e. 22 hours per semester, blended learning (mainly face-to-face)
Student workload:
22 hours of face-to-face learning, 14 hours to prepare for the test, 18 hours to work on assignment, 6 hours of guided self-study (content analysis of selected pedagogical documents). Total 60 hours.
Teaching methods:
Heuristic method and discussion of the covered topics. Students will be expected to analyse arguments for and against certain statements and theses that are at the centre of specific scientific and philosophical Students will be challenged to analyse the arguments for and against certain claims and theses that form the centre of specific scientific and philosophical reflections on human beings, or on their upbringing, education and school socialisation. They will also be encouraged to infer the pedagogical and human rights implications of particular views on the human person.
MALÍK, B. (2013) Pedagogická antropológia I. Antropologické pozadie výchovy. Bratislava: Iris, 128 s. ISBN 978-80-8153-006-7.
MALÍK, B. (2015) Pedagogická antropológia II. Antropologické pozadie vzdelávania, habitualizácie a kvalifikovania. Bratislava: Iris, 2015, 121 s. ISBN 978-80-8153-048-7.
Recommended readings:
MALÍK, B. (2013) Pedagogická antropológia I. Antropologické pozadie výchovy. Bratislava: Iris, 128 s. ISBN 978-80-8153-006-7.
MALÍK, B. (2015) Pedagogická antropológia II. Antropologické pozadie vzdelávania, habitualizácie a kvalifikovania. Bratislava: Iris, 2015, 121 s. ISBN 978-80-8153-048-7.
Weighting of continuous/final evaluation: 100/0
The continuous evaluation includes the completion of four assignments (40% of the grade) and a test (60% of the grade). To pass the course, a minimum of 60% of the total mark is required.
The grading scale:
A 100-91%, excellent - outstanding results. In the test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to an A grade.
Note: The point or percentage grade for the assignments reflects the degree to which the student's performance on the assignment is consistent with the criteria specified for every assignment. The test contains tasks of varying cognitive difficulty, so that it stratifies students not only according to the extent of knowledge acquired. Both the test and the assignments are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a B grade.
C 80-73%, good - normal reliable work. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a grade of C.
D 72-66%, satisfactory - acceptable performance. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a grade D.
E 65-60%, sufficient. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to an E.
Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.
Slovak language
Clarification of the interrelationships between anthropology and pedagogy and the place of pedagogical anthropology in the structure of the disciplines of education and anthropology. Specification of the place of education, training and school socialization in other profile activities of the school and clarification of their anthropological background. The most significant conceptions of man that have seen the widest reception in the pedagogical sciences. The anthropology of childhood and the conceptions of education that it inspired. Critical assessment of the catalogue of requirements for the personality profile of a person as a target product of the process of training from the point of view of various pedagogical-anthropological approaches and conceptions. Justification of the importance of thematizations of the issues of the human person in the educational portfolio of schools preparing future educators.
100/0
The aim of the course is to make transparent the anthropological background of different temporally, socially and culturally conditioned ideas about schooling and its key components (upbringing, education, school socialization, etc.). The student wills know their anthropological backgrounds and the limits they impose. They will learn to see the school not only as an institution with its own rules of operation and obligations to the state, the sphere of work and civil society, but also as a space for the cultivation of human beings in the intent of certain humanistic ideals. The students will be able to tell when the formation of human beings in the intent of certain social demands and expectations placed on human beings by the sphere of decision-making and the sphere of work come into conflict with the requirement of humanity and human dignity. It will also become familiar with the critique of certain concepts of normality and ideas of the ideal status of man that have been entrenched in educational theory and practice, and will be aware of their human-legal implications. The knowledge and skills that students will acquire in the course will also help them develop their professional competences, as it will enable them to reflect on their own educational work and to better understand their pupils and students once they enter the profession.
Seminar, 2 hours weekly, i.e. 22 hours per semester, blended learning (mainly face-to-face)
Student workload:
22 hours of face-to-face learning, 14 hours to prepare for the test, 18 hours to work on assignment, 6 hours of guided self-study (content analysis of selected pedagogical documents). Total 60 hours.
Teaching methods:
Heuristic method and discussion of the covered topics. Students will be expected to analyse arguments for and against certain statements and theses that are at the centre of specific scientific and philosophical Students will be challenged to analyse the arguments for and against certain claims and theses that form the centre of specific scientific and philosophical reflections on human beings, or on their upbringing, education and school socialisation. They will also be encouraged to infer the pedagogical and human rights implications of particular views on the human person.
MALÍK, B. (2013) Pedagogická antropológia I. Antropologické pozadie výchovy. Bratislava: Iris, 128 s. ISBN 978-80-8153-006-7.
MALÍK, B. (2015) Pedagogická antropológia II. Antropologické pozadie vzdelávania, habitualizácie a kvalifikovania. Bratislava: Iris, 2015, 121 s. ISBN 978-80-8153-048-7.
Recommended readings:
MALÍK, B. (2013) Pedagogická antropológia I. Antropologické pozadie výchovy. Bratislava: Iris, 128 s. ISBN 978-80-8153-006-7.
MALÍK, B. (2015) Pedagogická antropológia II. Antropologické pozadie vzdelávania, habitualizácie a kvalifikovania. Bratislava: Iris, 2015, 121 s. ISBN 978-80-8153-048-7.
Weighting of continuous/final evaluation: 100/0
The continuous evaluation includes the completion of four assignments (40% of the grade) and a test (60% of the grade). To pass the course, a minimum of 60% of the total mark is required.
The grading scale:
A 100-91%, excellent - outstanding results. In the test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to an A grade.
Note: The point or percentage grade for the assignments reflects the degree to which the student's performance on the assignment is consistent with the criteria specified for every assignment. The test contains tasks of varying cognitive difficulty, so that it stratifies students not only according to the extent of knowledge acquired. Both the test and the assignments are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a B grade.
C 80-73%, good - normal reliable work. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a grade of C.
D 72-66%, satisfactory - acceptable performance. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a grade D.
E 65-60%, sufficient. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to an E.
Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.
Slovak language
Clarification of the interrelationships between anthropology and pedagogy and the place of pedagogical anthropology in the structure of the disciplines of education and anthropology. Specification of the place of education, training and school socialization in other profile activities of the school and clarification of their anthropological background. The most significant conceptions of man that have seen the widest reception in the pedagogical sciences. The anthropology of childhood and the conceptions of education that it inspired. Critical assessment of the catalogue of requirements for the personality profile of a person as a target product of the process of training from the point of view of various pedagogical-anthropological approaches and conceptions. Justification of the importance of thematizations of the issues of the human person in the educational portfolio of schools preparing future educators.
100/0
The aim of the course is to make transparent the anthropological background of different temporally, socially and culturally conditioned ideas about schooling and its key components (upbringing, education, school socialization, etc.). The student wills know their anthropological backgrounds and the limits they impose. They will learn to see the school not only as an institution with its own rules of operation and obligations to the state, the sphere of work and civil society, but also as a space for the cultivation of human beings in the intent of certain humanistic ideals. The students will be able to tell when the formation of human beings in the intent of certain social demands and expectations placed on human beings by the sphere of decision-making and the sphere of work come into conflict with the requirement of humanity and human dignity. It will also become familiar with the critique of certain concepts of normality and ideas of the ideal status of man that have been entrenched in educational theory and practice, and will be aware of their human-legal implications. The knowledge and skills that students will acquire in the course will also help them develop their professional competences, as it will enable them to reflect on their own educational work and to better understand their pupils and students once they enter the profession.
Seminar, 2 hours per week, i.e. 22 hours per semester, combined method (mostly full-time)
Student workload:
22 hours of direct teaching, 10 hours of continuous assignments, 8 hours of guided self-study, 10 hours of seminar preparation. 10 hours of self-study, 10 hours of tutorials, 10 hours of self-study, 10 hours of study, 10 hours of tutorials, 10 hours of self-study, 10 hours of self-study.
Teaching methods:
Lecturing, discussion, work with technical text, tables and graphs, group work, guided self-study
Required reading:
BOTÍKOVÁ, M. a kol. 1997. Tradície slovenskej rodiny. Bratislava: Veda, 1997. 242s. ISBN 80-224-0461-6.
MOŽNÝ, I.: Sociologie rodiny. SLON : Praha, 2002. ISBN 80-85850-75-3.
SINGLY, F., De.: Sociologie současné rodiny. Portál : Praha, 1999. ISBN 80-7178-249-1.
ZAVIŠ, M.: Detskí migranti a edukačné dôsledky migrácie. Migrant children and educational implications of migration. In: Medzinárodný dialóg a migračná kríza. Trnava: Pedagogická fakulta, 2018. S. 80-105. ISBN 978-80-568-0134-5.
ZAVIŠ, M.: Manželstvo a rozvod vo svetových mimokresťanských náboženstvách s dôrazom na ich pozíciu v islame. In: Manželstvo a rodina v náboženskom kontexte. Trnava: Dobrá kniha, 2013. S. 13-56. ISBN 978-80-7141-814-6.
Selected chapters for the course will be provided in the course on moodle.uniba.sk
The course is completed with a grade of 100/0.
100% of the interim assessment, which includes about 8 assignments (elaboration of a professional text according to the assignment). Students will use the e-learning environment moodle. To pass the course it is necessary to obtain at least 60% of the points. Grades are awarded on a scale of A (excellent - outstanding results), B (very good - above average standard), C (good - normal reliable work), D (satisfactory - acceptable results), E (sufficient - results meet minimum criteria) and Fx (insufficient - extra work required). Grading (ECTS): A: 100-91%, B 90-81%, C 80-73%, D 72-66%, E 65-60%, FX 59-0%.
Slovak and Czech language
The course leads students to understand the family (its various functions and meanings) as part of society and a social institution. Emphasis is placed on the cultural variation of the family in different types of societies in the past and today, on the transformation of the roles of women, men and children in the contemporary family.
100/0
The course leads students to understand the family (its various functions and meanings) as part of society and a social institution. Emphasis is placed on the cultural variation of the family in different types of societies in the past and today, on the transformation of the roles of women, men and children in the contemporary family.
Seminar, 2 hours per week, i.e. 22 hours per semester, combined method (mostly full-time)
Student workload:
22 hours of direct teaching, 10 hours of continuous assignments, 8 hours of guided self-study, 10 hours of seminar preparation. 10 hours of self-study, 10 hours of tutorials, 10 hours of self-study, 10 hours of study, 10 hours of tutorials, 10 hours of self-study, 10 hours of self-study.
Teaching methods:
Lecturing, discussion, work with technical text, tables and graphs, group work, guided self-study
Required reading:
BOTÍKOVÁ, M. a kol. 1997. Tradície slovenskej rodiny. Bratislava: Veda, 1997. 242s. ISBN 80-224-0461-6.
MOŽNÝ, I.: Sociologie rodiny. SLON : Praha, 2002. ISBN 80-85850-75-3.
SINGLY, F., De.: Sociologie současné rodiny. Portál : Praha, 1999. ISBN 80-7178-249-1.
ZAVIŠ, M.: Detskí migranti a edukačné dôsledky migrácie. Migrant children and educational implications of migration. In: Medzinárodný dialóg a migračná kríza. Trnava: Pedagogická fakulta, 2018. S. 80-105. ISBN 978-80-568-0134-5.
ZAVIŠ, M.: Manželstvo a rozvod vo svetových mimokresťanských náboženstvách s dôrazom na ich pozíciu v islame. In: Manželstvo a rodina v náboženskom kontexte. Trnava: Dobrá kniha, 2013. S. 13-56. ISBN 978-80-7141-814-6.
Selected chapters for the course will be provided in the course on moodle.uniba.sk
The course is completed with a grade of 100/0.
100% of the interim assessment, which includes about 8 assignments (elaboration of a professional text according to the assignment). Students will use the e-learning environment moodle. To pass the course it is necessary to obtain at least 60% of the points. Grades are awarded on a scale of A (excellent - outstanding results), B (very good - above average standard), C (good - normal reliable work), D (satisfactory - acceptable results), E (sufficient - results meet minimum criteria) and Fx (insufficient - extra work required). Grading (ECTS): A: 100-91%, B 90-81%, C 80-73%, D 72-66%, E 65-60%, FX 59-0%.
Slovak and Czech language
The course leads students to understand the family (its various functions and meanings) as part of society and a social institution. Emphasis is placed on the cultural variation of the family in different types of societies in the past and today, on the transformation of the roles of women, men and children in the contemporary family.
100/0
The course leads students to understand the family (its various functions and meanings) as part of society and a social institution. Emphasis is placed on the cultural variation of the family in different types of societies in the past and today, on the transformation of the roles of women, men and children in the contemporary family.
Seminar, 2 hours per week, total 22 hours per semester, combined method (mostly in class)
Student workload:
2 hours of seminar per week (= 22 hours per semester), preparation of mid-term paper in the first half of the semester 19 hours, preparation of final paper in the second half of the semester 19 hours Total 60 hours per semester.
Teaching methods:
Brainstorming, discussion of the topic under discussion, demonstration of appropriate solutions, problem solving, Socratic conversation, project development.
BABYRÁDOVÁ, H. 2002: Rituál, umění a výchova. Brno : PdF MU. ISBN 80-210-3029-1
MISTRÍK, E. 2016: Estetická výchova ako nástroj sebareflexie. Bratislava : UK. ISBN 978-80-223-4207-0
MISTRÍK, E. 2009: Umenie a kultúra pre 1. ročník gymnázií. Prievidza : Združenie EDUCO. ISBN 978-80-8941303-8
MISTRÍK, E. 2009: Umenie a kultúra pre 2. ročník gymnázií. Prievidza : Združenie EDUCO. ISBN 978-80-89413-04-5
MISTRÍK, E. – JANIKOVIČ, Z. 2012: Umenie a kultúra pre 3. ročník gymnázií. Prievidza : Združenie EDUCO. ISBN 978-80-89413-31-1
MISTRÍK, E. 2019: Základy estetiky a etikety. Bratislava : SPN. ISBN 978-80-10-03446-8
PRŠOVÁ, E. 2000: Aktivizácia žiakov metódami dramatickej výchovy. Banská Bystrica : Metodické centrum. ISBN 80-8041-354-1
Over the course of the semester, students work on their own project using the arts in school civics. At mid-semester, they turn in an annotation of the project - title, choice of work they would work with, basic goals of the civics work, and characteristics of the target audience. The appropriateness of the work for the goals and for the target group, and the adequacy of the connection between the goals and the target group are assessed.
At the end of the semester, they turn in a complete project. The project will include:
- The objectives of the activity (pupils' skills according to the National Curriculum).
- The target group of the activity (for which pupils it could be used).
- Time and space (how long it would last, any special space requirements).
- The flow of the activity (a brief scenario of how the students would carry it out).
- Evaluation of the activity (how they would evaluate the students).
- Theoretical perspective on the activity (students will list three key words from artwork theory and briefly elaborate on how these three key words reflect their activity).
- Literature used.
The ability to use the artwork to develop students' civic skills and abilities is assessed and must be clearly defined in the project.
Assessment:
A (100-91%, excellent - outstanding performance), students will develop an original artwork project that is thought through as a coherent whole and fulfills the civics objectives of the National Curriculum,
B (90-81%, very good - above average standard), students creatively develop an arts project that meets the objectives of civics and is linked to the National Curriculum,
C (80-73%, good - normal reliable work), students will develop an art project that does not interfere with the principles of civics and is tied to the National Curriculum,
D (72-66%, satisfactory - acceptable performance), students will develop a project that will not be internally rigorous but will not violate the principles of civics,
E (65-60%, satisfactory - results meet the minimum criteria), students will develop a project working with art that will not violate the principles of civics education but will not be internally intertwined with the National Curriculum,
Fx (59-0%, insufficient - extra work required), students will develop a project that is not tied to the National Curriculum and does not address the goals of citizenship education.
Weighting of the mid-term and final assessment: 100/0.
Slovak and Czech language
Prerequisites for working with the arts in civics. Methods of working with art in general and specifically in civics. The meaning of working with art in citizenship education. Examples of themes that can be developed with the help of the arts: critical thinking, the Holocaust, communism, how people lived in the past, human equality, global issues. Ways of evaluating work with the arts in citizenship education.
Since the aim of the course is to prepare students for the didactically correct fulfilment of the objectives of civics or citizenship education according to the current National Curriculum and according to the current socio-political situation, the topics that can be developed with the help of art will be adjusted according to the changes in the National Curriculum and according to the current social situation at home or in the world.
100/0
Students know and have mastered the main methods of working with the arts in civics, or more broadly in citizenship education. They know how to plan such work and combine appropriate didactic approaches with specific groups of pupils. They find civic themes in art and can relate artworks to specific objectives and topics in citizenship education.
Seminar, 2 hours per week, total 22 hours per semester, combined method (mostly in class)
Student workload:
2 hours of seminar per week (= 22 hours per semester), preparation of mid-term paper in the first half of the semester 19 hours, preparation of final paper in the second half of the semester 19 hours Total 60 hours per semester.
Teaching methods:
Brainstorming, discussion of the topic under discussion, demonstration of appropriate solutions, problem solving, Socratic conversation, project development.
BABYRÁDOVÁ, H. 2002: Rituál, umění a výchova. Brno : PdF MU. ISBN 80-210-3029-1
MISTRÍK, E. 2016: Estetická výchova ako nástroj sebareflexie. Bratislava : UK. ISBN 978-80-223-4207-0
MISTRÍK, E. 2009: Umenie a kultúra pre 1. ročník gymnázií. Prievidza : Združenie EDUCO. ISBN 978-80-8941303-8
MISTRÍK, E. 2009: Umenie a kultúra pre 2. ročník gymnázií. Prievidza : Združenie EDUCO. ISBN 978-80-89413-04-5
MISTRÍK, E. – JANIKOVIČ, Z. 2012: Umenie a kultúra pre 3. ročník gymnázií. Prievidza : Združenie EDUCO. ISBN 978-80-89413-31-1
MISTRÍK, E. 2019: Základy estetiky a etikety. Bratislava : SPN. ISBN 978-80-10-03446-8
PRŠOVÁ, E. 2000: Aktivizácia žiakov metódami dramatickej výchovy. Banská Bystrica : Metodické centrum. ISBN 80-8041-354-1
Over the course of the semester, students work on their own project using the arts in school civics. At mid-semester, they turn in an annotation of the project - title, choice of work they would work with, basic goals of the civics work, and characteristics of the target audience. The appropriateness of the work for the goals and for the target group, and the adequacy of the connection between the goals and the target group are assessed.
At the end of the semester, they turn in a complete project. The project will include:
- The objectives of the activity (pupils' skills according to the National Curriculum).
- The target group of the activity (for which pupils it could be used).
- Time and space (how long it would last, any special space requirements).
- The flow of the activity (a brief scenario of how the students would carry it out).
- Evaluation of the activity (how they would evaluate the students).
- Theoretical perspective on the activity (students will list three key words from artwork theory and briefly elaborate on how these three key words reflect their activity).
- Literature used.
The ability to use the artwork to develop students' civic skills and abilities is assessed and must be clearly defined in the project.
Assessment:
A (100-91%, excellent - outstanding performance), students will develop an original artwork project that is thought through as a coherent whole and fulfills the civics objectives of the National Curriculum,
B (90-81%, very good - above average standard), students creatively develop an arts project that meets the objectives of civics and is linked to the National Curriculum,
C (80-73%, good - normal reliable work), students will develop an art project that does not interfere with the principles of civics and is tied to the National Curriculum,
D (72-66%, satisfactory - acceptable performance), students will develop a project that will not be internally rigorous but will not violate the principles of civics,
E (65-60%, satisfactory - results meet the minimum criteria), students will develop a project working with art that will not violate the principles of civics education but will not be internally intertwined with the National Curriculum,
Fx (59-0%, insufficient - extra work required), students will develop a project that is not tied to the National Curriculum and does not address the goals of citizenship education.
Weighting of the mid-term and final assessment: 100/0.
Slovak and Czech language
Prerequisites for working with the arts in civics. Methods of working with art in general and specifically in civics. The meaning of working with art in citizenship education. Examples of themes that can be developed with the help of the arts: critical thinking, the Holocaust, communism, how people lived in the past, human equality, global issues. Ways of evaluating work with the arts in citizenship education.
Since the aim of the course is to prepare students for the didactically correct fulfilment of the objectives of civics or citizenship education according to the current National Curriculum and according to the current socio-political situation, the topics that can be developed with the help of art will be adjusted according to the changes in the National Curriculum and according to the current social situation at home or in the world.
100/0
Students know and have mastered the main methods of working with the arts in civics, or more broadly in citizenship education. They know how to plan such work and combine appropriate didactic approaches with specific groups of pupils. They find civic themes in art and can relate artworks to specific objectives and topics in citizenship education.
Scope, type/method of teaching and organizational form:
2 hours seminar per week, 22 hours total per semester combined (mostly full-time)
Student workload:
Scope: 11x 2 hours of direct instruction = 22 hours; preparation for group presentation = 18 hours; preparation for newspaper article = 20 hours. 60 hours total.
Teaching methods:
Discussion, interview, role-play method, quizzes, brainstorming, case study, mind-mapping, interpretation, text work, small group work, group presentation
ČAČOVÁ, Z. – LENČO, P. eds. Ľudské práva vy výchove a vzdelávaní: aktuálny stav, výzvy a inšpirácie. Bratislava : Nadácia otvorenej spoločnosti. 2016. ISBN 978-80-89571-12-3
DEBRECÉNIOVÁ, J. Antidiskriminačný zákon – Komentár. Bratislava : Občan, demokracia a zodpovednosť. 2008. ISBN 978-80-89140-16-9
HORNÁ, D. – KÁLMÁN, P. eds. Vybrané texty k ľudským právam: Príručka pre Olympiádu ľudských práv. Bratislava : Univerzita Komenského v Bratislave. 2013. ISBN 978-80-223-3523-2
KRESÁK, P. et al. Občan a demokracia. Bratislava : Nadácia Občan a demokracia (Minority Rights Group – Slovakia). 1997. ISBN 80-967169-7-2
KRÍŽ, M. a kol. Stručný katalóg ĽP s námetmi na ich uplatnenie v škole. ŠPÚ. 2005.
KVIEČINSKÁ, J. ed. Prvé kroky – metodická príručka pre výchovu k ľudským právam. Bratislava : Nadácia Milana Šimečku. 1998. ISBN 80-967588-3-7
POLLMANN, Arnd – LOHMANN, Georg. Ľudské práva : Interdisciplinárna príručka. Bratislava : Kalligram, 2017. ISBN 978-80-8101-960-9.
VARGOVÁ, D.: Práva detí v kontexte Dohovoru o právach dieťaťa. Bratislava : MPC Bratislava. 2007. ISBN 978-80-8052-288-9.
VARGOVÁ, D. – ĎURAJOVÁ, D. Výchova k ľudským právam v školách. Bratislava : Metodicko-pedagogické centrum. 2011. ISBN 978-80-8052-393-0
VARGOVÁ, D. KRÍŽOVÁ, O. Nielen ja, ale aj tí iní. MPC Bratislava. 2008.
všetky kľúčové medzinárodné dohovory o ĽP
The interim part of the evaluation will consist of the following components:
- class participation or active involvement in class discussions (20 points);
- group presentation on a selection of topics (e.g. refugees, women, people with disabilities, Roma, children, LGBTI people) (40 points);
Each group will be responsible for presenting the chosen topic in an interactive and engaging way (which major international legal documents touch on the topic; what forms of discrimination the vulnerable social group in question experiences; what specific lawsuits at national or international level have taken place in the past that relate to this topic; what are the main arguments and prejudices that emerge in society to counter the HR of this group and how can these be addressed, etc.). Next, the group will present a specific activity or preparation of a whole lesson for pupils of primary or secondary school in a well-specified school year (of their choice), in which the members of the presenting group, as future teachers, will try to bring the specific topic of the given vulnerable social group in HR to their pupils. In preparing the presentation, it is necessary to draw not only on the titles listed in these syllabi.
- A newspaper article advocating for the rights of a selected vulnerable social group (e.g. refugees, women, people with disabilities, Roma, children, LGBTI people - but other than a group presentation) (40 marks).
Individual written work. This is a short text (400-550 words) or an argumentative and advocacy newspaper article for the Comments section of Denník SME, Denník N, Hospodárske noviny or another national daily newspaper. It is also an analytical text based on various expert evidence and existing research on the topic. The article will be evaluated positively if it actively works with statistical data on discrimination against these groups, or if it actively refutes prejudices about this group.
For a final grade of A, the paper must score at least 91 points, for a grade of B at least 81 points, for a grade of C at least 73 points, for a grade of D at least 66 points, and for a grade of E at least 60 points. To pass the course you must obtain a minimum of 60% of the marks.
For a grade of A, the student must perform consistently well, be able to study independently, and be able to reflect on the problems presented. The student can critically evaluate the information presented, identify problems and propose original solutions, can select relevant sources for his/her studies, can analyse and select professional or scientific information, is familiar with theoretical and empirical knowledge in the field of human rights and can apply it in his/her teaching practice. At the same time, students are able to work in a team and collaborate on assignments.
A grade of B means that the student has performed above average throughout the semester, has been able to study independently, is proficient in basic human rights information, can navigate the literature, and can apply the knowledge gained to practice in working with children and students, but there are also weaknesses in his/her critical and creative thinking. At the same time, students are able to work in teams and collaborate on assignments.
A grade of C means that the student has performed well during the semester, his or her theoretical knowledge of the subject is at a good level, but the ability to apply this knowledge, critically evaluate and compare different literary sources is lacking. There are more weaknesses in critical and inductive thinking as well as in group work.
A grade of D means that the student has been less well prepared during the semester, has moderate deficiencies in theoretical knowledge related to the subject of education and has more problems in independent implementation work as well as in group work, cannot critically analyse information and has problems applying knowledge to practice.
A grade of E means that the student fails in more than one of the assignments, lacks the ability to analyse and compare multiple pieces of knowledge, and fails to think critically and apply theoretical knowledge to practice, but is proficient in most of the theoretical knowledge of the course.
Slovak language
1. Stereotypes and myths about human rights (HR);
2. Basic concepts of HR;
3. Basic HRD documents;
4. The Constitution of the Slovak Republic and HRDs;
5. The system of HR protection at national and international level;
6. Critique of HR universalism;
7. Individual rights across the HR group;
8. Sample lesson with (online) living library;
9. People at risk of discrimination: Roma in People at Risk; Refugees in People at Risk; LGBTI people in People at Risk; Women and People at Risk; People with Disabilities and People at Risk; Children and People at Risk
100/0
To introduce students to human rights (HR) issues, to understand the philosophy and process of implementing HR and child rights in the educational process. After completing the seminar, students will be able to: explain HR as an idea of higher law, define the basic terms: natural rights, human rights, civil rights, distinguish the three generations of HR from the groups of HR in the Constitution of the Slovak Republic, explain and understand the system of protection of HR at the national and international level, navigate through the basic documents on HR and the rights of the child (CR), critically analyze the universalism of HR, argue and take a position on situations of violation of HR in school, in Slovakia, in the world and last but not least, provide and verify (through innovative teaching methods) a range of activities focused on the issue of human rights and human rights.
They will also be able to assess, analyse and compare information, be able to think critically and evaluate individual examples of good practice and generalise knowledge.
Scope, type/method of teaching and organizational form:
2 hours seminar per week, 22 hours total per semester combined (mostly full-time)
Student workload:
Scope: 11x 2 hours of direct instruction = 22 hours; preparation for group presentation = 18 hours; preparation for newspaper article = 20 hours. 60 hours total.
Teaching methods:
Discussion, interview, role-play method, quizzes, brainstorming, case study, mind-mapping, interpretation, text work, small group work, group presentation
ČAČOVÁ, Z. – LENČO, P. eds. Ľudské práva vy výchove a vzdelávaní: aktuálny stav, výzvy a inšpirácie. Bratislava : Nadácia otvorenej spoločnosti. 2016. ISBN 978-80-89571-12-3
DEBRECÉNIOVÁ, J. Antidiskriminačný zákon – Komentár. Bratislava : Občan, demokracia a zodpovednosť. 2008. ISBN 978-80-89140-16-9
HORNÁ, D. – KÁLMÁN, P. eds. Vybrané texty k ľudským právam: Príručka pre Olympiádu ľudských práv. Bratislava : Univerzita Komenského v Bratislave. 2013. ISBN 978-80-223-3523-2
KRESÁK, P. et al. Občan a demokracia. Bratislava : Nadácia Občan a demokracia (Minority Rights Group – Slovakia). 1997. ISBN 80-967169-7-2
KRÍŽ, M. a kol. Stručný katalóg ĽP s námetmi na ich uplatnenie v škole. ŠPÚ. 2005.
KVIEČINSKÁ, J. ed. Prvé kroky – metodická príručka pre výchovu k ľudským právam. Bratislava : Nadácia Milana Šimečku. 1998. ISBN 80-967588-3-7
POLLMANN, Arnd – LOHMANN, Georg. Ľudské práva : Interdisciplinárna príručka. Bratislava : Kalligram, 2017. ISBN 978-80-8101-960-9.
VARGOVÁ, D.: Práva detí v kontexte Dohovoru o právach dieťaťa. Bratislava : MPC Bratislava. 2007. ISBN 978-80-8052-288-9.
VARGOVÁ, D. – ĎURAJOVÁ, D. Výchova k ľudským právam v školách. Bratislava : Metodicko-pedagogické centrum. 2011. ISBN 978-80-8052-393-0
VARGOVÁ, D. KRÍŽOVÁ, O. Nielen ja, ale aj tí iní. MPC Bratislava. 2008.
všetky kľúčové medzinárodné dohovory o ĽP
The interim part of the evaluation will consist of the following components:
- class participation or active involvement in class discussions (20 points);
- group presentation on a selection of topics (e.g. refugees, women, people with disabilities, Roma, children, LGBTI people) (40 points);
Each group will be responsible for presenting the chosen topic in an interactive and engaging way (which major international legal documents touch on the topic; what forms of discrimination the vulnerable social group in question experiences; what specific lawsuits at national or international level have taken place in the past that relate to this topic; what are the main arguments and prejudices that emerge in society to counter the HR of this group and how can these be addressed, etc.). Next, the group will present a specific activity or preparation of a whole lesson for pupils of primary or secondary school in a well-specified school year (of their choice), in which the members of the presenting group, as future teachers, will try to bring the specific topic of the given vulnerable social group in HR to their pupils. In preparing the presentation, it is necessary to draw not only on the titles listed in these syllabi.
- A newspaper article advocating for the rights of a selected vulnerable social group (e.g. refugees, women, people with disabilities, Roma, children, LGBTI people - but other than a group presentation) (40 marks).
Individual written work. This is a short text (400-550 words) or an argumentative and advocacy newspaper article for the Comments section of Denník SME, Denník N, Hospodárske noviny or another national daily newspaper. It is also an analytical text based on various expert evidence and existing research on the topic. The article will be evaluated positively if it actively works with statistical data on discrimination against these groups, or if it actively refutes prejudices about this group.
For a final grade of A, the paper must score at least 91 points, for a grade of B at least 81 points, for a grade of C at least 73 points, for a grade of D at least 66 points, and for a grade of E at least 60 points. To pass the course you must obtain a minimum of 60% of the marks.
For a grade of A, the student must perform consistently well, be able to study independently, and be able to reflect on the problems presented. The student can critically evaluate the information presented, identify problems and propose original solutions, can select relevant sources for his/her studies, can analyse and select professional or scientific information, is familiar with theoretical and empirical knowledge in the field of human rights and can apply it in his/her teaching practice. At the same time, students are able to work in a team and collaborate on assignments.
A grade of B means that the student has performed above average throughout the semester, has been able to study independently, is proficient in basic human rights information, can navigate the literature, and can apply the knowledge gained to practice in working with children and students, but there are also weaknesses in his/her critical and creative thinking. At the same time, students are able to work in teams and collaborate on assignments.
A grade of C means that the student has performed well during the semester, his or her theoretical knowledge of the subject is at a good level, but the ability to apply this knowledge, critically evaluate and compare different literary sources is lacking. There are more weaknesses in critical and inductive thinking as well as in group work.
A grade of D means that the student has been less well prepared during the semester, has moderate deficiencies in theoretical knowledge related to the subject of education and has more problems in independent implementation work as well as in group work, cannot critically analyse information and has problems applying knowledge to practice.
A grade of E means that the student fails in more than one of the assignments, lacks the ability to analyse and compare multiple pieces of knowledge, and fails to think critically and apply theoretical knowledge to practice, but is proficient in most of the theoretical knowledge of the course.
Slovak language
1. Stereotypes and myths about human rights (HR);
2. Basic concepts of HR;
3. Basic HRD documents;
4. The Constitution of the Slovak Republic and HRDs;
5. The system of HR protection at national and international level;
6. Critique of HR universalism;
7. Individual rights across the HR group;
8. Sample lesson with (online) living library;
9. People at risk of discrimination: Roma in People at Risk; Refugees in People at Risk; LGBTI people in People at Risk; Women and People at Risk; People with Disabilities and People at Risk; Children and People at Risk
100/0
To introduce students to human rights (HR) issues, to understand the philosophy and process of implementing HR and child rights in the educational process. After completing the seminar, students will be able to: explain HR as an idea of higher law, define the basic terms: natural rights, human rights, civil rights, distinguish the three generations of HR from the groups of HR in the Constitution of the Slovak Republic, explain and understand the system of protection of HR at the national and international level, navigate through the basic documents on HR and the rights of the child (CR), critically analyze the universalism of HR, argue and take a position on situations of violation of HR in school, in Slovakia, in the world and last but not least, provide and verify (through innovative teaching methods) a range of activities focused on the issue of human rights and human rights.
They will also be able to assess, analyse and compare information, be able to think critically and evaluate individual examples of good practice and generalise knowledge.
Seminar, 2 hours per week, i.e., 22 hours in total per semester, combined method (mostly in attendance)
Student workload:
22 hours of teaching per semester, preparation of a continuous thesis in the first half of the semester 15 hours, continuous study of literature 8 hours, preparation of a final thesis in the second half of the semester 15 hours per semester. Total 60 hours per semester.
Teaching methods:
Discussion of the topic covered, experience of multiculturalism, demonstration of appropriate solutions, problem-solving exercises, development of a class preparation project.
KASÍKOVÁ, H. a kol. 2003: Interkulturní výchova a vzdělávání: efektivní metody a formy. Praha : FF UK. (bez ISBN)
KOMINAREC, I. – KOMINARECOVÁ, E. 2009: Multikulturalita a komunikácia. Prešov : PO. ISBN 978-80-555-0061-4
MISTRÍK A kol. 2008: Multikultúrna výchova v škole. Bratislava : Nadácia otvorenej spoločnosti. ISBN 978-80-969271-4-2
MISTRÍK, E. – HAAPANEN, S. – HEIKKINEN, H. – JAZUDEK, R. – ONDRUŠKOVÁ, N. – RÄSÄNEN, R. 1999: Kultúra a multikultúrna výchova. Culture and Multicultural Education. Bratislava : Iris. ISBN 80-88778-81-3
MISTRÍK, E. 2008: Multikultúrna výchova. In: Školské vzdelávacie programy. Praktický manuál pre zostavenie vlastného školského vzdelávacieho programu. 3. E1. Bratislava : RAABE. ISBN 978-80-89182-27-5
PRŮCHA. J. 2006: Multikulturní výchova. Praha : Triton. ISBN 80-7254-866-2
VANČÍKOVÁ, K. 2013: Multikultúrna výchova, jej miesto v súčasnej škole. Banská Bystrica: PdF UMB. ISBN 978-80-557-0512-5
Students will choose one of the activities that will be part of the lessons, work it systematically and develop it into a comprehensive preparation of a civics lesson according to this structure:
1. Objectives of the activity (what skills and abilities it develops, what civics topic it could be used for in school - students will choose one topic).
2. The target group of the activity (for which students could it be used).
3. Time and space (how long it would last, any special space requirements).
4. The flow of the activity (a brief scenario of how the student would carry it out).
5. Evaluation of the activity (how they would evaluate the students).
6. Theoretical perspective on the activity (students will use three key words from multicultural education theory).
7. Literature used.
The evaluation will assess the fulfilment of the principles of multicultural education, the suitability of the project for teaching civics, the systematic nature of the preparation and the interconnectedness of its components. Negative evaluations will be given to projects that could reinforce stereotypes and prejudices among pupils or in which students present stereotypical views of other cultures.
Assessment:
A (100-91%, excellent - outstanding performance), students will develop an original project that is thought through as a coherent whole to develop intercultural understanding,
B (90-81%, very good - above average standard), students will creatively develop a project that will assist in developing intercultural understanding,
C (80-73%, good - normal reliable work), students will develop a project that does not interfere with the principles of multicultural education,
D (72-66%, satisfactory - acceptable performance), students will produce a project that is not internally intertwined but will not violate the principles of multicultural education,
E (65-60%, satisfactory - results meet the minimum criteria), students will produce a project that marginally violates the principles of multicultural education,
Fx (59-0%, insufficient - extra work required), students will develop a project that promotes cultural stereotypes and biases.
Weighting of midterm and final grade: 100/0.
Slovak and Czech language
The problem that multicultural education is facing - stereotypes and prejudices in us. Encountering another culture. Culture shock. How we acquire information about other cultures. How to cope with the arrival of foreigners. What we think about intercultural communication. Migration and values in multicultural education. How to proceed in multicultural education. Assessment in multicultural education.
100/0
Students understand the principles and practices of multicultural education. They know how to work with stereotypes and prejudices in the classroom. They can plan and design multicultural education and are able to integrate it as a cross-curricular theme in the teaching of civics. They develop their personal intercultural understanding. They master the main didactical practices in the implementation of multicultural education.
Seminar, 2 hours per week, i.e., 22 hours in total per semester, combined method (mostly in attendance)
Student workload:
22 hours of teaching per semester, preparation of a continuous thesis in the first half of the semester 15 hours, continuous study of literature 8 hours, preparation of a final thesis in the second half of the semester 15 hours per semester. Total 60 hours per semester.
Teaching methods:
Discussion of the topic covered, experience of multiculturalism, demonstration of appropriate solutions, problem-solving exercises, development of a class preparation project.
KASÍKOVÁ, H. a kol. 2003: Interkulturní výchova a vzdělávání: efektivní metody a formy. Praha : FF UK. (bez ISBN)
KOMINAREC, I. – KOMINARECOVÁ, E. 2009: Multikulturalita a komunikácia. Prešov : PO. ISBN 978-80-555-0061-4
MISTRÍK A kol. 2008: Multikultúrna výchova v škole. Bratislava : Nadácia otvorenej spoločnosti. ISBN 978-80-969271-4-2
MISTRÍK, E. – HAAPANEN, S. – HEIKKINEN, H. – JAZUDEK, R. – ONDRUŠKOVÁ, N. – RÄSÄNEN, R. 1999: Kultúra a multikultúrna výchova. Culture and Multicultural Education. Bratislava : Iris. ISBN 80-88778-81-3
MISTRÍK, E. 2008: Multikultúrna výchova. In: Školské vzdelávacie programy. Praktický manuál pre zostavenie vlastného školského vzdelávacieho programu. 3. E1. Bratislava : RAABE. ISBN 978-80-89182-27-5
PRŮCHA. J. 2006: Multikulturní výchova. Praha : Triton. ISBN 80-7254-866-2
VANČÍKOVÁ, K. 2013: Multikultúrna výchova, jej miesto v súčasnej škole. Banská Bystrica: PdF UMB. ISBN 978-80-557-0512-5
Students will choose one of the activities that will be part of the lessons, work it systematically and develop it into a comprehensive preparation of a civics lesson according to this structure:
1. Objectives of the activity (what skills and abilities it develops, what civics topic it could be used for in school - students will choose one topic).
2. The target group of the activity (for which students could it be used).
3. Time and space (how long it would last, any special space requirements).
4. The flow of the activity (a brief scenario of how the student would carry it out).
5. Evaluation of the activity (how they would evaluate the students).
6. Theoretical perspective on the activity (students will use three key words from multicultural education theory).
7. Literature used.
The evaluation will assess the fulfilment of the principles of multicultural education, the suitability of the project for teaching civics, the systematic nature of the preparation and the interconnectedness of its components. Negative evaluations will be given to projects that could reinforce stereotypes and prejudices among pupils or in which students present stereotypical views of other cultures.
Assessment:
A (100-91%, excellent - outstanding performance), students will develop an original project that is thought through as a coherent whole to develop intercultural understanding,
B (90-81%, very good - above average standard), students will creatively develop a project that will assist in developing intercultural understanding,
C (80-73%, good - normal reliable work), students will develop a project that does not interfere with the principles of multicultural education,
D (72-66%, satisfactory - acceptable performance), students will produce a project that is not internally intertwined but will not violate the principles of multicultural education,
E (65-60%, satisfactory - results meet the minimum criteria), students will produce a project that marginally violates the principles of multicultural education,
Fx (59-0%, insufficient - extra work required), students will develop a project that promotes cultural stereotypes and biases.
Weighting of midterm and final grade: 100/0.
Slovak and Czech language
The problem that multicultural education is facing - stereotypes and prejudices in us. Encountering another culture. Culture shock. How we acquire information about other cultures. How to cope with the arrival of foreigners. What we think about intercultural communication. Migration and values in multicultural education. How to proceed in multicultural education. Assessment in multicultural education.
100/0
Students understand the principles and practices of multicultural education. They know how to work with stereotypes and prejudices in the classroom. They can plan and design multicultural education and are able to integrate it as a cross-curricular theme in the teaching of civics. They develop their personal intercultural understanding. They master the main didactical practices in the implementation of multicultural education.
Seminar, 2 hours/week, i.e. 22 hours/semester, combined method (mostly full-time)
Student workload:
11 x (2) hours of teaching = 22 hours; 18 hours self-study; 20 hours preparation for group presentation. 60 hours in total.
Teaching methods:
In addition to monological methods of explanation, explanation and lecturing, dialogical methods of discussion, interview or Socratic conversation as well as experiential and activating methods, games, solutions to moral dilemmas, presentation and analysis of case studies, etc. are represented.
Compulsory readings:
Valica, M. – Fridrichová, P. – Kaliský, J. – Rohn, T. – Hajnalová Buvalová, Ľ. – Bradová, G.: Modely výučby etickej výchovy a kompetenčného profilu učiteľa etickej výchovy. Banská Bystrica: Pedagogická fakulta Univerzity Mateja Bela v Banskej Bystrici, 2011. Dostupné na: https://www.pdf.umb.sk/katedry/katedra-pedagogiky/publikacie/book-18418/modely-vyucby-etickej-vychovy-a-kompetencneho-profilu-ucitela-etickej-vychovy.html
Recommended readings:
Brestovanský, M.: Hodnoty, vzťahy a škola. Trnava: Typi Universitatis Tyrnaviensis, 2019.
Hollá, K.: Didaktika etickej výchovy. Nitra: Univerzita Konštatntína Filozofa v Nitre, 2014.
Hollá, Z. (et al.): Vybrané pedagogické aspekty rozvoja prosociálnosti u detí. Ružomberok: Pedagogická fakulta Katolíckej univerzity v Ružomberku, 2009.
Komárik, E. – Maďarová, A. – Malá, D.: Charakter: Príspevok k rozvoju morálnej gramotnosti. Nitra: Univerzita Konštantína filozofa v Nitre, 2014.
Lencz, L. – Krížová, O.: Metodický materiál k predmetu etická výchova. Prešov: Rokus, 2006.
Olivar, R. R.: Etická výchova. Bratislava: Orbis Pictus Istropolitana, 1992.
Podmanický, I.: Teória a prax etickej výchovy 1. Trnava: Trnavská Univerzita, 2012.
Podmanický, I.: Teória a prax etickej výchovy 2. Trnava: Trnavská Univerzita, 2013.
Vacek, P.: Rozvoj morálního vědomí žáků. Praha: Portál, 2008.
Vacek, P.: Psychologie morálky a výchova charakteru žáků. 2. vyd., Hradec Králové: Gaudeamus, 2013.
Vargová, D.: Výchova k prosociálnosti ako prostriedok, nie cieľ etickej výchovy. In:
Zborník ved. štúdií: Dobro a zlo, alebo o morálke. UMB Banská Bystrica, 2013, dostupné na: https://www.pdf.umb.sk/app/cmsFile.php?disposition=a&ID=6658.
Zaviš, M.: Prevencia religiofóbie pedagogickým vedením školopovinných detí. In: Religiofóbia: realita, prevencia a edukácia. Trnava: Trnavská univerzita, 2016. S. 57-66.
Weighting of interim and final marks: 100/0
Interim assessment includes: 30% classroom activity; 70% group presentation, which is an assignment where students divided into groups have to elaborate any topic from the EV program as they would present it to their students, i.e., in addition to the theory, they must also be proficient in the practice, because as part of their deliverables, we are conducting de facto demonstrations of their presentation and interpretation of the issues in a fictional classroom.
The assessment is awarded on a scale:
A (100-91%, excellent - outstanding results; students have performed excellently during the semester, they have actively participated in the teaching and have shown interest in the subject, their theoretical knowledge of ethics education is at a high level, they can apply the acquired knowledge without any problems),
B (90-81%, very good - above average standard; students performed very well during the semester, participated in the teaching, their theoretical knowledge of ethics education is at a very good level, they are able to apply the acquired knowledge),
C (80-73%, good - normal reliable work; students performed standardly well during the semester, their theoretical knowledge in the field of ethics education is at a good level, they can apply the acquired knowledge to a limited extent),
D (72-66%, satisfactory - acceptable performance; students are slightly deficient in their theoretical knowledge of ethics education; they have difficulty applying the knowledge they have acquired),
E (65-60%, satisfactory - results meet the minimum criteria; students have only minimal involvement in the learning process; they have significant deficiencies in theoretical knowledge in the field of ethics education; they have significant problems to apply the acquired knowledge),
Fx (59-0%, insufficient - extra work required).
Slovak and Czech language
Introduction to ethics education (basic concepts, aim).
2. Introduction of the Slovak programme of ethics education (educational programme, educational style, educational methods).
3. Procedural aspect of ethical education.
4. Problems - positives and negatives of ethical education as we have it today.
5. The psychology of moral development.
6. Different forms of character education.
100/0
After completing the course, the student can: define and explain the key concepts of ethical education; orient in the Slovak programme of ethical education; distinguish between the target and procedural components of ethical education, understand the psychology of moral development; distinguish between different approaches to character education, apply in pedagogical practice innovative methods in the formation of moral identity of the pupil. By completing the course, the student develops the following transferable competencies: communication skills, analytical skills, interpersonal skills, creativity and abstract thinking skills, critical thinking skills, motivation and the ability to learn, reasoning in context.
Learning objectives:
To provide students with background information on the subject of ethics education and to familiarize them with various approaches to character education.
Seminar, 2 hours/week, i.e. 22 hours/semester, combined method (mostly full-time)
Student workload:
11 x (2) hours of teaching = 22 hours; 18 hours self-study; 20 hours preparation for group presentation. 60 hours in total.
Teaching methods:
In addition to monological methods of explanation, explanation and lecturing, dialogical methods of discussion, interview or Socratic conversation as well as experiential and activating methods, games, solutions to moral dilemmas, presentation and analysis of case studies, etc. are represented.
Compulsory readings:
Valica, M. – Fridrichová, P. – Kaliský, J. – Rohn, T. – Hajnalová Buvalová, Ľ. – Bradová, G.: Modely výučby etickej výchovy a kompetenčného profilu učiteľa etickej výchovy. Banská Bystrica: Pedagogická fakulta Univerzity Mateja Bela v Banskej Bystrici, 2011. Dostupné na: https://www.pdf.umb.sk/katedry/katedra-pedagogiky/publikacie/book-18418/modely-vyucby-etickej-vychovy-a-kompetencneho-profilu-ucitela-etickej-vychovy.html
Recommended readings:
Brestovanský, M.: Hodnoty, vzťahy a škola. Trnava: Typi Universitatis Tyrnaviensis, 2019.
Hollá, K.: Didaktika etickej výchovy. Nitra: Univerzita Konštatntína Filozofa v Nitre, 2014.
Hollá, Z. (et al.): Vybrané pedagogické aspekty rozvoja prosociálnosti u detí. Ružomberok: Pedagogická fakulta Katolíckej univerzity v Ružomberku, 2009.
Komárik, E. – Maďarová, A. – Malá, D.: Charakter: Príspevok k rozvoju morálnej gramotnosti. Nitra: Univerzita Konštantína filozofa v Nitre, 2014.
Lencz, L. – Krížová, O.: Metodický materiál k predmetu etická výchova. Prešov: Rokus, 2006.
Olivar, R. R.: Etická výchova. Bratislava: Orbis Pictus Istropolitana, 1992.
Podmanický, I.: Teória a prax etickej výchovy 1. Trnava: Trnavská Univerzita, 2012.
Podmanický, I.: Teória a prax etickej výchovy 2. Trnava: Trnavská Univerzita, 2013.
Vacek, P.: Rozvoj morálního vědomí žáků. Praha: Portál, 2008.
Vacek, P.: Psychologie morálky a výchova charakteru žáků. 2. vyd., Hradec Králové: Gaudeamus, 2013.
Vargová, D.: Výchova k prosociálnosti ako prostriedok, nie cieľ etickej výchovy. In:
Zborník ved. štúdií: Dobro a zlo, alebo o morálke. UMB Banská Bystrica, 2013, dostupné na: https://www.pdf.umb.sk/app/cmsFile.php?disposition=a&ID=6658.
Zaviš, M.: Prevencia religiofóbie pedagogickým vedením školopovinných detí. In: Religiofóbia: realita, prevencia a edukácia. Trnava: Trnavská univerzita, 2016. S. 57-66.
Weighting of interim and final marks: 100/0
Interim assessment includes: 30% classroom activity; 70% group presentation, which is an assignment where students divided into groups have to elaborate any topic from the EV program as they would present it to their students, i.e., in addition to the theory, they must also be proficient in the practice, because as part of their deliverables, we are conducting de facto demonstrations of their presentation and interpretation of the issues in a fictional classroom.
The assessment is awarded on a scale:
A (100-91%, excellent - outstanding results; students have performed excellently during the semester, they have actively participated in the teaching and have shown interest in the subject, their theoretical knowledge of ethics education is at a high level, they can apply the acquired knowledge without any problems),
B (90-81%, very good - above average standard; students performed very well during the semester, participated in the teaching, their theoretical knowledge of ethics education is at a very good level, they are able to apply the acquired knowledge),
C (80-73%, good - normal reliable work; students performed standardly well during the semester, their theoretical knowledge in the field of ethics education is at a good level, they can apply the acquired knowledge to a limited extent),
D (72-66%, satisfactory - acceptable performance; students are slightly deficient in their theoretical knowledge of ethics education; they have difficulty applying the knowledge they have acquired),
E (65-60%, satisfactory - results meet the minimum criteria; students have only minimal involvement in the learning process; they have significant deficiencies in theoretical knowledge in the field of ethics education; they have significant problems to apply the acquired knowledge),
Fx (59-0%, insufficient - extra work required).
Slovak and Czech language
Introduction to ethics education (basic concepts, aim).
2. Introduction of the Slovak programme of ethics education (educational programme, educational style, educational methods).
3. Procedural aspect of ethical education.
4. Problems - positives and negatives of ethical education as we have it today.
5. The psychology of moral development.
6. Different forms of character education.
100/0
After completing the course, the student can: define and explain the key concepts of ethical education; orient in the Slovak programme of ethical education; distinguish between the target and procedural components of ethical education, understand the psychology of moral development; distinguish between different approaches to character education, apply in pedagogical practice innovative methods in the formation of moral identity of the pupil. By completing the course, the student develops the following transferable competencies: communication skills, analytical skills, interpersonal skills, creativity and abstract thinking skills, critical thinking skills, motivation and the ability to learn, reasoning in context.
Learning objectives:
To provide students with background information on the subject of ethics education and to familiarize them with various approaches to character education.
Seminar, 2 hours/week, i.e. 22 hours/semester, combined method (mostly by attendance).
Student workload:
22 hours of direct teaching, 14 hours of preparation for the midterm test, 18 hours of preparation of midterm assignments, 6 hours of guided self-study (content analysis of selected documents). Total: 60 hours.
Method of training: Problem-based interpretation and discussion of the topics covered. Students will analyse the arguments for and against certain claims and theses that form the basis of scientific, political and philosophical reflections on the relationship between globalisation, the human being and the citizen. The intent is to reflect on, and the impact of the impact of globalization on education for democratic citizenship.
BAUMAN, Z. 1999 Globalizace, důsledky pro člověka. Praha, Mladá fronta, 157 s.ISBN 80-204-0817-BECK, U. 2005 Čo je globalizácia? Bratislava. Vydavateľstvo SSS, 189 s.ISBN 80-8061-190-4
GONĚC, V. 2003. Od "malé Evropy" k "velké Evropě". Dějiny rozšiřování Evropských společenství/Evropské unie, 1950-2002, sv. 2. Brno : Masarykova univerzita, 237 s. ISBN80-210-3255-3
LYSÝ J. A kol. 2007 Globálne rozvojové vzdelávanie, Bratislava. Album, 180 s. ISBN978-80968667-7-9.
MISTRÍK E. a kol. 2008. Multikultúrna výchova v škole. Bratislava : Nadácia otvorenejspoločnosti, (dostupná na internete www.osf.sk v sekcii Publikácie) ISBN 978-80-969271-4-2
SAFRANSKI, R. 2006 Koľko globalizácie unesie človek. Bratislava. Kalligram. 96 s. ISBN80-7149-858-8
WEIDENFELD, W., WESSELS, W. 1999 Európa od A do Z. Sprievodca európskou integráciou,Sprint, Bratislava, ISBN 80-88848-08-3-6.ň
SCHMIDT, H. 2003 Sebezáchova Evropy, Praha. PASEKA. 184 s. ISBN 80-7185-561-8
STIEGLITZ, J. E. 2003 Jiná cesta k trhu. Praha. Prostor. 403 s. ISBN 80-7260-095-8H. HENDERSONOVÁ: 2001 Za horizontem globalizace, Praha DharmaGaia. 134 s. ISBN80-85905-93-0
KORTEN, D. 2001 Keď korporácie vládnu svetu. Košice. Vienala. 351 s. ISBN 80-968603-0-5
WRIGHT, G. VON. 2001 Humanizmus ako životný postoj. Bratislava. Kalligram 160s. ISBN80-7149-363-5
KREJČÍ, O. 2010 Mezinárodní politika. Praha. Ekopress.730 s. ISBN 987-80-86929-60-6
Weighting of interim/final assessment: 100/0
The interim assessment includes an interim written assignment on philosophical and political issues in history (40% of the mark) and an interim didactic test (60% of the mark). To pass the course, a minimum of 60% of the total mark is required
The rating is awarded on a scale:
A 100-91%, excellent - excellent results. In the didactic test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentage, together with the score (percentage) of the intermediate task, corresponds to an A grade. Note: The score or percentage of the interim assignment reflects the degree to which the student's performance on the interim assignment is consistent with the criteria published in the assignment. The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the extent of knowledge acquired. Both the test and the interim written task are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In the didactic test, the student has demonstrated a level of knowledge (extent of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentage, together with the score (percentage) of the intermediate task, corresponds to a B grade.
C 80-73%, good - normal reliable work. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to a C grade.
D 72-66%, satisfactory - acceptable performance. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to a D.
E 65-60%, sufficient. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to an E.
Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.
Slovak and Czech language
Globalization as a consequence of modernity. Dimensions of globalization. Trust and modernity. Risk and danger in the modern world. Modernity as a Western project. Consequences of globalization on human beings. The fate of the nation state. Globalization and local order. The formation of a globally sustainable economy. From economics to systems thinking. Europe in a globalised world. Globalisation and ethos. The fate of corporations in the processes of globalization. Slovakia in the processes of globalisation. International organisations. Alter and anti-globalisation movements.
100/0
Globalization as a consequence of modernity. Dimensions of globalization. Trust and modernity. Risk and danger in the modern world. Modernity as a Western project. Consequences of globalization on human beings. The fate of the nation state. Globalization and local order. The formation of a globally sustainable economy. From economics to systems thinking. Europe in a globalised world. Globalisation and ethos. The fate of corporations in the processes of globalization. Slovakia in the processes of globalisation. International organisations. Alter and anti-globalisation movements.
Seminar, 2 hours/week, i.e. 22 hours/semester, combined method (mostly by attendance).
Student workload:
22 hours of direct teaching, 14 hours of preparation for the midterm test, 18 hours of preparation of midterm assignments, 6 hours of guided self-study (content analysis of selected documents). Total: 60 hours.
Method of training: Problem-based interpretation and discussion of the topics covered. Students will analyse the arguments for and against certain claims and theses that form the basis of scientific, political and philosophical reflections on the relationship between globalisation, the human being and the citizen. The intent is to reflect on, and the impact of the impact of globalization on education for democratic citizenship.
BAUMAN, Z. 1999 Globalizace, důsledky pro člověka. Praha, Mladá fronta, 157 s.ISBN 80-204-0817-BECK, U. 2005 Čo je globalizácia? Bratislava. Vydavateľstvo SSS, 189 s.ISBN 80-8061-190-4
GONĚC, V. 2003. Od "malé Evropy" k "velké Evropě". Dějiny rozšiřování Evropských společenství/Evropské unie, 1950-2002, sv. 2. Brno : Masarykova univerzita, 237 s. ISBN80-210-3255-3
LYSÝ J. A kol. 2007 Globálne rozvojové vzdelávanie, Bratislava. Album, 180 s. ISBN978-80968667-7-9.
MISTRÍK E. a kol. 2008. Multikultúrna výchova v škole. Bratislava : Nadácia otvorenejspoločnosti, (dostupná na internete www.osf.sk v sekcii Publikácie) ISBN 978-80-969271-4-2
SAFRANSKI, R. 2006 Koľko globalizácie unesie človek. Bratislava. Kalligram. 96 s. ISBN80-7149-858-8
WEIDENFELD, W., WESSELS, W. 1999 Európa od A do Z. Sprievodca európskou integráciou,Sprint, Bratislava, ISBN 80-88848-08-3-6.ň
SCHMIDT, H. 2003 Sebezáchova Evropy, Praha. PASEKA. 184 s. ISBN 80-7185-561-8
STIEGLITZ, J. E. 2003 Jiná cesta k trhu. Praha. Prostor. 403 s. ISBN 80-7260-095-8H. HENDERSONOVÁ: 2001 Za horizontem globalizace, Praha DharmaGaia. 134 s. ISBN80-85905-93-0
KORTEN, D. 2001 Keď korporácie vládnu svetu. Košice. Vienala. 351 s. ISBN 80-968603-0-5
WRIGHT, G. VON. 2001 Humanizmus ako životný postoj. Bratislava. Kalligram 160s. ISBN80-7149-363-5
KREJČÍ, O. 2010 Mezinárodní politika. Praha. Ekopress.730 s. ISBN 987-80-86929-60-6
Weighting of interim/final assessment: 100/0
The interim assessment includes an interim written assignment on philosophical and political issues in history (40% of the mark) and an interim didactic test (60% of the mark). To pass the course, a minimum of 60% of the total mark is required
The rating is awarded on a scale:
A 100-91%, excellent - excellent results. In the didactic test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentage, together with the score (percentage) of the intermediate task, corresponds to an A grade. Note: The score or percentage of the interim assignment reflects the degree to which the student's performance on the interim assignment is consistent with the criteria published in the assignment. The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the extent of knowledge acquired. Both the test and the interim written task are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In the didactic test, the student has demonstrated a level of knowledge (extent of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentage, together with the score (percentage) of the intermediate task, corresponds to a B grade.
C 80-73%, good - normal reliable work. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to a C grade.
D 72-66%, satisfactory - acceptable performance. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to a D.
E 65-60%, sufficient. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to an E.
Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.
Slovak and Czech language
Globalization as a consequence of modernity. Dimensions of globalization. Trust and modernity. Risk and danger in the modern world. Modernity as a Western project. Consequences of globalization on human beings. The fate of the nation state. Globalization and local order. The formation of a globally sustainable economy. From economics to systems thinking. Europe in a globalised world. Globalisation and ethos. The fate of corporations in the processes of globalization. Slovakia in the processes of globalisation. International organisations. Alter and anti-globalisation movements.
100/0
Globalization as a consequence of modernity. Dimensions of globalization. Trust and modernity. Risk and danger in the modern world. Modernity as a Western project. Consequences of globalization on human beings. The fate of the nation state. Globalization and local order. The formation of a globally sustainable economy. From economics to systems thinking. Europe in a globalised world. Globalisation and ethos. The fate of corporations in the processes of globalization. Slovakia in the processes of globalisation. International organisations. Alter and anti-globalisation movements.
Seminar, 2 hours/week, i.e. total of 22 hours per semester combined method (mostly full-time)
Student workload:
11 x 2 hours of teaching = 22 hours; 10 hours preparation for presentation; 28 hours preparation for final colloquium. Total 60 hours of student work.
Teaching methods:
During the common lessons, the methods are mainly monological methods of lecturing, explanation and explanation, which are suitably supplemented by dialogical methods such as interview, discussion, polemic; occasionally we apply situational case study methods. In the framework of individual self-study, it is mainly about working with a professional text, reading comprehension, subsequent creative formulation of the key content of that text, elaboration of a presentation with a didactically relevant text-image basis in PowerPoint accompanied by verbal explication of the issue from memory.
Compulsory readings:
Hejna, D.: Náboženství a společnost. Praha: Grada Publishing, a.s., 2010.
Recommended readings:
Čeplíková, M.: Štát, cirkvi a právo na Slovensku - História a súčasnosť. Košice: UPJŠ, 2005.
Juran, J. a kol.: Právna úprava postavenia cirkví a ich registrácie v SR. In: Európa a nové náboženské hnutia. Bratislava: ÚVŠC, 2003.
Lužný, D.: Náboženství a moderní společnost. Brno: Masarykova univerzita, 1999.
Lysý, J. a kol.: Globálne rozvojové vzdelávanie. Bratislava: Album, 2007.
Mistrík, E. a kol.: Občan a občianstvo. Veľký Biel: Pope Print, 2001.
Moravčíková, M. - Cipár, M.: Cisárovo - Cisárovi. Bratislava: ÚVŠC, 2003.
Registrované cirkvi a náboženské spoločnosti v SR. Dostupné na:
https://www.culture.gov.sk/posobnost-ministerstva/cirkvi-a-nabozenske-spolocnosti/registracia-cirvii/registrovane-cirkvi-a-nabozenske-spolocnosti/
Robbers, G. (ed.): Stát a církev v zemích EU. Praha: Academia, 2002.
Zaviš, M.: Výchova a vzdelávanie v učení a praxi Bahájskeho spoločenstva. In: Alternatívna religiozita a vzdelávanie. Trnava: Pedagogická fakulta, 2020. S. 76-101.
Zaviš, M.: Slovak Muslims and their perception of social environment in Slovakia. In: Čas nám daný: zborník vedeckých štúdií pre prof. Pavla Procházku k jeho 70. narodeninám. Banská Bystrica: Katedra teológie a katechetiky, 2021. S. 311-324.
The course is completed with a 100% interim assessment, which includes: a presentation of a selected topic (30% of the assessment) and a final colloquium in the assessment week (70% of the assessment). For successful completion of the course, a minimum of 60% of the presentation grade and 60% of the final colloquium grade is required.
The grade is awarded on a scale:
A (100-91%, excellent - excellent results; students have performed excellently during the semester, they have actively participated in the teaching and shown interest in the subject, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of the subject is at a high level),
B (90-81%, very good - above average standard; students performed very well during the semester, they participated in the teaching, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of the subject is at a very good level),
C (80-73%, good - normal reliable work; during the semester students performed standardly well, they were able to work independently with the literature and to process and present the acquired knowledge in an appropriate way, their theoretical knowledge of the subject is at a good level),
D (72-66%, satisfactory - acceptable results; students are able to work independently with the literature to a limited extent and are able to process and present the acquired knowledge with problems, they have moderate deficiencies in their theoretical knowledge of the subject),
E (65-60%, sufficient - results meet the minimum criteria; students have significant problems in working independently with the literature as well as in processing and presenting the acquired knowledge, have significant deficiencies in the theoretical knowledge of the subject),
Fx (59-0%, insufficient - extra work required).
Slovak, Czech and English language
1. Definition of the concepts of religion, spirituality and religiosity.
2. Religion as a determinant of the quality of life of the individual and society.
3. Typology of religions.
4. Organizational forms of living religions today.
5. Historical roots of the status of religion in the context of a changing society.
6. Selected ethnic religions.
7. Anchoring of religious freedom and the status of religious institutions in the legislation of the Slovak Republic.
8. Registered churches and religious societies in the Slovak Republic.
100/0
This course will provide students with background information and orientation to the history and present of religions in the diversity of their organizational, especially institutionalized, forms in the context of a changing society. They will be able to use the acquired knowledge effectively in the teaching process as part of civics, with the addition of self-study to understand different religious aspirations by attending lectures, self-study of required and recommended readings, and preparation of presentations or verbal articulation of their findings in a colloquium, they will be mentally and knowledgeably prepared to behave in today's multicultural and multireligious society as responsible citizens who are able to think critically and to accept the otherness of religious beliefs with respect for the other, without falling into populist forms of xenophobia or religiophobia. By taking the course, students develop transferable competencies such as communication skills, analytical skills, creativity and abstract thinking skills, critical thinking skills, motivation and learning skills, and thinking in context.
Learning Objectives:
To provide students with the basic information necessary to understand religion as a social phenomenon of the past and present, which is one of the important determinants of the quality of life of the individual and of society as a whole. The student should have an overview of the typology of religions, organizational forms and legislative anchorage of the status of registered churches and religious societies in the Slovak Republic.
Seminar, 2 hours/week, i.e. total of 22 hours per semester combined method (mostly full-time)
Student workload:
11 x 2 hours of teaching = 22 hours; 10 hours preparation for presentation; 28 hours preparation for final colloquium. Total 60 hours of student work.
Teaching methods:
During the common lessons, the methods are mainly monological methods of lecturing, explanation and explanation, which are suitably supplemented by dialogical methods such as interview, discussion, polemic; occasionally we apply situational case study methods. In the framework of individual self-study, it is mainly about working with a professional text, reading comprehension, subsequent creative formulation of the key content of that text, elaboration of a presentation with a didactically relevant text-image basis in PowerPoint accompanied by verbal explication of the issue from memory.
Compulsory readings:
Hejna, D.: Náboženství a společnost. Praha: Grada Publishing, a.s., 2010.
Recommended readings:
Čeplíková, M.: Štát, cirkvi a právo na Slovensku - História a súčasnosť. Košice: UPJŠ, 2005.
Juran, J. a kol.: Právna úprava postavenia cirkví a ich registrácie v SR. In: Európa a nové náboženské hnutia. Bratislava: ÚVŠC, 2003.
Lužný, D.: Náboženství a moderní společnost. Brno: Masarykova univerzita, 1999.
Lysý, J. a kol.: Globálne rozvojové vzdelávanie. Bratislava: Album, 2007.
Mistrík, E. a kol.: Občan a občianstvo. Veľký Biel: Pope Print, 2001.
Moravčíková, M. - Cipár, M.: Cisárovo - Cisárovi. Bratislava: ÚVŠC, 2003.
Registrované cirkvi a náboženské spoločnosti v SR. Dostupné na:
https://www.culture.gov.sk/posobnost-ministerstva/cirkvi-a-nabozenske-spolocnosti/registracia-cirvii/registrovane-cirkvi-a-nabozenske-spolocnosti/
Robbers, G. (ed.): Stát a církev v zemích EU. Praha: Academia, 2002.
Zaviš, M.: Výchova a vzdelávanie v učení a praxi Bahájskeho spoločenstva. In: Alternatívna religiozita a vzdelávanie. Trnava: Pedagogická fakulta, 2020. S. 76-101.
Zaviš, M.: Slovak Muslims and their perception of social environment in Slovakia. In: Čas nám daný: zborník vedeckých štúdií pre prof. Pavla Procházku k jeho 70. narodeninám. Banská Bystrica: Katedra teológie a katechetiky, 2021. S. 311-324.
The course is completed with a 100% interim assessment, which includes: a presentation of a selected topic (30% of the assessment) and a final colloquium in the assessment week (70% of the assessment). For successful completion of the course, a minimum of 60% of the presentation grade and 60% of the final colloquium grade is required.
The grade is awarded on a scale:
A (100-91%, excellent - excellent results; students have performed excellently during the semester, they have actively participated in the teaching and shown interest in the subject, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of the subject is at a high level),
B (90-81%, very good - above average standard; students performed very well during the semester, they participated in the teaching, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of the subject is at a very good level),
C (80-73%, good - normal reliable work; during the semester students performed standardly well, they were able to work independently with the literature and to process and present the acquired knowledge in an appropriate way, their theoretical knowledge of the subject is at a good level),
D (72-66%, satisfactory - acceptable results; students are able to work independently with the literature to a limited extent and are able to process and present the acquired knowledge with problems, they have moderate deficiencies in their theoretical knowledge of the subject),
E (65-60%, sufficient - results meet the minimum criteria; students have significant problems in working independently with the literature as well as in processing and presenting the acquired knowledge, have significant deficiencies in the theoretical knowledge of the subject),
Fx (59-0%, insufficient - extra work required).
Slovak, Czech and English language
1. Definition of the concepts of religion, spirituality and religiosity.
2. Religion as a determinant of the quality of life of the individual and society.
3. Typology of religions.
4. Organizational forms of living religions today.
5. Historical roots of the status of religion in the context of a changing society.
6. Selected ethnic religions.
7. Anchoring of religious freedom and the status of religious institutions in the legislation of the Slovak Republic.
8. Registered churches and religious societies in the Slovak Republic.
100/0
This course will provide students with background information and orientation to the history and present of religions in the diversity of their organizational, especially institutionalized, forms in the context of a changing society. They will be able to use the acquired knowledge effectively in the teaching process as part of civics, with the addition of self-study to understand different religious aspirations by attending lectures, self-study of required and recommended readings, and preparation of presentations or verbal articulation of their findings in a colloquium, they will be mentally and knowledgeably prepared to behave in today's multicultural and multireligious society as responsible citizens who are able to think critically and to accept the otherness of religious beliefs with respect for the other, without falling into populist forms of xenophobia or religiophobia. By taking the course, students develop transferable competencies such as communication skills, analytical skills, creativity and abstract thinking skills, critical thinking skills, motivation and learning skills, and thinking in context.
Learning Objectives:
To provide students with the basic information necessary to understand religion as a social phenomenon of the past and present, which is one of the important determinants of the quality of life of the individual and of society as a whole. The student should have an overview of the typology of religions, organizational forms and legislative anchorage of the status of registered churches and religious societies in the Slovak Republic.
Seminar, 2 hours per week, i.e. 22 hours per semester, combined method (mostly full-time)
Student workload:
22 hours of direct teaching, 6 hours of guided self-study, 11 hours of preparation of intermediate assignments, 11 hours of preparation for seminar, total 50 hours
Teaching methods:
Lecturing, work with technical text, practical demonstrations of working with software
GAVORA, P. a kol. Elektronická učebnica pedagogického výskumu. [online]. Bratislava : Univerzita Komenského, 2010. Dostupné na: http://www.e-metodologia.fedu.uniba.sk/
ISBN 978-80-223-2951-4.
HENDL, J.: Kvalitativní výzkum. Praha : Portál, 2005. ISBN 978-80-7367-485-4.
HENDL, J.: Přehled statistických metod zpracování dat. Praha : Portál, 2006. 696 s.
ISBN 978-80-7367-482-3.
CHRÁSKA, M.: Metody pedagogického výzkumu. Praha : Grada, 2007. 265 s.
ISBN 80-2471-369-4.
PUNCH, K. F.: Úspěšný návrh výzkumu. Praha : Portál, 2008. 232 s.
ISBN 978-80-7367-468-7
The course is completed with an assessment, 100% of the interim assessment, which includes approximately 4 assignments (40%), the development of a project proposal according to the given criteria (40%) and its presentation (20%). Students will use the e-learning environment for their studies. To pass the course, a minimum of 60% marks is required. Grades are awarded on a scale of A (excellent - outstanding results), B (very good - above average standard), C (good - normal reliable work), D (satisfactory - acceptable results), E (adequate - results meet minimum criteria) and Fx (inadequate - extra work required). Grading (ECTS): A: 100-91%, B 90-81%, C 80-73%, D 72-66%, E 65-60%, FX 59-0%.
Slovak and Czech language
Scientific research and analysis. Measurement in educational research. Quantitative and qualitative approach - possibilities of linking in research. Technology, information technology and research, possibilities of data processing. Data processing software in quantitative and qualitative research. Research project, its phases. Preparation of a research report, presentation of research results.
100/0
Students will gain the basic skills and knowledge to put together their own research plan and project. They will practice the basic possibilities of quantitative and qualitative data processing. They will acquire the basic skills of preparing a research report and presenting research results in the field of citizenship education.
Seminar, 2 hours per week, i.e. 22 hours per semester, combined method (mostly full-time)
Student workload:
22 hours of direct teaching, 6 hours of guided self-study, 11 hours of preparation of intermediate assignments, 11 hours of preparation for seminar, total 50 hours
Teaching methods:
Lecturing, work with technical text, practical demonstrations of working with software
GAVORA, P. a kol. Elektronická učebnica pedagogického výskumu. [online]. Bratislava : Univerzita Komenského, 2010. Dostupné na: http://www.e-metodologia.fedu.uniba.sk/
ISBN 978-80-223-2951-4.
HENDL, J.: Kvalitativní výzkum. Praha : Portál, 2005. ISBN 978-80-7367-485-4.
HENDL, J.: Přehled statistických metod zpracování dat. Praha : Portál, 2006. 696 s.
ISBN 978-80-7367-482-3.
CHRÁSKA, M.: Metody pedagogického výzkumu. Praha : Grada, 2007. 265 s.
ISBN 80-2471-369-4.
PUNCH, K. F.: Úspěšný návrh výzkumu. Praha : Portál, 2008. 232 s.
ISBN 978-80-7367-468-7
The course is completed with an assessment, 100% of the interim assessment, which includes approximately 4 assignments (40%), the development of a project proposal according to the given criteria (40%) and its presentation (20%). Students will use the e-learning environment for their studies. To pass the course, a minimum of 60% marks is required. Grades are awarded on a scale of A (excellent - outstanding results), B (very good - above average standard), C (good - normal reliable work), D (satisfactory - acceptable results), E (adequate - results meet minimum criteria) and Fx (inadequate - extra work required). Grading (ECTS): A: 100-91%, B 90-81%, C 80-73%, D 72-66%, E 65-60%, FX 59-0%.
Slovak and Czech language
Scientific research and analysis. Measurement in educational research. Quantitative and qualitative approach - possibilities of linking in research. Technology, information technology and research, possibilities of data processing. Data processing software in quantitative and qualitative research. Research project, its phases. Preparation of a research report, presentation of research results.
100/0
Students will gain the basic skills and knowledge to put together their own research plan and project. They will practice the basic possibilities of quantitative and qualitative data processing. They will acquire the basic skills of preparing a research report and presenting research results in the field of citizenship education.
2 hours seminar; total 22 hours per semester, combined method (mostly in attendance
Student workload:
Class attendance: 11x 2 hours of direct instruction = 22 hours;
Preparation of lesson plan: 15 hours;
Preparation of seminar paper: 18 hours.
Total 55 hours of student work.
Teaching methods:
Monologue lecture with presentation (linking theoretical knowledge with the practice of teaching topics of relationship and sex education), group problem solving (e.g. mind maps and case studies), work with selected texts. The final assessment includes collective work in small groups (discussion and work with the text), stimulation of pedagogical practice.
GLOSOVÁ, K., a kol. 2013. Sexuálna výchova v kontexte ľudských práv II. – Stručný manuál pre rovesnícke vzdelávanie. Bratislava: Spoločnosť pre plánované rodičovstvo. ISBN 978-80-89558-05-6
HOLLÁ, K. 2016. Sexting a kyberšikana. Bratislava: IRIS. ISBN 978-80-8153-061-6.
KURUC, A., VALKOVIČOVÁ, V. 2020. Čo so sexuálnym obťažovaním? Príručka pre vysoké školy. Bratislava: Inštitút pre výskum práce a rodiny.
MADRASOVÁ GECKOVÁ, A., a kol. 2019. Sociálne determinanty zdravia školákov. Bratislava: Úrad verejného zdravotníctva Slovenskej republiky.
OČENÁŠOVÁ, Z., MICHALÍK, P. 2017. Sexuálne násilie na ženách – správa z reprezentatívneho výskumu. Bratislava: Inštitút pre výskum práce a rodiny. ISBN 978-80-7138-159-4
ROVŇANOVÁ, L. a kol. 2007. Metodická príručka pre sexuálnu výchovu na druhom stupni základných škôl v rámci osnov výchovy k manželstvu a rodičovstvu. Bratislava: Spoločnosť pre plánované rodičovstvo.
ROVŇANOVÁ, L. a kol. 2012. Sexuálna výchova v kontexte ľudských práv – Stručný sprievodca. Bratislava: Spoločnosť pre plánované rodičovstvo.
Recommended readings:
BOSÁ, M., MINAROVIČOVÁ, K. 2006. Rodovo citlivá výchova. Bratislava: EsFem, 2006.
CVIKOVÁ, J., LUKŠÍK, I., SUPEKOVÁ, M. 2003. Sexualita a rodovosť v sociálnych a výchovných súvislostiach. Bratislava: Humanitas, 2003.
RENZETTI, C.M., CURRAN, D. J. 2005. Ženy, muži a společnost. Praha: Karolinum, 2005. ISBN 8-0246-0525-2
ROVŇANOVÁ, L., LUKŠÍK, I., LUKŠÍKOVÁ, Ľ. (Eds.). 2007. Príručka pre sexuálnu výchovu na druhom stupni základných škôl v rámci osnov výchovy k manželstvu a rodičovstvu. Bratislava: OKAT PLUS, 2007.
VALKOVIČOVÁ, V., JAKALOVÁ, Z. (Eds.). 2020. Bez súhlasu.txt. Bratislava, Praha: APART, Display.cz, Kapitál, 2020. ISBN 9-7880-9715-695-4.
The course is completed with a grade of (H). 100% of the interim grade.
Students will complete two assignments during the semester (total grade 100 points):
- Preparation of a lesson plan for high school students - 40 points
- Preparation of a seminar paper on a selected topic - 60 points
Grades are awarded on a scale of:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required)
A minimum score of 60% is required to pass the course.
Students with a passing grade possess the following skills:
A grade of A: outstanding performance, the student has excellent mastery of the theoretical and practical skills of relationship and sexuality education,
Grade B: very good performance, the student has very good knowledge of both the theoretical and practical skills of relationship and sexuality education,
Grade C: good performance, the student has the theoretical knowledge of relationship and sex education, but has poor practical teaching skills,
Grade D: satisfactory performance, the student has weak theoretical knowledge in the area of relationship and sex education and has weak practical teaching skills,
Grade E: satisfactory performance, the student demonstrates only theoretical or only practical learning skills in the area of relationship and sexuality education,
Grade Fx: Inadequate performance, student demonstrates no theoretical or practical skills in relationship and sexuality education. .
Slovak and Czech language
The course is divided into several thematic headings, which deal with current knowledge in the field of relationship and sexual education within the framework of Education for Marriage and Parenthood:
Theme 1 - Various aspects of intimate and family relationships
Theme 2 - The influence of culture on sexuality
Theme 3 - Sex and gender - social aspects of sexuality
Theme 4 - Violence and security in relationships
Theme 5 - Skills for health and well-being
Theme 6 - Body and development - sexuality and physicality
Theme 7 - Different aspects of sexual behaviour
Theme 8 - Sexual and reproductive health
Theme 9 - Diversity and sexuality in the population
Theme 10 - Sexuality and media representation
Theme 11 - Teacher preparation and lesson plan development in relationship and sexuality education
100/0
The aim of the course is to provide students with professional and methodological knowledge about relationship and sex education and thus to provide professional training for future teachers/coordinators of Marriage and Parenthood Education. Students will train their critical thinking and communication skills on the topics of sexuality, sexual health and relational life. The course also develops their organizational skills in lesson plan development and their skills in researching current scholarship in the area of relationship and sexuality education.
Upon completion of the course, students will:
- Able to develop a lesson plan for relationship and sexuality education;
- Know and apply to teaching practice current and complex relationship and sexuality education topics;
- Reflect on the process of developing a relationship and sexuality education lesson;
- Properly age and topic-target relationship and sexuality education;
- Utilise and seek current knowledge in teaching;
- Name the knowledge, skills, and attitudes of the relationship and sexuality education teacher.
2 hours seminar; total 22 hours per semester, combined method (mostly in attendance
Student workload:
Class attendance: 11x 2 hours of direct instruction = 22 hours;
Preparation of lesson plan: 15 hours;
Preparation of seminar paper: 18 hours.
Total 55 hours of student work.
Teaching methods:
Monologue lecture with presentation (linking theoretical knowledge with the practice of teaching topics of relationship and sex education), group problem solving (e.g. mind maps and case studies), work with selected texts. The final assessment includes collective work in small groups (discussion and work with the text), stimulation of pedagogical practice.
GLOSOVÁ, K., a kol. 2013. Sexuálna výchova v kontexte ľudských práv II. – Stručný manuál pre rovesnícke vzdelávanie. Bratislava: Spoločnosť pre plánované rodičovstvo. ISBN 978-80-89558-05-6
HOLLÁ, K. 2016. Sexting a kyberšikana. Bratislava: IRIS. ISBN 978-80-8153-061-6.
KURUC, A., VALKOVIČOVÁ, V. 2020. Čo so sexuálnym obťažovaním? Príručka pre vysoké školy. Bratislava: Inštitút pre výskum práce a rodiny.
MADRASOVÁ GECKOVÁ, A., a kol. 2019. Sociálne determinanty zdravia školákov. Bratislava: Úrad verejného zdravotníctva Slovenskej republiky.
OČENÁŠOVÁ, Z., MICHALÍK, P. 2017. Sexuálne násilie na ženách – správa z reprezentatívneho výskumu. Bratislava: Inštitút pre výskum práce a rodiny. ISBN 978-80-7138-159-4
ROVŇANOVÁ, L. a kol. 2007. Metodická príručka pre sexuálnu výchovu na druhom stupni základných škôl v rámci osnov výchovy k manželstvu a rodičovstvu. Bratislava: Spoločnosť pre plánované rodičovstvo.
ROVŇANOVÁ, L. a kol. 2012. Sexuálna výchova v kontexte ľudských práv – Stručný sprievodca. Bratislava: Spoločnosť pre plánované rodičovstvo.
Recommended readings:
BOSÁ, M., MINAROVIČOVÁ, K. 2006. Rodovo citlivá výchova. Bratislava: EsFem, 2006.
CVIKOVÁ, J., LUKŠÍK, I., SUPEKOVÁ, M. 2003. Sexualita a rodovosť v sociálnych a výchovných súvislostiach. Bratislava: Humanitas, 2003.
RENZETTI, C.M., CURRAN, D. J. 2005. Ženy, muži a společnost. Praha: Karolinum, 2005. ISBN 8-0246-0525-2
ROVŇANOVÁ, L., LUKŠÍK, I., LUKŠÍKOVÁ, Ľ. (Eds.). 2007. Príručka pre sexuálnu výchovu na druhom stupni základných škôl v rámci osnov výchovy k manželstvu a rodičovstvu. Bratislava: OKAT PLUS, 2007.
VALKOVIČOVÁ, V., JAKALOVÁ, Z. (Eds.). 2020. Bez súhlasu.txt. Bratislava, Praha: APART, Display.cz, Kapitál, 2020. ISBN 9-7880-9715-695-4.
The course is completed with a grade of (H). 100% of the interim grade.
Students will complete two assignments during the semester (total grade 100 points):
- Preparation of a lesson plan for high school students - 40 points
- Preparation of a seminar paper on a selected topic - 60 points
Grades are awarded on a scale of:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required)
A minimum score of 60% is required to pass the course.
Students with a passing grade possess the following skills:
A grade of A: outstanding performance, the student has excellent mastery of the theoretical and practical skills of relationship and sexuality education,
Grade B: very good performance, the student has very good knowledge of both the theoretical and practical skills of relationship and sexuality education,
Grade C: good performance, the student has the theoretical knowledge of relationship and sex education, but has poor practical teaching skills,
Grade D: satisfactory performance, the student has weak theoretical knowledge in the area of relationship and sex education and has weak practical teaching skills,
Grade E: satisfactory performance, the student demonstrates only theoretical or only practical learning skills in the area of relationship and sexuality education,
Grade Fx: Inadequate performance, student demonstrates no theoretical or practical skills in relationship and sexuality education. .
Slovak and Czech language
The course is divided into several thematic headings, which deal with current knowledge in the field of relationship and sexual education within the framework of Education for Marriage and Parenthood:
Theme 1 - Various aspects of intimate and family relationships
Theme 2 - The influence of culture on sexuality
Theme 3 - Sex and gender - social aspects of sexuality
Theme 4 - Violence and security in relationships
Theme 5 - Skills for health and well-being
Theme 6 - Body and development - sexuality and physicality
Theme 7 - Different aspects of sexual behaviour
Theme 8 - Sexual and reproductive health
Theme 9 - Diversity and sexuality in the population
Theme 10 - Sexuality and media representation
Theme 11 - Teacher preparation and lesson plan development in relationship and sexuality education
100/0
The aim of the course is to provide students with professional and methodological knowledge about relationship and sex education and thus to provide professional training for future teachers/coordinators of Marriage and Parenthood Education. Students will train their critical thinking and communication skills on the topics of sexuality, sexual health and relational life. The course also develops their organizational skills in lesson plan development and their skills in researching current scholarship in the area of relationship and sexuality education.
Upon completion of the course, students will:
- Able to develop a lesson plan for relationship and sexuality education;
- Know and apply to teaching practice current and complex relationship and sexuality education topics;
- Reflect on the process of developing a relationship and sexuality education lesson;
- Properly age and topic-target relationship and sexuality education;
- Utilise and seek current knowledge in teaching;
- Name the knowledge, skills, and attitudes of the relationship and sexuality education teacher.
Recommended reading:
Compulsory reading:
GAVORA, P. (2010). Akí sú moji žiaci? Pedagogická diagnostika žiaka. Nitra: Enigma. 216s. ISBN 978-80-89132-91-1
KURUC, M. (2013). Poruchy správania u detí a adolescentov a ich pedagogická diagnostika. Bratislava: Univerzita Komenského v Bratislave. 65s. CD-Rom. ISBN 978-80-223-3512-6
Recommended reading:
HATTIE, J. (2012). Visible Learning For Teachers: Maximizing impact on Learning. New York: Routledge Taylor & Francis Group, US. 286p. ISBN 978-0-415-69015-7
KOSTRUB, D., FERKOVÁ, Š., TÓTHOVÁ, R. (2017). Žiak, učiteľ a výučba. Všeobecná didaktika pre študentov učiteľstva. Rokus. 370 s., ISBN 978-80-8951-061-0
MERTIN, V., KREJČOVÁ, L. (2016). Metódy a postupy poznávávaní žáka, pedagogická diagnostika. 2. doplnené a aktualizované vydanie. Praha: Wolters Kluwer, CZ. 400s. ISBN 978-80-7552-014-2
Prerequisites for successful completion of the course:
Weighting of interim and final assessment: 50/50 - the course is completed by examination.
During the semester there will be three colloquial midterm evaluations of 10 points each and four midterm assignments of 5b will be worked on. The final exam will be graded 50pts.
Credit will not be awarded to a student who receives less than 5 points on any of the three interim assessments and fails to submit all processed distance assignments for at least a 3b. A minimum of 60% of the course grade is required for successful completion of the course.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to 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. Introduction to educational diagnostics:
- Understanding the purpose and goals of pedagogical diagnosis in the context of effective teaching.
- Opportunities for self-discovery and the importance of teacher self-reflection.
- Basic mind-sets (fixed and growth-oriented) in the context of controlling versus autonomous teaching.
- Pedagogical diagnosis in critical motivational moments of the teaching process.
2. The diagnostic process:
- Diagnostic cycle
- Stages of diagnosis
- Edumetric vs. casuistic approach
- Implicit and explicit diagnosis
- Individual, group diagnosis and diagnosis in relation to the norm.
- Principles of effective pedagogical diagnostics
- Grades, verbal evaluation and feedback
3. Three units in one: the personality of the pupil in pedagogical diagnostics.
- Perception of the personality of the pupil through three interrelated parts: cognitive, affective and (volitional) behavioural.
- Cognitive domain: differentiation of cognitive functions and processes, metacognition and executive functions. Working with the possible contents and contexts of the concepts: knowledge, ability, skill, competence and competence.
- Affective domain: differentiation of affective functions and processes in experiencing (differentiation of emotions and feelings). Working with possible contents and contexts of concepts: attitudes, values, motivational factors.
- Conative area: manifestations of experiencing and thinking in the pupil's behaviour, volitional processes. Work with possible contents and contexts of the concepts: relationship, action, behaviour, group dynamics.
4. Pedagogical diagnostics and the cognitive area of the pupil's personality.
- Overview of basic methods and forms of diagnosis of knowledge and skills.
- Principles of didactic test construction (written versus didactic test and adaptive didactic test).
- Verbal rehearsal versus diagnostic presentation skills.
- Effective feedback versus verbal evaluation.
- Pupil self-assessment
- A global and analytical approach to diagnosis in the cognitive domain.
5. Pedagogical diagnostics and the affective area of the pupil's personality.
- An overview of basic methods and forms of diagnosing student attitudes, values and motivators in school.
- Possibilities of diagnosing attitudinal and value preferences.
- Methods of recognizing the motivating factors (interests, passions, internal goal setting) of the learner.
- Diagnosis of the pupil's learning needs (individual learning preferences).
6. Pedagogical diagnosis and pupil behaviour.
- An overview of basic methods and forms of diagnosing relationships and group dynamics in the classroom.
- Every student-human being has his/her own reasons why he/she behaves the way he/she does (subconscious or conscious)
- Setting and assessing the motivational potential of the activity/task.
- Setting and assessing pupil engagement in relationships with the teacher and in relationships with classmates.
- Working with conflict in the classroom (teacher as a conflict actor and as a facilitator).
- Group dynamics of the classroom and its atmosphere, climate and environment.
7. Thinking strategies and key communication skills of the teacher.
- Rules for effective individual and group observation
- Rules for effective (facilitative) individual and group conversation with pupils.
- Principles of effective conversation with the parent(s) of the pupil.
- Basic teacher thinking strategies needed for effective observation and interviewing.
Colloquial midterm assessment and distance assignments: the student will develop four midterm assignments during the semester (e.g., microanalysis of four different events (video) from the lesson, didactic test model). They present and discuss their interim assignment in a small group (3-4 students), followed by a class discussion across groups (colloquial interim assessment).
Final evaluation: after each lecture and seminar (including the colloquial mid-term evaluation) the student will make a short reflection (what I found interesting, what I learned, what hindered me, what I need to convey differently) in a simple portfolio. The final assessment is done individually through a short conversation between the teacher and the student, focusing on the student's entries in the portfolio. The student's final evaluation is the result of the student's self-evaluation and feedback from the instructor.
50/50
Learning objectives and outcomes:
- The graduate of the course can react originally, flexibly and fluently to situations that may arise in the teaching process. He/she is able to realistically set the goals and processes of pedagogical diagnosis, while being able to adapt them on the basis of reflection to the educational needs of the pupils.
- It takes a comprehensive approach to pedagogical diagnostics, using both the process of analysis and synthesis in the search for solutions. It uses thinking strategies based on critical appraisal in its decision-making, which relies on facts and clearly formulated information from reliable sources of information.
- He/she is aware of his/her own responsibility and the social and ethical impact of his/her decisions in the process of pedagogical diagnostics. Can make decisions with incomplete information and in the new situations that the teaching process and the current times bring. Is aware of the interdisciplinary scope of pedagogical diagnostics not only in relation to teaching but also in relation to the current needs of society.
- The graduate is able to carry out his/her own microanalysis - reflection of the lesson and take the necessary decisions related to it. He/she is able to carry out action research in the context of teaching.
- The graduate is able to use the acquired knowledge and skills in solving (problem) tasks creatively. He/she can analyse the problem and synthesise new solutions. Actively and flexibly brings new solutions to the assigned task. Can formulate clear conclusions and justifications that can be presented 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 skills, self-reflection and the perception of self-responsibility with personal decisions.
Compulsory 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. 161 s. ISBN 978-80-223-4166-0
Recommended reading:
GAVORA, P. (2008). Úvod do pedagogického výskumu. Bratislava: UK. 236 s. 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. 302 s. ISBN 978-80-731-5192-8
TOMŠIK, R. (2017). Kvantitatívny výskum v pedagogických vedách. Úvod do metodológie a štatistického spracovania. Nitra: PdF UKF. 508 s. ISBN 978-80-558-1206-9
Prerequisites for successful completion of the course:
The course is completed with an assessment of: 100% of the intermediate assessment
The interim evaluation includes the following:
- semester work in the form of a subject portfolio: proposal (design) of educational research of a quantitative or qualitative nature - 45 points,
- assessment of knowledge and selected competences in the form of a written test - 55 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 and their specificities.
Quantitative and qualitative oriented educational research. Intentions, subjects and objects in pedagogical research, principals in scientific research, observed phenomena and conditions for the implementation of quantitative and qualitatively oriented pedagogical research.
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 scientific 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 objectives and outcomes and transferable competences:
Students will acquire knowledge of the fundamentals of educational research, become familiar with the basic concepts and theoretical-methodological knowledge necessary for designing (planning, implementing and evaluating) in the field of educational research. On a theoretical-empirical level, in the framework of the analysis of individual quantitative and qualitative tools, methods and techniques, they will acquire the knowledge and competences necessary for planning, conducting and evaluating pedagogical research of a quantitative and qualitative nature. Students will acquire the competences to solve and resolve problems in the field of research.
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 carry out pedagogical research.
Compulsory 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. 161 s. ISBN 978-80-223-4166-0
Recommended reading:
GAVORA, P. (2008). Úvod do pedagogického výskumu. Bratislava: UK. 236 s. 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. 302 s. ISBN 978-80-731-5192-8
TOMŠIK, R. (2017). Kvantitatívny výskum v pedagogických vedách. Úvod do metodológie a štatistického spracovania. Nitra: PdF UKF. 508 s. ISBN 978-80-558-1206-9
Prerequisites for successful completion of the course:
The course is completed with an assessment of: 100% of the intermediate assessment
The interim evaluation includes the following:
- semester work in the form of a subject portfolio: proposal (design) of educational research of a quantitative or qualitative nature - 45 points,
- assessment of knowledge and selected competences in the form of a written test - 55 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 and their specificities.
Quantitative and qualitative oriented educational research. Intentions, subjects and objects in pedagogical research, principals in scientific research, observed phenomena and conditions for the implementation of quantitative and qualitatively oriented pedagogical research.
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 scientific 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 objectives and outcomes and transferable competences:
Students will acquire knowledge of the fundamentals of educational research, become familiar with the basic concepts and theoretical-methodological knowledge necessary for designing (planning, implementing and evaluating) in the field of educational research. On a theoretical-empirical level, in the framework of the analysis of individual quantitative and qualitative tools, methods and techniques, they will acquire the knowledge and competences necessary for planning, conducting and evaluating pedagogical research of a quantitative and qualitative nature. Students will acquire the competences to solve and resolve problems in the field of research.
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 carry out pedagogical research.
Compulsory reading:
MALÍK, B. (2008) Úvod do antropológie. Základné antropofémy v dejinách antropologického myslenia. Bratislava: Iris, 214 s. ISBN 978-80-89256-09-9
Recommended reading:
BOSÁKOVÁ, K. (2019) Základy filozofickej antropológie I. Košice: Vydavateľstvo ŠafárikPress. 54 s. ISBN 978-80-8152-773-9 (e-publikácia) Dostupné na: https://unibook.upjs.sk/img/cms/2019/FF/filozoficka-antropologia-final.pdf
GÁLIK, S. (2008) Filozofická antropológia. Bratislava: Iris. 159 s. ISBN 978-80-89256-23-5.
NOVOSÁD, F. (2020) Elementy filozofickej antropológie. Bratislava: Iris. 224 s. ISBN 978-80-8200-057-6.
Prerequisites for successful completion of the course:
Midterm/final grade weighting: 100/0, the course is completed with an evaluation.
The interim assessment includes two interim didactic tests (50% + 50% of the assessment). To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
And 100-91%, well done - excellent results. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to an A grade in terms of cumulative points or percentage.
Note: The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the amount of knowledge they have acquired. The tests are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to a B grade in terms of cumulative points or percentage.
C 80-73%, well - normal reliable work. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to a C grade in terms of cumulative scores or percentages.
D 72-66%, satisfactory - acceptable results. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to a grade D in the aggregate score or percentage.
E 65-60%, enough. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to an E grade in terms of cumulative points and percentages.
Fx 59-0%, not enough. The student did not meet the required thresholds for passing the course.
slovak language
Brief outline of the course:
Possibilities of conceptualizing anthropological issues in the sciences and in philosophy. Limits of the scientific way of affirmation of the anthropological problematic. Basic conceptual and methodological problems associated with the thematization of man in philosophy. Typology of philosophical reflections of man according to different expert points of view. Substantial and non-substantial approaches to man and their worldview and pedagogical implications. Philosophical reflection on the relational relations in which man finds himself in the world: man and nature, man and society, man and technology, man and the sphere of the transcendent. Mapping the demarcation lines between the animal and the human, between the human and the posthuman. Philosophical critique of some concepts of normality and ideas about the ideal status of man, which have been entrenched in educational theory and practice. The axiological dimension of human existence. The importance of human knowledge for educational sciences. Education for humanism and respect for human dignity as the most essential mission of education.
100/0
Learning objectives and outcomes and transferable competences:
The aim of the course is to convey a wide range of views on man as philosophy has grasped him through its means in different historical periods and cultural contexts. In the course, students will learn not only the basic images, views and concepts of man in their historical-philosophical, but also in their ethical-xiological framework. They will learn about the mutual inspirations and intersections between philosophical and special-scientific conceptions of man. They will become familiar with the motives and arguments of philosophical critiques of scientific conceptions of man. The mission of the course is for students to learn to identify the value background of philosophical thematizations of man and to infer possible axiological implications arising from the acceptance of relevant scientific conceptions of man.
Compulsory reading:
MALÍK, B. (2008) Úvod do antropológie. Základné antropofémy v dejinách antropologického myslenia. Bratislava: Iris, 214 s. ISBN 978-80-89256-09-9
Recommended reading:
BOSÁKOVÁ, K. (2019) Základy filozofickej antropológie I. Košice: Vydavateľstvo ŠafárikPress. 54 s. ISBN 978-80-8152-773-9 (e-publikácia) Dostupné na: https://unibook.upjs.sk/img/cms/2019/FF/filozoficka-antropologia-final.pdf
GÁLIK, S. (2008) Filozofická antropológia. Bratislava: Iris. 159 s. ISBN 978-80-89256-23-5.
NOVOSÁD, F. (2020) Elementy filozofickej antropológie. Bratislava: Iris. 224 s. ISBN 978-80-8200-057-6.
Prerequisites for successful completion of the course:
Midterm/final grade weighting: 100/0, the course is completed with an evaluation.
The interim assessment includes two interim didactic tests (50% + 50% of the assessment). To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
And 100-91%, well done - excellent results. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to an A grade in terms of cumulative points or percentage.
Note: The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the amount of knowledge they have acquired. The tests are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to a B grade in terms of cumulative points or percentage.
C 80-73%, well - normal reliable work. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to a C grade in terms of cumulative scores or percentages.
D 72-66%, satisfactory - acceptable results. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to a grade D in the aggregate score or percentage.
E 65-60%, enough. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to an E grade in terms of cumulative points and percentages.
Fx 59-0%, not enough. The student did not meet the required thresholds for passing the course.
slovak language
Brief outline of the course:
Possibilities of conceptualizing anthropological issues in the sciences and in philosophy. Limits of the scientific way of affirmation of the anthropological problematic. Basic conceptual and methodological problems associated with the thematization of man in philosophy. Typology of philosophical reflections of man according to different expert points of view. Substantial and non-substantial approaches to man and their worldview and pedagogical implications. Philosophical reflection on the relational relations in which man finds himself in the world: man and nature, man and society, man and technology, man and the sphere of the transcendent. Mapping the demarcation lines between the animal and the human, between the human and the posthuman. Philosophical critique of some concepts of normality and ideas about the ideal status of man, which have been entrenched in educational theory and practice. The axiological dimension of human existence. The importance of human knowledge for educational sciences. Education for humanism and respect for human dignity as the most essential mission of education.
100/0
Learning objectives and outcomes and transferable competences:
The aim of the course is to convey a wide range of views on man as philosophy has grasped him through its means in different historical periods and cultural contexts. In the course, students will learn not only the basic images, views and concepts of man in their historical-philosophical, but also in their ethical-xiological framework. They will learn about the mutual inspirations and intersections between philosophical and special-scientific conceptions of man. They will become familiar with the motives and arguments of philosophical critiques of scientific conceptions of man. The mission of the course is for students to learn to identify the value background of philosophical thematizations of man and to infer possible axiological implications arising from the acceptance of relevant scientific conceptions of man.
Recommended reading:
Výber odbornej literatúry podľa zvolenej témy práce;
Aktuálna smernica rektora UK o základných náležitostiach záverečných prác;
GAVORA, P., KOLDEOVÁ, L., DVORSKÁ, D., PEKÁROVÁ, J., MORAVĆÍK, M. (2010). Elektronická učebnica pedagogického výskumu. Bratislava: Univerzita Komenského, ISBN 978–80–223–2951–4 (dostupné na: http://www.e-metodologia.fedu.uniba.sk/index.php/autori/zoznam.php)
LICHNEROVÁ, L. (2016). Písanie a obhajoba záverečných prác. Bratislava: Stimul. 85 s. ISBN 978-80-8127-155-7
KATUŠČÁK, D. (2013). Ako písať záverečné a kvalifikačné práce. Nitra: Enigma, 162 s. ISBN 8089132454
STAROŇOVÁ, K.(2011). Vedecké písanie: ako písať akademické a vedecké texty. Bratislava: Osveta. 248 s. ISBN 978-80-8063-359-2.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student's task is to solve the assignments given continuously during the semester and to hand in the final thesis project at the end of the midterm evaluation. The student actively participates in presenting and discussing solutions to the interim assignments in seminars, for which he/she receives points (20%). The solution of each interim assignment, which is handed in on the due date, is evaluated with points (40%). The student receives points (40%) for the final thesis project at the end of the interim assessment. All points will be added together at the end of the interim assessment. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student actively works on continuous assignments, participates in the presentation and discussion of the assignments in seminars. Reflects both critically and creatively on interim assignments. He/she is able to produce a final thesis project at an excellent level.
B (90-81%, very good - above average standard), the student actively works adequately on the continuous assignments, participates in the presentation and discussion of the given assignments in seminars. He/she reflects adequately on the intermediate assignments and is able to produce a final thesis project at a very good level.
C (80-73%, good - normal reliable work), the student has performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge. The final thesis project is done at a good level.
D (72-66%, satisfactory - acceptable results), the student was less prepared during the semester, has slight deficiencies in theoretical knowledge. Cannot critically analyze information. He/she prepared the final thesis project at a satisfactory level.
E (66-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge. Intermediate tasks meet the minimum criteria, as well as the development of the final thesis project.
Fx (59-0%, insufficient - extra work required).
Slovak language (in the case of language subject approbations also the target language)
Brief outline of the course:
Types of theses. Timetable of thesis processing. Definition of the topic and goal of the thesis. Study of literature. Excerpting material. Theoretical and methodological conception of the thesis. Methodology of problem processing. Methodology of elaboration of the thesis.
Formal-compositional requisites of the final thesis. How to prepare for the defence of the thesis.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of the course is to familiarize students theoretically and practically with the principles and procedures that need to be mastered for the successful preparation of a diploma thesis.
The student is able to define the topic or research problem of his/her own thesis, can correctly determine the methods of its processing, gains the ability to work selectively and correctly with the professional literature on the chosen topic. He/she is able to process the current state of the solved problem. Knows the individual parts of the final thesis. Is able to select appropriate research tools, evaluate the data obtained and analyse them. In the practical orientation of the thesis, he/she can make recommendations for practice. Is able to prepare and present the results of the thesis and is able to respond to questions on the thesis in discussion.
Recommended reading:
Výber odbornej literatúry podľa zvolenej témy práce;
Aktuálna smernica rektora UK o základných náležitostiach záverečných prác;
GAVORA, P., KOLDEOVÁ, L., DVORSKÁ, D., PEKÁROVÁ, J., MORAVĆÍK, M. (2010). Elektronická učebnica pedagogického výskumu. Bratislava: Univerzita Komenského, ISBN 978–80–223–2951–4 (dostupné na: http://www.e-metodologia.fedu.uniba.sk/index.php/autori/zoznam.php)
LICHNEROVÁ, L. (2016). Písanie a obhajoba záverečných prác. Bratislava: Stimul. 85 s. ISBN 978-80-8127-155-7
KATUŠČÁK, D. (2013). Ako písať záverečné a kvalifikačné práce. Nitra: Enigma, 162 s. ISBN 8089132454
STAROŇOVÁ, K.(2011). Vedecké písanie: ako písať akademické a vedecké texty. Bratislava: Osveta. 248 s. ISBN 978-80-8063-359-2.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student's task is to solve the assignments given continuously during the semester and to hand in the final thesis project at the end of the midterm evaluation. The student actively participates in presenting and discussing solutions to the interim assignments in seminars, for which he/she receives points (20%). The solution of each interim assignment, which is handed in on the due date, is evaluated with points (40%). The student receives points (40%) for the final thesis project at the end of the interim assessment. All points will be added together at the end of the interim assessment. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student actively works on continuous assignments, participates in the presentation and discussion of the assignments in seminars. Reflects both critically and creatively on interim assignments. He/she is able to produce a final thesis project at an excellent level.
B (90-81%, very good - above average standard), the student actively works adequately on the continuous assignments, participates in the presentation and discussion of the given assignments in seminars. He/she reflects adequately on the intermediate assignments and is able to produce a final thesis project at a very good level.
C (80-73%, good - normal reliable work), the student has performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge. The final thesis project is done at a good level.
D (72-66%, satisfactory - acceptable results), the student was less prepared during the semester, has slight deficiencies in theoretical knowledge. Cannot critically analyze information. He/she prepared the final thesis project at a satisfactory level.
E (66-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge. Intermediate tasks meet the minimum criteria, as well as the development of the final thesis project.
Fx (59-0%, insufficient - extra work required).
Slovak language (in the case of language subject approbations also the target language)
Brief outline of the course:
Types of theses. Timetable of thesis processing. Definition of the topic and goal of the thesis. Study of literature. Excerpting material. Theoretical and methodological conception of the thesis. Methodology of problem processing. Methodology of elaboration of the thesis.
Formal-compositional requisites of the final thesis. How to prepare for the defence of the thesis.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of the course is to familiarize students theoretically and practically with the principles and procedures that need to be mastered for the successful preparation of a diploma thesis.
The student is able to define the topic or research problem of his/her own thesis, can correctly determine the methods of its processing, gains the ability to work selectively and correctly with the professional literature on the chosen topic. He/she is able to process the current state of the solved problem. Knows the individual parts of the final thesis. Is able to select appropriate research tools, evaluate the data obtained and analyse them. In the practical orientation of the thesis, he/she can make recommendations for practice. Is able to prepare and present the results of the thesis and is able to respond to questions on the thesis in discussion.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
National curriculum for ISCED 2 and ISCED 3
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the practice methodologist of the approbation subject (A), will complete within 2 weeks 30 hours of practice in the approbation subject (A), including 10 hours of tutorials, 10 hours of outcomes and 10 hours of analyses with a trainee teacher in a primary or secondary school according to the subject/content specialisation. From the tutorials and outcomes the student keeps a personal portfolio of teaching practice. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the practice methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the course it is necessary to obtain at least 60% of the points.
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
Slovak, English and Czech (in the case of language subject approbations also the target language)
The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of the literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for teaching, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final phase of the outcome: reflection on own preparation and analysis of teaching with the trainee teacher.
Final colloquium of Teaching practice 1 (A):
The colloquium conducted with the pedagogical practice methodologist leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of pedagogical practice 1A is to orient the student to real school practice, the work of teachers and pupils in the teaching process of the subject (A) in primary and secondary schools. During the practicum the student observes the teaching process of a trainee teacher and, on the basis of theoretical knowledge, analyses the teaching process in its entirety. During the outcomes, the student is able to work out the methodological preparation for the teaching unit, he/she is able to appropriately implement the individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing the pedagogical practice 1 A, the student can orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing the pedagogical practice 1 A, the student can apply the requirements of school documentation when designing a teaching unit, can process the preparation for the lesson according to the subject approbation, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
National curriculum for ISCED 2 and ISCED 3
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the practice methodologist of the approbation subject (A), will complete within 2 weeks 30 hours of practice in the approbation subject (A), including 10 hours of tutorials, 10 hours of outcomes and 10 hours of analyses with a trainee teacher in a primary or secondary school according to the subject/content specialisation. From the tutorials and outcomes the student keeps a personal portfolio of teaching practice. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the practice methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the course it is necessary to obtain at least 60% of the points.
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
Slovak, English and Czech (in the case of language subject approbations also the target language)
The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of the literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for teaching, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final phase of the outcome: reflection on own preparation and analysis of teaching with the trainee teacher.
Final colloquium of Teaching practice 1 (A):
The colloquium conducted with the pedagogical practice methodologist leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of pedagogical practice 1A is to orient the student to real school practice, the work of teachers and pupils in the teaching process of the subject (A) in primary and secondary schools. During the practicum the student observes the teaching process of a trainee teacher and, on the basis of theoretical knowledge, analyses the teaching process in its entirety. During the outcomes, the student is able to work out the methodological preparation for the teaching unit, he/she is able to appropriately implement the individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing the pedagogical practice 1 A, the student can orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing the pedagogical practice 1 A, the student can apply the requirements of school documentation when designing a teaching unit, can process the preparation for the lesson according to the subject approbation, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
National curriculum for ISCED 2 and ISCED 3
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the practice methodologist of the approbation subject (B), will complete within 2 weeks 30 hours of practice in the approbation subject (B), including 10 hours of tutorials, 10 hours of outcomes and 10 hours of analyses with a trainee teacher in a primary or secondary school according to the subject/content specialisation. From the tutorials and outcomes the student keeps a personal portfolio of teaching practice. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the practice methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
Language required for the course:
Slovak, English and Czech (in the case of language subject approbations also the target language)
Notes: The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of the literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for teaching, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final phase of the outcome: reflection on own preparation and analysis of teaching with the trainee teacher.
Final colloquium of Teaching practice 1 (B):
The colloquium conducted with the pedagogical practice methodologist leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of Teaching practice 1 (B) is to orient the student to real school practice, the work of teachers and pupils in the teaching process of the subject (B) in primary and secondary schools. During the practicum, the student observes the teaching process of a trainee teacher and, on the basis of theoretical knowledge, analyses the teaching process in its entirety. During the outcomes, the student is able to work out the methodological preparation for the teaching unit, he/she is able to appropriately implement the individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing Teaching practice 1 (B), the student can orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing Teaching practice 1 (B), the student can apply the requirements of school documentation in designing a teaching unit, can process the preparation for a lesson according to the subject approbation, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
National curriculum for ISCED 2 and ISCED 3
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the practice methodologist of the approbation subject (B), will complete within 2 weeks 30 hours of practice in the approbation subject (B), including 10 hours of tutorials, 10 hours of outcomes and 10 hours of analyses with a trainee teacher in a primary or secondary school according to the subject/content specialisation. From the tutorials and outcomes the student keeps a personal portfolio of teaching practice. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the practice methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
Language required for the course:
Slovak, English and Czech (in the case of language subject approbations also the target language)
Notes: The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of the literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for teaching, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final phase of the outcome: reflection on own preparation and analysis of teaching with the trainee teacher.
Final colloquium of Teaching practice 1 (B):
The colloquium conducted with the pedagogical practice methodologist leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of Teaching practice 1 (B) is to orient the student to real school practice, the work of teachers and pupils in the teaching process of the subject (B) in primary and secondary schools. During the practicum, the student observes the teaching process of a trainee teacher and, on the basis of theoretical knowledge, analyses the teaching process in its entirety. During the outcomes, the student is able to work out the methodological preparation for the teaching unit, he/she is able to appropriately implement the individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing Teaching practice 1 (B), the student can orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing Teaching practice 1 (B), the student can apply the requirements of school documentation in designing a teaching unit, can process the preparation for a lesson according to the subject approbation, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the apprenticeship methodologist (A), complete 45 hours of practice, including 10 hours of tutorials, 20 hours of outcomes and 15 hours of analysis with a trainee teacher in an elementary or secondary school according to the subject/content of the apprenticeship. The student keeps a personal portfolio of teaching practice from the tutorials and outcomes. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the Practice Methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
Slovak, English and Czech (in the case of language subject approbations also the target language)
Remarks: The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of didactic literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final outcome stage: reflection on own preparation and teaching with the trainee teacher.
Final colloquium of teaching practice 2 (A):
The colloquium conducted with the methodologist of pedagogical practice of the approbation subject (A) leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of Teaching practice 2 (A) is orientation to real school practice, the work of teachers and pupils in the teaching process in primary and secondary schools. During the practicum, the student observes the teaching process of a trainee teacher and analyses the teaching process in its entirety on the basis of the theoretical knowledge of the didactics of the subject approbation (A). During the outcomes, the student is able to elaborate the methodological preparation for the teaching unit, he/she is able to appropriately implement individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing Teaching practice 2 (A), the student is able to orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing Teaching practice 2 (A), the student can apply the requirements of school documentation in designing a teaching unit, can process the preparation for a lesson according to the subject specialization, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the apprenticeship methodologist (A), complete 45 hours of practice, including 10 hours of tutorials, 20 hours of outcomes and 15 hours of analysis with a trainee teacher in an elementary or secondary school according to the subject/content of the apprenticeship. The student keeps a personal portfolio of teaching practice from the tutorials and outcomes. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the Practice Methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
Slovak, English and Czech (in the case of language subject approbations also the target language)
Remarks: The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of didactic literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final outcome stage: reflection on own preparation and teaching with the trainee teacher.
Final colloquium of teaching practice 2 (A):
The colloquium conducted with the methodologist of pedagogical practice of the approbation subject (A) leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of Teaching practice 2 (A) is orientation to real school practice, the work of teachers and pupils in the teaching process in primary and secondary schools. During the practicum, the student observes the teaching process of a trainee teacher and analyses the teaching process in its entirety on the basis of the theoretical knowledge of the didactics of the subject approbation (A). During the outcomes, the student is able to elaborate the methodological preparation for the teaching unit, he/she is able to appropriately implement individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing Teaching practice 2 (A), the student is able to orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing Teaching practice 2 (A), the student can apply the requirements of school documentation in designing a teaching unit, can process the preparation for a lesson according to the subject specialization, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-praxis seminar with the apprenticeship methodologist (B), complete 45 hours of practice, including 10 hours of exercises, 20 hours of outcomes and 15 hours of analyses with a trainee teacher in an elementary or secondary school according to the subject/content of the apprenticeship. The student keeps a personal portfolio of teaching practice from the tutorials and outcomes. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the Practice Methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
Slovak, English and Czech (in the case of language subject approbations also the target language)
Remarks: The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of didactic literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final outcome stage: reflection on own preparation and teaching with the trainee teacher.
Final colloquium of teaching practice 2 (B):
The colloquium conducted with the methodologist of pedagogical practice of the approbation subject (B) leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of Teaching practice 2 (B) is orientation to real school practice, the work of teachers and pupils in the teaching process in primary and secondary schools. During the practicum, the student observes the teaching process of a trainee teacher and analyses the teaching process in its entirety on the basis of the theoretical knowledge of the didactics of the subject approbation (B). During the outcomes, the student is able to elaborate the methodological preparation for the teaching unit, he/she is able to appropriately implement individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing Teaching practice 2 (B), the student can orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing Teaching practice 2 (B), the student can apply the requirements of school documentation in designing a teaching unit, can process the preparation for a lesson according to the subject specialization, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-praxis seminar with the apprenticeship methodologist (B), complete 45 hours of practice, including 10 hours of exercises, 20 hours of outcomes and 15 hours of analyses with a trainee teacher in an elementary or secondary school according to the subject/content of the apprenticeship. The student keeps a personal portfolio of teaching practice from the tutorials and outcomes. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the Practice Methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
Slovak, English and Czech (in the case of language subject approbations also the target language)
Remarks: The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of didactic literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final outcome stage: reflection on own preparation and teaching with the trainee teacher.
Final colloquium of teaching practice 2 (B):
The colloquium conducted with the methodologist of pedagogical practice of the approbation subject (B) leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of Teaching practice 2 (B) is orientation to real school practice, the work of teachers and pupils in the teaching process in primary and secondary schools. During the practicum, the student observes the teaching process of a trainee teacher and analyses the teaching process in its entirety on the basis of the theoretical knowledge of the didactics of the subject approbation (B). During the outcomes, the student is able to elaborate the methodological preparation for the teaching unit, he/she is able to appropriately implement individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing Teaching practice 2 (B), the student can orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing Teaching practice 2 (B), the student can apply the requirements of school documentation in designing a teaching unit, can process the preparation for a lesson according to the subject specialization, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
BAGALOVÁ, Ľ., BIZÍKOVÁ, Ľ., FATULOVÁ. Z. (2015). Metodika podporujúca inkluzívne vzdelávanie v školách. Bratislava: ŠPÚ, 154 s. ISBN: 978-80-8118-143-6
https://www.statpedu.sk/files/articles/nove_dokumenty/projekty/eea_grants/metodika-podporujuca-inkluzivne-vzdelavanie-skolach.pdf
BOOTH, T., AINSCOW, M. (2019). Index inklúzie: Príručka na rozvoj škôl s dôrazom na inklzívne hodnoty. Bratislava: Nadácia pre deti Slovenska, 244 s. ISBN: 978-80-89403-19-6 https://www.ktochyba.sk/skola/dockali-sme-sa-slovenskeho-vydania-1
DRÁĽ, P., FINDÓR A. eds., (2008). Ako skúmať národ: Deväť štúdií o etnicite a nacionalizme. Brno: Tribun EU. s. 188-224. ISBN 978-80-7399-752-6 http://forumhistoriae.sk/documents/10180/20872/ako_skumat_narod.pdf
HALL, R., DRÁĽ, P., FRIDRICHOVÁ, P., HAPALOVÁ, M., LUKÁČ, S., MIŠKOLCI, J., VANČÍKOVÁ, K. ed., (2019). Analýza zistení o stave školstva na Slovensku. Bratislava: MESA 10 https://analyza.todarozum.sk/docs/19070214440001hmj1/
HAPALOVÁ, M., KRIGLEROVÁ, E. G. (2013). O krok bližšie k inklúzii. Bratislava: Člověk v tísni Slovensko a CVEK, 352 s. ISBN: 978-80-971343-0-3, http://cvek.sk/o-krok-blizsie-k-inkluzii/
HORŇÁKOVÁ, M. (2014). Kroky k inkluzívnej škole. Ružomberok: Verbum. 160 s. ISBN: 978-80-561-0187-2
JURSOVÁ ZACHAROVÁ, Z, LEMEŠOVÁ, M., MIŠKOLCI, J., CABANOVÁ, K., HORVÁTHOVÁ, Ľ., SOKOLOVÁ, L. (2019). Postoje, inklúzia a predsudky v slovenských školách. Bratislava: Vydavateľstvo Univerzity Komenského v Bratislave.199 s. ISBN 978-80-223-4814-0 https://www.havava.eu/accounts/Zlatica/Predsudky_inkluzia_monog_JZ_Final.pdf
KRHUTOVÁ, L. (2013). Úvod do disability studies. Ostrava: Ostravská univezita v Ostravě, 154 s. ISBN 978-80-7464-288-3
KRIGLEROVÁ, E. G. ed., (2015). Kľukaté cesty k inklúzii na Slovensku. Bratislava: CVEK, 85 s. http://cvek.sk/wp-content/uploads/2015/12/Klukate-cesty.indd_.pdf
KRIGLEROVÁ, E. G., GAŽOVIČOVÁ, T. eds. (2012). Škola pre všetkých? Inkluzívnosť opatrení vo vzťahu k rómskym deťom. Bratislava: CVEK. 107 s. ISBN: 978-80-970711-4-1 http://cvek.sk/skola-pre-vsetkych-inkluzivnost-opatreni-vo-vztahu-k-romskym-detom/
LECHTA, V. ed., (2010). Základy inkluzivní pedagogiky: Díte s postižením, narušením a ohrožením ve škole. Praha: Portál, 440 s. ISBN: 978-80-7367-679-7
VANČÍKOVÁ, K., SABO, R. a kol. (2018). Inkluzívne vzdelávanie – Skúsenosť slovenských škôl. Banská Bystrica: Belianum, ISBN: 978-80-557-1481-3
Prerequisites for successful completion of the course:
The course ends with an assessment, weighting of the interim and final assessment 100/0
- participation in class or active involvement in discussions (30 points);
- group presentation of a selection of topics (30 points)
The individual groups will be divided according to the following topics: 1) Inclusive education and the Dalton Plan; 2) Inclusive education and Maria Montessori's Pedagogy; 3) Inclusive education and Susan Kovalik's Integrated Thematic Teaching; 4) Inclusive education and another alternative pedagogical approach of their choice. Each group has to present in an engaging way a general description of the chosen pedagogical approach; present several concrete examples of pedagogical or didactic activities from this approach; demonstrate at least one activity (relevant for the 2nd grade of primary or secondary school) in the classroom; evaluate the usefulness and relevance of this approach for Inclusive education; provide basic information about schools in Slovakia that apply these pedagogical approaches in practice.
- group seminar paper on the topic of the presentation (40 points)
The seminar paper will be co-authored by all members of the group who will present on the topic. The assignment is to present (approx. 10 standard pages) the pedagogical approach about which the group presented in class and analytically and critically evaluate its usefulness in pedagogical practice in relation to Inclusive education with a focus on the second level of primary and/or secondary schools in the Slovak Republic, or to discuss its advantages, disadvantages and limitations. It is to be a seminar paper based on a critical analysis of the literature. It should therefore not be exclusively descriptive work, but also analytical. The aim is to critically and argumentatively evaluate the usefulness of the approach in relation to Inclusive education. One of the criteria of the thesis is coherence, i.e. the unity of the thesis as a whole.
The rating is awarded on a scale:
A 100 - 91% (excellent - outstanding results),
B 90 - 81% (very good - above average standard),
C 80 - 73% (good - normal reliable operation),
D 72 - 66% (satisfactory - acceptable results),
E 65 - 60% (sufficient - results meet minimum criteria),
Fx 59% or less (insufficient).
A 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.
For a grade of A, the student needs to produce consistently excellent results, be capable of independent study, and be able to reflect on the problems presented. The student can critically evaluate the information presented, identify problems and propose original solutions, can select relevant sources for his/her studies, can analyse and select professional or scientific information, is familiar with theoretical and empirical knowledge in the field of Inclusive education and can apply it in his/her pedagogical practice. At the same time, students are able to work in a team and collaborate on assignments.
A grade of B means that the student achieved above average results throughout the semester, was able to study independently, knows basic information about Inclusive education , can navigate the literature, and can apply the knowledge gained to practice in working with children and students, but there are also shortcomings in his critical and creative thinking. At the same time, students are able to work in a team and collaborate on assignments.
A grade of C means that the student has performed standardly well during the semester, his or her theoretical knowledge of the subject is at a good level, but the ability to apply this knowledge, critically evaluate and compare individual literary sources is lacking. There are more weaknesses in critical and inductive thinking as well as in group work.
The grade D means that the student was less prepared during the semester, has slight deficiencies in theoretical knowledge related to the subject of education and has more problems in independent implementation work, as well as in group work, cannot critically analyze information and has problems applying knowledge to practice.
A grade of E means that the student fails in more than one of the assignments, lacks the ability to analyze and compare multiple pieces of knowledge, and fails to think critically and apply theoretical knowledge to practice, but is proficient in most of the theoretical knowledge in the course.
slovak and czech
Brief outline of the course:
1. Defining Inclusive education and the arguments for and against Inclusive education;
2. Disability and ethnicity as social constructs;
3. The difference between inclusion and integration;
4. The relationship of Inclusive education to special education;
5. Inclusion index and teacher collaboration;
6. The inclusion index and collaboration with parents as a tool for inclusion;
7. National and international legal documents on Inclusive education;
8. Systemic mechanisms leading to segregation of children with special educational needs and Roma children;
9. Examples of good practice of inclusive schools in Slovakia;
10. Examples of good practice in Inclusive education: the Dalton Plan and Inclusive education; Maria Montessori pedagogy and Inclusive education; Susan Kovalik's Integrated Thematic Teaching and Inclusive education; other alternative pedagogical approaches and Inclusive education.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of the training is for students to understand the differences between school integration and inclusion and to acquire relevant theoretical knowledge and practical skills related to the concept of Inclusive education for children with disabilities or with any social, cultural, linguistic, health and other disadvantages in mainstream education. The graduate will gain insight into the sociological critique of special pedagogy and the potential for using the knowledge of special pedagogy and various other pedagogical approaches in Inclusive education and be able to critically evaluate their usefulness or, conversely, their risks. The student will also be briefly acquainted with the specifics of education (with regard to individual disabilities or disadvantages) in the mainstream school system.
They will also be able to assess, analyse and compare information, be able to think critically and evaluate individual examples of good practice and generalise knowledge.
Recommended reading:
BAGALOVÁ, Ľ., BIZÍKOVÁ, Ľ., FATULOVÁ. Z. (2015). Metodika podporujúca inkluzívne vzdelávanie v školách. Bratislava: ŠPÚ, 154 s. ISBN: 978-80-8118-143-6
https://www.statpedu.sk/files/articles/nove_dokumenty/projekty/eea_grants/metodika-podporujuca-inkluzivne-vzdelavanie-skolach.pdf
BOOTH, T., AINSCOW, M. (2019). Index inklúzie: Príručka na rozvoj škôl s dôrazom na inklzívne hodnoty. Bratislava: Nadácia pre deti Slovenska, 244 s. ISBN: 978-80-89403-19-6 https://www.ktochyba.sk/skola/dockali-sme-sa-slovenskeho-vydania-1
DRÁĽ, P., FINDÓR A. eds., (2008). Ako skúmať národ: Deväť štúdií o etnicite a nacionalizme. Brno: Tribun EU. s. 188-224. ISBN 978-80-7399-752-6 http://forumhistoriae.sk/documents/10180/20872/ako_skumat_narod.pdf
HALL, R., DRÁĽ, P., FRIDRICHOVÁ, P., HAPALOVÁ, M., LUKÁČ, S., MIŠKOLCI, J., VANČÍKOVÁ, K. ed., (2019). Analýza zistení o stave školstva na Slovensku. Bratislava: MESA 10 https://analyza.todarozum.sk/docs/19070214440001hmj1/
HAPALOVÁ, M., KRIGLEROVÁ, E. G. (2013). O krok bližšie k inklúzii. Bratislava: Člověk v tísni Slovensko a CVEK, 352 s. ISBN: 978-80-971343-0-3, http://cvek.sk/o-krok-blizsie-k-inkluzii/
HORŇÁKOVÁ, M. (2014). Kroky k inkluzívnej škole. Ružomberok: Verbum. 160 s. ISBN: 978-80-561-0187-2
JURSOVÁ ZACHAROVÁ, Z, LEMEŠOVÁ, M., MIŠKOLCI, J., CABANOVÁ, K., HORVÁTHOVÁ, Ľ., SOKOLOVÁ, L. (2019). Postoje, inklúzia a predsudky v slovenských školách. Bratislava: Vydavateľstvo Univerzity Komenského v Bratislave.199 s. ISBN 978-80-223-4814-0 https://www.havava.eu/accounts/Zlatica/Predsudky_inkluzia_monog_JZ_Final.pdf
KRHUTOVÁ, L. (2013). Úvod do disability studies. Ostrava: Ostravská univezita v Ostravě, 154 s. ISBN 978-80-7464-288-3
KRIGLEROVÁ, E. G. ed., (2015). Kľukaté cesty k inklúzii na Slovensku. Bratislava: CVEK, 85 s. http://cvek.sk/wp-content/uploads/2015/12/Klukate-cesty.indd_.pdf
KRIGLEROVÁ, E. G., GAŽOVIČOVÁ, T. eds. (2012). Škola pre všetkých? Inkluzívnosť opatrení vo vzťahu k rómskym deťom. Bratislava: CVEK. 107 s. ISBN: 978-80-970711-4-1 http://cvek.sk/skola-pre-vsetkych-inkluzivnost-opatreni-vo-vztahu-k-romskym-detom/
LECHTA, V. ed., (2010). Základy inkluzivní pedagogiky: Díte s postižením, narušením a ohrožením ve škole. Praha: Portál, 440 s. ISBN: 978-80-7367-679-7
VANČÍKOVÁ, K., SABO, R. a kol. (2018). Inkluzívne vzdelávanie – Skúsenosť slovenských škôl. Banská Bystrica: Belianum, ISBN: 978-80-557-1481-3
Prerequisites for successful completion of the course:
The course ends with an assessment, weighting of the interim and final assessment 100/0
- participation in class or active involvement in discussions (30 points);
- group presentation of a selection of topics (30 points)
The individual groups will be divided according to the following topics: 1) Inclusive education and the Dalton Plan; 2) Inclusive education and Maria Montessori's Pedagogy; 3) Inclusive education and Susan Kovalik's Integrated Thematic Teaching; 4) Inclusive education and another alternative pedagogical approach of their choice. Each group has to present in an engaging way a general description of the chosen pedagogical approach; present several concrete examples of pedagogical or didactic activities from this approach; demonstrate at least one activity (relevant for the 2nd grade of primary or secondary school) in the classroom; evaluate the usefulness and relevance of this approach for Inclusive education; provide basic information about schools in Slovakia that apply these pedagogical approaches in practice.
- group seminar paper on the topic of the presentation (40 points)
The seminar paper will be co-authored by all members of the group who will present on the topic. The assignment is to present (approx. 10 standard pages) the pedagogical approach about which the group presented in class and analytically and critically evaluate its usefulness in pedagogical practice in relation to Inclusive education with a focus on the second level of primary and/or secondary schools in the Slovak Republic, or to discuss its advantages, disadvantages and limitations. It is to be a seminar paper based on a critical analysis of the literature. It should therefore not be exclusively descriptive work, but also analytical. The aim is to critically and argumentatively evaluate the usefulness of the approach in relation to Inclusive education. One of the criteria of the thesis is coherence, i.e. the unity of the thesis as a whole.
The rating is awarded on a scale:
A 100 - 91% (excellent - outstanding results),
B 90 - 81% (very good - above average standard),
C 80 - 73% (good - normal reliable operation),
D 72 - 66% (satisfactory - acceptable results),
E 65 - 60% (sufficient - results meet minimum criteria),
Fx 59% or less (insufficient).
A 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.
For a grade of A, the student needs to produce consistently excellent results, be capable of independent study, and be able to reflect on the problems presented. The student can critically evaluate the information presented, identify problems and propose original solutions, can select relevant sources for his/her studies, can analyse and select professional or scientific information, is familiar with theoretical and empirical knowledge in the field of Inclusive education and can apply it in his/her pedagogical practice. At the same time, students are able to work in a team and collaborate on assignments.
A grade of B means that the student achieved above average results throughout the semester, was able to study independently, knows basic information about Inclusive education , can navigate the literature, and can apply the knowledge gained to practice in working with children and students, but there are also shortcomings in his critical and creative thinking. At the same time, students are able to work in a team and collaborate on assignments.
A grade of C means that the student has performed standardly well during the semester, his or her theoretical knowledge of the subject is at a good level, but the ability to apply this knowledge, critically evaluate and compare individual literary sources is lacking. There are more weaknesses in critical and inductive thinking as well as in group work.
The grade D means that the student was less prepared during the semester, has slight deficiencies in theoretical knowledge related to the subject of education and has more problems in independent implementation work, as well as in group work, cannot critically analyze information and has problems applying knowledge to practice.
A grade of E means that the student fails in more than one of the assignments, lacks the ability to analyze and compare multiple pieces of knowledge, and fails to think critically and apply theoretical knowledge to practice, but is proficient in most of the theoretical knowledge in the course.
slovak and czech
Brief outline of the course:
1. Defining Inclusive education and the arguments for and against Inclusive education;
2. Disability and ethnicity as social constructs;
3. The difference between inclusion and integration;
4. The relationship of Inclusive education to special education;
5. Inclusion index and teacher collaboration;
6. The inclusion index and collaboration with parents as a tool for inclusion;
7. National and international legal documents on Inclusive education;
8. Systemic mechanisms leading to segregation of children with special educational needs and Roma children;
9. Examples of good practice of inclusive schools in Slovakia;
10. Examples of good practice in Inclusive education: the Dalton Plan and Inclusive education; Maria Montessori pedagogy and Inclusive education; Susan Kovalik's Integrated Thematic Teaching and Inclusive education; other alternative pedagogical approaches and Inclusive education.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of the training is for students to understand the differences between school integration and inclusion and to acquire relevant theoretical knowledge and practical skills related to the concept of Inclusive education for children with disabilities or with any social, cultural, linguistic, health and other disadvantages in mainstream education. The graduate will gain insight into the sociological critique of special pedagogy and the potential for using the knowledge of special pedagogy and various other pedagogical approaches in Inclusive education and be able to critically evaluate their usefulness or, conversely, their risks. The student will also be briefly acquainted with the specifics of education (with regard to individual disabilities or disadvantages) in the mainstream school system.
They will also be able to assess, analyse and compare information, be able to think critically and evaluate individual examples of good practice and generalise knowledge.
Recommended reading:
GAVORA, P., et al. How to develop students' reading comprehension. Nitra: Enigma, 2008.
KNECHT,P. , JANIK,T. et al. Textbooks from the perspective of pedagogical research. Brno: Paido, 2008.
MAŇÁK,J., KNECHT, P. Textbook evaluation. Brno: Paido, 2007.
MAŇÁK, J., KLAPKO, D. Textbooks under the magnifying glass. Brno: Paido, 2006.
NOGOVÁ, M. et al. The procedure of creating and publishing textbooks. Bratislava : ŠPÚ, 2005.
PŠENÁKOVÁ, I. Creation of didactic interactive materials and criteria of their quality evaluation. Trnava: Faculty of Education, Trnava University of Technology, 2021
Prerequisite subjects: none
Prerequisites for successful completion of the course: the course is completed with an assessment (100% of the continuous assessment).
During the semester, the student's task is to solve continuously assigned tasks and to participate in the presentation and discussion of their solutions in seminars. The solution of each problem is evaluated with points. The maximum possible number of points for all assignments combined is 30.
The rating is awarded on a scale:
A minimum of 28 points is required for a final grade A (excellent - outstanding results), a minimum of 25 points for a grade B (very good - above average standard), a minimum of 22 points for a grade C (good - normal reliable work), a minimum of 20 points for a grade D (satisfactory - acceptable results) and a minimum of 18 points for a grade E (satisfactory - results meet the minimum criteria). A grade of FX (Inadequate - extra work required) will be awarded to students who score 17 points or less. To pass the course, a minimum score of 60% is required.
slovak and czech
Brief outline of the course:
Textbook as a specific type of teaching aid. Functions and structure of a textbook. Textbook production system and textbook policy in the Slovak Republic. Analysis and evaluation of textbook quality. Basis for the development of teaching texts, textbooks and other educational resources. Specifics of creation and use of digital educational resources in teaching. Use of central repositories of digital educational content and open educational resources.
100/0
Learning objectives and outcomes and transferable competences:
After completing the course, students will be able to explain the functions and individual elements of the textbook structure, describe the system of its creation and the current textbook policy in the Slovak Republic. They will be able to analyse, critically reflect on and discuss the elements of quality of a particular textbook defined in individual assignments. Students will be able to explain the background to the creation of various educational resources and define the specifics of the creation and use of digital educational resources in teaching.
They will be able to search for digital educational content in its central repositories and open educational resources. Students will develop their analytical and critical thinking, communication, lecturing and metacognitive skills while solving, presenting and discussing the results of ongoing assignments. Students will be able to use the acquired knowledge and skills creatively in the study of other didactic disciplines and in their future teaching practice.
Recommended reading:
GAVORA, P., et al. How to develop students' reading comprehension. Nitra: Enigma, 2008.
KNECHT,P. , JANIK,T. et al. Textbooks from the perspective of pedagogical research. Brno: Paido, 2008.
MAŇÁK,J., KNECHT, P. Textbook evaluation. Brno: Paido, 2007.
MAŇÁK, J., KLAPKO, D. Textbooks under the magnifying glass. Brno: Paido, 2006.
NOGOVÁ, M. et al. The procedure of creating and publishing textbooks. Bratislava : ŠPÚ, 2005.
PŠENÁKOVÁ, I. Creation of didactic interactive materials and criteria of their quality evaluation. Trnava: Faculty of Education, Trnava University of Technology, 2021
Prerequisite subjects: none
Prerequisites for successful completion of the course: the course is completed with an assessment (100% of the continuous assessment).
During the semester, the student's task is to solve continuously assigned tasks and to participate in the presentation and discussion of their solutions in seminars. The solution of each problem is evaluated with points. The maximum possible number of points for all assignments combined is 30.
The rating is awarded on a scale:
A minimum of 28 points is required for a final grade A (excellent - outstanding results), a minimum of 25 points for a grade B (very good - above average standard), a minimum of 22 points for a grade C (good - normal reliable work), a minimum of 20 points for a grade D (satisfactory - acceptable results) and a minimum of 18 points for a grade E (satisfactory - results meet the minimum criteria). A grade of FX (Inadequate - extra work required) will be awarded to students who score 17 points or less. To pass the course, a minimum score of 60% is required.
slovak and czech
Brief outline of the course:
Textbook as a specific type of teaching aid. Functions and structure of a textbook. Textbook production system and textbook policy in the Slovak Republic. Analysis and evaluation of textbook quality. Basis for the development of teaching texts, textbooks and other educational resources. Specifics of creation and use of digital educational resources in teaching. Use of central repositories of digital educational content and open educational resources.
100/0
Learning objectives and outcomes and transferable competences:
After completing the course, students will be able to explain the functions and individual elements of the textbook structure, describe the system of its creation and the current textbook policy in the Slovak Republic. They will be able to analyse, critically reflect on and discuss the elements of quality of a particular textbook defined in individual assignments. Students will be able to explain the background to the creation of various educational resources and define the specifics of the creation and use of digital educational resources in teaching.
They will be able to search for digital educational content in its central repositories and open educational resources. Students will develop their analytical and critical thinking, communication, lecturing and metacognitive skills while solving, presenting and discussing the results of ongoing assignments. Students will be able to use the acquired knowledge and skills creatively in the study of other didactic disciplines and in their future teaching practice.
Compulsory reading:
ZAVIŠ, M. (2008). Repetitórium z religionistiky 1. Bratislava: Univerzita Komenského, 96 s., ISBN 978-80-223-2554-7
Recommended reading:
ELIADE, M. (1995). Dejiny náboženských predstáv a ideí I. Bratislava: Agora, 398 s., ISBN 80-967210-1-1
ELIADE, M. (1997). Dejiny náboženských predstáv a ideí II. Bratislava: Agora, 424 s., ISBN 80-967210-2-X
ELIADE, M. (199+75). Dejiny náboženských predstáv a ideí I-III. Bratislava: Agora, 294 s., ISBN 80-967210-3-8
GLASSENAPP, H.(2009). Päť svetových náboženstiev. Bratislava: Talentum, 488 s., ISBN 9788088979609
HORYNA, B. (1994). Úvod do religionistiky. Praha: Oikoymenh,. 134 s., ISBN 80-85241-64-1
KEENE, M. (2003). Svetové náboženstvá, Bratislava: Ikar, 192 s., ISBN 80-711-8480-2
KOMOROVSKÝ, J. (2000). Religionistika. Veda o náboženstvách sveta a jej pomocné disciplíny. Bratislava: Univerzita Komenského, 154 s. 80-223-0823-4.
KÜNG, H. (2007). Po stopách světových náboženství. Brno: CDK. 179 s. ISBN 80-7325-059-4
ZAVIŠ, M. (2005). New Age – pragmatický synkretizmus dneška/New Age – Pragmatic Syncretism of Today. In: New Age. Bratislava: Ústav pre vzťahy štátu a cirkví, 2005. S. 662-673. ISBN 80-89096-19-0
ZAVIŠ, M. (2013). Paradigma osobnosti kresťanského učiteľa v minulosti a dnes. Bratislava: Univerzita Komenského v Bratislave, 139 s., ISBN 978-80-223-3218-7
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with a 100% interim assessment, which includes: a presentation of a selected topic (30% of the assessment) and a final colloquium in the assessment week (70% of the assessment). For successful completion of the course, a minimum of 60% of the presentation grade and 60% of the final colloquium grade is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results; students performed excellently during the semester, actively participated in the teaching and showed interest in the subject, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of religious studies is at a high level),
B (90-81%, very good - above average standard; students performed very well during the semester, they participated in the teaching, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of religious studies is at a very good level),
C (80-73%, good - normal reliable work; students performed standardly well during the semester, they were able to work independently with the literature and to process and present the acquired knowledge in an appropriate way, their theoretical knowledge of religious studies is at a good level),
D (72-66%, satisfactory - acceptable results; students have limited ability to work independently with the literature and are able to process and present the acquired knowledge with problems; they have slight deficiencies in theoretical knowledge of religious studies),
E (65-60%, sufficient - the results meet the minimum criteria; students have considerable difficulties in working independently with the literature as well as in processing and presenting the acquired knowledge, they have significant deficiencies in theoretical knowledge of religious studies),
Fx (59-0%, insufficient - extra work required).
slovak and czech
Brief outline of the course:
1. Religious studies as a discipline and its key concepts.
2. Hypotheses about the origins of religion; the religious scene of today.
3. Primitive religions: manism and totemism.
4. Ancient religions: Egyptian, Canaanite, Greek, Roman, Celtic and Slavic.
5. Ethnic religions: Taoism, Confucianism and Shintoism.
6. Judaism: doctrine and practice.
7. Christianity: doctrine and practice.
8. Islam: teaching and practice.
9. Hinduism: doctrine and practice.
10. Buddhism: teaching and practice.
100/0
Learning objectives and outcomes and transferable competences:
The course will provide students with background information and orientation in the history and present of religions and sufficient background to understand religion as a significant spiritual component of the life of society. By completing the course, students will gain the ability to analyze religion in its interconnectedness as a personal, historical, cultural, ethical, social, and transcendent phenomenon. It will orient them to the world's major religious systems as well as new religious movements. They will be able to use the acquired knowledge effectively in the pedagogical process as part of civics, with an emphasis on education for religious and, in general, attitudinal tolerance. By completing the course, students will develop transferable competencies such as communication skills, analytical skills, creativity and abstract thinking skills, critical thinking skills, motivation and the ability to learn, and reasoning in context.
Learning objectives:
To provide students with the basic information needed to understand religion as a phenomenon that plays a significant role in the life of the individual as well as in society and to familiarize them primarily with the world's dominant religious systems, which are the largest in terms of both number of adherents and geographical representation.
Compulsory reading:
ZAVIŠ, M. (2008). Repetitórium z religionistiky 1. Bratislava: Univerzita Komenského, 96 s., ISBN 978-80-223-2554-7
Recommended reading:
ELIADE, M. (1995). Dejiny náboženských predstáv a ideí I. Bratislava: Agora, 398 s., ISBN 80-967210-1-1
ELIADE, M. (1997). Dejiny náboženských predstáv a ideí II. Bratislava: Agora, 424 s., ISBN 80-967210-2-X
ELIADE, M. (199+75). Dejiny náboženských predstáv a ideí I-III. Bratislava: Agora, 294 s., ISBN 80-967210-3-8
GLASSENAPP, H.(2009). Päť svetových náboženstiev. Bratislava: Talentum, 488 s., ISBN 9788088979609
HORYNA, B. (1994). Úvod do religionistiky. Praha: Oikoymenh,. 134 s., ISBN 80-85241-64-1
KEENE, M. (2003). Svetové náboženstvá, Bratislava: Ikar, 192 s., ISBN 80-711-8480-2
KOMOROVSKÝ, J. (2000). Religionistika. Veda o náboženstvách sveta a jej pomocné disciplíny. Bratislava: Univerzita Komenského, 154 s. 80-223-0823-4.
KÜNG, H. (2007). Po stopách světových náboženství. Brno: CDK. 179 s. ISBN 80-7325-059-4
ZAVIŠ, M. (2005). New Age – pragmatický synkretizmus dneška/New Age – Pragmatic Syncretism of Today. In: New Age. Bratislava: Ústav pre vzťahy štátu a cirkví, 2005. S. 662-673. ISBN 80-89096-19-0
ZAVIŠ, M. (2013). Paradigma osobnosti kresťanského učiteľa v minulosti a dnes. Bratislava: Univerzita Komenského v Bratislave, 139 s., ISBN 978-80-223-3218-7
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with a 100% interim assessment, which includes: a presentation of a selected topic (30% of the assessment) and a final colloquium in the assessment week (70% of the assessment). For successful completion of the course, a minimum of 60% of the presentation grade and 60% of the final colloquium grade is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results; students performed excellently during the semester, actively participated in the teaching and showed interest in the subject, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of religious studies is at a high level),
B (90-81%, very good - above average standard; students performed very well during the semester, they participated in the teaching, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of religious studies is at a very good level),
C (80-73%, good - normal reliable work; students performed standardly well during the semester, they were able to work independently with the literature and to process and present the acquired knowledge in an appropriate way, their theoretical knowledge of religious studies is at a good level),
D (72-66%, satisfactory - acceptable results; students have limited ability to work independently with the literature and are able to process and present the acquired knowledge with problems; they have slight deficiencies in theoretical knowledge of religious studies),
E (65-60%, sufficient - the results meet the minimum criteria; students have considerable difficulties in working independently with the literature as well as in processing and presenting the acquired knowledge, they have significant deficiencies in theoretical knowledge of religious studies),
Fx (59-0%, insufficient - extra work required).
slovak and czech
Brief outline of the course:
1. Religious studies as a discipline and its key concepts.
2. Hypotheses about the origins of religion; the religious scene of today.
3. Primitive religions: manism and totemism.
4. Ancient religions: Egyptian, Canaanite, Greek, Roman, Celtic and Slavic.
5. Ethnic religions: Taoism, Confucianism and Shintoism.
6. Judaism: doctrine and practice.
7. Christianity: doctrine and practice.
8. Islam: teaching and practice.
9. Hinduism: doctrine and practice.
10. Buddhism: teaching and practice.
100/0
Learning objectives and outcomes and transferable competences:
The course will provide students with background information and orientation in the history and present of religions and sufficient background to understand religion as a significant spiritual component of the life of society. By completing the course, students will gain the ability to analyze religion in its interconnectedness as a personal, historical, cultural, ethical, social, and transcendent phenomenon. It will orient them to the world's major religious systems as well as new religious movements. They will be able to use the acquired knowledge effectively in the pedagogical process as part of civics, with an emphasis on education for religious and, in general, attitudinal tolerance. By completing the course, students will develop transferable competencies such as communication skills, analytical skills, creativity and abstract thinking skills, critical thinking skills, motivation and the ability to learn, and reasoning in context.
Learning objectives:
To provide students with the basic information needed to understand religion as a phenomenon that plays a significant role in the life of the individual as well as in society and to familiarize them primarily with the world's dominant religious systems, which are the largest in terms of both number of adherents and geographical representation.
Compulsory reading:
HAMRANOVÁ, A. (2013). Sociálno – psychologický výcvik v príprave učiteľov (metodické pokyny). In: SOKOLOVÁ, L. et al. (eds.). (2013). Psychológia (v) škole. Zborník príspevkov z medzinárodnej vedeckej konferencie. Univerzita Komenského. 2013, s. 33-36. ISBN 978-80-223-3483-9 https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KPP/Publikacie/zbornik_prispevkov_PSYCHOLOGIA_V_SKOLE.pdf
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOLOVÁ, L., SOKOLOVÁ, L. (2017). Psychológia zážitkom. Metodická príručka. Univerzita Komenského. 497 s. ISBN 978-80-223-3655-0
LEMEŠOVÁ, M. (2021). Metodika vedenia sociálno-psychologického tréningu v prostredí školy. 2.0.
Slovenská asociácia pre učiteľstvo psychológie. (kap. 3 Práca so skupinou - skupinová dynamika;
kap. 5 Keď je tréningová skupina inkluzívna, kap. 7 Zážitkové učenie = učenie zážitkom, kap. 10 a
11 – o pomôckach a priestore). 213 s. ISBN 978-80-974026-1-7
Štátny vzdelávací program a dokumenty viažuce sa k prierezovej téme dostupné na webstránkach
Štátneho pedagogického ústavu:Štátny pedagogický ústav - ŠPÚ (statpedu.sk)
Recommended reading:
HERMOCHOVÁ, S. (2005). Skupinová dynamika ve školní třídě. Kladno: AISIS. 180 s. ISBN 8023956124
HERMOCHOVÁ, S. (2006). Teambuilding. Praha: Grada. 116 s. ISBN: 80-247-1155-9
KOLAŘÍK, M. (2019). Interakční psychologický výcvik. Praha: Grada. 192 s. ISBN 9788027121939
Prerequisite subjects: none
Prerequisites for successful completion of the course:
100% of the continuous assessment, the course is completed by assessment.
Continuous assessment includes the evaluation of the performance of continuous tasks and assignments, which are carried out individually or in groups at different stages of the course implementation. Individual assignments focus on the preparation of materials and the development of assignments on which direct teaching will be based. This involves working with various questionnaires and tests, information sources (publications aimed at developing pupils' social-psychological competences) and official school documents (30% of the assessment). Within the group work, space is devoted to specific exercises and simulation of experiential learning in teachers' work (30%) and to the analysis of the objectives, meaning, methods of the cross-cutting theme of Personal and Social Development and its integration into selected educational areas (30%). A reflective essay concludes the continuous assessment (10% of the assessment).
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A grade A is awarded if the student has acquired knowledge related to the content of the cross-cutting theme, is familiar with methods, techniques and other specifics related to the field of experiential and active social learning, actively engages in individual activities and shows interest and effort to develop his/her competences in the identified key areas, seeks original and creative solutions to the tasks set, reflects the emerging changes that experiential learning brings, manifests himself/herself as a full member of the group and actively expresses his/her own opinion.
A B grade is awarded if the student has acquired knowledge related to the content of the cross-cutting theme, is familiar with the methods, techniques and other specifics related to the field of experiential and active social learning, actively engages in individual activities and shows interest and effort to develop his/her competences in the identified key areas, to a lesser extent, seeks original and creative solutions to the tasks set, reflects the emerging changes that experiential learning brings but needs more time and space to verbalise them, shows himself as a full member of the group and actively expresses his own opinion.
Grade C will be awarded to a student who has acquired the knowledge related to the content of the cross-cutting topic at an average level, is familiar with the methods, techniques and other specifics related to the field of experiential and active social learning, is usually actively involved in individual activities, shows interest and effort to develop his/her competences, only in some topics and areas, makes little use of his/her personal qualities in finding original and creative solutions to the tasks set, reflects only to some extent the emerging changes brought about by experiential learning, shows himself/herself to be a full member of the group and actively expresses his/her own opinion.
A grade D is awarded if the student has acquired basic knowledge related to the content of the cross-cutting theme, is generally familiar with the methods, techniques and other specifics related to the field of experiential and active social learning, engages to a limited extent in individual activities, and shows only sporadic interest and effort to develop his/her competencies, often only with external help, seeks original and creative solutions to the tasks set, cannot adequately reflect the emerging changes brought about by experiential learning, is more passive and more like a marginal member of the group, even though he or she actively expresses his or her own opinion.
A student receives a grade of E if the student has mastered the basic knowledge related to the content of the cross-cutting topic and is at least partially oriented in the methods, techniques and other specifics related to the field of experiential and active social learning, behaves passively and minimally participates in individual activities, does not show interest and effort to develop his/her competences, relies on the group for original and creative solutions to the tasks set, cannot adequately reflect the emerging changes brought about by experiential learning, cannot find his/her place in the group, expresses his/her own opinion sporadically and not always in an appropriate way.
The grade of Fx requires extra work, extra study; this grade is given exceptionally, most often because of non-participation in class and failure to complete the assigned interim assignments, refusal to cooperate in any way, refusal to take a stand on required topics and to express one's own opinion.
Slovak and Czech language
subject with a psychological focus, in the study plan marked *) The subject is usually implemented in the form of block teaching or continuously during the semester.
Brief outline of the course:
1. Cross-cutting theme Personal and social development and national curricula for lower and upper secondary education
2. Objectives, outcomes, content, methods of the cross-cutting theme and its integration into selected educational areas
3. Experiential and active social learning: models and theories of learning, methods and techniques.
4. Experiential and active social learning: space, tools, rules and challenging situations.
5. The school class as a group (the position, status and role of the individual in the group).
6. Group dynamics - group dynamics.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of the course is to familiarize students with the cross-cutting theme of personal and social development and experiential learning aimed at the development of social-psychological competencies in the school and classroom environment.
The student after completing the course:
- distinguishes the different stages of group development, perceives its variability and can assess the impact of the teacher's role in this area,
- knows the content, methods and objectives of the cross-cutting theme of Personal and Social Development and can identify and propose its integration within his/her study programme,
- can use techniques and strategies of experiential and active social learning leading to the fulfilment of the objectives of the cross-cutting theme, to promote group cohesion and a positive atmosphere in the group,
- is oriented in the available literature and is able to modify the acquired knowledge for the purposes of educational practice,
- Through experiential activities, gain first-hand experience of active social and experiential learning.
Compulsory reading:
HAMRANOVÁ, A. (2013). Sociálno – psychologický výcvik v príprave učiteľov (metodické pokyny). In: SOKOLOVÁ, L. et al. (eds.). (2013). Psychológia (v) škole. Zborník príspevkov z medzinárodnej vedeckej konferencie. Univerzita Komenského. 2013, s. 33-36. ISBN 978-80-223-3483-9 https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KPP/Publikacie/zbornik_prispevkov_PSYCHOLOGIA_V_SKOLE.pdf
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOLOVÁ, L., SOKOLOVÁ, L. (2017). Psychológia zážitkom. Metodická príručka. Univerzita Komenského. 497 s. ISBN 978-80-223-3655-0
LEMEŠOVÁ, M. (2021). Metodika vedenia sociálno-psychologického tréningu v prostredí školy. 2.0.
Slovenská asociácia pre učiteľstvo psychológie. (kap. 3 Práca so skupinou - skupinová dynamika;
kap. 5 Keď je tréningová skupina inkluzívna, kap. 7 Zážitkové učenie = učenie zážitkom, kap. 10 a
11 – o pomôckach a priestore). 213 s. ISBN 978-80-974026-1-7
Štátny vzdelávací program a dokumenty viažuce sa k prierezovej téme dostupné na webstránkach
Štátneho pedagogického ústavu:Štátny pedagogický ústav - ŠPÚ (statpedu.sk)
Recommended reading:
HERMOCHOVÁ, S. (2005). Skupinová dynamika ve školní třídě. Kladno: AISIS. 180 s. ISBN 8023956124
HERMOCHOVÁ, S. (2006). Teambuilding. Praha: Grada. 116 s. ISBN: 80-247-1155-9
KOLAŘÍK, M. (2019). Interakční psychologický výcvik. Praha: Grada. 192 s. ISBN 9788027121939
Prerequisite subjects: none
Prerequisites for successful completion of the course:
100% of the continuous assessment, the course is completed by assessment.
Continuous assessment includes the evaluation of the performance of continuous tasks and assignments, which are carried out individually or in groups at different stages of the course implementation. Individual assignments focus on the preparation of materials and the development of assignments on which direct teaching will be based. This involves working with various questionnaires and tests, information sources (publications aimed at developing pupils' social-psychological competences) and official school documents (30% of the assessment). Within the group work, space is devoted to specific exercises and simulation of experiential learning in teachers' work (30%) and to the analysis of the objectives, meaning, methods of the cross-cutting theme of Personal and Social Development and its integration into selected educational areas (30%). A reflective essay concludes the continuous assessment (10% of the assessment).
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A grade A is awarded if the student has acquired knowledge related to the content of the cross-cutting theme, is familiar with methods, techniques and other specifics related to the field of experiential and active social learning, actively engages in individual activities and shows interest and effort to develop his/her competences in the identified key areas, seeks original and creative solutions to the tasks set, reflects the emerging changes that experiential learning brings, manifests himself/herself as a full member of the group and actively expresses his/her own opinion.
A B grade is awarded if the student has acquired knowledge related to the content of the cross-cutting theme, is familiar with the methods, techniques and other specifics related to the field of experiential and active social learning, actively engages in individual activities and shows interest and effort to develop his/her competences in the identified key areas, to a lesser extent, seeks original and creative solutions to the tasks set, reflects the emerging changes that experiential learning brings but needs more time and space to verbalise them, shows himself as a full member of the group and actively expresses his own opinion.
Grade C will be awarded to a student who has acquired the knowledge related to the content of the cross-cutting topic at an average level, is familiar with the methods, techniques and other specifics related to the field of experiential and active social learning, is usually actively involved in individual activities, shows interest and effort to develop his/her competences, only in some topics and areas, makes little use of his/her personal qualities in finding original and creative solutions to the tasks set, reflects only to some extent the emerging changes brought about by experiential learning, shows himself/herself to be a full member of the group and actively expresses his/her own opinion.
A grade D is awarded if the student has acquired basic knowledge related to the content of the cross-cutting theme, is generally familiar with the methods, techniques and other specifics related to the field of experiential and active social learning, engages to a limited extent in individual activities, and shows only sporadic interest and effort to develop his/her competencies, often only with external help, seeks original and creative solutions to the tasks set, cannot adequately reflect the emerging changes brought about by experiential learning, is more passive and more like a marginal member of the group, even though he or she actively expresses his or her own opinion.
A student receives a grade of E if the student has mastered the basic knowledge related to the content of the cross-cutting topic and is at least partially oriented in the methods, techniques and other specifics related to the field of experiential and active social learning, behaves passively and minimally participates in individual activities, does not show interest and effort to develop his/her competences, relies on the group for original and creative solutions to the tasks set, cannot adequately reflect the emerging changes brought about by experiential learning, cannot find his/her place in the group, expresses his/her own opinion sporadically and not always in an appropriate way.
The grade of Fx requires extra work, extra study; this grade is given exceptionally, most often because of non-participation in class and failure to complete the assigned interim assignments, refusal to cooperate in any way, refusal to take a stand on required topics and to express one's own opinion.
Slovak and Czech language
subject with a psychological focus, in the study plan marked *) The subject is usually implemented in the form of block teaching or continuously during the semester.
Brief outline of the course:
1. Cross-cutting theme Personal and social development and national curricula for lower and upper secondary education
2. Objectives, outcomes, content, methods of the cross-cutting theme and its integration into selected educational areas
3. Experiential and active social learning: models and theories of learning, methods and techniques.
4. Experiential and active social learning: space, tools, rules and challenging situations.
5. The school class as a group (the position, status and role of the individual in the group).
6. Group dynamics - group dynamics.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of the course is to familiarize students with the cross-cutting theme of personal and social development and experiential learning aimed at the development of social-psychological competencies in the school and classroom environment.
The student after completing the course:
- distinguishes the different stages of group development, perceives its variability and can assess the impact of the teacher's role in this area,
- knows the content, methods and objectives of the cross-cutting theme of Personal and Social Development and can identify and propose its integration within his/her study programme,
- can use techniques and strategies of experiential and active social learning leading to the fulfilment of the objectives of the cross-cutting theme, to promote group cohesion and a positive atmosphere in the group,
- is oriented in the available literature and is able to modify the acquired knowledge for the purposes of educational practice,
- Through experiential activities, gain first-hand experience of active social and experiential learning.
Compulsory reading:
BENDL, S. (2011). Školní kázeň v teorii a praxi. Praha: Triton.208 s., ISBN 978-80-7387-432-2
CANGELOSI, J. S. (2006). Strategie řízení třídy. Portál. 289 s. ISBN 978-80-7367-650-6
Recommended reading.
FONTANA, D. (2010). Psychologie ve školní praxi.Praha: Portál. 384 s. ISBN 978-80-262-0741-2
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOVÁ, L., SOKOLOVÁ, L. (2017). Psychológia zážitkom. Metodická príručka. Univerzita Komenského. 497 s. ISBN 978-80-223-3655-0
SOKOLOVÁ, L., LEMEŠOVÁ, M., HARVANOVÁ, S. (2019). Čo sa deje v školskej triede? Dva pohľady na nevhodné správanie detí v škole. Pedagogika.sk, 10(1), 47-65. ISSN (online) 1338-0982. Compulsory reading:
BENDL, S. (2011). Školní kázeň v teorii a praxi. Praha: Triton.208 s., ISBN 978-80-7387-432-2
CANGELOSI, J. S. (2006). Strategie řízení třídy. Portál. 289 s. ISBN 978-80-7367-650-6
Recommended reading.
FONTANA, D. (2010). Psychologie ve školní praxi.Praha: Portál. 384 s. ISBN 978-80-262-0741-2
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOVÁ, L., SOKOLOVÁ, L. (2017). Psychológia zážitkom. Metodická príručka. Univerzita Komenského. 497 s. ISBN 978-80-223-3655-0
SOKOLOVÁ, L., LEMEŠOVÁ, M., HARVANOVÁ, S. (2019). Čo sa deje v školskej triede? Dva pohľady na nevhodné správanie detí v škole. Pedagogika.sk, 10(1), 47-65. ISSN (online) 1338-0982.
ŠRAMOVÁ, B., DEPTOVÁ, T., HAMRANOVÁ, A., POLIAKOVÁ, E.. (2019). Násilie v intímnych vzťahoch dospievajúcich. Metodika pre prácu v oblasti prevencie. Univerzita Komenského v Bratislave. 189 s. ISBN 978-80-223-4849-2
Prerequisite subjects: none
Prerequisites for passing the course: 100% of continuous assessment
Continuous assessment includes the evaluation of the completion of continuous tasks and assignments, which are carried out in an individual or group form. These are mainly experiential activities and exercises aimed at solving school educational situations. Using role-play and cooperative games, the student practises various strategies and techniques for coping with pupils' inappropriate behaviour (max. 30 points). In small groups during class, they develop a proposal for a prevention or intervention program aimed at eliminating or addressing inappropriate school situations (max. 20 points), which they then present (max. 10 points). The student individually produces a seminar paper (on a specific educational problem situation in school) in which he/she proposes a possible solution (max. 30 points). The student will present the seminar paper continuously according to the timetable (max. 10 points).
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
For a grade of A, students need to produce excellent results continuously throughout the semester, be able to study independently, be able to navigate a variety of literary sources, and critically select relevant sources for their studies. Students have knowledge of a variety of educational situations in the school environment and how to address them, and are able to apply their knowledge in meaningful ways to create assignments.
A grade of B means that the students achieved above average results throughout the semester, were able to study independently, are able to navigate through various literary sources and critically select relevant sources for their studies, have knowledge of various educational situations in the school environment and their solutions, and are able to apply their knowledge appropriately to the creation of assignments.
A grade of C means that the students performed well during the semester, their theoretical knowledge of various educational situations in the school environment and their solutions is at a good level, but they have deficiencies in their ability to apply this knowledge, they have deficiencies in the critical evaluation and comparison of literary sources and psychological knowledge.
A grade of D means that students were less prepared during the semester, they have slight deficiencies in theoretical knowledge related to various educational situations in the school environment and their solutions. They have considerable difficulties in independent work, they cannot critically analyse information.
A grade of E means that students fail in more than one of the assignments, lack the ability to analyze and compare multiple pieces of knowledge, but have mastered most of the theoretical knowledge in the course.
A grade of FX indicates that the student has not sufficiently completed the course requirements and extra work is required.
slovak and czech
subject with psychological focus, in the study plan marked
Brief outline of the course:
1. The basic background of inappropriate behaviour of a child at school and its possible causes.
2. Selected types of inappropriate student behaviour in the educational environment and the possibilities of their identification.
3. The influence of family environment and sibling constellation on children's inappropriate behavior at school.
4. The impact of different types of parenting styles in the family and school environment on child behavior.
5. Dreikurs' theory of mistaken behavioral goals (attention, power, revenge, failure avoidance).
6. Intervention techniques appropriate for addressing particular types of inappropriate behavior.
7. Prevention techniques applicable to the prevention of particular types of inappropriate behaviour. Planning prevention strategies.
8. The dynamics of the school classroom as a social group and its influence on student behavior.
9. Classroom management strategies and techniques.
10. Family and school cooperation. Interview with parents.
11. Practical skills training of students in dealing with educational situations in school.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The goal is to increase sensitivity to inter-individual differences and group dynamics in the context of dealing with school educational situations and to learn specific strategies and techniques for dealing with these situations.
Students after completing the course:
- understand and orient themselves to the basic background and possible reasons for pupil behaviour at school
- know the different forms of inappropriate behaviour at school
- understand the processes of group dynamics in the school classroom
- know the procedures for dealing with different types of inappropriate behaviour at school
- know the intervention methods used in the prevention and resolution of various educational situations
Upon completion of the course, students will be able to:
- identify inappropriate behaviour of the pupil in the educational environment
- to address the occurrence of various forms of inappropriate pupil behaviour
- sensitively take into account inter-individual differences in group dynamics when dealing with school situations
- design and implement an intervention programme aimed at preventing inappropriate behaviour among pupils
- design and implement an intervention programme to address pupil misbehaviour
Students are competent after completing the course:
- think analytically and critically in the design of prevention and intervention programmes
- communicate adequately in cooperation with the pupil's parents or the pupil himself/herself
Compulsory reading:
BENDL, S. (2011). Školní kázeň v teorii a praxi. Praha: Triton.208 s., ISBN 978-80-7387-432-2
CANGELOSI, J. S. (2006). Strategie řízení třídy. Portál. 289 s. ISBN 978-80-7367-650-6
Recommended reading.
FONTANA, D. (2010). Psychologie ve školní praxi.Praha: Portál. 384 s. ISBN 978-80-262-0741-2
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOVÁ, L., SOKOLOVÁ, L. (2017). Psychológia zážitkom. Metodická príručka. Univerzita Komenského. 497 s. ISBN 978-80-223-3655-0
SOKOLOVÁ, L., LEMEŠOVÁ, M., HARVANOVÁ, S. (2019). Čo sa deje v školskej triede? Dva pohľady na nevhodné správanie detí v škole. Pedagogika.sk, 10(1), 47-65. ISSN (online) 1338-0982. Compulsory reading:
BENDL, S. (2011). Školní kázeň v teorii a praxi. Praha: Triton.208 s., ISBN 978-80-7387-432-2
CANGELOSI, J. S. (2006). Strategie řízení třídy. Portál. 289 s. ISBN 978-80-7367-650-6
Recommended reading.
FONTANA, D. (2010). Psychologie ve školní praxi.Praha: Portál. 384 s. ISBN 978-80-262-0741-2
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOVÁ, L., SOKOLOVÁ, L. (2017). Psychológia zážitkom. Metodická príručka. Univerzita Komenského. 497 s. ISBN 978-80-223-3655-0
SOKOLOVÁ, L., LEMEŠOVÁ, M., HARVANOVÁ, S. (2019). Čo sa deje v školskej triede? Dva pohľady na nevhodné správanie detí v škole. Pedagogika.sk, 10(1), 47-65. ISSN (online) 1338-0982.
ŠRAMOVÁ, B., DEPTOVÁ, T., HAMRANOVÁ, A., POLIAKOVÁ, E.. (2019). Násilie v intímnych vzťahoch dospievajúcich. Metodika pre prácu v oblasti prevencie. Univerzita Komenského v Bratislave. 189 s. ISBN 978-80-223-4849-2
Prerequisite subjects: none
Prerequisites for passing the course: 100% of continuous assessment
Continuous assessment includes the evaluation of the completion of continuous tasks and assignments, which are carried out in an individual or group form. These are mainly experiential activities and exercises aimed at solving school educational situations. Using role-play and cooperative games, the student practises various strategies and techniques for coping with pupils' inappropriate behaviour (max. 30 points). In small groups during class, they develop a proposal for a prevention or intervention program aimed at eliminating or addressing inappropriate school situations (max. 20 points), which they then present (max. 10 points). The student individually produces a seminar paper (on a specific educational problem situation in school) in which he/she proposes a possible solution (max. 30 points). The student will present the seminar paper continuously according to the timetable (max. 10 points).
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
For a grade of A, students need to produce excellent results continuously throughout the semester, be able to study independently, be able to navigate a variety of literary sources, and critically select relevant sources for their studies. Students have knowledge of a variety of educational situations in the school environment and how to address them, and are able to apply their knowledge in meaningful ways to create assignments.
A grade of B means that the students achieved above average results throughout the semester, were able to study independently, are able to navigate through various literary sources and critically select relevant sources for their studies, have knowledge of various educational situations in the school environment and their solutions, and are able to apply their knowledge appropriately to the creation of assignments.
A grade of C means that the students performed well during the semester, their theoretical knowledge of various educational situations in the school environment and their solutions is at a good level, but they have deficiencies in their ability to apply this knowledge, they have deficiencies in the critical evaluation and comparison of literary sources and psychological knowledge.
A grade of D means that students were less prepared during the semester, they have slight deficiencies in theoretical knowledge related to various educational situations in the school environment and their solutions. They have considerable difficulties in independent work, they cannot critically analyse information.
A grade of E means that students fail in more than one of the assignments, lack the ability to analyze and compare multiple pieces of knowledge, but have mastered most of the theoretical knowledge in the course.
A grade of FX indicates that the student has not sufficiently completed the course requirements and extra work is required.
slovak and czech
subject with psychological focus, in the study plan marked
Brief outline of the course:
1. The basic background of inappropriate behaviour of a child at school and its possible causes.
2. Selected types of inappropriate student behaviour in the educational environment and the possibilities of their identification.
3. The influence of family environment and sibling constellation on children's inappropriate behavior at school.
4. The impact of different types of parenting styles in the family and school environment on child behavior.
5. Dreikurs' theory of mistaken behavioral goals (attention, power, revenge, failure avoidance).
6. Intervention techniques appropriate for addressing particular types of inappropriate behavior.
7. Prevention techniques applicable to the prevention of particular types of inappropriate behaviour. Planning prevention strategies.
8. The dynamics of the school classroom as a social group and its influence on student behavior.
9. Classroom management strategies and techniques.
10. Family and school cooperation. Interview with parents.
11. Practical skills training of students in dealing with educational situations in school.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The goal is to increase sensitivity to inter-individual differences and group dynamics in the context of dealing with school educational situations and to learn specific strategies and techniques for dealing with these situations.
Students after completing the course:
- understand and orient themselves to the basic background and possible reasons for pupil behaviour at school
- know the different forms of inappropriate behaviour at school
- understand the processes of group dynamics in the school classroom
- know the procedures for dealing with different types of inappropriate behaviour at school
- know the intervention methods used in the prevention and resolution of various educational situations
Upon completion of the course, students will be able to:
- identify inappropriate behaviour of the pupil in the educational environment
- to address the occurrence of various forms of inappropriate pupil behaviour
- sensitively take into account inter-individual differences in group dynamics when dealing with school situations
- design and implement an intervention programme aimed at preventing inappropriate behaviour among pupils
- design and implement an intervention programme to address pupil misbehaviour
Students are competent after completing the course:
- think analytically and critically in the design of prevention and intervention programmes
- communicate adequately in cooperation with the pupil's parents or the pupil himself/herself
Recommended reading:
Compulsory 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 (kapitoly: 5. s. 104-131; 6. s. 132 –179; 8. s.199-223)
Recommended reading:
BERTRAND, Y. (1998). Soudobé teorie vzdělávání. Praha: Portál, 248 s. ISBN 80-7178-216-5
ČAPEK, R. (2015). Moderní didaktika. 1. vydání. Praha: Grada Publishing, a. s., 608 s. ISBN 978-80-247-3450-7
FISHER, R. (2011). Učíme děti myslet a učit se. Praha: Portál, 176 s. ISBN 978-80-26200-43-7
HANULIAKOVÁ, J. Aktivizujúce vyučovanie. 1. vydanie. Bratislava: PhDr. Milan Štefanko – IRIS, 2015. 127 s. ISBN 978-80-8153-036-4
KOSTRUB, D. (2008). Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS, 169 s. ISBN 978-80-89055-87-6
OSTRADICKÝ, P. (2017). Interakčný príklon vs. interakčný odklon vo vyučovaco-učebných činnostiach výučby. In MMK 2017, Brno: Masarykova univerzita, s. 843-852. ISBN 978-80-87952-22-1.
ROVŇANOVÁ, L. (2015). Vyučovacie prístupy v pregraduálnej príprave budúcich učiteľov. In: Edukácia, ročník 1, číslo 1, 2015, s. 225-234
TÓBLOVÁ, E. (2019). Aktivizujúce vyučovacie metódy. Analýza využívania aktivizujúcich metód. Bratislava: Univerzita Komenského, 146 s., ISBN 978-80-223-4817
TÓTHOVÁ, R. (2014). Konštruktivistický prístup vo výučbe ako možnosť rozvoja myslenia žiakov. Metodicko pedagogické centrum, 90 s. Bratislava. ISBN: 978-80-565-0004-0
ZELINA, M. (2000). Alternatívne školstvo. Bratislava: IRIS, 255 s. ISBN 80-88778-98-0
ZORMANOVÁ, L. (2012). Výukové metody v pedagogice. Praha: Grada Publishing, a. s., 160 s. ISBN 978-80-247-4100-0
Prerequisites for successful completion of the course:
The weighting of the interim and final evaluation is 50/50. The course is completed by examination. As part of the interim assessment, students will produce interim work during the semester ( basic principles of learning theories and concepts of teaching). Interim papers are assessed for 20 points. As part of the midterm assessment, students will develop and present a midterm paper - a conceptual design of a teaching unit using the chosen teaching concept - in a micro-exercise. The final thesis is assessed for 30 points. At the end of the semester, students will complete a colloquial assessment aimed at analysing, evaluating and critically assessing current didactic learning theories and teaching concepts. The final colloquium is assessed for 50 points. Interim, semester and final grades are included in the course grade.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results),
B (93-86%, very good - above average standard),
C (85-76%, well - normal reliable work),
D (75-68%, satisfactory - acceptable results),
E (67-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
The condition for successful completion of the course is obtaining at least 60 % of the maximum possible course grade.
Characteristics of student performance:
A (100-91%, excellent - outstanding results) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can analyze, synthesize and assess it (critically evaluate, develop, enrich with own ideas), is oriented in current learning theories and teaching concepts, can critically analyze and evaluate them. The student is able to critically, factually assess and evaluate solutions presented by others.
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 specifically selected problems and not in a generalized way, is oriented in current learning theories and teaching concepts, can critically analyze and evaluate them.
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 development of his/her own ideas, applies it in specific, concrete and not generalizing contexts, is oriented in current learning theories and teaching concepts, but lacks critical 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 with own ideas is absent, the student applies it only in specific, concrete and not generalizing contexts, orientation in the current learning theories and teaching concepts, critical assessment and evaluation is completely absent.
E (65-60%, sufficient - 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 in terms of correctness, there is no critical analysis and development of own ideas, orientation in current learning theories and teaching concepts is limited to specific areas, there is no critical evaluation and generalization.
Fx (59-0%, insufficient - additional work required) - student with significant limitations knows, understands, but cannot coherently apply (even basic) relevant professional terminology in the outcomes, its application is incoherent, limited to limited contexts, orientation in current learning theories and teaching concepts is incoherent, limited to specific areas, their generalizing application is absent.
slovak and czech
Brief outline of the course:
The contents of the course are theories of learning, which can be understood as the basis for the design of teaching in which learning will take place. After an introduction to the learning process, students will be introduced to associative learning theory, behavioural theories of learning, constructivist theories and social learning theories. For each theory, the focus will be on the actual application of knowledge to the planning and delivery of instruction. Students will understand the basic principles and be able to identify and analyse different theories in terms of school and didactic practice.
In addition to traditional theories of learning and concepts of teaching, students will also become familiar with current and alternative theories of the 20th and 21st centuries, which can be classified as modern approaches in education in the theoretical background of Slovak and foreign authors.
Topics:
1. An introduction to learning theories and concepts of teaching. Basic concepts, terminology. Overview of all learning theories.
2. Selected teaching concepts. Introduction to the concepts of teaching; Verbal-narrative teaching; Problem-based teaching; Cooperative teaching; Constructivist and constructionist concepts of teaching; Constructivism and constructionism as a theory of cognition; Foundations of constructivism/constructionism and socio-cognitive constructivism/constructionism in the theories of J. Piaget and L. S. Vygotsky, K.R. Popper. Didactic application in teaching.
3. 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.
4. Modern approaches in education - strategies and methods The concept of activating teaching methods; Classification of teaching methods and their characteristics - logical learning procedures; Characteristics of selected methods, Determination of the optimal choice of methods.
5. A review of current and alternative learning theories.
50/50
Learning objectives and outcomes:
By completing the course, students will acquire knowledge about pedagogical theories, concepts of learning (to learn). Students will be able to use their knowledge of learning theories in planning and conducting a teaching unit. By completing the course, the student will be competent to carry out 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, will know and be able to apply (in specific micro-course outcomes) the theories, concepts, resources, strategies and methods necessary for this.
Transferable competences:
In solving, presenting and discussing the results of the continuous and semester 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. Students will know and be able to apply theories, concepts, strategies and methods for the continuous development of intra and interpersonal communicative, organizational, (self-)cognitive competences.
Recommended reading:
Compulsory 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 (kapitoly: 5. s. 104-131; 6. s. 132 –179; 8. s.199-223)
Recommended reading:
BERTRAND, Y. (1998). Soudobé teorie vzdělávání. Praha: Portál, 248 s. ISBN 80-7178-216-5
ČAPEK, R. (2015). Moderní didaktika. 1. vydání. Praha: Grada Publishing, a. s., 608 s. ISBN 978-80-247-3450-7
FISHER, R. (2011). Učíme děti myslet a učit se. Praha: Portál, 176 s. ISBN 978-80-26200-43-7
HANULIAKOVÁ, J. Aktivizujúce vyučovanie. 1. vydanie. Bratislava: PhDr. Milan Štefanko – IRIS, 2015. 127 s. ISBN 978-80-8153-036-4
KOSTRUB, D. (2008). Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS, 169 s. ISBN 978-80-89055-87-6
OSTRADICKÝ, P. (2017). Interakčný príklon vs. interakčný odklon vo vyučovaco-učebných činnostiach výučby. In MMK 2017, Brno: Masarykova univerzita, s. 843-852. ISBN 978-80-87952-22-1.
ROVŇANOVÁ, L. (2015). Vyučovacie prístupy v pregraduálnej príprave budúcich učiteľov. In: Edukácia, ročník 1, číslo 1, 2015, s. 225-234
TÓBLOVÁ, E. (2019). Aktivizujúce vyučovacie metódy. Analýza využívania aktivizujúcich metód. Bratislava: Univerzita Komenského, 146 s., ISBN 978-80-223-4817
TÓTHOVÁ, R. (2014). Konštruktivistický prístup vo výučbe ako možnosť rozvoja myslenia žiakov. Metodicko pedagogické centrum, 90 s. Bratislava. ISBN: 978-80-565-0004-0
ZELINA, M. (2000). Alternatívne školstvo. Bratislava: IRIS, 255 s. ISBN 80-88778-98-0
ZORMANOVÁ, L. (2012). Výukové metody v pedagogice. Praha: Grada Publishing, a. s., 160 s. ISBN 978-80-247-4100-0
Prerequisites for successful completion of the course:
The weighting of the interim and final evaluation is 50/50. The course is completed by examination. As part of the interim assessment, students will produce interim work during the semester ( basic principles of learning theories and concepts of teaching). Interim papers are assessed for 20 points. As part of the midterm assessment, students will develop and present a midterm paper - a conceptual design of a teaching unit using the chosen teaching concept - in a micro-exercise. The final thesis is assessed for 30 points. At the end of the semester, students will complete a colloquial assessment aimed at analysing, evaluating and critically assessing current didactic learning theories and teaching concepts. The final colloquium is assessed for 50 points. Interim, semester and final grades are included in the course grade.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results),
B (93-86%, very good - above average standard),
C (85-76%, well - normal reliable work),
D (75-68%, satisfactory - acceptable results),
E (67-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
The condition for successful completion of the course is obtaining at least 60 % of the maximum possible course grade.
Characteristics of student performance:
A (100-91%, excellent - outstanding results) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can analyze, synthesize and assess it (critically evaluate, develop, enrich with own ideas), is oriented in current learning theories and teaching concepts, can critically analyze and evaluate them. The student is able to critically, factually assess and evaluate solutions presented by others.
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 specifically selected problems and not in a generalized way, is oriented in current learning theories and teaching concepts, can critically analyze and evaluate them.
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 development of his/her own ideas, applies it in specific, concrete and not generalizing contexts, is oriented in current learning theories and teaching concepts, but lacks critical 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 with own ideas is absent, the student applies it only in specific, concrete and not generalizing contexts, orientation in the current learning theories and teaching concepts, critical assessment and evaluation is completely absent.
E (65-60%, sufficient - 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 in terms of correctness, there is no critical analysis and development of own ideas, orientation in current learning theories and teaching concepts is limited to specific areas, there is no critical evaluation and generalization.
Fx (59-0%, insufficient - additional work required) - student with significant limitations knows, understands, but cannot coherently apply (even basic) relevant professional terminology in the outcomes, its application is incoherent, limited to limited contexts, orientation in current learning theories and teaching concepts is incoherent, limited to specific areas, their generalizing application is absent.
slovak and czech
Brief outline of the course:
The contents of the course are theories of learning, which can be understood as the basis for the design of teaching in which learning will take place. After an introduction to the learning process, students will be introduced to associative learning theory, behavioural theories of learning, constructivist theories and social learning theories. For each theory, the focus will be on the actual application of knowledge to the planning and delivery of instruction. Students will understand the basic principles and be able to identify and analyse different theories in terms of school and didactic practice.
In addition to traditional theories of learning and concepts of teaching, students will also become familiar with current and alternative theories of the 20th and 21st centuries, which can be classified as modern approaches in education in the theoretical background of Slovak and foreign authors.
Topics:
1. An introduction to learning theories and concepts of teaching. Basic concepts, terminology. Overview of all learning theories.
2. Selected teaching concepts. Introduction to the concepts of teaching; Verbal-narrative teaching; Problem-based teaching; Cooperative teaching; Constructivist and constructionist concepts of teaching; Constructivism and constructionism as a theory of cognition; Foundations of constructivism/constructionism and socio-cognitive constructivism/constructionism in the theories of J. Piaget and L. S. Vygotsky, K.R. Popper. Didactic application in teaching.
3. 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.
4. Modern approaches in education - strategies and methods The concept of activating teaching methods; Classification of teaching methods and their characteristics - logical learning procedures; Characteristics of selected methods, Determination of the optimal choice of methods.
5. A review of current and alternative learning theories.
50/50
Learning objectives and outcomes:
By completing the course, students will acquire knowledge about pedagogical theories, concepts of learning (to learn). Students will be able to use their knowledge of learning theories in planning and conducting a teaching unit. By completing the course, the student will be competent to carry out 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, will know and be able to apply (in specific micro-course outcomes) the theories, concepts, resources, strategies and methods necessary for this.
Transferable competences:
In solving, presenting and discussing the results of the continuous and semester 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. Students will know and be able to apply theories, concepts, strategies and methods for the continuous development of intra and interpersonal communicative, organizational, (self-)cognitive competences.
VÁGNEROVÁ, M. (2014). Současná psychopatologie pro pomáhající profese. Praha: Portál, 816 s., ISBN 9788026206965
VÁRYOVÁ, B., ANDREÁNSKA, V. (2016). Vývinové poruchy. In: HERETIK, A. sr., HERETIK, A. jr. (ed.), Klinická psychológia, 2. prepracované a rozšírené vydanie. s. 415-459. Psychoprof, s .r. o. ISBN 9788089322244
Recommended reading:
BRUNCLÍKOVÁ, Z. (2020). Inkluzívne vzdelávanie z pohľadu učiteľov. In Tolerancia inakosti ako priorita (nielen) sociálnej pedagogiky. Univerzita Komenského. s 6-13. ISBN 978-80-223-4976-5
BRUNCLÍKOVÁ, Z., ANDREÁNSKA, V. (2013). Problematika dyslexie vo vyučovaní cudzích jazykov. In Psychológia (v) škole (elektronický zdroj). Univerzita Komenského. s. 171-177, ISBN 978-80-223-3483
GLASOVÁ, M., HARVANOVÁ, S., VANCU, E. (2021). Emocionálna regulácia a vzťahová väzba. In: GLASOVÁ, M., HARVANOVÁ, S., VANCU E., Multimodalita vývinu emocionálnej regulácie u adolescentov. 1. vyd., s. 26-32. Bratislava: Univerzita Komenského. ISBN 978-80-223-5131-7
GLASOVÁ, M., GROMA, M. (2019). Psychologické posudzovanie bariér a facilitátorov aktivity a participácie detí a adolescentov so zdravotným postihnutím v kontexte inklúzie. In Groma, M. a kolektív, Aktivita a participácia detí so zdravotným postihnutím v kontexte integrovaného/inkluzívneho vzdelávania. 1. vyd., s. 57-96.Bratislava: Univerzita Komenského. ISNB 978-80-223-4862-1
POKORNÁ, V. (2015). Teorie a náprava vývojových poruch učení a chování. 3. rozšírené vydanie. Praha: Portál. 339 s. ISBN 978-80-7367-817-3
periodicals and scientific databases:
PsycInfo (APA); Psychológia a patopsychológia dieťaťa, Československá psychologie and others
Prerequisite subjects: none
Prerequisites:
100% of the continuous assessment, the course is completed by assessment.
During the semester, students will prepare a seminar paper (max. 30 points), present the seminar paper (max. 10 points) and pass an intermediate didactic test (max. 60 points). The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the extent of knowledge acquired. The test and the seminar paper are designed to verify the learning outcomes.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the course it is necessary to obtain at least 60% of the points from all partial tasks.
For an A grade, students need to perform excellently throughout the semester and be capable of independent study. Students are able to navigate through a variety of literature sources, are able to select relevant sources for their studies, are able to navigate the issues of childhood developmental, learning and behavioural disorders, i.e. have basic information on their aetiopathogenesis, epidemiology, diagnosis and differential diagnosis, as well as on possible forms of intervention.
A grade of B means that students performed above average throughout the semester, were able to study independently, are proficient in basic information related to childhood developmental disorders, behavioral and learning disorders, and are able to navigate the literature.
A grade of C means that the students performed well during the semester, their theoretical knowledge of the subject is at a good level, but their ability to apply this knowledge, critically evaluate and compare individual literary sources and psychological knowledge is lacking.
A grade of D means that students were less prepared during the semester, they have slight deficiencies in theoretical knowledge related to the subject of education and greater problems in independent implementation work, they are unable to critically analyze information and have problems applying knowledge to practice.
A grade of E means that students fail more than one of the assignments, lack the ability to analyze and compare multiple pieces of knowledge, and fail to think critically, but have mastered most of the theoretical knowledge in the course.
slovak and czech
subject with psychological focus, in the study plan marked *)
Brief outline of the course:
1. Introduction to developmental disorders /definition of developmental disorders, precursors of developmental disorders, classification of developmental disorders.
2. Etiology of developmental disorders /pathogenic factors and the complexity of their action, risks in the pre-, peri- and post-natal period, early diagnosis, intervention, stimulation, deprivation/.
3. Psychomotor retardation /general developmental delay/ and mental retardation /intellectual disorders, etiology, classification, possibilities and limitations of intervention.
4. Enuresis, encopresis, tics - psychogenic conditioned disorders in the somatic area. Manifestations, forms, possibilities of intervention.
5. Primary psychogenic communication disorders - barking and mutism /definition, classification, possibilities of intervention/.
6.Pervasive developmental disorders or autism spectrum disorders / autism, Asperger's syndrome, Rett's syndrome, etiology, clinical picture, organization of care.
7. The problem of organicity in child psychology. Cerebral palsy - etiology, clinical picture. Developmental disorder of motor functions.
8. Mild brain dysfunction, present - hyperkinetic syndrome or ADHD
The most significant factors in working with children with ADHD, ADD.
9. Specific learning disabilities - diagnosis and differential diagnosis, remedial programmes in work with children with specific learning disabilities.
10. Emotional disorders in childhood - anxiety disorders and depression in childhood and adolescence.
11.Behavioural disorders, classification, manifestations and intervention options
The goal is to familiarize students with the basic classification and manifestations of developmental, behavioral, and learning disorders in childhood and their impact on a child's school functioning. Students will gain a basic understanding of the most General developmental disorders, behavioral and learning disorders occurring primarily in the school-aged child. The ability to navigate the subject matter is essential for future subject specialty teachers at the lower and upper secondary levels, especially in the context of pro-inclusive school policies. They will not only acquire theoretical knowledge, but will also acquire sufficient competence to work with other professionals involved in dealing with developmental, learning and behavioural disorders. It is anticipated that teachers will be confronted with an increasing number of different images of developmental disorders in the years to come, and it is therefore essential to acquire not only the knowledge but also the competences for possible cooperation. Students are familiarised with the issue of normality in child psychology, with the risks of developmental disorders and with international classifications, which will enable them to better understand the origins and manifestations of individual disorders. A good understanding of the subject is a prerequisite for an individualised teacher-pupil relationship with a developmental, learning and behavioural disorder. Such a relationship requires not only empathy, but must also be underpinned by acquired skills. An important goal is to prepare students to participate in the implementation of individual education plans for children with developmental, learning and behavioural disabilities. Most children with developmental, learning and behavioural disorders (with few exceptions) are pupils in mainstream primary schools and it is therefore important that students are able to work competently with the inclusion team, but also with specialists in other fields such as a neurologist, psychologist, speech and language therapist and paediatrician.
VÁGNEROVÁ, M. (2014). Současná psychopatologie pro pomáhající profese. Praha: Portál, 816 s., ISBN 9788026206965
VÁRYOVÁ, B., ANDREÁNSKA, V. (2016). Vývinové poruchy. In: HERETIK, A. sr., HERETIK, A. jr. (ed.), Klinická psychológia, 2. prepracované a rozšírené vydanie. s. 415-459. Psychoprof, s .r. o. ISBN 9788089322244
Recommended reading:
BRUNCLÍKOVÁ, Z. (2020). Inkluzívne vzdelávanie z pohľadu učiteľov. In Tolerancia inakosti ako priorita (nielen) sociálnej pedagogiky. Univerzita Komenského. s 6-13. ISBN 978-80-223-4976-5
BRUNCLÍKOVÁ, Z., ANDREÁNSKA, V. (2013). Problematika dyslexie vo vyučovaní cudzích jazykov. In Psychológia (v) škole (elektronický zdroj). Univerzita Komenského. s. 171-177, ISBN 978-80-223-3483
GLASOVÁ, M., HARVANOVÁ, S., VANCU, E. (2021). Emocionálna regulácia a vzťahová väzba. In: GLASOVÁ, M., HARVANOVÁ, S., VANCU E., Multimodalita vývinu emocionálnej regulácie u adolescentov. 1. vyd., s. 26-32. Bratislava: Univerzita Komenského. ISBN 978-80-223-5131-7
GLASOVÁ, M., GROMA, M. (2019). Psychologické posudzovanie bariér a facilitátorov aktivity a participácie detí a adolescentov so zdravotným postihnutím v kontexte inklúzie. In Groma, M. a kolektív, Aktivita a participácia detí so zdravotným postihnutím v kontexte integrovaného/inkluzívneho vzdelávania. 1. vyd., s. 57-96.Bratislava: Univerzita Komenského. ISNB 978-80-223-4862-1
POKORNÁ, V. (2015). Teorie a náprava vývojových poruch učení a chování. 3. rozšírené vydanie. Praha: Portál. 339 s. ISBN 978-80-7367-817-3
periodicals and scientific databases:
PsycInfo (APA); Psychológia a patopsychológia dieťaťa, Československá psychologie and others
Prerequisite subjects: none
Prerequisites:
100% of the continuous assessment, the course is completed by assessment.
During the semester, students will prepare a seminar paper (max. 30 points), present the seminar paper (max. 10 points) and pass an intermediate didactic test (max. 60 points). The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the extent of knowledge acquired. The test and the seminar paper are designed to verify the learning outcomes.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the course it is necessary to obtain at least 60% of the points from all partial tasks.
For an A grade, students need to perform excellently throughout the semester and be capable of independent study. Students are able to navigate through a variety of literature sources, are able to select relevant sources for their studies, are able to navigate the issues of childhood developmental, learning and behavioural disorders, i.e. have basic information on their aetiopathogenesis, epidemiology, diagnosis and differential diagnosis, as well as on possible forms of intervention.
A grade of B means that students performed above average throughout the semester, were able to study independently, are proficient in basic information related to childhood developmental disorders, behavioral and learning disorders, and are able to navigate the literature.
A grade of C means that the students performed well during the semester, their theoretical knowledge of the subject is at a good level, but their ability to apply this knowledge, critically evaluate and compare individual literary sources and psychological knowledge is lacking.
A grade of D means that students were less prepared during the semester, they have slight deficiencies in theoretical knowledge related to the subject of education and greater problems in independent implementation work, they are unable to critically analyze information and have problems applying knowledge to practice.
A grade of E means that students fail more than one of the assignments, lack the ability to analyze and compare multiple pieces of knowledge, and fail to think critically, but have mastered most of the theoretical knowledge in the course.
slovak and czech
subject with psychological focus, in the study plan marked *)
Brief outline of the course:
1. Introduction to developmental disorders /definition of developmental disorders, precursors of developmental disorders, classification of developmental disorders.
2. Etiology of developmental disorders /pathogenic factors and the complexity of their action, risks in the pre-, peri- and post-natal period, early diagnosis, intervention, stimulation, deprivation/.
3. Psychomotor retardation /general developmental delay/ and mental retardation /intellectual disorders, etiology, classification, possibilities and limitations of intervention.
4. Enuresis, encopresis, tics - psychogenic conditioned disorders in the somatic area. Manifestations, forms, possibilities of intervention.
5. Primary psychogenic communication disorders - barking and mutism /definition, classification, possibilities of intervention/.
6.Pervasive developmental disorders or autism spectrum disorders / autism, Asperger's syndrome, Rett's syndrome, etiology, clinical picture, organization of care.
7. The problem of organicity in child psychology. Cerebral palsy - etiology, clinical picture. Developmental disorder of motor functions.
8. Mild brain dysfunction, present - hyperkinetic syndrome or ADHD
The most significant factors in working with children with ADHD, ADD.
9. Specific learning disabilities - diagnosis and differential diagnosis, remedial programmes in work with children with specific learning disabilities.
10. Emotional disorders in childhood - anxiety disorders and depression in childhood and adolescence.
11.Behavioural disorders, classification, manifestations and intervention options
The goal is to familiarize students with the basic classification and manifestations of developmental, behavioral, and learning disorders in childhood and their impact on a child's school functioning. Students will gain a basic understanding of the most General developmental disorders, behavioral and learning disorders occurring primarily in the school-aged child. The ability to navigate the subject matter is essential for future subject specialty teachers at the lower and upper secondary levels, especially in the context of pro-inclusive school policies. They will not only acquire theoretical knowledge, but will also acquire sufficient competence to work with other professionals involved in dealing with developmental, learning and behavioural disorders. It is anticipated that teachers will be confronted with an increasing number of different images of developmental disorders in the years to come, and it is therefore essential to acquire not only the knowledge but also the competences for possible cooperation. Students are familiarised with the issue of normality in child psychology, with the risks of developmental disorders and with international classifications, which will enable them to better understand the origins and manifestations of individual disorders. A good understanding of the subject is a prerequisite for an individualised teacher-pupil relationship with a developmental, learning and behavioural disorder. Such a relationship requires not only empathy, but must also be underpinned by acquired skills. An important goal is to prepare students to participate in the implementation of individual education plans for children with developmental, learning and behavioural disabilities. Most children with developmental, learning and behavioural disorders (with few exceptions) are pupils in mainstream primary schools and it is therefore important that students are able to work competently with the inclusion team, but also with specialists in other fields such as a neurologist, psychologist, speech and language therapist and paediatrician.
Recommended reading:
CHAJDIAK, J. (2013). Štatistika jednoducho v Exceli, Bratislava, Statis, 341 s. ISBN 978-80-855-974-0
NEUBAUER, J., SEDLAČÍK, M., KŘÍŽ, O. (2016). Základy statistiky. Praha, Grada, 280 s. ISBN 978-80-247-5786-5
RIMARČÍK, M. (2007). Štatistika pre prax. Košice, Marián Rimarčík, 200 s. ISBN 8096981311
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, the weighting of the interim and final assessment is 100/0.
The student will be assessed by a final test for 30 points of theoretical knowledge and problem solving focused on understanding and interpreting statistical concepts. During the semester, students will submit 5 assignments of 6 points each, which will be focused on solving statistical assignments using MS EXCEL and JASP software from individual topics (descriptive statistics, correlation and regression analysis, sampling, hypothesis testing), and at the end of the semester, the student will submit and present a term paper for 40 points. The term paper will include an independent statistical treatment and interpretation of quantitative research (own or from data taken, for example, from thesis, rigor or PhD theses). The student will submit the thesis electronically in MS Word and MS EXCEL, and prepare the presentation in MS PowerPoint or Prezi. The student will demonstrate through the development and presentation of the term project that he/she is able to independently statistically evaluate quantitative research and interpret them.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who scores less than 3 points on any of the 5 assignments. To pass the course, a score of at least 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student has excellent knowledge of the theoretical knowledge of statistical data processing and can interpret it correctly and clearly; he/she solves problems in a creative way, can react promptly and spontaneously during lectures and systematically prepares assignments for seminars, the student is proactive, asks questions in the context of the problem being solved. He is active in seminars. He brings his own experience and insights from practice to the teaching. His oral and written expression is correct, citationally correct, grammatically flawless.
B (90-81%, very good - above average standard), the student has mastered the theoretical knowledge of statistical data processing and can interpret it correctly and clearly with minor shortcomings, has acquired key competences, can respond promptly during lectures to the teacher's challenges, the student is self-initiative and asks questions in the context of the problem addressed. His/her written expression in the term paper is correct, grammatically sound and creative. He brings his own experiences and insights from practice to the teaching. The results of his activities are of good quality, with minor shortcomings.
C (80-73%, good - normal reliable work), the student knows the theoretical knowledge of statistical data processing and can interpret them at an average, i.e. good level, has acquired theoretical knowledge and skills using MS EXCEL and JASP software in solving problems, can respond to the teacher's challenges. He/she does not take initiative himself/herself, does not ask questions in the context of the problem being solved. His communication style is not disruptive, but he is unsure of his answer and his speech does not have significant disruptive elements. He transfers experience from practice with problems. His, grammatical speech is of lesser quality.
D (72-66%, Satisfactory-Acceptable performance), the student has mastered the material at a satisfactory level. He/she knows the theory with minor gaps, but cannot apply it to the solution of practical experiences, he/she needs help in interpreting the obtained statistical data. He is not very active during teaching, does not bring new solutions, takes the role of a passive observer. Memorisation rather than critical thinking prevails in the student. Analysis from practice is less constructive. His/her written expression has some inaccuracies to serious deficiencies.
E (65-60%, sufficient - the results meet the minimum criteria), the student has a low level of theoretical knowledge of statistical data processing, responds to the teacher's instructions and prompts with considerable inaccuracies; the student himself is not proactive and does not ask questions in the context of the problem addressed. Applies theoretical knowledge with considerable problems; in practical terms, does not have recommendations for correct solution options. The student is rather in the position of a passive recipient of knowledge and is not active in the seminars. The student is not creative, he relies on numerous quotations without his own opinion. His grammatical expression is not error-free and stylistically correct.
Fx (59-0%, Insufficient - extra work required) this grade will be given if the student fails to meet any of the required minimum criteria and is not allowed to take the final test. This means that the student has not mastered the knowledge and skills to a degree that would enable him/her to meet at least the minimum criteria for a passing grade.
slovak and czech
Brief outline of the course:
Introduction to types of variables and basic statistical theory. Mastering the creation of descriptive statistics files in MS Excel and JASP. Ability to test statistical hypotheses using parametric tests. Analysis of variance - ANOVA. Correlation and regression analysis.
1. Descriptive statistics - description of the statistical population
2. Descriptive statistics - data visualization
3. Correlation and regression analysis
4. Probability
5. Random variables
6. Probability distribution
7. Selective enquiry
8. Estimates of the characteristics of the base set
9. Hypothesis testing
10. Semester project presentation
Learning outcomes
Learning objectives and outcomes and transferable competences:
Upon completion of the course, the student will be able to appropriately choose a statistical method in quantitative research. The student will acquire skills in data processing and evaluation and will be able to use MS EXCEL and JASP software appropriately. Understand the meaning of the statistical data obtained and be able to evaluate and interpret the statistical outputs obtained in quantitative research.
Recommended reading:
CHAJDIAK, J. (2013). Štatistika jednoducho v Exceli, Bratislava, Statis, 341 s. ISBN 978-80-855-974-0
NEUBAUER, J., SEDLAČÍK, M., KŘÍŽ, O. (2016). Základy statistiky. Praha, Grada, 280 s. ISBN 978-80-247-5786-5
RIMARČÍK, M. (2007). Štatistika pre prax. Košice, Marián Rimarčík, 200 s. ISBN 8096981311
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, the weighting of the interim and final assessment is 100/0.
The student will be assessed by a final test for 30 points of theoretical knowledge and problem solving focused on understanding and interpreting statistical concepts. During the semester, students will submit 5 assignments of 6 points each, which will be focused on solving statistical assignments using MS EXCEL and JASP software from individual topics (descriptive statistics, correlation and regression analysis, sampling, hypothesis testing), and at the end of the semester, the student will submit and present a term paper for 40 points. The term paper will include an independent statistical treatment and interpretation of quantitative research (own or from data taken, for example, from thesis, rigor or PhD theses). The student will submit the thesis electronically in MS Word and MS EXCEL, and prepare the presentation in MS PowerPoint or Prezi. The student will demonstrate through the development and presentation of the term project that he/she is able to independently statistically evaluate quantitative research and interpret them.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who scores less than 3 points on any of the 5 assignments. To pass the course, a score of at least 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student has excellent knowledge of the theoretical knowledge of statistical data processing and can interpret it correctly and clearly; he/she solves problems in a creative way, can react promptly and spontaneously during lectures and systematically prepares assignments for seminars, the student is proactive, asks questions in the context of the problem being solved. He is active in seminars. He brings his own experience and insights from practice to the teaching. His oral and written expression is correct, citationally correct, grammatically flawless.
B (90-81%, very good - above average standard), the student has mastered the theoretical knowledge of statistical data processing and can interpret it correctly and clearly with minor shortcomings, has acquired key competences, can respond promptly during lectures to the teacher's challenges, the student is self-initiative and asks questions in the context of the problem addressed. His/her written expression in the term paper is correct, grammatically sound and creative. He brings his own experiences and insights from practice to the teaching. The results of his activities are of good quality, with minor shortcomings.
C (80-73%, good - normal reliable work), the student knows the theoretical knowledge of statistical data processing and can interpret them at an average, i.e. good level, has acquired theoretical knowledge and skills using MS EXCEL and JASP software in solving problems, can respond to the teacher's challenges. He/she does not take initiative himself/herself, does not ask questions in the context of the problem being solved. His communication style is not disruptive, but he is unsure of his answer and his speech does not have significant disruptive elements. He transfers experience from practice with problems. His, grammatical speech is of lesser quality.
D (72-66%, Satisfactory-Acceptable performance), the student has mastered the material at a satisfactory level. He/she knows the theory with minor gaps, but cannot apply it to the solution of practical experiences, he/she needs help in interpreting the obtained statistical data. He is not very active during teaching, does not bring new solutions, takes the role of a passive observer. Memorisation rather than critical thinking prevails in the student. Analysis from practice is less constructive. His/her written expression has some inaccuracies to serious deficiencies.
E (65-60%, sufficient - the results meet the minimum criteria), the student has a low level of theoretical knowledge of statistical data processing, responds to the teacher's instructions and prompts with considerable inaccuracies; the student himself is not proactive and does not ask questions in the context of the problem addressed. Applies theoretical knowledge with considerable problems; in practical terms, does not have recommendations for correct solution options. The student is rather in the position of a passive recipient of knowledge and is not active in the seminars. The student is not creative, he relies on numerous quotations without his own opinion. His grammatical expression is not error-free and stylistically correct.
Fx (59-0%, Insufficient - extra work required) this grade will be given if the student fails to meet any of the required minimum criteria and is not allowed to take the final test. This means that the student has not mastered the knowledge and skills to a degree that would enable him/her to meet at least the minimum criteria for a passing grade.
slovak and czech
Brief outline of the course:
Introduction to types of variables and basic statistical theory. Mastering the creation of descriptive statistics files in MS Excel and JASP. Ability to test statistical hypotheses using parametric tests. Analysis of variance - ANOVA. Correlation and regression analysis.
1. Descriptive statistics - description of the statistical population
2. Descriptive statistics - data visualization
3. Correlation and regression analysis
4. Probability
5. Random variables
6. Probability distribution
7. Selective enquiry
8. Estimates of the characteristics of the base set
9. Hypothesis testing
10. Semester project presentation
Learning outcomes
Learning objectives and outcomes and transferable competences:
Upon completion of the course, the student will be able to appropriately choose a statistical method in quantitative research. The student will acquire skills in data processing and evaluation and will be able to use MS EXCEL and JASP software appropriately. Understand the meaning of the statistical data obtained and be able to evaluate and interpret the statistical outputs obtained in quantitative research.
Compulsory reading:
DUBEC, M. (2007). Třídnické hodiny. Praha: Projekt Odyssea, s. 4–5. [online] [cit. 2. 6. 2020] Dostupné z: http://www.odyssea.cz/localImages/tridnicke_hodiny.pdfCompulsory reading:
DUBEC, M. (2007). Třídnické hodiny. Praha: Projekt Odyssea, s. 4–5. [online] [cit. 2. 6. 2020] Dostupné z: http://www.odyssea.cz/localImages/tridnicke_hodiny.pdf.
DUTKOVÁ, K., MEDLENOVÁ, J. (2007). Sprievodca triedneho učiteľa. 1. vyd. Bratislava: Raabe, 1800 s. ISBN 80-89182-03-0-8.
EICHHORN, E. – GEBAUER, K. (2014). Manažment triedy, Bratislava: Dr. Josef Raabe. 194 s. ISBN 978-80-8140-096-4. http://is.komposyt.com/pre-odbornikov/ziak-so-svvp/preview-file/1-manazment-tr-982.pdf
KOREŇOVÁ, S. (2020). Príklady dobrej praxe - Aktivity na triednických hodinách. Online časopis Didaktika 6/2020. https://www.direktor.sk/sk/casopis/didaktika/priklady-dobrej-praxe-aktivity-na-triednickych-hodinach.m-1013.html
SITKOVÁ, D. (2014). Skúsenosti s intervenciou žiakov s problémovým správaním na primárnom stupni vzdelávania. Banská Bystrica: Metodicko-pedagogické centrum, 35 s..
VIŠŇOVSKÝ, Ľ. – BABICOVÁ, Z. (2012). Triedny Učiteľ a spolupráca školy s rodinou. 1. vyd. Banská Bystrica: Univerzita Mateja Bela, 153 s.. ISBN 9788055705071.
Ďalší študijný text bude študentom dostupný a v pravidelných intervaloch sprístupňovaný v elektronickej podobe prostredníctvom univerzitného LMS Moodle – kurz s názvom Triedny manažment.
Particularly for beginning classroom teachers, it is essential to become familiar with the legislation that directly affects the status of the classroom teacher:
Zákon č. 138/2019 Z. z. o pedagogických zamestnancoch a odborných zamestnancoch a o zmene a doplnení niektorých zákonov
Zákon č. 553/2003 Z. z. Zákon o odmeňovaní niektorých zamestnancov pri výkone práce vo verejnom záujme a o zmene a doplnení niektorých zákonov.
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov.
Vyhláška MŠVVaŠ SR č. 445/2009 Z. z. o rozsahu vyučovacej a výchovnej činnosti pedagogických zamestnancov.
Vyhláška MŠVVaŠ SR č. 361/2019 Z. z. o vzdelávaní v profesijnom rozvoji.
Nariadenie vlády SR č. 201/2019 Z. z. o priamej výchovno-vzdelávacej činnosti (namiesto Vyhláška MŠVVaŠ SR č. 445/2009 Z. z. o rozsahu vyučovacej a výchovnej činnosti pedagogických zamestnancov).
vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 437/2020 Z. z., ktorou sa mení a dopĺňa vyhláška Ministerstva školstva Slovenskej republiky č. 320/2008 Z. z. o základnej škole v znení neskorších predpisov.
Legislation related to the performance of the work of a class teacher:
Zákon č. 357/2009 Z. z. o štátnom jazyku Slovenskej republiky 357/2009.
Zákon č. 63/1993 Z. z. o štátnych symboloch SR a ich používaní v znení neskorších predpisov.
Zákon č. 395/2002 Z. z. o archívoch a registratúrach a o doplnení niektorých zákonov.
Vyhláška č. 326/2008 Z. z. o druhoch a náležitostiach vysvedčení a ostatných školských tlačív vrátane spôsobov ich evidencie a uloženia.
Vyhláška č. 231/2009 Z. z. o podrobnostiach o organizácii školského roka na základných školách, na stredných školách, na základných umeleckých školách, na praktických školách, na odborných učilištiach a na jazykových školách.
Vyhláška č. 307/2008 Z. z. o výchove a vzdelávaní žiakov s intelektovým nadaním.
Prerequisite subjects: none
Prerequisites for successful completion of the course: 100% of the continuous assessment, the course is completed with an assessment
Assessment: consists of an interim and a final assessment (20+30, 50 points in total).
Intermediate assessment: consists of a critical analysis of domestic and foreign sources - 10 points and the formulation of partial components of the semester project - 10 points.
The final assessment consists of: the semester project and its oral presentation.
The semester project consists of: the complete creation of a project according to the set structure for 30b. It includes idea/problem creation, project planning, project implementation, evaluation and self-reflection of the project = its oral presentation by students (creators of the semester project) in the 11th week of continuous teaching.
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 46 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A minimum of 41 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 subject matter, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 37 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 teacher, 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 teacher.
A minimum of 33 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 minimum of 30 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:
The content focus of the course is divided into two main areas: classroom management from the position of a teacher of any subject and communication with the classroom team from the position of a classroom teacher at the lower and upper secondary level. Classroom management leading to a successfully implemented teaching process and pupils' cooperative action in it with minimization of pupils' disruptive behaviour, thus making it possible to move towards meaningful learning for pupils.
Methodology for managing and coordinating the teaching process - the basic pillars of successful classroom management - planning, creating a productive classroom climate and promoting teamwork in the classroom, arranging the conditions of the learning space, guiding the learning activities of pupils/students, guiding the tasks of pupils/students related to the running of the classroom, activities to maintain discipline in the classroom, activities to prevent problematic behaviour, classroom rules. Classroom management and the class teacher in the context of legislation - qualifications for classroom management, rights and responsibilities of the class teacher. Roles and activities of the class teacher. Competencies and skills of the class teacher. Personality requirements of a class teacher. Pedagogical documentation of the classroom. Plan, organization and management of classroom lessons and classroom activities. Problem behaviours and baseline documents. The class teacher and educational measures. Communication and cooperation of class teachers with school management, teaching staff, professional staff, with legal representatives of pupils/students, and with representatives of various institutions and organizations. Evaluation of classroom activities.
Learning objectives and outcomes:
By completing the Classroom Management course, the student should:
- Know the basic principles of successful classroom management aimed at conducting a meaningful learning process with minimal disruptive behaviour,
- to acquire knowledge of classroom and classroom management from the position of a classroom teacher in cooperation with other teaching and non-teaching staff,
- to acquire skills in the administration of pedagogical documentation of the class teacher,
- know the competences and job description of the class teacher,
- can analyse the different forms of family-school cooperation and assess their suitability in relation to parents and pupils,
- be able to apply the acquired knowledge and knowledge from other scientific disciplines in the development of a semester project,
- be able to creatively use the acquired knowledge and competences in the study of other pedagogical disciplines and in their future school practice.
Transferable competences: the student strengthens soft skills such as communication skills, organizational skills, interpersonal skills within a group - group activation, taking initiative and responsibility, creativity and imagination, critical thinking, analytical skills, problem-solving skills, and others through the creation of a semester project in the course.
Compulsory reading:
DUBEC, M. (2007). Třídnické hodiny. Praha: Projekt Odyssea, s. 4–5. [online] [cit. 2. 6. 2020] Dostupné z: http://www.odyssea.cz/localImages/tridnicke_hodiny.pdfCompulsory reading:
DUBEC, M. (2007). Třídnické hodiny. Praha: Projekt Odyssea, s. 4–5. [online] [cit. 2. 6. 2020] Dostupné z: http://www.odyssea.cz/localImages/tridnicke_hodiny.pdf.
DUTKOVÁ, K., MEDLENOVÁ, J. (2007). Sprievodca triedneho učiteľa. 1. vyd. Bratislava: Raabe, 1800 s. ISBN 80-89182-03-0-8.
EICHHORN, E. – GEBAUER, K. (2014). Manažment triedy, Bratislava: Dr. Josef Raabe. 194 s. ISBN 978-80-8140-096-4. http://is.komposyt.com/pre-odbornikov/ziak-so-svvp/preview-file/1-manazment-tr-982.pdf
KOREŇOVÁ, S. (2020). Príklady dobrej praxe - Aktivity na triednických hodinách. Online časopis Didaktika 6/2020. https://www.direktor.sk/sk/casopis/didaktika/priklady-dobrej-praxe-aktivity-na-triednickych-hodinach.m-1013.html
SITKOVÁ, D. (2014). Skúsenosti s intervenciou žiakov s problémovým správaním na primárnom stupni vzdelávania. Banská Bystrica: Metodicko-pedagogické centrum, 35 s..
VIŠŇOVSKÝ, Ľ. – BABICOVÁ, Z. (2012). Triedny Učiteľ a spolupráca školy s rodinou. 1. vyd. Banská Bystrica: Univerzita Mateja Bela, 153 s.. ISBN 9788055705071.
Ďalší študijný text bude študentom dostupný a v pravidelných intervaloch sprístupňovaný v elektronickej podobe prostredníctvom univerzitného LMS Moodle – kurz s názvom Triedny manažment.
Particularly for beginning classroom teachers, it is essential to become familiar with the legislation that directly affects the status of the classroom teacher:
Zákon č. 138/2019 Z. z. o pedagogických zamestnancoch a odborných zamestnancoch a o zmene a doplnení niektorých zákonov
Zákon č. 553/2003 Z. z. Zákon o odmeňovaní niektorých zamestnancov pri výkone práce vo verejnom záujme a o zmene a doplnení niektorých zákonov.
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov.
Vyhláška MŠVVaŠ SR č. 445/2009 Z. z. o rozsahu vyučovacej a výchovnej činnosti pedagogických zamestnancov.
Vyhláška MŠVVaŠ SR č. 361/2019 Z. z. o vzdelávaní v profesijnom rozvoji.
Nariadenie vlády SR č. 201/2019 Z. z. o priamej výchovno-vzdelávacej činnosti (namiesto Vyhláška MŠVVaŠ SR č. 445/2009 Z. z. o rozsahu vyučovacej a výchovnej činnosti pedagogických zamestnancov).
vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 437/2020 Z. z., ktorou sa mení a dopĺňa vyhláška Ministerstva školstva Slovenskej republiky č. 320/2008 Z. z. o základnej škole v znení neskorších predpisov.
Legislation related to the performance of the work of a class teacher:
Zákon č. 357/2009 Z. z. o štátnom jazyku Slovenskej republiky 357/2009.
Zákon č. 63/1993 Z. z. o štátnych symboloch SR a ich používaní v znení neskorších predpisov.
Zákon č. 395/2002 Z. z. o archívoch a registratúrach a o doplnení niektorých zákonov.
Vyhláška č. 326/2008 Z. z. o druhoch a náležitostiach vysvedčení a ostatných školských tlačív vrátane spôsobov ich evidencie a uloženia.
Vyhláška č. 231/2009 Z. z. o podrobnostiach o organizácii školského roka na základných školách, na stredných školách, na základných umeleckých školách, na praktických školách, na odborných učilištiach a na jazykových školách.
Vyhláška č. 307/2008 Z. z. o výchove a vzdelávaní žiakov s intelektovým nadaním.
Prerequisite subjects: none
Prerequisites for successful completion of the course: 100% of the continuous assessment, the course is completed with an assessment
Assessment: consists of an interim and a final assessment (20+30, 50 points in total).
Intermediate assessment: consists of a critical analysis of domestic and foreign sources - 10 points and the formulation of partial components of the semester project - 10 points.
The final assessment consists of: the semester project and its oral presentation.
The semester project consists of: the complete creation of a project according to the set structure for 30b. It includes idea/problem creation, project planning, project implementation, evaluation and self-reflection of the project = its oral presentation by students (creators of the semester project) in the 11th week of continuous teaching.
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 46 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A minimum of 41 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 subject matter, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 37 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 teacher, 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 teacher.
A minimum of 33 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 minimum of 30 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:
The content focus of the course is divided into two main areas: classroom management from the position of a teacher of any subject and communication with the classroom team from the position of a classroom teacher at the lower and upper secondary level. Classroom management leading to a successfully implemented teaching process and pupils' cooperative action in it with minimization of pupils' disruptive behaviour, thus making it possible to move towards meaningful learning for pupils.
Methodology for managing and coordinating the teaching process - the basic pillars of successful classroom management - planning, creating a productive classroom climate and promoting teamwork in the classroom, arranging the conditions of the learning space, guiding the learning activities of pupils/students, guiding the tasks of pupils/students related to the running of the classroom, activities to maintain discipline in the classroom, activities to prevent problematic behaviour, classroom rules. Classroom management and the class teacher in the context of legislation - qualifications for classroom management, rights and responsibilities of the class teacher. Roles and activities of the class teacher. Competencies and skills of the class teacher. Personality requirements of a class teacher. Pedagogical documentation of the classroom. Plan, organization and management of classroom lessons and classroom activities. Problem behaviours and baseline documents. The class teacher and educational measures. Communication and cooperation of class teachers with school management, teaching staff, professional staff, with legal representatives of pupils/students, and with representatives of various institutions and organizations. Evaluation of classroom activities.
Learning objectives and outcomes:
By completing the Classroom Management course, the student should:
- Know the basic principles of successful classroom management aimed at conducting a meaningful learning process with minimal disruptive behaviour,
- to acquire knowledge of classroom and classroom management from the position of a classroom teacher in cooperation with other teaching and non-teaching staff,
- to acquire skills in the administration of pedagogical documentation of the class teacher,
- know the competences and job description of the class teacher,
- can analyse the different forms of family-school cooperation and assess their suitability in relation to parents and pupils,
- be able to apply the acquired knowledge and knowledge from other scientific disciplines in the development of a semester project,
- 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.
Organizational Form:
2 seminar hours per week, totaling 22 hours per semester, delivered in a blended format (primarily in-person).
Student Workload:
11 sessions x 2 hours of direct instruction (total: 22 hours), 22 hours of continuous preparation for classes, 8 hours of preparation for the final performance, Total: 52 hours of student work
Teaching Methods:
A combination of monological methods (instruction) and practical methods.
Required Literature:
Sheet music as determined by the conductor.
Recommended Literature:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Proceedings from international symposia CANTUS CHORALIS.
Recordings of choral compositions from various stylistic periods and different choral ensembles.
Conditions for Course Completion:
Participation in the course requires the successful completion of an entrance audition, which assesses the student’s intonation and rhythmic abilities. The evaluation criteria are based on continuous and final practical collective performance.
The assessment of the continuous practical performance includes fulfilling partial tasks within the individual voice groups and participating in any internal, public, or other concert performances. The final practical performance consists of a collective presentation of the selected repertoire studied.
Grading Scale:
• A (100–91%, excellent – outstanding results)
• B (90–81%, very good – above-average standard)
• C (80–73%, good – consistent, reliable work)
• D (72–66%, satisfactory – acceptable results)
• E (65–60%, sufficient – meets minimum criteria)
• FX (59–0%, insufficient – requires additional work)
The course focuses on exploring choral compositions from various stylistic periods, gaining practical experience in their interpretation, and applying these methods in practice.
The aim of the course is to develop and enhance collective vocal expression within the framework of a choir ensemble. The student acquires the principles of choral singing technique and harmonic-rhythmic awareness. The student also develops the ability to collaborate in a team and improve communication skills. Additionally, the student gains stage experience and represents the university at domestic and international events.
Organizational Form:
2 seminar hours per week, totaling 22 hours per semester, delivered in a blended format (primarily in-person).
Student Workload:
11 sessions x 2 hours of direct instruction (total: 22 hours), 22 hours of continuous preparation for classes, 8 hours of preparation for the final performance, Total: 52 hours of student work
Teaching Methods:
A combination of monological methods (instruction) and practical methods.
Required Literature:
Sheet music as determined by the conductor.
Recommended Literature:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Proceedings from international symposia CANTUS CHORALIS.
Recordings of choral compositions from various stylistic periods and different choral ensembles.
Conditions for Course Completion:
Participation in the course requires the successful completion of an entrance audition, which assesses the student’s intonation and rhythmic abilities. The evaluation criteria are based on continuous and final practical collective performance.
The assessment of the continuous practical performance includes fulfilling partial tasks within the individual voice groups and participating in any internal, public, or other concert performances. The final practical performance consists of a collective presentation of the selected repertoire studied.
Grading Scale:
• A (100–91%, excellent – outstanding results)
• B (90–81%, very good – above-average standard)
• C (80–73%, good – consistent, reliable work)
• D (72–66%, satisfactory – acceptable results)
• E (65–60%, sufficient – meets minimum criteria)
• FX (59–0%, insufficient – requires additional work)
The course focuses on exploring choral compositions from various stylistic periods, gaining practical experience in their interpretation, and applying these methods in practice.
The aim of the course is to develop and enhance collective vocal expression within the framework of a choir ensemble. The student acquires the principles of choral singing technique and harmonic-rhythmic awareness. The student also develops the ability to collaborate in a team and improve communication skills. Additionally, the student gains stage experience and represents the university at domestic and international events.
Organizational Form:
2 seminar hours per week, totaling 22 hours per semester, delivered in a blended format (primarily in-person).
Student Workload:
11 sessions x 2 hours of direct instruction (total: 22 hours), 22 hours of continuous preparation for classes, 8 hours of preparation for the final performance, Total: 52 hours of student work
Teaching Methods:
A combination of monological methods (instruction) and practical methods.
Required Literature:
Sheet music as determined by the conductor.
Recommended Literature:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Proceedings from international symposia CANTUS CHORALIS.
Recordings of choral compositions from various stylistic periods and different choral ensembles.
The evaluation criteria are based on continuous and final practical collective performance. The assessment of the continuous practical performance includes fulfilling partial tasks within the individual voice groups and participating in any internal, public, or other concert performances. The final practical performance consists of a collective presentation of the selected repertoire studied.
Grading Scale:
• A (100–91%, excellent – outstanding results)
• B (90–81%, very good – above-average standard)
• C (80–73%, good – consistent, reliable work)
• D (72–66%, satisfactory – acceptable results)
• E (65–60%, sufficient – meets minimum criteria)
• FX (59–0%, insufficient – requires additional work)
The course focuses on exploring choral compositions from various stylistic periods, acquiring practical experience in their interpretation, and applying these methods in practice.
The student develops a sense of cultivated singing, with appropriate expression and performance.
The student enhances their musicality and applies acquired knowledge in vocal activities while working with musical material in choral ensembles.
The student gains an understanding of concert dramaturgy.
Organizational Form:
2 seminar hours per week, totaling 22 hours per semester, delivered in a blended format (primarily in-person).
Student Workload:
11 sessions x 2 hours of direct instruction (total: 22 hours), 22 hours of continuous preparation for classes, 8 hours of preparation for the final performance, Total: 52 hours of student work
Teaching Methods:
A combination of monological methods (instruction) and practical methods.
Required Literature:
Sheet music as determined by the conductor.
Recommended Literature:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Proceedings from international symposia CANTUS CHORALIS.
Recordings of choral compositions from various stylistic periods and different choral ensembles.
The evaluation criteria are based on continuous and final practical collective performance. The assessment of the continuous practical performance includes fulfilling partial tasks within the individual voice groups and participating in any internal, public, or other concert performances. The final practical performance consists of a collective presentation of the selected repertoire studied.
Grading Scale:
• A (100–91%, excellent – outstanding results)
• B (90–81%, very good – above-average standard)
• C (80–73%, good – consistent, reliable work)
• D (72–66%, satisfactory – acceptable results)
• E (65–60%, sufficient – meets minimum criteria)
• FX (59–0%, insufficient – requires additional work)
The course focuses on exploring choral compositions from various stylistic periods, acquiring practical experience in their interpretation, and applying these methods in practice.
The student develops a sense of cultivated singing, with appropriate expression and performance.
The student enhances their musicality and applies acquired knowledge in vocal activities while working with musical material in choral ensembles.
The student gains an understanding of concert dramaturgy.
Recommended reading:
according to the focus of the thesis topic
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The state examination, its conditions and procedural aspects are regulated by the Internal Regulation No.1/2020 Study Regulations of the Faculty of Arts of Charles University, as well as by the Internal Regulation No. 5/2021 Study Regulations of the Charles University.
A student may take the state examination (a) after obtaining at least the number of credits necessary for the proper completion of studies after obtaining credits for successful completion of the last state examination and (b) after successful completion of compulsory courses, compulsory elective courses and elective courses in the composition determined by the study programme, except for the state examination and (c) without disciplinary proceedings being conducted against him/her.
The student receives 14 credits for the successful defence of the diploma thesis (credits counted in the VUZ study plan).
According to the VP 23/2021 Internal Quality Assurance System for Higher Education of the Charles University in Bratislava, the student is evaluated in particular:
- Demonstrate the student's ability to integrate knowledge, manage complexity, and formulate decisions with incomplete or limited information, while still embracing the social and ethical responsibilities associated with the application of their knowledge and decisions;
- Demonstration of the ability to communicate conclusions, findings and rationale clearly and unambiguously to both expert and lay audiences;
- elaboration of the chosen topic at the level of a scientific study with a representative selection of literature, with appropriately chosen scientific procedures, hypotheses/research questions that can be verified. At the same time, the thesis must make a contribution to the specific field.
The rating is awarded on a scale:
A 100 - 91% (excellent - outstanding results),
B 90 - 81% (very good - above average standard),
C 80 - 73% (good - normal reliable operation),
D 72 - 66% (satisfactory - acceptable results),
E 65 - 60% (sufficient - results meet minimum criteria),
Fx 59% or less (insufficient).
A student is evaluated with the FX grade if he/she has fulfilled the requirements for the grade only at a level not exceeding 60% of the total highest possible level of fulfilling the requirements for passing the subject of the state examination - defence of the diploma thesis. In the same way, a student shall be evaluated with an FX if he/she has submitted a thesis in violation of paragraph 7 of Article 56 of the Internal Regulation of the University of Bratislava No. 23/2021 or has submitted a thesis that does not substantially meet the requirements according to paragraph 1 (d), paragraph 2 (d) or paragraph 3 (d) of Article 56 of the Internal Regulation of the University of Bratislava No. 23/2021 Internal Quality Assurance System for Higher Education of the University of Bratislava.
The details and specifications of the requirements of the final theses for the individual teacher study programmes in combination (approbation) will be specified in the respective Study Programme Descriptions.
Slovak language, in case of language specialisations also the language of the respective subject specialisatio
Brief outline of the course:
1. Contribution of the thesis to the field of study, depending on its nature and degree of study. The evaluation of the thesis takes into account whether the student adequately treats the chosen topic at the level of a scientific study with a representative selection of literature, whether the chosen scientific procedures are adequate and appropriate, and whether he/she adequately works with hypotheses that can be verified. The thesis should make a distinct contribution to the relevant field of study in which the student has completed the degree programme;
2. Originality of the thesis (the thesis must not be plagiarized, must not infringe the copyrights of other authors), the documentation for the defence of the thesis as a subject of the state examination includes originality protocols: from the Central Register and Theses, the results of which are commented on by the supervisor and the opponent in their opinions;
3. Correctness and correctness of citation of used information sources, research results of other authors and author teams, correctness of description of methods and working procedures of other authors or author teams;
4. Compliance of the structure of the thesis with the prescribed structure defined by the Internal Regulation No. 2/2018 Directive of the Rector of Charles University in Bratislava;
5. Respecting the recommended scope of the thesis (the recommended scope of the thesis is usually 50 - 70 standard pages - 90 000 to 126 000 characters including spaces), the adequacy of the scope of the thesis is judged by the supervisor;
6. Linguistic and stylistic level of the work and formal editing;
7. The manner and form of the thesis defence and the student's ability to respond adequately to
comments and questions in the supervisor's and opponent's reports.
8. In the study programme focused on the teaching of art-educational subjects, the presentation of artistic outputs and performances may be part of the final thesis and its defence.
The learning outcome is in accordance with the Long-term Plan of the CU/PdF, the mission and strategic goals of the CU/PdF, in accordance with the description of the field of study, in accordance with the NKR/SKR/DD, in accordance with the profile of the graduate, in accordance with the learning objectives and learning outcomes in individual subjects of the study plan of the study programme and other relevant documents.
The student is able to elaborate the chosen topic at the level of a scientific study with a representative selection of literature, with appropriately chosen scientific procedures and hypotheses/research questions that can be verified. The thesis makes a contribution to the relevant field of study