Required reading:

BREZINKA, V (1996) Filozofické základy výchovy. Praha: Zvon, 174 s. ISBN 80-7113-169-5

KASPER, T.- KASPEROVÁ, D. Dejiny pedagogiky. Praha : GRADA, 224 s. ISBN 978-80-247-2429-4

KOSOVÁ, B. (2013) Filozofické a globálne súvislosti edukácie. Banská Bystrica: UMB, 165 s. ISBN 978-80-557-0434-0

KUDLÁČOVÁ, B. (2003) Človek a výchova v dejinách európskeho myslenia. Trnava: PF TU, 168 s. ISBN 80-89074-66-9

RAJSKÝ, A. (2021) Filozofia výchovy. Vybrané state. Trnava : Trnavská univerzita a VEDA vydavateľstvo SAV, 265 s. ISBN 978-80-568-0407-0

Recommended reading:

BREZINKA, W. (2001) Východiská k poznání výchovy. Brno: Nakladatelství L.Marek, 310 s.

ISBN- 80-86263-23-1

GÁLIKOVÁ- TOLNAIOVÁ, S. (2007) Problém výchovy na prahu 21. storočia v súčasnej filozofii výchovy. Bratislava : IRIS, 231 s. ISBN 978-80-89256-04-4

KUDLÁČOVÁ, B. 2010. Európske pedagogické myslenie od antiky po modernu. Trnava: Trnavská univerzita/ VEDA, 2010, 317 s. ISBN 978-80-8082-336-8A

KUDLÁČOVÁ, B.; RAJSKÝ, A. 2012. Európske pedagogické myslenie od moderny k postmoderne po súčasnosť. Trnava: Trnavská univerzita/ VEDA. 293 s. ISBN 978-80-8082-574-4

PALOUŠ, R. (1991) K filosofii výchovy. Praha: SNP, 115 s.

ISBN 80-04-25390-3

PELCOVÁ, N. (2000) Filozofická a pedagogická antropologie. Praha : Karolinum, 196 s. ISBN 80-246-0076-5

SKARUPSKÁ, H. (2016) Filozofie a Teorie výchovy. Studijní opora. Praha: Hnutí R. 51 s. ISBN

978-80- 86798-70-7

ŠARNÍKOVÁ, G. (2011) Z dejín filozofie výchovy. Starovek. Ružomberok : KU- VERBUM, 75 s. ISBN 978-80-8084-685-5

ŠARNÍKOVÁ, G. (2012) Z dejín filozofie výchovy. Od scholastiky po osvietenstvo. Ružomberok : KU- VERBUM, 132 s. ISBN 978-80-8084- 868-2

Prerequisite subjects: none

Prerequisites for successful completion of the course:

The course is completed by examination, the ratio of interim and final assessment is 50/50.

Interim assessment includes: the student will prepare a seminar paper (maximum possible number of points - 50). The seminar paper is a condition for the award of the overall grade. As part of the final assessment of the course, students will take an oral examination (maximum possible points - 50).

For successful completion of the course, it is necessary to obtain at least 60% of the points (min. 60 out of 100 points).

The rating is awarded on a scale:

A (100-91%, excellent - excellent results with only minimal errors),

B (90-81%, very good - above average results with minor errors),

C (80-73%, good - normal reliable work, average results),

D (72-66%, satisfactory - acceptable results, but significant errors occur),

E (65-60%, sufficient - results meet minimum criteria),

FX (59-0%, insufficient - completing the course still requires a significant amount of effort and work on the part of the student).

A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.

A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, and above average activity in class during the semester.

A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.

A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.

A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.

: slovak and czech

Brief outline of the course:

Thematic focus of lectures:

1. Introduction to the philosophy of education

- Basic terminological issues (characteristics of philosophy and pedagogy as a science)

- relationship between philosophy and education

- philosophy of education as a philosophical discipline

- historical outline of the constitution of philosophy of education

- importance of philosophy for education and pedagogy

- man and education in the history of European philosophical thought

2. Ancient philosophy and its reflection in education

- characteristics of the period and philosophy

- the most important representatives of ancient philosophy (Sophists, Socrates, Democritus, Plato, Aristotle, and others)

- the philosophical foundations of education in the works of philosophers

3. Educational ideals in the Patristic and Scholastic periods

- characteristics of the period and philosophy

- the most important representatives of Patristic (Aurelius Augustinus, ...) and Scholastic (Thomas Aquinas, Roger Bacon, ...)

- the reflection of philosophy in the views on education

4. Educational ideals in humanism and the Renaissance

- characteristics of the period and philosophy

- the most important representatives (Thomas Morus, J.L. Vivés, F. Rabelais...)

- reflection of philosophical Renaissance thinking in education

5. Modern philosophy and its reflection in education

- characteristics of the period and philosophy

- the most important philosophical trends: empiricism and rationalism, their representatives and influence on education (Francis Bacon, Francois Rabelais ...)- Enlightenment philosophy and pedagogy and its philosophical foundations

6. Philosophical foundations of the pedagogical system of J. A. Comenius

- characteristics of the period and philosophy

- philosophical foundations of the pedagogical system of J. A. Comenius - characteristics of the period and philosophy

- philosophical foundations of the pedagogical system of J. A. Comenius

- the stages of Comenius' pedagogical work (pre-Pansophic, Pan-Sophic and Pan-Enlightenment) - their reflection in his works

- the importance of Comenius for the philosophy of education and pedagogy

7. Basic philosophical trends in the 19th century and their influence on education- characteristics of the period and philosophy

- the most important philosophical trends, their characteristics and representatives:

a) positivism

b) Marxism

c) voluntarism

d) anthropological philosophy

(e) philosophy of life, and others

- their representatives and influence on pedagogical thinking in Europe

8. The influence of philosophical trends on pedagogical thinking in the 20th century

- characteristics of the period and philosophy - the most important philosophical trends (neopositivism, pragmatism, existentialism, Marxism ...)

- philosophical and pedagogical anthropology

- man and education from the aspect of philosophical anthropology

- anthropological social and axiological and global contexts of human education

9. Philosophical foundations of education in the present

- characteristics of the period and philosophy - the most important philosophical trends in Europe

- the philosophical foundations of education in the present - Europeanization and globalization of education

- current trends and representatives of the philosophy of education in Europe

10. Objectives of education and their philosophical foundations

- Characteristics of educational objectives in relation to the definition of the nature of education

- Philosophical bases of educational objectives

- Approaches to the determination of educational objectives (sociological, psychological and convergent conceptions of education)

- Determination and concretization of educational objectives in the historical context and in the present day

- Relationship between the philosophy of education and the sociology of education

11. Versatility and harmony in education

- historical aspects of the development of versatility and harmony in education in the different periods of development (ancient, medieval, humanist and renaissance, modern, 19th and 20th century, contemporary)

- multifaceted and harmonious development of the personality - reflection of versatility and harmony in the aims and content of education

12. Democracy and power in education

- characteristics of democracy and pluralism, reflection of democracy and power in education in the field of objectives, content, methods, management,

- manipulative and communicative pedagogy, their characteristics and manifestations

50/50

Learning outcomes:

Aims and learning outcomes: the aim of philosophy of education is to acquire and understand the philosophical foundations of pedagogical theories and educational systems in their historical development and present, to develop the ability to analyse educational situations in terms of their philosophical and social conditioning. The student can apply his/her knowledge of the philosophy of education in relation to other compulsory elective subjects - History of Education and Pedagogy or Contemporary Alternative Directions in Pedagogy.

The student develops transferable competences - communication skills, critical thinking, reasoning in context.

Reference sources:

Required reading:

KOSTRUB, D. 2005. Dizajn procesu výučby. Bratislava: Rokus, 2005. ISBN 80-89055-56-7.

Recommended reading:

KOSTRUB, D. 2008. Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS. ISBN 978-80-89055-87-6.

PORUBSKÝ, Š. 2014. ŠKOLA A KURIKULUM – TRANSFORMÁCIA V SLOVENSKOM KONTEXTE. UMB Banská Bystrica, 2014, Belianum , ISBN 978-80-557-0838-6

TÓTHOVÁ, R. 2013. Implementácia kurikula do vyučovacieho procesu. Bratislava : Z-F Lingua, 2013. ISBN 978-80-89328-93-2.

TOTHOVÁ R. - KOSTRUB, D. - FERKOVÁ Š. 2017. Žiak, učiteľ a výučba (všeobecná didaktika pre študentov učiteľstva). Prešov: ROKUS. ISBN 978-80-89510-61-0.

https://www.minedu.sk/8387-sk/statne-vzdelavacie-programy/

https://www.statpedu.sk/sk/svp/statny-vzdelavaci-program/

https://siov.sk/statne-vzdelavacie-programy/

https://www.nucem.sk/sk/nucem

Prerequisite subjects: none

Prerequisites for successful completion of the course:

The course is completed by examination, the ratio of midterm/final assessment is 50/50. During the semester students have to prepare 2 seminar papers of 25 points each (according to the teacher's assignment: e.g. designing the curriculum of their own school, the curriculum of their own subject for a given year, the thematic educational plan for a given subject and year, etc.). As part of the final assessment of the course, students take an oral examination (50 points). In total, students may obtain a maximum of 100 points. Successful completion of the course is subject to obtaining at least 60 % of the maximum possible grade for the course.

The rating is awarded on a scale:

A (100-91%, 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 (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 (critically evaluate, develop, enrich with own ideas), is oriented in the issues of curriculum theory, paradigms of teaching and can put them in the context of the current form of the state and school curriculum in Slovakia and can also critically analyse, evaluate and consider their use and implementation with implications for practice.

B (90-81%, very good - above average standard) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can critically evaluate, develop and enrich it with his/her own ideas, but only in specifically selected problems and not in a generalizing way, is oriented in the issues of curriculum theory, teaching paradigms and is able to put them in the context of the current form of the state and school curriculum in Slovakia and is also able to critically evaluate them and is able to consider their use and implementation with implications for practice.

C (80-73%, good - normal reliable work) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, can apply it adequately, but there is no development of his/her own ideas, applies it in specific, concrete and not generalizing contexts, is oriented in the issues of curriculum theory, teaching paradigms, but there is no critical and generalizing evaluation of them.

D (72-66%, satisfactory - acceptable results) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, its correct application is limited and its development by own ideas is absent, the student applies it only in specific, concrete and not generalizing contexts, the orientation in the issues of curriculum theory, teaching paradigms is limited to specific areas, their critical evaluation is absent.

E (65-60%, sufficient - the results meet the minimum criteria) - the student has only a limited understanding and can apply the basic relevant professional terminology in the outputs, its application is limited to defined contexts, there is no critical analysis and development of own ideas, orientation in the issues of curriculum theory, teaching paradigms 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 the issues of curriculum theory, teaching paradigms is incoherent, limited to specific areas, their generalizing application is absent.

slovak language and czech language

Brief outline of the course:

1. Broader and narrower definitions of basic concepts. Definitions and interpretations of the following terms: school curriculum, educational reality, teaching process, teaching concept, pedagogical-didactic activity, teaching subjects, etc.; gnoseological, social, cultural and political definition of the conceptual bases of curriculum design.

2. Curriculum in the domestic context. Definition of basic concepts. Documents of educational policy in Slovakia after 1989. The planned curriculum. Decentralisation of the curriculum. Two-level model of curriculum.

3. Curriculum as an example of good practice. Integrative and formative aspects of curriculum for primary and secondary schools. The content of education in the new concept. Teaching-learning activities in intent of the central idea of this concept.

4. The teacher as a fundamental agent of curriculum design. Basic definitions of the processes of planning, designing and programming the content of teaching. Teacher's pedagogical-didactic decision-making, professional autonomy and creativity in narrower and broader contexts.

5. Student and teacher activism in the learning process. The activity and development-creative potential of teaching. Concepts of teaching-informative vs. formative, etc.

6. Principles of curriculum design and project development. Basic definition, characteristics and goal of curriculum design. Design, logical-sequential and content parameters of project creation. Didactic principles and pedagogical expression of the curricular project. 7. Programming of pedagogical-didactic activities. Principles, objectives, practical examples and their critical analysis. Practical design of curriculum projects, preparation, planning, critical evaluation of projects in the phase of their creation.

8. Presentation and evaluation of projects. Colloquial presentation and evaluation of conceptual project proposals, guided discussion

50/50

Learning outcomes:

Students will be able to theoretically reflect on different curriculum theories, teaching paradigms and will be able to put them in the context of the current form of the state and school curriculum in Slovakia (or in EU countries). Students will be able to design partial parts of the school educational program of their own school with an emphasis on the creation of the curriculum, curricula of subjects and thematic educational curricula.

Transferable competences: the student will know and be able to apply parts of the school curriculum for the development of communication, organisational and (self-)cognitive competencesContent structure of the course:

The concept of curriculum, its definitions in a broader and narrower sense. Definition of the basic concepts related to the concept of curriculum - curriculum, educational project, teaching process (content, course), curriculum of a field of study, teaching subject, teaching unit. Types of curriculum. Different points of view on curriculum: formal curriculum, informal curriculum, hidden curriculum; conceptual form of curriculum, planned (prescribed) curriculum, implemented curriculum, achieved (learned, acquired) curriculum, effect form of curriculum; supporting

Curriculum. Classification and reflection of different philosophical theories of curriculum (theories of education). Current curriculum trends in OECD and EU countries. Understanding curriculum in the Millennium Project. International measurements of planned, implemented and achieved curriculum - international research studies: TIMSS, PISA, PIRLS, CIVIC and others (ICILS, ICCS, TALIS). National curricula in the Slovak Republic: ISCED 0, 1, 2 and 3 (lower secondary education and upper secondary education) - basic structure and framework content. School curriculum. Basic structure and framework content. School curriculum for secondary vocational schools.

Principles, methodology of development and design of school educational program. Designing the school curriculum and curricula of subjects (especially own). Elements of the school curriculum and approach to its design. Curriculum components and approach to designing school curriculum in the subject. Specifics of designing educational (curricular) constructs in relation to the chosen paradigm of teaching

Required reading:

TÓBLOVÁ, E. 2019. Aktivizujúce vyučovacie metódy – analýza využívania aktivizujúcich metód. Bratislava: Univerzita Komenského v Bratislave, 2019. 1. vydanie, 146 s., ISBN 978-80-223-4817-1

Recommended reading:

ČAPEK, R. 2015. Moderní didaktika. Lexikon výukových a hodnoticích metod. Praha. Grada. 2015. 624s. ISBN 978-80-247-3450-7

FULKOVÁ, E. 2011. Teoretické východiská využívania aktivizujúcich metód vo vyučovacom procese. In Aktuálne otázky pedagogiky. Bratislava: Univerzita Komenského v Bratislave, 2011. ISBN 978-80-223-3121-0.

HANULIAKOVÁ, J. Inovatívne stratégie aktivizujúceho vyučovania. 95 s., VŠ DTI

ISBN 978-80-8222-006-6

JANKOVCOVÁ, M., PRŮCHA, J., KOUDELA, J. 1989. Aktivizujíci metody v pedagogické praxi středních škol. Praha : SPN, 1989. ISBN 80-04-23209-4.

KOLEŇÁKOVÁ, Š. (ed.), 2019. Inovatívne trendy odborových didaktík. Prepojenie teórie a praxe výučbových stratégií kritického a tvorivého myslenia. Zborník štúdií z medzinárodnej vedeckej konferencie. Nitra: PF UKF, s.12-19. ISBN 978-80-558-1408-7

KOSTRUB, D. 2008. Dieťa/žiak/študent – učivo - učiteľ, didaktický trojuholník alebo

bermudský trojuholník? Prešov : Rokus, 2008, 169 s. ISBN 978-80-89055-87-6.

KOSTRUB, D., SEVERINI, E., REHÚŠ, M. 2012. Proces výučby a digitálne technológie. 1. vyd. Bratislava/Martin : Alfa print, s. r. o., 2012. 110 s. ISBN 978- 80-971081-6-8.

KOSTURKOVÁ, M. - FERENCOVÁ, J. 2019. Stratégie rozvoja kritického myslenia. Kritické argumentovanie, debatovanie, písanie a organizovanie poznatkov. Bratislava: Wolters Kluwer, 2019, 236 s. 978-80-571-0049-2

KOTRBA, T., LACINA, L. 2007. Praktické využití aktivizačních metod ve výuce. Brno: Barrister&Principial, 186 s., ISBN 808-702-912-7

KOTRBA, T., LACINA, L. 2011. Aktivizační metody ve výuce. Príručka moderního pedagoga. Brno: Barrister&Principial, 188 s., ISBN 978-80-8747-434-1

TÓBLOVÁ, E. 2021. Research of activating methods application in pedagogical disciplines from the perspective of teachers and students . INTED 2021, 15 [Valencia, Španielsko] In: INTED Proceedings 2021: 15th International Technology, Education and Development Conference , 1. vyd. – Valencia (Španielsko) : IATED, 2021. – ISBN 978-84-09-27666-0. – ISSN 2340-1079, s. 4077-4086 [online]

TOMENGOVÁ, A. 2012. Aktívne učenie sa žiakov-stratégie a metódy. Bratislava : MPC, 2012, 64 s. ISBN 978-80-8052-421-0.

TÓTHOVÁ, R. 2014. Konštruktivistický prístup vo výučbe ako možnosť rozvoja myslenia žiakov. Bratislava: MPC, 2014, 87 s. ISBN 978-80-565-0004-0.

TÓTHOVÁ, R.-KOSTRUB, D. - FERKOVÁ, Š. 2017. Žiak, učiteľ a výučba (všeobecná didaktika učiteľstva). Prešov: Rokus, 2017, 370 s. ISBN 978-80-89510-61-0.

TUREK, I. 2014. Didaktika. Bratislava: Iura Edition , 2014. ISBN 978-80-8168-004-5

Prerequisite subjects:

Prerequisites for successful completion of the course:

The course is completed by examination, the ratio of midterm/final assessment is 50/50.

During the semester students have to prepare 2 seminar papers of 25 points each (according to the teacher's assignment; one of them can be a micro-output focused on direct teaching with a selected interactive educational method, the other one can be a review of a selected professional publication dealing with an interactive teaching method). As part of the final assessment of the course, students will complete a written and/or oral examination (50 points). In total, students can obtain a maximum of 100 points.

The rating is awarded on a scale:

A (100-91%, excellent - excellent results with only minimal errors),

B (90-81%, very good - above average results with minor errors),

C (80-73%, good - normal reliable work, average results),

D (72-66%, satisfactory - acceptable results, but significant errors occur),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - extra work required).

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 the issue of interactive teaching methods and can also critically analyze and evaluate them and can consider their use and implementation with implications for practice.

B (90-81%, very good - above average standard) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can critically evaluate, develop, enrich with own ideas, but only in specific selected problems and not generalizing, is oriented in the issue of interactive teaching methods current and can also critically evaluate them and can consider their use and implementation with implications for practice.

C (80-73%, good - normal reliable work) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, can apply it appropriately, but lacks its development by own ideas, applies it in specific, concrete and not generalizing contexts, is oriented in the issues of interactive teaching methods current, but lacks their critical and generalizing evaluation.

D (72-66%, satisfactory - acceptable results) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, its correct application is limited and its development by own ideas is absent, the student applies it only in specific, concrete and not generalizing contexts, the orientation in the issue of interactive teaching methods is limited to specific areas, their critical evaluation is absent.

E (65-60%, sufficient - the results meet the minimum criteria) - the student has only a limited understanding and can apply the basic relevant professional terminology in the outputs, its application is limited to defined contexts, there is no critical analysis and development of own ideas, the orientation in the issue of interactive teaching methods is limited to specific areas, there is no critical evaluation and generalization,

Fx (59-0%, insufficient - additional work is required) - student with significant limitations knows, understands, but cannot coherently apply (even basic) relevant professional terminology in the outputs, its application is incoherent, limited to limited contexts, orientation in the issue of interactive teaching methods is incoherent, limited to specific areas, their generalizing application is absent.

Brief outline of the course:

The course focuses on the theoretical-applicational analysis of interactive teaching methods and practices (and their relation to the transmissive versus (social-)constructivist paradigm of teaching), on the characteristics and practical demonstrations of individual interactive teaching methods and the possibilities of their use in teaching pedagogical disciplines. It emphasizes the existence of a significant connection between the philosophy of educational concepts, concepts of teaching and the chosen interactive educational methods.

Content structure of the course: definition of the terms educational (teaching) method and interactive educational method. The position of interactive educational methods in the teaching of pedagogical disciplines and their importance in education today. Classification of teaching methods. Possibilities of classification of interactive educational methods. Characteristics of selected interactive methods. Possibilities and criteria for selecting adequate interactive methods in teaching specific pedagogical disciplines. Practical examples of some interactive teaching methods. Specifics of instructional design (preparation for teaching) with the use of interactive educational methods in relation to the chosen paradigm/strategy of teaching in the teaching of pedagogical disciplines. Evaluation of the effectiveness of the used interactive methods.

50/50

Learning outcomes:

By completing the course, the student will be competent to implement analytical, synthesizing and evaluative processes within the framework of (scientifically relevant - practice-supported) theories of interactive teaching methods, will be familiar with and be able to apply (in the specific outcomes of the course) specific interactive teaching methods in pedagogical disciplines. Students will also be able to reflect on the adequacy of the use of specific interactive educational methods depending on the teaching paradigm/strategy they choose.

Transferable competences: the student will know and be able to apply resources, strategies and methods for the continuous development of intra and interpersonal communication, organizational, (self-)cognitive competences

Reference sources:

Required reading:

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

Recommended reading:

ČAPEK, R. 2015. Moderní didaktika. Lexikon výukových a hodnoticích metod. Praha. Grada, 2015. 624s. ISBN 978-80-247-3450-7

KOSTRUB, D. 2008. Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský OBDRŽÁLEK, Z. a kol. 2003. Didaktika pre študentov učiteľstva ZŠ. Bratislava : Univerzita Komenského, 2003. ISBN 80-223-1772-1

PETLÁK, E. 2016. Všeobecná didaktika. Bratislava: IRIS, 2016. ISBN: 978-80-8153-064-7

ŠTURMA, J. Didaktika pedagogiky. Hradec Králové . Gaudeamus, 1993. ISBN 978-80-704-1228-2

TÓBLOVÁ, E. 2019. Aktivizujúce vyučovacie metódy. Bratislava : Univerzita Komenského, 2019. ISBN 978-80-223-4817-1

trojuholník? Prešov: ROKUS. ISBN 978-80-89055-87-6.

TUREK,I. 2014. Didaktika. Bratislava : Wolters Kluwer, 2014, ISBN 978-80-8168-004-5

ZORMANOVÁ, L. 2014. Obecná didaktika. Grada. Praha. ISBN 978-80-247-4590-9

Prerequisite subjects: none

Prerequisites for successful completion of the course:

The course is completed by examination, the ratio of midterm/final assessment is 50/50. During the semester, students must produce 2 interim term papers of 25 points each (as assigned by the instructor):

1. Designing a teaching unit/Preparation for teaching a selected topic (in the context of teaching pedagogical subjects at secondary school).

2. Preparation and creation of didactic means-teaching aids in connection with the design of the teaching unit.

As part of the final assessment, students will complete an oral defence of their preparation for teaching/microlearning (50 points). In total, students may earn a maximum of 100 points. Passing the course is subject to obtaining at least 60% of the maximum possible grade for the course.

The rating is awarded on a scale:

A (100-91%, excellent - excellent results with only minimal errors),

B (90-81%, very good - above average results with minor errors),

C (80-73%, good - normal reliable work, average results),

D (72-66%, satisfactory - acceptable results, but significant errors occur),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).

A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.

A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.

A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.

A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.

A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.

slovak and czech

Brief outline of the course:

1. Definition of basic terms: theories of teaching pedagogy/didactics of pedagogy as a scientific discipline.

2. Long-term and short-term teacher preparation for teaching pedagogical subjects.

3. Objectives of teaching pedagogical subjects.

4. National curricula for secondary schools/framework curricula/educational standards and other pedagogical documents.

5. School education programmes of selected secondary schools teaching pedagogical subjects - specific fields of study/graduate profile.

6. Contemporary teaching paradigms and new trends in the teaching of pedagogical subjects.

7. Didactic principles in the teaching of pedagogical subjects.

8. Preferred educational methods in teaching pedagogical disciplines and their determination by the content and objectives of teaching.

9. Organisational forms of teaching (lessons: typology, excursions, pedagogical practice - its functions, types... ).

10. The use of material didactic means (teaching aids, didactic technology) in the teaching of pedagogical subjects. Possibilities of using textbooks, professional pedagogical literature and journals (pedagogical periodicals).

11. Screening and assessment of student performance in pedagogical subjects. Assessment and evaluation of students' achievement of knowledge and competences.

12. The personality of the teacher of pedagogy. Self-reflection and self-evaluation of the teacher, its application in the preparation of future teachers.

50/50

Learning outcomes:

Learning objectives and outcomes:

The aim of the course is to prepare students for teaching pedagogical subjects in secondary schools. The course focuses on the methodology of preparation (both long and short-term) and implementation of teaching pedagogical subjects in secondary schools. Emphasis is placed on students' active engagement with current state and school curricula of secondary schools where pedagogical subjects are taught. The course also focuses on the application of new trends in the teaching of pedagogy in the respective high schools. Students will master theoretically and practically both the methodology of preparation and the methodology of implementation of the teaching of pedagogical subjects and will become familiar with the new trends in the teaching of pedagogy in the relevant secondary schools. The course will also include student micro-performances.

Transferable competences: students can communicate their conclusions, think critically and think in context by analysing, completing and discussing interim and final assignments.

Reference sources:

Required reading:

KOSTRUB, D. 2016. Základy kvalitatívnej metodológie. Keď interpretované významy znamenajú viac ako vysoké čísla. Bratislava : Univerzita Komenského, 2016. ISBN 978-80-223-4166-0.

Recommended reading:

FLICK, U. 2009. An Introduction to qualitative research. London : SAGE publications Inc. 2009. ISBN 978-1- 84787-323-1.

GAVORA, P. 2001. Výskum životného príbehu: učiteľka Adamová. In Pedagogika. 2001, roč. 51, č. 3, s. 352 – 368.


GAVORA, P. 2008. Úvod do pedagogického výskumu. Bratislava : Vydavateľstvo Univerzity Komenského, 2008. 236 s. ISBN 978-80-223-2391-8.

KOSTRUB, D. – OSTRADICKÝ, P. 2019. A qualitative methodology framework of investigation of learning and teaching based on the use of augmented reality. In ICETA 2019 [elektronický dokument] : 17th IEEE International conference on emerging elearning technologies and applications : Information and communication technologies in learning. Starý Smokovec, Slovakia. 2019, s. 425-440. - : 1. vyd. ISBN 978-1-7281-4967-7.

KOSTRUB, D. 2019. The inspiration by qualitative methodology in pedagogical research. Horn : Druckerei Berger, 2019. 238, s. ISBN 978-3-200-06619-9.

KOSTRUB, D. –SEVERINI, E. 2018. Výučba a kvalitatívny výskum. Akčný výskum v didaktickej realite. Siedlce : AKKA, 2018. ISBN 978-83-948104-5-0.

KOSTRUB, D. –TOMÁNKOVÁ, M. 2014. Interakčný príklon vs. interakčný odklon rodiča voči svojmu dieťaťu v pozorovanom správaní. In Sapere Aude 2014 : pedagogika, psychologie a dnešní společnost 4 Hradec Králové : Magnanimitas, 2014. S. 9-21. ISBN 978-80-87952-03-02.

OSTRADICKÝ, P. KOSTRUB, D. 2021. Chain (re)actions as the birth and development of pupil autonomy. In EDULEARN21 [elektronický dokument] : 13th annual International Conference on Education and New Learning Technologies, Barcelona, 5th - 6th of July, 2021 : Roč. 13. - : 1. vyd. ISBN 978-84-09-31267-2. - Barcelona : IATED, 2021. - S. 11734-11742 [CD-ROM].

ŠIPOŠOVÁ, M. OSTRADICKÝ, P. 2021. Formovanie pedagogického myslenia študentov učiteľstva angličtiny o problematike výučby gramatiky cudzieho jazyka v kontinuu ich cudzojazyčnej výučby (výskumná štúdia) In Forlang [elektronický dokument] : periodický zborník vedeckých príspevkov a odborných článkov z medzinárodnej vedeckej konferencie konanej 23. - 24. júna 2021 : Roč. 8, č. 1. - : 1. vyd. ISBN 978-80-553-3948-1. - Košice : Technická univerzita v Košiciach, 2021. - S. 368-380 [CD-ROM].

ŠVAŘÍČEK, R.- ŠEĎOVÁ, K. a kol. 2014. Kvlaitativní výzkum v pedagogických vědách. Praha : Portál, 2014. ISBN 978-80-262-0644-6.

ŠVEC, Š., a kol. 1998. Metodológia vied o výchove. Bratislava : IRIS. 1998. 303 s. ISBN 80-88778-73-5.

Prerequisite subjects: none

Prerequisites for successful completion of the course:

The course is completed with an assessment, the ratio of interim to final assessment is 100/0. As part of the assessment, students will create (25 points) and critically analyse (25 points) a (self)reflective journal (can take the form of a concept map) focused on pedagogical-methodological situational (self)reflection (50 points in total) and develop (30 points) and defend (in a colloquial discussion) (20 points) a term paper - a conceptual research proposal focused on a qualitative exploration of educational reality. The outcomes of the mid-term and final assessment will be assessed in the assessment period.

The aim of the assigned tasks is a coherent pedagogical-methodological (self-)reflection of the student teacher, a critique, identification of critical moments of the investigation of teaching and education from the perspective of student teachers of pedagogy, and a coherent conceptual design of a research study aimed at a purposeful and methodologically accurate (in accordance with the principles of qualitative methodology) design of research activities.

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. To pass the course, a minimum of 60% of the marks must be obtained.

The rating is awarded on a scale:

A (100-91%, excellent - excellent results with only minimal errors),

B (90-81%, very good - above average results with minor errors),

C (80-73%, good - normal reliable work, average results),

D (72-66%, satisfactory - acceptable results, but significant errors occur),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).

A (100-91%, excellent - outstanding results) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can analyse, synthesise and assess (critically evaluate, develop, enrich with own ideas), is oriented in current scientific-pedagogical theories and can also critically analyse and evaluate them - in relation to the key stages of their development and their implications for practice. It can anticipate their further development, identify and propose solutions to problems in relation to the needs of practice,

B (90-81%, very good - above average standard) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can critically evaluate, develop and enrich it with his/her own ideas, is familiar with current scientific and pedagogical theories and can also critically evaluate them - in relation to the key stages of their development and their implications for practice, but only in selected problems, not in a generalizing way.

C (80-73%, good - normal reliable work) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, can apply it adequately, but lacks its development by own ideas, applies it in specific, concrete and not generalizing contexts, is oriented in current scientific-pedagogical theories, but lacks their critical and generalizing evaluation,

D (72-66%, satisfactory - acceptable results) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, its correct application is limited and its development by own ideas is absent, the student applies it only in specific, concrete and not generalizing contexts, the orientation in current scientific-pedagogical theories is limited to specific areas, their critical evaluation is absent,

E (65-60%, sufficient - the results meet the minimum criteria) - the student has only a limited understanding and can apply the basic relevant professional terminology in the outputs, its application is limited to defined contexts, critical analysis and development of own ideas is absent, orientation in current scientific-pedagogical theories is limited to specific areas, their critical evaluation and generalization is absent,

Fx (59-0%, insufficient - additional work is required) - student with significant limitations knows, understands, but cannot coherently apply (even basic) relevant professional terminology in the outputs, its application is incoherent, limited to limited contexts, orientation in current scientific-pedagogical theories is incoherent, limited to specific areas, their generalizing application is absent.

slovak and czech and english

Brief outline of the course:

Principles of qualitative methodology and their theoretical-methodological foundations.

Criteria for methodological rigour in qualitative research.

Subjects and objects of qualitative research.

Qualitative research designs.

Data collection and analysis processes.

Data interpretation in qualitative research.

Specifics of qualitatively oriented educational research.

Objectives of qualitatively oriented educational research.

Teacher as researcher.

Action and teacher research

100/0

Learning outcomes:

Learning objectives and outcomes:

The aim of the course is that students, upon successful completion, will know and be able to apply the basic principles of qualitative research. Students will be able to develop and apply knowledge of the general and specific areas of the work of the qualitatively oriented researcher and teacher-researcher.

By completing the course, the student will be competent to implement analytical, synthesizing and evaluative processes within the framework of (scientifically relevant - practice-supported) theories of qualitative methodology and pedagogical research, processes of personal-professional development on the basis of cognition and (self-)reflection and will know and be able to apply (in the specific outcomes of the course) the necessary resources, strategies and methods for this purpose.

Transferable competences: the student will know and be able to apply resources, strategies and methods for the continuous development of intra and interpersonal communication, organizational, (self-)cognitive competences.

Reference sources:

Required reading:

KOSTRUB, D. 2016. Základy kvalitatívnej metodológie. Keď interpretované významy znamenajú viac ako vysoké čísla. Bratislava : Univerzita Komenského, 2016. ISBN 978-80-223-4166-0.

Recommended reading:

FLICK, U. 2009. An Introduction to qualitative research. London : SAGE publications Inc. 2009. ISBN 978-1- 84787-323-1.

GAVORA, P. 2001. Výskum životného príbehu: učiteľka Adamová. In Pedagogika. 2001, roč. 51, č. 3, s. 352 – 368.


GAVORA, P. 2008. Úvod do pedagogického výskumu. Bratislava : Vydavateľstvo Univerzity Komenského, 2008. 236 s. ISBN 978-80-223-2391-8.

KOSTRUB, D. – OSTRADICKÝ, P. 2019. A qualitative methodology framework of investigation of learning and teaching based on the use of augmented reality. In ICETA 2019 [elektronický dokument] : 17th IEEE International conference on emerging elearning technologies and applications : Information and communication technologies in learning. Starý Smokovec, Slovakia. 2019, s. 425-440. - : 1. vyd. ISBN 978-1-7281-4967-7.

KOSTRUB, D. 2019. The inspiration by qualitative methodology in pedagogical research. Horn : Druckerei Berger, 2019. 238, s. ISBN 978-3-200-06619-9.

KOSTRUB, D. –SEVERINI, E. 2018. Výučba a kvalitatívny výskum. Akčný výskum v didaktickej realite. Siedlce : AKKA, 2018. ISBN 978-83-948104-5-0.

KOSTRUB, D. –TOMÁNKOVÁ, M. 2014. Interakčný príklon vs. interakčný odklon rodiča voči svojmu dieťaťu v pozorovanom správaní. In Sapere Aude 2014 : pedagogika, psychologie a dnešní společnost 4 Hradec Králové : Magnanimitas, 2014. S. 9-21. ISBN 978-80-87952-03-02.

OSTRADICKÝ, P. KOSTRUB, D. 2021. Chain (re)actions as the birth and development of pupil autonomy. In EDULEARN21 [elektronický dokument] : 13th annual International Conference on Education and New Learning Technologies, Barcelona, 5th - 6th of July, 2021 : Roč. 13. - : 1. vyd. ISBN 978-84-09-31267-2. - Barcelona : IATED, 2021. - S. 11734-11742 [CD-ROM].

ŠIPOŠOVÁ, M. OSTRADICKÝ, P. 2021. Formovanie pedagogického myslenia študentov učiteľstva angličtiny o problematike výučby gramatiky cudzieho jazyka v kontinuu ich cudzojazyčnej výučby (výskumná štúdia) In Forlang [elektronický dokument] : periodický zborník vedeckých príspevkov a odborných článkov z medzinárodnej vedeckej konferencie konanej 23. - 24. júna 2021 : Roč. 8, č. 1. - : 1. vyd. ISBN 978-80-553-3948-1. - Košice : Technická univerzita v Košiciach, 2021. - S. 368-380 [CD-ROM].

ŠVAŘÍČEK, R.- ŠEĎOVÁ, K. a kol. 2014. Kvlaitativní výzkum v pedagogických vědách. Praha : Portál, 2014. ISBN 978-80-262-0644-6.

ŠVEC, Š., a kol. 1998. Metodológia vied o výchove. Bratislava : IRIS. 1998. 303 s. ISBN 80-88778-73-5.

Prerequisite subjects: none

Prerequisites for successful completion of the course:

The course is completed with an assessment, the ratio of interim to final assessment is 100/0. As part of the assessment, students will create (25 points) and critically analyse (25 points) a (self)reflective journal (can take the form of a concept map) focused on pedagogical-methodological situational (self)reflection (50 points in total) and develop (30 points) and defend (in a colloquial discussion) (20 points) a term paper - a conceptual research proposal focused on a qualitative exploration of educational reality. The outcomes of the mid-term and final assessment will be assessed in the assessment period.

The aim of the assigned tasks is a coherent pedagogical-methodological (self-)reflection of the student teacher, a critique, identification of critical moments of the investigation of teaching and education from the perspective of student teachers of pedagogy, and a coherent conceptual design of a research study aimed at a purposeful and methodologically accurate (in accordance with the principles of qualitative methodology) design of research activities.

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. To pass the course, a minimum of 60% of the marks must be obtained.

The rating is awarded on a scale:

A (100-91%, excellent - excellent results with only minimal errors),

B (90-81%, very good - above average results with minor errors),

C (80-73%, good - normal reliable work, average results),

D (72-66%, satisfactory - acceptable results, but significant errors occur),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).

A (100-91%, excellent - outstanding results) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can analyse, synthesise and assess (critically evaluate, develop, enrich with own ideas), is oriented in current scientific-pedagogical theories and can also critically analyse and evaluate them - in relation to the key stages of their development and their implications for practice. It can anticipate their further development, identify and propose solutions to problems in relation to the needs of practice,

B (90-81%, very good - above average standard) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can critically evaluate, develop and enrich it with his/her own ideas, is familiar with current scientific and pedagogical theories and can also critically evaluate them - in relation to the key stages of their development and their implications for practice, but only in selected problems, not in a generalizing way.

C (80-73%, good - normal reliable work) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, can apply it adequately, but lacks its development by own ideas, applies it in specific, concrete and not generalizing contexts, is oriented in current scientific-pedagogical theories, but lacks their critical and generalizing evaluation,

D (72-66%, satisfactory - acceptable results) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, its correct application is limited and its development by own ideas is absent, the student applies it only in specific, concrete and not generalizing contexts, the orientation in current scientific-pedagogical theories is limited to specific areas, their critical evaluation is absent,

E (65-60%, sufficient - the results meet the minimum criteria) - the student has only a limited understanding and can apply the basic relevant professional terminology in the outputs, its application is limited to defined contexts, critical analysis and development of own ideas is absent, orientation in current scientific-pedagogical theories is limited to specific areas, their critical evaluation and generalization is absent,

Fx (59-0%, insufficient - additional work is required) - student with significant limitations knows, understands, but cannot coherently apply (even basic) relevant professional terminology in the outputs, its application is incoherent, limited to limited contexts, orientation in current scientific-pedagogical theories is incoherent, limited to specific areas, their generalizing application is absent.

slovak and czech and english

Brief outline of the course:

Principles of qualitative methodology and their theoretical-methodological foundations.

Criteria for methodological rigour in qualitative research.

Subjects and objects of qualitative research.

Qualitative research designs.

Data collection and analysis processes.

Data interpretation in qualitative research.

Specifics of qualitatively oriented educational research.

Objectives of qualitatively oriented educational research.

Teacher as researcher.

Action and teacher research

100/0

Learning outcomes:

Learning objectives and outcomes:

The aim of the course is that students, upon successful completion, will know and be able to apply the basic principles of qualitative research. Students will be able to develop and apply knowledge of the general and specific areas of the work of the qualitatively oriented researcher and teacher-researcher.

By completing the course, the student will be competent to implement analytical, synthesizing and evaluative processes within the framework of (scientifically relevant - practice-supported) theories of qualitative methodology and pedagogical research, processes of personal-professional development on the basis of cognition and (self-)reflection and will know and be able to apply (in the specific outcomes of the course) the necessary resources, strategies and methods for this purpose.

Transferable competences: the student will know and be able to apply resources, strategies and methods for the continuous development of intra and interpersonal communication, organizational, (self-)cognitive competences.

Recommended reading:

De Zareta, A. (2021). Škola podľa našich predstáv, Učiť sa ako sa nám páči. Bratislava CEEV Živica, 2021. 165s.

Drtilová, T. (2020). Herník - zážitkové hry. Bratislava: MO Plusko, 2020. 239s.

Franc, D., Zounková, D., Martin, A. (2007). Učení zážitkem a hrou: praktická příručka

instruktora. Praha : Computer Press, 2007. 201s.

Martin, K. (2018). Learner centered Innovation: Spark Curiosity, Ignite Passion and Unleash Genius. Canterbury: IMP Press, UK, 2018. 356p.

Rasfeld, M., Breidenbach, S. (2019). Školy v pohybe, Ako pripraviť dnešné deti na svet zajtrajška. Bratislava: CEEV Živica, 2019. 142s.

Prerequisite subjects: none

Prerequisites for successful completion of the course:

The course is completed with a grade of 100/0.

Active completion of the individual course blocks in attendance 50 points. During the course, students will complete 2 interim assignments (reflections on the training), 1 interim assignment 25 points, total 50 points.

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. To pass the course you must obtain a minimum of 60% of the marks.

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.

knowledge of Slovak and English.

Brief outline of the course:

1. Theoretical foundations of experiential pedagogy - experiential learning

2. Experiential pedagogy and the possibilities of its use with children and adults. Indoor and outdoor trainings.

3. Types of activities used in experiential pedagogy

(Basic typology and direct experience of activities used in experiential pedagogy in group work: introductory activities, icebreakers, dynamising, communication, movement, etc.)

4. Experiential activities aimed at making teamwork more effective

(work with group - class, methodology of experiential pedagogy focusing on increasing effective mutual communication and cooperation)

Intermediate tasks: after each teaching block, students will make a structured reflection on the events during the training (three reflections in total).

Final evaluation: after completing the entire training and handing in the midterm assignments, students who have fulfilled the requirements of the midterm evaluation will take a colloquial final evaluation.

100/0

Learning outcomes:

- Graduates of the course understand the principles of experiential learning pedagogy

- He approaches the assigned tasks in a complex way, using both the process of analysis and synthesis in the search for solutions. In making decisions, he/she uses thinking strategies based on critical evaluation, which is based on facts and clearly formulated information from reliable information sources.

- She sees experiential teaching methods as one possible approach and as a source of inspiration for her future teaching practice.

- The graduate can use the acquired knowledge and skills when working with experience in the classroom. He/she can formulate clear conclusions and justifications in relation to this topic, which he/she can present to both the professional community and the public.

- Graduates of the course are encouraged to adopt a growth-oriented mind-set and lifelong learning.

Transferable competences on which the course reflects: development of communication, organisational and digital skills. Fostering analytical, critical, creative, and growth-oriented thinking; developing skills related to facilitation and mentoring. Promoting the development of reflective, self-reflective skills and the perception of one's own responsibility for personal decisions.

Reference sources:

Required reading:

GERŠICOVÁ, Z., a kol. 2018. Školská pedagogika. Vysoká škola DTI. 2018. Dostupné na: http://www.dti.sk/data/files/file-1591599161-5edde039a38d9.pdf (VYBRANÉ KAPITOLY).

Recommended reading:

BOĎO, M. 2011. Triedny učiteľ v súčasnej škole. Univerzita Palackého, Filozofická fakulta, Olomouc, 2011 Dostupné na: https://theses.cz/id/1luwsr/1102250

BOBEROVÁ, Z. 2017. Začínajúci učiteľ a školská legislatíva 1. Učiteľ a výchovno-vzdelávací proces z pohľadu školskej legislatívy. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach, 2017. ISBN 978-80-8152-490-5

ČAVAJDOVÁ, B. 2006. Výchovná práca triedneho učiteľa. In: Mládež aspoločnosť. ISSN 1335-1109, roč. 12, č. 3, s. 54-58.

DUTKOVÁ, K., MEDLENOVÁ, J. 2007. Sprievodca triedneho učiteľa. 1. vyd. Bratislava: Raabe, 2007. 1800 s. ISBN 80-89182-03-0-8.

HLÁSNA, S. – HORVÁTHOVÁ, K. – MUCHA, M. – TÓTHOVÁ, R., 2006. Úvod do pedagogiky. Nitra : ENIGMA. ISBN: 80-89132-29-4 (3.kap.: Všeobecná didaktika).PLAVČAN, P., OSTRADICKÝ, P., 2020. The social status of a teacher in selected school policy programme documents in the Slovak Republic. In Forum of foreign languages, politology and international relations. - Roč. 12, č. 2 (2020), s. 42-47

PORUBSKÝ, Š. 2007. Učiteľ-diskurz-žiak. Osobnostno-sociálny model primárnej edukácie. Banská Bystrica: UMB v Banskej Bystrici, 2007. ISBN 978-80-8083-392-3.

WIEGEROVÁ, A., VÁVROVÁ, S. 2011. Učiteľovo myslenie a uvažovanie. In Zborník príspevkov medzinárodného konferenčného cyklu. Cesty demokracie vo výchove a vzdelávaní XIII 2011(203).UK: Veľké Bílovce, 2011. ISBN 978-80-89443-10-9.ZÁKON č. 138/2019 Z.z. o pedagogických zamestnancoch a odborných zamestnancoch a o zmene a doplnení niektorých zákonov.

Prerequisite subjects: none

Prerequisites for successful completion of the course:

The course is completed with an assessment, the ratio of interim to final assessment is 100/0.

As part of the assessment, students will create (25 points) and critically analyse (25 points) a (self)reflective journal (can take the form of a concept map) focused on pedagogical-didactic situational (self)reflection (50 points in total) or critically analyse domestic and international study resources - 25 points and formulate partial components of a semester project - 25 points and develop (30 points) and defend in a colloquial discussion (20 points) a semester project. The semester project consists of: the complete development of the project according to the set structure. It includes idea/problem development, project planning, project implementation, evaluation and self-reflection of the project = its oral presentation by the students (semester project creators).

The aim of the assignments is a coherent pedagogical and didactic (self)reflection of the student, a critique, identification of critical moments of teaching and education (with emphasis on classroom management) from the perspective of the students of teacher education and a coherent conceptual design of the semester project - planning, creation, implementation, evaluation and (self)reflection of the students.

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. To pass the course, a minimum of 60% of the marks must be obtained.

The rating is awarded on a scale:

A (100-91%, excellent - excellent results with only minimal errors),

B (90-81%, very good - above average results with minor errors),

C (80-73%, good - normal reliable work, average results),

D (72-66%, satisfactory - acceptable results, but significant errors occur),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).

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 scientific-pedagogical theories and can also critically analyze and evaluate them - in relation to the key stages of their development and their implications for practice. It can anticipate their further development, identify and propose solutions to problems in relation to the needs of practice,

B (90-81%, very good - above average standard) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can critically evaluate, develop and enrich it with his/her own ideas, is familiar with current scientific and pedagogical theories and can also critically evaluate them - in relation to the key stages of their development and their implications for practice, but only in selected problems, not in a generalizing way.

C (80-73%, good - normal reliable work) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, can apply it adequately, but lacks its development by own ideas, applies it in specific, concrete and not generalizing contexts, is oriented in current scientific-pedagogical theories, but lacks their critical and generalizing evaluation,

D (72-66%, satisfactory - acceptable results) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, its correct application is limited and its development by own ideas is absent, the student applies it only in specific, concrete and not generalizing contexts, the orientation in current scientific-pedagogical theories is limited to specific areas, their critical evaluation is absent,

E (65-60%, sufficient - the results meet the minimum criteria) - the student has only a limited understanding and can apply the basic relevant professional terminology in the outputs, its application is limited to defined contexts, critical analysis and development of own ideas is absent, orientation in the current scientific-pedagogical theories is limited to specific areas, their critical evaluation and generalization is absent,

Fx (59-0%, insufficient - additional work is required) - student with significant limitations knows, understands, but cannot coherently apply (even basic) relevant professional terminology in the outputs, its application is incoherent, limited to limited contexts, orientation in current scientific-pedagogical theories is incoherent, limited to specific areas, their generalizing application is absent.

slovak and czech and english

Brief outline of the course: the content of the course is divided into two basic areas:

1. General and specific principles of classroom management from the position of a teacher of any subject and communication with the class collective, i.e. classroom management leading to the optimal implementation of the educational process and the cooperative action of teachers, pupils/students in it.

2.General and specific professional characteristics of the class teacher, i.e. e.g. tasks of the class teacher, activities of the class teacher, requirements for the activities of the class teacher, requirements for the personality of the class teacher, competences of the class teacher, administrative activities - pedagogical documentation of the class, planning of the class work, evaluation of the class work, etc.

Objectives:

Upon successful completion of the course, students will know and be able to conceptually apply the basic principles of optimal classroom management - a meaningful educational process. Students will be able to develop and apply knowledge of the general and specific areas of the classroom teacher's work.

100/0

Learning outcomes: by completing the course, the student will be competent to implement analytical, synthesizing and evaluative processes within the framework of (scientifically relevant - practice-supported) theories of pedagogy and didactics, processes of personal-professional development on the basis of cognition and (self-)reflection, will know and be able to apply (in the specific outcomes of the course) the necessary resources, strategies and methods for this purpose. Transferable competences: the student will know and be able to apply resources, strategies and methods for the continuous development of intra and interpersonal communicative, organisational, (self-)cognitive competences.

Reference sources:

Required reading:

GERŠICOVÁ, Z., a kol. 2018. Školská pedagogika. Vysoká škola DTI. 2018. Dostupné na: http://www.dti.sk/data/files/file-1591599161-5edde039a38d9.pdf (VYBRANÉ KAPITOLY).

Recommended reading:

BOĎO, M. 2011. Triedny učiteľ v súčasnej škole. Univerzita Palackého, Filozofická fakulta, Olomouc, 2011 Dostupné na: https://theses.cz/id/1luwsr/1102250

BOBEROVÁ, Z. 2017. Začínajúci učiteľ a školská legislatíva 1. Učiteľ a výchovno-vzdelávací proces z pohľadu školskej legislatívy. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach, 2017. ISBN 978-80-8152-490-5

ČAVAJDOVÁ, B. 2006. Výchovná práca triedneho učiteľa. In: Mládež aspoločnosť. ISSN 1335-1109, roč. 12, č. 3, s. 54-58.

DUTKOVÁ, K., MEDLENOVÁ, J. 2007. Sprievodca triedneho učiteľa. 1. vyd. Bratislava: Raabe, 2007. 1800 s. ISBN 80-89182-03-0-8.

HLÁSNA, S. – HORVÁTHOVÁ, K. – MUCHA, M. – TÓTHOVÁ, R., 2006. Úvod do pedagogiky. Nitra : ENIGMA. ISBN: 80-89132-29-4 (3.kap.: Všeobecná didaktika).PLAVČAN, P., OSTRADICKÝ, P., 2020. The social status of a teacher in selected school policy programme documents in the Slovak Republic. In Forum of foreign languages, politology and international relations. - Roč. 12, č. 2 (2020), s. 42-47

PORUBSKÝ, Š. 2007. Učiteľ-diskurz-žiak. Osobnostno-sociálny model primárnej edukácie. Banská Bystrica: UMB v Banskej Bystrici, 2007. ISBN 978-80-8083-392-3.

WIEGEROVÁ, A., VÁVROVÁ, S. 2011. Učiteľovo myslenie a uvažovanie. In Zborník príspevkov medzinárodného konferenčného cyklu. Cesty demokracie vo výchove a vzdelávaní XIII 2011(203).UK: Veľké Bílovce, 2011. ISBN 978-80-89443-10-9.ZÁKON č. 138/2019 Z.z. o pedagogických zamestnancoch a odborných zamestnancoch a o zmene a doplnení niektorých zákonov.

Prerequisite subjects: none

Prerequisites for successful completion of the course:

The course is completed with an assessment, the ratio of interim to final assessment is 100/0.

As part of the assessment, students will create (25 points) and critically analyse (25 points) a (self)reflective journal (can take the form of a concept map) focused on pedagogical-didactic situational (self)reflection (50 points in total) or critically analyse domestic and international study resources - 25 points and formulate partial components of a semester project - 25 points and develop (30 points) and defend in a colloquial discussion (20 points) a semester project. The semester project consists of: the complete development of the project according to the set structure. It includes idea/problem development, project planning, project implementation, evaluation and self-reflection of the project = its oral presentation by the students (semester project creators).

The aim of the assignments is a coherent pedagogical and didactic (self)reflection of the student, a critique, identification of critical moments of teaching and education (with emphasis on classroom management) from the perspective of the students of teacher education and a coherent conceptual design of the semester project - planning, creation, implementation, evaluation and (self)reflection of the students.

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. To pass the course, a minimum of 60% of the marks must be obtained.

The rating is awarded on a scale:

A (100-91%, excellent - excellent results with only minimal errors),

B (90-81%, very good - above average results with minor errors),

C (80-73%, good - normal reliable work, average results),

D (72-66%, satisfactory - acceptable results, but significant errors occur),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).

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 scientific-pedagogical theories and can also critically analyze and evaluate them - in relation to the key stages of their development and their implications for practice. It can anticipate their further development, identify and propose solutions to problems in relation to the needs of practice,

B (90-81%, very good - above average standard) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can critically evaluate, develop and enrich it with his/her own ideas, is familiar with current scientific and pedagogical theories and can also critically evaluate them - in relation to the key stages of their development and their implications for practice, but only in selected problems, not in a generalizing way.

C (80-73%, good - normal reliable work) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, can apply it adequately, but lacks its development by own ideas, applies it in specific, concrete and not generalizing contexts, is oriented in current scientific-pedagogical theories, but lacks their critical and generalizing evaluation,

D (72-66%, satisfactory - acceptable results) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, its correct application is limited and its development by own ideas is absent, the student applies it only in specific, concrete and not generalizing contexts, the orientation in current scientific-pedagogical theories is limited to specific areas, their critical evaluation is absent,

E (65-60%, sufficient - the results meet the minimum criteria) - the student has only a limited understanding and can apply the basic relevant professional terminology in the outputs, its application is limited to defined contexts, critical analysis and development of own ideas is absent, orientation in the current scientific-pedagogical theories is limited to specific areas, their critical evaluation and generalization is absent,

Fx (59-0%, insufficient - additional work is required) - student with significant limitations knows, understands, but cannot coherently apply (even basic) relevant professional terminology in the outputs, its application is incoherent, limited to limited contexts, orientation in current scientific-pedagogical theories is incoherent, limited to specific areas, their generalizing application is absent.

slovak and czech and english

Brief outline of the course: the content of the course is divided into two basic areas:

1. General and specific principles of classroom management from the position of a teacher of any subject and communication with the class collective, i.e. classroom management leading to the optimal implementation of the educational process and the cooperative action of teachers, pupils/students in it.

2.General and specific professional characteristics of the class teacher, i.e. e.g. tasks of the class teacher, activities of the class teacher, requirements for the activities of the class teacher, requirements for the personality of the class teacher, competences of the class teacher, administrative activities - pedagogical documentation of the class, planning of the class work, evaluation of the class work, etc.

Objectives:

Upon successful completion of the course, students will know and be able to conceptually apply the basic principles of optimal classroom management - a meaningful educational process. Students will be able to develop and apply knowledge of the general and specific areas of the classroom teacher's work.

100/0

Learning outcomes: by completing the course, the student will be competent to implement analytical, synthesizing and evaluative processes within the framework of (scientifically relevant - practice-supported) theories of pedagogy and didactics, processes of personal-professional development on the basis of cognition and (self-)reflection, will know and be able to apply (in the specific outcomes of the course) the necessary resources, strategies and methods for this purpose. Transferable competences: the student will know and be able to apply resources, strategies and methods for the continuous development of intra and interpersonal communicative, organisational, (self-)cognitive competences.

Recommended reading:

Applicable legislation and internal rules of the organisation in which the traineeship takes place. Interim and final reports of the projects implemented and being implemented by the organisation.

Prerequisite subjects: none

Prerequisites for successful completion of the course: 100% of continuous assessment

Assessment: consists of an interim and a final assessment (30+20, 50 points in total).

Continuous assessment: consists of completing the internship in the required 20 hours in continuous or block form (30 pts.).

Final assessment: consists of a written reflection on the internship according to a predetermined structure (20 pts.).

The rating shall be awarded on a scale of

A (100-91%, excellent - excellent results with only minimal errors),

B (90-81%, very good - above average results with minor errors),

C (80-73%, good - normal reliable work, average results),

D (72-66%, satisfactory - acceptable results, but significant errors occur),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - extra work required).

For successful completion of the course it is necessary to obtain at least 60% of the points.

A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.

A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, and above average activity in class during the semester.

A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.

A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.

A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.

slovak and czech

Remarks: The course can be completed in continuous or block form.

Brief outline of the course:

Instructions on how to organise an internship. Basic information about the selected organisation active in the field of education and training (preferably one that is under the jurisdiction of the Ministry of Education of the Slovak Republic). Familiarisation with the structure, objectives, specific tasks, organisation of work and quality assurance. Completion of an internship in a selected institution within a specified scope in a continuous or block form. Preparation of a written reflection on the traineeship according to a predetermined structure.

100/0

Learning objectives and outcomes:

A student completing the internship in educational institutions course should:

- to get an overview of educational and state institutions (preferably those under the jurisdiction of the Ministry of Education, Science, Research and Sport of the Slovak Republic),

- to get acquainted with the mission, the functioning of the above institutions and the possibilities of cooperation with the school and teachers,

- to get acquainted with the real activities carried out by the employees of the organisations operating in the field of education and training (preferably those under the competence of the Ministry of Education of the Slovak Republic),

- gain practical knowledge of the specifics of working in the institution visited.

Transferable competences: to practise the ability to acquire and process relevant information about the current structure of the visited institution, its goals, tasks, methods of work organisation and quality assurance to apply the knowledge and competences in the study of other pedagogical disciplines and in their future school practice.

Reference sources:

Recommended reading:

Doležal, J., Krátky, J. (2016). Projektový management v praxi. Bratislava: Grada, 2016.

176s.

Kuruc, M. (2021). Motivácia k učeniu sa študentov predprimárnej a primárnej pedagogiky. Týn nad Vltavou. 2021. 131s.

Martin, K. (2018). Learner centered Innovation: Spark Curiosity, Ignite Passion and Unleash Genius. Canterbury: IMP Press, UK, 2018. 356p.

Nash, J. B. 2019. Design Thinking in School: A Leader ́s Guide to Collaborating for Improvement. Harvard Educational Publishing Group, Cambridge, US.

Prerequisite subjects: none

Prerequisites for successful completion of the course: the course is completed with a grade of 100/0.

During the semester there will be two colloquial midterm evaluations of 15 points each and 1 30b midterm assignment will be worked on. Final assessment in the form of a group presentation of the 40b learning block project.

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. To pass the course you must obtain a minimum of 60% of the marks.

The rating is awarded on a scale:

A (100-91%, excellent - excellent results with only minimal errors),

B (90-81%, very good - above average results with minor errors),

C (80-73%, good - normal reliable work, average results),

D (72-66%, satisfactory - acceptable results, but significant errors occur),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - extra work required).

A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.

A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.

A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.

A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.

A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to 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.

knowledge of Slovak and English.

Brief outline of the course:

1. Project thinking - teacher and project creation

2. Creating an innovative culture in school

3. Tips and Tricks - Fundraising Basics

4. Project management life cycle

5. Group dynamics and conflict resolution in a group using the win-win method

6. Design Thinking problem solving method.

Ongoing tasks: students work in small groups on their own project project plan (working in the role of teachers from the same school), which aims to bring the principles of an innovative culture into the classroom, enabling the development of competences needed for the 21st century.

Colloquial mid-term evaluation: each group of students presents 2 times during the semester the mid-term tasks that they have worked on together in the group (project plan and SMART goals of their project).

Final assessment: students keep a portfolio (not something like a journal) for the course throughout the semester, capturing their reflection after each class meeting (what I found interesting, what surprised me, what I learned, what I disagreed with, what I needed to convey differently). At the end of the lecture period, each student who has fulfilled the requirements of the mid-term evaluation will have an individual interview with the teacher, where they will present their portfolio, carry out a self-assessment. The final evaluation is an intersection of the teacher's feedback, the student's self-reflection and a group presentation of the project to representatives from the practice (teachers and school management).

100/0

Learning outcomes:

- The graduate of the course is well versed and able to define the project plan and define the project objectives.

- The graduate understands the processes of creating an innovative culture in a classroom setting.

- He approaches the assigned tasks in a complex way, using both the process of analysis and synthesis in the search for solutions. In making decisions, he/she uses thinking strategies based on critical evaluation, which is based on facts and clearly formulated information from reliable information sources.

- The graduate understands the project management process and the project life cycle.

- The graduate is able to use the acquired knowledge and skills in solving (problem) tasks creatively. Can analyze the problem and synthesize new solutions. Actively and flexibly brings new solutions to the assigned task. They are able to formulate clear conclusions and their justifications, which they can present to both the professional community and the general public.

- Graduates of the course are encouraged to adopt a growth-oriented mind-set and lifelong learning.

Transferable competences on which the course reflects: development of communication, organisational and digital skills. Fostering analytical, critical, creative and growth-oriented thinking; developing skills related to facilitation and mentoring. Promoting the development of reflective, self-reflective skills and the perception of one's own responsibility for personal decisions.

Reference sources:

Required reading:

Lechta, V.(ed.) 2016. Inkluzivní pedagogika. 1. vyd. Praha: Portál. 600 s. ISBN 978-80-262-1123-5

Recommended reading:

Bagalová, Ľ.; Bizíková, Ľ.; Fatulová, Z. 2015. Metodika podporujúca inkluzívne vzdelávanie v školách. 1.vyd. Bratislava : ŠPÚ. 154 s. ISBN 978-80-8118-143-6. Dostupné na internete. https://www.statpedu.sk/files/articles/nove_dokumenty/projekty/eea_grants/metodika-podporujuca-inkluzivne-vzdelavanie-skolach.pdf-

Hrebeňárová, L., Žolnová, J., Hučík, J., Hučíková, A. (2015): Vybrané oblasti inkluzívnej edukácie žiakov so špeciálnymi výchovno-vzdelávacími potrebami v primárnom vzdelávaní. Vydavateľstvo Prešovskej univerzity v Prešove, Prešov. ISBN 978- 80-555 1457-4. Dostupné na internete: https://www.researchgate.net/publication/309012363_Vybrane_oblasti_inkluzivnej_edukacie_ziakov_so_specialnymi_vychovno-vzdelavacimi_potrebami_v_primarnom_vzdelavani.pdf

Lechta, V. 2010. Základy inkluzívní pedagogiky - dítě s postižením, narušením a ohrožením ve škole. Praha: Portál, 2010

Špotáková, M. a kol. 2018. Od integrácie k inklúzii. 1.vyd. Bratislava : VÚDPaP. ISBN 978-80-89698-27-1. Dostupné na internete: https://www.minedu.sk/data/att/14615.pdf

Vančová, A. 2010. Základy integratívnej (inkluzívnej) špeciálnej pedagogiky. Bratislava: Iris, 2010.

Zemančíková, V. Dieťa z odlišného socio-kultúrneho prostredia v predškolskej edukácii z aspektu sociálnej pedagogiky. Pedagogika.sk. roč. 12, č. 3. s. 177-183. ISSN ISSN 1338 – 0982 Dostupné na internete: http://www.casopispedagogika.sk/rocnik-12/cislo-3/Pedagogika%202021.3.pdf

Prerequisite subjects: none

Prerequisites for successful completion of the course:

The course is completed by examination, the ratio of midterm/final assessment is 50/50.

During the semester, students will prepare and present a seminar paper on selected current topics (max. 30 points). Students' activity during discussions is also assessed (max. 20 points). The final examination will be conducted in oral form (max. 50 points).

For an overall grade of A, you need at least 91 points, for a grade of B at least 81 points, for a grade of C at least 73 points, for a grade of D at least 66 points and for a grade of E at least 60 points. To pass the course you must obtain a minimum of 60% of the marks.

The rating is awarded on a scale:

A (100-91%, excellent - excellent results with only minimal errors),

B (90-81%, very good - above average results with minor errors),

C (80-73%, good - normal reliable work, average results),

D (72-66%, satisfactory - acceptable results, but significant errors occur),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - extra work required).

A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.

A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.

A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.

A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.

A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.

Slovak and Czech

Brief outline of the course:

1. Introduction to the subject - terminological definition; relationship between integration and inclusion; brief history of integration/inclusion; current legislative framework for inclusive education.

2. Possible barriers and benefits of pro-inclusive education; attitudes of society towards inclusive education; factors influencing inclusive education.

3. Creating a social climate supportive of inclusion for every pupil. Creating a classroom community.

4. Specifics of education of disabled pupils in inclusive conditions. Background, problems, challenges.

5. Inclusive education of pupils with multiple disabilities. Conditions and strategies for access.

6. Specifics of inclusive education of pupils with social disadvantages. Starting points, problems, challenges.

7. Inclusive education of exceptionally gifted pupils.

8. 8. Development of individual educational programme (IEP) for different types of pupils with special educational needs (SEN)

9. Methods of education in inclusive settings. Methodology supporting inclusive education in schools.

10. Personnel and material conditions ensuring inclusive education.

11. The role of the school guidance system in the integration of pupils with SEN. Cooperation between professionals; cooperation between school and family.

50/50

Learning outcomes:

The aim of the Integrative and Inclusive Pedagogy course is to provide students with the theoretical knowledge and practical competencies related to integrative/inclusive education of children with disabilities or any social, cultural, linguistic, health or other disadvantages in mainstream education.

By completing the course, students will gain important theoretical knowledge necessary for the work of a teacher in inclusive conditions of schools with lower and upper secondary education. They will understand the particularities of pupils with special educational needs (SEN), whether they are pupils with disabilities, social deprivation, but also exceptionally gifted pupils. They will be able to react sensitively to their needs, to participate competently in the school advisory team and will also acquire the ability to develop and implement individual educational programmes for this group of pupils (they will be able to apply the necessary resources, strategies and methods).

Transferable competences: continuous development of communication competences

Reference sources:

Required reading:

ŠUHAJDOVÁ, I. 2019. Výchova detí zo sociálne znevýhodňujúceho prostredia. Trnava: Pedagogická fakulta Trnavskej univerzity v Trnave, 2019. ISBN 978-80-568-0358-5.

ZEMANČÍKOVÁ, V. 2012. Školská sociálno-pedagogická práca v Nemecku, vznik a klasické koncepcie In: Sociálny pedagóg v škole : zborník príspevkov z medzinárodného odborného seminára, Banská Bystrica, 2012. s. 173-180. ISBN 978-80-557-0465-4.

ZEMANČÍKOVÁ, V. 2014. Problémové správanie žiakov a úloha sociálneho pedagóga v reflexii učiteľov In: Sociální pedagogika: časopis pro vědu a praxi. 2(1), s.22-36. 2014. ISSN 1805-8825.

Recommended reading:

BAKOŠOVÁ, Z. 2005. Sociálna pedagogika ako životná pomoc. Bratislava: Stimul, 2005. ISBN 80-89236-00-6.

ČOKYNA, J. A okraje máš kde? N Press, 2019. ISBN 978-80-99925-06-0.

Reference sources:

Required reading:

ŠUHAJDOVÁ, I. 2019. Výchova detí zo sociálne znevýhodňujúceho prostredia. Trnava: Pedagogická fakulta Trnavskej univerzity v Trnave, 2019. ISBN 978-80-568-0358-5.

ZEMANČÍKOVÁ, V. 2012. Školská sociálno-pedagogická práca v Nemecku, vznik a klasické koncepcie In: Sociálny pedagóg v škole : zborník príspevkov z medzinárodného odborného seminára, Banská Bystrica, 2012. s. 173-180. ISBN 978-80-557-0465-4.

ZEMANČÍKOVÁ, V. 2014. Problémové správanie žiakov a úloha sociálneho pedagóga v reflexii učiteľov In: Sociální pedagogika: časopis pro vědu a praxi. 2(1), s.22-36. 2014. ISSN 1805-8825.

Recommended reading:

BAKOŠOVÁ, Z. 2005. Sociálna pedagogika ako životná pomoc. Bratislava: Stimul, 2005. ISBN 80-89236-00-6.

ČOKYNA, J. A okraje máš kde? N Press, 2019. ISBN 978-80-99925-06-0.

LIBERČÁNOVÁ, K. 2020. Sociálnovýchovný proces u detí so špecifickými potrebami v oblasti správania sa. In Komponenty sociálnopedagogického procesu a ich aplikácia v spoločenskej praxi. Trnava: Trnavská univerzita, 2020, s.87-104. ISBN 978-80-568-0384-4.

NIKLOVÁ, M. 2020. Edukácia žiakov zo sociálne znevýhodneného prostredia. In Manažment školy v praxi. 1. 2020. ISSN 1339-925X.

ZEMANČÍKOVÁ, V. 2015. Rómske deti a ich vzdelanostný pokrok. In: Slovenská encyklopédia edukológie. Bratislava: Univerzita Komenského, 2015. s. 292-700. ISBN 978-80-223-3747-2.

ZEMANČÍKOVÁ, V. 2021. Sociálne aspekty čitateľskej gramotnosti s akcentom na dieťa zo sociálne znevýhodňujúceho prostredia na Slovensku. In: Sociální pedagogika: časopis pro vědu a praxi. 8(2), 2021.

ZEMANČÍKOVÁ, V.- BOMBA, L. 2012. Vplyv socioekonomického statusu rodiny na prospech žiaka v škole - súčasný stav na Liptove In: Pedagogika.sk, 2012. roč.17, č. 3, s. 145-171. ISSN 1338-0982.

Language required for the course: slovak language, czech language

Prerequisite subjects: none

Prerequisites for successful completion of the course:

The course is completed by assessment, 100% of the interim assessment. Interim assessment includes: the student will prepare a seminar paper (maximum possible number of points - 40). The seminar paper is a condition for the award of the overall grade. The student completes an intermediate written examination of knowledge (maximum possible points - 60). For successful completion of the course, it is necessary to obtain at least 60% of the points (min. 60 out of 100 points).

The rating is awarded on a scale:

A (100-91%, excellent - excellent results with only minimal errors),

B (90-81%, very good - above average results with minor errors),

C (80-73%, good - normal reliable work, average results),

D (72-66%, satisfactory - acceptable results, but significant errors occur),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).

A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.

A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.

A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.

A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.

A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.

slovak language, czech language

Brief outline of the course:

Target groups of school social-educational work. Functions of school social-educational work. Classical conceptions of school socio-pedagogical work in Germany with emphasis on the concept of the School of Social Education (socio-pedagogical competences of the teacher).

Cooperation of the teacher with the school social pedagogue and other pedagogical and professional staff of the school.

Socio-pedagogical aspects of inclusive education. Socio-educational work with the class collective in an inclusive school environment.

Categorization of children/pupils from socially disadvantaged backgrounds. Specifics of education of pupils from socially disadvantaged backgrounds. School achievement of pupils from socially disadvantaged backgrounds. Socio-educational work with children and pupils from socially disadvantaged backgrounds. Pupil foreigner (with different mother tongue). Support measures and selected intervention programmes for children and pupils from disadvantaged family backgrounds.

Socio-pedagogical aspects of the education of pupils in a specific life situation: a pupil from a foster family in school. A pupil from a family in the process of divorce. A pupil from a family at risk of domestic violence.

Socio-educational aspects of working with pupils with problem behaviour, prevention and intervention.

100/0

Learning outcomes:

Learning objectives and outcomes:

The aim of the course School Social Pedagogy is to provide students with knowledge in the field of school social pedagogy. The student knows and understands the specifics of the concepts of school social pedagogical work. The student understands the functions and target groups of school social-educational work. The student can explain the importance of teacher collaboration with the school social educator and other professional and educational personnel in the eastern guidance system.

Can explain the negative consequences of a child's/pupil's disadvantaging family environment on the educational process. Knows and understands the specifics of the education of children and pupils from disadvantaged family backgrounds. Can name and justify selected support measures and intervention programmes in the education of pupils from disadvantaged backgrounds.

The student understands the socio-pedagogical aspects of prevention and intervention of problem behaviour of pupils. He/she can apply the acquired knowledge in solving educational difficulties of pupils resulting from difficult life situation and specifics of family life with special emphasis on pupils coming from socially disadvantaged background.

Transferable competences developed during students' work in seminars: by analysing, solving and discussing problems from seminar assignments, the student is able to communicate his/her conclusions, think critically and think in context.

Reference sources:

Required reading:

ŠUHAJDOVÁ, I. 2019. Výchova detí zo sociálne znevýhodňujúceho prostredia. Trnava: Pedagogická fakulta Trnavskej univerzity v Trnave, 2019. ISBN 978-80-568-0358-5.

ZEMANČÍKOVÁ, V. 2012. Školská sociálno-pedagogická práca v Nemecku, vznik a klasické koncepcie In: Sociálny pedagóg v škole : zborník príspevkov z medzinárodného odborného seminára, Banská Bystrica, 2012. s. 173-180. ISBN 978-80-557-0465-4.

ZEMANČÍKOVÁ, V. 2014. Problémové správanie žiakov a úloha sociálneho pedagóga v reflexii učiteľov In: Sociální pedagogika: časopis pro vědu a praxi. 2(1), s.22-36. 2014. ISSN 1805-8825.

Recommended reading:

BAKOŠOVÁ, Z. 2005. Sociálna pedagogika ako životná pomoc. Bratislava: Stimul, 2005. ISBN 80-89236-00-6.

ČOKYNA, J. A okraje máš kde? N Press, 2019. ISBN 978-80-99925-06-0.

Reference sources:

Required reading:

ŠUHAJDOVÁ, I. 2019. Výchova detí zo sociálne znevýhodňujúceho prostredia. Trnava: Pedagogická fakulta Trnavskej univerzity v Trnave, 2019. ISBN 978-80-568-0358-5.

ZEMANČÍKOVÁ, V. 2012. Školská sociálno-pedagogická práca v Nemecku, vznik a klasické koncepcie In: Sociálny pedagóg v škole : zborník príspevkov z medzinárodného odborného seminára, Banská Bystrica, 2012. s. 173-180. ISBN 978-80-557-0465-4.

ZEMANČÍKOVÁ, V. 2014. Problémové správanie žiakov a úloha sociálneho pedagóga v reflexii učiteľov In: Sociální pedagogika: časopis pro vědu a praxi. 2(1), s.22-36. 2014. ISSN 1805-8825.

Recommended reading:

BAKOŠOVÁ, Z. 2005. Sociálna pedagogika ako životná pomoc. Bratislava: Stimul, 2005. ISBN 80-89236-00-6.

ČOKYNA, J. A okraje máš kde? N Press, 2019. ISBN 978-80-99925-06-0.

LIBERČÁNOVÁ, K. 2020. Sociálnovýchovný proces u detí so špecifickými potrebami v oblasti správania sa. In Komponenty sociálnopedagogického procesu a ich aplikácia v spoločenskej praxi. Trnava: Trnavská univerzita, 2020, s.87-104. ISBN 978-80-568-0384-4.

NIKLOVÁ, M. 2020. Edukácia žiakov zo sociálne znevýhodneného prostredia. In Manažment školy v praxi. 1. 2020. ISSN 1339-925X.

ZEMANČÍKOVÁ, V. 2015. Rómske deti a ich vzdelanostný pokrok. In: Slovenská encyklopédia edukológie. Bratislava: Univerzita Komenského, 2015. s. 292-700. ISBN 978-80-223-3747-2.

ZEMANČÍKOVÁ, V. 2021. Sociálne aspekty čitateľskej gramotnosti s akcentom na dieťa zo sociálne znevýhodňujúceho prostredia na Slovensku. In: Sociální pedagogika: časopis pro vědu a praxi. 8(2), 2021.

ZEMANČÍKOVÁ, V.- BOMBA, L. 2012. Vplyv socioekonomického statusu rodiny na prospech žiaka v škole - súčasný stav na Liptove In: Pedagogika.sk, 2012. roč.17, č. 3, s. 145-171. ISSN 1338-0982.

Language required for the course: slovak language, czech language

Prerequisite subjects: none

Prerequisites for successful completion of the course:

The course is completed by assessment, 100% of the interim assessment. Interim assessment includes: the student will prepare a seminar paper (maximum possible number of points - 40). The seminar paper is a condition for the award of the overall grade. The student completes an intermediate written examination of knowledge (maximum possible points - 60). For successful completion of the course, it is necessary to obtain at least 60% of the points (min. 60 out of 100 points).

The rating is awarded on a scale:

A (100-91%, excellent - excellent results with only minimal errors),

B (90-81%, very good - above average results with minor errors),

C (80-73%, good - normal reliable work, average results),

D (72-66%, satisfactory - acceptable results, but significant errors occur),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).

A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.

A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.

A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.

A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.

A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.

slovak language, czech language

Brief outline of the course:

Target groups of school social-educational work. Functions of school social-educational work. Classical conceptions of school socio-pedagogical work in Germany with emphasis on the concept of the School of Social Education (socio-pedagogical competences of the teacher).

Cooperation of the teacher with the school social pedagogue and other pedagogical and professional staff of the school.

Socio-pedagogical aspects of inclusive education. Socio-educational work with the class collective in an inclusive school environment.

Categorization of children/pupils from socially disadvantaged backgrounds. Specifics of education of pupils from socially disadvantaged backgrounds. School achievement of pupils from socially disadvantaged backgrounds. Socio-educational work with children and pupils from socially disadvantaged backgrounds. Pupil foreigner (with different mother tongue). Support measures and selected intervention programmes for children and pupils from disadvantaged family backgrounds.

Socio-pedagogical aspects of the education of pupils in a specific life situation: a pupil from a foster family in school. A pupil from a family in the process of divorce. A pupil from a family at risk of domestic violence.

Socio-educational aspects of working with pupils with problem behaviour, prevention and intervention.

100/0

Learning outcomes:

Learning objectives and outcomes:

The aim of the course School Social Pedagogy is to provide students with knowledge in the field of school social pedagogy. The student knows and understands the specifics of the concepts of school social pedagogical work. The student understands the functions and target groups of school social-educational work. The student can explain the importance of teacher collaboration with the school social educator and other professional and educational personnel in the eastern guidance system.

Can explain the negative consequences of a child's/pupil's disadvantaging family environment on the educational process. Knows and understands the specifics of the education of children and pupils from disadvantaged family backgrounds. Can name and justify selected support measures and intervention programmes in the education of pupils from disadvantaged backgrounds.

The student understands the socio-pedagogical aspects of prevention and intervention of problem behaviour of pupils. He/she can apply the acquired knowledge in solving educational difficulties of pupils resulting from difficult life situation and specifics of family life with special emphasis on pupils coming from socially disadvantaged background.

Transferable competences developed during students' work in seminars: by analysing, solving and discussing problems from seminar assignments, the student is able to communicate his/her conclusions, think critically and think in context.

Reference sources:

Recommended reading:

JAKUBÍKOVÁ, Z., KOSTRUB, D. (2009). Vybrané didaktické modely materskej školy uplatňované v súčasnej didaktickej praxi. Prešov: Rokus.

KOLLÁRIKOVÁ, Z., PUPALA, B. (2001). Predškolská a elementárna pedagogika. Praha: Portál.

KOSTRUB, D. (2003). Od pedagogiky k didaktike materskej školy. Prešov: Rokus.

KOSTRUB, D. (2008). Dieťa/žiak/študent-učivo-učiteľ, didaktický alebo bermudský trojuholník? Prešov: Rokus.

KOSTRUB, D., SEVERINI, E., REHÚŠ, M. (2012). Proces výučby a digitálne technológie. Prešov: Rokus.

TÓTHOVÁ, R., KOSTRUB, D., FERKOVÁ, Š. (2017). Žiak, učiteľ a výučba. Prešov: Rokus

Prerequisite subjects: none

Prerequisites for successful completion of the course: the course is completed with a 100% grade.

There will be three forms of assessment during the semester (a written test for 30 points; an independent written work for 30 points; and a verbal defence of the independent written work for 40 points).

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who achieves less than 20 points in any form of assessment. To pass the course, a minimum score of 60% is required.

Continuous assessment: written test (the student has to be able to define the basic concepts, objectives and content of pre-primary pedagogy with the related terminological apparatus).

Final assessment: independent written work (the student is to produce an independent piece of work of a conceptual nature on a topic specifically defined by the teacher and submit it in electronic form, containing carefully selected evidence of how the student is developing scientific knowledge and competencies related to the design of teaching and learning in early childhood education. The student will defend the thesis in the form of an oral examination for which he/she will prepare a presentation).

The rating is awarded on a scale:

A (100-91%, excellent - outstanding results): the student presents theoretical knowledge excellently and is able to apply it creatively and originally in a written thesis and its oral defence;

B (90-81%, very good - above average standard): the student presents theoretical knowledge at a very good level and is able to apply it creatively in a written thesis and its oral defence;

C (80-73%, good - normal reliable work): the student presents theoretical knowledge at an average level and is able to apply it adequately in the written work and its oral defence;

D (72-66%, satisfactory - acceptable results): the student presents theoretical knowledge at a satisfactory level and can apply it adequately in written work and its oral defence;

E (65-60%, satisfactory - results meet the minimum criteria): the student presents theoretical knowledge at a low level and is deficient in its application to the written work and its oral defence;

Fx (59-0%, insufficient - additional work required): student has significant deficiencies in theoretical knowledge and/or in its application to the written thesis and its oral defense.

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 language

does not have

Brief outline of the course: the content of the course contributes to the objectives and outcomes of education (graduate profile) with the following topics:

Pre-primary pedagogy as a part of educational sciences. The aim of the topic is to get acquainted with the position of pre-primary pedagogy in the system of sciences. The student is to acquire knowledge of how the individual pedagogical sciences are closely related, influence and complement each other.

The subject of pre-primary pedagogy. The purpose of this topic is to familiarize the student with issues in the study of preschool pedagogy. The student is to acquire knowledge of pre-primary pedagogy as a field of general education. The student will be able to evaluate the importance of pre-primary pedagogy as an applied pedagogical discipline on teaching and educating children in pre-primary education.

Pedagogy of childhood. The aim of the topic is to become familiar with the fundamental rights of children according to the Declaration of the Rights of the Child. The student should acquire knowledge about the categories of responsibility for the protection of childhood according to the Convention on the Rights of the Child, which he/she can then apply in his/her professional activity. The contribution of educational sciences in the pedagogy of childhood.

Conceptions of childhood and early childhood. The aim of the topic is to become familiar with the understanding of childhood in educational sciences. The student is to acquire knowledge about the development of anthropological constructs of childhood and be able to understand the significance of this phase of life and the development (transformation) in educational approaches to children. The aim of the topic is to familiarize the student with early care and compulsory pre-primary education programs. The student is to acquire the ability to apply the various components of the programs that target the development of children from birth to the age when they enter school.

Pedagogically contingent strategies. The aim of the topic is to learn about the importance of supporting child development in preschool. The student is to acquire knowledge of theories of personal, social, cognitive and moral development of the child. To be aware of the most important characteristics of the preschool child and to be able to develop them through pedagogically conditioned strategies.Lay vs. erudite education of the youngest generation. The goal of this topic is to familiarize students that the process of teaching and educating preschoolers is based on conceptions of learning and theories of teaching. The student is to acquire knowledge about the theories of learning and teaching, their differences and didactic profile of application in the conditions of teaching and education in preschool.

Concepts of pre-primary education and teaching. The aim of the topic is to familiarize students with designing, planning, preparing, implementing and evaluating a teaching and learning program in a kindergarten setting. The student is to acquire knowledge about the ways of modeling the process of teaching and education in kindergarten.

Learning and learning processes in teaching. The aim of the topic is to become familiar with the didactic influences on child learning and development and the professional characteristics of the teacher in teaching and learning in kindergarten. The student is to acquire knowledge of the didactic specifics of the learning child and the components that make them up and the interrelationship between them, their similarity and difference from the didactic higher educational levels.

Complementary and supportive learning components. The aim of the topic is to learn about the design of children's play and the use of different methods, forms and strategies of learning, as well as the types and stages of play. The student is to acquire the competence to apply the different strategies to play activities and activities.

Aim, curriculum and pedagogical diagnosis/evaluation. The aim of the topic is to become familiar with the problem of the goal in teaching and education in kindergarten and the problem of setting, determining and didactic operation with the curriculum in the teaching and education of children in pre-primary education. The student is to acquire knowledge about pedagogical diagnosis, goals, tools and the importance of evaluation in the conditions of teaching and education in kindergarten and apply them in setting, determining the goal and didactic operation with the curriculum.

Play and play in a teaching-learning context. The aim of the topic is to introduce the student to the fact that children learn during play activities. The student is to acquire knowledge about learning in play in preschool children. The student will be able to understand that play is understood in didactics as a strategy, a method and a means to achieve educational goals as well as a tool for pedagogical diagnosis/evaluation.

100/0

Learning outcomes:

Aims and learning outcomes: the aim of the course is to acquire scientific knowledge about pre-primary education. The student will be able to orientate himself/herself in the different concepts of didactic support of the child's learning and be able to analyse the differences between them. The student will be able to understand the different teaching and educational strategies for developing the child's competences in pre-primary education and be able to interpret them. Upon completion of this course, the student will be competent to continue to develop expertise and competencies within the special education program with a focus on the preschool child.

As part of the course, the student will develop the following transferable competences: communication, organizational, digital, interpersonal, as well as creativity and creativity, readiness to learn and think in context.

Reference sources:

Recommended reading:

JAKUBÍKOVÁ, Z., KOSTRUB, D. (2009). Vybrané didaktické modely materskej školy uplatňované v súčasnej didaktickej praxi. Prešov: Rokus.

KOLLÁRIKOVÁ, Z., PUPALA, B. (2001). Predškolská a elementárna pedagogika. Praha: Portál.

KOSTRUB, D. (2003). Od pedagogiky k didaktike materskej školy. Prešov: Rokus.

KOSTRUB, D. (2008). Dieťa/žiak/študent-učivo-učiteľ, didaktický alebo bermudský trojuholník? Prešov: Rokus.

KOSTRUB, D., SEVERINI, E., REHÚŠ, M. (2012). Proces výučby a digitálne technológie. Prešov: Rokus.

TÓTHOVÁ, R., KOSTRUB, D., FERKOVÁ, Š. (2017). Žiak, učiteľ a výučba. Prešov: Rokus

Prerequisite subjects: none

Prerequisites for successful completion of the course: the course is completed with a 100% grade.

There will be three forms of assessment during the semester (a written test for 30 points; an independent written work for 30 points; and a verbal defence of the independent written work for 40 points).

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who achieves less than 20 points in any form of assessment. To pass the course, a minimum score of 60% is required.

Continuous assessment: written test (the student has to be able to define the basic concepts, objectives and content of pre-primary pedagogy with the related terminological apparatus).

Final assessment: independent written work (the student is to produce an independent piece of work of a conceptual nature on a topic specifically defined by the teacher and submit it in electronic form, containing carefully selected evidence of how the student is developing scientific knowledge and competencies related to the design of teaching and learning in early childhood education. The student will defend the thesis in the form of an oral examination for which he/she will prepare a presentation).

The rating is awarded on a scale:

A (100-91%, excellent - outstanding results): the student presents theoretical knowledge excellently and is able to apply it creatively and originally in a written thesis and its oral defence;

B (90-81%, very good - above average standard): the student presents theoretical knowledge at a very good level and is able to apply it creatively in a written thesis and its oral defence;

C (80-73%, good - normal reliable work): the student presents theoretical knowledge at an average level and is able to apply it adequately in the written work and its oral defence;

D (72-66%, satisfactory - acceptable results): the student presents theoretical knowledge at a satisfactory level and can apply it adequately in written work and its oral defence;

E (65-60%, satisfactory - results meet the minimum criteria): the student presents theoretical knowledge at a low level and is deficient in its application to the written work and its oral defence;

Fx (59-0%, insufficient - additional work required): student has significant deficiencies in theoretical knowledge and/or in its application to the written thesis and its oral defense.

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 language

does not have

Brief outline of the course: the content of the course contributes to the objectives and outcomes of education (graduate profile) with the following topics:

Pre-primary pedagogy as a part of educational sciences. The aim of the topic is to get acquainted with the position of pre-primary pedagogy in the system of sciences. The student is to acquire knowledge of how the individual pedagogical sciences are closely related, influence and complement each other.

The subject of pre-primary pedagogy. The purpose of this topic is to familiarize the student with issues in the study of preschool pedagogy. The student is to acquire knowledge of pre-primary pedagogy as a field of general education. The student will be able to evaluate the importance of pre-primary pedagogy as an applied pedagogical discipline on teaching and educating children in pre-primary education.

Pedagogy of childhood. The aim of the topic is to become familiar with the fundamental rights of children according to the Declaration of the Rights of the Child. The student should acquire knowledge about the categories of responsibility for the protection of childhood according to the Convention on the Rights of the Child, which he/she can then apply in his/her professional activity. The contribution of educational sciences in the pedagogy of childhood.

Conceptions of childhood and early childhood. The aim of the topic is to become familiar with the understanding of childhood in educational sciences. The student is to acquire knowledge about the development of anthropological constructs of childhood and be able to understand the significance of this phase of life and the development (transformation) in educational approaches to children. The aim of the topic is to familiarize the student with early care and compulsory pre-primary education programs. The student is to acquire the ability to apply the various components of the programs that target the development of children from birth to the age when they enter school.

Pedagogically contingent strategies. The aim of the topic is to learn about the importance of supporting child development in preschool. The student is to acquire knowledge of theories of personal, social, cognitive and moral development of the child. To be aware of the most important characteristics of the preschool child and to be able to develop them through pedagogically conditioned strategies.Lay vs. erudite education of the youngest generation. The goal of this topic is to familiarize students that the process of teaching and educating preschoolers is based on conceptions of learning and theories of teaching. The student is to acquire knowledge about the theories of learning and teaching, their differences and didactic profile of application in the conditions of teaching and education in preschool.

Concepts of pre-primary education and teaching. The aim of the topic is to familiarize students with designing, planning, preparing, implementing and evaluating a teaching and learning program in a kindergarten setting. The student is to acquire knowledge about the ways of modeling the process of teaching and education in kindergarten.

Learning and learning processes in teaching. The aim of the topic is to become familiar with the didactic influences on child learning and development and the professional characteristics of the teacher in teaching and learning in kindergarten. The student is to acquire knowledge of the didactic specifics of the learning child and the components that make them up and the interrelationship between them, their similarity and difference from the didactic higher educational levels.

Complementary and supportive learning components. The aim of the topic is to learn about the design of children's play and the use of different methods, forms and strategies of learning, as well as the types and stages of play. The student is to acquire the competence to apply the different strategies to play activities and activities.

Aim, curriculum and pedagogical diagnosis/evaluation. The aim of the topic is to become familiar with the problem of the goal in teaching and education in kindergarten and the problem of setting, determining and didactic operation with the curriculum in the teaching and education of children in pre-primary education. The student is to acquire knowledge about pedagogical diagnosis, goals, tools and the importance of evaluation in the conditions of teaching and education in kindergarten and apply them in setting, determining the goal and didactic operation with the curriculum.

Play and play in a teaching-learning context. The aim of the topic is to introduce the student to the fact that children learn during play activities. The student is to acquire knowledge about learning in play in preschool children. The student will be able to understand that play is understood in didactics as a strategy, a method and a means to achieve educational goals as well as a tool for pedagogical diagnosis/evaluation.

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Learning outcomes:

Aims and learning outcomes: the aim of the course is to acquire scientific knowledge about pre-primary education. The student will be able to orientate himself/herself in the different concepts of didactic support of the child's learning and be able to analyse the differences between them. The student will be able to understand the different teaching and educational strategies for developing the child's competences in pre-primary education and be able to interpret them. Upon completion of this course, the student will be competent to continue to develop expertise and competencies within the special education program with a focus on the preschool child.

As part of the course, the student will develop the following transferable competences: communication, organizational, digital, interpersonal, as well as creativity and creativity, readiness to learn and think in context.

KOSTURKOVÁ, M., FERENCOVÁ, J. (2019). Stratégie rozvoja kritického myslenia. Kritické argumentovanie, debatovanie, písanie a organizovanie poznatkov. Bratislava: Wolters Kluwer, 2019. 236s. ISBN 978-80-571-0049-2

Recommended reading:

ALLHOFF, D. W. (2008). Rétorika a komunikace. Praha: Grada publishing. 200s. ISBN 978-80-247-2283-2

ČULENOVÁ, E. (2019). Verbálna manipulácia. Banská Bystrica: Signis, 2019. 233s. ISBN 978-80-999-3602-8

JASLOVSKÁ B., PISOŇOVÁ, M. (2019). Humanisticky orientovaná komunikácia a jej vplyv na produktivitu žiakov v edukačnom procese. Hradec Králové: Magnanimitas akademické sdružení. 45-56s. ISBN 978-80-87952-29-0

JASLOVSKÁ, B. (2019). Nástroj na sebahodnotenie žiakov v rámci Encounterovej skupiny a učiteľ ako facilitátor procesu hodnotenia. Bratislava: Univerzita Komenského v Bratislave. 37-45s. ISBN 978-80-223-4847-8

KLAPETEK, M. (2008). Komunikace, argumentace, rétorika. Praha: Grada publishing. 256s. ISBN 978-80247-2652-6

KOTRBA, T. A LACINA, L. (2010). Praktické využití aktivizačních metod ve výuce. Brno: Barrister&Principal, 2010. 188s. ISBN 978-80-87029-12-1

ŠUŤÁKOVÁ, V., FERENCOVÁ, J., ZAHATŇANSKÁ, M. (2017). Sociálna a didaktická komunikácia. Prešov: Wolters Kluwer. 208s. ISBN 978-80-81685-48-4

Prerequisite subjects: none

Prerequisites for successful completion of the course: 100% pass mark.

Assessment: consists of 2 intermediate assessments (40+60, total 100 points).

Interim Assessment 1: Students will solve sub-problem problems in class during the semester, which they will later use in the final assessment - in a speech and argumentation. These assignments will consist of: the development of correct relevant arguments on selected topics in schooling, education and training based on appropriate sources of information (for 20 points) and a second sub-assignment consisting of an analysis of educational situations in school and the training of appropriate non-manipulative, non-directive communication (for 20 points).

Intermediate assessment 2: consists of the production of a speech and its presentation in class based on substantive arguments (micro performance for approx. 20 minutes / 10 min. presentation and 10 min. discussion) for 60 points.

Assignment: based on the template, the student will create a speech along with a presentation, i.e. a line of argument, where:

A. formulates a problem or thesis in education, upbringing and education,

B. create 3 complete arguments based on the 5-step structure (K. Popper's debate),

C. cite the relevant source for each of the arguments,

D. Other students in the class will counter-argue, thus creating a substantive discussion on the topic. As part of the deliverable, the student will be required to respond to and answer these questions.

Prerequisites:

The rating shall be awarded on a scale of

A (100-91%, excellent - excellent results with only minimal errors),

B (90-81%, very good - above average results with minor errors),

C (80-73%, good - normal reliable work, average results),

D (72-66%, satisfactory - acceptable results, but significant errors occur),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - extra work required).

For successful completion of the course it is necessary to obtain at least 60% of the points.

A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.

A minimum of 81 points is required to obtain a B grade. For this grade, the student should demonstrate: a creative approach in developing interim assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.

For a grade of C at least 73 points. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.

At least 66 points for a grade 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 of knowledge in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in class during the semester in collaboration with the instructor or other students.

At least 60 points for an E grade. For this assessment, the student should demonstrate: the ability to develop ongoing assignments and with the assistance of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.

slovak and czech

smaller groups, up to a maximum of 25 students, are required for the course for effective classroom interaction

Brief outline of the course:

The aim of the course is to prepare students for the future teaching profession in the areas of critical and independent thinking, communication and rhetorical skills, collaboration, creativity, self-assessment, feedback, selection and evaluation of information, etc. Using various activating methods and problem-based tasks, students will actively participate in the teaching and create the content of the course themselves, in which they will develop intra and interpersonal aspects of personality. It is necessary for the student to be able to cope with stressful situations in the daily work of the teacher, and also to be able to identify and evaluate his/her own strengths and, on the contrary, weaknesses in this area through practicing practical activities and outcomes.

Topics:

Working with information, which information is trustworthy? What is discussion, what are its parameters, how do we divide discussion methods? Discussion - where is HE education going, what are degrees for? Critical appraisal of the video. What is plagiarism? How does society feel about cheating? Panel discussion - simulation on a selected topic in education. Making arguments, how to debate effectively? Why do we need to have a dialogue? Relevant sources and selection of information - navigating the world of media and internet: conspiracy theories, trolling, misinformation and hoaxes. Fallacies in argumentation, what is critical thinking and how to develop it? How do we divide activating methods? How do we create a lesson plan? What should a didactic activity/task contain? Preparing innovative teaching. Choosing topics for analysis - group discussion, developing critical thinking. Tasks and didactic methods - interactive activities, practicing interactive teaching with practical examples. Non-directive and pupil-centred teaching. Assertiveness and assertive techniques. Manipulation and manipulative techniques.

100/0

Learning objectives and outcomes:

By completing the Pedagogical Communication course, the student should:

- be able to create and present a speech,

- be able to develop a substantive line of argument,

- be able to argue in a one-on-one discussion,

- be able to deal with educational situations in the school environment,

- be able to evaluate the relevance of information and information sources,

- know how to work in a group.

Transferable competences: the student strengthens soft skills such as communication and presentation skills through creative tasks in the course, as well as analytical thinking in evaluating information and working with text, critical thinking and thinking in context in the development of arguments and through their application in discussion, strengthens interpersonal skills within the group - activation and taking initiative and responsibility