Type, scope and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours of lectures + 3 hours of seminars per week; a total of 55 hours per semester, using classroom or blended learning methods.
Student workload:
direct teaching (55 hours); ongoing preparation for teaching (15 hours), preparation for the final test (15 hours); preparation of seminar paper and its presentation - output (20 hours); preparation for the final exam (20 hours); total 125 hours.
Teaching methods:
Lecture – lecture, group discussion, heuristic method, guided discussion,
Seminar – didactic, psychological, and cooperative games, analysis of problem situations, case studies, active group work, guided self-study, and work with text.
Odporúčaná literatúra:
Kosíková, V. (2011). Psychologie ve vzdělávání a její psychodidaktické aspekty. Grada.
Kyriacou, Ch. (2005). Klíčové dovednosti učitele. Portál.
Lemešová, M., Minarovičová, K., Sokolová, L., & Zacharová, Z. (2024). Psychológia x-krát inak. Univerzita Komenského v Bratislave.
Miškolciová, L. (2003). Vybrané kapitoly z didaktiky psychológie. Univerzita Mateja Bela.
Petlák, E. (2004). Všeobecná didaktika. Iris.
Sokolová, L. (2010, 2013). Didaktika psychológie. Univerzita Komenského.
Sokolová, L. et al. (2013). Psychológia v sekundárnom vzdelávaní. Univerzita Komenského.
Škoda, J., & Doulík, P. (2011). Psychodidaktika. Metody efektivního a smysluplného učení a vyučování. Grada.
Turek, I. (2010). Didaktika. Iura Edition.
Učebné osnovy, štátne a školské vzdelávacie programy (dostupné na www.statpedu.sk a www.siov.sk)
Vybrané učebnice psychológie pre stredné školy domácej a zahraničnej proveniencie.
Conditions for successful completion of the course:
50% continuous assessment + 50% final assessment
Continuous assessment accounts for 50% of the final grade. Students prepare and present a seminar paper: lesson plans according to the assignment (max. 25 points), a set of teaching materials according to the assignment (max. 15 points), and a reflection on microteaching at the seminar (max. 10 points).
The final assessment consists of a written knowledge test (max. 30 points) and an oral exam (max. 20 points).
To successfully complete the course, it is necessary to obtain a minimum of 60% of the points.
The rating is given on a scale:
A (100-94%, excellent – excellent results),
B (93-86%, very good – above average standard),
C (85-76%, good – normal reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – the results meet the minimum criteria),
Fx (59-0%, insufficient – additional work required)
Language whose knowledge is required to complete the course: Slovak, Czech and English (ability to understand the text being read)
Brief syllabus:
1. The subject of psychology didactics and the specifics of teaching psychology in secondary schools.
2. Didactic principles and ethical principles in teaching psychology.
3. Didactic analysis of psychology curriculum and methodological approach to teaching concepts.
4. Textbooks and other didactic tools in teaching psychology.
5. Digital literacy of psychology teachers.
6. Group dynamics in teaching psychology.
7. Educational methods in teaching psychology, issues of method selection and evaluation.
8. Methodology of experiential learning, psychological games, and psychological exercises in psychology.
9. Social-psychological training as a form of teaching psychology.
10. Innovative methods of assessment and classification in psychology.
11. Subject-specific competencies and dispositions of psychology teachers.
12. Personal and social development of students in psychology.
50% continuous assessment + 50% final assessment
Learning outcomes:
Learning objectives and outcomes:
The aim of the course is to acquire the basic theoretical knowledge and practical experience necessary for the preparation and implementation of psychology teaching in various types of education. After completing the course, students will:
• Consolidate and deepen their knowledge of general didactics and learn to apply it in the subject didactics of psychology.
• Learn to plan and organize a psychology lesson in accordance with the requirements of the State Educational Program/School Educational Program for individual types of secondary schools.
• Through experiential activities, become familiar with selected methods of teaching psychology and the possibilities and pitfalls of their specific application.
• Through group activities, they will develop some non-cognitive competencies that are key for psychology teachers.
Type, scope, and methods of educational activities:
Scope, type, method of teaching and organizational form:
2 hours of lectures + 2 hours of seminars/week, a total of 44 hours per semester, using classroom or blended learning methods
Student workload:
face-to-face teaching (44 hours); ongoing preparation for teaching (15 hours), preparation for ongoing testing (20 hours); preparation of seminar paper – output (15 hours); preparation for final exam (26 hours); total 120 hours.
Teaching methods:
Lecture – lecture, group discussion, heuristic method, guided discussions
Seminar – didactic, psychological, and cooperative games, analysis of problem situations, active group work, case studies, guided self-study, and work with text.
Recommended reading:
Bieliková, M. (2017). Sociálno-patologické javy v školskom prostredí. Vydavateľstvo UK.
Černá, M., & Kováčová, M. (2019). Prevencia a intervencia sociálno-patologických javov u detí a mládeže. Vydavateľstvo SPU.
Mikulová, H., & Švecová, M. (2018). Sociálno-patologické javy: Šikanovanie, kyberšikanovanie a prevencia v školách. Pedagogická fakulta UK.
Nováková, A. (2015). Zneužívanie návykových látok medzi mládežou: Sociálno-patologické faktory. Vydavateľstvo UK.
Petrík, M., & Židová, I. (2020). Krízová intervencia a podpora duševného zdravia detí v školskom prostredí. Vydavateľstvo Akadémia.
Conditions for completing the subject:
50% continuous assessment + 50% final assessment
During the semester, there will be a continuous assessment test with a maximum of 30 points available, students will present a seminar paper lasting a maximum of 20 minutes + 10 minutes of discussion (maximum 15 points), and provide feedback in a group (5 points). The exam will consist of a written part (30 points) and an oral part (20 points). Credits will not be awarded to students who score less than 50% on any of the tasks. A minimum score of 60% is required to pass the course.
Grades are awarded on a scale of:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required).
Languages required to complete the course: Slovak, Czech, and English (ability to understand written and spoken text).
Brief outline of the course:
Characteristics of socio-pathological phenomena in the school environment.
Types of socio-pathological phenomena in schools.
Factors influencing the emergence of socio-pathological phenomena.
Prevention of socio-pathological phenomena in schools.
Intervention and resolution of socio-pathological phenomena.
Support services for students who are victims.
The role of teachers in preventing and solving problems related to social pathologies.
The role of the school support team in preventing and solving social pathologies.
Multidisciplinary approach to solving socio-pathological phenomena.
Ethical and legislative issues in solving socio-pathological phenomena.
Training teachers in the field of socio-pathological phenomena.
50% continuous assessment + 50% final assessment
Learning outcomes:
Learning objectives and outcomes:
Students will be able to analyze the connections between individual, family, school, and social factors that influence the emergence of social-pathological phenomena in the school environment and identify risk factors and warning signs in students.
Students will be able to critically assess the effectiveness of preventive strategies and interventions aimed at addressing bullying, violence, drug addiction, and other negative phenomena, and argue for the most appropriate approaches in specific school situations.
Students will be able to create and implement tailor-made prevention programs for a specific school or group of students and propose innovative ways of cooperating with the school, family, and experts in providing support to victims of socio-pathological phenomena.
Type, scope, and methods of educational activities:
Scope, type/method of teaching, and organizational form:
2 hours of lectures + 3 hours of seminars/week; a total of 55 hours per semester, using classroom or blended learning methods.
Student workload:
Direct teaching (55 hours); ongoing preparation for teaching (15 hours), preparation for ongoing testing (20 hours; preparation of seminar paper – output (20 hours); preparation for final exam (30 hours); total 140 hours.
Teaching methods:
Lecture – lecture, group discussion, heuristic method, guided discussion.
Seminar – didactic, psychological, and cooperative games, analysis of problem situations, case studies, active group work, guided self-study, and work with text.
Recommended reading:
Gajdošová, E. (2015). Školská psychológia a školský psychológ v 21. storočí. Eurokódex.
Čáp, J., & Mareš, J. (2007). Psychologie pro učitele. Portál.
Fontana, D. (2010). Psychologie ve školní praxi. Portál.
Lemešová, M., Minarovičová, K., Sokolová, L., & Zacharová, Z. (2024). Psychológia x-krát inak. Univerzita Komenského v Bratislave. ISBN 978-80-223-5955-9.
Asociácia školskej psychológie - http://www.aspsr.sk/skolska-psychologia.
Pedagogická a školská psychológia (Učebnica) https://pdf.truni.sk/e-ucebnice/psp/.
Časopis: Školní psycholog/Školský psychológ: https://journals.muni.cz/skolnipsycholog/index.
VUDPaP: www.vudpap.sk.
Conditions for completing the subject:
50% continuous assessment + 50% final assessment
During the semester, there will be a continuous assessment test with a maximum of 30 points available, students will present their seminar paper in a maximum of 15 minutes + 10 minutes of discussion (maximum 15 points), and provide feedback in a group (5 points). The exam will consist of a written part (30 points) and an oral part (20 points). Credits will not be awarded to students who score less than 50% on any of the tasks.
Minimum score of 60% is required to pass the course.
Grades are awarded on a scale of:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required).
Languages required to complete the course: Slovak, Czech, English (ability to understand written and spoken text)
Brief outline of the course:
1.The subject and system of school psychology as an applied psychological discipline.
2.The tasks and competencies of a school psychologist.
3. Ethical principles of a psychologist’s work in a school environment.
4. Sequential model of activity.
5.Identification and diagnostic activities in a school environment.
6. Counselling and interventions.
7.Prevention and support of student’s mental health.
8.Cooperation between the school support team and other professionals.
9.Working with specific groups of students.
10. Strategies for classroom management.
11. Identification of learning and behavioral problems.
12. Cooperation between school and family through the activities of the school psychologist.
50% continuous assessment + 50% final assessment
Learning outcomes:
Learning objectives and outcomes:
The aim of the course is to enable graduates to navigate theoretical and empirical research based on knowledge of school psychology.
Students will be able to analyze theoretical and empirical research in school psychology, identify its key principles, methodological approaches, and applicability in the context of pedagogical practice.
Students will be able to critically evaluate the approaches and methods of school psychologists, assess their effectiveness in various pedagogical situations, and defend the selection of appropriate interventions in the context of individual student needs.
Students will be able to propose innovative and creative approaches to working with children and students in a school environment based on knowledge of school psychology and current research findings, as well as to develop their own proposals for solving specific problems in practice.
Type, scope, and methods of educational activities:
Scope, type/mode of instruction, and organizational form:
22 hours of practical seminars per semester; delivered through face-to-face or blended learning methods.
Student workload:
22 hours of direct instruction; 10 hours of preparation prior to the training implementation; 2 hours devoted to reflection on the training process after its completion; 16 hours of self-study related to the topic. Total workload: 50 hours.
Teaching methods:
active social learning and experiential learning (dialogical and discussion-based methods, didactic, psychological and cooperative games, self-awareness techniques, role-playing methods, reflective essay).
Odporúčaná literatúra:
Hermochová, S. (2005). Skupinová dynamika ve školní třídě. AISIS.
Hermochová, S. (2006). Teambuilding. Grada.
Kolařík, M. (2011). Interakční psychologický výcvik. Grada.
Kolařík, M. (2013). Interakční psychologický výcvik pro praxi. Grada.
Komárková, R., Výrost, J., & Slaměník, J. (2001). Aplikovaná sociální psychologie III. Sociálněpsychologický výcvik. Grada.
Lemešová, M., & Sokolová, L. (2023). QUESTions UNI. Hra plná otázok. SAUP.
Lemešová, M., Minarovičová, K., Sokolová, L., & Zacharová, Z. (2024). Psychológia x-krát inak. Univerzita Komenského v Bratislave.
Conditions for successful completion of the course:
100% continuous assessment; the course is completed with a final evaluation.
Continuous assessment primarily includes the evaluation of ongoing tasks and assignments completed during the training sessions (90%). After the training, the continuous assessment also includes structured feedback reflecting on the group process and activities (10%).
To successfully complete the course, students must obtain at least 60% of the total points.
Grading scale:
A (100–94%, excellent – outstanding performance)
B (93–86%, very good – above-average standard)
C (85–76%, good – generally reliable work)
D (75–68%, satisfactory – acceptable results)
E (67–60%, sufficient – results meet the minimum criteria)
Fx (59–0%, insufficient – additional work is required)
Language(s) required for completing the course: Slovak and Czech language.
Brief course outline:
The course is implemented through experiential activities and exercises primarily focused on:
Increasing sensitivity to group dynamics and group-related phenomena.
Techniques for resolving interpersonal conflicts.
Building a positive atmosphere within a group.
Coping with stress and workload.
Techniques of assertive behaviour.
100% continuous assessment; the course is completed with a final evaluation.
Learning outcomes:
Course aims and learning outcomes:
The aim of the course is to stimulate the development of personal competencies related to coping with challenging situations in the school environment and managing the dynamics of a school classroom. Upon successful completion of the course, students will be able to:
Understand the basic techniques of assertive communication, promotion of group cohesion, and conflict resolution in the school environment.
Identify typical stressful and conflict situations occurring in the classroom.
Explain the influence of group dynamics on classroom climate and student learning.
Apply appropriate strategies for solving model educational situations (e.g., behavioural or communication problems).
Use assertive communication techniques in interactions with both individuals and groups.
Analyze situations from educational practice from the perspective of group dynamics and identify the main causes of emerging problems.
Critically reflect on their own pedagogical decisions, communication styles, and attitudes.
Type, scope, and methods of educational activities:
Scope/type/method of teaching, and organizational form:
1 hour lecture and 1 hour of seminar/week; total of 22 hours per semester, using face-to-face or blended learning methods
Students workload:
Face-to-face teaching (22 hours); ongoing preparation for teaching (12 hours), preparation and implementation of practical work (10 hours); continuous testing (12 hours), total 56 hours.
Teaching methods:
Group discussion, conversation, guided discussion, active group work, heuristic method, didactic games, guidede self-study and work with text
Recommended reading:
Heretik, A., sr., & Heretik, A., jr. et al. (2016). Klinická psychológia. Psychoprof. (selected chapters).
Ostatníková, D. et al. (2022). Autismus od A po S. Ikar.
Zaneva, M., Coll-Martín, T., Héjja-Brichard, Y., Kalandadze, T., Kis, A., Koperska, A., Manalili, M. A. R., Mathy, A., Graham, C. J., Hollis, A., Ross, R. M., Yeung, S. K., Allen, V., Azevedo, F., Friedel, E., Fuller, S., Giannouli, V., Gjoneska, B., Hartmann, H., … Zisk, A. H. (2024). An Annotated Introductory Reading List for Neurodiversity (Version 1). Deakin University. https://hdl.handle.net/10779/DRO/DU:27617379.v1
Axline, V. M. (2017). Dibs v hľadaní seba samého pri terapii hrou. Vydavateľstvo F.
Hansen, A. (2024). Dobrá správa o ADHD. Barecz & Conrad Books.
Understanding Neurodiversity A guide to Specific Learning Differences. Department for Education. https://cdn.bdadyslexia.org.uk/uploads/documents/Dyslexia/A_Guide_to_SpLD_2nd_ed.pdf
Časopisy APA
Conditions for successful completion of the subject:
50% of the continuous assesment + 50% of the final assessment
During the semester, students will actively participate in seminars (20 points), complete group work (15 points), present the acquired competencies in a group (15 points), and successfully pass a continuous assessment test (50 points). Credits will not be awarded to students who score less than 50% on any of the tasks. A minimum score of 60% is required to successfully complete the course.
Grades are awarded on a scale:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required)
Languages required to complete the course: Slovak, Czech, and English (ability to understand written and spoken text).
Brief outline of the course:
Neurodiversity – definition and meaning of the concept, historical context, etiology, use of terms and communication about neurodiversity, current professional discussions.
ASD, ADHD, and their frequent co-occurrence – identification and recognition of manifestations in experience and behavior.
Learning disorders, speech disorders, Tourette syndrome, and others – identification and recognition of manifestations in experience and behavior.
Communication in the classroom and setting educational procedures for neurodivergent students.
Direct communication with neurodivergent students.
Managing social interaction (interpersonal relationships, social support, etc.) in neurodivergent students.
Cooperation with parents and families of neurodivergent students.
Problematic cases of parents or families with neurodivergent students (parental personality disorders, deppression or other mental disorders, existential and social distress, specific cultural diversity, etc.).
Siblings, peers, friends of neurodivergent students – an ecological inclusive model of their education and upringing.
Specifics of addressing developmental crises in people with neurodivesity (adolescence, etc., identity, intimacy, generativity, etc.).
50% of the continuous assesment + 50% of the final assessment
Learning outcomes:
Learning objectives and outcomes:
Students analyze manifestations of neurodiversity and related psychosocial characteristics in children, adolescents, and adults in terms of their impact on learning, behavior, and social relationships.
They distinguish between different forms of neurodiversity (e.g. ADHD), autism, dyslexia, etc.) based on observable manifestations without the need for clinical diagnosis,
They identify the potential risks and needs of neurodivergent students in the educational process.
Students critically assess the appropriateness of educational approaches to students with neurdiversity.
They critically assess communication strategies in working with neurodivergent students and their parents (including problematic cases, e . g. Parents with personality disorder, etc.)
They will consider the effectiveness of various adaptive measures in education and upbringing in terms of the individual needs of students with neurodiversity and the real possibilities ot the school system.
They will critically reflect on their own attitudes or prejudices towards individuals with neurodiversity and their education and inclusion.
Students will propose appropriate support strategies and educational approaches for students with various forms of neurodiversity.
They will create a plan for communicating with students and parents that is sensitive to specific behavior or personality disorders or other relationship issues in order to promote cooperation.
They will propose preventive activities or an educational program that develops empathy and sensitivity to differences within the classroom or school community.
Type, scope, and methods of educational activities:
Scope, type/method of teaching, and organizational form:
2 hours of lectures and 2 hours of seminars per week; a total of 44 hours per semester, using classroom or blended learning methods
Student workload:
face-to-face teaching (44 hours); ongoing preparation for teaching (12 hours), preparation and implementation of practical work (10 hours); preparation for the final test (20), total 86 hours.
Teaching methods:
group discussion, conversation, guided discussion, active group work, heuristic method, didactic games, mind mapping, guided self-study, and work with text
Recommended reading:
Dlabal, M. (2021). Komunikace v poháhajícich profesiích. Portál.
Prochádza, R., Smahaj, J, Kolařík M., & Lešbych, M. (2014). Teorie a praxe poradenské psychologie, Grada.
Timuľák, L. (2007). Základy vedení psychoterapeutického rozhovoru. Portál.
Gabura, J., & Pružinská, J. (1995). Poradenský proces. Sociologické nakladatelství.
Zimbardo, P., & Coulomb, N.D. (2017). Odpojený muž. Jak technologie připravuje muže o mužství a co s tím. Grada.
Smitková, H. (2024). Poradenská psychológia a jej využitie v praxi. Grada.
Šefránková, M. (2007). Výchovný poradca. Iris.
Bartoš, R. (2023). Predchádzanie vzniku krízových situácií počas mimoriadnej situácie v dôsledku vojnových udalostí na Ukrajine. Ministerstvo práce, sociálnych vecí a rodiny SR.
Faber, A., & Malizlish, E. (2013). Ako hovoriť, aby nás deti počúvali. CPRESS.
Kallwass, A. (2007). Syndrom vyhoření v pŕaci a osobním životě. Portál.
Šramová B. et al. (2019). Násilie v intímnych vzťahoch dospievajúcich: Metodika pre prácu v oblasti prevencie. Univerzita Komenského v Bratislave.
Stránka VUDPAP https://vudpap.sk/
Conditions for successful completion of the course:
50% continuous assessment + 50% final assessment
During the semester, students will actively participate in seminars (20 points), complete dyadic and group work (10 points), present the acquired competencies in a group (20 points), and successfully pass a continuous assessment test (50 points).
Credits will not be awarded to students who score less than 50% on any of the tasks. A minimum score of 60% is required to successfully complete the course.
Grades are awarded on a scale:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required)
Language proficiency required to complete the course: Slovak, Czech, and English (ability to understand written and spoken text)
Brief outline of the course:
A brief overview of the development of counseling, definition of counseling, counseling systems, concepts.
Selected approaches to counseling.
Psychological counseling relationship (development of the relationship; factors of the counseling relationship; transference and countertransference).
Counseling methods – how to work with clients.
The counseling process, structure, phases of the counseling process.
Verbal and nonverbal communication in the counseling process.
Types of clients – parents, teachers, students.
Group work and counseling.
School class and logical consequences.
Distance counseling.
How technology changes the minds and brains of boys and girls.
Supervision and ethics in the work of a counseling psychologist, burnout syndrome in counselors.
50% continuous assessment + 50% final assessment
Learning outcomes:
Learning objectives and outcomes:
The aim of the course is to provide students with a basic orientation in the theoretical assumptions of psychological and educational counseling, in existing systems of psychological counseling in Slovakia and abroad. After completing the course, students will:
Be able to get oriented in information in the field of educational and psychological counseling.
Be familiar with the individual components and methods of educational counseling in the education sector.
Propose specific measures or changes that could contribute to the effectiveness of counseling services in schools.
They will create a model proposal for cooperation between counselors and schools with an emphasis on the needs of children and families.
They will develop a proposal for a preventive or intervention program based on theoretical knowledge and best practices in counseling.
Type, scope, and methods of educational activities:
Scope, type/mode of instruction, and organizational form:
1 hour lecture and 2 hours seminar per week; face-to-face or blended learning format.
Student workload:
11 × 3 hours of direct instruction = 33 hours; preparation of a seminar paper (10 hours), preparation for a midterm test (15 hours), individual study/work (28 hours). Total: 86 hours.
Teaching methods:
lecture, heuristic method, work with academic texts and information resources, case study analysis, activating teaching methods, dialogic (discussion-based) methods, group teaching methods, methods developing critical thinking, modelling, group and individual active social learning, experiential techniques, and program development.
Odporúčaná literatúra:.
Vendel, Š. 2007. Kariérní poradenství. Grada.
Amundson, N. E., Harris-bowlsbeyová, J., Niles, S. G. (2012). Základné zložky kariérového poradenstva: Postupy a techniky. SAAIC - centrum Euroguidance.
OECD. (2004). Kariérové poradenstvo. Príručka pre tvorcov koncepcií. Bratislava: OECD, SAAIC - centrum Euroguidance, 2004. Dostupné na: http://web.saaic.sk/nrcg_new/kniznica%5COECD-KP_prirucka%5CKarierove_poradenstvo-Koncepcna_prirucka.pdf
Groma, M. (2012). Kariérové poradenstvo a facilitácia kariérového vývinu nepočujúcich.
Univerzita Komenského v Bratislave.
Časopis Kariérové poradenstvo v teórii a praxi. http://www.euroguidance.sk/index.php?sw=6
www.koposyt.sk
Václavů, J. (2009). Metodika k programu „Mentoring“.Společnost Tady a Teď.
Meier, D., Szabó, P. (2011). Koučovanie - krátko, jednoducho, účinne. Vydavateľstvo Co/Man.
Course completion requirements:
50% continuous assessment + 50% final assessment
The continuous assessment includes the preparation of a seminar paper on a selected topic in the field of career education and career counseling, mentoring, or coaching (maximum 50 points).
The final assessment consists of a written test (maximum 50 points). To successfully complete the course, students must obtain at least 60% of the total points.
Grading scale:
A (100–94%, excellent – outstanding results),
B (93–86%, very good – above-average standard),
C (85–76%, good – generally reliable work),
D (75–68%, satisfactory – acceptable results),
E (67–60%, sufficient – results meet the minimum criteria),
Fx (59–0%, insufficient – additional work required).
Language requirements for completing the course: Slovak and Czech language; English language (for advanced study and deeper understanding of the subject matter).
Brief course outline:
Career guidance: the subject matter, significance, and aims of career guidance and career education. Forms and methods of career guidance.
Provision of career guidance within the education sector and within the labour, social affairs, and family sector.
Steps on the career path: self-awareness and self-exploration; information about the world of work and occupations; setting career goals and career decision-making; job-search strategies and job interviews; career development; reflection on career development.
Theories in career guidance and the classification of theories. Theories of career development.
Assessment of career development and diagnostic methods in career guidance and career education.
Career portfolio.
Career guidance for pupils with special educational needs. Specialized career guidance.
Mentoring and its definition. Types of mentoring: formal and informal mentoring.
The role of the mentor. Building relationships between mentors and mentees.
Mentor competencies. Integration of mentoring into the educational environment.
Coaching: approaches in coaching; types of coaching; managerial coaching; career coaching; skills coaching; relationship coaching; life coaching.
Professional and personal roles of coaching. Competencies in coaching.
50% continuous assessment + 50% final assessment
Learning outcomes:
Educational aims and learning outcomes:
Students will be able to analyze theories of career development and distinguish their applicability to different target groups, including pupils with special educational needs.
They will be able to critically examine factors influencing career decision-making, as well as compare individual and group techniques of career guidance and career education in different types of school environments.
Students will gain an overview of career guidance theories, understand the general principles of career development, and recognize the specific characteristics of career development in individual target groups.
Students will be able to assess the effectiveness of career interventions in the context of inclusive education and special schools, evaluate the appropriateness of various diagnostic tools, and critically reflect on the contribution of mentoring and coaching approaches in career guidance.
Students will be able to creatively design and implement career programs and interventions that take into account the individual needs of children and pupils, including those with disabilities.
At the same time, they will be able to integrate knowledge from psychological and educational counseling into innovative solutions in the field of career development, mentoring, and coaching.
Form, Scope and Methods of Educational Activities:
Scope, Type/Mode of Instruction and Organizational Form:
2 hours of seminar per week; total of 22 hours per semester, delivered in face-to-face or blended mode.
Student Workload:
22 hours of direct instruction; 14 hours of individual assignments; 14 hours of self-study related to the subject matter. Total workload: 50 hours.
Teaching Methods:
Didactic, psychological, and cooperative games; work with authentic didactic texts and information sources; lectures supported by multimedia; video analyses.
Recommended Literature:
Drahanská, P., Langrová, J., Slejšková, L., & Trčková, R. (2011). Škola zážitkem. Zážitková pedagogika při výuce klíčových kompetencí a hodnocení žáků. Prázdninová škola Lipnice.
Hermochová, S. (2005). Skupinová dynamika ve školní tříde. AISIS.
Kolařík, M. (2011). Interakční psychologický výcvik. Grada.
Kolařík, M. (2013). Interakční psychologický výcvik pro praxi. Grada.
Lemešová, M. (2021). Metodika vedenia sociálno-psychologického tréningu v prostredí školy. 2.0. SAUP.
Lemešová, M., & Sokolová, L. (2023). QUESTions UNI. Hra plná otázok. SAUP.
Lemešová, M., & Sokolová, L. (2024). Opäť v škole: Hra vracajúca do školských čias. Univerzita
Komenského v Bratislave.
Komárková, R., Slaměník, I., & Výrost, J. (2001). Aplikovaná sociální psychologie III. Grada.
Macků, R. (2020). Třikrát stejně a přece jinak! Gymnasion, 14(2), 33-40.
Macků, R., & Škopková, Z. (2019). Atmosférotvorné prvky pedagogického procesu. Gymnasion,
13(2), 35-39.
Ondrušek, D. & Labáth, V. (2007). Tréning? Tréning. PDCS.
Pelánek, R. (2008). Příručka instruktora zážitkových akcí. Portál .
Conditions for Successful Course Completion:
100% continuous assessment; the course is completed by grading.
Continuous assessment includes a seminar paper (40% of the total assessment) and an ongoing test (60% of the total assessment). The seminar paper consists of preparing a full-day training block (7 × 45-minute sessions) within one of the offered thematic areas implemented as part of socio-psychological training.
To successfully complete the course, a minimum of 60% of the total point score is required.
Grading Scale:
A (100–94%, excellent – outstanding performance),
B (93–86%, very good – above-average standard),
C (85–76%, good – standard reliable performance),
D (75–68%, satisfactory – acceptable results),
E (67–60%, sufficient – results meet minimum criteria),
Fx (59–0%, fail – additional work required).
Language Requirements:
Slovak, Czech, and English (ability to understand written and spoken text).
Course Outline:
History of socio-psychological training.
Socio-psychological training as a school subject and its specific features in the school environment.
The psychology teacher as the facilitator of socio-psychological training.
Inclusive training group.
Group dynamics and training dynamics.
Methods and techniques used in training.
Training setting (school, out-of-school, online).
Planning, preparation, implementation, and evaluation of training.
Challenging situations in training and ethical issues.
Conditions for Successful Course Completion:
100% continuous assessment; the course is completed by grading.
Aims and Learning Outcomes:
The aim of the course is to enable students of psychology teacher education to gain theoretical and practical experience in the preparation, implementation, and evaluation of training-oriented courses.
Upon completion of the course, students:
are able to define the objectives of the course Socio-Psychological Training and understand its possibilities and limitations;
are oriented in the available literature and are able to adapt acquired knowledge for educational practice;
are able to methodologically design socio-psychological training for educational purposes and to conduct such training;
work purposefully with group dynamics and understand the individual stages of group development.
Type, Scope, and Methods of Educational Activities:
Scope, type/mode of instruction, and organizational form:
22 hours of seminars per semester; delivered through face-to-face or blended learning methods.
Student workload:
22 hours of direct instruction; 14 hours of individual assignments; 14 hours of self-study related to the subject matter. Total workload: 50 hours.
Teaching methods:
active social learning and experiential learning (dialogue- and discussion-based methods, didactic and role-play methods, work with authentic texts and information sources, methods for developing creativity and critical thinking), lectures supported by multimedia, and video analysis.
Odporúčaná literatúra:
De Vitto, J. (2001). Základy mezilidské komunikace. Grada.
Helcl, Z. (2013). Jak zvládnout 77 obtížných situací při prezentacích a přednáškách. Grada.
Kolařík, M. (2011). Interakční psychologický výcvik. Grada.
Kolařík, M. (2013). Interakční psychologický výcvik pro praxi. Grada.
Komárková, R., Výrost, J., & Slaměník, J. (2001). Aplikovaná sociální psychologie III. Sociálněpsychologický výcvik. Grada.
Lemešová, M., & Sokolová, L. (2023). QUESTions UNI. Hra plná otázok. SAUP.
Lemešová, M., Minarovičová, K., Sokolová, L., & Zacharová, Z. (2024). Psychológia x-krát inak.
Univerzita Komenského v Bratislave.
Medlíková, O. (2010). Presvědčivá prezentace. Grada.
Plamínek, J. (2012). Komunikace a prezentace. Grada.
Šeďová, K., Švaříček, R., & Šalamounová, Z. (2012). Komunikace ve školní třídě. Portál.
Vybíral, Z. (2005). Psychologie komunikace. Portál.
Conditions for Successful Completion of the Course:
100% continuous assessment; the course is completed by final evaluation.
Continuous assessment includes the preparation and presentation of a project (50% of the final grade) and active participation in model situations/role-play activities (50% of the final grade).
To successfully complete the course, students must obtain at least 60% of the total points.
Grading scale:
A (100–94%, excellent – outstanding results),
B (93–86%, very good – above-average standard),
C (85–76%, good – generally reliable work),
D (75–68%, satisfactory – acceptable results),
E (67–60%, sufficient – results meet the minimum criteria),
Fx (59–0%, insufficient – additional work required).
Language requirements for completing the course: Slovak, Czech, and English (ability to understand written and spoken texts).
Course Outline:
Communication and its importance in the teaching profession.
Interpersonal competencies and their development (social perception, active listening, verbal and non-verbal communication skills, skills related to social interactions and the resolution of interpersonal conflicts).
Typologies of communication and presentation styles in teaching.
Principles of effective communication and presentation in relation to different target groups.
Preparation of presentations.
Effective argumentation.
Communication and presentation mistakes in teaching practice.
100% continuous assessment; the course is completed by a final evaluation.
Learning Outcomes:
Educational aims and learning outcomes:
Students will be able to analyze their own communication and presentation performance, identify its strengths and weaknesses, and distinguish between various communication styles and strategies appropriate for the teaching profession.
Students will be able to critically evaluate the effectiveness of different communication and presentation techniques in the educational process and justify the selection of specific strategies in relation to age, audience type, and target group.
Students will be able to creatively design and apply techniques for the development of pupils’ communication skills, while also creating their own didactic tools and activities that support the development of confident and cultivated expression in pedagogical practice.
Type, Scope, and Methods of Educational Activities:
Scope, type/mode of instruction, and organizational form:
22 hours of seminars per semester; delivered through face-to-face or blended learning methods.
Student workload:
22 hours of direct instruction; 14 hours of individual assignments; 14 hours of self-study related to the subject matter. Total workload: 50 hours.
Teaching methods:
active social learning and experiential learning (dialogue- and discussion-based methods, didactic and role-play methods, work with authentic texts and information sources, methods for developing creativity and critical thinking), lectures supported by multimedia, and video analysis.
Odporúčaná literatúra:
De Vitto, J. (2001). Základy mezilidské komunikace. Grada.
Helcl, Z. (2013). Jak zvládnout 77 obtížných situací při prezentacích a přednáškách. Grada.
Kolařík, M. (2011). Interakční psychologický výcvik. Grada.
Kolařík, M. (2013). Interakční psychologický výcvik pro praxi. Grada.
Komárková, R., Výrost, J., & Slaměník, J. (2001). Aplikovaná sociální psychologie III. Sociálněpsychologický výcvik. Grada.
Lemešová, M., & Sokolová, L. (2023). QUESTions UNI. Hra plná otázok. SAUP.
Lemešová, M., Minarovičová, K., Sokolová, L., & Zacharová, Z. (2024). Psychológia x-krát inak.
Univerzita Komenského v Bratislave.
Medlíková, O. (2010). Presvědčivá prezentace. Grada.
Plamínek, J. (2012). Komunikace a prezentace. Grada.
Šeďová, K., Švaříček, R., & Šalamounová, Z. (2012). Komunikace ve školní třídě. Portál.
Vybíral, Z. (2005). Psychologie komunikace. Portál.
Conditions for Successful Completion of the Course:
100% continuous assessment; the course is completed by final evaluation.
Continuous assessment includes the preparation and presentation of a project (50% of the final grade) and active participation in model situations/role-play activities (50% of the final grade).
To successfully complete the course, students must obtain at least 60% of the total points.
Grading scale:
A (100–94%, excellent – outstanding results),
B (93–86%, very good – above-average standard),
C (85–76%, good – generally reliable work),
D (75–68%, satisfactory – acceptable results),
E (67–60%, sufficient – results meet the minimum criteria),
Fx (59–0%, insufficient – additional work required).
Language requirements for completing the course: Slovak, Czech, and English (ability to understand written and spoken texts).
Course Outline:
Communication and its importance in the teaching profession.
Interpersonal competencies and their development (social perception, active listening, verbal and non-verbal communication skills, skills related to social interactions and the resolution of interpersonal conflicts).
Typologies of communication and presentation styles in teaching.
Principles of effective communication and presentation in relation to different target groups.
Preparation of presentations.
Effective argumentation.
Communication and presentation mistakes in teaching practice.
100% continuous assessment; the course is completed by a final evaluation.
Learning Outcomes:
Educational aims and learning outcomes:
Students will be able to analyze their own communication and presentation performance, identify its strengths and weaknesses, and distinguish between various communication styles and strategies appropriate for the teaching profession.
Students will be able to critically evaluate the effectiveness of different communication and presentation techniques in the educational process and justify the selection of specific strategies in relation to age, audience type, and target group.
Students will be able to creatively design and apply techniques for the development of pupils’ communication skills, while also creating their own didactic tools and activities that support the development of confident and cultivated expression in pedagogical practice.
Type, scope and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours of lectures and 2 hours of seminars per week; a total of 44 hours per semester, using classroom or blended learning methods
Student workload:
Classroom teaching (44 hours); ongoing preparation for teaching (22 hours); conducting and describing experiments (20 hours), preparation for midterm test (12 hours), preparation for final test (28 hours). Total: 126 hours.
Teaching methods:
group discussion, guided discussion, active group work, heuristic method, didactic games, mind mapping, guided self-study, and work with text
Recommended reading:
Kahneman, D. (2019). Myšlení rychlé a pomalé. Jan Melvil publishing.
Sternberg, R.J. (1999). Kognitívní psychologie. Portál.
Sternberg, R. J. (2001). Úspěšná inteligence. Jak rozvíjet praktickou a tvúrčí inteligenci. Grada.
Průcha, J. (2011). Dětská reč a komunikace. Poznaky vývojové psycholingvistiky. Grada.
Kovalčíková I. (2017). Kognitívna pedagogika 1. Vydavateľstvo prešovskej univerzity.
Sack, O. (2017). Zrak mysle. INAQUE.
Jursová Zacharová, Z., & Sokolová L. (2013). Na ceste za dvojjazyčnosťou: od informálneho k formálnemu vzdelávaniu On the Path to Bilingualism: from informal to formal education. DITI srl.
Webové stránky organizácií:
https://psycnet.apa.org/search
Conditions for successful completion of the course:
100% continuous assessment,
50% continuous assessment + 50% final assessment
During the semester, students will complete a seminar paper (20 points), present their seminar paper to their classmates (20 points), complete group work (10 points), and successfully pass the final test (50 points).
Credits will not be awarded to students who score less than 50% on any of the assignments. A minimum score of 60% is required to successfully complete the course..
To successfully complete the course, students must obtain a minimum of 60% of the total points. The rating is given on a scale:
A (100-94%, excellent – excellent results),
B (93-86%, very good – above average standard),
C (85-76%, good – normal reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – the results meet the minimum criteria),
Fx (59-0%, insufficient – additional work required)
Language whose knowledge is required to complete the course: Slovak, Czech and English (ability to understand the text being read)
Brief syllabus:
1. History of cognitive psychology as a scientific discipline.
2. Basic areas of cognitive psychology. Cognition and mental representations.
3. Attention and consciousness.
4. Perception in cognitive psychology, field organization.
5. Memory, traditional models, alternative models, memory processes.
6. Representations of knowledge.
7. Cognitive development.
8. Problem solving, human and artificial intelligence.
9. The nature of language, language acquisition.
10. Monolingualism, bilingualism, and multilingualism.
11. Language and its context, metalinguistic abilities.
100% continuous assessment,
50% continuous assessment + 50% final assessment
Learning outcomes:
Learning objectives and outcomes:
• Students will analyze selected cognitive processes (e.g., attention, memory, language processing) in the context of learning and teaching.
• They will identify and distinguish key concepts of cognitive psychology and language psychology based on professional texts and practical examples.
• They will explore the connections between theoretical models and their manifestations in educational situations.
• Students will be able to critically assess selected psychological approaches and theories in terms of their applicability in teaching practice.
• Evaluate the effectiveness of various learning strategies from the perspective of knowledge about the functioning of cognitive processes.
• Defend their position on selected theoretical and practical issues in the field of language and cognitive psychology through argumentation.
• Students will be able to propose and justify pedagogical strategies or educational activities based on knowledge of cognitive psychology.
• They will create model situations or cases in which they demonstrate the application of psychological theories in specific teaching situations.
Type, scope and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours of lectures and 2 hours of seminars per week; a total of 44 hours per semester, using classroom or blended learning methods
Student workload:
Classroom teaching (44 hours); ongoing preparation for teaching (22 hours); conducting and describing experiments (20 hours), preparation for midterm test (12 hours), preparation for final test (28 hours). Total: 126 hours.
Teaching methods:
group discussion, guided discussion, active group work, heuristic method, didactic games, mind mapping, guided self-study, and work with text
Recommended reading:
Kahneman, D. (2019). Myšlení rychlé a pomalé. Jan Melvil publishing.
Sternberg, R.J. (1999). Kognitívní psychologie. Portál.
Sternberg, R. J. (2001). Úspěšná inteligence. Jak rozvíjet praktickou a tvúrčí inteligenci. Grada.
Průcha, J. (2011). Dětská reč a komunikace. Poznaky vývojové psycholingvistiky. Grada.
Kovalčíková I. (2017). Kognitívna pedagogika 1. Vydavateľstvo prešovskej univerzity.
Sack, O. (2017). Zrak mysle. INAQUE.
Jursová Zacharová, Z., & Sokolová L. (2013). Na ceste za dvojjazyčnosťou: od informálneho k formálnemu vzdelávaniu On the Path to Bilingualism: from informal to formal education. DITI srl.
Webové stránky organizácií:
https://psycnet.apa.org/search
Conditions for successful completion of the course:
100% continuous assessment,
50% continuous assessment + 50% final assessment
During the semester, students will complete a seminar paper (20 points), present their seminar paper to their classmates (20 points), complete group work (10 points), and successfully pass the final test (50 points).
Credits will not be awarded to students who score less than 50% on any of the assignments. A minimum score of 60% is required to successfully complete the course..
To successfully complete the course, students must obtain a minimum of 60% of the total points. The rating is given on a scale:
A (100-94%, excellent – excellent results),
B (93-86%, very good – above average standard),
C (85-76%, good – normal reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – the results meet the minimum criteria),
Fx (59-0%, insufficient – additional work required)
Language whose knowledge is required to complete the course: Slovak, Czech and English (ability to understand the text being read)
Brief syllabus:
1. History of cognitive psychology as a scientific discipline.
2. Basic areas of cognitive psychology. Cognition and mental representations.
3. Attention and consciousness.
4. Perception in cognitive psychology, field organization.
5. Memory, traditional models, alternative models, memory processes.
6. Representations of knowledge.
7. Cognitive development.
8. Problem solving, human and artificial intelligence.
9. The nature of language, language acquisition.
10. Monolingualism, bilingualism, and multilingualism.
11. Language and its context, metalinguistic abilities.
100% continuous assessment,
50% continuous assessment + 50% final assessment
Learning outcomes:
Learning objectives and outcomes:
• Students will analyze selected cognitive processes (e.g., attention, memory, language processing) in the context of learning and teaching.
• They will identify and distinguish key concepts of cognitive psychology and language psychology based on professional texts and practical examples.
• They will explore the connections between theoretical models and their manifestations in educational situations.
• Students will be able to critically assess selected psychological approaches and theories in terms of their applicability in teaching practice.
• Evaluate the effectiveness of various learning strategies from the perspective of knowledge about the functioning of cognitive processes.
• Defend their position on selected theoretical and practical issues in the field of language and cognitive psychology through argumentation.
• Students will be able to propose and justify pedagogical strategies or educational activities based on knowledge of cognitive psychology.
• They will create model situations or cases in which they demonstrate the application of psychological theories in specific teaching situations.
Type, scope, and methods of educational activities:
Scope, type/method of teaching, and organizational form:
2 hours of seminar/week; total of 22 hours per semester, using classroom or blended learning methods
Student workload:
Classroom teaching (22 hours); ongoing preparation for classes (12 hours), preparation and implementation of practical work (10 hours); ongoing test (10 hours), total 54 hours.
Teaching methods:
Group discussion, interview, guided discussions, active group work, heuristic method, didactic games, guided self-study and work with text
Recommended reading:
Sobotková, I. (2007). Psychologie rodiny. 2. vyd. Portál.
Klimeš, J. (2015). Partneři a rozchody. Portál.
Koteková, R., Šimová, E., & Gecková, A. (1998). Psychológia rodiny. PeGaS s. r. o.
Pavluvčíková, E. (2008). Psychologické poradenstvo pre partnerov a rodiny. Privatpress.
Prevendárová, J. (1998). Rodinná terapia a poradenstvo. PdF UK.
Cierpka, M. Hrsg. (2024). Handbuch der Familiendiagnostik. 3. Aufl. Springer.
Walsh, F. (Ed.) (2015). Normal Family Processes. Growing diversity and complexity. 4-th ed. Guilford Press.
Hargašová, M. (1991). Ruka v ruke. SPN.
VUDPAP https://vudpap.sk/
APA Division 43: Society for Couple and Family Psychology https://www.apadivisions.org/division-43/index); American Association for Marriage and Family Therapy https://www.aamft.org/;
European Family Therapy Association https://europeanfamilytherapy.eu/ a i.
Conditions for successful completion of the subject:
100% of continuous assessment, the subject is completed with an assessment
During the semester, students will actively participate in seminars (40 points), complete group work (20 points), present their findings to the group (20 points), and successfully complete a continuous test (20 points).
Credits will not be awarded to students who score less than 50% on any the tasks.
Grades are awarded on a scale:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – normal reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required)
Languages required to complete the course: Slovak, Czech, English (ability to understand written and spoken text).
Brief outline of the course:
Family psychology – definition, history, development.
Institutional background of family therapy and counselling.
Characteristics and functions of the family. Forms and types of families. Emotional relationships in the family.
Systemic approach to the family. Selected concepts from Family psychology as a system. Psychological assessment of famiily relationships and family variables.
Models of family functioning. Theories of family system functioning.
Family resilience, healthy functioning, stress, and coping with stress in the family.
Choice of partner, compatibility of partners, and entering into marriage.
The family over time, developmental stages of family life.
Communication in the family. Communication in relationships. Communication problems.
Single-parent families. Blended families. New forms of close relationships (childless partners, etc.; the trend of postponing motherhood, fatherhood, parenthood, etc.).
Procedures for improving interpersonal relationships and communication in the family (between partners).
100% of continuous assessment, the subject is completed with an assessment
Learning outcomes:
Learning objectives and outcomes:
The aim of the course is to ling knowledge of the subject’s technical terminology with current research findings in the field of Family psychology.
Students are able to connect the knowledge they have acquired and understand the relationships between them.
Students are able to analyze situations related to topics in Family psychology and assess them.
Students are able to identify family problems and relate them to the developmental stages of family life, i.e., the family life cycle, which can be helpful in diagnosing family problems.
Students are able to formulate proposals for the practical application of knowledge fo Family psychology and are able to apply them in practice.
Type, scope, and methods of educational activities:
Scope, type/method of teaching, and organizational form:
2 hours of seminar/week; total of 22 hours per semester, using classroom or blended learning methods
Student workload:
Classroom teaching (22 hours); ongoing preparation for classes (12 hours), preparation and implementation of practical work (10 hours); ongoing test (10 hours), total 54 hours.
Teaching methods:
Group discussion, interview, guided discussions, active group work, heuristic method, didactic games, guided self-study and work with text
Recommended reading:
Sobotková, I. (2007). Psychologie rodiny. 2. vyd. Portál.
Klimeš, J. (2015). Partneři a rozchody. Portál.
Koteková, R., Šimová, E., & Gecková, A. (1998). Psychológia rodiny. PeGaS s. r. o.
Pavluvčíková, E. (2008). Psychologické poradenstvo pre partnerov a rodiny. Privatpress.
Prevendárová, J. (1998). Rodinná terapia a poradenstvo. PdF UK.
Cierpka, M. Hrsg. (2024). Handbuch der Familiendiagnostik. 3. Aufl. Springer.
Walsh, F. (Ed.) (2015). Normal Family Processes. Growing diversity and complexity. 4-th ed. Guilford Press.
Hargašová, M. (1991). Ruka v ruke. SPN.
VUDPAP https://vudpap.sk/
APA Division 43: Society for Couple and Family Psychology https://www.apadivisions.org/division-43/index); American Association for Marriage and Family Therapy https://www.aamft.org/;
European Family Therapy Association https://europeanfamilytherapy.eu/ a i.
Conditions for successful completion of the subject:
100% of continuous assessment, the subject is completed with an assessment
During the semester, students will actively participate in seminars (40 points), complete group work (20 points), present their findings to the group (20 points), and successfully complete a continuous test (20 points).
Credits will not be awarded to students who score less than 50% on any the tasks.
Grades are awarded on a scale:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – normal reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required)
Languages required to complete the course: Slovak, Czech, English (ability to understand written and spoken text).
Brief outline of the course:
Family psychology – definition, history, development.
Institutional background of family therapy and counselling.
Characteristics and functions of the family. Forms and types of families. Emotional relationships in the family.
Systemic approach to the family. Selected concepts from Family psychology as a system. Psychological assessment of famiily relationships and family variables.
Models of family functioning. Theories of family system functioning.
Family resilience, healthy functioning, stress, and coping with stress in the family.
Choice of partner, compatibility of partners, and entering into marriage.
The family over time, developmental stages of family life.
Communication in the family. Communication in relationships. Communication problems.
Single-parent families. Blended families. New forms of close relationships (childless partners, etc.; the trend of postponing motherhood, fatherhood, parenthood, etc.).
Procedures for improving interpersonal relationships and communication in the family (between partners).
100% of continuous assessment, the subject is completed with an assessment
Learning outcomes:
Learning objectives and outcomes:
The aim of the course is to ling knowledge of the subject’s technical terminology with current research findings in the field of Family psychology.
Students are able to connect the knowledge they have acquired and understand the relationships between them.
Students are able to analyze situations related to topics in Family psychology and assess them.
Students are able to identify family problems and relate them to the developmental stages of family life, i.e., the family life cycle, which can be helpful in diagnosing family problems.
Students are able to formulate proposals for the practical application of knowledge fo Family psychology and are able to apply them in practice.
Type, Scope, and Methods of Educational Activities:
Scope, type/mode of instruction, and organizational form:
2 hours of seminars per week; a total of 22 hours per semester, delivered through face-to-face or blended learning methods.
Student workload:
face-to-face instruction (22 hours); continuous preparation for classes (12 hours); preparation and implementation of practical assignments (10 hours); continuous test preparation and completion (12 hours). Total workload: 56 hours.
Teaching methods:
group discussion, conversation, guided discussion, active group work, heuristic methods, didactic games, guided self-study, and text-based work.
Jursová Zacharová, Z., Lemešová, M., Miškolci, J., Cabanová, K., Horváthová, Ľ., Sokolová, & L. (2019). Postoje, inklúzia a predsudky v slovenských školách. Univerzita Komenského.
Silveira-Maia, M., Neto, C., Sanches-Ferreira, M., Alves, S., Durães, H., Breyer, C., Vandenbussche, E., Boonen, H., Zacharová, Z., Ferková, Š., Schukoff, P., Unterreiner, S., & Teijsen, E. (2025). Mapping CoP for inclusion: a Knowledge Base. Instituto Politécnico do Porto. https://doi.org/10.26537/e.ipp.136
Bezáková, J. et al. (2022). Školský podporný tím. Teoretický a praktický sprievodca. Výskumný ústav detskej psychológie a patopsychológie
Dweck, C.S. (2015). Nastavenie mysle. Nová psychológia úspechu. Citadella.
Joseph, S. (2015). Positive psychology in Practice. WILEY. (kap. 9 str 615-712). https://students.aiu.edu/submissions/profiles/resources/onlineBook/L3Y2z4_positive%20psychology%202.pdf
Zacharová, Z. & Michálková, M. (2025). Pracujeme spolu. Multidisciplinárny prístup v oblasti migrácie, Univerzita Komenského v Bratislave. (kap. 1).
European Agency for Special Needs and Inclusive Education. (2019). Inclusive School Leadership: Exploring Policies Across Europe. https://www.european-agency.org/resources/publications/inclusive-school-leadership-synthesis
Anderson, J., Boyle, C., & Deppeler, J. (2014): The Ecology of Inclusive Education
Stránka VUDPAP https://vudpap.sk/
Inklucentrum https://inklucentrum.sk/
Conditions for Successful Completion of the Course:
100% continuous assessment; the course is completed by final evaluation.
During the semester, students are expected to actively participate in seminar activities (20 points), complete group work assignments (20 points), demonstrate acquired competencies in a group setting (20 points), and successfully complete a continuous assessment test (40 points).
Credits will not be awarded to students who obtain less than 50% of the points in any of the assessment components. To successfully complete the course, students must obtain at least 60% of the total points.
Grading scale:
A (100–94%, excellent – outstanding results),
B (93–86%, very good – above-average standard),
C (85–76%, good – generally reliable work),
D (75–68%, satisfactory – acceptable results),
E (67–60%, sufficient – results meet the minimum criteria),
Fx (59–0%, insufficient – additional work required).
Language requirements for completing the course: Slovak, Czech, and English (ability to understand written and spoken texts).
Course Outline:
Introduction to the creation of communities of practice – definition and significance of communities of practice.
The concept of inclusion and the ecosystem model of inclusion. The importance of inclusion in the school environment and the implementation of inclusion in Slovak educational settings.
The importance of interdisciplinarity and understanding the roles of both teaching and non-teaching school staff.
Definition and significance of active student participation, including practical examples and methods.
Developing a mindset for collaboration and growth.
Techniques for moderating discussions.
Group facilitation and deep democracy.
Support for and development of student initiatives.
Conflict and problem resolution.
Nonviolent communication.
Building communities through the integration and regeneration of internal resources.
100% continuous assessment; the course is completed by a final evaluation.
Learning Outcomes:
Educational aims and learning outcomes:
Students will analyze the challenges and barriers of inclusive education from the perspective of various academic disciplines (e.g., psychology, sociology, pedagogy).
They will analyze the relationships between the school environment, student participation, and the psychological well-being of all stakeholders.
They will identify the needs of different groups of children, including children with disadvantages, and their impact on school conditions.
Students will be able to critically evaluate approaches to inclusion and their impact on the quality of school life.
They will assess the benefits and limitations of interdisciplinary collaboration in supporting mental health and inclusion in schools.
They will argue for and justify the selection of specific approaches or interventions aimed at supporting an inclusive environment in various school contexts.
They will develop a proposal for a community project or intervention that integrates knowledge from multiple disciplines and reflects the needs of different groups of children.
They will design and facilitate a community of practice within the school as a participatory approach to change and the promotion of mental health.
Type, Scope, and Methods of Educational Activities:
Scope, type/mode of instruction, and organizational form:
2 hours of seminars per week; a total of 22 hours per semester, delivered through face-to-face or blended learning methods.
Student workload:
face-to-face instruction (22 hours); continuous preparation for classes (12 hours); preparation and implementation of practical assignments (10 hours); continuous test preparation and completion (12 hours). Total workload: 56 hours.
Teaching methods:
group discussion, conversation, guided discussion, active group work, heuristic methods, didactic games, guided self-study, and text-based work.
Jursová Zacharová, Z., Lemešová, M., Miškolci, J., Cabanová, K., Horváthová, Ľ., Sokolová, & L. (2019). Postoje, inklúzia a predsudky v slovenských školách. Univerzita Komenského.
Silveira-Maia, M., Neto, C., Sanches-Ferreira, M., Alves, S., Durães, H., Breyer, C., Vandenbussche, E., Boonen, H., Zacharová, Z., Ferková, Š., Schukoff, P., Unterreiner, S., & Teijsen, E. (2025). Mapping CoP for inclusion: a Knowledge Base. Instituto Politécnico do Porto. https://doi.org/10.26537/e.ipp.136
Bezáková, J. et al. (2022). Školský podporný tím. Teoretický a praktický sprievodca. Výskumný ústav detskej psychológie a patopsychológie
Dweck, C.S. (2015). Nastavenie mysle. Nová psychológia úspechu. Citadella.
Joseph, S. (2015). Positive psychology in Practice. WILEY. (kap. 9 str 615-712). https://students.aiu.edu/submissions/profiles/resources/onlineBook/L3Y2z4_positive%20psychology%202.pdf
Zacharová, Z. & Michálková, M. (2025). Pracujeme spolu. Multidisciplinárny prístup v oblasti migrácie, Univerzita Komenského v Bratislave. (kap. 1).
European Agency for Special Needs and Inclusive Education. (2019). Inclusive School Leadership: Exploring Policies Across Europe. https://www.european-agency.org/resources/publications/inclusive-school-leadership-synthesis
Anderson, J., Boyle, C., & Deppeler, J. (2014): The Ecology of Inclusive Education
Stránka VUDPAP https://vudpap.sk/
Inklucentrum https://inklucentrum.sk/
Conditions for Successful Completion of the Course:
100% continuous assessment; the course is completed by final evaluation.
During the semester, students are expected to actively participate in seminar activities (20 points), complete group work assignments (20 points), demonstrate acquired competencies in a group setting (20 points), and successfully complete a continuous assessment test (40 points).
Credits will not be awarded to students who obtain less than 50% of the points in any of the assessment components. To successfully complete the course, students must obtain at least 60% of the total points.
Grading scale:
A (100–94%, excellent – outstanding results),
B (93–86%, very good – above-average standard),
C (85–76%, good – generally reliable work),
D (75–68%, satisfactory – acceptable results),
E (67–60%, sufficient – results meet the minimum criteria),
Fx (59–0%, insufficient – additional work required).
Language requirements for completing the course: Slovak, Czech, and English (ability to understand written and spoken texts).
Course Outline:
Introduction to the creation of communities of practice – definition and significance of communities of practice.
The concept of inclusion and the ecosystem model of inclusion. The importance of inclusion in the school environment and the implementation of inclusion in Slovak educational settings.
The importance of interdisciplinarity and understanding the roles of both teaching and non-teaching school staff.
Definition and significance of active student participation, including practical examples and methods.
Developing a mindset for collaboration and growth.
Techniques for moderating discussions.
Group facilitation and deep democracy.
Support for and development of student initiatives.
Conflict and problem resolution.
Nonviolent communication.
Building communities through the integration and regeneration of internal resources.
100% continuous assessment; the course is completed by a final evaluation.
Learning Outcomes:
Educational aims and learning outcomes:
Students will analyze the challenges and barriers of inclusive education from the perspective of various academic disciplines (e.g., psychology, sociology, pedagogy).
They will analyze the relationships between the school environment, student participation, and the psychological well-being of all stakeholders.
They will identify the needs of different groups of children, including children with disadvantages, and their impact on school conditions.
Students will be able to critically evaluate approaches to inclusion and their impact on the quality of school life.
They will assess the benefits and limitations of interdisciplinary collaboration in supporting mental health and inclusion in schools.
They will argue for and justify the selection of specific approaches or interventions aimed at supporting an inclusive environment in various school contexts.
They will develop a proposal for a community project or intervention that integrates knowledge from multiple disciplines and reflects the needs of different groups of children.
They will design and facilitate a community of practice within the school as a participatory approach to change and the promotion of mental health.
Type, scope, and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours of seminar/week; a total of 22 hours per semester, using classroom or blended learning methods
Student workload:
face-to-face learning (22 hours); ongoing preparation (13 hours), preparation and implementation of practical work (10 hours), preparation for tests (15 hours); total 60 hours
Teaching methods:
Seminar - group discussion, heuristic method, guided discussion, active group work, practical skills training, case studies, guided self-study and work with texts
Recommended reading:
Špatenková, N. et al. (2017). Crisis and crisis intervention. Grada Publishing.
Šuvada, J. et al. (2021). Crisis Intervention and Psychosocial Assistance. Mc Gurrin Hall Scranton.
Vodáčková, D. (2020). Crisis Intervention. Portal.
Petrík, M., & Židová, I. (2020). Crisis Intervention and Mental Health Support for Children in the School Environment. Akadémia Publishing House.
Conditions for completing the course:
100% of continuous assessment
During the semester, there will be a test with a maximum of 60 points available. Students will present their seminar paper for a maximum of 20 minutes + 10 minutes of discussion (maximum 20 points). A maximum of 20 points can be earned for the presentation. Credits will not be awarded to students who earn less than 50% of the points for any of the assignments. A minimum of 60% of the points must be earned to successfully complete the course.
Grades are awarded on a scale of:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – normal reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required).
Languages required to complete the course: Slovak, Czech, and English (ability to understand written and spoken text)
Brief outline of the subject:
Crisis and definition of a crisis situation.
Types of crisis situations.
Risk factors influencing the emergence of crisis situations, protective factors.
Identification of crisis situations in the school environment.
Crisis situation management and working with the media.
Psychological reactions to crisis situations, working with emotions.
Individual and group crisis intervention in crisis situations, preparation, intervention, postvention.
The role of teaching staff and the school support team in crisis intervention, cooperation with experts.
Coping strategies, working with trauma and stress, grief counseling.
Practical skills, exercises and training in crisis intervention, analysis of case studies.
Ethical principles in providing crisis intervention.
100% of continuous assessment
Learning outcomes:
Students analyze types of crisis situations (e.g., bullying, neglect, death in the family, violence, mental breakdowns) and their occurrence in the school environment.
They identify risk factors and warning signs that may precede crisis phenomena in students, teachers, or parents.
They break down the individual, family, school, and community factors that contribute to the emergence of crisis.
Students critically evaluate existing prevention programs and interventions in terms of their effectiveness, ethics, and adaptation to the needs of the school.
They will assess the appropriateness and risks of specific interventions in crisis situations from the perspective of the child, teacher, and parent.
They will reflect on their own capacities and limitations in providing support in difficult situations within the school system.
Students will design and plan a prevention program or series of activities aimed to prevent crisis in the school environment.
They will create an intervention plan for a simulated crisis situation that takes into account various stakeholders (students, teachers, parents).
They will develop informational or support materials (flyers, workshops, presentations) for the school community to strengthen resilience and crisis preparedness.
Type, scope, and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours of seminar/week; a total of 22 hours per semester, using classroom or blended learning methods
Student workload:
face-to-face learning (22 hours); ongoing preparation (13 hours), preparation and implementation of practical work (10 hours), preparation for tests (15 hours); total 60 hours
Teaching methods:
Seminar - group discussion, heuristic method, guided discussion, active group work, practical skills training, case studies, guided self-study and work with texts
Recommended reading:
Špatenková, N. et al. (2017). Crisis and crisis intervention. Grada Publishing.
Šuvada, J. et al. (2021). Crisis Intervention and Psychosocial Assistance. Mc Gurrin Hall Scranton.
Vodáčková, D. (2020). Crisis Intervention. Portal.
Petrík, M., & Židová, I. (2020). Crisis Intervention and Mental Health Support for Children in the School Environment. Akadémia Publishing House.
Conditions for completing the course:
100% of continuous assessment
During the semester, there will be a test with a maximum of 60 points available. Students will present their seminar paper for a maximum of 20 minutes + 10 minutes of discussion (maximum 20 points). A maximum of 20 points can be earned for the presentation. Credits will not be awarded to students who earn less than 50% of the points for any of the assignments. A minimum of 60% of the points must be earned to successfully complete the course.
Grades are awarded on a scale of:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – normal reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required).
Languages required to complete the course: Slovak, Czech, and English (ability to understand written and spoken text)
Brief outline of the subject:
Crisis and definition of a crisis situation.
Types of crisis situations.
Risk factors influencing the emergence of crisis situations, protective factors.
Identification of crisis situations in the school environment.
Crisis situation management and working with the media.
Psychological reactions to crisis situations, working with emotions.
Individual and group crisis intervention in crisis situations, preparation, intervention, postvention.
The role of teaching staff and the school support team in crisis intervention, cooperation with experts.
Coping strategies, working with trauma and stress, grief counseling.
Practical skills, exercises and training in crisis intervention, analysis of case studies.
Ethical principles in providing crisis intervention.
100% of continuous assessment
Learning outcomes:
Students analyze types of crisis situations (e.g., bullying, neglect, death in the family, violence, mental breakdowns) and their occurrence in the school environment.
They identify risk factors and warning signs that may precede crisis phenomena in students, teachers, or parents.
They break down the individual, family, school, and community factors that contribute to the emergence of crisis.
Students critically evaluate existing prevention programs and interventions in terms of their effectiveness, ethics, and adaptation to the needs of the school.
They will assess the appropriateness and risks of specific interventions in crisis situations from the perspective of the child, teacher, and parent.
They will reflect on their own capacities and limitations in providing support in difficult situations within the school system.
Students will design and plan a prevention program or series of activities aimed to prevent crisis in the school environment.
They will create an intervention plan for a simulated crisis situation that takes into account various stakeholders (students, teachers, parents).
They will develop informational or support materials (flyers, workshops, presentations) for the school community to strengthen resilience and crisis preparedness.
Type, scope and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours of seminar/week; total of 22 hours per semester, face-to-face or blended learning method
Student workload:
Classroom teaching (22 hours); ongoing preparation for teaching (12 hours), preparation and implementation of practical work (10 hours); ongoing testing (12 hours), total 56 hours.
Teaching methods:
group discussion, interview, guided discussion, active group work, heuristic method, didactic games, guided self-study, and work with text
Recommended reading:
Lemešová, M., Minarovičová, K., Sokolová, L., & Zacharová, Z. (2024). Psychológia x-krát inak. Univerzita Komenského v Bratislave.
Jursová Zacharová, Z. (2019). Naratívny formát v škole od metódy k výskum Podpora naratívnej kompetencie v slovenskom jazyku u detí z marginalizovaného jazykového prostredia. Havava.
Marneros, A. (2024). Môj brat Sizyfos, môj priateľ Minotaurus, Vydavateľstvo F.
Potočárová, M., & Zacharová, Z. (2023). Harry Potter and the mediated experience of trauma and grief. In M. Kazmierczak, M. T. Signes, & C. Carreira Zafra (Eds.), Aproximaciones interdisciplinares a la resiliencia en la sociedad del siglo XXI (pp. 219-233). Dykinson. https://doi.org/10.14679/2367
https://eduma.sk/e-booky/
Conditions for successful completion of the course:
100% continuous assessment
During the semester, students will actively participate in seminar tasks (20 points), complete group work (20 points), present the acquired competencies in a group (20 points), and successfully pass a continuous assessment test (40 points).
Credits will not be awarded to students who score less than 50% on any of the tasks.
To successfully complete the course, students must obtain a minimum of 60% of the total points. The rating is given on a scale:
A (100-94%, excellent – excellent results),
B (93-86%, very good – above average standard),
C (85-76%, good – normal reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – the results meet the minimum criteria),
Fx (59-0%, insufficient – additional work required)
Language whose knowledge is required to complete the course: Slovak, Czech and English (ability to understand the text being read)
Brief syllabus:
1. Introduction to interactive methods in teaching psychology. The importance and advantages of interactive methods.
2. The use of stories and narration in teaching. Narrative techniques and storytelling.
3. Narrative format – using emotions, senses, stories, and movement when working with students.
4. Working with myths, analyzing and applying myths in psychology to explain various concepts.
5. Using case studies to illustrate psychological concepts.
6. Working with cards and pictures, visual techniques to support learning.
7. Using movement in teaching, designing and implementing interactive activities.
8. Use of films, series, and video games in education.
9. Living libraries in education.
10. Creation of posters and photovoice.
11. Creation of videos and podcasts and their use in teaching psychology.
Conditions for successful completion of the course:
100% continuous assessment
Learning outcomes:
Learning objectives and outcomes:
• Students analyze the effect of narrative and interactive methods (e.g., storytelling, case studies, movement) on learning psychological concepts.
• They identify the components of effective interactive teaching, such as engagement, emotion, meaning, and knowledge activation.
• Students will be able to critically evaluate the appropriateness and effectiveness of selected interactive methods in the educational process.
• They will evaluate the impact of teaching interventions on students' level of understanding and engagement.
• They will reflect on their own teaching, identify the strengths and weaknesses of the approaches used, and suggest possibilities for improvement.
• Students will create their own teaching activities using stories, myths, case studies, or movement to convey psychological concepts.
• They design innovative teaching scenarios that promote active learning and student interaction.
• They creatively combine different methods (narrative, movement, drama) to create a dynamic, inclusive, and engaging learning environment.
Type, scope and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours of seminar/week; total of 22 hours per semester, face-to-face or blended learning method
Student workload:
Classroom teaching (22 hours); ongoing preparation for teaching (12 hours), preparation and implementation of practical work (10 hours); ongoing testing (12 hours), total 56 hours.
Teaching methods:
group discussion, interview, guided discussion, active group work, heuristic method, didactic games, guided self-study, and work with text
Recommended reading:
Lemešová, M., Minarovičová, K., Sokolová, L., & Zacharová, Z. (2024). Psychológia x-krát inak. Univerzita Komenského v Bratislave.
Jursová Zacharová, Z. (2019). Naratívny formát v škole od metódy k výskum Podpora naratívnej kompetencie v slovenskom jazyku u detí z marginalizovaného jazykového prostredia. Havava.
Marneros, A. (2024). Môj brat Sizyfos, môj priateľ Minotaurus, Vydavateľstvo F.
Potočárová, M., & Zacharová, Z. (2023). Harry Potter and the mediated experience of trauma and grief. In M. Kazmierczak, M. T. Signes, & C. Carreira Zafra (Eds.), Aproximaciones interdisciplinares a la resiliencia en la sociedad del siglo XXI (pp. 219-233). Dykinson. https://doi.org/10.14679/2367
https://eduma.sk/e-booky/
Conditions for successful completion of the course:
100% continuous assessment
During the semester, students will actively participate in seminar tasks (20 points), complete group work (20 points), present the acquired competencies in a group (20 points), and successfully pass a continuous assessment test (40 points).
Credits will not be awarded to students who score less than 50% on any of the tasks.
To successfully complete the course, students must obtain a minimum of 60% of the total points. The rating is given on a scale:
A (100-94%, excellent – excellent results),
B (93-86%, very good – above average standard),
C (85-76%, good – normal reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – the results meet the minimum criteria),
Fx (59-0%, insufficient – additional work required)
Language whose knowledge is required to complete the course: Slovak, Czech and English (ability to understand the text being read)
Brief syllabus:
1. Introduction to interactive methods in teaching psychology. The importance and advantages of interactive methods.
2. The use of stories and narration in teaching. Narrative techniques and storytelling.
3. Narrative format – using emotions, senses, stories, and movement when working with students.
4. Working with myths, analyzing and applying myths in psychology to explain various concepts.
5. Using case studies to illustrate psychological concepts.
6. Working with cards and pictures, visual techniques to support learning.
7. Using movement in teaching, designing and implementing interactive activities.
8. Use of films, series, and video games in education.
9. Living libraries in education.
10. Creation of posters and photovoice.
11. Creation of videos and podcasts and their use in teaching psychology.
Conditions for successful completion of the course:
100% continuous assessment
Learning outcomes:
Learning objectives and outcomes:
• Students analyze the effect of narrative and interactive methods (e.g., storytelling, case studies, movement) on learning psychological concepts.
• They identify the components of effective interactive teaching, such as engagement, emotion, meaning, and knowledge activation.
• Students will be able to critically evaluate the appropriateness and effectiveness of selected interactive methods in the educational process.
• They will evaluate the impact of teaching interventions on students' level of understanding and engagement.
• They will reflect on their own teaching, identify the strengths and weaknesses of the approaches used, and suggest possibilities for improvement.
• Students will create their own teaching activities using stories, myths, case studies, or movement to convey psychological concepts.
• They design innovative teaching scenarios that promote active learning and student interaction.
• They creatively combine different methods (narrative, movement, drama) to create a dynamic, inclusive, and engaging learning environment.
Type, scope and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours of lecture + 1 hour of seminar/week; total of 33 hours per semester, full-time or combined method
Student workload:
full-time teaching (33 hours); continuous preparation for classes (12 hours), preparation for seminar work (12 hours), preparation for the final test (18 hours). A total of 75 hours.
Teaching methods:
lecture, guided discussion, group discussion, guided self-study, work with didactic text and information sources, didactic games, commentary with multimedia support.
Recommended reading:
Dobeš, M. (2005). Základy neuropsychológie. SAV.
Kulišťák, P. (2003, 2011). Neuropsychologie. Grada.
Costandi, M. (2014). Lidský mozek. 50 myšlenek, které musíte znát. Slovart.
Eagleman, D. (2017). Mozek. Váš příběh. Bizbook.
Koukolík, F. (2014). Mozek a jeho duše. Galén.
Lurija, A.R. (1983). Základy neuropsychológie. SPN.
Preiss, M., & Kučerová, H. (2006). Neuropsychologie v neurologii. Grada.
Preiss, M. et al. (1998). Klinická neuropsychológie. Grada.
Procházka, R., Orel, M. et al. (2021). Vývojová neuropsychológie. Grada.
Ramachandran, V. S. (2013). Mozek a jeho tajemství. Aneb pátrání neurologů po tom, co nás činí lidmi. Dybbuk.
Conditions for successful completion of the course:
100% interim rating
Continuous evaluation includes the preparation and presentation of a seminar paper on a given topic (max. 50 points) and a final test (max. 50 points).
Credits will not be awarded to a student who scores less than 50% of the points in an assignment.
To successfully complete the course, it is necessary to obtain at least 60% of the point evaluation.
The rating is given on a scale:
A (100-94%, excellent – excellent results),
B (93-86%, very good – above average standard),
C (85-76%, good – normal reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – the results meet the minimum criteria),
Fx (59-0%, insufficient – additional work required)
Language whose knowledge is required to complete the course: Slovak, Czech and English (ability to understand the text being read)
Brief syllabus:
Subject of neuropsychology, classification in the system of sciences, history of neuropsychology.
Anatomy and physiology of the central nervous system. Structure of the brain and cerebral cortex, nerve cell, neurotransmitters, brain plasticity, dimorphism of the cerebral cortex, executive functions.
Perception and cognition (by hearing, sight, taste, smell, touch), relevant perceptual disorders (agnosia).
Motor system from the point of view of neuropsychology, movement disorders (apraxia).
Neuropsychology of emotions.
Motivation from a neuropsychological point of view.
Neuropsychology of memory, memory disorders.
Learning from a neuropsychological point of view.
Language, speech and speech disorders (aphasia).
Personality and psychosocial consequences of brain damage.
Neuropsychological diagnostics and rehabilitation. Imaging techniques of the nervous system.
100% interim rating
Learning outcomes:
Learning objectives and outcomes:
The main goal of the course is to provide teachers with basic knowledge about how the human brain works and how it affects the behavior, learning and development of a child – in normal development and disorders. After completing the course, students:
Have knowledge of:
the basic structure and function of the central nervous system (CNS),
how individual mental processes (e.g. attention, memory, speech, thinking) are organised in the brain;
the basic principles of neuropsychology as a science of the relationship between the brain and behavior,
the most important diagnostic methods used in neuropsychology,
basic principles of neuropsychological intervention and rehabilitation.
They understand:
how various neuropsychological syndromes manifest themselves (e.g. perception, memory, speech disorders),
how cognitive, language and motor skills relate to specific areas of the brain – both in normal development and in pathology,
the specifics of brain functioning in childhood and their impact on learning,
how knowledge from neuropsychology can help teachers to better understand and support pupils with developmental disorders (e.g. ADHD, dyslexia, speech disorders).
They are capable of:
recognize manifestations of possible neuropsychological disorders in pupils' behaviour,
apply basic knowledge about the functioning of the brain in the creation of an individual educational approach,
cooperate with professionals (e.g. school psychologists, speech therapists) in diagnosing and supporting pupils with difficulties.
Type, scope and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours of lecture + 1 hour of seminar/week; total of 33 hours per semester, full-time or combined method
Student workload:
full-time teaching (33 hours); continuous preparation for classes (12 hours), preparation for seminar work (12 hours), preparation for the final test (18 hours). A total of 75 hours.
Teaching methods:
lecture, guided discussion, group discussion, guided self-study, work with didactic text and information sources, didactic games, commentary with multimedia support.
Recommended reading:
Dobeš, M. (2005). Základy neuropsychológie. SAV.
Kulišťák, P. (2003, 2011). Neuropsychologie. Grada.
Costandi, M. (2014). Lidský mozek. 50 myšlenek, které musíte znát. Slovart.
Eagleman, D. (2017). Mozek. Váš příběh. Bizbook.
Koukolík, F. (2014). Mozek a jeho duše. Galén.
Lurija, A.R. (1983). Základy neuropsychológie. SPN.
Preiss, M., & Kučerová, H. (2006). Neuropsychologie v neurologii. Grada.
Preiss, M. et al. (1998). Klinická neuropsychológie. Grada.
Procházka, R., Orel, M. et al. (2021). Vývojová neuropsychológie. Grada.
Ramachandran, V. S. (2013). Mozek a jeho tajemství. Aneb pátrání neurologů po tom, co nás činí lidmi. Dybbuk.
Conditions for successful completion of the course:
100% interim rating
Continuous evaluation includes the preparation and presentation of a seminar paper on a given topic (max. 50 points) and a final test (max. 50 points).
Credits will not be awarded to a student who scores less than 50% of the points in an assignment.
To successfully complete the course, it is necessary to obtain at least 60% of the point evaluation.
The rating is given on a scale:
A (100-94%, excellent – excellent results),
B (93-86%, very good – above average standard),
C (85-76%, good – normal reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – the results meet the minimum criteria),
Fx (59-0%, insufficient – additional work required)
Language whose knowledge is required to complete the course: Slovak, Czech and English (ability to understand the text being read)
Brief syllabus:
Subject of neuropsychology, classification in the system of sciences, history of neuropsychology.
Anatomy and physiology of the central nervous system. Structure of the brain and cerebral cortex, nerve cell, neurotransmitters, brain plasticity, dimorphism of the cerebral cortex, executive functions.
Perception and cognition (by hearing, sight, taste, smell, touch), relevant perceptual disorders (agnosia).
Motor system from the point of view of neuropsychology, movement disorders (apraxia).
Neuropsychology of emotions.
Motivation from a neuropsychological point of view.
Neuropsychology of memory, memory disorders.
Learning from a neuropsychological point of view.
Language, speech and speech disorders (aphasia).
Personality and psychosocial consequences of brain damage.
Neuropsychological diagnostics and rehabilitation. Imaging techniques of the nervous system.
100% interim rating
Learning outcomes:
Learning objectives and outcomes:
The main goal of the course is to provide teachers with basic knowledge about how the human brain works and how it affects the behavior, learning and development of a child – in normal development and disorders. After completing the course, students:
Have knowledge of:
the basic structure and function of the central nervous system (CNS),
how individual mental processes (e.g. attention, memory, speech, thinking) are organised in the brain;
the basic principles of neuropsychology as a science of the relationship between the brain and behavior,
the most important diagnostic methods used in neuropsychology,
basic principles of neuropsychological intervention and rehabilitation.
They understand:
how various neuropsychological syndromes manifest themselves (e.g. perception, memory, speech disorders),
how cognitive, language and motor skills relate to specific areas of the brain – both in normal development and in pathology,
the specifics of brain functioning in childhood and their impact on learning,
how knowledge from neuropsychology can help teachers to better understand and support pupils with developmental disorders (e.g. ADHD, dyslexia, speech disorders).
They are capable of:
recognize manifestations of possible neuropsychological disorders in pupils' behaviour,
apply basic knowledge about the functioning of the brain in the creation of an individual educational approach,
cooperate with professionals (e.g. school psychologists, speech therapists) in diagnosing and supporting pupils with difficulties.
Type, scope, and methods of educational activities:
Scope, type/method of teaching, and organizational form:
22 hours of exercises per semester; face-to-face or combined method
Student workload:
22 hours of direct teaching; 15 hours of individual assignments; 15 hours of self-study on the topic. A total of 52 hours of work.
Teaching methods:
active social learning and experiential learning (dialogue and discussion methods, didactic and staging methods, work with authentic texts and information sources, methods for developing creativity and critical thinking), multimedia-supported lectures
Recommended reading:
Haggerty, R. J., Sherrod, L. R., Garmezy, N., & Rutter, M. (1996). Stress, Risk, and Resilience in Children and Adolescents. Processes, Mechanisms. Cambridge University Press.
Hanson, R., & Hanson, F. (2023). Odolnosť. Grada.
Možný, P., & Praško, J. (1999). Kognitívne-behavioralní terapie. Úvod do teorie a praxe. Triton.
Ollierová, K., & Hobdayová, A. (2000). Tvořivé činnosti pro terapeutickou práci s dětmi. Portál.
Portmannová, R. (1999). Hry pro posílení psychické odolnosti. Portál.
Ronenová, T. (2000). Psychologická pomoc dětem v nesnázích. Kognitivně-behaviorální přístupy při práci s dětmi. Portál.
Vancu, E., & Glasová, M. (2016). Integratívna metodika na zlepšenie interpersonálnych komunikačných kompetencií, rozvoj emočnej inteligencie a reziliencie žiakov a adolescentov.Vydavateľstvo Univerzity Komenského.
Vancu, E., Glasová, & M. Felcanová, L. (2024). Emočná inteligencia a psychická odolnosť u adolescentov. Vybrané teoretické modely a empirické výskumy. Vydavateľstvo Univerzity Komenského.
Conditions for successful completion of the course:
100% continuous assessment, the course is completed with an assessment
Continuous assessment includes the preparation and presentation of a project (50% of the assessment) and active participation in model situations (50% of the assessment).
To successfully complete the course, it is necessary to obtain a minimum of 60% of the points.
Grades are awarded on a scale:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – normal reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required).
Language proficiency required to complete the course: Slovak, Czech, and English (ability to understand written and spoken text)
Brief outline of the course:
Stress models, prevention, and coping with stress.
Stress, coping.
Resilience and ways to increase it.
Conflict, frustration, psychological crisis.
Defense mechanisms and coping strategies.
Rational thinking, change of attitude.
Interpersonal communication, empathy, lifestyle.
Values and aspirations, meaning of life.
Personal management.
Components of the psychoeducational model.
CBT approaches, methods, and combined approaches.
100% continuous assessment, the course is completed with an assessment
Learning outcomes:
Learning objectives and outcomes:
Students will be able to analyze the factors and manifestations of stress and mental strain in the teaching profession, recognize individual ways of coping with stress, and distinguish the effectiveness of various components of mental resilience.
Students will be able to critically evaluate the effectiveness of techniques for increasing mental resilience in themselves and their students, reflect on their applicability in various educational and life situations, and select appropriate strategies for specific cases.
Students will be able to creatively design and apply psycho-educational activities aimed at stress prevention and management.
They will be able to create their own programs or modify existing procedures aimed at developing mental resilience in target groups in the school environment.
Type, scope, and methods of educational activities:
Scope, type/method of teaching, and organizational form:
22 hours of exercises per semester; face-to-face or combined method
Student workload:
22 hours of direct teaching; 15 hours of individual assignments; 15 hours of self-study on the topic. A total of 52 hours of work.
Teaching methods:
active social learning and experiential learning (dialogue and discussion methods, didactic and staging methods, work with authentic texts and information sources, methods for developing creativity and critical thinking), multimedia-supported lectures
Recommended reading:
Haggerty, R. J., Sherrod, L. R., Garmezy, N., & Rutter, M. (1996). Stress, Risk, and Resilience in Children and Adolescents. Processes, Mechanisms. Cambridge University Press.
Hanson, R., & Hanson, F. (2023). Odolnosť. Grada.
Možný, P., & Praško, J. (1999). Kognitívne-behavioralní terapie. Úvod do teorie a praxe. Triton.
Ollierová, K., & Hobdayová, A. (2000). Tvořivé činnosti pro terapeutickou práci s dětmi. Portál.
Portmannová, R. (1999). Hry pro posílení psychické odolnosti. Portál.
Ronenová, T. (2000). Psychologická pomoc dětem v nesnázích. Kognitivně-behaviorální přístupy při práci s dětmi. Portál.
Vancu, E., & Glasová, M. (2016). Integratívna metodika na zlepšenie interpersonálnych komunikačných kompetencií, rozvoj emočnej inteligencie a reziliencie žiakov a adolescentov.Vydavateľstvo Univerzity Komenského.
Vancu, E., Glasová, & M. Felcanová, L. (2024). Emočná inteligencia a psychická odolnosť u adolescentov. Vybrané teoretické modely a empirické výskumy. Vydavateľstvo Univerzity Komenského.
Conditions for successful completion of the course:
100% continuous assessment, the course is completed with an assessment
Continuous assessment includes the preparation and presentation of a project (50% of the assessment) and active participation in model situations (50% of the assessment).
To successfully complete the course, it is necessary to obtain a minimum of 60% of the points.
Grades are awarded on a scale:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – normal reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required).
Language proficiency required to complete the course: Slovak, Czech, and English (ability to understand written and spoken text)
Brief outline of the course:
Stress models, prevention, and coping with stress.
Stress, coping.
Resilience and ways to increase it.
Conflict, frustration, psychological crisis.
Defense mechanisms and coping strategies.
Rational thinking, change of attitude.
Interpersonal communication, empathy, lifestyle.
Values and aspirations, meaning of life.
Personal management.
Components of the psychoeducational model.
CBT approaches, methods, and combined approaches.
100% continuous assessment, the course is completed with an assessment
Learning outcomes:
Learning objectives and outcomes:
Students will be able to analyze the factors and manifestations of stress and mental strain in the teaching profession, recognize individual ways of coping with stress, and distinguish the effectiveness of various components of mental resilience.
Students will be able to critically evaluate the effectiveness of techniques for increasing mental resilience in themselves and their students, reflect on their applicability in various educational and life situations, and select appropriate strategies for specific cases.
Students will be able to creatively design and apply psycho-educational activities aimed at stress prevention and management.
They will be able to create their own programs or modify existing procedures aimed at developing mental resilience in target groups in the school environment.
Type, scope and methods of educational activities:
Scope, type/method of teaching and organizational form:
3 hours seminar/week; a total of 33 hours per semester, in the full-time or combined method
Student workload:
33 hours of face-to-face instruction; 22 hours of individual assignments; 22 hours of self-study on the issue. A total of 77 hours of work.
Teaching methods:
didactic, psychological and cooperative methods, work with didactic text and information sources, work with statistical software, interpretation with multimedia support
Recommended reading:
Clauss, G., & Ebner, H (1988). Základy štatistiky pre psychológov, pedagógov a sociológov. SPN.
Chajdiak, J., Komorník, J., & Komorníková, M. (2002). Štatistické metódy. Statis.
Chajdiak, J. (2002). Štatistika v Exceli. Statis.
Hendl, J. (2004). Přehled statistických metod zpracování dat. Portál.
Madsen, B. S. (2012). Statistics for Non-Statisticians. Second Edition. Springer.
Terek, M. (2017). Interpretácia štatistiky a dát. Equilibria, s.r.o.
Terek, M. (2017). Interpretácia štatistiky a dát. Podporný učebný materiál. Equilibria, s.r.o.
Elektronické učebnice štatistiky a analýzy dát:
http://www.statsoft.com/textbook/stathome.html
http://iastat.vse.cz/
http://en.wikibooks.org/wiki/Statistics
http://home.zcu.cz/~friesl/hpsb/hPsbS.pdf
http://psychclassics.yorku.ca/Fisher/Methods/
Conditions for successful completion of the course:
100% interim evaluation, the course is completed by evaluation
The mid-term assessment includes a term paper (40% of the mark) and a mid-term test (60% of the mark). The seminar work consists in the development of a statistical analysis of the research project of the final thesis.
To successfully complete the course, it is necessary to obtain at least 60% of the point evaluation.
The rating is given on a scale:
A (100-94%, excellent – excellent results),
B (93-86%, very good – above average standard),
C (85-76%, good – normal reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – the results meet the minimum criteria),
Fx (59-0%, insufficient – additional work required).
Language whose knowledge is required to complete the course: Slovak, Czech and English (ability to understand read and heard text)
Brief syllabus:
Measurement of statistical dependence.
Statistical dependency modeling: problem analysis, regression line, quality assessment and practical application of the model.
Statistical software.
Selection methods: sampling, point estimates, interval estimates.
Hypothesis testing.
Experiment plans: model formulation.
Variance analysis and descriptive statistics table.
Methods of correlation analysis.
Methods of covariation analysis.
Methods of factor analysis.
Cluster analysis methods.
100% interim evaluation, the course is completed by evaluation
Learning outcomes:
Learning objectives and outcomes:
The aim of the course is to enable psychology teaching students to gain practical experience in working with data and their processing with regard to the research project of the final thesis.
Students after completing the course:
They can define which analyses are suitable for specific data.
They are familiar with more advanced methods of analysis and interpretation of quantitative data in the practical field of pedagogical and psychological research.
They work purposefully with various statistical software.
Type, scope and methods of educational activities:
Scope, type/method of teaching and organizational form:
3 hours seminar/week; a total of 33 hours per semester, in the full-time or combined method
Student workload:
33 hours of face-to-face instruction; 22 hours of individual assignments; 22 hours of self-study on the issue. A total of 77 hours of work.
Teaching methods:
didactic, psychological and cooperative methods, work with didactic text and information sources, work with statistical software, interpretation with multimedia support
Recommended reading:
Clauss, G., & Ebner, H (1988). Základy štatistiky pre psychológov, pedagógov a sociológov. SPN.
Chajdiak, J., Komorník, J., & Komorníková, M. (2002). Štatistické metódy. Statis.
Chajdiak, J. (2002). Štatistika v Exceli. Statis.
Hendl, J. (2004). Přehled statistických metod zpracování dat. Portál.
Madsen, B. S. (2012). Statistics for Non-Statisticians. Second Edition. Springer.
Terek, M. (2017). Interpretácia štatistiky a dát. Equilibria, s.r.o.
Terek, M. (2017). Interpretácia štatistiky a dát. Podporný učebný materiál. Equilibria, s.r.o.
Elektronické učebnice štatistiky a analýzy dát:
http://www.statsoft.com/textbook/stathome.html
http://iastat.vse.cz/
http://en.wikibooks.org/wiki/Statistics
http://home.zcu.cz/~friesl/hpsb/hPsbS.pdf
http://psychclassics.yorku.ca/Fisher/Methods/
Conditions for successful completion of the course:
100% interim evaluation, the course is completed by evaluation
The mid-term assessment includes a term paper (40% of the mark) and a mid-term test (60% of the mark). The seminar work consists in the development of a statistical analysis of the research project of the final thesis.
To successfully complete the course, it is necessary to obtain at least 60% of the point evaluation.
The rating is given on a scale:
A (100-94%, excellent – excellent results),
B (93-86%, very good – above average standard),
C (85-76%, good – normal reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – the results meet the minimum criteria),
Fx (59-0%, insufficient – additional work required).
Language whose knowledge is required to complete the course: Slovak, Czech and English (ability to understand read and heard text)
Brief syllabus:
Measurement of statistical dependence.
Statistical dependency modeling: problem analysis, regression line, quality assessment and practical application of the model.
Statistical software.
Selection methods: sampling, point estimates, interval estimates.
Hypothesis testing.
Experiment plans: model formulation.
Variance analysis and descriptive statistics table.
Methods of correlation analysis.
Methods of covariation analysis.
Methods of factor analysis.
Cluster analysis methods.
100% interim evaluation, the course is completed by evaluation
Learning outcomes:
Learning objectives and outcomes:
The aim of the course is to enable psychology teaching students to gain practical experience in working with data and their processing with regard to the research project of the final thesis.
Students after completing the course:
They can define which analyses are suitable for specific data.
They are familiar with more advanced methods of analysis and interpretation of quantitative data in the practical field of pedagogical and psychological research.
They work purposefully with various statistical software.
Type, scope, and methods of educational activities:
Scope, type/method of teaching, and organizational form:
3 hours of seminars per week; a total of 39 hours per semester, using classroom or blended learning methods
Student workload:
33 hours of direct teaching; 22 hours of individual assignments; 22 hours of self-study on the subject. A total of 77 hours of work.
Teaching methods:
working with research texts, information sources, and applications; multimedia-supported lectures; case studies; independent work methods
Recommended reading:
Masaryk, R. (2021). Ten druhý výskum: Úvod do kvalitatívnych metód v psychológii. Univerzita Komenského v Bratislave.
Miovský, M. (2006). Kvalitativní přístup a metody v psychologickém výzkumu. Grada.
Plichtová, J. (2002). Metódy sociálnej psychológie zblízka. Media.
Severiny, E., & Kostrub, D. (2018). Kvalitatívne skúmanie v predprimárnom vzdelávaní. Rokus.
Strauss, A., & Corbinová, J. (1999). Základy kvalitativního výzkumu: postupy a techniky metody zakotvené teorie. Albert.
Švaříček, R., Šeďová, K. et al. (2007). Kvalitatívní výskum v pedagogických vědách: pravidla hry.
Portál.
Requirements for successful completion of the course:
100% continuous assessment, the course is completed with an assessment
Continuous assessment includes the completion of continuous assignments (50% of the assessment) and the proposal of a qualitative research design on a chosen topic (50% of the assessment).
To successfully complete the course, it is necessary to obtain a minimum of 60% of the points.
Grades are awarded on a scale:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required).
Language proficiency required to complete the course: Slovak, Czech, and English (ability to understand written and spoken text)
Brief overview of the course:
Qualitative approach and its methodological foundations.
Benefits and pitfalls of qualitative research methods.
Planning and phases of qualitative research.
Data collection methods.
Data recording.
Qualitative data analysis and output creation.
Qualitative data analysis tools (applications).
100% continuous assessment, the course is completed with an assessment
Learning outcomes:
Learning objectives and outcomes:
The aim of the course is to obtain information about qualitative research design and to acquire basic research skills.
After completing the course, students will:
Be familiar with the characteristics of the qualitative approach and its methodological foundations.
Be able to plan qualitative research in its individual phases
Be able to analyze qualitative data and present their results.
Type, scope, and methods of educational activities:
Scope, type/method of teaching, and organizational form:
3 hours of seminars per week; a total of 39 hours per semester, using classroom or blended learning methods
Student workload:
33 hours of direct teaching; 22 hours of individual assignments; 22 hours of self-study on the subject. A total of 77 hours of work.
Teaching methods:
working with research texts, information sources, and applications; multimedia-supported lectures; case studies; independent work methods
Recommended reading:
Masaryk, R. (2021). Ten druhý výskum: Úvod do kvalitatívnych metód v psychológii. Univerzita Komenského v Bratislave.
Miovský, M. (2006). Kvalitativní přístup a metody v psychologickém výzkumu. Grada.
Plichtová, J. (2002). Metódy sociálnej psychológie zblízka. Media.
Severiny, E., & Kostrub, D. (2018). Kvalitatívne skúmanie v predprimárnom vzdelávaní. Rokus.
Strauss, A., & Corbinová, J. (1999). Základy kvalitativního výzkumu: postupy a techniky metody zakotvené teorie. Albert.
Švaříček, R., Šeďová, K. et al. (2007). Kvalitatívní výskum v pedagogických vědách: pravidla hry.
Portál.
Requirements for successful completion of the course:
100% continuous assessment, the course is completed with an assessment
Continuous assessment includes the completion of continuous assignments (50% of the assessment) and the proposal of a qualitative research design on a chosen topic (50% of the assessment).
To successfully complete the course, it is necessary to obtain a minimum of 60% of the points.
Grades are awarded on a scale:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required).
Language proficiency required to complete the course: Slovak, Czech, and English (ability to understand written and spoken text)
Brief overview of the course:
Qualitative approach and its methodological foundations.
Benefits and pitfalls of qualitative research methods.
Planning and phases of qualitative research.
Data collection methods.
Data recording.
Qualitative data analysis and output creation.
Qualitative data analysis tools (applications).
100% continuous assessment, the course is completed with an assessment
Learning outcomes:
Learning objectives and outcomes:
The aim of the course is to obtain information about qualitative research design and to acquire basic research skills.
After completing the course, students will:
Be familiar with the characteristics of the qualitative approach and its methodological foundations.
Be able to plan qualitative research in its individual phases
Be able to analyze qualitative data and present their results.
Type, scope, and methods of educational activities:
Scope, type/method of teaching, and organizational form:
2 hours of seminar/week; a total of 22 hours per semester, using classroom or blended learning methods
Student workload:
classroom teaching (22 hours); ongoing preparation for teaching (12 hours), preparation and implementation of practical work (10 hours); ongoing test (12 hours), total 56 hours.
Teaching methods:
group discussion, conversation, guided discussion, active group work, heuristic method, didactic games, guided self-study, and work with text
Recommended reading:
Csikszentmihaly, M. (2015). Flow. Psychológia, optimálneho prežívania.
Seligman, M. (2002). Opravdové štěstí. Pozitívní sychologie v praxi. Ikar.
Křivohlavý, J. (2003). Pozitivní psychologie. Portál.
Křivohlavý, J. (2007). Psychologie vděčnosti a nevděčnosti. Grada.
Křivohlavý, J. (2012). Psychologie moudrosti a dobrého života. Grada.
Křivohlavý, J. (2013). Psychologie pocitu štěstí. Grada.
Joseph,S.(2015). Positive psychology in Practice.WILEY. https://students.aiu.edu/submissions/profiles/resources/onlineBook/L3Y2z4_positive%20psychology%202.pdf
Lopez,S.J., Pedrotti,J.,T.,& Snyder,C.R.(2007). Positive psychology. The Scientific and Practical Explorations of Human Strengths, Sage. https://perpus.univpancasila.ac.id/repository/EBUPT200950.pdf
Snyder,C.R.& Lopez,S.J.(2002). Handbook of positive psychology. Oxford. https://aishwaryajaiswal.com/wp-content/uploads/2022/01/Handbook_of_Positive-Psychology-C._R._Snyder_Shane_J._Lopez-1.pdf
Gajdošová E. (eds.) (2022). Pozitívna psychológia pre pozitívny život. Paneurópska vysoká škola. https://www.pozitivnyzivot.sk/wp-content/uploads/2022/02/zbornik_pozitivna_psychologia_pre_pozitivny_zivot_2022.pdf
Hansen. A. (2021). Dobrá sprava o úzkosti. Barecz&Conrad books Forbes.
Hansen, A. (2019). Dobehni svoj mozog. Barecz&Conrad books Forbes.
Smith, J.(2022). Prečo mi to nikto nepovedal? Ikar.
Conditions for successful completion of the course:
100% continuous assessment, the course is completed with an assessment
During the semester, students will actively participate in seminars (40 points), complete group work (30 points), and present the acquired competencies in a group (30 points).
Credits will not be awarded to students who score less than 50% on any of the tasks. A minimum score of 60% is required to successfully complete the course.
Grades are awarded on a scale:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required).
Language proficiency required to complete the course: Slovak, Czech, and English (ability to understand written and spoken text)
Brief overview of the course:
Positive psychology – from learned helplessness to learned happiness.
Positive emotions, emotion-focused approach, self-worth.
Satisfaction with the past, optimistic future.
Personal strengths and virtues.
The concept of flow.
Well-being, mindfulness, and positive evaluation.
How to deal with criticism and fear.
Authenticity – truth or illusion.
Love and relationships.
A meaningful life, building inner resources, spirituality.
How to survive at work and in relationships with people.
100% continuous assessment, the course is completed with an assessment
Learning outcomes:
Learning objectives and outcomes:
Students analyze basic concepts of positive psychology, such as happiness, flow, meaning of life, personality strengths, and their impact on mental health.
They distinguish between individual and social factors that influence subjective well-being and positive experiences in children and adults.
They explore the connections between the school environment, interpersonal relationships, and the mental well-being of students and teachers.
Students critically assess the possibilities and limits of applying positive psychology in the school environment with regard to different age groups and contexts.
They evaluate the effectiveness of positively oriented interventions (e.g., programs for developing optimism, coping with stress, promoting gratitude) in terms of their impact on well-being.
They will reflect on their own strategies for coping with stress and burnout and verify their effectiveness in the context of working with young people.
Students will design and create a program or activity to promote the mental well-being of students in the school environment.
They will develop an educational or preventive module focused on the development of positive thinking, gratitude, interpersonal relationships, or resilience.
They will creatively apply knowledge from positive psychology to their own personal growth and pedagogical work with an emphasis on burnout prevention.
Type, scope, and methods of educational activities:
Scope, type/method of teaching, and organizational form:
2 hours of seminar/week; a total of 22 hours per semester, using classroom or blended learning methods
Student workload:
classroom teaching (22 hours); ongoing preparation for teaching (12 hours), preparation and implementation of practical work (10 hours); ongoing test (12 hours), total 56 hours.
Teaching methods:
group discussion, conversation, guided discussion, active group work, heuristic method, didactic games, guided self-study, and work with text
Recommended reading:
Csikszentmihaly, M. (2015). Flow. Psychológia, optimálneho prežívania.
Seligman, M. (2002). Opravdové štěstí. Pozitívní sychologie v praxi. Ikar.
Křivohlavý, J. (2003). Pozitivní psychologie. Portál.
Křivohlavý, J. (2007). Psychologie vděčnosti a nevděčnosti. Grada.
Křivohlavý, J. (2012). Psychologie moudrosti a dobrého života. Grada.
Křivohlavý, J. (2013). Psychologie pocitu štěstí. Grada.
Joseph,S.(2015). Positive psychology in Practice.WILEY. https://students.aiu.edu/submissions/profiles/resources/onlineBook/L3Y2z4_positive%20psychology%202.pdf
Lopez,S.J., Pedrotti,J.,T.,& Snyder,C.R.(2007). Positive psychology. The Scientific and Practical Explorations of Human Strengths, Sage. https://perpus.univpancasila.ac.id/repository/EBUPT200950.pdf
Snyder,C.R.& Lopez,S.J.(2002). Handbook of positive psychology. Oxford. https://aishwaryajaiswal.com/wp-content/uploads/2022/01/Handbook_of_Positive-Psychology-C._R._Snyder_Shane_J._Lopez-1.pdf
Gajdošová E. (eds.) (2022). Pozitívna psychológia pre pozitívny život. Paneurópska vysoká škola. https://www.pozitivnyzivot.sk/wp-content/uploads/2022/02/zbornik_pozitivna_psychologia_pre_pozitivny_zivot_2022.pdf
Hansen. A. (2021). Dobrá sprava o úzkosti. Barecz&Conrad books Forbes.
Hansen, A. (2019). Dobehni svoj mozog. Barecz&Conrad books Forbes.
Smith, J.(2022). Prečo mi to nikto nepovedal? Ikar.
Conditions for successful completion of the course:
100% continuous assessment, the course is completed with an assessment
During the semester, students will actively participate in seminars (40 points), complete group work (30 points), and present the acquired competencies in a group (30 points).
Credits will not be awarded to students who score less than 50% on any of the tasks. A minimum score of 60% is required to successfully complete the course.
Grades are awarded on a scale:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required).
Language proficiency required to complete the course: Slovak, Czech, and English (ability to understand written and spoken text)
Brief overview of the course:
Positive psychology – from learned helplessness to learned happiness.
Positive emotions, emotion-focused approach, self-worth.
Satisfaction with the past, optimistic future.
Personal strengths and virtues.
The concept of flow.
Well-being, mindfulness, and positive evaluation.
How to deal with criticism and fear.
Authenticity – truth or illusion.
Love and relationships.
A meaningful life, building inner resources, spirituality.
How to survive at work and in relationships with people.
100% continuous assessment, the course is completed with an assessment
Learning outcomes:
Learning objectives and outcomes:
Students analyze basic concepts of positive psychology, such as happiness, flow, meaning of life, personality strengths, and their impact on mental health.
They distinguish between individual and social factors that influence subjective well-being and positive experiences in children and adults.
They explore the connections between the school environment, interpersonal relationships, and the mental well-being of students and teachers.
Students critically assess the possibilities and limits of applying positive psychology in the school environment with regard to different age groups and contexts.
They evaluate the effectiveness of positively oriented interventions (e.g., programs for developing optimism, coping with stress, promoting gratitude) in terms of their impact on well-being.
They will reflect on their own strategies for coping with stress and burnout and verify their effectiveness in the context of working with young people.
Students will design and create a program or activity to promote the mental well-being of students in the school environment.
They will develop an educational or preventive module focused on the development of positive thinking, gratitude, interpersonal relationships, or resilience.
They will creatively apply knowledge from positive psychology to their own personal growth and pedagogical work with an emphasis on burnout prevention.
Type, scope, and methods of educational activities:
Scope, type/method of teaching, and organizational form:
2 hours of exercise/week; 22 hours of exercise per semester; face-to-face or blended learning method
Student workload:
22 hours of direct teaching; 15 hours of individual assignments; 15 hours of self-study on the topic. A total of 52 hours of work.
Teaching methods:
didactic, psychological, and cooperative methods, working with didactic texts and information sources, working with statistical software, multimedia-supported teaching
Recommended reading:
American Educational Research Association, American Psychological Association, National Council on Measurement in Education a Joint Committee on Standards for Educational and Psychological Testing (U.S.). (2014). Standards for educational and psychological testing.
Džuka, J. (2006). Základy psychometrie a teórie testov. FF PU.
Urbánek, T., Denglerová, D., Širuček, J. (2011). Psychometrika. Měření v psychológii. Portál.
Brooks, R., te Riele, K., & Maguire, M. (2014). Ethics and education research. SAGE Publ. / BERA (British Educational Research Association).
Conditions for successful completion of the course:
100% continuous assessment, the course is completed with an assessment
Continuous assessment includes seminar work (40% of the assessment) and final work (60% of the assessment). Seminar and final work consists of preparing analyses for the research project involved at the workplace.
To successfully complete the course, a minimum of 60% of the points must be obtained.
Grades are awarded on a scale:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – normal reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required).
Language proficiency required to complete the course: Slovak, Czech, and English (ability to understand written and spoken text)
Brief course outline:
The nature of individual pedagogical-psychological research/experiments will be specified at the beginning of the course according to individual scientific-research projects at the workplace.
100% continuous assessment, the course is completed with an assessment
Learning outcomes:
Learning objectives and outcomes:
The aim of the course is to enable students of psychology teaching to gain practical experience in working with and processing data.
Through participation in research studies, students will become familiar with the process of pedagogical-psychological research.
Participation in psychological research will help students understand methods of studying the human psyche and behavior.
As a research participant, students will gain knowledge that can be applied in the creation and implementation of their own research plan (e.g., in their final thesis) and also the ability to better understand and interpret the results of other research.
Type, scope, and methods of educational activities:
Scope, type/method of teaching, and organizational form:
2 hours of exercise/week; 22 hours of exercise per semester; face-to-face or blended learning method
Student workload:
22 hours of direct teaching; 15 hours of individual assignments; 15 hours of self-study on the topic. A total of 52 hours of work.
Teaching methods:
didactic, psychological, and cooperative methods, working with didactic texts and information sources, working with statistical software, multimedia-supported teaching
Recommended reading:
American Educational Research Association, American Psychological Association, National Council on Measurement in Education a Joint Committee on Standards for Educational and Psychological Testing (U.S.). (2014). Standards for educational and psychological testing.
Džuka, J. (2006). Základy psychometrie a teórie testov. FF PU.
Urbánek, T., Denglerová, D., Širuček, J. (2011). Psychometrika. Měření v psychológii. Portál.
Brooks, R., te Riele, K., & Maguire, M. (2014). Ethics and education research. SAGE Publ. / BERA (British Educational Research Association).
Conditions for successful completion of the course:
100% continuous assessment, the course is completed with an assessment
Continuous assessment includes seminar work (40% of the assessment) and final work (60% of the assessment). Seminar and final work consists of preparing analyses for the research project involved at the workplace.
To successfully complete the course, a minimum of 60% of the points must be obtained.
Grades are awarded on a scale:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – normal reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required).
Language proficiency required to complete the course: Slovak, Czech, and English (ability to understand written and spoken text)
Brief course outline:
The nature of individual pedagogical-psychological research/experiments will be specified at the beginning of the course according to individual scientific-research projects at the workplace.
100% continuous assessment, the course is completed with an assessment
Learning outcomes:
Learning objectives and outcomes:
The aim of the course is to enable students of psychology teaching to gain practical experience in working with and processing data.
Through participation in research studies, students will become familiar with the process of pedagogical-psychological research.
Participation in psychological research will help students understand methods of studying the human psyche and behavior.
As a research participant, students will gain knowledge that can be applied in the creation and implementation of their own research plan (e.g., in their final thesis) and also the ability to better understand and interpret the results of other research.
Type, Scope and Methods of Educational Activities
Scope, type/mode of instruction and organizational form:
1 hour seminar per week + 11 hours of practical training (block format);
22 hours per semester; delivered in face-to-face or blended mode
Student Workload:
22 hours of direct instruction; 15 hours of individual assignments; 15 hours of self-study related to the course content. Total workload: 52 hours
Teaching Methods:
Didactic, psychoeducational and cooperative methods; work with instructional texts and information sources; lectures and modelling of techniques with multimedia support; action-oriented and experiential learning
Recommended reading:
Glasová, M. (2025). Základy z psychoterapie hrou. Učebné texty. PdF UK.
Kaduson, H., & Schaefer, Ch. (eds.) (2001). 101 more favorite play therapy techniques. Jason Aronson.
O’Connor, K. (2000). The play therapy primer. John Wiley and Sons.
O’Connor, K., & Braveman, L. (1997). Play therapy. Theory and practice. A comparative presentation. John Wiley and Sons.
O’Connor, K., & Schaefer, Ch. (eds) (1994). Handbook of play therapy. Advances and innovations. vol. 2. John Wiley and Sons.
Schaefer, C. E., & Reid, S. E. (1986). Game play. Therapeutic use of childhood games. John Wiley and Sons.
Axline, V. M. (1947/1969). Play therapy. Houghton and Mifflin.
Axline, V. M. (1964/1967). Dibs in search for himself. Ballantine Books.
Landreth, G. (2001). Innovations in play therapy. Brunner-Routledge.
Landreth, G. (2002). Play therapy. The art of relationship. Brunner-Routledge.
International Journal of Play Therapy; Play Therapy™ Magazine; Association for Play Therapy - https://www.a4pt.org/; The International Consortium of Play Therapy Associations IC-PTA https://www.ic-pta.com/
Requirements for successful completion of the course:
100% continuous assessment; the course is completed by assessment
Continuous assessment includes a seminar paper (40% of the total grade) and a final assignment (60% of the total grade). Both the seminar paper and the final assignment consist of a presentation of a selected play therapy approach and a case study, as well as a written personal portfolio documenting the practice of play therapy techniques. To successfully complete the course, students must obtain at least 60% of the total score.
Grades are awarded on a scale:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required).
Language proficiency required to complete the course: Slovak, Czech, and English (ability to understand written and spoken text)
Brief overview of the course:
The concept of play, functions and forms of play in play therapy and their effectiveness.
Development, approaches and theoretical foundations (and research) in play therapy (psychodynamic, individual-analytic, humanistic, cognitive-behavioral, Gestalt, family-therapeutic, ecosystemic, eclectic approaches, etc.).
Innovative play therapy techniques (filial therapy and others).
Best practices in play therapy (structure, organization, ethical principles of play therapy application).
General recommendations for the application of play therapy with children and adolescents, adolescents, adults, and geriatric patients.
Application of play therapy procedures and techniques in various cases involving children and adolescents: in educational settings; hospitalized or chronically ill individuals; deprived populations; traumatized individuals; abused individuals; children affected by divorce; individuals with deviations in psychosexual development; aggressive, impulsive individuals or those with other behavioral disorders; individuals with disturbed personality development; learning disorders; intellectual developmental disorders; autism spectrum disorder; developmental delays; physical or sensory disabilities, and similar conditions.
100% continuous assessment; the course is completed by assessment
Learning outcomes:
Learning objectives and outcomes:
Students will be able to analyze the principles and techniques of play therapy and assess their suitability in educational contexts, particularly in relation to social-emotional development, students’ psychological well-being, and the quality of teacher–student relationships.
They will be able to distinguish between different models of play therapy and identify their applicability with regard to children’s individual needs and specific pedagogical situations.
Students will be able to critically evaluate research findings on the effectiveness of play therapy and assess the potential of its techniques for educational practice.
They will be able to reflect on the effectiveness and appropriateness of selected interventions, as well as on their own professional competencies in implementing them.
Students will be able to design their own model educational situations in which they creatively apply selected play therapy techniques to support students’ personal and social development.
They will be able to develop and defend a proposal for a simple intervention plan, including monitoring the effects of selected techniques in the classroom environment.
Within practical exercises, students will develop and test functional tools and scenarios for the use of play therapy in pedagogical practice.
Type, Scope and Methods of Educational Activities
Scope, type/mode of instruction and organizational form:
1 hour seminar per week + 11 hours of practical training (block format);
22 hours per semester; delivered in face-to-face or blended mode
Student Workload:
22 hours of direct instruction; 15 hours of individual assignments; 15 hours of self-study related to the course content. Total workload: 52 hours
Teaching Methods:
Didactic, psychoeducational and cooperative methods; work with instructional texts and information sources; lectures and modelling of techniques with multimedia support; action-oriented and experiential learning
Recommended reading:
Glasová, M. (2025). Základy z psychoterapie hrou. Učebné texty. PdF UK.
Kaduson, H., & Schaefer, Ch. (eds.) (2001). 101 more favorite play therapy techniques. Jason Aronson.
O’Connor, K. (2000). The play therapy primer. John Wiley and Sons.
O’Connor, K., & Braveman, L. (1997). Play therapy. Theory and practice. A comparative presentation. John Wiley and Sons.
O’Connor, K., & Schaefer, Ch. (eds) (1994). Handbook of play therapy. Advances and innovations. vol. 2. John Wiley and Sons.
Schaefer, C. E., & Reid, S. E. (1986). Game play. Therapeutic use of childhood games. John Wiley and Sons.
Axline, V. M. (1947/1969). Play therapy. Houghton and Mifflin.
Axline, V. M. (1964/1967). Dibs in search for himself. Ballantine Books.
Landreth, G. (2001). Innovations in play therapy. Brunner-Routledge.
Landreth, G. (2002). Play therapy. The art of relationship. Brunner-Routledge.
International Journal of Play Therapy; Play Therapy™ Magazine; Association for Play Therapy - https://www.a4pt.org/; The International Consortium of Play Therapy Associations IC-PTA https://www.ic-pta.com/
Requirements for successful completion of the course:
100% continuous assessment; the course is completed by assessment
Continuous assessment includes a seminar paper (40% of the total grade) and a final assignment (60% of the total grade). Both the seminar paper and the final assignment consist of a presentation of a selected play therapy approach and a case study, as well as a written personal portfolio documenting the practice of play therapy techniques. To successfully complete the course, students must obtain at least 60% of the total score.
Grades are awarded on a scale:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required).
Language proficiency required to complete the course: Slovak, Czech, and English (ability to understand written and spoken text)
Brief overview of the course:
The concept of play, functions and forms of play in play therapy and their effectiveness.
Development, approaches and theoretical foundations (and research) in play therapy (psychodynamic, individual-analytic, humanistic, cognitive-behavioral, Gestalt, family-therapeutic, ecosystemic, eclectic approaches, etc.).
Innovative play therapy techniques (filial therapy and others).
Best practices in play therapy (structure, organization, ethical principles of play therapy application).
General recommendations for the application of play therapy with children and adolescents, adolescents, adults, and geriatric patients.
Application of play therapy procedures and techniques in various cases involving children and adolescents: in educational settings; hospitalized or chronically ill individuals; deprived populations; traumatized individuals; abused individuals; children affected by divorce; individuals with deviations in psychosexual development; aggressive, impulsive individuals or those with other behavioral disorders; individuals with disturbed personality development; learning disorders; intellectual developmental disorders; autism spectrum disorder; developmental delays; physical or sensory disabilities, and similar conditions.
100% continuous assessment; the course is completed by assessment
Learning outcomes:
Learning objectives and outcomes:
Students will be able to analyze the principles and techniques of play therapy and assess their suitability in educational contexts, particularly in relation to social-emotional development, students’ psychological well-being, and the quality of teacher–student relationships.
They will be able to distinguish between different models of play therapy and identify their applicability with regard to children’s individual needs and specific pedagogical situations.
Students will be able to critically evaluate research findings on the effectiveness of play therapy and assess the potential of its techniques for educational practice.
They will be able to reflect on the effectiveness and appropriateness of selected interventions, as well as on their own professional competencies in implementing them.
Students will be able to design their own model educational situations in which they creatively apply selected play therapy techniques to support students’ personal and social development.
They will be able to develop and defend a proposal for a simple intervention plan, including monitoring the effects of selected techniques in the classroom environment.
Within practical exercises, students will develop and test functional tools and scenarios for the use of play therapy in pedagogical practice.
Type, scope, and methods of educational activities:
Scope, type/method of teaching, and organizational form:
2 hours of seminar/week; 22 hours per semester; face-to-face or blended learning
Student workload:
22 hours of direct teaching; 14 hours of individual assignments; 14 hours of self-study on the topic. A total of 50 hours of work.
Teaching methods:
didactic, psycho-educational, cooperative and discussion methods, work with didactic texts, critical study of selected professional or scientific texts, work with information sources, including video recordings, explanation and modeling of techniques with multimedia support, action and experiential learning.
Recommended reading:
Dragomirecká, E., Jarolímová, E., & Georgi, H. (2024). Psychologie stárnutí a stáří. Grada.
Hvozdík, S. (2014). Psychológia starších dospelých a poradenstvo starším dospelým. Univerzita P. J. Šafárika.
Arnett, J. J. (2024). Emerging adulthood: The winding road from the late teens through the twenties (3rd ed.). Oxford University Press.
Lang, F. R., Albert, I., & Kliegel, M. (2020). Psychology and aging: European perspectives. European Psychologist, 25, 3, 159-161;
Special Issue: Psychology and aging: European perspectives. European Psychologist, 25, 3, July 2020.
Bjorklund, B. R. & Earles, J. L. (2020). The journey of adulthood. (9th Ed.). Pearson.
Levitin, D. J. (2020). Successful aging: A neuroscientist explores the power and potential of our lives. Penguin Canada.
Dark-Freudeman, A. (2024). Problem-focused pedagogy: The value of interdisciplinary and applied learning experiences. Adult Development & Aging News, October 2024.
Ghissleta, P. (2024). On some challenges of psychological research in late adulthood and aging. Current Opinion in Psychology. Volume 55, February 2024, 101745; Late adulthood, 2024, edited by A. M. Freund & J. Rolison, Current Opinion in Psychology. Volume 55, February 2024.
Smith, M. C., & Pourchot, T. (eds.) (1998). Adult learning and development perspectives from educational psychology. Routledge.
Periodiká a ďalšie zdroje:; APA Division 20: https://www.apadivisions.org/division-20/;
https://www.apadivisions.org/division-20/education/video; EFPA SC on Ageing (former SC on Geropsychology) https://www.efpa.eu/working-groups/geropsychology
Conditions for successful completion of the course:
100% continuous assessment, the course is completed with an assessment
Continuous assessment includes a knowledge test (30%), a seminar presentation (30%), and a written seminar paper and educational activity proposal (40%). The presentation and written seminar paper focus on a critical analysis of research in adult or senior psychology and educational psychology of adults or seniors, and include a creative proposal for an educational activity for adults or seniors (depending on the field of study).
To successfully complete the course, a minimum score of 60% is required.
Grades are awarded on a scale of:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – normal reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required).
Language proficiency required to complete the course: Slovak, Czech, and English (ability to understand written and spoken text)
Brief outline of the course:
Psychology of adults and seniors (gerontopsychology): theoretical foundations (J. J. Arnett's concept of emerging adulthood, E. and J. Erikson's concept of gero-transcendence, findings from neuroscience and cognitive science, etc.).
Specific features of psychological development and socialization of adults of different ages and seniors.
Personality of adults and seniors.
Cognition and intelligence.
Social relationships, health, and well-being.
Psychological and existential issues.
Older adults and seniors and ICT technologies.
Older adults and seniors and current socio-cultural challenges.
Education and personal development of adults of different ages and seniors.
Specifics of learning, education, and personal development of adults of different ages and seniors.
Research in educational psychology and examples of good practice in the education of adults of different ages and seniors: in Slovakia, the Czech Republic, the EU, and elsewhere in the world.
100% continuous assessment, the course is completed with an assessment
Learning outcomes:
Learning objectives and outcomes:
After completing the seminars, students will critically reflect on the specifics of adult and elderly psychology in terms of the concept of lifelong development and growth, as well as the possibilities of lifelong learning (ontogenetic-psychological, educational, inclusive, preventive, and well-being perspectives).
Teaching students (academic subjects) will be able to flexibly, informedly and creatively adapt educational and developmental procedures for individual areas of literacy in their subject specialization, as well as for adults of various ages and seniors (given the current requirements for flexibility in their professional application, demographic developments, and practical requirements).
They will be well versed in current knowledge of educational psychology and the support of personal development of adults of various ages and seniors, as well as in relevant research-based practices.
The seminars will include an analysis of practical examples of psychological and interdisciplinary research and procedures for educating adults of different ages and seniors; presentation, analysis, and discussion of research and case studies; guided independent study; presentation of a proposed educational approach with regard to the specific age of adults of different ages and seniors.
In the area of transferable skills and literacy (digital, general methodological, communication, etc.), their studies lead them to reflect more objectively on their educational and professional skills and literacy, as well as their personal psychological skills and literacy.
Type, scope, and methods of educational activities:
Scope, type/method of teaching, and organizational form:
2 hours of seminar/week; 22 hours per semester; face-to-face or blended learning
Student workload:
22 hours of direct teaching; 14 hours of individual assignments; 14 hours of self-study on the topic. A total of 50 hours of work.
Teaching methods:
didactic, psycho-educational, cooperative and discussion methods, work with didactic texts, critical study of selected professional or scientific texts, work with information sources, including video recordings, explanation and modeling of techniques with multimedia support, action and experiential learning.
Recommended reading:
Dragomirecká, E., Jarolímová, E., & Georgi, H. (2024). Psychologie stárnutí a stáří. Grada.
Hvozdík, S. (2014). Psychológia starších dospelých a poradenstvo starším dospelým. Univerzita P. J. Šafárika.
Arnett, J. J. (2024). Emerging adulthood: The winding road from the late teens through the twenties (3rd ed.). Oxford University Press.
Lang, F. R., Albert, I., & Kliegel, M. (2020). Psychology and aging: European perspectives. European Psychologist, 25, 3, 159-161;
Special Issue: Psychology and aging: European perspectives. European Psychologist, 25, 3, July 2020.
Bjorklund, B. R. & Earles, J. L. (2020). The journey of adulthood. (9th Ed.). Pearson.
Levitin, D. J. (2020). Successful aging: A neuroscientist explores the power and potential of our lives. Penguin Canada.
Dark-Freudeman, A. (2024). Problem-focused pedagogy: The value of interdisciplinary and applied learning experiences. Adult Development & Aging News, October 2024.
Ghissleta, P. (2024). On some challenges of psychological research in late adulthood and aging. Current Opinion in Psychology. Volume 55, February 2024, 101745; Late adulthood, 2024, edited by A. M. Freund & J. Rolison, Current Opinion in Psychology. Volume 55, February 2024.
Smith, M. C., & Pourchot, T. (eds.) (1998). Adult learning and development perspectives from educational psychology. Routledge.
Periodiká a ďalšie zdroje:; APA Division 20: https://www.apadivisions.org/division-20/;
https://www.apadivisions.org/division-20/education/video; EFPA SC on Ageing (former SC on Geropsychology) https://www.efpa.eu/working-groups/geropsychology
Conditions for successful completion of the course:
100% continuous assessment, the course is completed with an assessment
Continuous assessment includes a knowledge test (30%), a seminar presentation (30%), and a written seminar paper and educational activity proposal (40%). The presentation and written seminar paper focus on a critical analysis of research in adult or senior psychology and educational psychology of adults or seniors, and include a creative proposal for an educational activity for adults or seniors (depending on the field of study).
To successfully complete the course, a minimum score of 60% is required.
Grades are awarded on a scale of:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – normal reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required).
Language proficiency required to complete the course: Slovak, Czech, and English (ability to understand written and spoken text)
Brief outline of the course:
Psychology of adults and seniors (gerontopsychology): theoretical foundations (J. J. Arnett's concept of emerging adulthood, E. and J. Erikson's concept of gero-transcendence, findings from neuroscience and cognitive science, etc.).
Specific features of psychological development and socialization of adults of different ages and seniors.
Personality of adults and seniors.
Cognition and intelligence.
Social relationships, health, and well-being.
Psychological and existential issues.
Older adults and seniors and ICT technologies.
Older adults and seniors and current socio-cultural challenges.
Education and personal development of adults of different ages and seniors.
Specifics of learning, education, and personal development of adults of different ages and seniors.
Research in educational psychology and examples of good practice in the education of adults of different ages and seniors: in Slovakia, the Czech Republic, the EU, and elsewhere in the world.
100% continuous assessment, the course is completed with an assessment
Learning outcomes:
Learning objectives and outcomes:
After completing the seminars, students will critically reflect on the specifics of adult and elderly psychology in terms of the concept of lifelong development and growth, as well as the possibilities of lifelong learning (ontogenetic-psychological, educational, inclusive, preventive, and well-being perspectives).
Teaching students (academic subjects) will be able to flexibly, informedly and creatively adapt educational and developmental procedures for individual areas of literacy in their subject specialization, as well as for adults of various ages and seniors (given the current requirements for flexibility in their professional application, demographic developments, and practical requirements).
They will be well versed in current knowledge of educational psychology and the support of personal development of adults of various ages and seniors, as well as in relevant research-based practices.
The seminars will include an analysis of practical examples of psychological and interdisciplinary research and procedures for educating adults of different ages and seniors; presentation, analysis, and discussion of research and case studies; guided independent study; presentation of a proposed educational approach with regard to the specific age of adults of different ages and seniors.
In the area of transferable skills and literacy (digital, general methodological, communication, etc.), their studies lead them to reflect more objectively on their educational and professional skills and literacy, as well as their personal psychological skills and literacy.
Type, Scope and Methods of Educational Activities
Scope, type/mode of instruction and organizational form:
22 hours of seminar per week; 22 hours per semester; delivered in face-to-face or blended mode
Student workload:
22 hours of direct instruction; 10 hours for preparation of the seminar paper and presentation; 8 hours for test preparation; 10 hours of self-study related to the course content. Total workload: 50 hours.
Teaching methods:
Didactic, psycho-educational, cooperative, and discussion-based methods; work with instructional texts; critical study of selected professional or scientific literature; work with information sources, including video materials; lectures and modeling of techniques with multimedia support; action-oriented and experiential learning.
Recommended reading:
Cooper, J., Heron, T., & Heward, W. (2024). Aplikovaná behaviorální analyza. MUNI.
Kearney, A. J. (2020). Jak porozumět aplikované behaviorální analýze. Úvod do ABA pro rodiče, učitele a další profesionály. Pasparta.
Glasová, M. (2025). Úvod do aplikovanej behaviorálnej analýzy. Aktualizované manuskripty prednášok. Katedra psychológie a patopsychológie PdF UK.
Mikurčíková, L., Čelárová, D., & Trelová, I. (2022). S. 196 – 237. Efektívne intervencie pri poruchách autistického spektra – ako sa dá deťom s autizmom pomôcť? In D. Ostatníková et al. (2022). Autizmus od A po S. Ikar;
Hnilicová, S., Pivovarčiová, A., & Siklenková, L. (2015). Terapia autizmu. In Ostatníková, D. et al., Máme dieťa s autizmom. Kompas pre rodičov. Veda.
Heward, W. L., Heron, T. E., Neef, N. A., Peterson, S. M., Sainato, D. M., Cartledge, G., Gardner III, R., Peterson, L. D., Hersh, S. B., & Dardig, J. C. (Eds.). (2005). Focus on behavior analysis in education: Achievements, challenges, and opportunities. Upper Saddle River. Merrill/Prentice Hall.
Vargas, J. S. (2020). Behavior analysis for effective teaching (3rd ed.). Routledge.
Periodiká a ďalšie zdroje: Journal of the Experimental Analysis of Behavior; Journal of Applied Behavioral Analysis; European Journal of Behavior Analysis; The Behavior Analyst; APA Division 25: Behavior Analysis https://www.apadivisions.org/division-25/index;https://europeanaba.org/ https://www.bacb.com/about-behavior-analysis/ a iné.
Requirements for successful completion of the course:
100% continuous assessment; the course is completed by evaluation.
Continuous assessment includes a knowledge test (30%), a seminar presentation (30%), and a written seminar paper (40%). The seminar and final paper focus on the presentation and critical analysis of a procedure based on a study or case report of ABA application.
To successfully complete the course, students must achieve a minimum of 60% of the total score.
Grades are awarded on a scale:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required)
Language proficiency required to complete the course: Slovak, Czech, and English (ability to understand written and spoken text)
Brief overview of the course:
Development and Current State of Applied Behavior Analysis (ABA) Methods in Slovakia, the Czech Republic, the EU, and Worldwide. Key Figures in ABA. Monographs, Journals, and Professional Associations.
Applications and Specialized Education.
Key Concepts and Procedures of ABA (and Functional Behavior Assessment – FBA).
Theoretical Foundations of ABA; Professional and Critical Discussions.
Classification and Analysis of Various Types of Behavior and Conditioning (e.g., effectiveness of punishment); differentiated procedures for conditioning and reinforcement of desired behavior; specific principles and techniques of ABA (and FBA).
Behavior Recording Methods, Graphical Data Representation, and Digitalization in ABA.
ABA Procedures and Techniques Applied in Practice (and Research).
ABA and Moderate to Severe Behavioral Disorders (autism spectrum disorders, self-injurious behavior, impaired communication skills, disruptive or aggressive behavior, etc.).
ABA and Mild Neurodevelopmental Disorders and Other Developmental and Behavioral Disorders, and Additional Applications for Children, Adolescents, and Adults.
ABA in the Educational System (mainstream schools). Current situation in Slovakia, the Czech Republic, the EU, and worldwide.
Case Studies – Examples of Good Practice.
100% continuous assessment; the course is completed by evaluation.
Learning outcomes:
Learning objectives and outcomes:
Students will be able to analyze methodological approaches of Applied Behavior Analysis (ABA) and identify their suitability for addressing specific educational and behavioral challenges in various contexts (age, type of disorder, inclusive settings).
They will be able to distinguish between different types of ABA interventions based on research evidence and their applicability in practice.
Students will be able to critically evaluate the effectiveness of ABA applications in specific case studies and research studies, based on the principles of an evidence-based approach.
They will be able to reflect on and assess their own professional and personal competencies in the context of an inclusive team and ABA practice.
Students will be able to design a research project or case study aimed at testing the effectiveness of ABA for particular behavioral problems, including hypothesis formulation, methodological selection, and consideration of ethical aspects.
Students will be able to develop and present a professional output (e.g., presentation, analytical essay, intervention proposal) that integrates theoretical knowledge with practical ABA skills.
Type, Scope and Methods of Educational Activities
Scope, type/mode of instruction and organizational form:
22 hours of seminar per week; 22 hours per semester; delivered in face-to-face or blended mode
Student workload:
22 hours of direct instruction; 10 hours for preparation of the seminar paper and presentation; 8 hours for test preparation; 10 hours of self-study related to the course content. Total workload: 50 hours.
Teaching methods:
Didactic, psycho-educational, cooperative, and discussion-based methods; work with instructional texts; critical study of selected professional or scientific literature; work with information sources, including video materials; lectures and modeling of techniques with multimedia support; action-oriented and experiential learning.
Recommended reading:
Cooper, J., Heron, T., & Heward, W. (2024). Aplikovaná behaviorální analyza. MUNI.
Kearney, A. J. (2020). Jak porozumět aplikované behaviorální analýze. Úvod do ABA pro rodiče, učitele a další profesionály. Pasparta.
Glasová, M. (2025). Úvod do aplikovanej behaviorálnej analýzy. Aktualizované manuskripty prednášok. Katedra psychológie a patopsychológie PdF UK.
Mikurčíková, L., Čelárová, D., & Trelová, I. (2022). S. 196 – 237. Efektívne intervencie pri poruchách autistického spektra – ako sa dá deťom s autizmom pomôcť? In D. Ostatníková et al. (2022). Autizmus od A po S. Ikar;
Hnilicová, S., Pivovarčiová, A., & Siklenková, L. (2015). Terapia autizmu. In Ostatníková, D. et al., Máme dieťa s autizmom. Kompas pre rodičov. Veda.
Heward, W. L., Heron, T. E., Neef, N. A., Peterson, S. M., Sainato, D. M., Cartledge, G., Gardner III, R., Peterson, L. D., Hersh, S. B., & Dardig, J. C. (Eds.). (2005). Focus on behavior analysis in education: Achievements, challenges, and opportunities. Upper Saddle River. Merrill/Prentice Hall.
Vargas, J. S. (2020). Behavior analysis for effective teaching (3rd ed.). Routledge.
Periodiká a ďalšie zdroje: Journal of the Experimental Analysis of Behavior; Journal of Applied Behavioral Analysis; European Journal of Behavior Analysis; The Behavior Analyst; APA Division 25: Behavior Analysis https://www.apadivisions.org/division-25/index;https://europeanaba.org/ https://www.bacb.com/about-behavior-analysis/ a iné.
Requirements for successful completion of the course:
100% continuous assessment; the course is completed by evaluation.
Continuous assessment includes a knowledge test (30%), a seminar presentation (30%), and a written seminar paper (40%). The seminar and final paper focus on the presentation and critical analysis of a procedure based on a study or case report of ABA application.
To successfully complete the course, students must achieve a minimum of 60% of the total score.
Grades are awarded on a scale:
A (100-94%, excellent – outstanding results),
B (93-86%, very good – above-average standard),
C (85-76%, good – reliable work),
D (75-68%, satisfactory – acceptable results),
E (67-60%, sufficient – results meet minimum criteria),
Fx (59-0%, insufficient – additional work required)
Language proficiency required to complete the course: Slovak, Czech, and English (ability to understand written and spoken text)
Brief overview of the course:
Development and Current State of Applied Behavior Analysis (ABA) Methods in Slovakia, the Czech Republic, the EU, and Worldwide. Key Figures in ABA. Monographs, Journals, and Professional Associations.
Applications and Specialized Education.
Key Concepts and Procedures of ABA (and Functional Behavior Assessment – FBA).
Theoretical Foundations of ABA; Professional and Critical Discussions.
Classification and Analysis of Various Types of Behavior and Conditioning (e.g., effectiveness of punishment); differentiated procedures for conditioning and reinforcement of desired behavior; specific principles and techniques of ABA (and FBA).
Behavior Recording Methods, Graphical Data Representation, and Digitalization in ABA.
ABA Procedures and Techniques Applied in Practice (and Research).
ABA and Moderate to Severe Behavioral Disorders (autism spectrum disorders, self-injurious behavior, impaired communication skills, disruptive or aggressive behavior, etc.).
ABA and Mild Neurodevelopmental Disorders and Other Developmental and Behavioral Disorders, and Additional Applications for Children, Adolescents, and Adults.
ABA in the Educational System (mainstream schools). Current situation in Slovakia, the Czech Republic, the EU, and worldwide.
Case Studies – Examples of Good Practice.
100% continuous assessment; the course is completed by evaluation.
Learning outcomes:
Learning objectives and outcomes:
Students will be able to analyze methodological approaches of Applied Behavior Analysis (ABA) and identify their suitability for addressing specific educational and behavioral challenges in various contexts (age, type of disorder, inclusive settings).
They will be able to distinguish between different types of ABA interventions based on research evidence and their applicability in practice.
Students will be able to critically evaluate the effectiveness of ABA applications in specific case studies and research studies, based on the principles of an evidence-based approach.
They will be able to reflect on and assess their own professional and personal competencies in the context of an inclusive team and ABA practice.
Students will be able to design a research project or case study aimed at testing the effectiveness of ABA for particular behavioral problems, including hypothesis formulation, methodological selection, and consideration of ethical aspects.
Students will be able to develop and present a professional output (e.g., presentation, analytical essay, intervention proposal) that integrates theoretical knowledge with practical ABA skills.
2 hours lecture + seminar/week, i.e., 22 hours in total per semester, combined (mostly full-time)
Student workload:
11 x 2 hours teaching = 22 hours; 40 hours project work, 58 hours exam preparation. Total 120 hours of work.
Teaching methods:
- Lecture: lecture combined with discussion of the topic covered; various examples are given for each subject area. Critical reflection and awareness of the possibility of applying this knowledge to school or life practice is essential.
Emphasis on discussion, critical reflection on relevant materials (monographs, journals, videos, news, etc.), cooperation. Outcome - submission of project and examination in the examination period.
BECK, U. 2011. Riziková společnost. Na cestě k jiné moderně. Praha : SLON. ISBN 978-80-7419-047-6
MALÍK, B. 2012. Politická antropológia. Futurológia bez budúcnosti. Bratislava : Iris. ISBN 978-80-81530-02-9
SAKTOROVÁ, Ľ. 2021. Globálna občianska spoločnosť v kontexte medzinárodných vzťahov a medzinárodného práva. Praha : Leges. ISBN 9788075024725.
SOPÓCI, J. 2000. Sociálne inštitúcie a sociálna zmena. Bratislava : Univerzita Komenského.ISBN 80-223-1453-0
50% of the interim evaluation + 50% of the final evaluation
A group project (2-3 students) analyzing a specific civic issue in contemporary Europe against the backdrop of recent political science, cultural-historical and sociological literature. The project will analyze the nature of the problem, its causes, its impact on Slovakia. One of the assessment criteria will be the students' ability to search relevant literature and work with information. Intermediate assessment: annotation and project - max 50 points. Final assessment: project defense, exam on topics covered in lectures - max 50 points.
For successful completion of the course, it is necessary to obtain at least 60% of the points.
The grade is awarded on a scale:
A (100-94%, excellent - outstanding results), the student reflects correctly and actively both critically and creatively.
knowledge, including its meaningful integration into life reality and pedagogical practice.
B (93-86%, very good - above average standard), the student reflects appropriately critically on the knowledge,
including their meaningful integration into life reality and pedagogical practice.
C (85-76%, good - normal reliable work), the student performs at a standard level during the semester, the theoretical knowledge is at a good level, but the ability to critically apply this knowledge is lacking.
D (75-68%, satisfactory - acceptable performance), the student was less well prepared during the semester, has slight deficiencies in theoretical knowledge. Cannot critically analyze information.
E (67-60%, satisfactory - results meet minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze the knowledge, and is only minimally able to apply the knowledge.
Fx (59-0%, insufficient - additional work is required).
Slovak and Czech language
1. Civil society, the state, and the school. Historical forms of citizenship.
2. Opportunities for guidance towards active citizenship in and out of the school environment.
3. Europe and citizenship, globalization.
4. Current socio-political situation at home and abroad.
50/50
Students will develop an independent view of civil society, political, cultural and economic movements in contemporary Europe. Students will be able to perceive global contexts. They will be able to apply their knowledge to issues of school citizenship education. The course will deepen the theoretical understanding of citizenship from the undergraduate studies so that students will be able to apply theory to contemporary processes in the world and be able to think theoretically about citizenship independently, with an emphasis on theoretical reflection on the present.
The chosen learning methods will contribute to the further development of competences (cognitive area: critical thinking, thinking in context, argumentation; affective area: attitudes and beliefs, values; psychomotor area: digital skills; social area: cooperation, communication).
Course objectives: The student will be able to orientate himself/herself in the current issues of citizenship, global contexts, the influence of media and media education in citizenship education. The student will be able to work effectively as a member of a team. The student is able to work with information and communication technologies, to think critically and in context. The course contributes to the progressive development of important professional competences of future teachers in accordance with the profile of the graduate.
2 hours lecture + seminar/week, i.e., 22 hours in total per semester, combined (mostly full-time)
Student workload:
11 x 2 hours teaching = 22 hours; 40 hours project work, 58 hours exam preparation. Total 120 hours of work.
Teaching methods:
- Lecture: lecture combined with discussion of the topic covered; various examples are given for each subject area. Critical reflection and awareness of the possibility of applying this knowledge to school or life practice is essential.
Emphasis on discussion, critical reflection on relevant materials (monographs, journals, videos, news, etc.), cooperation. Outcome - submission of project and examination in the examination period.
BECK, U. 2011. Riziková společnost. Na cestě k jiné moderně. Praha : SLON. ISBN 978-80-7419-047-6
MALÍK, B. 2012. Politická antropológia. Futurológia bez budúcnosti. Bratislava : Iris. ISBN 978-80-81530-02-9
SAKTOROVÁ, Ľ. 2021. Globálna občianska spoločnosť v kontexte medzinárodných vzťahov a medzinárodného práva. Praha : Leges. ISBN 9788075024725.
SOPÓCI, J. 2000. Sociálne inštitúcie a sociálna zmena. Bratislava : Univerzita Komenského.ISBN 80-223-1453-0
50% of the interim evaluation + 50% of the final evaluation
A group project (2-3 students) analyzing a specific civic issue in contemporary Europe against the backdrop of recent political science, cultural-historical and sociological literature. The project will analyze the nature of the problem, its causes, its impact on Slovakia. One of the assessment criteria will be the students' ability to search relevant literature and work with information. Intermediate assessment: annotation and project - max 50 points. Final assessment: project defense, exam on topics covered in lectures - max 50 points.
For successful completion of the course, it is necessary to obtain at least 60% of the points.
The grade is awarded on a scale:
A (100-94%, excellent - outstanding results), the student reflects correctly and actively both critically and creatively.
knowledge, including its meaningful integration into life reality and pedagogical practice.
B (93-86%, very good - above average standard), the student reflects appropriately critically on the knowledge,
including their meaningful integration into life reality and pedagogical practice.
C (85-76%, good - normal reliable work), the student performs at a standard level during the semester, the theoretical knowledge is at a good level, but the ability to critically apply this knowledge is lacking.
D (75-68%, satisfactory - acceptable performance), the student was less well prepared during the semester, has slight deficiencies in theoretical knowledge. Cannot critically analyze information.
E (67-60%, satisfactory - results meet minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze the knowledge, and is only minimally able to apply the knowledge.
Fx (59-0%, insufficient - additional work is required).
Slovak and Czech language
1. Civil society, the state, and the school. Historical forms of citizenship.
2. Opportunities for guidance towards active citizenship in and out of the school environment.
3. Europe and citizenship, globalization.
4. Current socio-political situation at home and abroad.
50/50
Students will develop an independent view of civil society, political, cultural and economic movements in contemporary Europe. Students will be able to perceive global contexts. They will be able to apply their knowledge to issues of school citizenship education. The course will deepen the theoretical understanding of citizenship from the undergraduate studies so that students will be able to apply theory to contemporary processes in the world and be able to think theoretically about citizenship independently, with an emphasis on theoretical reflection on the present.
The chosen learning methods will contribute to the further development of competences (cognitive area: critical thinking, thinking in context, argumentation; affective area: attitudes and beliefs, values; psychomotor area: digital skills; social area: cooperation, communication).
Course objectives: The student will be able to orientate himself/herself in the current issues of citizenship, global contexts, the influence of media and media education in citizenship education. The student will be able to work effectively as a member of a team. The student is able to work with information and communication technologies, to think critically and in context. The course contributes to the progressive development of important professional competences of future teachers in accordance with the profile of the graduate.
Lecture+seminar, 2 hours per week / total 22 hours per semester, combined (mostly full-time)
Student workload:
22 hours of direct instruction, 50 hours of preparation for the final oral exam, 30 hours for the mid-term written paper, 18 hours of guided self-study (work with a political science text). 120 hours in total
Teaching methods:
In lectures: problem-based interpretation with discussion.
In the seminars: group work in the development of projects on the global and European dimension in education in the school environment of primary and secondary schools, annotated presentation of the projects, discussion, polemic, debate.
LYSÝ J. a kol. 2007. Globálne rozvojové vzdelávanie, Bratislava: Album, 180 s. ISBN978-80968667-7-9
LIESSMANN, K. P.: Vzdělání jako provokace. Praha. Academia 2018. ISBN 978-80-200-2875-4
NOVÁČEK, P. 1999. Křižovatky budoucnosti. Směřování k udržitelnému rozvoji a globálnímu řízení. Praha. Nakladatelství G plus G. 284 s. ISBN 80-86103-27-7
MISTRÍK, E. a kol. 2008. Multikultúrna výchova v škole. Bratislava: Nadácia otvorenej spoločnosti, (dostupná na internete www.osf.sk v sekcii Publikácie) ISBN 978-80-969271-4-2
ZAVIŠ, M.:: Udržateľný spôsob života. In: Životné prostredie. - Č. 3 (2003), s. 158-160. - ISSN 0044-4863
ZAVIŠ, M: Biologické aspekty osobnej spirituality.In: Kultúra, religiozita a spoločnosť: Skúmanie vzájomných interakcií. - Ljubljana : KUD Apokalipsa : CERISK, 2014. - S. 224-248. - ISBN 978-961-6894-35-7
Recommended readings:
BAUMAN, Z. 1999. Globalizace, důsledky pro člověka. Praha: Mladá fronta, 157 s. ISBN80-204-0817-7
BECK, U. 2005. Čo je globalizácia? Bratislava. Vydavateľstvo SSS, 189 s. ISBN 80-8061-190-4
GONĚC, V. 2003. Od "malé Evropy" k "velké Evropě". Dějiny rozšiřování Evropskýchspolečenství/Evropské unie, 1950-2002, sv. 2. Brno: Masarykova univerzita, 237 s. ISBN80-210-3255-3
Ústavy států Evropské unie. 1997. Praha: Linde, 800 s. ISBN 80-7201-056-5
Weighting of interim/final evaluation: 50/50
The interim assessment involves the production of a written work (structured essay) on a specified topic according to specified conditions: (50% of the mark). The final assessment involves the completion of an oral examination focusing on the global and European dimension in education. Education emphasises the global and European context in learning (with). Both dimensions in education provide a space to change attitudes and strengthen awareness of one's own role in the world. They motivate students towards responsibility and lead towards the acquisition of values of active citizenship. To pass the course, a minimum of 60 % of the total score is required.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results; the student in the structured essay has demonstrated a level of mastery and alignment of the topic with the specified criteria (knowledge acquired and cognitive skills mobilized) that corresponds to an A grade. In the oral examination, he/she correctly, actively, critically and creatively assimilates both dimensions of learning and is able to integrate them into education for democratic citizenship. Critically reflects on the impact of political, economic, social, environmental, religious, cultural, and historical factors on both dimensions in education. It explains the actorial, theoretical and critical dimensions of responsibility for the contemporary world and the position of Slovakia.
A structured essay and oral examination are designed to verify the stated learning outcomes.
B (93-86%, very good - above average standard; the student reflects adequately and critically on the global and European dimensions in education (in the range of knowledge acquired and cognitive skills mobilised), which in terms of points, percentages correspond to a grade of B. In the structured essay, he demonstrates a very good level of mastery of the topic worked on with the given criteria, and in the oral examination he correctly, critically and creatively assimilates both dimensions of education and is able to integrate them into education for democratic citizenship. Critically reflects on the impact of political, economic, social, environmental, religious, cultural and historical factors on both dimensions in education. Explains the theoretical and critical dimensions of responsibility for the contemporary world and the position of Slovakia.
C (85-76%, good - normal reliable work; student reflects more or less critically in a structured essay and in an oral examination on knowledge of the global and European dimensions in education (to the extent of knowledge acquired and cognitive skills mobilized) that corresponds to a grade of C in terms of points, percentages.
D (75-68%, satisfactory - acceptable results; the student reflects in a limited, moderately critical way on the knowledge of the global and European dimension in education (within the scope of acquired knowledge and mobilised cognitive abilities), in a structured essay and in an oral examination, demonstrating knowledge at grade D.
E (67-60%, sufficient - results meet the minimum criteria, (in the range of knowledge acquired and cognitive abilities mobilised) the student demonstrated only a limited degree of critical reflection on both dimensions in education and on current developments in the discipline in the structured essay and in the oral examination.
Fx (59-0%, insufficient - further work, extra study required).
Slovak and Czech language
Brief outline of the course:
Evolution of the concepts of global and European dimensions: diversity of concepts and approaches; Globalization in political theory; European Union in the processes of globalization. The European Union, its history and institutions: the Council of Ministers, the European Commission, the European Parliament, the European Court of Justice; The main Community policies: trade, transport, currency, the economy, employment, social policy and the environment, the consumer, security and the courts; The preambles of the states of the European Union: a comparison. European Convention on Human Rights, Charter of Fundamental Rights and Freedoms; Perspectives on European integration processes. The idea of a united Europe. The Slovak Republic and the European Union. Enlargement of the EU; The phenomenon of refugees and the right to asylum. Implementation of the global and European dimension in the process of education and training. European Commission and Council of Europe programmes focusing on this issue; Global and European dimension through international school projects (e.g. Europe at School, European Clubs, Education for Democracy, One World, etc.).
50/50
Learning outcomes:
Students are familiar with the integration of the global and European dimension into the system of education for democratic citizenship and the humanities. Explain the impact of globalisation on the field of education. This is followed by the European dimension as a narrower space from European institutions to specific school projects. Making sense of the subject, ways of citation, "development thinking". The world is global, the human community is also in Europe divided into partial cultures, expert communities, ideological camps, classes or strata profiled by economic indicators and the educational activities associated with them. The multiplicity of worldviews they condition requires mediation, without which human existence in this world would become unbearable. The global and European dimension of education is also a mediator; the student respects and knows the aims of education (ISCED 1-3). One of the challenges is to find points of contact between disparate human societies so that the global challenges or problems mentioned above are not faced by isolated groups or even individuals, but (at least on basic issues) by a united humanity.
Lecture+seminar, 2 hours per week / total 22 hours per semester, combined (mostly full-time)
Student workload:
22 hours of direct instruction, 50 hours of preparation for the final oral exam, 30 hours for the mid-term written paper, 18 hours of guided self-study (work with a political science text). 120 hours in total
Teaching methods:
In lectures: problem-based interpretation with discussion.
In the seminars: group work in the development of projects on the global and European dimension in education in the school environment of primary and secondary schools, annotated presentation of the projects, discussion, polemic, debate.
LYSÝ J. a kol. 2007. Globálne rozvojové vzdelávanie, Bratislava: Album, 180 s. ISBN978-80968667-7-9
LIESSMANN, K. P.: Vzdělání jako provokace. Praha. Academia 2018. ISBN 978-80-200-2875-4
NOVÁČEK, P. 1999. Křižovatky budoucnosti. Směřování k udržitelnému rozvoji a globálnímu řízení. Praha. Nakladatelství G plus G. 284 s. ISBN 80-86103-27-7
MISTRÍK, E. a kol. 2008. Multikultúrna výchova v škole. Bratislava: Nadácia otvorenej spoločnosti, (dostupná na internete www.osf.sk v sekcii Publikácie) ISBN 978-80-969271-4-2
ZAVIŠ, M.:: Udržateľný spôsob života. In: Životné prostredie. - Č. 3 (2003), s. 158-160. - ISSN 0044-4863
ZAVIŠ, M: Biologické aspekty osobnej spirituality.In: Kultúra, religiozita a spoločnosť: Skúmanie vzájomných interakcií. - Ljubljana : KUD Apokalipsa : CERISK, 2014. - S. 224-248. - ISBN 978-961-6894-35-7
Recommended readings:
BAUMAN, Z. 1999. Globalizace, důsledky pro člověka. Praha: Mladá fronta, 157 s. ISBN80-204-0817-7
BECK, U. 2005. Čo je globalizácia? Bratislava. Vydavateľstvo SSS, 189 s. ISBN 80-8061-190-4
GONĚC, V. 2003. Od "malé Evropy" k "velké Evropě". Dějiny rozšiřování Evropskýchspolečenství/Evropské unie, 1950-2002, sv. 2. Brno: Masarykova univerzita, 237 s. ISBN80-210-3255-3
Ústavy států Evropské unie. 1997. Praha: Linde, 800 s. ISBN 80-7201-056-5
Weighting of interim/final evaluation: 50/50
The interim assessment involves the production of a written work (structured essay) on a specified topic according to specified conditions: (50% of the mark). The final assessment involves the completion of an oral examination focusing on the global and European dimension in education. Education emphasises the global and European context in learning (with). Both dimensions in education provide a space to change attitudes and strengthen awareness of one's own role in the world. They motivate students towards responsibility and lead towards the acquisition of values of active citizenship. To pass the course, a minimum of 60 % of the total score is required.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results; the student in the structured essay has demonstrated a level of mastery and alignment of the topic with the specified criteria (knowledge acquired and cognitive skills mobilized) that corresponds to an A grade. In the oral examination, he/she correctly, actively, critically and creatively assimilates both dimensions of learning and is able to integrate them into education for democratic citizenship. Critically reflects on the impact of political, economic, social, environmental, religious, cultural, and historical factors on both dimensions in education. It explains the actorial, theoretical and critical dimensions of responsibility for the contemporary world and the position of Slovakia.
A structured essay and oral examination are designed to verify the stated learning outcomes.
B (93-86%, very good - above average standard; the student reflects adequately and critically on the global and European dimensions in education (in the range of knowledge acquired and cognitive skills mobilised), which in terms of points, percentages correspond to a grade of B. In the structured essay, he demonstrates a very good level of mastery of the topic worked on with the given criteria, and in the oral examination he correctly, critically and creatively assimilates both dimensions of education and is able to integrate them into education for democratic citizenship. Critically reflects on the impact of political, economic, social, environmental, religious, cultural and historical factors on both dimensions in education. Explains the theoretical and critical dimensions of responsibility for the contemporary world and the position of Slovakia.
C (85-76%, good - normal reliable work; student reflects more or less critically in a structured essay and in an oral examination on knowledge of the global and European dimensions in education (to the extent of knowledge acquired and cognitive skills mobilized) that corresponds to a grade of C in terms of points, percentages.
D (75-68%, satisfactory - acceptable results; the student reflects in a limited, moderately critical way on the knowledge of the global and European dimension in education (within the scope of acquired knowledge and mobilised cognitive abilities), in a structured essay and in an oral examination, demonstrating knowledge at grade D.
E (67-60%, sufficient - results meet the minimum criteria, (in the range of knowledge acquired and cognitive abilities mobilised) the student demonstrated only a limited degree of critical reflection on both dimensions in education and on current developments in the discipline in the structured essay and in the oral examination.
Fx (59-0%, insufficient - further work, extra study required).
Slovak and Czech language
Brief outline of the course:
Evolution of the concepts of global and European dimensions: diversity of concepts and approaches; Globalization in political theory; European Union in the processes of globalization. The European Union, its history and institutions: the Council of Ministers, the European Commission, the European Parliament, the European Court of Justice; The main Community policies: trade, transport, currency, the economy, employment, social policy and the environment, the consumer, security and the courts; The preambles of the states of the European Union: a comparison. European Convention on Human Rights, Charter of Fundamental Rights and Freedoms; Perspectives on European integration processes. The idea of a united Europe. The Slovak Republic and the European Union. Enlargement of the EU; The phenomenon of refugees and the right to asylum. Implementation of the global and European dimension in the process of education and training. European Commission and Council of Europe programmes focusing on this issue; Global and European dimension through international school projects (e.g. Europe at School, European Clubs, Education for Democracy, One World, etc.).
50/50
Learning outcomes:
Students are familiar with the integration of the global and European dimension into the system of education for democratic citizenship and the humanities. Explain the impact of globalisation on the field of education. This is followed by the European dimension as a narrower space from European institutions to specific school projects. Making sense of the subject, ways of citation, "development thinking". The world is global, the human community is also in Europe divided into partial cultures, expert communities, ideological camps, classes or strata profiled by economic indicators and the educational activities associated with them. The multiplicity of worldviews they condition requires mediation, without which human existence in this world would become unbearable. The global and European dimension of education is also a mediator; the student respects and knows the aims of education (ISCED 1-3). One of the challenges is to find points of contact between disparate human societies so that the global challenges or problems mentioned above are not faced by isolated groups or even individuals, but (at least on basic issues) by a united humanity.
Lecture + seminar, 2 hours weekly/22 hours per semester, blended learning (mainly face-to-face)
Student workload:
22 hours face-to-face learning, 40 hours to complete assignmets,40 hours to complete the final assignment, 18 hours of guided self-study (work with text and video, the analysis of content and means of expression). Total 120 hours.
Teaching methods:
Lectures - heuristic method, discussion of the topics covered. The presentation of various media content (films, advertisments, etc.)
Seminars – group work on given assignments (media content creation), presentations of the outcomes. Individual supervision.
MIČIENKA, M; JIRÁK, J. 2007. Základy mediální výchovy. 1.vyd. Praha : Portál. 296 s. ISBN
978-80-7367-315-4.
MALÍK, B. 2008. Mediomorfóza sveta. Filozofické, antropologické, sociálne a politické aspekty súčasných médií. Bratislava: Iris, 157 s. ISBN 978-80-89256-25-9.
MALÍK, B. 2013. Problém výberu relevantného v občianskom vzdelávaní v kontexte multikultúrneho prostredia a súčasného informačného boomu. In Teoretické reflexie výchovy k demokratickému občianstvu na školách (slovenský a český kontext). Bratislava: Univerzita Komenského v Bratislave. 217 s. ISBN 978-80-223-3534-8.
Recommended reading:
SAK, P. 2007. Člověk a vzdělání v informační společnosti. Praha: Portál. 290 s. ISBN 978-80-7367-230-0.
MALÍK, B. 2008. Mediomorfóza sveta a jej presahy do školského prostredia. In: Pedagogická revue, Roč. 60, č. 1/2, 2008, s. 140 - 156. ISSN 1335-1982.
Weighting of the continuous/final evaluation: 50/50
The continuous evaluation includes the completion of four assignments (50% of the grade). The assignments will focus on media analysis, the creation of media products and the successful use of new presentation programs. Two of these assignments will involve group outcomes.
The final evaluation will consist of a practical demonstration of a media education lesson covering a selected topic, including topic presentation and a reflection of the presentation techniques during the lesson sent in a separate document - justification of the choice of the visual aids used (colours, font, graphic and pictorial elements, etc.), its design and the expected educational effects of the chosen presentation techniques (50% of the evaluation). The assignments are designed to verify the specified learning outcomes.
A minimum of 60% of the total score is required for successful completion of the course.
The grading scale:
A 100-91%, excellent - outstanding results. The student has demonstrated in both the continuous and final assignments a level and range of acquired media competencies and skills in the production of the assigned media products that corresponds to an A grade in terms of points or percentage.
B 90-81%, very good - above average standard. In both the continuous and final assignments, the student has demonstrated a level and range of acquired media competencies and skills in the production of assigned media products that, in terms of points and percentages, is equivalent to a B grade.
C 80-73%, good - normal reliable work. In both the continuous and final assignments, the student has demonstrated a level and range of acquired media competencies and skills in the creation of assigned media products that, in terms of points and percentages, is equivalent to a grade of C.
D 72-66%, satisfactory - acceptable results. The student has demonstrated a level and range of acquired media competencies and skills in the creation of assigned media products in both the continuous and final assignments that is equivalent to a grade of D in terms of points and percentages, respectively.
E 65-60%, satisfactory. In both the continuous and final assignments, the student has demonstrated a level and range of acquired media competencies and skills in the production of assigned media products that, in terms of points and percentages, is equivalent to an E.
Fx 59-0%, Insufficient. The student has not met the required thresholds for passing the course.
Slovak and Czech language
Concepts of media education at home and around the world. A reassessment of the currently valid concept of media education in the light of changes that have taken place on the media scene since its implementation into the state educational programme. Objectives of media education differentiated according to the different levels of education (ISCED 1-3) Media and democracy. Media and digital literacy as a prerequisite for active citizenship (as a means to prevent and reduce the risks of exclusion of individuals and groups from society). Ethical and legal regulation of the media. The ambivalent nature of the media. The pictorial turn and the changes it initiated in the media. The anthropological, political and social consequences of these transfers. The impact of the media on the different segments of society with emphasis on the school reality. Identification of the basic planes of the formative effects of the media. Audit of the pros and cons of the selected media, the forms and content of the messages they disseminate. The threat of media and discursive totalitarianism and strategies to counter it effectively. Principles of behaviour on the Internet (netiquette). Principles for designing presentation documents and media campaigns (elections, social advertising) promoting civic engagement and participation.
50/50
Students will acquire competences related to media and digital literacy. Through their application in model situations, they will acquire the ability to independently create selected media products. They will learn certain principles of competent handling of different types of media and their products. They will learn to navigate the media offer, especially electronic information sources, and to assess their quality and credibility. They will learn principles that will enable them to select information more competently. They will learn to take a critical stance and form their own opinion on media content and to distinguish between their own interests and those of media owners and their advertisers. They will be able to evaluate the impact of contemporary media on different areas of social life, culture and politics and to analyse the changes and developments initiated by the media in these areas. They will recognise the contribution of the media to the development of democracy and civil society. They will also acquire presentation skills.
Lecture + seminar, 2 hours weekly/22 hours per semester, blended learning (mainly face-to-face)
Student workload:
22 hours face-to-face learning, 40 hours to complete assignmets,40 hours to complete the final assignment, 18 hours of guided self-study (work with text and video, the analysis of content and means of expression). Total 120 hours.
Teaching methods:
Lectures - heuristic method, discussion of the topics covered. The presentation of various media content (films, advertisments, etc.)
Seminars – group work on given assignments (media content creation), presentations of the outcomes. Individual supervision.
MIČIENKA, M; JIRÁK, J. 2007. Základy mediální výchovy. 1.vyd. Praha : Portál. 296 s. ISBN
978-80-7367-315-4.
MALÍK, B. 2008. Mediomorfóza sveta. Filozofické, antropologické, sociálne a politické aspekty súčasných médií. Bratislava: Iris, 157 s. ISBN 978-80-89256-25-9.
MALÍK, B. 2013. Problém výberu relevantného v občianskom vzdelávaní v kontexte multikultúrneho prostredia a súčasného informačného boomu. In Teoretické reflexie výchovy k demokratickému občianstvu na školách (slovenský a český kontext). Bratislava: Univerzita Komenského v Bratislave. 217 s. ISBN 978-80-223-3534-8.
Recommended reading:
SAK, P. 2007. Člověk a vzdělání v informační společnosti. Praha: Portál. 290 s. ISBN 978-80-7367-230-0.
MALÍK, B. 2008. Mediomorfóza sveta a jej presahy do školského prostredia. In: Pedagogická revue, Roč. 60, č. 1/2, 2008, s. 140 - 156. ISSN 1335-1982.
Weighting of the continuous/final evaluation: 50/50
The continuous evaluation includes the completion of four assignments (50% of the grade). The assignments will focus on media analysis, the creation of media products and the successful use of new presentation programs. Two of these assignments will involve group outcomes.
The final evaluation will consist of a practical demonstration of a media education lesson covering a selected topic, including topic presentation and a reflection of the presentation techniques during the lesson sent in a separate document - justification of the choice of the visual aids used (colours, font, graphic and pictorial elements, etc.), its design and the expected educational effects of the chosen presentation techniques (50% of the evaluation). The assignments are designed to verify the specified learning outcomes.
A minimum of 60% of the total score is required for successful completion of the course.
The grading scale:
A 100-91%, excellent - outstanding results. The student has demonstrated in both the continuous and final assignments a level and range of acquired media competencies and skills in the production of the assigned media products that corresponds to an A grade in terms of points or percentage.
B 90-81%, very good - above average standard. In both the continuous and final assignments, the student has demonstrated a level and range of acquired media competencies and skills in the production of assigned media products that, in terms of points and percentages, is equivalent to a B grade.
C 80-73%, good - normal reliable work. In both the continuous and final assignments, the student has demonstrated a level and range of acquired media competencies and skills in the creation of assigned media products that, in terms of points and percentages, is equivalent to a grade of C.
D 72-66%, satisfactory - acceptable results. The student has demonstrated a level and range of acquired media competencies and skills in the creation of assigned media products in both the continuous and final assignments that is equivalent to a grade of D in terms of points and percentages, respectively.
E 65-60%, satisfactory. In both the continuous and final assignments, the student has demonstrated a level and range of acquired media competencies and skills in the production of assigned media products that, in terms of points and percentages, is equivalent to an E.
Fx 59-0%, Insufficient. The student has not met the required thresholds for passing the course.
Slovak and Czech language
Concepts of media education at home and around the world. A reassessment of the currently valid concept of media education in the light of changes that have taken place on the media scene since its implementation into the state educational programme. Objectives of media education differentiated according to the different levels of education (ISCED 1-3) Media and democracy. Media and digital literacy as a prerequisite for active citizenship (as a means to prevent and reduce the risks of exclusion of individuals and groups from society). Ethical and legal regulation of the media. The ambivalent nature of the media. The pictorial turn and the changes it initiated in the media. The anthropological, political and social consequences of these transfers. The impact of the media on the different segments of society with emphasis on the school reality. Identification of the basic planes of the formative effects of the media. Audit of the pros and cons of the selected media, the forms and content of the messages they disseminate. The threat of media and discursive totalitarianism and strategies to counter it effectively. Principles of behaviour on the Internet (netiquette). Principles for designing presentation documents and media campaigns (elections, social advertising) promoting civic engagement and participation.
50/50
Students will acquire competences related to media and digital literacy. Through their application in model situations, they will acquire the ability to independently create selected media products. They will learn certain principles of competent handling of different types of media and their products. They will learn to navigate the media offer, especially electronic information sources, and to assess their quality and credibility. They will learn principles that will enable them to select information more competently. They will learn to take a critical stance and form their own opinion on media content and to distinguish between their own interests and those of media owners and their advertisers. They will be able to evaluate the impact of contemporary media on different areas of social life, culture and politics and to analyse the changes and developments initiated by the media in these areas. They will recognise the contribution of the media to the development of democracy and civil society. They will also acquire presentation skills.
Lecture+seminar, 3 hours per week (1L+2S), i.e. 33 hours per semester, combined method (mostly full-time)
Student workload:
33 hours of direct teaching, 25 hours for intermediate assignments, 20 hours for seminar work, 15 hours for colloquium preparation, 12 hours of guided self-study (work with text and video), 15 hours for seminar preparation. 120 hours in total.
Teaching methods:
- In the lectures: problem-based interpretation and discussion of the topics covered.
- In seminars: group work, annotated presentations, practice of teaching methods, work with text, presentations, role plays, simulation games
State educational programmes for primary and secondary schools and their further adjustments. The SPÚ and ŠIOV after 2015.
Curricula/standards of the subject Civics.
BEDNAŘÍK, A. a kol.: Životné zručnosti a ako ich rozvíjať . Bratislava : NDS, 2004. 228 s. ISBN 80-969209-5-2.
ČAPEK, R.: Moderní didaktika. Praha : Grada, 2015. 624 s. ISBN 978-80-2473-450-7.
KARNSOVÁ, M.: Jak budovat dobrý vztah mezi učitelem a žákem. Praha : Potrál, 1994. 153 s. ISBN 80-7178-032-4.
LUKÁŠOVÁ, H.: Kvalita života dětí a didaktika. Praha : Portál, 2010. 201 s. ISBN 978-80-7367-784-8.
STARÝ, K., LAUFKOVÁ, V. a kol: Formativní hodnocení ve výuce. Praha : Portál, 2016. 152 s. ISBN 978-80-262-1001-6.
TUREK, I.: Didaktika. Bratislava : Wolters Kluwer, 2014. 618 s. ISBN 978-80-8168-004-5.
Study materials will be available in the course on moodle.uniba.sk
The course is completed by examination, the weight of the intermediate and final assessment is 50/50.
Interim assessment involves the processing of approximately 3-4 (50%) interim assignments. The final assessment includes the preparation of a seminar paper (30% of the assessment) and a colloquium (20%).
A grade of A requires a score of at least 95%, a grade of B requires a score of at least 86%, a grade of C requires a score of at least 78%, a grade of D requires a score of at least 69%, and a grade of E requires a score of at least 60%. Credit will not be awarded to a student who obtains less than 60% of the marks.
Slovak and Czech language
A: Area of knowledge:
Contact with the school: Departmental didactics . Civics in the curriculum of primary and secondary schools. The present of education for citizenship (after 1989). State educational programmes, civic competences. Educational area Man and society. Cross-cutting themes and civic competences. Citizenship, citizenship education as a "theme".
Identification of educational needs and education for citizenship: Pupil, childhood. Diagnostics in relation to citizenship education. Learning, learning styles. Planning and preparing for teaching: Context for planning. Civics teaching objectives and curriculum. Concepts of the teaching process didactic principles. Preparation for teaching.
Implementation of the teaching activity: Teaching methods. Preparation for the implementation of teaching.. Discipline and classroom climate in civics lessons. Reflection and self-reflection (in relation to observations from teaching practice).
Teaching evaluation and citizenship education - forms of evaluation and their implications.
B: Personal and social development of future teachers - skills and attitudes
Present the results of work to teach group members to navigate the issues.
Reflection activity. Ability to work cooperatively and collaboratively in group tasks (working in small facilitating groups). Demonstrate the ability to link theoretical conclusions and future practice in CE.
50/50
Didactics of Civics I .is oriented towards didactic and managerial professional competences and stimulates the personal and social development of future teachers.
Students will gain knowledge of the various elements of the discipline didactics. They will understand the logic of the educational cycle, according to which the curriculum of the course is structured, and they will get to know the specific features of civics as a subject in primary and secondary schools. The aim of the course is to familiarize students with the current problems in education for citizenship in the past and after 1989 to the present, with the position and objectives of civics in the curricula of elementary, middle and high schools, with educational standards, with the content, performance, methods and forms of work with pupils in the ON classes. To know the new reform changes in the educational process - their meaning and essence. Know how to characterize and analyze the basic pedagogical documents in force. Ability to apply the acquired theoretical knowledge and skills in the formulation of educational objectives, written preparation for teaching, to draw up a thematic lesson plan.
Learn objectives, methods and methods of assessing achievement in civics. By preparing a seminar paper, they will gain experience in project-based learning and learn how to use the knowledge gained to benefit new, activating teaching practices. The course encourages students to search for approaches that meet the needs of society and allow the teacher to use his/her strengths.
Lecture+seminar, 3 hours per week (1L+2S), i.e. 33 hours per semester, combined method (mostly full-time)
Student workload:
33 hours of direct teaching, 25 hours for intermediate assignments, 20 hours for seminar work, 15 hours for colloquium preparation, 12 hours of guided self-study (work with text and video), 15 hours for seminar preparation. 120 hours in total.
Teaching methods:
- In the lectures: problem-based interpretation and discussion of the topics covered.
- In seminars: group work, annotated presentations, practice of teaching methods, work with text, presentations, role plays, simulation games
State educational programmes for primary and secondary schools and their further adjustments. The SPÚ and ŠIOV after 2015.
Curricula/standards of the subject Civics.
BEDNAŘÍK, A. a kol.: Životné zručnosti a ako ich rozvíjať . Bratislava : NDS, 2004. 228 s. ISBN 80-969209-5-2.
ČAPEK, R.: Moderní didaktika. Praha : Grada, 2015. 624 s. ISBN 978-80-2473-450-7.
KARNSOVÁ, M.: Jak budovat dobrý vztah mezi učitelem a žákem. Praha : Potrál, 1994. 153 s. ISBN 80-7178-032-4.
LUKÁŠOVÁ, H.: Kvalita života dětí a didaktika. Praha : Portál, 2010. 201 s. ISBN 978-80-7367-784-8.
STARÝ, K., LAUFKOVÁ, V. a kol: Formativní hodnocení ve výuce. Praha : Portál, 2016. 152 s. ISBN 978-80-262-1001-6.
TUREK, I.: Didaktika. Bratislava : Wolters Kluwer, 2014. 618 s. ISBN 978-80-8168-004-5.
Study materials will be available in the course on moodle.uniba.sk
The course is completed by examination, the weight of the intermediate and final assessment is 50/50.
Interim assessment involves the processing of approximately 3-4 (50%) interim assignments. The final assessment includes the preparation of a seminar paper (30% of the assessment) and a colloquium (20%).
A grade of A requires a score of at least 95%, a grade of B requires a score of at least 86%, a grade of C requires a score of at least 78%, a grade of D requires a score of at least 69%, and a grade of E requires a score of at least 60%. Credit will not be awarded to a student who obtains less than 60% of the marks.
Slovak and Czech language
A: Area of knowledge:
Contact with the school: Departmental didactics . Civics in the curriculum of primary and secondary schools. The present of education for citizenship (after 1989). State educational programmes, civic competences. Educational area Man and society. Cross-cutting themes and civic competences. Citizenship, citizenship education as a "theme".
Identification of educational needs and education for citizenship: Pupil, childhood. Diagnostics in relation to citizenship education. Learning, learning styles. Planning and preparing for teaching: Context for planning. Civics teaching objectives and curriculum. Concepts of the teaching process didactic principles. Preparation for teaching.
Implementation of the teaching activity: Teaching methods. Preparation for the implementation of teaching.. Discipline and classroom climate in civics lessons. Reflection and self-reflection (in relation to observations from teaching practice).
Teaching evaluation and citizenship education - forms of evaluation and their implications.
B: Personal and social development of future teachers - skills and attitudes
Present the results of work to teach group members to navigate the issues.
Reflection activity. Ability to work cooperatively and collaboratively in group tasks (working in small facilitating groups). Demonstrate the ability to link theoretical conclusions and future practice in CE.
50/50
Didactics of Civics I .is oriented towards didactic and managerial professional competences and stimulates the personal and social development of future teachers.
Students will gain knowledge of the various elements of the discipline didactics. They will understand the logic of the educational cycle, according to which the curriculum of the course is structured, and they will get to know the specific features of civics as a subject in primary and secondary schools. The aim of the course is to familiarize students with the current problems in education for citizenship in the past and after 1989 to the present, with the position and objectives of civics in the curricula of elementary, middle and high schools, with educational standards, with the content, performance, methods and forms of work with pupils in the ON classes. To know the new reform changes in the educational process - their meaning and essence. Know how to characterize and analyze the basic pedagogical documents in force. Ability to apply the acquired theoretical knowledge and skills in the formulation of educational objectives, written preparation for teaching, to draw up a thematic lesson plan.
Learn objectives, methods and methods of assessing achievement in civics. By preparing a seminar paper, they will gain experience in project-based learning and learn how to use the knowledge gained to benefit new, activating teaching practices. The course encourages students to search for approaches that meet the needs of society and allow the teacher to use his/her strengths.
Lecture+seminar, 3 hours per week (1L+2S), i.e. 33 hours per semester, combined method (mostly full-time)
Student workload:
33 hours direct teaching, 15 hours processing and presentation of intermediate assignments, 20 hours development of intermediate assignments, 20 hours guided self-study, 32 hours preparation for final test. 120 hours in total.
Teaching methods:
- In lectures: problem-based interpretation and discussion of the topics covered.
- In seminars: group work, annotated presentations, practice of teaching methods, activating methods, heuristic methods, role-plays, simulation methods
ČAPEK, R. Moderní didaktika. Praha: Grada. 2015. ISBN 978-80-2473-450-7
ČECHOVÁ, B. H.: Nápady pro rozvoj hodnocení klíčových kompetencí žáků. Praha : Portál, 2009. 177 s. ISBN 978-80-7367-388-8.
KYRIACOU, Ch.: Klíčové dovednosti učitele. Praha : Portál, 1996. 155 s. ISBN 80-7178-965-8.
MACHÁČEK, L., ŠŤAVA, E.: Občianske vzdelávanie a výchova mládeže k občianstvu. Národná správa z medzinárodného výskumu občianskeho vzdelávania ICCS 2009. Bratislava : Dolis, 2012. ISBN 978-80-970261-7-2.
PETLÁK, E. a kol.: Kapitoly zo súčasnej didaktiky. Bratislava : IRIS, 2005. 189 s. ISBN 80-89018-89-0.
ROSA, V.: Metodika tvorby didaktických testov. Bratislava : ŠPÚ, 2007. ISBN 978-80-89225-32-3.
TUREK, I.: Inovácie v didaktike. Bratislava : MPC v Bratislave, 2005. ISBN 80-8052-230-8.
Study materials will be available in the course on moodle.uniba.sk
Textbooks of Civics Education.
M-VOBde004 Didactics of civic education I.
The course is completed by examination, the weight of the intermediate and final assessment is 50/50.
Interim assessment includes preparation for a lesson in the subject of civics of the choice and type of school (20%), presentation of the lesson (10%), submission of interim assignments (20%), final test with application tasks (50%). Participation in the final test is conditional upon completion of all parts of the midterm assessment.
A score of at least 95% is required for a grade of A, at least 86% for a grade of B, at least 78% for a grade of C, at least 69% for a grade of D, and at least 60% for a grade of E. Credit will not be awarded to a student who obtains less than 60% of the marks.
Slovak and Czech language
Current curriculum trends in EU countries in CE, including SR. System and structure of key competences. Educational area Human and Society and educational standards of the subject CE for lower secondary education (ISCED 2) and upper secondary education (ISCED 3A). The new role of the teacher - implementer of the curriculum and creator of the curriculum. Methods of teaching CE. Assessment and classification of CE. Didactic tests. Creation and publication of textbooks, analysis of textbooks. Didactic aids and technology in the CE teaching. Concept of the matriculation examination in the subject of CE.
50/50
By completing the course student: knows the subject of civics, its objectives, content and performance standards, innovative forms and methods of work with pupils in the lessons of civics, new reform changes - their meaning and need, oriented and can analyze current pedagogical documents (Pedagogical-organizational guidelines, State Educational Program, Standards for civics at primary and secondary schools and gymnasiums), knows the profile of a pupil of lower secondary education and higher secondary education, the competence profile of a beginning teacher, is able to apply the acquired theoretical knowledge and acquired skills in the formulation of educational objectives, in the written preparation for the teaching of CE and in the practice of basic methods and forms of teaching CE.
Lecture+seminar, 3 hours per week (1L+2S), i.e. 33 hours per semester, combined method (mostly full-time)
Student workload:
33 hours direct teaching, 15 hours processing and presentation of intermediate assignments, 20 hours development of intermediate assignments, 20 hours guided self-study, 32 hours preparation for final test. 120 hours in total.
Teaching methods:
- In lectures: problem-based interpretation and discussion of the topics covered.
- In seminars: group work, annotated presentations, practice of teaching methods, activating methods, heuristic methods, role-plays, simulation methods
ČAPEK, R. Moderní didaktika. Praha: Grada. 2015. ISBN 978-80-2473-450-7
ČECHOVÁ, B. H.: Nápady pro rozvoj hodnocení klíčových kompetencí žáků. Praha : Portál, 2009. 177 s. ISBN 978-80-7367-388-8.
KYRIACOU, Ch.: Klíčové dovednosti učitele. Praha : Portál, 1996. 155 s. ISBN 80-7178-965-8.
MACHÁČEK, L., ŠŤAVA, E.: Občianske vzdelávanie a výchova mládeže k občianstvu. Národná správa z medzinárodného výskumu občianskeho vzdelávania ICCS 2009. Bratislava : Dolis, 2012. ISBN 978-80-970261-7-2.
PETLÁK, E. a kol.: Kapitoly zo súčasnej didaktiky. Bratislava : IRIS, 2005. 189 s. ISBN 80-89018-89-0.
ROSA, V.: Metodika tvorby didaktických testov. Bratislava : ŠPÚ, 2007. ISBN 978-80-89225-32-3.
TUREK, I.: Inovácie v didaktike. Bratislava : MPC v Bratislave, 2005. ISBN 80-8052-230-8.
Study materials will be available in the course on moodle.uniba.sk
Textbooks of Civics Education.
M-VOBde004 Didactics of civic education I.
The course is completed by examination, the weight of the intermediate and final assessment is 50/50.
Interim assessment includes preparation for a lesson in the subject of civics of the choice and type of school (20%), presentation of the lesson (10%), submission of interim assignments (20%), final test with application tasks (50%). Participation in the final test is conditional upon completion of all parts of the midterm assessment.
A score of at least 95% is required for a grade of A, at least 86% for a grade of B, at least 78% for a grade of C, at least 69% for a grade of D, and at least 60% for a grade of E. Credit will not be awarded to a student who obtains less than 60% of the marks.
Slovak and Czech language
Current curriculum trends in EU countries in CE, including SR. System and structure of key competences. Educational area Human and Society and educational standards of the subject CE for lower secondary education (ISCED 2) and upper secondary education (ISCED 3A). The new role of the teacher - implementer of the curriculum and creator of the curriculum. Methods of teaching CE. Assessment and classification of CE. Didactic tests. Creation and publication of textbooks, analysis of textbooks. Didactic aids and technology in the CE teaching. Concept of the matriculation examination in the subject of CE.
50/50
By completing the course student: knows the subject of civics, its objectives, content and performance standards, innovative forms and methods of work with pupils in the lessons of civics, new reform changes - their meaning and need, oriented and can analyze current pedagogical documents (Pedagogical-organizational guidelines, State Educational Program, Standards for civics at primary and secondary schools and gymnasiums), knows the profile of a pupil of lower secondary education and higher secondary education, the competence profile of a beginning teacher, is able to apply the acquired theoretical knowledge and acquired skills in the formulation of educational objectives, in the written preparation for the teaching of CE and in the practice of basic methods and forms of teaching CE.
Seminar, 2 hours/week, i.e. 22 hours/semester, combined method (mostly by attendance).
Student workload: 22 hours of direct teaching, 18 hours of preparation for the midterm test, 10 hours of preparation of midterm assignments, 10 hours of self-study. Total: 60 hours.
Method of training: Problem-based interpretation and discussion of the topics covered.
GBÚROVÁ, M.: 2002 Dotyky spolitikou. Trenčín Q-EX. 224 s. ISBN 80-968594-8-X
LYSÝ, J.: Bondyho Odysea na Slovensko. Praha. Machiavelli Press 2020. ISBN 978-80-88147-08-4
LYSÝ J. 2006. Dejiny politického myslenia II., Bratislava: UK. ISBN 80-223-2242-3
ČERNÍK, V., VICENÍK, J., VIŠŇOVSKÝ, E. 1997. Historické typy racionality. Bratislava: IRIS.324 s. ISBN 80-88778-45-X
PEKNÍK a kol.: Republika Česko-Slovensko. Od monarchie k vlastnému štátu. Ilúzie verzus realita. I. časť, Bratislava 2021. ISBN978-80-224-1904-8 (súbor)
PEKNÍK a kol.: Republika Česko-Slovensko. Od monarchie k vlastnému štátu. Ilúzie verzus realita. II. časť, Bratislava 2021. ISBN978-80-224-1891-1 (II. časť)
Recommended readings:
VEYNE, P.: 2010. Jak se píšou dějiny. Červený Kostelec. Pavel Merhaut. 444 s. ISBN 978-80-87378-26-7
SCOTUS VIATOR: Národnostná otázka vUhorsku. Bratislava SKSI SLOVAKIA PLUS. 533 s. ISBN 80-88750-07-5
BALLESTREM, K., OTTMANN, H.: 1993 Politická filosofie 20. století. Praha OIKOYMENH. 302 s. ISBN 80-85241-52-8
Weighting of interim/final assessment: 100/0
The interim assessment includes an interim written assignment on philosophical and political issues in history (40% of the mark) and an interim didactic test (60% of the mark). To pass the course, a minimum of 60% of the total mark is required.
The rating is awarded on a scale:
A 100-91%, excellent - excellent results. In the didactic test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentage, together with the score (percentage) of the intermediate task, corresponds to an A grade. Note: The score or percentage of the interim assignment reflects the degree to which the student's performance on the interim assignment is consistent with the criteria published in the assignment. The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the extent of knowledge acquired. Both the test and the interim written task are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In the didactic test, the student has demonstrated a level of knowledge (extent of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentage, together with the score (percentage) of the intermediate task, corresponds to a B grade.
C 80-73%, good - normal reliable work. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to a C grade.
D 72-66%, satisfactory - acceptable performance. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to a D.
E 65-60%, sufficient. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to an E.
Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.
Slovak and Czech language
Brief outline of the course:
A unifying perspective is provided by portraits of several prominent figures and major currents of thought about politics in the historical constellation of nineteenth and twentieth century Europe (Kant, Hegel, Marx, Arendt, Aron, Hayek, Frankfurt School critical theory, critical rationalism) and in other civilizational circles. Touches with Slovak politics include portraits of Kollár, Štúr, Hečka, Palárik, Záborský, Vajanský, Štefánik, Šrobár, Štefánik, Dérer, Hodža, Masaryk, Beneš, Hlinka, Clementis, Dubček, Husák.
100/0
Learning outcomes:
Students will be introduced to political and philosophical issues in history that shape skills important in citizenship education. They will gain an overview and understanding of how philosophy tests its starting points against the backdrop of 19th and 20th century history, particularly in Europe, but also in other civilizations. In the course, students will gain a framework overview of Slovak and Czechoslovak political thought in the last two centuries. The listener will gain an overview of Slovakia's political movement and its move towards parliamentary democracy.
Seminar, 2 hours/week, i.e. 22 hours/semester, combined method (mostly by attendance).
Student workload: 22 hours of direct teaching, 18 hours of preparation for the midterm test, 10 hours of preparation of midterm assignments, 10 hours of self-study. Total: 60 hours.
Method of training: Problem-based interpretation and discussion of the topics covered.
GBÚROVÁ, M.: 2002 Dotyky spolitikou. Trenčín Q-EX. 224 s. ISBN 80-968594-8-X
LYSÝ, J.: Bondyho Odysea na Slovensko. Praha. Machiavelli Press 2020. ISBN 978-80-88147-08-4
LYSÝ J. 2006. Dejiny politického myslenia II., Bratislava: UK. ISBN 80-223-2242-3
ČERNÍK, V., VICENÍK, J., VIŠŇOVSKÝ, E. 1997. Historické typy racionality. Bratislava: IRIS.324 s. ISBN 80-88778-45-X
PEKNÍK a kol.: Republika Česko-Slovensko. Od monarchie k vlastnému štátu. Ilúzie verzus realita. I. časť, Bratislava 2021. ISBN978-80-224-1904-8 (súbor)
PEKNÍK a kol.: Republika Česko-Slovensko. Od monarchie k vlastnému štátu. Ilúzie verzus realita. II. časť, Bratislava 2021. ISBN978-80-224-1891-1 (II. časť)
Recommended readings:
VEYNE, P.: 2010. Jak se píšou dějiny. Červený Kostelec. Pavel Merhaut. 444 s. ISBN 978-80-87378-26-7
SCOTUS VIATOR: Národnostná otázka vUhorsku. Bratislava SKSI SLOVAKIA PLUS. 533 s. ISBN 80-88750-07-5
BALLESTREM, K., OTTMANN, H.: 1993 Politická filosofie 20. století. Praha OIKOYMENH. 302 s. ISBN 80-85241-52-8
Weighting of interim/final assessment: 100/0
The interim assessment includes an interim written assignment on philosophical and political issues in history (40% of the mark) and an interim didactic test (60% of the mark). To pass the course, a minimum of 60% of the total mark is required.
The rating is awarded on a scale:
A 100-91%, excellent - excellent results. In the didactic test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentage, together with the score (percentage) of the intermediate task, corresponds to an A grade. Note: The score or percentage of the interim assignment reflects the degree to which the student's performance on the interim assignment is consistent with the criteria published in the assignment. The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the extent of knowledge acquired. Both the test and the interim written task are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In the didactic test, the student has demonstrated a level of knowledge (extent of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentage, together with the score (percentage) of the intermediate task, corresponds to a B grade.
C 80-73%, good - normal reliable work. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to a C grade.
D 72-66%, satisfactory - acceptable performance. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to a D.
E 65-60%, sufficient. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to an E.
Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.
Slovak and Czech language
Brief outline of the course:
A unifying perspective is provided by portraits of several prominent figures and major currents of thought about politics in the historical constellation of nineteenth and twentieth century Europe (Kant, Hegel, Marx, Arendt, Aron, Hayek, Frankfurt School critical theory, critical rationalism) and in other civilizational circles. Touches with Slovak politics include portraits of Kollár, Štúr, Hečka, Palárik, Záborský, Vajanský, Štefánik, Šrobár, Štefánik, Dérer, Hodža, Masaryk, Beneš, Hlinka, Clementis, Dubček, Husák.
100/0
Learning outcomes:
Students will be introduced to political and philosophical issues in history that shape skills important in citizenship education. They will gain an overview and understanding of how philosophy tests its starting points against the backdrop of 19th and 20th century history, particularly in Europe, but also in other civilizations. In the course, students will gain a framework overview of Slovak and Czechoslovak political thought in the last two centuries. The listener will gain an overview of Slovakia's political movement and its move towards parliamentary democracy.
Seminar, 2 hours weekly, i.e. 22 hours per semester, blended learning (mainly face-to-face)
Student workload:
22 hours of face-to-face learning, 18 hours to prepare for the test, 10 hours to work on assignments, 10 hours for self-study. Total 60 hours.
Teaching methods:
Heuristic method and discussion on the covered topics.
MALÍK, B. 2021. Sociálna filozofia. Bratislava: Iris. ISBN 978-80-8200-089-7.
Recommended readings:
NOVOSÁD, F. – SMREKOVÁ, D. (ed.) 2013. Dejiny sociálneho a politického myslenia. Bratislava: Kaligram. ISBN 978-80-8101-679-0
Weighting of continuous/final evaluation: 100/0
The continuous evaluation includes the completion of two assignments (40% of the grade) and a test (60% of the grade). A minimum of 60% of the total score is required to pass the course.
Grading scale:
A 100-91%, well done - excellent results. In the test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to an A grade.
Note: The score or percentage on the assignments reflects the degree to which the student's performance on the assignment is consistent with the established criteria stated for each of the assignments. The didactic test contains tasks of varying cognitive difficulty, so that it stratifies students not only according to the extent of knowledge they have acquired. Both the test and the intermediate tasks are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In the test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a B grade.
C 80-73%, good - normal reliable work. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a grade of C.
D 72-66%, satisfactory - acceptable performance. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the iassignments, corresponds to a grade D.
E 65-60%, sufficient. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to an E.
Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.
Slovak or Czech language
In the course of social philosophy the specifics of the philosophical approach to the study of society and social phenomena will be discussed. Social philosophy will also be placed in the systematics of other social sciences. Its key concepts will be presented. The issues will be articulated through the prism of three key philosophical disciplines - ontology, axiology and gnoseology. Within the first thematic field, those factors that guarantee social order and create the insurance against social dysfunctions and the overall anomy of society will be analyzed in particular. Within the second, the underlying theme will be the social ideals and values that orient human social and political activities throughout human history. Of these, we will focus in particular on philosophical views of freedom, social equality and social justice. The content of the third of the announced topics will be the presentation of possible ways and methods of conceptualizing social reality and the specifics that must be taken into account when conceptualizing it. The possibilities of operationalizing the knowledge and methods administered by social philosophy to the civic everyday will also be evaluated.
100/0
The aim of the course is to introduce social philosophy and its possible use in the preparation of students of civics. The students need to know the society and factors that positively or negatively influence its overall habitus and functionality and are responsible for its integrity, change or development. This knowledge is important in their professional training and future professional and personal life. Emphasis will be placed on the specifics of the philosophical approach to the study of social reality and on answering the question of what is the added value of philosophical reflection to its deeper understanding. In the course, students will be encouraged to reflect on the theoretical and methodological underpinnings of established social-philosophical concepts of different provenance and to consider their argumentative underpinnings. The purpose of such work with students is to purposefully cultivate and develop their analytical, interpretive and argumentative skills. The students will learn about the factors that guarantee social order as well as the factors that are disruptive to society. The students will also learn about the basic social values on which a democratic society is built, their interdependence and the pitfalls in promoting them. The students will acquire an argumentative basis for defending democracy in confrontation with the views that are put forward as its alternatives. The students will also learn about the factors that must be taken into account in theoretical reflection on social reality. They will be guided to be able to apply the theoretical knowledge to civic everyday life. The course will be delivered in such a way that it will also contribute to the development of the professional-subject competence of the students - future teachers of civics. It will help to develop their professional competences, as it also contributes to the understanding of the importance of the socio-cultural environment for the development of the pupil's or student's personality.
The aim of the given assignments is for the student to be able to search for relevant sources of information, to take qualified opinions on them, to work creatively with them and to take evaluative attitudes towards them.
Seminar, 2 hours weekly, i.e. 22 hours per semester, blended learning (mainly face-to-face)
Student workload:
22 hours of face-to-face learning, 18 hours to prepare for the test, 10 hours to work on assignments, 10 hours for self-study. Total 60 hours.
Teaching methods:
Heuristic method and discussion on the covered topics.
MALÍK, B. 2021. Sociálna filozofia. Bratislava: Iris. ISBN 978-80-8200-089-7.
Recommended readings:
NOVOSÁD, F. – SMREKOVÁ, D. (ed.) 2013. Dejiny sociálneho a politického myslenia. Bratislava: Kaligram. ISBN 978-80-8101-679-0
Weighting of continuous/final evaluation: 100/0
The continuous evaluation includes the completion of two assignments (40% of the grade) and a test (60% of the grade). A minimum of 60% of the total score is required to pass the course.
Grading scale:
A 100-91%, well done - excellent results. In the test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to an A grade.
Note: The score or percentage on the assignments reflects the degree to which the student's performance on the assignment is consistent with the established criteria stated for each of the assignments. The didactic test contains tasks of varying cognitive difficulty, so that it stratifies students not only according to the extent of knowledge they have acquired. Both the test and the intermediate tasks are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In the test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a B grade.
C 80-73%, good - normal reliable work. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a grade of C.
D 72-66%, satisfactory - acceptable performance. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the iassignments, corresponds to a grade D.
E 65-60%, sufficient. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to an E.
Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.
Slovak or Czech language
In the course of social philosophy the specifics of the philosophical approach to the study of society and social phenomena will be discussed. Social philosophy will also be placed in the systematics of other social sciences. Its key concepts will be presented. The issues will be articulated through the prism of three key philosophical disciplines - ontology, axiology and gnoseology. Within the first thematic field, those factors that guarantee social order and create the insurance against social dysfunctions and the overall anomy of society will be analyzed in particular. Within the second, the underlying theme will be the social ideals and values that orient human social and political activities throughout human history. Of these, we will focus in particular on philosophical views of freedom, social equality and social justice. The content of the third of the announced topics will be the presentation of possible ways and methods of conceptualizing social reality and the specifics that must be taken into account when conceptualizing it. The possibilities of operationalizing the knowledge and methods administered by social philosophy to the civic everyday will also be evaluated.
100/0
The aim of the course is to introduce social philosophy and its possible use in the preparation of students of civics. The students need to know the society and factors that positively or negatively influence its overall habitus and functionality and are responsible for its integrity, change or development. This knowledge is important in their professional training and future professional and personal life. Emphasis will be placed on the specifics of the philosophical approach to the study of social reality and on answering the question of what is the added value of philosophical reflection to its deeper understanding. In the course, students will be encouraged to reflect on the theoretical and methodological underpinnings of established social-philosophical concepts of different provenance and to consider their argumentative underpinnings. The purpose of such work with students is to purposefully cultivate and develop their analytical, interpretive and argumentative skills. The students will learn about the factors that guarantee social order as well as the factors that are disruptive to society. The students will also learn about the basic social values on which a democratic society is built, their interdependence and the pitfalls in promoting them. The students will acquire an argumentative basis for defending democracy in confrontation with the views that are put forward as its alternatives. The students will also learn about the factors that must be taken into account in theoretical reflection on social reality. They will be guided to be able to apply the theoretical knowledge to civic everyday life. The course will be delivered in such a way that it will also contribute to the development of the professional-subject competence of the students - future teachers of civics. It will help to develop their professional competences, as it also contributes to the understanding of the importance of the socio-cultural environment for the development of the pupil's or student's personality.
The aim of the given assignments is for the student to be able to search for relevant sources of information, to take qualified opinions on them, to work creatively with them and to take evaluative attitudes towards them.
Seminar, 2 hours /week, i.e., 22 hours per semester, combined method (mostly full-time)
Student workload:
11 x (2) hours of teaching = 22 hours; 22 hours self-study; 16 hours colloquium preparation. 60 hours in total.
Learning methods:
In addition to monological methods of explanation, explanation and lecturing, dialogical methods of discussion, interview as well as work with text, group work, presentation and analysis of case studies, solving moral dilemmas, etc. are represented.
Compulsory readings:
Klimeková, A.: Etika, mravná výchova a profesná etika. Prešov: Lana, 2005.
Recommended readings:
Bohunická, L.: Rozličné podoby normativity v aplikovanej etike. In: Člověk, dějiny, hodnoty 3 : jako filozofický, socio-kulturní, politický, historický a pedagogický fenomén. - Ostrava: Ostravská univerzita, 2007, s. 271-275.
Dorotíková, S.: Profesní etika učitelství. Praha: Univerzita Karlova, 2003.
Gluchmanová, M. – Gluchman, V.: Učiteľská etika. Prešov: FF PF, 2008.
Göbelová, T.: Profesní hodnoty a etické principy v práci učitele. Ostrava: Ostravská univerzita v Ostravě, 2015.
Lorenzová , J.: Kontexty vzdělávaní v postmoderní situaci. Praha: Univerzita Karlova, 2016.
Malankievičová, S.: Profesijná etika. Prešov: Filozofická fakulta Prešovskej univerzity, 2008.
Pelcová, N.: Fenomén výchovy a učitelská etika povolání. Praha: Karolinum, 2014.
Remišová, A.: Aplikovaná etika. In: Filozofia, roč. 54, 1999, č. 4, s. 228-237.
Remišová, A.: Profesijné etické kódexy. In: Filozofia, roč. 55, 2000, č. 3, s. 218-228.
Remišová, A.: Etika a ekonomika. Bratislava: Kalligram, 2011, s. 22-54.
Zaviš, M.: Potreba etickej prísahy pre vedcov. In: Fyzika a etika IV. Nitra: Univerzita Konštantína Filozofa, 2010. S. 234-247.
Návrh etického kódexu učiteľa: http://sku.sk/download/eticky-kodex-ucitela/
Weighting of interim and final marks: 100/0
Intermin assessment: 30% classroom activity; 70% colloquium.
Assessment is given on a scale:
A (100-91%, excellent - outstanding results; students have performed excellently during the semester, actively participated in the teaching and showed interest in the subject, their theoretical knowledge of professional ethics is at a high level, they can apply the acquired knowledge without any problems),
B (90-81%, very good - above average standard; students performed very well during the semester, participated in the teaching, their theoretical knowledge of professional ethics is at a very good level, they are able to apply the acquired knowledge),
C (80-73%, good - normal reliable work; students performed standardly well during the semester, their theoretical knowledge of professional ethics is at a good level, they are able to apply the acquired knowledge to a limited extent),
D (72-66%, satisfactory - acceptable performance; students have moderate deficiencies in their theoretical knowledge of professional ethics; they have difficulty applying the knowledge they have acquired),
E (65-60%, satisfactory - results meet the minimum criteria; students have only minimal involvement in the learning process; they have significant deficiencies in theoretical knowledge of professional ethics; they have significant problems applying the knowledge acquired),
Fx (59-0%, insufficient - extra work required).
Slovak and Czech language
Applied ethics; Different forms of normativity in applied ethics (libertarianism, contractualism, virtue ethics, utilitarianism, ethics of duty); Professional ethics as a form of applied ethics; Teacher's professional ethics; Code of ethics; Resolution of moral dilemmas.
100/0
Learning outcomes:
After completing the course, the student will be able to: define the relationship between theoretical and applied ethics, name and explain the basic paradigms of normativity in the field of applied ethics, define the basic tasks and concepts of professional ethics, explain the theoretical and methodological aspects of professional ethics and teacher ethics, distinguish between different types of ethical codes, explain the principles of the creation of codes of ethics, explain the paradox of moral dilemmas in the teaching profession and determine their place in the framework of the professional ethics of teachers. By completing the course, the student develops the following transferable competencies: communication skills, interpersonal skills, analytical skills, creativity and abstract thinking skills, critical thinking skills, motivation and learning skills, reasoning in context.
Learning objectives:
To familiarize students with the basic principles of professional ethics as well as teacher ethics.
Seminar, 2 hours /week, i.e., 22 hours per semester, combined method (mostly full-time)
Student workload:
11 x (2) hours of teaching = 22 hours; 22 hours self-study; 16 hours colloquium preparation. 60 hours in total.
Learning methods:
In addition to monological methods of explanation, explanation and lecturing, dialogical methods of discussion, interview as well as work with text, group work, presentation and analysis of case studies, solving moral dilemmas, etc. are represented.
Compulsory readings:
Klimeková, A.: Etika, mravná výchova a profesná etika. Prešov: Lana, 2005.
Recommended readings:
Bohunická, L.: Rozličné podoby normativity v aplikovanej etike. In: Člověk, dějiny, hodnoty 3 : jako filozofický, socio-kulturní, politický, historický a pedagogický fenomén. - Ostrava: Ostravská univerzita, 2007, s. 271-275.
Dorotíková, S.: Profesní etika učitelství. Praha: Univerzita Karlova, 2003.
Gluchmanová, M. – Gluchman, V.: Učiteľská etika. Prešov: FF PF, 2008.
Göbelová, T.: Profesní hodnoty a etické principy v práci učitele. Ostrava: Ostravská univerzita v Ostravě, 2015.
Lorenzová , J.: Kontexty vzdělávaní v postmoderní situaci. Praha: Univerzita Karlova, 2016.
Malankievičová, S.: Profesijná etika. Prešov: Filozofická fakulta Prešovskej univerzity, 2008.
Pelcová, N.: Fenomén výchovy a učitelská etika povolání. Praha: Karolinum, 2014.
Remišová, A.: Aplikovaná etika. In: Filozofia, roč. 54, 1999, č. 4, s. 228-237.
Remišová, A.: Profesijné etické kódexy. In: Filozofia, roč. 55, 2000, č. 3, s. 218-228.
Remišová, A.: Etika a ekonomika. Bratislava: Kalligram, 2011, s. 22-54.
Zaviš, M.: Potreba etickej prísahy pre vedcov. In: Fyzika a etika IV. Nitra: Univerzita Konštantína Filozofa, 2010. S. 234-247.
Návrh etického kódexu učiteľa: http://sku.sk/download/eticky-kodex-ucitela/
Weighting of interim and final marks: 100/0
Intermin assessment: 30% classroom activity; 70% colloquium.
Assessment is given on a scale:
A (100-91%, excellent - outstanding results; students have performed excellently during the semester, actively participated in the teaching and showed interest in the subject, their theoretical knowledge of professional ethics is at a high level, they can apply the acquired knowledge without any problems),
B (90-81%, very good - above average standard; students performed very well during the semester, participated in the teaching, their theoretical knowledge of professional ethics is at a very good level, they are able to apply the acquired knowledge),
C (80-73%, good - normal reliable work; students performed standardly well during the semester, their theoretical knowledge of professional ethics is at a good level, they are able to apply the acquired knowledge to a limited extent),
D (72-66%, satisfactory - acceptable performance; students have moderate deficiencies in their theoretical knowledge of professional ethics; they have difficulty applying the knowledge they have acquired),
E (65-60%, satisfactory - results meet the minimum criteria; students have only minimal involvement in the learning process; they have significant deficiencies in theoretical knowledge of professional ethics; they have significant problems applying the knowledge acquired),
Fx (59-0%, insufficient - extra work required).
Slovak and Czech language
Applied ethics; Different forms of normativity in applied ethics (libertarianism, contractualism, virtue ethics, utilitarianism, ethics of duty); Professional ethics as a form of applied ethics; Teacher's professional ethics; Code of ethics; Resolution of moral dilemmas.
100/0
Learning outcomes:
After completing the course, the student will be able to: define the relationship between theoretical and applied ethics, name and explain the basic paradigms of normativity in the field of applied ethics, define the basic tasks and concepts of professional ethics, explain the theoretical and methodological aspects of professional ethics and teacher ethics, distinguish between different types of ethical codes, explain the principles of the creation of codes of ethics, explain the paradox of moral dilemmas in the teaching profession and determine their place in the framework of the professional ethics of teachers. By completing the course, the student develops the following transferable competencies: communication skills, interpersonal skills, analytical skills, creativity and abstract thinking skills, critical thinking skills, motivation and learning skills, reasoning in context.
Learning objectives:
To familiarize students with the basic principles of professional ethics as well as teacher ethics.
Seminar, 2 hours weekly, i.e. 22 hours per semester, blended learning (mainly face-to-face)
Student workload:
22 hours of face-to-face learning, 14 hours to prepare for the test, 18 hours to work on assignment, 6 hours of guided self-study (content analysis of selected pedagogical documents). Total 60 hours.
Teaching methods:
Heuristic method and discussion of the covered topics. Students will be expected to analyse arguments for and against certain statements and theses that are at the centre of specific scientific and philosophical Students will be challenged to analyse the arguments for and against certain claims and theses that form the centre of specific scientific and philosophical reflections on human beings, or on their upbringing, education and school socialisation. They will also be encouraged to infer the pedagogical and human rights implications of particular views on the human person.
MALÍK, B. (2013) Pedagogická antropológia I. Antropologické pozadie výchovy. Bratislava: Iris, 128 s. ISBN 978-80-8153-006-7.
MALÍK, B. (2015) Pedagogická antropológia II. Antropologické pozadie vzdelávania, habitualizácie a kvalifikovania. Bratislava: Iris, 2015, 121 s. ISBN 978-80-8153-048-7.
Recommended readings:
MALÍK, B. (2013) Pedagogická antropológia I. Antropologické pozadie výchovy. Bratislava: Iris, 128 s. ISBN 978-80-8153-006-7.
MALÍK, B. (2015) Pedagogická antropológia II. Antropologické pozadie vzdelávania, habitualizácie a kvalifikovania. Bratislava: Iris, 2015, 121 s. ISBN 978-80-8153-048-7.
Weighting of continuous/final evaluation: 100/0
The continuous evaluation includes the completion of four assignments (40% of the grade) and a test (60% of the grade). To pass the course, a minimum of 60% of the total mark is required.
The grading scale:
A 100-91%, excellent - outstanding results. In the test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to an A grade.
Note: The point or percentage grade for the assignments reflects the degree to which the student's performance on the assignment is consistent with the criteria specified for every assignment. The test contains tasks of varying cognitive difficulty, so that it stratifies students not only according to the extent of knowledge acquired. Both the test and the assignments are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a B grade.
C 80-73%, good - normal reliable work. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a grade of C.
D 72-66%, satisfactory - acceptable performance. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a grade D.
E 65-60%, sufficient. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to an E.
Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.
Slovak language
Clarification of the interrelationships between anthropology and pedagogy and the place of pedagogical anthropology in the structure of the disciplines of education and anthropology. Specification of the place of education, training and school socialization in other profile activities of the school and clarification of their anthropological background. The most significant conceptions of man that have seen the widest reception in the pedagogical sciences. The anthropology of childhood and the conceptions of education that it inspired. Critical assessment of the catalogue of requirements for the personality profile of a person as a target product of the process of training from the point of view of various pedagogical-anthropological approaches and conceptions. Justification of the importance of thematizations of the issues of the human person in the educational portfolio of schools preparing future educators.
100/0
The aim of the course is to make transparent the anthropological background of different temporally, socially and culturally conditioned ideas about schooling and its key components (upbringing, education, school socialization, etc.). The student wills know their anthropological backgrounds and the limits they impose. They will learn to see the school not only as an institution with its own rules of operation and obligations to the state, the sphere of work and civil society, but also as a space for the cultivation of human beings in the intent of certain humanistic ideals. The students will be able to tell when the formation of human beings in the intent of certain social demands and expectations placed on human beings by the sphere of decision-making and the sphere of work come into conflict with the requirement of humanity and human dignity. It will also become familiar with the critique of certain concepts of normality and ideas of the ideal status of man that have been entrenched in educational theory and practice, and will be aware of their human-legal implications. The knowledge and skills that students will acquire in the course will also help them develop their professional competences, as it will enable them to reflect on their own educational work and to better understand their pupils and students once they enter the profession.
Seminar, 2 hours weekly, i.e. 22 hours per semester, blended learning (mainly face-to-face)
Student workload:
22 hours of face-to-face learning, 14 hours to prepare for the test, 18 hours to work on assignment, 6 hours of guided self-study (content analysis of selected pedagogical documents). Total 60 hours.
Teaching methods:
Heuristic method and discussion of the covered topics. Students will be expected to analyse arguments for and against certain statements and theses that are at the centre of specific scientific and philosophical Students will be challenged to analyse the arguments for and against certain claims and theses that form the centre of specific scientific and philosophical reflections on human beings, or on their upbringing, education and school socialisation. They will also be encouraged to infer the pedagogical and human rights implications of particular views on the human person.
MALÍK, B. (2013) Pedagogická antropológia I. Antropologické pozadie výchovy. Bratislava: Iris, 128 s. ISBN 978-80-8153-006-7.
MALÍK, B. (2015) Pedagogická antropológia II. Antropologické pozadie vzdelávania, habitualizácie a kvalifikovania. Bratislava: Iris, 2015, 121 s. ISBN 978-80-8153-048-7.
Recommended readings:
MALÍK, B. (2013) Pedagogická antropológia I. Antropologické pozadie výchovy. Bratislava: Iris, 128 s. ISBN 978-80-8153-006-7.
MALÍK, B. (2015) Pedagogická antropológia II. Antropologické pozadie vzdelávania, habitualizácie a kvalifikovania. Bratislava: Iris, 2015, 121 s. ISBN 978-80-8153-048-7.
Weighting of continuous/final evaluation: 100/0
The continuous evaluation includes the completion of four assignments (40% of the grade) and a test (60% of the grade). To pass the course, a minimum of 60% of the total mark is required.
The grading scale:
A 100-91%, excellent - outstanding results. In the test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to an A grade.
Note: The point or percentage grade for the assignments reflects the degree to which the student's performance on the assignment is consistent with the criteria specified for every assignment. The test contains tasks of varying cognitive difficulty, so that it stratifies students not only according to the extent of knowledge acquired. Both the test and the assignments are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a B grade.
C 80-73%, good - normal reliable work. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a grade of C.
D 72-66%, satisfactory - acceptable performance. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a grade D.
E 65-60%, sufficient. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to an E.
Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.
Slovak language
Clarification of the interrelationships between anthropology and pedagogy and the place of pedagogical anthropology in the structure of the disciplines of education and anthropology. Specification of the place of education, training and school socialization in other profile activities of the school and clarification of their anthropological background. The most significant conceptions of man that have seen the widest reception in the pedagogical sciences. The anthropology of childhood and the conceptions of education that it inspired. Critical assessment of the catalogue of requirements for the personality profile of a person as a target product of the process of training from the point of view of various pedagogical-anthropological approaches and conceptions. Justification of the importance of thematizations of the issues of the human person in the educational portfolio of schools preparing future educators.
100/0
The aim of the course is to make transparent the anthropological background of different temporally, socially and culturally conditioned ideas about schooling and its key components (upbringing, education, school socialization, etc.). The student wills know their anthropological backgrounds and the limits they impose. They will learn to see the school not only as an institution with its own rules of operation and obligations to the state, the sphere of work and civil society, but also as a space for the cultivation of human beings in the intent of certain humanistic ideals. The students will be able to tell when the formation of human beings in the intent of certain social demands and expectations placed on human beings by the sphere of decision-making and the sphere of work come into conflict with the requirement of humanity and human dignity. It will also become familiar with the critique of certain concepts of normality and ideas of the ideal status of man that have been entrenched in educational theory and practice, and will be aware of their human-legal implications. The knowledge and skills that students will acquire in the course will also help them develop their professional competences, as it will enable them to reflect on their own educational work and to better understand their pupils and students once they enter the profession.
Seminar, 2 hours per week, i.e. 22 hours per semester, combined method (mostly full-time)
Student workload:
22 hours of direct teaching, 10 hours of continuous assignments, 8 hours of guided self-study, 10 hours of seminar preparation. 10 hours of self-study, 10 hours of tutorials, 10 hours of self-study, 10 hours of study, 10 hours of tutorials, 10 hours of self-study, 10 hours of self-study.
Teaching methods:
Lecturing, discussion, work with technical text, tables and graphs, group work, guided self-study
Required reading:
BOTÍKOVÁ, M. a kol. 1997. Tradície slovenskej rodiny. Bratislava: Veda, 1997. 242s. ISBN 80-224-0461-6.
MOŽNÝ, I.: Sociologie rodiny. SLON : Praha, 2002. ISBN 80-85850-75-3.
SINGLY, F., De.: Sociologie současné rodiny. Portál : Praha, 1999. ISBN 80-7178-249-1.
ZAVIŠ, M.: Detskí migranti a edukačné dôsledky migrácie. Migrant children and educational implications of migration. In: Medzinárodný dialóg a migračná kríza. Trnava: Pedagogická fakulta, 2018. S. 80-105. ISBN 978-80-568-0134-5.
ZAVIŠ, M.: Manželstvo a rozvod vo svetových mimokresťanských náboženstvách s dôrazom na ich pozíciu v islame. In: Manželstvo a rodina v náboženskom kontexte. Trnava: Dobrá kniha, 2013. S. 13-56. ISBN 978-80-7141-814-6.
Selected chapters for the course will be provided in the course on moodle.uniba.sk
The course is completed with a grade of 100/0.
100% of the interim assessment, which includes about 8 assignments (elaboration of a professional text according to the assignment). Students will use the e-learning environment moodle. To pass the course it is necessary to obtain at least 60% of the points. Grades are awarded on a scale of A (excellent - outstanding results), B (very good - above average standard), C (good - normal reliable work), D (satisfactory - acceptable results), E (sufficient - results meet minimum criteria) and Fx (insufficient - extra work required). Grading (ECTS): A: 100-91%, B 90-81%, C 80-73%, D 72-66%, E 65-60%, FX 59-0%.
Slovak and Czech language
The course leads students to understand the family (its various functions and meanings) as part of society and a social institution. Emphasis is placed on the cultural variation of the family in different types of societies in the past and today, on the transformation of the roles of women, men and children in the contemporary family.
100/0
The course leads students to understand the family (its various functions and meanings) as part of society and a social institution. Emphasis is placed on the cultural variation of the family in different types of societies in the past and today, on the transformation of the roles of women, men and children in the contemporary family.
Seminar, 2 hours per week, i.e. 22 hours per semester, combined method (mostly full-time)
Student workload:
22 hours of direct teaching, 10 hours of continuous assignments, 8 hours of guided self-study, 10 hours of seminar preparation. 10 hours of self-study, 10 hours of tutorials, 10 hours of self-study, 10 hours of study, 10 hours of tutorials, 10 hours of self-study, 10 hours of self-study.
Teaching methods:
Lecturing, discussion, work with technical text, tables and graphs, group work, guided self-study
Required reading:
BOTÍKOVÁ, M. a kol. 1997. Tradície slovenskej rodiny. Bratislava: Veda, 1997. 242s. ISBN 80-224-0461-6.
MOŽNÝ, I.: Sociologie rodiny. SLON : Praha, 2002. ISBN 80-85850-75-3.
SINGLY, F., De.: Sociologie současné rodiny. Portál : Praha, 1999. ISBN 80-7178-249-1.
ZAVIŠ, M.: Detskí migranti a edukačné dôsledky migrácie. Migrant children and educational implications of migration. In: Medzinárodný dialóg a migračná kríza. Trnava: Pedagogická fakulta, 2018. S. 80-105. ISBN 978-80-568-0134-5.
ZAVIŠ, M.: Manželstvo a rozvod vo svetových mimokresťanských náboženstvách s dôrazom na ich pozíciu v islame. In: Manželstvo a rodina v náboženskom kontexte. Trnava: Dobrá kniha, 2013. S. 13-56. ISBN 978-80-7141-814-6.
Selected chapters for the course will be provided in the course on moodle.uniba.sk
The course is completed with a grade of 100/0.
100% of the interim assessment, which includes about 8 assignments (elaboration of a professional text according to the assignment). Students will use the e-learning environment moodle. To pass the course it is necessary to obtain at least 60% of the points. Grades are awarded on a scale of A (excellent - outstanding results), B (very good - above average standard), C (good - normal reliable work), D (satisfactory - acceptable results), E (sufficient - results meet minimum criteria) and Fx (insufficient - extra work required). Grading (ECTS): A: 100-91%, B 90-81%, C 80-73%, D 72-66%, E 65-60%, FX 59-0%.
Slovak and Czech language
The course leads students to understand the family (its various functions and meanings) as part of society and a social institution. Emphasis is placed on the cultural variation of the family in different types of societies in the past and today, on the transformation of the roles of women, men and children in the contemporary family.
100/0
The course leads students to understand the family (its various functions and meanings) as part of society and a social institution. Emphasis is placed on the cultural variation of the family in different types of societies in the past and today, on the transformation of the roles of women, men and children in the contemporary family.
Seminar, 2 hours per week, total 22 hours per semester, combined method (mostly in class)
Student workload:
2 hours of seminar per week (= 22 hours per semester), preparation of mid-term paper in the first half of the semester 19 hours, preparation of final paper in the second half of the semester 19 hours Total 60 hours per semester.
Teaching methods:
Brainstorming, discussion of the topic under discussion, demonstration of appropriate solutions, problem solving, Socratic conversation, project development.
BABYRÁDOVÁ, H. 2002: Rituál, umění a výchova. Brno : PdF MU. ISBN 80-210-3029-1
MISTRÍK, E. 2016: Estetická výchova ako nástroj sebareflexie. Bratislava : UK. ISBN 978-80-223-4207-0
MISTRÍK, E. 2009: Umenie a kultúra pre 1. ročník gymnázií. Prievidza : Združenie EDUCO. ISBN 978-80-8941303-8
MISTRÍK, E. 2009: Umenie a kultúra pre 2. ročník gymnázií. Prievidza : Združenie EDUCO. ISBN 978-80-89413-04-5
MISTRÍK, E. – JANIKOVIČ, Z. 2012: Umenie a kultúra pre 3. ročník gymnázií. Prievidza : Združenie EDUCO. ISBN 978-80-89413-31-1
MISTRÍK, E. 2019: Základy estetiky a etikety. Bratislava : SPN. ISBN 978-80-10-03446-8
PRŠOVÁ, E. 2000: Aktivizácia žiakov metódami dramatickej výchovy. Banská Bystrica : Metodické centrum. ISBN 80-8041-354-1
Over the course of the semester, students work on their own project using the arts in school civics. At mid-semester, they turn in an annotation of the project - title, choice of work they would work with, basic goals of the civics work, and characteristics of the target audience. The appropriateness of the work for the goals and for the target group, and the adequacy of the connection between the goals and the target group are assessed.
At the end of the semester, they turn in a complete project. The project will include:
- The objectives of the activity (pupils' skills according to the National Curriculum).
- The target group of the activity (for which pupils it could be used).
- Time and space (how long it would last, any special space requirements).
- The flow of the activity (a brief scenario of how the students would carry it out).
- Evaluation of the activity (how they would evaluate the students).
- Theoretical perspective on the activity (students will list three key words from artwork theory and briefly elaborate on how these three key words reflect their activity).
- Literature used.
The ability to use the artwork to develop students' civic skills and abilities is assessed and must be clearly defined in the project.
Assessment:
A (100-91%, excellent - outstanding performance), students will develop an original artwork project that is thought through as a coherent whole and fulfills the civics objectives of the National Curriculum,
B (90-81%, very good - above average standard), students creatively develop an arts project that meets the objectives of civics and is linked to the National Curriculum,
C (80-73%, good - normal reliable work), students will develop an art project that does not interfere with the principles of civics and is tied to the National Curriculum,
D (72-66%, satisfactory - acceptable performance), students will develop a project that will not be internally rigorous but will not violate the principles of civics,
E (65-60%, satisfactory - results meet the minimum criteria), students will develop a project working with art that will not violate the principles of civics education but will not be internally intertwined with the National Curriculum,
Fx (59-0%, insufficient - extra work required), students will develop a project that is not tied to the National Curriculum and does not address the goals of citizenship education.
Weighting of the mid-term and final assessment: 100/0.
Slovak and Czech language
Prerequisites for working with the arts in civics. Methods of working with art in general and specifically in civics. The meaning of working with art in citizenship education. Examples of themes that can be developed with the help of the arts: critical thinking, the Holocaust, communism, how people lived in the past, human equality, global issues. Ways of evaluating work with the arts in citizenship education.
Since the aim of the course is to prepare students for the didactically correct fulfilment of the objectives of civics or citizenship education according to the current National Curriculum and according to the current socio-political situation, the topics that can be developed with the help of art will be adjusted according to the changes in the National Curriculum and according to the current social situation at home or in the world.
100/0
Students know and have mastered the main methods of working with the arts in civics, or more broadly in citizenship education. They know how to plan such work and combine appropriate didactic approaches with specific groups of pupils. They find civic themes in art and can relate artworks to specific objectives and topics in citizenship education.
Seminar, 2 hours per week, total 22 hours per semester, combined method (mostly in class)
Student workload:
2 hours of seminar per week (= 22 hours per semester), preparation of mid-term paper in the first half of the semester 19 hours, preparation of final paper in the second half of the semester 19 hours Total 60 hours per semester.
Teaching methods:
Brainstorming, discussion of the topic under discussion, demonstration of appropriate solutions, problem solving, Socratic conversation, project development.
BABYRÁDOVÁ, H. 2002: Rituál, umění a výchova. Brno : PdF MU. ISBN 80-210-3029-1
MISTRÍK, E. 2016: Estetická výchova ako nástroj sebareflexie. Bratislava : UK. ISBN 978-80-223-4207-0
MISTRÍK, E. 2009: Umenie a kultúra pre 1. ročník gymnázií. Prievidza : Združenie EDUCO. ISBN 978-80-8941303-8
MISTRÍK, E. 2009: Umenie a kultúra pre 2. ročník gymnázií. Prievidza : Združenie EDUCO. ISBN 978-80-89413-04-5
MISTRÍK, E. – JANIKOVIČ, Z. 2012: Umenie a kultúra pre 3. ročník gymnázií. Prievidza : Združenie EDUCO. ISBN 978-80-89413-31-1
MISTRÍK, E. 2019: Základy estetiky a etikety. Bratislava : SPN. ISBN 978-80-10-03446-8
PRŠOVÁ, E. 2000: Aktivizácia žiakov metódami dramatickej výchovy. Banská Bystrica : Metodické centrum. ISBN 80-8041-354-1
Over the course of the semester, students work on their own project using the arts in school civics. At mid-semester, they turn in an annotation of the project - title, choice of work they would work with, basic goals of the civics work, and characteristics of the target audience. The appropriateness of the work for the goals and for the target group, and the adequacy of the connection between the goals and the target group are assessed.
At the end of the semester, they turn in a complete project. The project will include:
- The objectives of the activity (pupils' skills according to the National Curriculum).
- The target group of the activity (for which pupils it could be used).
- Time and space (how long it would last, any special space requirements).
- The flow of the activity (a brief scenario of how the students would carry it out).
- Evaluation of the activity (how they would evaluate the students).
- Theoretical perspective on the activity (students will list three key words from artwork theory and briefly elaborate on how these three key words reflect their activity).
- Literature used.
The ability to use the artwork to develop students' civic skills and abilities is assessed and must be clearly defined in the project.
Assessment:
A (100-91%, excellent - outstanding performance), students will develop an original artwork project that is thought through as a coherent whole and fulfills the civics objectives of the National Curriculum,
B (90-81%, very good - above average standard), students creatively develop an arts project that meets the objectives of civics and is linked to the National Curriculum,
C (80-73%, good - normal reliable work), students will develop an art project that does not interfere with the principles of civics and is tied to the National Curriculum,
D (72-66%, satisfactory - acceptable performance), students will develop a project that will not be internally rigorous but will not violate the principles of civics,
E (65-60%, satisfactory - results meet the minimum criteria), students will develop a project working with art that will not violate the principles of civics education but will not be internally intertwined with the National Curriculum,
Fx (59-0%, insufficient - extra work required), students will develop a project that is not tied to the National Curriculum and does not address the goals of citizenship education.
Weighting of the mid-term and final assessment: 100/0.
Slovak and Czech language
Prerequisites for working with the arts in civics. Methods of working with art in general and specifically in civics. The meaning of working with art in citizenship education. Examples of themes that can be developed with the help of the arts: critical thinking, the Holocaust, communism, how people lived in the past, human equality, global issues. Ways of evaluating work with the arts in citizenship education.
Since the aim of the course is to prepare students for the didactically correct fulfilment of the objectives of civics or citizenship education according to the current National Curriculum and according to the current socio-political situation, the topics that can be developed with the help of art will be adjusted according to the changes in the National Curriculum and according to the current social situation at home or in the world.
100/0
Students know and have mastered the main methods of working with the arts in civics, or more broadly in citizenship education. They know how to plan such work and combine appropriate didactic approaches with specific groups of pupils. They find civic themes in art and can relate artworks to specific objectives and topics in citizenship education.
Scope, type/method of teaching and organizational form:
2 hours seminar per week, 22 hours total per semester combined (mostly full-time)
Student workload:
Scope: 11x 2 hours of direct instruction = 22 hours; preparation for group presentation = 18 hours; preparation for newspaper article = 20 hours. 60 hours total.
Teaching methods:
Discussion, interview, role-play method, quizzes, brainstorming, case study, mind-mapping, interpretation, text work, small group work, group presentation
ČAČOVÁ, Z. – LENČO, P. eds. Ľudské práva vy výchove a vzdelávaní: aktuálny stav, výzvy a inšpirácie. Bratislava : Nadácia otvorenej spoločnosti. 2016. ISBN 978-80-89571-12-3
DEBRECÉNIOVÁ, J. Antidiskriminačný zákon – Komentár. Bratislava : Občan, demokracia a zodpovednosť. 2008. ISBN 978-80-89140-16-9
HORNÁ, D. – KÁLMÁN, P. eds. Vybrané texty k ľudským právam: Príručka pre Olympiádu ľudských práv. Bratislava : Univerzita Komenského v Bratislave. 2013. ISBN 978-80-223-3523-2
KRESÁK, P. et al. Občan a demokracia. Bratislava : Nadácia Občan a demokracia (Minority Rights Group – Slovakia). 1997. ISBN 80-967169-7-2
KRÍŽ, M. a kol. Stručný katalóg ĽP s námetmi na ich uplatnenie v škole. ŠPÚ. 2005.
KVIEČINSKÁ, J. ed. Prvé kroky – metodická príručka pre výchovu k ľudským právam. Bratislava : Nadácia Milana Šimečku. 1998. ISBN 80-967588-3-7
POLLMANN, Arnd – LOHMANN, Georg. Ľudské práva : Interdisciplinárna príručka. Bratislava : Kalligram, 2017. ISBN 978-80-8101-960-9.
VARGOVÁ, D.: Práva detí v kontexte Dohovoru o právach dieťaťa. Bratislava : MPC Bratislava. 2007. ISBN 978-80-8052-288-9.
VARGOVÁ, D. – ĎURAJOVÁ, D. Výchova k ľudským právam v školách. Bratislava : Metodicko-pedagogické centrum. 2011. ISBN 978-80-8052-393-0
VARGOVÁ, D. KRÍŽOVÁ, O. Nielen ja, ale aj tí iní. MPC Bratislava. 2008.
všetky kľúčové medzinárodné dohovory o ĽP
The interim part of the evaluation will consist of the following components:
- class participation or active involvement in class discussions (20 points);
- group presentation on a selection of topics (e.g. refugees, women, people with disabilities, Roma, children, LGBTI people) (40 points);
Each group will be responsible for presenting the chosen topic in an interactive and engaging way (which major international legal documents touch on the topic; what forms of discrimination the vulnerable social group in question experiences; what specific lawsuits at national or international level have taken place in the past that relate to this topic; what are the main arguments and prejudices that emerge in society to counter the HR of this group and how can these be addressed, etc.). Next, the group will present a specific activity or preparation of a whole lesson for pupils of primary or secondary school in a well-specified school year (of their choice), in which the members of the presenting group, as future teachers, will try to bring the specific topic of the given vulnerable social group in HR to their pupils. In preparing the presentation, it is necessary to draw not only on the titles listed in these syllabi.
- A newspaper article advocating for the rights of a selected vulnerable social group (e.g. refugees, women, people with disabilities, Roma, children, LGBTI people - but other than a group presentation) (40 marks).
Individual written work. This is a short text (400-550 words) or an argumentative and advocacy newspaper article for the Comments section of Denník SME, Denník N, Hospodárske noviny or another national daily newspaper. It is also an analytical text based on various expert evidence and existing research on the topic. The article will be evaluated positively if it actively works with statistical data on discrimination against these groups, or if it actively refutes prejudices about this group.
For a final grade of A, the paper must score at least 91 points, for a grade of B at least 81 points, for a grade of C at least 73 points, for a grade of D at least 66 points, and for a grade of E at least 60 points. To pass the course you must obtain a minimum of 60% of the marks.
For a grade of A, the student must perform consistently well, be able to study independently, and be able to reflect on the problems presented. The student can critically evaluate the information presented, identify problems and propose original solutions, can select relevant sources for his/her studies, can analyse and select professional or scientific information, is familiar with theoretical and empirical knowledge in the field of human rights and can apply it in his/her teaching practice. At the same time, students are able to work in a team and collaborate on assignments.
A grade of B means that the student has performed above average throughout the semester, has been able to study independently, is proficient in basic human rights information, can navigate the literature, and can apply the knowledge gained to practice in working with children and students, but there are also weaknesses in his/her critical and creative thinking. At the same time, students are able to work in teams and collaborate on assignments.
A grade of C means that the student has performed well during the semester, his or her theoretical knowledge of the subject is at a good level, but the ability to apply this knowledge, critically evaluate and compare different literary sources is lacking. There are more weaknesses in critical and inductive thinking as well as in group work.
A grade of D means that the student has been less well prepared during the semester, has moderate deficiencies in theoretical knowledge related to the subject of education and has more problems in independent implementation work as well as in group work, cannot critically analyse information and has problems applying knowledge to practice.
A grade of E means that the student fails in more than one of the assignments, lacks the ability to analyse and compare multiple pieces of knowledge, and fails to think critically and apply theoretical knowledge to practice, but is proficient in most of the theoretical knowledge of the course.
Slovak language
1. Stereotypes and myths about human rights (HR);
2. Basic concepts of HR;
3. Basic HRD documents;
4. The Constitution of the Slovak Republic and HRDs;
5. The system of HR protection at national and international level;
6. Critique of HR universalism;
7. Individual rights across the HR group;
8. Sample lesson with (online) living library;
9. People at risk of discrimination: Roma in People at Risk; Refugees in People at Risk; LGBTI people in People at Risk; Women and People at Risk; People with Disabilities and People at Risk; Children and People at Risk
100/0
To introduce students to human rights (HR) issues, to understand the philosophy and process of implementing HR and child rights in the educational process. After completing the seminar, students will be able to: explain HR as an idea of higher law, define the basic terms: natural rights, human rights, civil rights, distinguish the three generations of HR from the groups of HR in the Constitution of the Slovak Republic, explain and understand the system of protection of HR at the national and international level, navigate through the basic documents on HR and the rights of the child (CR), critically analyze the universalism of HR, argue and take a position on situations of violation of HR in school, in Slovakia, in the world and last but not least, provide and verify (through innovative teaching methods) a range of activities focused on the issue of human rights and human rights.
They will also be able to assess, analyse and compare information, be able to think critically and evaluate individual examples of good practice and generalise knowledge.
Scope, type/method of teaching and organizational form:
2 hours seminar per week, 22 hours total per semester combined (mostly full-time)
Student workload:
Scope: 11x 2 hours of direct instruction = 22 hours; preparation for group presentation = 18 hours; preparation for newspaper article = 20 hours. 60 hours total.
Teaching methods:
Discussion, interview, role-play method, quizzes, brainstorming, case study, mind-mapping, interpretation, text work, small group work, group presentation
ČAČOVÁ, Z. – LENČO, P. eds. Ľudské práva vy výchove a vzdelávaní: aktuálny stav, výzvy a inšpirácie. Bratislava : Nadácia otvorenej spoločnosti. 2016. ISBN 978-80-89571-12-3
DEBRECÉNIOVÁ, J. Antidiskriminačný zákon – Komentár. Bratislava : Občan, demokracia a zodpovednosť. 2008. ISBN 978-80-89140-16-9
HORNÁ, D. – KÁLMÁN, P. eds. Vybrané texty k ľudským právam: Príručka pre Olympiádu ľudských práv. Bratislava : Univerzita Komenského v Bratislave. 2013. ISBN 978-80-223-3523-2
KRESÁK, P. et al. Občan a demokracia. Bratislava : Nadácia Občan a demokracia (Minority Rights Group – Slovakia). 1997. ISBN 80-967169-7-2
KRÍŽ, M. a kol. Stručný katalóg ĽP s námetmi na ich uplatnenie v škole. ŠPÚ. 2005.
KVIEČINSKÁ, J. ed. Prvé kroky – metodická príručka pre výchovu k ľudským právam. Bratislava : Nadácia Milana Šimečku. 1998. ISBN 80-967588-3-7
POLLMANN, Arnd – LOHMANN, Georg. Ľudské práva : Interdisciplinárna príručka. Bratislava : Kalligram, 2017. ISBN 978-80-8101-960-9.
VARGOVÁ, D.: Práva detí v kontexte Dohovoru o právach dieťaťa. Bratislava : MPC Bratislava. 2007. ISBN 978-80-8052-288-9.
VARGOVÁ, D. – ĎURAJOVÁ, D. Výchova k ľudským právam v školách. Bratislava : Metodicko-pedagogické centrum. 2011. ISBN 978-80-8052-393-0
VARGOVÁ, D. KRÍŽOVÁ, O. Nielen ja, ale aj tí iní. MPC Bratislava. 2008.
všetky kľúčové medzinárodné dohovory o ĽP
The interim part of the evaluation will consist of the following components:
- class participation or active involvement in class discussions (20 points);
- group presentation on a selection of topics (e.g. refugees, women, people with disabilities, Roma, children, LGBTI people) (40 points);
Each group will be responsible for presenting the chosen topic in an interactive and engaging way (which major international legal documents touch on the topic; what forms of discrimination the vulnerable social group in question experiences; what specific lawsuits at national or international level have taken place in the past that relate to this topic; what are the main arguments and prejudices that emerge in society to counter the HR of this group and how can these be addressed, etc.). Next, the group will present a specific activity or preparation of a whole lesson for pupils of primary or secondary school in a well-specified school year (of their choice), in which the members of the presenting group, as future teachers, will try to bring the specific topic of the given vulnerable social group in HR to their pupils. In preparing the presentation, it is necessary to draw not only on the titles listed in these syllabi.
- A newspaper article advocating for the rights of a selected vulnerable social group (e.g. refugees, women, people with disabilities, Roma, children, LGBTI people - but other than a group presentation) (40 marks).
Individual written work. This is a short text (400-550 words) or an argumentative and advocacy newspaper article for the Comments section of Denník SME, Denník N, Hospodárske noviny or another national daily newspaper. It is also an analytical text based on various expert evidence and existing research on the topic. The article will be evaluated positively if it actively works with statistical data on discrimination against these groups, or if it actively refutes prejudices about this group.
For a final grade of A, the paper must score at least 91 points, for a grade of B at least 81 points, for a grade of C at least 73 points, for a grade of D at least 66 points, and for a grade of E at least 60 points. To pass the course you must obtain a minimum of 60% of the marks.
For a grade of A, the student must perform consistently well, be able to study independently, and be able to reflect on the problems presented. The student can critically evaluate the information presented, identify problems and propose original solutions, can select relevant sources for his/her studies, can analyse and select professional or scientific information, is familiar with theoretical and empirical knowledge in the field of human rights and can apply it in his/her teaching practice. At the same time, students are able to work in a team and collaborate on assignments.
A grade of B means that the student has performed above average throughout the semester, has been able to study independently, is proficient in basic human rights information, can navigate the literature, and can apply the knowledge gained to practice in working with children and students, but there are also weaknesses in his/her critical and creative thinking. At the same time, students are able to work in teams and collaborate on assignments.
A grade of C means that the student has performed well during the semester, his or her theoretical knowledge of the subject is at a good level, but the ability to apply this knowledge, critically evaluate and compare different literary sources is lacking. There are more weaknesses in critical and inductive thinking as well as in group work.
A grade of D means that the student has been less well prepared during the semester, has moderate deficiencies in theoretical knowledge related to the subject of education and has more problems in independent implementation work as well as in group work, cannot critically analyse information and has problems applying knowledge to practice.
A grade of E means that the student fails in more than one of the assignments, lacks the ability to analyse and compare multiple pieces of knowledge, and fails to think critically and apply theoretical knowledge to practice, but is proficient in most of the theoretical knowledge of the course.
Slovak language
1. Stereotypes and myths about human rights (HR);
2. Basic concepts of HR;
3. Basic HRD documents;
4. The Constitution of the Slovak Republic and HRDs;
5. The system of HR protection at national and international level;
6. Critique of HR universalism;
7. Individual rights across the HR group;
8. Sample lesson with (online) living library;
9. People at risk of discrimination: Roma in People at Risk; Refugees in People at Risk; LGBTI people in People at Risk; Women and People at Risk; People with Disabilities and People at Risk; Children and People at Risk
100/0
To introduce students to human rights (HR) issues, to understand the philosophy and process of implementing HR and child rights in the educational process. After completing the seminar, students will be able to: explain HR as an idea of higher law, define the basic terms: natural rights, human rights, civil rights, distinguish the three generations of HR from the groups of HR in the Constitution of the Slovak Republic, explain and understand the system of protection of HR at the national and international level, navigate through the basic documents on HR and the rights of the child (CR), critically analyze the universalism of HR, argue and take a position on situations of violation of HR in school, in Slovakia, in the world and last but not least, provide and verify (through innovative teaching methods) a range of activities focused on the issue of human rights and human rights.
They will also be able to assess, analyse and compare information, be able to think critically and evaluate individual examples of good practice and generalise knowledge.
Seminar, 2 hours per week, i.e., 22 hours in total per semester, combined method (mostly in attendance)
Student workload:
22 hours of teaching per semester, preparation of a continuous thesis in the first half of the semester 15 hours, continuous study of literature 8 hours, preparation of a final thesis in the second half of the semester 15 hours per semester. Total 60 hours per semester.
Teaching methods:
Discussion of the topic covered, experience of multiculturalism, demonstration of appropriate solutions, problem-solving exercises, development of a class preparation project.
KASÍKOVÁ, H. a kol. 2003: Interkulturní výchova a vzdělávání: efektivní metody a formy. Praha : FF UK. (bez ISBN)
KOMINAREC, I. – KOMINARECOVÁ, E. 2009: Multikulturalita a komunikácia. Prešov : PO. ISBN 978-80-555-0061-4
MISTRÍK A kol. 2008: Multikultúrna výchova v škole. Bratislava : Nadácia otvorenej spoločnosti. ISBN 978-80-969271-4-2
MISTRÍK, E. – HAAPANEN, S. – HEIKKINEN, H. – JAZUDEK, R. – ONDRUŠKOVÁ, N. – RÄSÄNEN, R. 1999: Kultúra a multikultúrna výchova. Culture and Multicultural Education. Bratislava : Iris. ISBN 80-88778-81-3
MISTRÍK, E. 2008: Multikultúrna výchova. In: Školské vzdelávacie programy. Praktický manuál pre zostavenie vlastného školského vzdelávacieho programu. 3. E1. Bratislava : RAABE. ISBN 978-80-89182-27-5
PRŮCHA. J. 2006: Multikulturní výchova. Praha : Triton. ISBN 80-7254-866-2
VANČÍKOVÁ, K. 2013: Multikultúrna výchova, jej miesto v súčasnej škole. Banská Bystrica: PdF UMB. ISBN 978-80-557-0512-5
Students will choose one of the activities that will be part of the lessons, work it systematically and develop it into a comprehensive preparation of a civics lesson according to this structure:
1. Objectives of the activity (what skills and abilities it develops, what civics topic it could be used for in school - students will choose one topic).
2. The target group of the activity (for which students could it be used).
3. Time and space (how long it would last, any special space requirements).
4. The flow of the activity (a brief scenario of how the student would carry it out).
5. Evaluation of the activity (how they would evaluate the students).
6. Theoretical perspective on the activity (students will use three key words from multicultural education theory).
7. Literature used.
The evaluation will assess the fulfilment of the principles of multicultural education, the suitability of the project for teaching civics, the systematic nature of the preparation and the interconnectedness of its components. Negative evaluations will be given to projects that could reinforce stereotypes and prejudices among pupils or in which students present stereotypical views of other cultures.
Assessment:
A (100-91%, excellent - outstanding performance), students will develop an original project that is thought through as a coherent whole to develop intercultural understanding,
B (90-81%, very good - above average standard), students will creatively develop a project that will assist in developing intercultural understanding,
C (80-73%, good - normal reliable work), students will develop a project that does not interfere with the principles of multicultural education,
D (72-66%, satisfactory - acceptable performance), students will produce a project that is not internally intertwined but will not violate the principles of multicultural education,
E (65-60%, satisfactory - results meet the minimum criteria), students will produce a project that marginally violates the principles of multicultural education,
Fx (59-0%, insufficient - extra work required), students will develop a project that promotes cultural stereotypes and biases.
Weighting of midterm and final grade: 100/0.
Slovak and Czech language
The problem that multicultural education is facing - stereotypes and prejudices in us. Encountering another culture. Culture shock. How we acquire information about other cultures. How to cope with the arrival of foreigners. What we think about intercultural communication. Migration and values in multicultural education. How to proceed in multicultural education. Assessment in multicultural education.
100/0
Students understand the principles and practices of multicultural education. They know how to work with stereotypes and prejudices in the classroom. They can plan and design multicultural education and are able to integrate it as a cross-curricular theme in the teaching of civics. They develop their personal intercultural understanding. They master the main didactical practices in the implementation of multicultural education.
Seminar, 2 hours per week, i.e., 22 hours in total per semester, combined method (mostly in attendance)
Student workload:
22 hours of teaching per semester, preparation of a continuous thesis in the first half of the semester 15 hours, continuous study of literature 8 hours, preparation of a final thesis in the second half of the semester 15 hours per semester. Total 60 hours per semester.
Teaching methods:
Discussion of the topic covered, experience of multiculturalism, demonstration of appropriate solutions, problem-solving exercises, development of a class preparation project.
KASÍKOVÁ, H. a kol. 2003: Interkulturní výchova a vzdělávání: efektivní metody a formy. Praha : FF UK. (bez ISBN)
KOMINAREC, I. – KOMINARECOVÁ, E. 2009: Multikulturalita a komunikácia. Prešov : PO. ISBN 978-80-555-0061-4
MISTRÍK A kol. 2008: Multikultúrna výchova v škole. Bratislava : Nadácia otvorenej spoločnosti. ISBN 978-80-969271-4-2
MISTRÍK, E. – HAAPANEN, S. – HEIKKINEN, H. – JAZUDEK, R. – ONDRUŠKOVÁ, N. – RÄSÄNEN, R. 1999: Kultúra a multikultúrna výchova. Culture and Multicultural Education. Bratislava : Iris. ISBN 80-88778-81-3
MISTRÍK, E. 2008: Multikultúrna výchova. In: Školské vzdelávacie programy. Praktický manuál pre zostavenie vlastného školského vzdelávacieho programu. 3. E1. Bratislava : RAABE. ISBN 978-80-89182-27-5
PRŮCHA. J. 2006: Multikulturní výchova. Praha : Triton. ISBN 80-7254-866-2
VANČÍKOVÁ, K. 2013: Multikultúrna výchova, jej miesto v súčasnej škole. Banská Bystrica: PdF UMB. ISBN 978-80-557-0512-5
Students will choose one of the activities that will be part of the lessons, work it systematically and develop it into a comprehensive preparation of a civics lesson according to this structure:
1. Objectives of the activity (what skills and abilities it develops, what civics topic it could be used for in school - students will choose one topic).
2. The target group of the activity (for which students could it be used).
3. Time and space (how long it would last, any special space requirements).
4. The flow of the activity (a brief scenario of how the student would carry it out).
5. Evaluation of the activity (how they would evaluate the students).
6. Theoretical perspective on the activity (students will use three key words from multicultural education theory).
7. Literature used.
The evaluation will assess the fulfilment of the principles of multicultural education, the suitability of the project for teaching civics, the systematic nature of the preparation and the interconnectedness of its components. Negative evaluations will be given to projects that could reinforce stereotypes and prejudices among pupils or in which students present stereotypical views of other cultures.
Assessment:
A (100-91%, excellent - outstanding performance), students will develop an original project that is thought through as a coherent whole to develop intercultural understanding,
B (90-81%, very good - above average standard), students will creatively develop a project that will assist in developing intercultural understanding,
C (80-73%, good - normal reliable work), students will develop a project that does not interfere with the principles of multicultural education,
D (72-66%, satisfactory - acceptable performance), students will produce a project that is not internally intertwined but will not violate the principles of multicultural education,
E (65-60%, satisfactory - results meet the minimum criteria), students will produce a project that marginally violates the principles of multicultural education,
Fx (59-0%, insufficient - extra work required), students will develop a project that promotes cultural stereotypes and biases.
Weighting of midterm and final grade: 100/0.
Slovak and Czech language
The problem that multicultural education is facing - stereotypes and prejudices in us. Encountering another culture. Culture shock. How we acquire information about other cultures. How to cope with the arrival of foreigners. What we think about intercultural communication. Migration and values in multicultural education. How to proceed in multicultural education. Assessment in multicultural education.
100/0
Students understand the principles and practices of multicultural education. They know how to work with stereotypes and prejudices in the classroom. They can plan and design multicultural education and are able to integrate it as a cross-curricular theme in the teaching of civics. They develop their personal intercultural understanding. They master the main didactical practices in the implementation of multicultural education.
Seminar, 2 hours/week, i.e. 22 hours/semester, combined method (mostly full-time)
Student workload:
11 x (2) hours of teaching = 22 hours; 18 hours self-study; 20 hours preparation for group presentation. 60 hours in total.
Teaching methods:
In addition to monological methods of explanation, explanation and lecturing, dialogical methods of discussion, interview or Socratic conversation as well as experiential and activating methods, games, solutions to moral dilemmas, presentation and analysis of case studies, etc. are represented.
Compulsory readings:
Valica, M. – Fridrichová, P. – Kaliský, J. – Rohn, T. – Hajnalová Buvalová, Ľ. – Bradová, G.: Modely výučby etickej výchovy a kompetenčného profilu učiteľa etickej výchovy. Banská Bystrica: Pedagogická fakulta Univerzity Mateja Bela v Banskej Bystrici, 2011. Dostupné na: https://www.pdf.umb.sk/katedry/katedra-pedagogiky/publikacie/book-18418/modely-vyucby-etickej-vychovy-a-kompetencneho-profilu-ucitela-etickej-vychovy.html
Recommended readings:
Brestovanský, M.: Hodnoty, vzťahy a škola. Trnava: Typi Universitatis Tyrnaviensis, 2019.
Hollá, K.: Didaktika etickej výchovy. Nitra: Univerzita Konštatntína Filozofa v Nitre, 2014.
Hollá, Z. (et al.): Vybrané pedagogické aspekty rozvoja prosociálnosti u detí. Ružomberok: Pedagogická fakulta Katolíckej univerzity v Ružomberku, 2009.
Komárik, E. – Maďarová, A. – Malá, D.: Charakter: Príspevok k rozvoju morálnej gramotnosti. Nitra: Univerzita Konštantína filozofa v Nitre, 2014.
Lencz, L. – Krížová, O.: Metodický materiál k predmetu etická výchova. Prešov: Rokus, 2006.
Olivar, R. R.: Etická výchova. Bratislava: Orbis Pictus Istropolitana, 1992.
Podmanický, I.: Teória a prax etickej výchovy 1. Trnava: Trnavská Univerzita, 2012.
Podmanický, I.: Teória a prax etickej výchovy 2. Trnava: Trnavská Univerzita, 2013.
Vacek, P.: Rozvoj morálního vědomí žáků. Praha: Portál, 2008.
Vacek, P.: Psychologie morálky a výchova charakteru žáků. 2. vyd., Hradec Králové: Gaudeamus, 2013.
Vargová, D.: Výchova k prosociálnosti ako prostriedok, nie cieľ etickej výchovy. In:
Zborník ved. štúdií: Dobro a zlo, alebo o morálke. UMB Banská Bystrica, 2013, dostupné na: https://www.pdf.umb.sk/app/cmsFile.php?disposition=a&ID=6658.
Zaviš, M.: Prevencia religiofóbie pedagogickým vedením školopovinných detí. In: Religiofóbia: realita, prevencia a edukácia. Trnava: Trnavská univerzita, 2016. S. 57-66.
Weighting of interim and final marks: 100/0
Interim assessment includes: 30% classroom activity; 70% group presentation, which is an assignment where students divided into groups have to elaborate any topic from the EV program as they would present it to their students, i.e., in addition to the theory, they must also be proficient in the practice, because as part of their deliverables, we are conducting de facto demonstrations of their presentation and interpretation of the issues in a fictional classroom.
The assessment is awarded on a scale:
A (100-91%, excellent - outstanding results; students have performed excellently during the semester, they have actively participated in the teaching and have shown interest in the subject, their theoretical knowledge of ethics education is at a high level, they can apply the acquired knowledge without any problems),
B (90-81%, very good - above average standard; students performed very well during the semester, participated in the teaching, their theoretical knowledge of ethics education is at a very good level, they are able to apply the acquired knowledge),
C (80-73%, good - normal reliable work; students performed standardly well during the semester, their theoretical knowledge in the field of ethics education is at a good level, they can apply the acquired knowledge to a limited extent),
D (72-66%, satisfactory - acceptable performance; students are slightly deficient in their theoretical knowledge of ethics education; they have difficulty applying the knowledge they have acquired),
E (65-60%, satisfactory - results meet the minimum criteria; students have only minimal involvement in the learning process; they have significant deficiencies in theoretical knowledge in the field of ethics education; they have significant problems to apply the acquired knowledge),
Fx (59-0%, insufficient - extra work required).
Slovak and Czech language
Introduction to ethics education (basic concepts, aim).
2. Introduction of the Slovak programme of ethics education (educational programme, educational style, educational methods).
3. Procedural aspect of ethical education.
4. Problems - positives and negatives of ethical education as we have it today.
5. The psychology of moral development.
6. Different forms of character education.
100/0
After completing the course, the student can: define and explain the key concepts of ethical education; orient in the Slovak programme of ethical education; distinguish between the target and procedural components of ethical education, understand the psychology of moral development; distinguish between different approaches to character education, apply in pedagogical practice innovative methods in the formation of moral identity of the pupil. By completing the course, the student develops the following transferable competencies: communication skills, analytical skills, interpersonal skills, creativity and abstract thinking skills, critical thinking skills, motivation and the ability to learn, reasoning in context.
Learning objectives:
To provide students with background information on the subject of ethics education and to familiarize them with various approaches to character education.
Seminar, 2 hours/week, i.e. 22 hours/semester, combined method (mostly full-time)
Student workload:
11 x (2) hours of teaching = 22 hours; 18 hours self-study; 20 hours preparation for group presentation. 60 hours in total.
Teaching methods:
In addition to monological methods of explanation, explanation and lecturing, dialogical methods of discussion, interview or Socratic conversation as well as experiential and activating methods, games, solutions to moral dilemmas, presentation and analysis of case studies, etc. are represented.
Compulsory readings:
Valica, M. – Fridrichová, P. – Kaliský, J. – Rohn, T. – Hajnalová Buvalová, Ľ. – Bradová, G.: Modely výučby etickej výchovy a kompetenčného profilu učiteľa etickej výchovy. Banská Bystrica: Pedagogická fakulta Univerzity Mateja Bela v Banskej Bystrici, 2011. Dostupné na: https://www.pdf.umb.sk/katedry/katedra-pedagogiky/publikacie/book-18418/modely-vyucby-etickej-vychovy-a-kompetencneho-profilu-ucitela-etickej-vychovy.html
Recommended readings:
Brestovanský, M.: Hodnoty, vzťahy a škola. Trnava: Typi Universitatis Tyrnaviensis, 2019.
Hollá, K.: Didaktika etickej výchovy. Nitra: Univerzita Konštatntína Filozofa v Nitre, 2014.
Hollá, Z. (et al.): Vybrané pedagogické aspekty rozvoja prosociálnosti u detí. Ružomberok: Pedagogická fakulta Katolíckej univerzity v Ružomberku, 2009.
Komárik, E. – Maďarová, A. – Malá, D.: Charakter: Príspevok k rozvoju morálnej gramotnosti. Nitra: Univerzita Konštantína filozofa v Nitre, 2014.
Lencz, L. – Krížová, O.: Metodický materiál k predmetu etická výchova. Prešov: Rokus, 2006.
Olivar, R. R.: Etická výchova. Bratislava: Orbis Pictus Istropolitana, 1992.
Podmanický, I.: Teória a prax etickej výchovy 1. Trnava: Trnavská Univerzita, 2012.
Podmanický, I.: Teória a prax etickej výchovy 2. Trnava: Trnavská Univerzita, 2013.
Vacek, P.: Rozvoj morálního vědomí žáků. Praha: Portál, 2008.
Vacek, P.: Psychologie morálky a výchova charakteru žáků. 2. vyd., Hradec Králové: Gaudeamus, 2013.
Vargová, D.: Výchova k prosociálnosti ako prostriedok, nie cieľ etickej výchovy. In:
Zborník ved. štúdií: Dobro a zlo, alebo o morálke. UMB Banská Bystrica, 2013, dostupné na: https://www.pdf.umb.sk/app/cmsFile.php?disposition=a&ID=6658.
Zaviš, M.: Prevencia religiofóbie pedagogickým vedením školopovinných detí. In: Religiofóbia: realita, prevencia a edukácia. Trnava: Trnavská univerzita, 2016. S. 57-66.
Weighting of interim and final marks: 100/0
Interim assessment includes: 30% classroom activity; 70% group presentation, which is an assignment where students divided into groups have to elaborate any topic from the EV program as they would present it to their students, i.e., in addition to the theory, they must also be proficient in the practice, because as part of their deliverables, we are conducting de facto demonstrations of their presentation and interpretation of the issues in a fictional classroom.
The assessment is awarded on a scale:
A (100-91%, excellent - outstanding results; students have performed excellently during the semester, they have actively participated in the teaching and have shown interest in the subject, their theoretical knowledge of ethics education is at a high level, they can apply the acquired knowledge without any problems),
B (90-81%, very good - above average standard; students performed very well during the semester, participated in the teaching, their theoretical knowledge of ethics education is at a very good level, they are able to apply the acquired knowledge),
C (80-73%, good - normal reliable work; students performed standardly well during the semester, their theoretical knowledge in the field of ethics education is at a good level, they can apply the acquired knowledge to a limited extent),
D (72-66%, satisfactory - acceptable performance; students are slightly deficient in their theoretical knowledge of ethics education; they have difficulty applying the knowledge they have acquired),
E (65-60%, satisfactory - results meet the minimum criteria; students have only minimal involvement in the learning process; they have significant deficiencies in theoretical knowledge in the field of ethics education; they have significant problems to apply the acquired knowledge),
Fx (59-0%, insufficient - extra work required).
Slovak and Czech language
Introduction to ethics education (basic concepts, aim).
2. Introduction of the Slovak programme of ethics education (educational programme, educational style, educational methods).
3. Procedural aspect of ethical education.
4. Problems - positives and negatives of ethical education as we have it today.
5. The psychology of moral development.
6. Different forms of character education.
100/0
After completing the course, the student can: define and explain the key concepts of ethical education; orient in the Slovak programme of ethical education; distinguish between the target and procedural components of ethical education, understand the psychology of moral development; distinguish between different approaches to character education, apply in pedagogical practice innovative methods in the formation of moral identity of the pupil. By completing the course, the student develops the following transferable competencies: communication skills, analytical skills, interpersonal skills, creativity and abstract thinking skills, critical thinking skills, motivation and the ability to learn, reasoning in context.
Learning objectives:
To provide students with background information on the subject of ethics education and to familiarize them with various approaches to character education.
Seminar, 2 hours/week, i.e. 22 hours/semester, combined method (mostly by attendance).
Student workload:
22 hours of direct teaching, 14 hours of preparation for the midterm test, 18 hours of preparation of midterm assignments, 6 hours of guided self-study (content analysis of selected documents). Total: 60 hours.
Method of training: Problem-based interpretation and discussion of the topics covered. Students will analyse the arguments for and against certain claims and theses that form the basis of scientific, political and philosophical reflections on the relationship between globalisation, the human being and the citizen. The intent is to reflect on, and the impact of the impact of globalization on education for democratic citizenship.
BAUMAN, Z. 1999 Globalizace, důsledky pro člověka. Praha, Mladá fronta, 157 s.ISBN 80-204-0817-BECK, U. 2005 Čo je globalizácia? Bratislava. Vydavateľstvo SSS, 189 s.ISBN 80-8061-190-4
GONĚC, V. 2003. Od "malé Evropy" k "velké Evropě". Dějiny rozšiřování Evropských společenství/Evropské unie, 1950-2002, sv. 2. Brno : Masarykova univerzita, 237 s. ISBN80-210-3255-3
LYSÝ J. A kol. 2007 Globálne rozvojové vzdelávanie, Bratislava. Album, 180 s. ISBN978-80968667-7-9.
MISTRÍK E. a kol. 2008. Multikultúrna výchova v škole. Bratislava : Nadácia otvorenejspoločnosti, (dostupná na internete www.osf.sk v sekcii Publikácie) ISBN 978-80-969271-4-2
SAFRANSKI, R. 2006 Koľko globalizácie unesie človek. Bratislava. Kalligram. 96 s. ISBN80-7149-858-8
WEIDENFELD, W., WESSELS, W. 1999 Európa od A do Z. Sprievodca európskou integráciou,Sprint, Bratislava, ISBN 80-88848-08-3-6.ň
SCHMIDT, H. 2003 Sebezáchova Evropy, Praha. PASEKA. 184 s. ISBN 80-7185-561-8
STIEGLITZ, J. E. 2003 Jiná cesta k trhu. Praha. Prostor. 403 s. ISBN 80-7260-095-8H. HENDERSONOVÁ: 2001 Za horizontem globalizace, Praha DharmaGaia. 134 s. ISBN80-85905-93-0
KORTEN, D. 2001 Keď korporácie vládnu svetu. Košice. Vienala. 351 s. ISBN 80-968603-0-5
WRIGHT, G. VON. 2001 Humanizmus ako životný postoj. Bratislava. Kalligram 160s. ISBN80-7149-363-5
KREJČÍ, O. 2010 Mezinárodní politika. Praha. Ekopress.730 s. ISBN 987-80-86929-60-6
Weighting of interim/final assessment: 100/0
The interim assessment includes an interim written assignment on philosophical and political issues in history (40% of the mark) and an interim didactic test (60% of the mark). To pass the course, a minimum of 60% of the total mark is required
The rating is awarded on a scale:
A 100-91%, excellent - excellent results. In the didactic test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentage, together with the score (percentage) of the intermediate task, corresponds to an A grade. Note: The score or percentage of the interim assignment reflects the degree to which the student's performance on the interim assignment is consistent with the criteria published in the assignment. The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the extent of knowledge acquired. Both the test and the interim written task are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In the didactic test, the student has demonstrated a level of knowledge (extent of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentage, together with the score (percentage) of the intermediate task, corresponds to a B grade.
C 80-73%, good - normal reliable work. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to a C grade.
D 72-66%, satisfactory - acceptable performance. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to a D.
E 65-60%, sufficient. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to an E.
Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.
Slovak and Czech language
Globalization as a consequence of modernity. Dimensions of globalization. Trust and modernity. Risk and danger in the modern world. Modernity as a Western project. Consequences of globalization on human beings. The fate of the nation state. Globalization and local order. The formation of a globally sustainable economy. From economics to systems thinking. Europe in a globalised world. Globalisation and ethos. The fate of corporations in the processes of globalization. Slovakia in the processes of globalisation. International organisations. Alter and anti-globalisation movements.
100/0
Globalization as a consequence of modernity. Dimensions of globalization. Trust and modernity. Risk and danger in the modern world. Modernity as a Western project. Consequences of globalization on human beings. The fate of the nation state. Globalization and local order. The formation of a globally sustainable economy. From economics to systems thinking. Europe in a globalised world. Globalisation and ethos. The fate of corporations in the processes of globalization. Slovakia in the processes of globalisation. International organisations. Alter and anti-globalisation movements.
Seminar, 2 hours/week, i.e. 22 hours/semester, combined method (mostly by attendance).
Student workload:
22 hours of direct teaching, 14 hours of preparation for the midterm test, 18 hours of preparation of midterm assignments, 6 hours of guided self-study (content analysis of selected documents). Total: 60 hours.
Method of training: Problem-based interpretation and discussion of the topics covered. Students will analyse the arguments for and against certain claims and theses that form the basis of scientific, political and philosophical reflections on the relationship between globalisation, the human being and the citizen. The intent is to reflect on, and the impact of the impact of globalization on education for democratic citizenship.
BAUMAN, Z. 1999 Globalizace, důsledky pro člověka. Praha, Mladá fronta, 157 s.ISBN 80-204-0817-BECK, U. 2005 Čo je globalizácia? Bratislava. Vydavateľstvo SSS, 189 s.ISBN 80-8061-190-4
GONĚC, V. 2003. Od "malé Evropy" k "velké Evropě". Dějiny rozšiřování Evropských společenství/Evropské unie, 1950-2002, sv. 2. Brno : Masarykova univerzita, 237 s. ISBN80-210-3255-3
LYSÝ J. A kol. 2007 Globálne rozvojové vzdelávanie, Bratislava. Album, 180 s. ISBN978-80968667-7-9.
MISTRÍK E. a kol. 2008. Multikultúrna výchova v škole. Bratislava : Nadácia otvorenejspoločnosti, (dostupná na internete www.osf.sk v sekcii Publikácie) ISBN 978-80-969271-4-2
SAFRANSKI, R. 2006 Koľko globalizácie unesie človek. Bratislava. Kalligram. 96 s. ISBN80-7149-858-8
WEIDENFELD, W., WESSELS, W. 1999 Európa od A do Z. Sprievodca európskou integráciou,Sprint, Bratislava, ISBN 80-88848-08-3-6.ň
SCHMIDT, H. 2003 Sebezáchova Evropy, Praha. PASEKA. 184 s. ISBN 80-7185-561-8
STIEGLITZ, J. E. 2003 Jiná cesta k trhu. Praha. Prostor. 403 s. ISBN 80-7260-095-8H. HENDERSONOVÁ: 2001 Za horizontem globalizace, Praha DharmaGaia. 134 s. ISBN80-85905-93-0
KORTEN, D. 2001 Keď korporácie vládnu svetu. Košice. Vienala. 351 s. ISBN 80-968603-0-5
WRIGHT, G. VON. 2001 Humanizmus ako životný postoj. Bratislava. Kalligram 160s. ISBN80-7149-363-5
KREJČÍ, O. 2010 Mezinárodní politika. Praha. Ekopress.730 s. ISBN 987-80-86929-60-6
Weighting of interim/final assessment: 100/0
The interim assessment includes an interim written assignment on philosophical and political issues in history (40% of the mark) and an interim didactic test (60% of the mark). To pass the course, a minimum of 60% of the total mark is required
The rating is awarded on a scale:
A 100-91%, excellent - excellent results. In the didactic test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentage, together with the score (percentage) of the intermediate task, corresponds to an A grade. Note: The score or percentage of the interim assignment reflects the degree to which the student's performance on the interim assignment is consistent with the criteria published in the assignment. The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the extent of knowledge acquired. Both the test and the interim written task are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In the didactic test, the student has demonstrated a level of knowledge (extent of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentage, together with the score (percentage) of the intermediate task, corresponds to a B grade.
C 80-73%, good - normal reliable work. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to a C grade.
D 72-66%, satisfactory - acceptable performance. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to a D.
E 65-60%, sufficient. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to an E.
Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.
Slovak and Czech language
Globalization as a consequence of modernity. Dimensions of globalization. Trust and modernity. Risk and danger in the modern world. Modernity as a Western project. Consequences of globalization on human beings. The fate of the nation state. Globalization and local order. The formation of a globally sustainable economy. From economics to systems thinking. Europe in a globalised world. Globalisation and ethos. The fate of corporations in the processes of globalization. Slovakia in the processes of globalisation. International organisations. Alter and anti-globalisation movements.
100/0
Globalization as a consequence of modernity. Dimensions of globalization. Trust and modernity. Risk and danger in the modern world. Modernity as a Western project. Consequences of globalization on human beings. The fate of the nation state. Globalization and local order. The formation of a globally sustainable economy. From economics to systems thinking. Europe in a globalised world. Globalisation and ethos. The fate of corporations in the processes of globalization. Slovakia in the processes of globalisation. International organisations. Alter and anti-globalisation movements.
Seminar, 2 hours/week, i.e. total of 22 hours per semester combined method (mostly full-time)
Student workload:
11 x 2 hours of teaching = 22 hours; 10 hours preparation for presentation; 28 hours preparation for final colloquium. Total 60 hours of student work.
Teaching methods:
During the common lessons, the methods are mainly monological methods of lecturing, explanation and explanation, which are suitably supplemented by dialogical methods such as interview, discussion, polemic; occasionally we apply situational case study methods. In the framework of individual self-study, it is mainly about working with a professional text, reading comprehension, subsequent creative formulation of the key content of that text, elaboration of a presentation with a didactically relevant text-image basis in PowerPoint accompanied by verbal explication of the issue from memory.
Compulsory readings:
Hejna, D.: Náboženství a společnost. Praha: Grada Publishing, a.s., 2010.
Recommended readings:
Čeplíková, M.: Štát, cirkvi a právo na Slovensku - História a súčasnosť. Košice: UPJŠ, 2005.
Juran, J. a kol.: Právna úprava postavenia cirkví a ich registrácie v SR. In: Európa a nové náboženské hnutia. Bratislava: ÚVŠC, 2003.
Lužný, D.: Náboženství a moderní společnost. Brno: Masarykova univerzita, 1999.
Lysý, J. a kol.: Globálne rozvojové vzdelávanie. Bratislava: Album, 2007.
Mistrík, E. a kol.: Občan a občianstvo. Veľký Biel: Pope Print, 2001.
Moravčíková, M. - Cipár, M.: Cisárovo - Cisárovi. Bratislava: ÚVŠC, 2003.
Registrované cirkvi a náboženské spoločnosti v SR. Dostupné na:
https://www.culture.gov.sk/posobnost-ministerstva/cirkvi-a-nabozenske-spolocnosti/registracia-cirvii/registrovane-cirkvi-a-nabozenske-spolocnosti/
Robbers, G. (ed.): Stát a církev v zemích EU. Praha: Academia, 2002.
Zaviš, M.: Výchova a vzdelávanie v učení a praxi Bahájskeho spoločenstva. In: Alternatívna religiozita a vzdelávanie. Trnava: Pedagogická fakulta, 2020. S. 76-101.
Zaviš, M.: Slovak Muslims and their perception of social environment in Slovakia. In: Čas nám daný: zborník vedeckých štúdií pre prof. Pavla Procházku k jeho 70. narodeninám. Banská Bystrica: Katedra teológie a katechetiky, 2021. S. 311-324.
The course is completed with a 100% interim assessment, which includes: a presentation of a selected topic (30% of the assessment) and a final colloquium in the assessment week (70% of the assessment). For successful completion of the course, a minimum of 60% of the presentation grade and 60% of the final colloquium grade is required.
The grade is awarded on a scale:
A (100-91%, excellent - excellent results; students have performed excellently during the semester, they have actively participated in the teaching and shown interest in the subject, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of the subject is at a high level),
B (90-81%, very good - above average standard; students performed very well during the semester, they participated in the teaching, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of the subject is at a very good level),
C (80-73%, good - normal reliable work; during the semester students performed standardly well, they were able to work independently with the literature and to process and present the acquired knowledge in an appropriate way, their theoretical knowledge of the subject is at a good level),
D (72-66%, satisfactory - acceptable results; students are able to work independently with the literature to a limited extent and are able to process and present the acquired knowledge with problems, they have moderate deficiencies in their theoretical knowledge of the subject),
E (65-60%, sufficient - results meet the minimum criteria; students have significant problems in working independently with the literature as well as in processing and presenting the acquired knowledge, have significant deficiencies in the theoretical knowledge of the subject),
Fx (59-0%, insufficient - extra work required).
Slovak, Czech and English language
1. Definition of the concepts of religion, spirituality and religiosity.
2. Religion as a determinant of the quality of life of the individual and society.
3. Typology of religions.
4. Organizational forms of living religions today.
5. Historical roots of the status of religion in the context of a changing society.
6. Selected ethnic religions.
7. Anchoring of religious freedom and the status of religious institutions in the legislation of the Slovak Republic.
8. Registered churches and religious societies in the Slovak Republic.
100/0
This course will provide students with background information and orientation to the history and present of religions in the diversity of their organizational, especially institutionalized, forms in the context of a changing society. They will be able to use the acquired knowledge effectively in the teaching process as part of civics, with the addition of self-study to understand different religious aspirations by attending lectures, self-study of required and recommended readings, and preparation of presentations or verbal articulation of their findings in a colloquium, they will be mentally and knowledgeably prepared to behave in today's multicultural and multireligious society as responsible citizens who are able to think critically and to accept the otherness of religious beliefs with respect for the other, without falling into populist forms of xenophobia or religiophobia. By taking the course, students develop transferable competencies such as communication skills, analytical skills, creativity and abstract thinking skills, critical thinking skills, motivation and learning skills, and thinking in context.
Learning Objectives:
To provide students with the basic information necessary to understand religion as a social phenomenon of the past and present, which is one of the important determinants of the quality of life of the individual and of society as a whole. The student should have an overview of the typology of religions, organizational forms and legislative anchorage of the status of registered churches and religious societies in the Slovak Republic.
Seminar, 2 hours/week, i.e. total of 22 hours per semester combined method (mostly full-time)
Student workload:
11 x 2 hours of teaching = 22 hours; 10 hours preparation for presentation; 28 hours preparation for final colloquium. Total 60 hours of student work.
Teaching methods:
During the common lessons, the methods are mainly monological methods of lecturing, explanation and explanation, which are suitably supplemented by dialogical methods such as interview, discussion, polemic; occasionally we apply situational case study methods. In the framework of individual self-study, it is mainly about working with a professional text, reading comprehension, subsequent creative formulation of the key content of that text, elaboration of a presentation with a didactically relevant text-image basis in PowerPoint accompanied by verbal explication of the issue from memory.
Compulsory readings:
Hejna, D.: Náboženství a společnost. Praha: Grada Publishing, a.s., 2010.
Recommended readings:
Čeplíková, M.: Štát, cirkvi a právo na Slovensku - História a súčasnosť. Košice: UPJŠ, 2005.
Juran, J. a kol.: Právna úprava postavenia cirkví a ich registrácie v SR. In: Európa a nové náboženské hnutia. Bratislava: ÚVŠC, 2003.
Lužný, D.: Náboženství a moderní společnost. Brno: Masarykova univerzita, 1999.
Lysý, J. a kol.: Globálne rozvojové vzdelávanie. Bratislava: Album, 2007.
Mistrík, E. a kol.: Občan a občianstvo. Veľký Biel: Pope Print, 2001.
Moravčíková, M. - Cipár, M.: Cisárovo - Cisárovi. Bratislava: ÚVŠC, 2003.
Registrované cirkvi a náboženské spoločnosti v SR. Dostupné na:
https://www.culture.gov.sk/posobnost-ministerstva/cirkvi-a-nabozenske-spolocnosti/registracia-cirvii/registrovane-cirkvi-a-nabozenske-spolocnosti/
Robbers, G. (ed.): Stát a církev v zemích EU. Praha: Academia, 2002.
Zaviš, M.: Výchova a vzdelávanie v učení a praxi Bahájskeho spoločenstva. In: Alternatívna religiozita a vzdelávanie. Trnava: Pedagogická fakulta, 2020. S. 76-101.
Zaviš, M.: Slovak Muslims and their perception of social environment in Slovakia. In: Čas nám daný: zborník vedeckých štúdií pre prof. Pavla Procházku k jeho 70. narodeninám. Banská Bystrica: Katedra teológie a katechetiky, 2021. S. 311-324.
The course is completed with a 100% interim assessment, which includes: a presentation of a selected topic (30% of the assessment) and a final colloquium in the assessment week (70% of the assessment). For successful completion of the course, a minimum of 60% of the presentation grade and 60% of the final colloquium grade is required.
The grade is awarded on a scale:
A (100-91%, excellent - excellent results; students have performed excellently during the semester, they have actively participated in the teaching and shown interest in the subject, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of the subject is at a high level),
B (90-81%, very good - above average standard; students performed very well during the semester, they participated in the teaching, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of the subject is at a very good level),
C (80-73%, good - normal reliable work; during the semester students performed standardly well, they were able to work independently with the literature and to process and present the acquired knowledge in an appropriate way, their theoretical knowledge of the subject is at a good level),
D (72-66%, satisfactory - acceptable results; students are able to work independently with the literature to a limited extent and are able to process and present the acquired knowledge with problems, they have moderate deficiencies in their theoretical knowledge of the subject),
E (65-60%, sufficient - results meet the minimum criteria; students have significant problems in working independently with the literature as well as in processing and presenting the acquired knowledge, have significant deficiencies in the theoretical knowledge of the subject),
Fx (59-0%, insufficient - extra work required).
Slovak, Czech and English language
1. Definition of the concepts of religion, spirituality and religiosity.
2. Religion as a determinant of the quality of life of the individual and society.
3. Typology of religions.
4. Organizational forms of living religions today.
5. Historical roots of the status of religion in the context of a changing society.
6. Selected ethnic religions.
7. Anchoring of religious freedom and the status of religious institutions in the legislation of the Slovak Republic.
8. Registered churches and religious societies in the Slovak Republic.
100/0
This course will provide students with background information and orientation to the history and present of religions in the diversity of their organizational, especially institutionalized, forms in the context of a changing society. They will be able to use the acquired knowledge effectively in the teaching process as part of civics, with the addition of self-study to understand different religious aspirations by attending lectures, self-study of required and recommended readings, and preparation of presentations or verbal articulation of their findings in a colloquium, they will be mentally and knowledgeably prepared to behave in today's multicultural and multireligious society as responsible citizens who are able to think critically and to accept the otherness of religious beliefs with respect for the other, without falling into populist forms of xenophobia or religiophobia. By taking the course, students develop transferable competencies such as communication skills, analytical skills, creativity and abstract thinking skills, critical thinking skills, motivation and learning skills, and thinking in context.
Learning Objectives:
To provide students with the basic information necessary to understand religion as a social phenomenon of the past and present, which is one of the important determinants of the quality of life of the individual and of society as a whole. The student should have an overview of the typology of religions, organizational forms and legislative anchorage of the status of registered churches and religious societies in the Slovak Republic.
Seminar, 2 hours per week, i.e. 22 hours per semester, combined method (mostly full-time)
Student workload:
22 hours of direct teaching, 6 hours of guided self-study, 11 hours of preparation of intermediate assignments, 11 hours of preparation for seminar, total 50 hours
Teaching methods:
Lecturing, work with technical text, practical demonstrations of working with software
GAVORA, P. a kol. Elektronická učebnica pedagogického výskumu. [online]. Bratislava : Univerzita Komenského, 2010. Dostupné na: http://www.e-metodologia.fedu.uniba.sk/
ISBN 978-80-223-2951-4.
HENDL, J.: Kvalitativní výzkum. Praha : Portál, 2005. ISBN 978-80-7367-485-4.
HENDL, J.: Přehled statistických metod zpracování dat. Praha : Portál, 2006. 696 s.
ISBN 978-80-7367-482-3.
CHRÁSKA, M.: Metody pedagogického výzkumu. Praha : Grada, 2007. 265 s.
ISBN 80-2471-369-4.
PUNCH, K. F.: Úspěšný návrh výzkumu. Praha : Portál, 2008. 232 s.
ISBN 978-80-7367-468-7
The course is completed with an assessment, 100% of the interim assessment, which includes approximately 4 assignments (40%), the development of a project proposal according to the given criteria (40%) and its presentation (20%). Students will use the e-learning environment for their studies. To pass the course, a minimum of 60% marks is required. Grades are awarded on a scale of A (excellent - outstanding results), B (very good - above average standard), C (good - normal reliable work), D (satisfactory - acceptable results), E (adequate - results meet minimum criteria) and Fx (inadequate - extra work required). Grading (ECTS): A: 100-91%, B 90-81%, C 80-73%, D 72-66%, E 65-60%, FX 59-0%.
Slovak and Czech language
Scientific research and analysis. Measurement in educational research. Quantitative and qualitative approach - possibilities of linking in research. Technology, information technology and research, possibilities of data processing. Data processing software in quantitative and qualitative research. Research project, its phases. Preparation of a research report, presentation of research results.
100/0
Students will gain the basic skills and knowledge to put together their own research plan and project. They will practice the basic possibilities of quantitative and qualitative data processing. They will acquire the basic skills of preparing a research report and presenting research results in the field of citizenship education.
Seminar, 2 hours per week, i.e. 22 hours per semester, combined method (mostly full-time)
Student workload:
22 hours of direct teaching, 6 hours of guided self-study, 11 hours of preparation of intermediate assignments, 11 hours of preparation for seminar, total 50 hours
Teaching methods:
Lecturing, work with technical text, practical demonstrations of working with software
GAVORA, P. a kol. Elektronická učebnica pedagogického výskumu. [online]. Bratislava : Univerzita Komenského, 2010. Dostupné na: http://www.e-metodologia.fedu.uniba.sk/
ISBN 978-80-223-2951-4.
HENDL, J.: Kvalitativní výzkum. Praha : Portál, 2005. ISBN 978-80-7367-485-4.
HENDL, J.: Přehled statistických metod zpracování dat. Praha : Portál, 2006. 696 s.
ISBN 978-80-7367-482-3.
CHRÁSKA, M.: Metody pedagogického výzkumu. Praha : Grada, 2007. 265 s.
ISBN 80-2471-369-4.
PUNCH, K. F.: Úspěšný návrh výzkumu. Praha : Portál, 2008. 232 s.
ISBN 978-80-7367-468-7
The course is completed with an assessment, 100% of the interim assessment, which includes approximately 4 assignments (40%), the development of a project proposal according to the given criteria (40%) and its presentation (20%). Students will use the e-learning environment for their studies. To pass the course, a minimum of 60% marks is required. Grades are awarded on a scale of A (excellent - outstanding results), B (very good - above average standard), C (good - normal reliable work), D (satisfactory - acceptable results), E (adequate - results meet minimum criteria) and Fx (inadequate - extra work required). Grading (ECTS): A: 100-91%, B 90-81%, C 80-73%, D 72-66%, E 65-60%, FX 59-0%.
Slovak and Czech language
Scientific research and analysis. Measurement in educational research. Quantitative and qualitative approach - possibilities of linking in research. Technology, information technology and research, possibilities of data processing. Data processing software in quantitative and qualitative research. Research project, its phases. Preparation of a research report, presentation of research results.
100/0
Students will gain the basic skills and knowledge to put together their own research plan and project. They will practice the basic possibilities of quantitative and qualitative data processing. They will acquire the basic skills of preparing a research report and presenting research results in the field of citizenship education.
2 hours seminar; total 22 hours per semester, combined method (mostly in attendance
Student workload:
Class attendance: 11x 2 hours of direct instruction = 22 hours;
Preparation of lesson plan: 15 hours;
Preparation of seminar paper: 18 hours.
Total 55 hours of student work.
Teaching methods:
Monologue lecture with presentation (linking theoretical knowledge with the practice of teaching topics of relationship and sex education), group problem solving (e.g. mind maps and case studies), work with selected texts. The final assessment includes collective work in small groups (discussion and work with the text), stimulation of pedagogical practice.
GLOSOVÁ, K., a kol. 2013. Sexuálna výchova v kontexte ľudských práv II. – Stručný manuál pre rovesnícke vzdelávanie. Bratislava: Spoločnosť pre plánované rodičovstvo. ISBN 978-80-89558-05-6
HOLLÁ, K. 2016. Sexting a kyberšikana. Bratislava: IRIS. ISBN 978-80-8153-061-6.
KURUC, A., VALKOVIČOVÁ, V. 2020. Čo so sexuálnym obťažovaním? Príručka pre vysoké školy. Bratislava: Inštitút pre výskum práce a rodiny.
MADRASOVÁ GECKOVÁ, A., a kol. 2019. Sociálne determinanty zdravia školákov. Bratislava: Úrad verejného zdravotníctva Slovenskej republiky.
OČENÁŠOVÁ, Z., MICHALÍK, P. 2017. Sexuálne násilie na ženách – správa z reprezentatívneho výskumu. Bratislava: Inštitút pre výskum práce a rodiny. ISBN 978-80-7138-159-4
ROVŇANOVÁ, L. a kol. 2007. Metodická príručka pre sexuálnu výchovu na druhom stupni základných škôl v rámci osnov výchovy k manželstvu a rodičovstvu. Bratislava: Spoločnosť pre plánované rodičovstvo.
ROVŇANOVÁ, L. a kol. 2012. Sexuálna výchova v kontexte ľudských práv – Stručný sprievodca. Bratislava: Spoločnosť pre plánované rodičovstvo.
Recommended readings:
BOSÁ, M., MINAROVIČOVÁ, K. 2006. Rodovo citlivá výchova. Bratislava: EsFem, 2006.
CVIKOVÁ, J., LUKŠÍK, I., SUPEKOVÁ, M. 2003. Sexualita a rodovosť v sociálnych a výchovných súvislostiach. Bratislava: Humanitas, 2003.
RENZETTI, C.M., CURRAN, D. J. 2005. Ženy, muži a společnost. Praha: Karolinum, 2005. ISBN 8-0246-0525-2
ROVŇANOVÁ, L., LUKŠÍK, I., LUKŠÍKOVÁ, Ľ. (Eds.). 2007. Príručka pre sexuálnu výchovu na druhom stupni základných škôl v rámci osnov výchovy k manželstvu a rodičovstvu. Bratislava: OKAT PLUS, 2007.
VALKOVIČOVÁ, V., JAKALOVÁ, Z. (Eds.). 2020. Bez súhlasu.txt. Bratislava, Praha: APART, Display.cz, Kapitál, 2020. ISBN 9-7880-9715-695-4.
The course is completed with a grade of (H). 100% of the interim grade.
Students will complete two assignments during the semester (total grade 100 points):
- Preparation of a lesson plan for high school students - 40 points
- Preparation of a seminar paper on a selected topic - 60 points
Grades are awarded on a scale of:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required)
A minimum score of 60% is required to pass the course.
Students with a passing grade possess the following skills:
A grade of A: outstanding performance, the student has excellent mastery of the theoretical and practical skills of relationship and sexuality education,
Grade B: very good performance, the student has very good knowledge of both the theoretical and practical skills of relationship and sexuality education,
Grade C: good performance, the student has the theoretical knowledge of relationship and sex education, but has poor practical teaching skills,
Grade D: satisfactory performance, the student has weak theoretical knowledge in the area of relationship and sex education and has weak practical teaching skills,
Grade E: satisfactory performance, the student demonstrates only theoretical or only practical learning skills in the area of relationship and sexuality education,
Grade Fx: Inadequate performance, student demonstrates no theoretical or practical skills in relationship and sexuality education. .
Slovak and Czech language
The course is divided into several thematic headings, which deal with current knowledge in the field of relationship and sexual education within the framework of Education for Marriage and Parenthood:
Theme 1 - Various aspects of intimate and family relationships
Theme 2 - The influence of culture on sexuality
Theme 3 - Sex and gender - social aspects of sexuality
Theme 4 - Violence and security in relationships
Theme 5 - Skills for health and well-being
Theme 6 - Body and development - sexuality and physicality
Theme 7 - Different aspects of sexual behaviour
Theme 8 - Sexual and reproductive health
Theme 9 - Diversity and sexuality in the population
Theme 10 - Sexuality and media representation
Theme 11 - Teacher preparation and lesson plan development in relationship and sexuality education
100/0
The aim of the course is to provide students with professional and methodological knowledge about relationship and sex education and thus to provide professional training for future teachers/coordinators of Marriage and Parenthood Education. Students will train their critical thinking and communication skills on the topics of sexuality, sexual health and relational life. The course also develops their organizational skills in lesson plan development and their skills in researching current scholarship in the area of relationship and sexuality education.
Upon completion of the course, students will:
- Able to develop a lesson plan for relationship and sexuality education;
- Know and apply to teaching practice current and complex relationship and sexuality education topics;
- Reflect on the process of developing a relationship and sexuality education lesson;
- Properly age and topic-target relationship and sexuality education;
- Utilise and seek current knowledge in teaching;
- Name the knowledge, skills, and attitudes of the relationship and sexuality education teacher.
2 hours seminar; total 22 hours per semester, combined method (mostly in attendance
Student workload:
Class attendance: 11x 2 hours of direct instruction = 22 hours;
Preparation of lesson plan: 15 hours;
Preparation of seminar paper: 18 hours.
Total 55 hours of student work.
Teaching methods:
Monologue lecture with presentation (linking theoretical knowledge with the practice of teaching topics of relationship and sex education), group problem solving (e.g. mind maps and case studies), work with selected texts. The final assessment includes collective work in small groups (discussion and work with the text), stimulation of pedagogical practice.
GLOSOVÁ, K., a kol. 2013. Sexuálna výchova v kontexte ľudských práv II. – Stručný manuál pre rovesnícke vzdelávanie. Bratislava: Spoločnosť pre plánované rodičovstvo. ISBN 978-80-89558-05-6
HOLLÁ, K. 2016. Sexting a kyberšikana. Bratislava: IRIS. ISBN 978-80-8153-061-6.
KURUC, A., VALKOVIČOVÁ, V. 2020. Čo so sexuálnym obťažovaním? Príručka pre vysoké školy. Bratislava: Inštitút pre výskum práce a rodiny.
MADRASOVÁ GECKOVÁ, A., a kol. 2019. Sociálne determinanty zdravia školákov. Bratislava: Úrad verejného zdravotníctva Slovenskej republiky.
OČENÁŠOVÁ, Z., MICHALÍK, P. 2017. Sexuálne násilie na ženách – správa z reprezentatívneho výskumu. Bratislava: Inštitút pre výskum práce a rodiny. ISBN 978-80-7138-159-4
ROVŇANOVÁ, L. a kol. 2007. Metodická príručka pre sexuálnu výchovu na druhom stupni základných škôl v rámci osnov výchovy k manželstvu a rodičovstvu. Bratislava: Spoločnosť pre plánované rodičovstvo.
ROVŇANOVÁ, L. a kol. 2012. Sexuálna výchova v kontexte ľudských práv – Stručný sprievodca. Bratislava: Spoločnosť pre plánované rodičovstvo.
Recommended readings:
BOSÁ, M., MINAROVIČOVÁ, K. 2006. Rodovo citlivá výchova. Bratislava: EsFem, 2006.
CVIKOVÁ, J., LUKŠÍK, I., SUPEKOVÁ, M. 2003. Sexualita a rodovosť v sociálnych a výchovných súvislostiach. Bratislava: Humanitas, 2003.
RENZETTI, C.M., CURRAN, D. J. 2005. Ženy, muži a společnost. Praha: Karolinum, 2005. ISBN 8-0246-0525-2
ROVŇANOVÁ, L., LUKŠÍK, I., LUKŠÍKOVÁ, Ľ. (Eds.). 2007. Príručka pre sexuálnu výchovu na druhom stupni základných škôl v rámci osnov výchovy k manželstvu a rodičovstvu. Bratislava: OKAT PLUS, 2007.
VALKOVIČOVÁ, V., JAKALOVÁ, Z. (Eds.). 2020. Bez súhlasu.txt. Bratislava, Praha: APART, Display.cz, Kapitál, 2020. ISBN 9-7880-9715-695-4.
The course is completed with a grade of (H). 100% of the interim grade.
Students will complete two assignments during the semester (total grade 100 points):
- Preparation of a lesson plan for high school students - 40 points
- Preparation of a seminar paper on a selected topic - 60 points
Grades are awarded on a scale of:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required)
A minimum score of 60% is required to pass the course.
Students with a passing grade possess the following skills:
A grade of A: outstanding performance, the student has excellent mastery of the theoretical and practical skills of relationship and sexuality education,
Grade B: very good performance, the student has very good knowledge of both the theoretical and practical skills of relationship and sexuality education,
Grade C: good performance, the student has the theoretical knowledge of relationship and sex education, but has poor practical teaching skills,
Grade D: satisfactory performance, the student has weak theoretical knowledge in the area of relationship and sex education and has weak practical teaching skills,
Grade E: satisfactory performance, the student demonstrates only theoretical or only practical learning skills in the area of relationship and sexuality education,
Grade Fx: Inadequate performance, student demonstrates no theoretical or practical skills in relationship and sexuality education. .
Slovak and Czech language
The course is divided into several thematic headings, which deal with current knowledge in the field of relationship and sexual education within the framework of Education for Marriage and Parenthood:
Theme 1 - Various aspects of intimate and family relationships
Theme 2 - The influence of culture on sexuality
Theme 3 - Sex and gender - social aspects of sexuality
Theme 4 - Violence and security in relationships
Theme 5 - Skills for health and well-being
Theme 6 - Body and development - sexuality and physicality
Theme 7 - Different aspects of sexual behaviour
Theme 8 - Sexual and reproductive health
Theme 9 - Diversity and sexuality in the population
Theme 10 - Sexuality and media representation
Theme 11 - Teacher preparation and lesson plan development in relationship and sexuality education
100/0
The aim of the course is to provide students with professional and methodological knowledge about relationship and sex education and thus to provide professional training for future teachers/coordinators of Marriage and Parenthood Education. Students will train their critical thinking and communication skills on the topics of sexuality, sexual health and relational life. The course also develops their organizational skills in lesson plan development and their skills in researching current scholarship in the area of relationship and sexuality education.
Upon completion of the course, students will:
- Able to develop a lesson plan for relationship and sexuality education;
- Know and apply to teaching practice current and complex relationship and sexuality education topics;
- Reflect on the process of developing a relationship and sexuality education lesson;
- Properly age and topic-target relationship and sexuality education;
- Utilise and seek current knowledge in teaching;
- Name the knowledge, skills, and attitudes of the relationship and sexuality education teacher.
Recommended reading:
Compulsory reading:
GAVORA, P. (2010). Akí sú moji žiaci? Pedagogická diagnostika žiaka. Nitra: Enigma. 216s. ISBN 978-80-89132-91-1
KURUC, M. (2013). Poruchy správania u detí a adolescentov a ich pedagogická diagnostika. Bratislava: Univerzita Komenského v Bratislave. 65s. CD-Rom. ISBN 978-80-223-3512-6
Recommended reading:
HATTIE, J. (2012). Visible Learning For Teachers: Maximizing impact on Learning. New York: Routledge Taylor & Francis Group, US. 286p. ISBN 978-0-415-69015-7
KOSTRUB, D., FERKOVÁ, Š., TÓTHOVÁ, R. (2017). Žiak, učiteľ a výučba. Všeobecná didaktika pre študentov učiteľstva. Rokus. 370 s., ISBN 978-80-8951-061-0
MERTIN, V., KREJČOVÁ, L. (2016). Metódy a postupy poznávávaní žáka, pedagogická diagnostika. 2. doplnené a aktualizované vydanie. Praha: Wolters Kluwer, CZ. 400s. ISBN 978-80-7552-014-2
Prerequisites for successful completion of the course:
Weighting of interim and final assessment: 50/50 - the course is completed by examination.
During the semester there will be three colloquial midterm evaluations of 10 points each and four midterm assignments of 5b will be worked on. The final exam will be graded 50pts.
Credit will not be awarded to a student who receives less than 5 points on any of the three interim assessments and fails to submit all processed distance assignments for at least a 3b. A minimum of 60% of the course grade is required for successful completion of the course.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to prepare continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation in the subject matter, basic communication skills, completion of the assigned tasks.
slovak and czech
Brief outline of the course:
1. Introduction to educational diagnostics:
- Understanding the purpose and goals of pedagogical diagnosis in the context of effective teaching.
- Opportunities for self-discovery and the importance of teacher self-reflection.
- Basic mind-sets (fixed and growth-oriented) in the context of controlling versus autonomous teaching.
- Pedagogical diagnosis in critical motivational moments of the teaching process.
2. The diagnostic process:
- Diagnostic cycle
- Stages of diagnosis
- Edumetric vs. casuistic approach
- Implicit and explicit diagnosis
- Individual, group diagnosis and diagnosis in relation to the norm.
- Principles of effective pedagogical diagnostics
- Grades, verbal evaluation and feedback
3. Three units in one: the personality of the pupil in pedagogical diagnostics.
- Perception of the personality of the pupil through three interrelated parts: cognitive, affective and (volitional) behavioural.
- Cognitive domain: differentiation of cognitive functions and processes, metacognition and executive functions. Working with the possible contents and contexts of the concepts: knowledge, ability, skill, competence and competence.
- Affective domain: differentiation of affective functions and processes in experiencing (differentiation of emotions and feelings). Working with possible contents and contexts of concepts: attitudes, values, motivational factors.
- Conative area: manifestations of experiencing and thinking in the pupil's behaviour, volitional processes. Work with possible contents and contexts of the concepts: relationship, action, behaviour, group dynamics.
4. Pedagogical diagnostics and the cognitive area of the pupil's personality.
- Overview of basic methods and forms of diagnosis of knowledge and skills.
- Principles of didactic test construction (written versus didactic test and adaptive didactic test).
- Verbal rehearsal versus diagnostic presentation skills.
- Effective feedback versus verbal evaluation.
- Pupil self-assessment
- A global and analytical approach to diagnosis in the cognitive domain.
5. Pedagogical diagnostics and the affective area of the pupil's personality.
- An overview of basic methods and forms of diagnosing student attitudes, values and motivators in school.
- Possibilities of diagnosing attitudinal and value preferences.
- Methods of recognizing the motivating factors (interests, passions, internal goal setting) of the learner.
- Diagnosis of the pupil's learning needs (individual learning preferences).
6. Pedagogical diagnosis and pupil behaviour.
- An overview of basic methods and forms of diagnosing relationships and group dynamics in the classroom.
- Every student-human being has his/her own reasons why he/she behaves the way he/she does (subconscious or conscious)
- Setting and assessing the motivational potential of the activity/task.
- Setting and assessing pupil engagement in relationships with the teacher and in relationships with classmates.
- Working with conflict in the classroom (teacher as a conflict actor and as a facilitator).
- Group dynamics of the classroom and its atmosphere, climate and environment.
7. Thinking strategies and key communication skills of the teacher.
- Rules for effective individual and group observation
- Rules for effective (facilitative) individual and group conversation with pupils.
- Principles of effective conversation with the parent(s) of the pupil.
- Basic teacher thinking strategies needed for effective observation and interviewing.
Colloquial midterm assessment and distance assignments: the student will develop four midterm assignments during the semester (e.g., microanalysis of four different events (video) from the lesson, didactic test model). They present and discuss their interim assignment in a small group (3-4 students), followed by a class discussion across groups (colloquial interim assessment).
Final evaluation: after each lecture and seminar (including the colloquial mid-term evaluation) the student will make a short reflection (what I found interesting, what I learned, what hindered me, what I need to convey differently) in a simple portfolio. The final assessment is done individually through a short conversation between the teacher and the student, focusing on the student's entries in the portfolio. The student's final evaluation is the result of the student's self-evaluation and feedback from the instructor.
50/50
Learning objectives and outcomes:
- The graduate of the course can react originally, flexibly and fluently to situations that may arise in the teaching process. He/she is able to realistically set the goals and processes of pedagogical diagnosis, while being able to adapt them on the basis of reflection to the educational needs of the pupils.
- It takes a comprehensive approach to pedagogical diagnostics, using both the process of analysis and synthesis in the search for solutions. It uses thinking strategies based on critical appraisal in its decision-making, which relies on facts and clearly formulated information from reliable sources of information.
- He/she is aware of his/her own responsibility and the social and ethical impact of his/her decisions in the process of pedagogical diagnostics. Can make decisions with incomplete information and in the new situations that the teaching process and the current times bring. Is aware of the interdisciplinary scope of pedagogical diagnostics not only in relation to teaching but also in relation to the current needs of society.
- The graduate is able to carry out his/her own microanalysis - reflection of the lesson and take the necessary decisions related to it. He/she is able to carry out action research in the context of teaching.
- The graduate is able to use the acquired knowledge and skills in solving (problem) tasks creatively. He/she can analyse the problem and synthesise new solutions. Actively and flexibly brings new solutions to the assigned task. Can formulate clear conclusions and justifications that can be presented to both the professional community and the general public.
- Graduates of the course are encouraged to adopt a growth-oriented mind-set and lifelong learning.
Transferable competences on which the course reflects: development of communication, organisational and digital skills. Fostering analytical, critical, creative and growth-oriented thinking; developing skills related to facilitation and mentoring. Promoting the development of reflective skills, self-reflection and the perception of self-responsibility with personal decisions.
Compulsory reading:
GAVORA, P., KOLDEOVÁ, L., DVORSKÁ, D., PEKÁROVÁ, J., MORAVČÍK, M. (2010). Elektronická učebnica pedagogického výskumu. Bratislava: Univerzita Komenského. http://www.e-metodologia.fedu.uniba.sk/ ISBN 978–80–223–2951–4
KOSTRUB, D. (2016). Základy kvalitatívnej metodológie. Bratislava: UK. 161 s. ISBN 978-80-223-4166-0
Recommended reading:
GAVORA, P. (2008). Úvod do pedagogického výskumu. Bratislava: UK. 236 s. ISBN 978-80-223-2391-8
MAŇÁK, J., ŠVEC, V. (2004). Cesty pedagogického výzkumu. Brno: Paido. ISBN 978-80-7315-0785
ŠVEC, Š. (2009). Metodologie věd o výchově: kvantitativně-scientické a kvalitativně-humanitní přístupy v edukačním výzkumu. Brno: Paido. 302 s. ISBN 978-80-731-5192-8
TOMŠIK, R. (2017). Kvantitatívny výskum v pedagogických vedách. Úvod do metodológie a štatistického spracovania. Nitra: PdF UKF. 508 s. ISBN 978-80-558-1206-9
Prerequisites for successful completion of the course:
The course is completed with an assessment of: 100% of the intermediate assessment
The interim evaluation includes the following:
- semester work in the form of a subject portfolio: proposal (design) of educational research of a quantitative or qualitative nature - 45 points,
- assessment of knowledge and selected competences in the form of a written test - 55 points.
The rating is awarded on a scale:
A (100-94%, excellent - excellent results with only minimal errors),
B (93-86%, very good - above average results with minor errors),
C (85-76%, good - normal reliable work, average results),
D (75-68%, satisfactory - acceptable results, but significant errors occur),
E (67-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
Brief outline of the course:
Science and research. Types of research. Validity, reliability and objectivity/objective truth. Subjectivity/subjective truth. Ethical aspects of research. Subjects in research and their specificities.
Quantitative and qualitative oriented educational research. Intentions, subjects and objects in pedagogical research, principals in scientific research, observed phenomena and conditions for the implementation of quantitative and qualitatively oriented pedagogical research.
Scientific hypotheses and variables for quantifying the phenomena under study. Operationalization of variables.
Questionnaire design, implementation and evaluation.
Assessment scales - typology, creation and evaluation.
The sociometry method and the measurement of social climate.
Interview design and use. Differences between quantitative and qualitative interviews.
Quantitative and qualitative observation in scientific research.
Content analysis of documents from a quantitative and qualitative point of view.
Data processing, data analysis and interpretation. Statistical-mathematical procedures and triangulation processes. Dissemination of findings. Study design/design
50/50
Learning objectives and outcomes and transferable competences:
Students will acquire knowledge of the fundamentals of educational research, become familiar with the basic concepts and theoretical-methodological knowledge necessary for designing (planning, implementing and evaluating) in the field of educational research. On a theoretical-empirical level, in the framework of the analysis of individual quantitative and qualitative tools, methods and techniques, they will acquire the knowledge and competences necessary for planning, conducting and evaluating pedagogical research of a quantitative and qualitative nature. Students will acquire the competences to solve and resolve problems in the field of research.
The course develops students' analytical, critical, evaluative, contextual and creative thinking and reasoning in context. In terms of self-reflection, the student is able to evaluate and assess his/her own availability to carry out pedagogical research.
Compulsory reading:
GAVORA, P., KOLDEOVÁ, L., DVORSKÁ, D., PEKÁROVÁ, J., MORAVČÍK, M. (2010). Elektronická učebnica pedagogického výskumu. Bratislava: Univerzita Komenského. http://www.e-metodologia.fedu.uniba.sk/ ISBN 978–80–223–2951–4
KOSTRUB, D. (2016). Základy kvalitatívnej metodológie. Bratislava: UK. 161 s. ISBN 978-80-223-4166-0
Recommended reading:
GAVORA, P. (2008). Úvod do pedagogického výskumu. Bratislava: UK. 236 s. ISBN 978-80-223-2391-8
MAŇÁK, J., ŠVEC, V. (2004). Cesty pedagogického výzkumu. Brno: Paido. ISBN 978-80-7315-0785
ŠVEC, Š. (2009). Metodologie věd o výchově: kvantitativně-scientické a kvalitativně-humanitní přístupy v edukačním výzkumu. Brno: Paido. 302 s. ISBN 978-80-731-5192-8
TOMŠIK, R. (2017). Kvantitatívny výskum v pedagogických vedách. Úvod do metodológie a štatistického spracovania. Nitra: PdF UKF. 508 s. ISBN 978-80-558-1206-9
Prerequisites for successful completion of the course:
The course is completed with an assessment of: 100% of the intermediate assessment
The interim evaluation includes the following:
- semester work in the form of a subject portfolio: proposal (design) of educational research of a quantitative or qualitative nature - 45 points,
- assessment of knowledge and selected competences in the form of a written test - 55 points.
The rating is awarded on a scale:
A (100-94%, excellent - excellent results with only minimal errors),
B (93-86%, very good - above average results with minor errors),
C (85-76%, good - normal reliable work, average results),
D (75-68%, satisfactory - acceptable results, but significant errors occur),
E (67-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
Brief outline of the course:
Science and research. Types of research. Validity, reliability and objectivity/objective truth. Subjectivity/subjective truth. Ethical aspects of research. Subjects in research and their specificities.
Quantitative and qualitative oriented educational research. Intentions, subjects and objects in pedagogical research, principals in scientific research, observed phenomena and conditions for the implementation of quantitative and qualitatively oriented pedagogical research.
Scientific hypotheses and variables for quantifying the phenomena under study. Operationalization of variables.
Questionnaire design, implementation and evaluation.
Assessment scales - typology, creation and evaluation.
The sociometry method and the measurement of social climate.
Interview design and use. Differences between quantitative and qualitative interviews.
Quantitative and qualitative observation in scientific research.
Content analysis of documents from a quantitative and qualitative point of view.
Data processing, data analysis and interpretation. Statistical-mathematical procedures and triangulation processes. Dissemination of findings. Study design/design
50/50
Learning objectives and outcomes and transferable competences:
Students will acquire knowledge of the fundamentals of educational research, become familiar with the basic concepts and theoretical-methodological knowledge necessary for designing (planning, implementing and evaluating) in the field of educational research. On a theoretical-empirical level, in the framework of the analysis of individual quantitative and qualitative tools, methods and techniques, they will acquire the knowledge and competences necessary for planning, conducting and evaluating pedagogical research of a quantitative and qualitative nature. Students will acquire the competences to solve and resolve problems in the field of research.
The course develops students' analytical, critical, evaluative, contextual and creative thinking and reasoning in context. In terms of self-reflection, the student is able to evaluate and assess his/her own availability to carry out pedagogical research.
Compulsory reading:
MALÍK, B. (2008) Úvod do antropológie. Základné antropofémy v dejinách antropologického myslenia. Bratislava: Iris, 214 s. ISBN 978-80-89256-09-9
Recommended reading:
BOSÁKOVÁ, K. (2019) Základy filozofickej antropológie I. Košice: Vydavateľstvo ŠafárikPress. 54 s. ISBN 978-80-8152-773-9 (e-publikácia) Dostupné na: https://unibook.upjs.sk/img/cms/2019/FF/filozoficka-antropologia-final.pdf
GÁLIK, S. (2008) Filozofická antropológia. Bratislava: Iris. 159 s. ISBN 978-80-89256-23-5.
NOVOSÁD, F. (2020) Elementy filozofickej antropológie. Bratislava: Iris. 224 s. ISBN 978-80-8200-057-6.
Prerequisites for successful completion of the course:
Midterm/final grade weighting: 100/0, the course is completed with an evaluation.
The interim assessment includes two interim didactic tests (50% + 50% of the assessment). To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
And 100-91%, well done - excellent results. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to an A grade in terms of cumulative points or percentage.
Note: The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the amount of knowledge they have acquired. The tests are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to a B grade in terms of cumulative points or percentage.
C 80-73%, well - normal reliable work. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to a C grade in terms of cumulative scores or percentages.
D 72-66%, satisfactory - acceptable results. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to a grade D in the aggregate score or percentage.
E 65-60%, enough. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to an E grade in terms of cumulative points and percentages.
Fx 59-0%, not enough. The student did not meet the required thresholds for passing the course.
slovak language
Brief outline of the course:
Possibilities of conceptualizing anthropological issues in the sciences and in philosophy. Limits of the scientific way of affirmation of the anthropological problematic. Basic conceptual and methodological problems associated with the thematization of man in philosophy. Typology of philosophical reflections of man according to different expert points of view. Substantial and non-substantial approaches to man and their worldview and pedagogical implications. Philosophical reflection on the relational relations in which man finds himself in the world: man and nature, man and society, man and technology, man and the sphere of the transcendent. Mapping the demarcation lines between the animal and the human, between the human and the posthuman. Philosophical critique of some concepts of normality and ideas about the ideal status of man, which have been entrenched in educational theory and practice. The axiological dimension of human existence. The importance of human knowledge for educational sciences. Education for humanism and respect for human dignity as the most essential mission of education.
100/0
Learning objectives and outcomes and transferable competences:
The aim of the course is to convey a wide range of views on man as philosophy has grasped him through its means in different historical periods and cultural contexts. In the course, students will learn not only the basic images, views and concepts of man in their historical-philosophical, but also in their ethical-xiological framework. They will learn about the mutual inspirations and intersections between philosophical and special-scientific conceptions of man. They will become familiar with the motives and arguments of philosophical critiques of scientific conceptions of man. The mission of the course is for students to learn to identify the value background of philosophical thematizations of man and to infer possible axiological implications arising from the acceptance of relevant scientific conceptions of man.
Compulsory reading:
MALÍK, B. (2008) Úvod do antropológie. Základné antropofémy v dejinách antropologického myslenia. Bratislava: Iris, 214 s. ISBN 978-80-89256-09-9
Recommended reading:
BOSÁKOVÁ, K. (2019) Základy filozofickej antropológie I. Košice: Vydavateľstvo ŠafárikPress. 54 s. ISBN 978-80-8152-773-9 (e-publikácia) Dostupné na: https://unibook.upjs.sk/img/cms/2019/FF/filozoficka-antropologia-final.pdf
GÁLIK, S. (2008) Filozofická antropológia. Bratislava: Iris. 159 s. ISBN 978-80-89256-23-5.
NOVOSÁD, F. (2020) Elementy filozofickej antropológie. Bratislava: Iris. 224 s. ISBN 978-80-8200-057-6.
Prerequisites for successful completion of the course:
Midterm/final grade weighting: 100/0, the course is completed with an evaluation.
The interim assessment includes two interim didactic tests (50% + 50% of the assessment). To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
And 100-91%, well done - excellent results. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to an A grade in terms of cumulative points or percentage.
Note: The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the amount of knowledge they have acquired. The tests are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to a B grade in terms of cumulative points or percentage.
C 80-73%, well - normal reliable work. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to a C grade in terms of cumulative scores or percentages.
D 72-66%, satisfactory - acceptable results. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to a grade D in the aggregate score or percentage.
E 65-60%, enough. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to an E grade in terms of cumulative points and percentages.
Fx 59-0%, not enough. The student did not meet the required thresholds for passing the course.
slovak language
Brief outline of the course:
Possibilities of conceptualizing anthropological issues in the sciences and in philosophy. Limits of the scientific way of affirmation of the anthropological problematic. Basic conceptual and methodological problems associated with the thematization of man in philosophy. Typology of philosophical reflections of man according to different expert points of view. Substantial and non-substantial approaches to man and their worldview and pedagogical implications. Philosophical reflection on the relational relations in which man finds himself in the world: man and nature, man and society, man and technology, man and the sphere of the transcendent. Mapping the demarcation lines between the animal and the human, between the human and the posthuman. Philosophical critique of some concepts of normality and ideas about the ideal status of man, which have been entrenched in educational theory and practice. The axiological dimension of human existence. The importance of human knowledge for educational sciences. Education for humanism and respect for human dignity as the most essential mission of education.
100/0
Learning objectives and outcomes and transferable competences:
The aim of the course is to convey a wide range of views on man as philosophy has grasped him through its means in different historical periods and cultural contexts. In the course, students will learn not only the basic images, views and concepts of man in their historical-philosophical, but also in their ethical-xiological framework. They will learn about the mutual inspirations and intersections between philosophical and special-scientific conceptions of man. They will become familiar with the motives and arguments of philosophical critiques of scientific conceptions of man. The mission of the course is for students to learn to identify the value background of philosophical thematizations of man and to infer possible axiological implications arising from the acceptance of relevant scientific conceptions of man.
Recommended reading:
Výber odbornej literatúry podľa zvolenej témy práce;
Aktuálna smernica rektora UK o základných náležitostiach záverečných prác;
GAVORA, P., KOLDEOVÁ, L., DVORSKÁ, D., PEKÁROVÁ, J., MORAVĆÍK, M. (2010). Elektronická učebnica pedagogického výskumu. Bratislava: Univerzita Komenského, ISBN 978–80–223–2951–4 (dostupné na: http://www.e-metodologia.fedu.uniba.sk/index.php/autori/zoznam.php)
LICHNEROVÁ, L. (2016). Písanie a obhajoba záverečných prác. Bratislava: Stimul. 85 s. ISBN 978-80-8127-155-7
KATUŠČÁK, D. (2013). Ako písať záverečné a kvalifikačné práce. Nitra: Enigma, 162 s. ISBN 8089132454
STAROŇOVÁ, K.(2011). Vedecké písanie: ako písať akademické a vedecké texty. Bratislava: Osveta. 248 s. ISBN 978-80-8063-359-2.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student's task is to solve the assignments given continuously during the semester and to hand in the final thesis project at the end of the midterm evaluation. The student actively participates in presenting and discussing solutions to the interim assignments in seminars, for which he/she receives points (20%). The solution of each interim assignment, which is handed in on the due date, is evaluated with points (40%). The student receives points (40%) for the final thesis project at the end of the interim assessment. All points will be added together at the end of the interim assessment. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student actively works on continuous assignments, participates in the presentation and discussion of the assignments in seminars. Reflects both critically and creatively on interim assignments. He/she is able to produce a final thesis project at an excellent level.
B (90-81%, very good - above average standard), the student actively works adequately on the continuous assignments, participates in the presentation and discussion of the given assignments in seminars. He/she reflects adequately on the intermediate assignments and is able to produce a final thesis project at a very good level.
C (80-73%, good - normal reliable work), the student has performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge. The final thesis project is done at a good level.
D (72-66%, satisfactory - acceptable results), the student was less prepared during the semester, has slight deficiencies in theoretical knowledge. Cannot critically analyze information. He/she prepared the final thesis project at a satisfactory level.
E (66-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge. Intermediate tasks meet the minimum criteria, as well as the development of the final thesis project.
Fx (59-0%, insufficient - extra work required).
Slovak language (in the case of language subject approbations also the target language)
Brief outline of the course:
Types of theses. Timetable of thesis processing. Definition of the topic and goal of the thesis. Study of literature. Excerpting material. Theoretical and methodological conception of the thesis. Methodology of problem processing. Methodology of elaboration of the thesis.
Formal-compositional requisites of the final thesis. How to prepare for the defence of the thesis.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of the course is to familiarize students theoretically and practically with the principles and procedures that need to be mastered for the successful preparation of a diploma thesis.
The student is able to define the topic or research problem of his/her own thesis, can correctly determine the methods of its processing, gains the ability to work selectively and correctly with the professional literature on the chosen topic. He/she is able to process the current state of the solved problem. Knows the individual parts of the final thesis. Is able to select appropriate research tools, evaluate the data obtained and analyse them. In the practical orientation of the thesis, he/she can make recommendations for practice. Is able to prepare and present the results of the thesis and is able to respond to questions on the thesis in discussion.
Recommended reading:
Výber odbornej literatúry podľa zvolenej témy práce;
Aktuálna smernica rektora UK o základných náležitostiach záverečných prác;
GAVORA, P., KOLDEOVÁ, L., DVORSKÁ, D., PEKÁROVÁ, J., MORAVĆÍK, M. (2010). Elektronická učebnica pedagogického výskumu. Bratislava: Univerzita Komenského, ISBN 978–80–223–2951–4 (dostupné na: http://www.e-metodologia.fedu.uniba.sk/index.php/autori/zoznam.php)
LICHNEROVÁ, L. (2016). Písanie a obhajoba záverečných prác. Bratislava: Stimul. 85 s. ISBN 978-80-8127-155-7
KATUŠČÁK, D. (2013). Ako písať záverečné a kvalifikačné práce. Nitra: Enigma, 162 s. ISBN 8089132454
STAROŇOVÁ, K.(2011). Vedecké písanie: ako písať akademické a vedecké texty. Bratislava: Osveta. 248 s. ISBN 978-80-8063-359-2.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student's task is to solve the assignments given continuously during the semester and to hand in the final thesis project at the end of the midterm evaluation. The student actively participates in presenting and discussing solutions to the interim assignments in seminars, for which he/she receives points (20%). The solution of each interim assignment, which is handed in on the due date, is evaluated with points (40%). The student receives points (40%) for the final thesis project at the end of the interim assessment. All points will be added together at the end of the interim assessment. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student actively works on continuous assignments, participates in the presentation and discussion of the assignments in seminars. Reflects both critically and creatively on interim assignments. He/she is able to produce a final thesis project at an excellent level.
B (90-81%, very good - above average standard), the student actively works adequately on the continuous assignments, participates in the presentation and discussion of the given assignments in seminars. He/she reflects adequately on the intermediate assignments and is able to produce a final thesis project at a very good level.
C (80-73%, good - normal reliable work), the student has performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge. The final thesis project is done at a good level.
D (72-66%, satisfactory - acceptable results), the student was less prepared during the semester, has slight deficiencies in theoretical knowledge. Cannot critically analyze information. He/she prepared the final thesis project at a satisfactory level.
E (66-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge. Intermediate tasks meet the minimum criteria, as well as the development of the final thesis project.
Fx (59-0%, insufficient - extra work required).
Slovak language (in the case of language subject approbations also the target language)
Brief outline of the course:
Types of theses. Timetable of thesis processing. Definition of the topic and goal of the thesis. Study of literature. Excerpting material. Theoretical and methodological conception of the thesis. Methodology of problem processing. Methodology of elaboration of the thesis.
Formal-compositional requisites of the final thesis. How to prepare for the defence of the thesis.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of the course is to familiarize students theoretically and practically with the principles and procedures that need to be mastered for the successful preparation of a diploma thesis.
The student is able to define the topic or research problem of his/her own thesis, can correctly determine the methods of its processing, gains the ability to work selectively and correctly with the professional literature on the chosen topic. He/she is able to process the current state of the solved problem. Knows the individual parts of the final thesis. Is able to select appropriate research tools, evaluate the data obtained and analyse them. In the practical orientation of the thesis, he/she can make recommendations for practice. Is able to prepare and present the results of the thesis and is able to respond to questions on the thesis in discussion.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
National curriculum for ISCED 2 and ISCED 3
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the practice methodologist of the approbation subject (A), will complete within 2 weeks 30 hours of practice in the approbation subject (A), including 10 hours of tutorials, 10 hours of outcomes and 10 hours of analyses with a trainee teacher in a primary or secondary school according to the subject/content specialisation. From the tutorials and outcomes the student keeps a personal portfolio of teaching practice. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the practice methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the course it is necessary to obtain at least 60% of the points.
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
Slovak, English and Czech (in the case of language subject approbations also the target language)
The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of the literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for teaching, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final phase of the outcome: reflection on own preparation and analysis of teaching with the trainee teacher.
Final colloquium of Teaching practice 1 (A):
The colloquium conducted with the pedagogical practice methodologist leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of pedagogical practice 1A is to orient the student to real school practice, the work of teachers and pupils in the teaching process of the subject (A) in primary and secondary schools. During the practicum the student observes the teaching process of a trainee teacher and, on the basis of theoretical knowledge, analyses the teaching process in its entirety. During the outcomes, the student is able to work out the methodological preparation for the teaching unit, he/she is able to appropriately implement the individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing the pedagogical practice 1 A, the student can orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing the pedagogical practice 1 A, the student can apply the requirements of school documentation when designing a teaching unit, can process the preparation for the lesson according to the subject approbation, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
National curriculum for ISCED 2 and ISCED 3
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the practice methodologist of the approbation subject (A), will complete within 2 weeks 30 hours of practice in the approbation subject (A), including 10 hours of tutorials, 10 hours of outcomes and 10 hours of analyses with a trainee teacher in a primary or secondary school according to the subject/content specialisation. From the tutorials and outcomes the student keeps a personal portfolio of teaching practice. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the practice methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the course it is necessary to obtain at least 60% of the points.
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
Slovak, English and Czech (in the case of language subject approbations also the target language)
The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of the literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for teaching, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final phase of the outcome: reflection on own preparation and analysis of teaching with the trainee teacher.
Final colloquium of Teaching practice 1 (A):
The colloquium conducted with the pedagogical practice methodologist leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of pedagogical practice 1A is to orient the student to real school practice, the work of teachers and pupils in the teaching process of the subject (A) in primary and secondary schools. During the practicum the student observes the teaching process of a trainee teacher and, on the basis of theoretical knowledge, analyses the teaching process in its entirety. During the outcomes, the student is able to work out the methodological preparation for the teaching unit, he/she is able to appropriately implement the individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing the pedagogical practice 1 A, the student can orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing the pedagogical practice 1 A, the student can apply the requirements of school documentation when designing a teaching unit, can process the preparation for the lesson according to the subject approbation, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
National curriculum for ISCED 2 and ISCED 3
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the practice methodologist of the approbation subject (B), will complete within 2 weeks 30 hours of practice in the approbation subject (B), including 10 hours of tutorials, 10 hours of outcomes and 10 hours of analyses with a trainee teacher in a primary or secondary school according to the subject/content specialisation. From the tutorials and outcomes the student keeps a personal portfolio of teaching practice. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the practice methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
Language required for the course:
Slovak, English and Czech (in the case of language subject approbations also the target language)
Notes: The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of the literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for teaching, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final phase of the outcome: reflection on own preparation and analysis of teaching with the trainee teacher.
Final colloquium of Teaching practice 1 (B):
The colloquium conducted with the pedagogical practice methodologist leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of Teaching practice 1 (B) is to orient the student to real school practice, the work of teachers and pupils in the teaching process of the subject (B) in primary and secondary schools. During the practicum, the student observes the teaching process of a trainee teacher and, on the basis of theoretical knowledge, analyses the teaching process in its entirety. During the outcomes, the student is able to work out the methodological preparation for the teaching unit, he/she is able to appropriately implement the individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing Teaching practice 1 (B), the student can orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing Teaching practice 1 (B), the student can apply the requirements of school documentation in designing a teaching unit, can process the preparation for a lesson according to the subject approbation, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
National curriculum for ISCED 2 and ISCED 3
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the practice methodologist of the approbation subject (B), will complete within 2 weeks 30 hours of practice in the approbation subject (B), including 10 hours of tutorials, 10 hours of outcomes and 10 hours of analyses with a trainee teacher in a primary or secondary school according to the subject/content specialisation. From the tutorials and outcomes the student keeps a personal portfolio of teaching practice. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the practice methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
Language required for the course:
Slovak, English and Czech (in the case of language subject approbations also the target language)
Notes: The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of the literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for teaching, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final phase of the outcome: reflection on own preparation and analysis of teaching with the trainee teacher.
Final colloquium of Teaching practice 1 (B):
The colloquium conducted with the pedagogical practice methodologist leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of Teaching practice 1 (B) is to orient the student to real school practice, the work of teachers and pupils in the teaching process of the subject (B) in primary and secondary schools. During the practicum, the student observes the teaching process of a trainee teacher and, on the basis of theoretical knowledge, analyses the teaching process in its entirety. During the outcomes, the student is able to work out the methodological preparation for the teaching unit, he/she is able to appropriately implement the individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing Teaching practice 1 (B), the student can orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing Teaching practice 1 (B), the student can apply the requirements of school documentation in designing a teaching unit, can process the preparation for a lesson according to the subject approbation, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the apprenticeship methodologist (A), complete 45 hours of practice, including 10 hours of tutorials, 20 hours of outcomes and 15 hours of analysis with a trainee teacher in an elementary or secondary school according to the subject/content of the apprenticeship. The student keeps a personal portfolio of teaching practice from the tutorials and outcomes. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the Practice Methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
Slovak, English and Czech (in the case of language subject approbations also the target language)
Remarks: The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of didactic literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final outcome stage: reflection on own preparation and teaching with the trainee teacher.
Final colloquium of teaching practice 2 (A):
The colloquium conducted with the methodologist of pedagogical practice of the approbation subject (A) leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of Teaching practice 2 (A) is orientation to real school practice, the work of teachers and pupils in the teaching process in primary and secondary schools. During the practicum, the student observes the teaching process of a trainee teacher and analyses the teaching process in its entirety on the basis of the theoretical knowledge of the didactics of the subject approbation (A). During the outcomes, the student is able to elaborate the methodological preparation for the teaching unit, he/she is able to appropriately implement individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing Teaching practice 2 (A), the student is able to orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing Teaching practice 2 (A), the student can apply the requirements of school documentation in designing a teaching unit, can process the preparation for a lesson according to the subject specialization, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the apprenticeship methodologist (A), complete 45 hours of practice, including 10 hours of tutorials, 20 hours of outcomes and 15 hours of analysis with a trainee teacher in an elementary or secondary school according to the subject/content of the apprenticeship. The student keeps a personal portfolio of teaching practice from the tutorials and outcomes. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the Practice Methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
Slovak, English and Czech (in the case of language subject approbations also the target language)
Remarks: The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of didactic literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final outcome stage: reflection on own preparation and teaching with the trainee teacher.
Final colloquium of teaching practice 2 (A):
The colloquium conducted with the methodologist of pedagogical practice of the approbation subject (A) leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of Teaching practice 2 (A) is orientation to real school practice, the work of teachers and pupils in the teaching process in primary and secondary schools. During the practicum, the student observes the teaching process of a trainee teacher and analyses the teaching process in its entirety on the basis of the theoretical knowledge of the didactics of the subject approbation (A). During the outcomes, the student is able to elaborate the methodological preparation for the teaching unit, he/she is able to appropriately implement individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing Teaching practice 2 (A), the student is able to orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing Teaching practice 2 (A), the student can apply the requirements of school documentation in designing a teaching unit, can process the preparation for a lesson according to the subject specialization, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-praxis seminar with the apprenticeship methodologist (B), complete 45 hours of practice, including 10 hours of exercises, 20 hours of outcomes and 15 hours of analyses with a trainee teacher in an elementary or secondary school according to the subject/content of the apprenticeship. The student keeps a personal portfolio of teaching practice from the tutorials and outcomes. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the Practice Methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
Slovak, English and Czech (in the case of language subject approbations also the target language)
Remarks: The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of didactic literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final outcome stage: reflection on own preparation and teaching with the trainee teacher.
Final colloquium of teaching practice 2 (B):
The colloquium conducted with the methodologist of pedagogical practice of the approbation subject (B) leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of Teaching practice 2 (B) is orientation to real school practice, the work of teachers and pupils in the teaching process in primary and secondary schools. During the practicum, the student observes the teaching process of a trainee teacher and analyses the teaching process in its entirety on the basis of the theoretical knowledge of the didactics of the subject approbation (B). During the outcomes, the student is able to elaborate the methodological preparation for the teaching unit, he/she is able to appropriately implement individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing Teaching practice 2 (B), the student can orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing Teaching practice 2 (B), the student can apply the requirements of school documentation in designing a teaching unit, can process the preparation for a lesson according to the subject specialization, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-praxis seminar with the apprenticeship methodologist (B), complete 45 hours of practice, including 10 hours of exercises, 20 hours of outcomes and 15 hours of analyses with a trainee teacher in an elementary or secondary school according to the subject/content of the apprenticeship. The student keeps a personal portfolio of teaching practice from the tutorials and outcomes. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the Practice Methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
Slovak, English and Czech (in the case of language subject approbations also the target language)
Remarks: The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of didactic literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final outcome stage: reflection on own preparation and teaching with the trainee teacher.
Final colloquium of teaching practice 2 (B):
The colloquium conducted with the methodologist of pedagogical practice of the approbation subject (B) leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of Teaching practice 2 (B) is orientation to real school practice, the work of teachers and pupils in the teaching process in primary and secondary schools. During the practicum, the student observes the teaching process of a trainee teacher and analyses the teaching process in its entirety on the basis of the theoretical knowledge of the didactics of the subject approbation (B). During the outcomes, the student is able to elaborate the methodological preparation for the teaching unit, he/she is able to appropriately implement individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing Teaching practice 2 (B), the student can orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing Teaching practice 2 (B), the student can apply the requirements of school documentation in designing a teaching unit, can process the preparation for a lesson according to the subject specialization, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
BAGALOVÁ, Ľ., BIZÍKOVÁ, Ľ., FATULOVÁ. Z. (2015). Metodika podporujúca inkluzívne vzdelávanie v školách. Bratislava: ŠPÚ, 154 s. ISBN: 978-80-8118-143-6
https://www.statpedu.sk/files/articles/nove_dokumenty/projekty/eea_grants/metodika-podporujuca-inkluzivne-vzdelavanie-skolach.pdf
BOOTH, T., AINSCOW, M. (2019). Index inklúzie: Príručka na rozvoj škôl s dôrazom na inklzívne hodnoty. Bratislava: Nadácia pre deti Slovenska, 244 s. ISBN: 978-80-89403-19-6 https://www.ktochyba.sk/skola/dockali-sme-sa-slovenskeho-vydania-1
DRÁĽ, P., FINDÓR A. eds., (2008). Ako skúmať národ: Deväť štúdií o etnicite a nacionalizme. Brno: Tribun EU. s. 188-224. ISBN 978-80-7399-752-6 http://forumhistoriae.sk/documents/10180/20872/ako_skumat_narod.pdf
HALL, R., DRÁĽ, P., FRIDRICHOVÁ, P., HAPALOVÁ, M., LUKÁČ, S., MIŠKOLCI, J., VANČÍKOVÁ, K. ed., (2019). Analýza zistení o stave školstva na Slovensku. Bratislava: MESA 10 https://analyza.todarozum.sk/docs/19070214440001hmj1/
HAPALOVÁ, M., KRIGLEROVÁ, E. G. (2013). O krok bližšie k inklúzii. Bratislava: Člověk v tísni Slovensko a CVEK, 352 s. ISBN: 978-80-971343-0-3, http://cvek.sk/o-krok-blizsie-k-inkluzii/
HORŇÁKOVÁ, M. (2014). Kroky k inkluzívnej škole. Ružomberok: Verbum. 160 s. ISBN: 978-80-561-0187-2
JURSOVÁ ZACHAROVÁ, Z, LEMEŠOVÁ, M., MIŠKOLCI, J., CABANOVÁ, K., HORVÁTHOVÁ, Ľ., SOKOLOVÁ, L. (2019). Postoje, inklúzia a predsudky v slovenských školách. Bratislava: Vydavateľstvo Univerzity Komenského v Bratislave.199 s. ISBN 978-80-223-4814-0 https://www.havava.eu/accounts/Zlatica/Predsudky_inkluzia_monog_JZ_Final.pdf
KRHUTOVÁ, L. (2013). Úvod do disability studies. Ostrava: Ostravská univezita v Ostravě, 154 s. ISBN 978-80-7464-288-3
KRIGLEROVÁ, E. G. ed., (2015). Kľukaté cesty k inklúzii na Slovensku. Bratislava: CVEK, 85 s. http://cvek.sk/wp-content/uploads/2015/12/Klukate-cesty.indd_.pdf
KRIGLEROVÁ, E. G., GAŽOVIČOVÁ, T. eds. (2012). Škola pre všetkých? Inkluzívnosť opatrení vo vzťahu k rómskym deťom. Bratislava: CVEK. 107 s. ISBN: 978-80-970711-4-1 http://cvek.sk/skola-pre-vsetkych-inkluzivnost-opatreni-vo-vztahu-k-romskym-detom/
LECHTA, V. ed., (2010). Základy inkluzivní pedagogiky: Díte s postižením, narušením a ohrožením ve škole. Praha: Portál, 440 s. ISBN: 978-80-7367-679-7
VANČÍKOVÁ, K., SABO, R. a kol. (2018). Inkluzívne vzdelávanie – Skúsenosť slovenských škôl. Banská Bystrica: Belianum, ISBN: 978-80-557-1481-3
Prerequisites for successful completion of the course:
The course ends with an assessment, weighting of the interim and final assessment 100/0
- participation in class or active involvement in discussions (30 points);
- group presentation of a selection of topics (30 points)
The individual groups will be divided according to the following topics: 1) Inclusive education and the Dalton Plan; 2) Inclusive education and Maria Montessori's Pedagogy; 3) Inclusive education and Susan Kovalik's Integrated Thematic Teaching; 4) Inclusive education and another alternative pedagogical approach of their choice. Each group has to present in an engaging way a general description of the chosen pedagogical approach; present several concrete examples of pedagogical or didactic activities from this approach; demonstrate at least one activity (relevant for the 2nd grade of primary or secondary school) in the classroom; evaluate the usefulness and relevance of this approach for Inclusive education; provide basic information about schools in Slovakia that apply these pedagogical approaches in practice.
- group seminar paper on the topic of the presentation (40 points)
The seminar paper will be co-authored by all members of the group who will present on the topic. The assignment is to present (approx. 10 standard pages) the pedagogical approach about which the group presented in class and analytically and critically evaluate its usefulness in pedagogical practice in relation to Inclusive education with a focus on the second level of primary and/or secondary schools in the Slovak Republic, or to discuss its advantages, disadvantages and limitations. It is to be a seminar paper based on a critical analysis of the literature. It should therefore not be exclusively descriptive work, but also analytical. The aim is to critically and argumentatively evaluate the usefulness of the approach in relation to Inclusive education. One of the criteria of the thesis is coherence, i.e. the unity of the thesis as a whole.
The rating is awarded on a scale:
A 100 - 91% (excellent - outstanding results),
B 90 - 81% (very good - above average standard),
C 80 - 73% (good - normal reliable operation),
D 72 - 66% (satisfactory - acceptable results),
E 65 - 60% (sufficient - results meet minimum criteria),
Fx 59% or less (insufficient).
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. To pass the course, a minimum of 60% of the marks must be obtained.
For a grade of A, the student needs to produce consistently excellent results, be capable of independent study, and be able to reflect on the problems presented. The student can critically evaluate the information presented, identify problems and propose original solutions, can select relevant sources for his/her studies, can analyse and select professional or scientific information, is familiar with theoretical and empirical knowledge in the field of Inclusive education and can apply it in his/her pedagogical practice. At the same time, students are able to work in a team and collaborate on assignments.
A grade of B means that the student achieved above average results throughout the semester, was able to study independently, knows basic information about Inclusive education , can navigate the literature, and can apply the knowledge gained to practice in working with children and students, but there are also shortcomings in his critical and creative thinking. At the same time, students are able to work in a team and collaborate on assignments.
A grade of C means that the student has performed standardly well during the semester, his or her theoretical knowledge of the subject is at a good level, but the ability to apply this knowledge, critically evaluate and compare individual literary sources is lacking. There are more weaknesses in critical and inductive thinking as well as in group work.
The grade D means that the student was less prepared during the semester, has slight deficiencies in theoretical knowledge related to the subject of education and has more problems in independent implementation work, as well as in group work, cannot critically analyze information and has problems applying knowledge to practice.
A grade of E means that the student fails in more than one of the assignments, lacks the ability to analyze and compare multiple pieces of knowledge, and fails to think critically and apply theoretical knowledge to practice, but is proficient in most of the theoretical knowledge in the course.
slovak and czech
Brief outline of the course:
1. Defining Inclusive education and the arguments for and against Inclusive education;
2. Disability and ethnicity as social constructs;
3. The difference between inclusion and integration;
4. The relationship of Inclusive education to special education;
5. Inclusion index and teacher collaboration;
6. The inclusion index and collaboration with parents as a tool for inclusion;
7. National and international legal documents on Inclusive education;
8. Systemic mechanisms leading to segregation of children with special educational needs and Roma children;
9. Examples of good practice of inclusive schools in Slovakia;
10. Examples of good practice in Inclusive education: the Dalton Plan and Inclusive education; Maria Montessori pedagogy and Inclusive education; Susan Kovalik's Integrated Thematic Teaching and Inclusive education; other alternative pedagogical approaches and Inclusive education.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of the training is for students to understand the differences between school integration and inclusion and to acquire relevant theoretical knowledge and practical skills related to the concept of Inclusive education for children with disabilities or with any social, cultural, linguistic, health and other disadvantages in mainstream education. The graduate will gain insight into the sociological critique of special pedagogy and the potential for using the knowledge of special pedagogy and various other pedagogical approaches in Inclusive education and be able to critically evaluate their usefulness or, conversely, their risks. The student will also be briefly acquainted with the specifics of education (with regard to individual disabilities or disadvantages) in the mainstream school system.
They will also be able to assess, analyse and compare information, be able to think critically and evaluate individual examples of good practice and generalise knowledge.
Recommended reading:
BAGALOVÁ, Ľ., BIZÍKOVÁ, Ľ., FATULOVÁ. Z. (2015). Metodika podporujúca inkluzívne vzdelávanie v školách. Bratislava: ŠPÚ, 154 s. ISBN: 978-80-8118-143-6
https://www.statpedu.sk/files/articles/nove_dokumenty/projekty/eea_grants/metodika-podporujuca-inkluzivne-vzdelavanie-skolach.pdf
BOOTH, T., AINSCOW, M. (2019). Index inklúzie: Príručka na rozvoj škôl s dôrazom na inklzívne hodnoty. Bratislava: Nadácia pre deti Slovenska, 244 s. ISBN: 978-80-89403-19-6 https://www.ktochyba.sk/skola/dockali-sme-sa-slovenskeho-vydania-1
DRÁĽ, P., FINDÓR A. eds., (2008). Ako skúmať národ: Deväť štúdií o etnicite a nacionalizme. Brno: Tribun EU. s. 188-224. ISBN 978-80-7399-752-6 http://forumhistoriae.sk/documents/10180/20872/ako_skumat_narod.pdf
HALL, R., DRÁĽ, P., FRIDRICHOVÁ, P., HAPALOVÁ, M., LUKÁČ, S., MIŠKOLCI, J., VANČÍKOVÁ, K. ed., (2019). Analýza zistení o stave školstva na Slovensku. Bratislava: MESA 10 https://analyza.todarozum.sk/docs/19070214440001hmj1/
HAPALOVÁ, M., KRIGLEROVÁ, E. G. (2013). O krok bližšie k inklúzii. Bratislava: Člověk v tísni Slovensko a CVEK, 352 s. ISBN: 978-80-971343-0-3, http://cvek.sk/o-krok-blizsie-k-inkluzii/
HORŇÁKOVÁ, M. (2014). Kroky k inkluzívnej škole. Ružomberok: Verbum. 160 s. ISBN: 978-80-561-0187-2
JURSOVÁ ZACHAROVÁ, Z, LEMEŠOVÁ, M., MIŠKOLCI, J., CABANOVÁ, K., HORVÁTHOVÁ, Ľ., SOKOLOVÁ, L. (2019). Postoje, inklúzia a predsudky v slovenských školách. Bratislava: Vydavateľstvo Univerzity Komenského v Bratislave.199 s. ISBN 978-80-223-4814-0 https://www.havava.eu/accounts/Zlatica/Predsudky_inkluzia_monog_JZ_Final.pdf
KRHUTOVÁ, L. (2013). Úvod do disability studies. Ostrava: Ostravská univezita v Ostravě, 154 s. ISBN 978-80-7464-288-3
KRIGLEROVÁ, E. G. ed., (2015). Kľukaté cesty k inklúzii na Slovensku. Bratislava: CVEK, 85 s. http://cvek.sk/wp-content/uploads/2015/12/Klukate-cesty.indd_.pdf
KRIGLEROVÁ, E. G., GAŽOVIČOVÁ, T. eds. (2012). Škola pre všetkých? Inkluzívnosť opatrení vo vzťahu k rómskym deťom. Bratislava: CVEK. 107 s. ISBN: 978-80-970711-4-1 http://cvek.sk/skola-pre-vsetkych-inkluzivnost-opatreni-vo-vztahu-k-romskym-detom/
LECHTA, V. ed., (2010). Základy inkluzivní pedagogiky: Díte s postižením, narušením a ohrožením ve škole. Praha: Portál, 440 s. ISBN: 978-80-7367-679-7
VANČÍKOVÁ, K., SABO, R. a kol. (2018). Inkluzívne vzdelávanie – Skúsenosť slovenských škôl. Banská Bystrica: Belianum, ISBN: 978-80-557-1481-3
Prerequisites for successful completion of the course:
The course ends with an assessment, weighting of the interim and final assessment 100/0
- participation in class or active involvement in discussions (30 points);
- group presentation of a selection of topics (30 points)
The individual groups will be divided according to the following topics: 1) Inclusive education and the Dalton Plan; 2) Inclusive education and Maria Montessori's Pedagogy; 3) Inclusive education and Susan Kovalik's Integrated Thematic Teaching; 4) Inclusive education and another alternative pedagogical approach of their choice. Each group has to present in an engaging way a general description of the chosen pedagogical approach; present several concrete examples of pedagogical or didactic activities from this approach; demonstrate at least one activity (relevant for the 2nd grade of primary or secondary school) in the classroom; evaluate the usefulness and relevance of this approach for Inclusive education; provide basic information about schools in Slovakia that apply these pedagogical approaches in practice.
- group seminar paper on the topic of the presentation (40 points)
The seminar paper will be co-authored by all members of the group who will present on the topic. The assignment is to present (approx. 10 standard pages) the pedagogical approach about which the group presented in class and analytically and critically evaluate its usefulness in pedagogical practice in relation to Inclusive education with a focus on the second level of primary and/or secondary schools in the Slovak Republic, or to discuss its advantages, disadvantages and limitations. It is to be a seminar paper based on a critical analysis of the literature. It should therefore not be exclusively descriptive work, but also analytical. The aim is to critically and argumentatively evaluate the usefulness of the approach in relation to Inclusive education. One of the criteria of the thesis is coherence, i.e. the unity of the thesis as a whole.
The rating is awarded on a scale:
A 100 - 91% (excellent - outstanding results),
B 90 - 81% (very good - above average standard),
C 80 - 73% (good - normal reliable operation),
D 72 - 66% (satisfactory - acceptable results),
E 65 - 60% (sufficient - results meet minimum criteria),
Fx 59% or less (insufficient).
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. To pass the course, a minimum of 60% of the marks must be obtained.
For a grade of A, the student needs to produce consistently excellent results, be capable of independent study, and be able to reflect on the problems presented. The student can critically evaluate the information presented, identify problems and propose original solutions, can select relevant sources for his/her studies, can analyse and select professional or scientific information, is familiar with theoretical and empirical knowledge in the field of Inclusive education and can apply it in his/her pedagogical practice. At the same time, students are able to work in a team and collaborate on assignments.
A grade of B means that the student achieved above average results throughout the semester, was able to study independently, knows basic information about Inclusive education , can navigate the literature, and can apply the knowledge gained to practice in working with children and students, but there are also shortcomings in his critical and creative thinking. At the same time, students are able to work in a team and collaborate on assignments.
A grade of C means that the student has performed standardly well during the semester, his or her theoretical knowledge of the subject is at a good level, but the ability to apply this knowledge, critically evaluate and compare individual literary sources is lacking. There are more weaknesses in critical and inductive thinking as well as in group work.
The grade D means that the student was less prepared during the semester, has slight deficiencies in theoretical knowledge related to the subject of education and has more problems in independent implementation work, as well as in group work, cannot critically analyze information and has problems applying knowledge to practice.
A grade of E means that the student fails in more than one of the assignments, lacks the ability to analyze and compare multiple pieces of knowledge, and fails to think critically and apply theoretical knowledge to practice, but is proficient in most of the theoretical knowledge in the course.
slovak and czech
Brief outline of the course:
1. Defining Inclusive education and the arguments for and against Inclusive education;
2. Disability and ethnicity as social constructs;
3. The difference between inclusion and integration;
4. The relationship of Inclusive education to special education;
5. Inclusion index and teacher collaboration;
6. The inclusion index and collaboration with parents as a tool for inclusion;
7. National and international legal documents on Inclusive education;
8. Systemic mechanisms leading to segregation of children with special educational needs and Roma children;
9. Examples of good practice of inclusive schools in Slovakia;
10. Examples of good practice in Inclusive education: the Dalton Plan and Inclusive education; Maria Montessori pedagogy and Inclusive education; Susan Kovalik's Integrated Thematic Teaching and Inclusive education; other alternative pedagogical approaches and Inclusive education.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of the training is for students to understand the differences between school integration and inclusion and to acquire relevant theoretical knowledge and practical skills related to the concept of Inclusive education for children with disabilities or with any social, cultural, linguistic, health and other disadvantages in mainstream education. The graduate will gain insight into the sociological critique of special pedagogy and the potential for using the knowledge of special pedagogy and various other pedagogical approaches in Inclusive education and be able to critically evaluate their usefulness or, conversely, their risks. The student will also be briefly acquainted with the specifics of education (with regard to individual disabilities or disadvantages) in the mainstream school system.
They will also be able to assess, analyse and compare information, be able to think critically and evaluate individual examples of good practice and generalise knowledge.
Recommended reading:
GAVORA, P., et al. How to develop students' reading comprehension. Nitra: Enigma, 2008.
KNECHT,P. , JANIK,T. et al. Textbooks from the perspective of pedagogical research. Brno: Paido, 2008.
MAŇÁK,J., KNECHT, P. Textbook evaluation. Brno: Paido, 2007.
MAŇÁK, J., KLAPKO, D. Textbooks under the magnifying glass. Brno: Paido, 2006.
NOGOVÁ, M. et al. The procedure of creating and publishing textbooks. Bratislava : ŠPÚ, 2005.
PŠENÁKOVÁ, I. Creation of didactic interactive materials and criteria of their quality evaluation. Trnava: Faculty of Education, Trnava University of Technology, 2021
Prerequisite subjects: none
Prerequisites for successful completion of the course: the course is completed with an assessment (100% of the continuous assessment).
During the semester, the student's task is to solve continuously assigned tasks and to participate in the presentation and discussion of their solutions in seminars. The solution of each problem is evaluated with points. The maximum possible number of points for all assignments combined is 30.
The rating is awarded on a scale:
A minimum of 28 points is required for a final grade A (excellent - outstanding results), a minimum of 25 points for a grade B (very good - above average standard), a minimum of 22 points for a grade C (good - normal reliable work), a minimum of 20 points for a grade D (satisfactory - acceptable results) and a minimum of 18 points for a grade E (satisfactory - results meet the minimum criteria). A grade of FX (Inadequate - extra work required) will be awarded to students who score 17 points or less. To pass the course, a minimum score of 60% is required.
slovak and czech
Brief outline of the course:
Textbook as a specific type of teaching aid. Functions and structure of a textbook. Textbook production system and textbook policy in the Slovak Republic. Analysis and evaluation of textbook quality. Basis for the development of teaching texts, textbooks and other educational resources. Specifics of creation and use of digital educational resources in teaching. Use of central repositories of digital educational content and open educational resources.
100/0
Learning objectives and outcomes and transferable competences:
After completing the course, students will be able to explain the functions and individual elements of the textbook structure, describe the system of its creation and the current textbook policy in the Slovak Republic. They will be able to analyse, critically reflect on and discuss the elements of quality of a particular textbook defined in individual assignments. Students will be able to explain the background to the creation of various educational resources and define the specifics of the creation and use of digital educational resources in teaching.
They will be able to search for digital educational content in its central repositories and open educational resources. Students will develop their analytical and critical thinking, communication, lecturing and metacognitive skills while solving, presenting and discussing the results of ongoing assignments. Students will be able to use the acquired knowledge and skills creatively in the study of other didactic disciplines and in their future teaching practice.
Recommended reading:
GAVORA, P., et al. How to develop students' reading comprehension. Nitra: Enigma, 2008.
KNECHT,P. , JANIK,T. et al. Textbooks from the perspective of pedagogical research. Brno: Paido, 2008.
MAŇÁK,J., KNECHT, P. Textbook evaluation. Brno: Paido, 2007.
MAŇÁK, J., KLAPKO, D. Textbooks under the magnifying glass. Brno: Paido, 2006.
NOGOVÁ, M. et al. The procedure of creating and publishing textbooks. Bratislava : ŠPÚ, 2005.
PŠENÁKOVÁ, I. Creation of didactic interactive materials and criteria of their quality evaluation. Trnava: Faculty of Education, Trnava University of Technology, 2021
Prerequisite subjects: none
Prerequisites for successful completion of the course: the course is completed with an assessment (100% of the continuous assessment).
During the semester, the student's task is to solve continuously assigned tasks and to participate in the presentation and discussion of their solutions in seminars. The solution of each problem is evaluated with points. The maximum possible number of points for all assignments combined is 30.
The rating is awarded on a scale:
A minimum of 28 points is required for a final grade A (excellent - outstanding results), a minimum of 25 points for a grade B (very good - above average standard), a minimum of 22 points for a grade C (good - normal reliable work), a minimum of 20 points for a grade D (satisfactory - acceptable results) and a minimum of 18 points for a grade E (satisfactory - results meet the minimum criteria). A grade of FX (Inadequate - extra work required) will be awarded to students who score 17 points or less. To pass the course, a minimum score of 60% is required.
slovak and czech
Brief outline of the course:
Textbook as a specific type of teaching aid. Functions and structure of a textbook. Textbook production system and textbook policy in the Slovak Republic. Analysis and evaluation of textbook quality. Basis for the development of teaching texts, textbooks and other educational resources. Specifics of creation and use of digital educational resources in teaching. Use of central repositories of digital educational content and open educational resources.
100/0
Learning objectives and outcomes and transferable competences:
After completing the course, students will be able to explain the functions and individual elements of the textbook structure, describe the system of its creation and the current textbook policy in the Slovak Republic. They will be able to analyse, critically reflect on and discuss the elements of quality of a particular textbook defined in individual assignments. Students will be able to explain the background to the creation of various educational resources and define the specifics of the creation and use of digital educational resources in teaching.
They will be able to search for digital educational content in its central repositories and open educational resources. Students will develop their analytical and critical thinking, communication, lecturing and metacognitive skills while solving, presenting and discussing the results of ongoing assignments. Students will be able to use the acquired knowledge and skills creatively in the study of other didactic disciplines and in their future teaching practice.
Compulsory reading:
ZAVIŠ, M. (2008). Repetitórium z religionistiky 1. Bratislava: Univerzita Komenského, 96 s., ISBN 978-80-223-2554-7
Recommended reading:
ELIADE, M. (1995). Dejiny náboženských predstáv a ideí I. Bratislava: Agora, 398 s., ISBN 80-967210-1-1
ELIADE, M. (1997). Dejiny náboženských predstáv a ideí II. Bratislava: Agora, 424 s., ISBN 80-967210-2-X
ELIADE, M. (199+75). Dejiny náboženských predstáv a ideí I-III. Bratislava: Agora, 294 s., ISBN 80-967210-3-8
GLASSENAPP, H.(2009). Päť svetových náboženstiev. Bratislava: Talentum, 488 s., ISBN 9788088979609
HORYNA, B. (1994). Úvod do religionistiky. Praha: Oikoymenh,. 134 s., ISBN 80-85241-64-1
KEENE, M. (2003). Svetové náboženstvá, Bratislava: Ikar, 192 s., ISBN 80-711-8480-2
KOMOROVSKÝ, J. (2000). Religionistika. Veda o náboženstvách sveta a jej pomocné disciplíny. Bratislava: Univerzita Komenského, 154 s. 80-223-0823-4.
KÜNG, H. (2007). Po stopách světových náboženství. Brno: CDK. 179 s. ISBN 80-7325-059-4
ZAVIŠ, M. (2005). New Age – pragmatický synkretizmus dneška/New Age – Pragmatic Syncretism of Today. In: New Age. Bratislava: Ústav pre vzťahy štátu a cirkví, 2005. S. 662-673. ISBN 80-89096-19-0
ZAVIŠ, M. (2013). Paradigma osobnosti kresťanského učiteľa v minulosti a dnes. Bratislava: Univerzita Komenského v Bratislave, 139 s., ISBN 978-80-223-3218-7
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with a 100% interim assessment, which includes: a presentation of a selected topic (30% of the assessment) and a final colloquium in the assessment week (70% of the assessment). For successful completion of the course, a minimum of 60% of the presentation grade and 60% of the final colloquium grade is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results; students performed excellently during the semester, actively participated in the teaching and showed interest in the subject, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of religious studies is at a high level),
B (90-81%, very good - above average standard; students performed very well during the semester, they participated in the teaching, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of religious studies is at a very good level),
C (80-73%, good - normal reliable work; students performed standardly well during the semester, they were able to work independently with the literature and to process and present the acquired knowledge in an appropriate way, their theoretical knowledge of religious studies is at a good level),
D (72-66%, satisfactory - acceptable results; students have limited ability to work independently with the literature and are able to process and present the acquired knowledge with problems; they have slight deficiencies in theoretical knowledge of religious studies),
E (65-60%, sufficient - the results meet the minimum criteria; students have considerable difficulties in working independently with the literature as well as in processing and presenting the acquired knowledge, they have significant deficiencies in theoretical knowledge of religious studies),
Fx (59-0%, insufficient - extra work required).
slovak and czech
Brief outline of the course:
1. Religious studies as a discipline and its key concepts.
2. Hypotheses about the origins of religion; the religious scene of today.
3. Primitive religions: manism and totemism.
4. Ancient religions: Egyptian, Canaanite, Greek, Roman, Celtic and Slavic.
5. Ethnic religions: Taoism, Confucianism and Shintoism.
6. Judaism: doctrine and practice.
7. Christianity: doctrine and practice.
8. Islam: teaching and practice.
9. Hinduism: doctrine and practice.
10. Buddhism: teaching and practice.
100/0
Learning objectives and outcomes and transferable competences:
The course will provide students with background information and orientation in the history and present of religions and sufficient background to understand religion as a significant spiritual component of the life of society. By completing the course, students will gain the ability to analyze religion in its interconnectedness as a personal, historical, cultural, ethical, social, and transcendent phenomenon. It will orient them to the world's major religious systems as well as new religious movements. They will be able to use the acquired knowledge effectively in the pedagogical process as part of civics, with an emphasis on education for religious and, in general, attitudinal tolerance. By completing the course, students will develop transferable competencies such as communication skills, analytical skills, creativity and abstract thinking skills, critical thinking skills, motivation and the ability to learn, and reasoning in context.
Learning objectives:
To provide students with the basic information needed to understand religion as a phenomenon that plays a significant role in the life of the individual as well as in society and to familiarize them primarily with the world's dominant religious systems, which are the largest in terms of both number of adherents and geographical representation.
Compulsory reading:
ZAVIŠ, M. (2008). Repetitórium z religionistiky 1. Bratislava: Univerzita Komenského, 96 s., ISBN 978-80-223-2554-7
Recommended reading:
ELIADE, M. (1995). Dejiny náboženských predstáv a ideí I. Bratislava: Agora, 398 s., ISBN 80-967210-1-1
ELIADE, M. (1997). Dejiny náboženských predstáv a ideí II. Bratislava: Agora, 424 s., ISBN 80-967210-2-X
ELIADE, M. (199+75). Dejiny náboženských predstáv a ideí I-III. Bratislava: Agora, 294 s., ISBN 80-967210-3-8
GLASSENAPP, H.(2009). Päť svetových náboženstiev. Bratislava: Talentum, 488 s., ISBN 9788088979609
HORYNA, B. (1994). Úvod do religionistiky. Praha: Oikoymenh,. 134 s., ISBN 80-85241-64-1
KEENE, M. (2003). Svetové náboženstvá, Bratislava: Ikar, 192 s., ISBN 80-711-8480-2
KOMOROVSKÝ, J. (2000). Religionistika. Veda o náboženstvách sveta a jej pomocné disciplíny. Bratislava: Univerzita Komenského, 154 s. 80-223-0823-4.
KÜNG, H. (2007). Po stopách světových náboženství. Brno: CDK. 179 s. ISBN 80-7325-059-4
ZAVIŠ, M. (2005). New Age – pragmatický synkretizmus dneška/New Age – Pragmatic Syncretism of Today. In: New Age. Bratislava: Ústav pre vzťahy štátu a cirkví, 2005. S. 662-673. ISBN 80-89096-19-0
ZAVIŠ, M. (2013). Paradigma osobnosti kresťanského učiteľa v minulosti a dnes. Bratislava: Univerzita Komenského v Bratislave, 139 s., ISBN 978-80-223-3218-7
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with a 100% interim assessment, which includes: a presentation of a selected topic (30% of the assessment) and a final colloquium in the assessment week (70% of the assessment). For successful completion of the course, a minimum of 60% of the presentation grade and 60% of the final colloquium grade is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results; students performed excellently during the semester, actively participated in the teaching and showed interest in the subject, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of religious studies is at a high level),
B (90-81%, very good - above average standard; students performed very well during the semester, they participated in the teaching, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of religious studies is at a very good level),
C (80-73%, good - normal reliable work; students performed standardly well during the semester, they were able to work independently with the literature and to process and present the acquired knowledge in an appropriate way, their theoretical knowledge of religious studies is at a good level),
D (72-66%, satisfactory - acceptable results; students have limited ability to work independently with the literature and are able to process and present the acquired knowledge with problems; they have slight deficiencies in theoretical knowledge of religious studies),
E (65-60%, sufficient - the results meet the minimum criteria; students have considerable difficulties in working independently with the literature as well as in processing and presenting the acquired knowledge, they have significant deficiencies in theoretical knowledge of religious studies),
Fx (59-0%, insufficient - extra work required).
slovak and czech
Brief outline of the course:
1. Religious studies as a discipline and its key concepts.
2. Hypotheses about the origins of religion; the religious scene of today.
3. Primitive religions: manism and totemism.
4. Ancient religions: Egyptian, Canaanite, Greek, Roman, Celtic and Slavic.
5. Ethnic religions: Taoism, Confucianism and Shintoism.
6. Judaism: doctrine and practice.
7. Christianity: doctrine and practice.
8. Islam: teaching and practice.
9. Hinduism: doctrine and practice.
10. Buddhism: teaching and practice.
100/0
Learning objectives and outcomes and transferable competences:
The course will provide students with background information and orientation in the history and present of religions and sufficient background to understand religion as a significant spiritual component of the life of society. By completing the course, students will gain the ability to analyze religion in its interconnectedness as a personal, historical, cultural, ethical, social, and transcendent phenomenon. It will orient them to the world's major religious systems as well as new religious movements. They will be able to use the acquired knowledge effectively in the pedagogical process as part of civics, with an emphasis on education for religious and, in general, attitudinal tolerance. By completing the course, students will develop transferable competencies such as communication skills, analytical skills, creativity and abstract thinking skills, critical thinking skills, motivation and the ability to learn, and reasoning in context.
Learning objectives:
To provide students with the basic information needed to understand religion as a phenomenon that plays a significant role in the life of the individual as well as in society and to familiarize them primarily with the world's dominant religious systems, which are the largest in terms of both number of adherents and geographical representation.
Compulsory reading:
HAMRANOVÁ, A. (2013). Sociálno – psychologický výcvik v príprave učiteľov (metodické pokyny). In: SOKOLOVÁ, L. et al. (eds.). (2013). Psychológia (v) škole. Zborník príspevkov z medzinárodnej vedeckej konferencie. Univerzita Komenského. 2013, s. 33-36. ISBN 978-80-223-3483-9 https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KPP/Publikacie/zbornik_prispevkov_PSYCHOLOGIA_V_SKOLE.pdf
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOLOVÁ, L., SOKOLOVÁ, L. (2017). Psychológia zážitkom. Metodická príručka. Univerzita Komenského. 497 s. ISBN 978-80-223-3655-0
LEMEŠOVÁ, M. (2021). Metodika vedenia sociálno-psychologického tréningu v prostredí školy. 2.0.
Slovenská asociácia pre učiteľstvo psychológie. (kap. 3 Práca so skupinou - skupinová dynamika;
kap. 5 Keď je tréningová skupina inkluzívna, kap. 7 Zážitkové učenie = učenie zážitkom, kap. 10 a
11 – o pomôckach a priestore). 213 s. ISBN 978-80-974026-1-7
Štátny vzdelávací program a dokumenty viažuce sa k prierezovej téme dostupné na webstránkach
Štátneho pedagogického ústavu:Štátny pedagogický ústav - ŠPÚ (statpedu.sk)
Recommended reading:
HERMOCHOVÁ, S. (2005). Skupinová dynamika ve školní třídě. Kladno: AISIS. 180 s. ISBN 8023956124
HERMOCHOVÁ, S. (2006). Teambuilding. Praha: Grada. 116 s. ISBN: 80-247-1155-9
KOLAŘÍK, M. (2019). Interakční psychologický výcvik. Praha: Grada. 192 s. ISBN 9788027121939
Prerequisite subjects: none
Prerequisites for successful completion of the course:
100% of the continuous assessment, the course is completed by assessment.
Continuous assessment includes the evaluation of the performance of continuous tasks and assignments, which are carried out individually or in groups at different stages of the course implementation. Individual assignments focus on the preparation of materials and the development of assignments on which direct teaching will be based. This involves working with various questionnaires and tests, information sources (publications aimed at developing pupils' social-psychological competences) and official school documents (30% of the assessment). Within the group work, space is devoted to specific exercises and simulation of experiential learning in teachers' work (30%) and to the analysis of the objectives, meaning, methods of the cross-cutting theme of Personal and Social Development and its integration into selected educational areas (30%). A reflective essay concludes the continuous assessment (10% of the assessment).
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A grade A is awarded if the student has acquired knowledge related to the content of the cross-cutting theme, is familiar with methods, techniques and other specifics related to the field of experiential and active social learning, actively engages in individual activities and shows interest and effort to develop his/her competences in the identified key areas, seeks original and creative solutions to the tasks set, reflects the emerging changes that experiential learning brings, manifests himself/herself as a full member of the group and actively expresses his/her own opinion.
A B grade is awarded if the student has acquired knowledge related to the content of the cross-cutting theme, is familiar with the methods, techniques and other specifics related to the field of experiential and active social learning, actively engages in individual activities and shows interest and effort to develop his/her competences in the identified key areas, to a lesser extent, seeks original and creative solutions to the tasks set, reflects the emerging changes that experiential learning brings but needs more time and space to verbalise them, shows himself as a full member of the group and actively expresses his own opinion.
Grade C will be awarded to a student who has acquired the knowledge related to the content of the cross-cutting topic at an average level, is familiar with the methods, techniques and other specifics related to the field of experiential and active social learning, is usually actively involved in individual activities, shows interest and effort to develop his/her competences, only in some topics and areas, makes little use of his/her personal qualities in finding original and creative solutions to the tasks set, reflects only to some extent the emerging changes brought about by experiential learning, shows himself/herself to be a full member of the group and actively expresses his/her own opinion.
A grade D is awarded if the student has acquired basic knowledge related to the content of the cross-cutting theme, is generally familiar with the methods, techniques and other specifics related to the field of experiential and active social learning, engages to a limited extent in individual activities, and shows only sporadic interest and effort to develop his/her competencies, often only with external help, seeks original and creative solutions to the tasks set, cannot adequately reflect the emerging changes brought about by experiential learning, is more passive and more like a marginal member of the group, even though he or she actively expresses his or her own opinion.
A student receives a grade of E if the student has mastered the basic knowledge related to the content of the cross-cutting topic and is at least partially oriented in the methods, techniques and other specifics related to the field of experiential and active social learning, behaves passively and minimally participates in individual activities, does not show interest and effort to develop his/her competences, relies on the group for original and creative solutions to the tasks set, cannot adequately reflect the emerging changes brought about by experiential learning, cannot find his/her place in the group, expresses his/her own opinion sporadically and not always in an appropriate way.
The grade of Fx requires extra work, extra study; this grade is given exceptionally, most often because of non-participation in class and failure to complete the assigned interim assignments, refusal to cooperate in any way, refusal to take a stand on required topics and to express one's own opinion.
Slovak and Czech language
subject with a psychological focus, in the study plan marked *) The subject is usually implemented in the form of block teaching or continuously during the semester.
Brief outline of the course:
1. Cross-cutting theme Personal and social development and national curricula for lower and upper secondary education
2. Objectives, outcomes, content, methods of the cross-cutting theme and its integration into selected educational areas
3. Experiential and active social learning: models and theories of learning, methods and techniques.
4. Experiential and active social learning: space, tools, rules and challenging situations.
5. The school class as a group (the position, status and role of the individual in the group).
6. Group dynamics - group dynamics.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of the course is to familiarize students with the cross-cutting theme of personal and social development and experiential learning aimed at the development of social-psychological competencies in the school and classroom environment.
The student after completing the course:
- distinguishes the different stages of group development, perceives its variability and can assess the impact of the teacher's role in this area,
- knows the content, methods and objectives of the cross-cutting theme of Personal and Social Development and can identify and propose its integration within his/her study programme,
- can use techniques and strategies of experiential and active social learning leading to the fulfilment of the objectives of the cross-cutting theme, to promote group cohesion and a positive atmosphere in the group,
- is oriented in the available literature and is able to modify the acquired knowledge for the purposes of educational practice,
- Through experiential activities, gain first-hand experience of active social and experiential learning.
Compulsory reading:
HAMRANOVÁ, A. (2013). Sociálno – psychologický výcvik v príprave učiteľov (metodické pokyny). In: SOKOLOVÁ, L. et al. (eds.). (2013). Psychológia (v) škole. Zborník príspevkov z medzinárodnej vedeckej konferencie. Univerzita Komenského. 2013, s. 33-36. ISBN 978-80-223-3483-9 https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KPP/Publikacie/zbornik_prispevkov_PSYCHOLOGIA_V_SKOLE.pdf
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOLOVÁ, L., SOKOLOVÁ, L. (2017). Psychológia zážitkom. Metodická príručka. Univerzita Komenského. 497 s. ISBN 978-80-223-3655-0
LEMEŠOVÁ, M. (2021). Metodika vedenia sociálno-psychologického tréningu v prostredí školy. 2.0.
Slovenská asociácia pre učiteľstvo psychológie. (kap. 3 Práca so skupinou - skupinová dynamika;
kap. 5 Keď je tréningová skupina inkluzívna, kap. 7 Zážitkové učenie = učenie zážitkom, kap. 10 a
11 – o pomôckach a priestore). 213 s. ISBN 978-80-974026-1-7
Štátny vzdelávací program a dokumenty viažuce sa k prierezovej téme dostupné na webstránkach
Štátneho pedagogického ústavu:Štátny pedagogický ústav - ŠPÚ (statpedu.sk)
Recommended reading:
HERMOCHOVÁ, S. (2005). Skupinová dynamika ve školní třídě. Kladno: AISIS. 180 s. ISBN 8023956124
HERMOCHOVÁ, S. (2006). Teambuilding. Praha: Grada. 116 s. ISBN: 80-247-1155-9
KOLAŘÍK, M. (2019). Interakční psychologický výcvik. Praha: Grada. 192 s. ISBN 9788027121939
Prerequisite subjects: none
Prerequisites for successful completion of the course:
100% of the continuous assessment, the course is completed by assessment.
Continuous assessment includes the evaluation of the performance of continuous tasks and assignments, which are carried out individually or in groups at different stages of the course implementation. Individual assignments focus on the preparation of materials and the development of assignments on which direct teaching will be based. This involves working with various questionnaires and tests, information sources (publications aimed at developing pupils' social-psychological competences) and official school documents (30% of the assessment). Within the group work, space is devoted to specific exercises and simulation of experiential learning in teachers' work (30%) and to the analysis of the objectives, meaning, methods of the cross-cutting theme of Personal and Social Development and its integration into selected educational areas (30%). A reflective essay concludes the continuous assessment (10% of the assessment).
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A grade A is awarded if the student has acquired knowledge related to the content of the cross-cutting theme, is familiar with methods, techniques and other specifics related to the field of experiential and active social learning, actively engages in individual activities and shows interest and effort to develop his/her competences in the identified key areas, seeks original and creative solutions to the tasks set, reflects the emerging changes that experiential learning brings, manifests himself/herself as a full member of the group and actively expresses his/her own opinion.
A B grade is awarded if the student has acquired knowledge related to the content of the cross-cutting theme, is familiar with the methods, techniques and other specifics related to the field of experiential and active social learning, actively engages in individual activities and shows interest and effort to develop his/her competences in the identified key areas, to a lesser extent, seeks original and creative solutions to the tasks set, reflects the emerging changes that experiential learning brings but needs more time and space to verbalise them, shows himself as a full member of the group and actively expresses his own opinion.
Grade C will be awarded to a student who has acquired the knowledge related to the content of the cross-cutting topic at an average level, is familiar with the methods, techniques and other specifics related to the field of experiential and active social learning, is usually actively involved in individual activities, shows interest and effort to develop his/her competences, only in some topics and areas, makes little use of his/her personal qualities in finding original and creative solutions to the tasks set, reflects only to some extent the emerging changes brought about by experiential learning, shows himself/herself to be a full member of the group and actively expresses his/her own opinion.
A grade D is awarded if the student has acquired basic knowledge related to the content of the cross-cutting theme, is generally familiar with the methods, techniques and other specifics related to the field of experiential and active social learning, engages to a limited extent in individual activities, and shows only sporadic interest and effort to develop his/her competencies, often only with external help, seeks original and creative solutions to the tasks set, cannot adequately reflect the emerging changes brought about by experiential learning, is more passive and more like a marginal member of the group, even though he or she actively expresses his or her own opinion.
A student receives a grade of E if the student has mastered the basic knowledge related to the content of the cross-cutting topic and is at least partially oriented in the methods, techniques and other specifics related to the field of experiential and active social learning, behaves passively and minimally participates in individual activities, does not show interest and effort to develop his/her competences, relies on the group for original and creative solutions to the tasks set, cannot adequately reflect the emerging changes brought about by experiential learning, cannot find his/her place in the group, expresses his/her own opinion sporadically and not always in an appropriate way.
The grade of Fx requires extra work, extra study; this grade is given exceptionally, most often because of non-participation in class and failure to complete the assigned interim assignments, refusal to cooperate in any way, refusal to take a stand on required topics and to express one's own opinion.
Slovak and Czech language
subject with a psychological focus, in the study plan marked *) The subject is usually implemented in the form of block teaching or continuously during the semester.
Brief outline of the course:
1. Cross-cutting theme Personal and social development and national curricula for lower and upper secondary education
2. Objectives, outcomes, content, methods of the cross-cutting theme and its integration into selected educational areas
3. Experiential and active social learning: models and theories of learning, methods and techniques.
4. Experiential and active social learning: space, tools, rules and challenging situations.
5. The school class as a group (the position, status and role of the individual in the group).
6. Group dynamics - group dynamics.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of the course is to familiarize students with the cross-cutting theme of personal and social development and experiential learning aimed at the development of social-psychological competencies in the school and classroom environment.
The student after completing the course:
- distinguishes the different stages of group development, perceives its variability and can assess the impact of the teacher's role in this area,
- knows the content, methods and objectives of the cross-cutting theme of Personal and Social Development and can identify and propose its integration within his/her study programme,
- can use techniques and strategies of experiential and active social learning leading to the fulfilment of the objectives of the cross-cutting theme, to promote group cohesion and a positive atmosphere in the group,
- is oriented in the available literature and is able to modify the acquired knowledge for the purposes of educational practice,
- Through experiential activities, gain first-hand experience of active social and experiential learning.
Compulsory reading:
BENDL, S. (2011). Školní kázeň v teorii a praxi. Praha: Triton.208 s., ISBN 978-80-7387-432-2
CANGELOSI, J. S. (2006). Strategie řízení třídy. Portál. 289 s. ISBN 978-80-7367-650-6
Recommended reading.
FONTANA, D. (2010). Psychologie ve školní praxi.Praha: Portál. 384 s. ISBN 978-80-262-0741-2
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOVÁ, L., SOKOLOVÁ, L. (2017). Psychológia zážitkom. Metodická príručka. Univerzita Komenského. 497 s. ISBN 978-80-223-3655-0
SOKOLOVÁ, L., LEMEŠOVÁ, M., HARVANOVÁ, S. (2019). Čo sa deje v školskej triede? Dva pohľady na nevhodné správanie detí v škole. Pedagogika.sk, 10(1), 47-65. ISSN (online) 1338-0982. Compulsory reading:
BENDL, S. (2011). Školní kázeň v teorii a praxi. Praha: Triton.208 s., ISBN 978-80-7387-432-2
CANGELOSI, J. S. (2006). Strategie řízení třídy. Portál. 289 s. ISBN 978-80-7367-650-6
Recommended reading.
FONTANA, D. (2010). Psychologie ve školní praxi.Praha: Portál. 384 s. ISBN 978-80-262-0741-2
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOVÁ, L., SOKOLOVÁ, L. (2017). Psychológia zážitkom. Metodická príručka. Univerzita Komenského. 497 s. ISBN 978-80-223-3655-0
SOKOLOVÁ, L., LEMEŠOVÁ, M., HARVANOVÁ, S. (2019). Čo sa deje v školskej triede? Dva pohľady na nevhodné správanie detí v škole. Pedagogika.sk, 10(1), 47-65. ISSN (online) 1338-0982.
ŠRAMOVÁ, B., DEPTOVÁ, T., HAMRANOVÁ, A., POLIAKOVÁ, E.. (2019). Násilie v intímnych vzťahoch dospievajúcich. Metodika pre prácu v oblasti prevencie. Univerzita Komenského v Bratislave. 189 s. ISBN 978-80-223-4849-2
Prerequisite subjects: none
Prerequisites for passing the course: 100% of continuous assessment
Continuous assessment includes the evaluation of the completion of continuous tasks and assignments, which are carried out in an individual or group form. These are mainly experiential activities and exercises aimed at solving school educational situations. Using role-play and cooperative games, the student practises various strategies and techniques for coping with pupils' inappropriate behaviour (max. 30 points). In small groups during class, they develop a proposal for a prevention or intervention program aimed at eliminating or addressing inappropriate school situations (max. 20 points), which they then present (max. 10 points). The student individually produces a seminar paper (on a specific educational problem situation in school) in which he/she proposes a possible solution (max. 30 points). The student will present the seminar paper continuously according to the timetable (max. 10 points).
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
For a grade of A, students need to produce excellent results continuously throughout the semester, be able to study independently, be able to navigate a variety of literary sources, and critically select relevant sources for their studies. Students have knowledge of a variety of educational situations in the school environment and how to address them, and are able to apply their knowledge in meaningful ways to create assignments.
A grade of B means that the students achieved above average results throughout the semester, were able to study independently, are able to navigate through various literary sources and critically select relevant sources for their studies, have knowledge of various educational situations in the school environment and their solutions, and are able to apply their knowledge appropriately to the creation of assignments.
A grade of C means that the students performed well during the semester, their theoretical knowledge of various educational situations in the school environment and their solutions is at a good level, but they have deficiencies in their ability to apply this knowledge, they have deficiencies in the critical evaluation and comparison of literary sources and psychological knowledge.
A grade of D means that students were less prepared during the semester, they have slight deficiencies in theoretical knowledge related to various educational situations in the school environment and their solutions. They have considerable difficulties in independent work, they cannot critically analyse information.
A grade of E means that students fail in more than one of the assignments, lack the ability to analyze and compare multiple pieces of knowledge, but have mastered most of the theoretical knowledge in the course.
A grade of FX indicates that the student has not sufficiently completed the course requirements and extra work is required.
slovak and czech
subject with psychological focus, in the study plan marked
Brief outline of the course:
1. The basic background of inappropriate behaviour of a child at school and its possible causes.
2. Selected types of inappropriate student behaviour in the educational environment and the possibilities of their identification.
3. The influence of family environment and sibling constellation on children's inappropriate behavior at school.
4. The impact of different types of parenting styles in the family and school environment on child behavior.
5. Dreikurs' theory of mistaken behavioral goals (attention, power, revenge, failure avoidance).
6. Intervention techniques appropriate for addressing particular types of inappropriate behavior.
7. Prevention techniques applicable to the prevention of particular types of inappropriate behaviour. Planning prevention strategies.
8. The dynamics of the school classroom as a social group and its influence on student behavior.
9. Classroom management strategies and techniques.
10. Family and school cooperation. Interview with parents.
11. Practical skills training of students in dealing with educational situations in school.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The goal is to increase sensitivity to inter-individual differences and group dynamics in the context of dealing with school educational situations and to learn specific strategies and techniques for dealing with these situations.
Students after completing the course:
- understand and orient themselves to the basic background and possible reasons for pupil behaviour at school
- know the different forms of inappropriate behaviour at school
- understand the processes of group dynamics in the school classroom
- know the procedures for dealing with different types of inappropriate behaviour at school
- know the intervention methods used in the prevention and resolution of various educational situations
Upon completion of the course, students will be able to:
- identify inappropriate behaviour of the pupil in the educational environment
- to address the occurrence of various forms of inappropriate pupil behaviour
- sensitively take into account inter-individual differences in group dynamics when dealing with school situations
- design and implement an intervention programme aimed at preventing inappropriate behaviour among pupils
- design and implement an intervention programme to address pupil misbehaviour
Students are competent after completing the course:
- think analytically and critically in the design of prevention and intervention programmes
- communicate adequately in cooperation with the pupil's parents or the pupil himself/herself
Compulsory reading:
BENDL, S. (2011). Školní kázeň v teorii a praxi. Praha: Triton.208 s., ISBN 978-80-7387-432-2
CANGELOSI, J. S. (2006). Strategie řízení třídy. Portál. 289 s. ISBN 978-80-7367-650-6
Recommended reading.
FONTANA, D. (2010). Psychologie ve školní praxi.Praha: Portál. 384 s. ISBN 978-80-262-0741-2
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOVÁ, L., SOKOLOVÁ, L. (2017). Psychológia zážitkom. Metodická príručka. Univerzita Komenského. 497 s. ISBN 978-80-223-3655-0
SOKOLOVÁ, L., LEMEŠOVÁ, M., HARVANOVÁ, S. (2019). Čo sa deje v školskej triede? Dva pohľady na nevhodné správanie detí v škole. Pedagogika.sk, 10(1), 47-65. ISSN (online) 1338-0982. Compulsory reading:
BENDL, S. (2011). Školní kázeň v teorii a praxi. Praha: Triton.208 s., ISBN 978-80-7387-432-2
CANGELOSI, J. S. (2006). Strategie řízení třídy. Portál. 289 s. ISBN 978-80-7367-650-6
Recommended reading.
FONTANA, D. (2010). Psychologie ve školní praxi.Praha: Portál. 384 s. ISBN 978-80-262-0741-2
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOVÁ, L., SOKOLOVÁ, L. (2017). Psychológia zážitkom. Metodická príručka. Univerzita Komenského. 497 s. ISBN 978-80-223-3655-0
SOKOLOVÁ, L., LEMEŠOVÁ, M., HARVANOVÁ, S. (2019). Čo sa deje v školskej triede? Dva pohľady na nevhodné správanie detí v škole. Pedagogika.sk, 10(1), 47-65. ISSN (online) 1338-0982.
ŠRAMOVÁ, B., DEPTOVÁ, T., HAMRANOVÁ, A., POLIAKOVÁ, E.. (2019). Násilie v intímnych vzťahoch dospievajúcich. Metodika pre prácu v oblasti prevencie. Univerzita Komenského v Bratislave. 189 s. ISBN 978-80-223-4849-2
Prerequisite subjects: none
Prerequisites for passing the course: 100% of continuous assessment
Continuous assessment includes the evaluation of the completion of continuous tasks and assignments, which are carried out in an individual or group form. These are mainly experiential activities and exercises aimed at solving school educational situations. Using role-play and cooperative games, the student practises various strategies and techniques for coping with pupils' inappropriate behaviour (max. 30 points). In small groups during class, they develop a proposal for a prevention or intervention program aimed at eliminating or addressing inappropriate school situations (max. 20 points), which they then present (max. 10 points). The student individually produces a seminar paper (on a specific educational problem situation in school) in which he/she proposes a possible solution (max. 30 points). The student will present the seminar paper continuously according to the timetable (max. 10 points).
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
For a grade of A, students need to produce excellent results continuously throughout the semester, be able to study independently, be able to navigate a variety of literary sources, and critically select relevant sources for their studies. Students have knowledge of a variety of educational situations in the school environment and how to address them, and are able to apply their knowledge in meaningful ways to create assignments.
A grade of B means that the students achieved above average results throughout the semester, were able to study independently, are able to navigate through various literary sources and critically select relevant sources for their studies, have knowledge of various educational situations in the school environment and their solutions, and are able to apply their knowledge appropriately to the creation of assignments.
A grade of C means that the students performed well during the semester, their theoretical knowledge of various educational situations in the school environment and their solutions is at a good level, but they have deficiencies in their ability to apply this knowledge, they have deficiencies in the critical evaluation and comparison of literary sources and psychological knowledge.
A grade of D means that students were less prepared during the semester, they have slight deficiencies in theoretical knowledge related to various educational situations in the school environment and their solutions. They have considerable difficulties in independent work, they cannot critically analyse information.
A grade of E means that students fail in more than one of the assignments, lack the ability to analyze and compare multiple pieces of knowledge, but have mastered most of the theoretical knowledge in the course.
A grade of FX indicates that the student has not sufficiently completed the course requirements and extra work is required.
slovak and czech
subject with psychological focus, in the study plan marked
Brief outline of the course:
1. The basic background of inappropriate behaviour of a child at school and its possible causes.
2. Selected types of inappropriate student behaviour in the educational environment and the possibilities of their identification.
3. The influence of family environment and sibling constellation on children's inappropriate behavior at school.
4. The impact of different types of parenting styles in the family and school environment on child behavior.
5. Dreikurs' theory of mistaken behavioral goals (attention, power, revenge, failure avoidance).
6. Intervention techniques appropriate for addressing particular types of inappropriate behavior.
7. Prevention techniques applicable to the prevention of particular types of inappropriate behaviour. Planning prevention strategies.
8. The dynamics of the school classroom as a social group and its influence on student behavior.
9. Classroom management strategies and techniques.
10. Family and school cooperation. Interview with parents.
11. Practical skills training of students in dealing with educational situations in school.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The goal is to increase sensitivity to inter-individual differences and group dynamics in the context of dealing with school educational situations and to learn specific strategies and techniques for dealing with these situations.
Students after completing the course:
- understand and orient themselves to the basic background and possible reasons for pupil behaviour at school
- know the different forms of inappropriate behaviour at school
- understand the processes of group dynamics in the school classroom
- know the procedures for dealing with different types of inappropriate behaviour at school
- know the intervention methods used in the prevention and resolution of various educational situations
Upon completion of the course, students will be able to:
- identify inappropriate behaviour of the pupil in the educational environment
- to address the occurrence of various forms of inappropriate pupil behaviour
- sensitively take into account inter-individual differences in group dynamics when dealing with school situations
- design and implement an intervention programme aimed at preventing inappropriate behaviour among pupils
- design and implement an intervention programme to address pupil misbehaviour
Students are competent after completing the course:
- think analytically and critically in the design of prevention and intervention programmes
- communicate adequately in cooperation with the pupil's parents or the pupil himself/herself
Recommended reading:
Compulsory reading:
TOTHOVÁ R., KOSTRUB, D., FERKOVÁ Š. (2017). Žiak, učiteľ a výučba (všeobecná didaktika pre študentov učiteľstva). Prešov: ROKUS. ISBN 978-80-89510-61-0 (kapitoly: 5. s. 104-131; 6. s. 132 –179; 8. s.199-223)
Recommended reading:
BERTRAND, Y. (1998). Soudobé teorie vzdělávání. Praha: Portál, 248 s. ISBN 80-7178-216-5
ČAPEK, R. (2015). Moderní didaktika. 1. vydání. Praha: Grada Publishing, a. s., 608 s. ISBN 978-80-247-3450-7
FISHER, R. (2011). Učíme děti myslet a učit se. Praha: Portál, 176 s. ISBN 978-80-26200-43-7
HANULIAKOVÁ, J. Aktivizujúce vyučovanie. 1. vydanie. Bratislava: PhDr. Milan Štefanko – IRIS, 2015. 127 s. ISBN 978-80-8153-036-4
KOSTRUB, D. (2008). Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS, 169 s. ISBN 978-80-89055-87-6
OSTRADICKÝ, P. (2017). Interakčný príklon vs. interakčný odklon vo vyučovaco-učebných činnostiach výučby. In MMK 2017, Brno: Masarykova univerzita, s. 843-852. ISBN 978-80-87952-22-1.
ROVŇANOVÁ, L. (2015). Vyučovacie prístupy v pregraduálnej príprave budúcich učiteľov. In: Edukácia, ročník 1, číslo 1, 2015, s. 225-234
TÓBLOVÁ, E. (2019). Aktivizujúce vyučovacie metódy. Analýza využívania aktivizujúcich metód. Bratislava: Univerzita Komenského, 146 s., ISBN 978-80-223-4817
TÓTHOVÁ, R. (2014). Konštruktivistický prístup vo výučbe ako možnosť rozvoja myslenia žiakov. Metodicko pedagogické centrum, 90 s. Bratislava. ISBN: 978-80-565-0004-0
ZELINA, M. (2000). Alternatívne školstvo. Bratislava: IRIS, 255 s. ISBN 80-88778-98-0
ZORMANOVÁ, L. (2012). Výukové metody v pedagogice. Praha: Grada Publishing, a. s., 160 s. ISBN 978-80-247-4100-0
Prerequisites for successful completion of the course:
The weighting of the interim and final evaluation is 50/50. The course is completed by examination. As part of the interim assessment, students will produce interim work during the semester ( basic principles of learning theories and concepts of teaching). Interim papers are assessed for 20 points. As part of the midterm assessment, students will develop and present a midterm paper - a conceptual design of a teaching unit using the chosen teaching concept - in a micro-exercise. The final thesis is assessed for 30 points. At the end of the semester, students will complete a colloquial assessment aimed at analysing, evaluating and critically assessing current didactic learning theories and teaching concepts. The final colloquium is assessed for 50 points. Interim, semester and final grades are included in the course grade.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results),
B (93-86%, very good - above average standard),
C (85-76%, well - normal reliable work),
D (75-68%, satisfactory - acceptable results),
E (67-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
The condition for successful completion of the course is obtaining at least 60 % of the maximum possible course grade.
Characteristics of student performance:
A (100-91%, excellent - outstanding results) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can analyze, synthesize and assess it (critically evaluate, develop, enrich with own ideas), is oriented in current learning theories and teaching concepts, can critically analyze and evaluate them. The student is able to critically, factually assess and evaluate solutions presented by others.
B (90-81%, very good - above average standard) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can critically evaluate, develop and enrich it with his/her own ideas, but only in specifically selected problems and not in a generalized way, is oriented in current learning theories and teaching concepts, can critically analyze and evaluate them.
C (80-73%, good - normal reliable work) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, can apply it appropriately, but lacks development of his/her own ideas, applies it in specific, concrete and not generalizing contexts, is oriented in current learning theories and teaching concepts, but lacks critical evaluation.
D (72-66%, satisfactory - acceptable results) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, its correct application is limited and its development with own ideas is absent, the student applies it only in specific, concrete and not generalizing contexts, orientation in the current learning theories and teaching concepts, critical assessment and evaluation is completely absent.
E (65-60%, sufficient - results meet the minimum criteria) - the student has only a limited understanding and can apply the basic relevant professional terminology in the outputs, its application is limited to defined contexts in terms of correctness, there is no critical analysis and development of own ideas, orientation in current learning theories and teaching concepts is limited to specific areas, there is no critical evaluation and generalization.
Fx (59-0%, insufficient - additional work required) - student with significant limitations knows, understands, but cannot coherently apply (even basic) relevant professional terminology in the outcomes, its application is incoherent, limited to limited contexts, orientation in current learning theories and teaching concepts is incoherent, limited to specific areas, their generalizing application is absent.
slovak and czech
Brief outline of the course:
The contents of the course are theories of learning, which can be understood as the basis for the design of teaching in which learning will take place. After an introduction to the learning process, students will be introduced to associative learning theory, behavioural theories of learning, constructivist theories and social learning theories. For each theory, the focus will be on the actual application of knowledge to the planning and delivery of instruction. Students will understand the basic principles and be able to identify and analyse different theories in terms of school and didactic practice.
In addition to traditional theories of learning and concepts of teaching, students will also become familiar with current and alternative theories of the 20th and 21st centuries, which can be classified as modern approaches in education in the theoretical background of Slovak and foreign authors.
Topics:
1. An introduction to learning theories and concepts of teaching. Basic concepts, terminology. Overview of all learning theories.
2. Selected teaching concepts. Introduction to the concepts of teaching; Verbal-narrative teaching; Problem-based teaching; Cooperative teaching; Constructivist and constructionist concepts of teaching; Constructivism and constructionism as a theory of cognition; Foundations of constructivism/constructionism and socio-cognitive constructivism/constructionism in the theories of J. Piaget and L. S. Vygotsky, K.R. Popper. Didactic application in teaching.
3. Transmission versus construction in the implementation of instruction. Basic features of two antagonistic approaches to teaching - Behaviorism vs. constructivism; Deductive, inductive and participatory approaches in teaching.
4. Modern approaches in education - strategies and methods The concept of activating teaching methods; Classification of teaching methods and their characteristics - logical learning procedures; Characteristics of selected methods, Determination of the optimal choice of methods.
5. A review of current and alternative learning theories.
50/50
Learning objectives and outcomes:
By completing the course, students will acquire knowledge about pedagogical theories, concepts of learning (to learn). Students will be able to use their knowledge of learning theories in planning and conducting a teaching unit. By completing the course, the student will be competent to carry out analytical, synthesizing and evaluative processes within the framework of (scientifically relevant - practice-supported) theories of didactics, processes of personal-professional development based on cognition and (self-)reflection, will know and be able to apply (in specific micro-course outcomes) the theories, concepts, resources, strategies and methods necessary for this.
Transferable competences:
In solving, presenting and discussing the results of the continuous and semester assignments, students will develop their analytical and critical thinking, communication, lecturing and metacognitive skills. Students will be able to use the acquired knowledge and competences creatively in the study of other pedagogical disciplines and in their future pedagogical practice. Students will know and be able to apply theories, concepts, strategies and methods for the continuous development of intra and interpersonal communicative, organizational, (self-)cognitive competences.
Recommended reading:
Compulsory reading:
TOTHOVÁ R., KOSTRUB, D., FERKOVÁ Š. (2017). Žiak, učiteľ a výučba (všeobecná didaktika pre študentov učiteľstva). Prešov: ROKUS. ISBN 978-80-89510-61-0 (kapitoly: 5. s. 104-131; 6. s. 132 –179; 8. s.199-223)
Recommended reading:
BERTRAND, Y. (1998). Soudobé teorie vzdělávání. Praha: Portál, 248 s. ISBN 80-7178-216-5
ČAPEK, R. (2015). Moderní didaktika. 1. vydání. Praha: Grada Publishing, a. s., 608 s. ISBN 978-80-247-3450-7
FISHER, R. (2011). Učíme děti myslet a učit se. Praha: Portál, 176 s. ISBN 978-80-26200-43-7
HANULIAKOVÁ, J. Aktivizujúce vyučovanie. 1. vydanie. Bratislava: PhDr. Milan Štefanko – IRIS, 2015. 127 s. ISBN 978-80-8153-036-4
KOSTRUB, D. (2008). Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS, 169 s. ISBN 978-80-89055-87-6
OSTRADICKÝ, P. (2017). Interakčný príklon vs. interakčný odklon vo vyučovaco-učebných činnostiach výučby. In MMK 2017, Brno: Masarykova univerzita, s. 843-852. ISBN 978-80-87952-22-1.
ROVŇANOVÁ, L. (2015). Vyučovacie prístupy v pregraduálnej príprave budúcich učiteľov. In: Edukácia, ročník 1, číslo 1, 2015, s. 225-234
TÓBLOVÁ, E. (2019). Aktivizujúce vyučovacie metódy. Analýza využívania aktivizujúcich metód. Bratislava: Univerzita Komenského, 146 s., ISBN 978-80-223-4817
TÓTHOVÁ, R. (2014). Konštruktivistický prístup vo výučbe ako možnosť rozvoja myslenia žiakov. Metodicko pedagogické centrum, 90 s. Bratislava. ISBN: 978-80-565-0004-0
ZELINA, M. (2000). Alternatívne školstvo. Bratislava: IRIS, 255 s. ISBN 80-88778-98-0
ZORMANOVÁ, L. (2012). Výukové metody v pedagogice. Praha: Grada Publishing, a. s., 160 s. ISBN 978-80-247-4100-0
Prerequisites for successful completion of the course:
The weighting of the interim and final evaluation is 50/50. The course is completed by examination. As part of the interim assessment, students will produce interim work during the semester ( basic principles of learning theories and concepts of teaching). Interim papers are assessed for 20 points. As part of the midterm assessment, students will develop and present a midterm paper - a conceptual design of a teaching unit using the chosen teaching concept - in a micro-exercise. The final thesis is assessed for 30 points. At the end of the semester, students will complete a colloquial assessment aimed at analysing, evaluating and critically assessing current didactic learning theories and teaching concepts. The final colloquium is assessed for 50 points. Interim, semester and final grades are included in the course grade.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results),
B (93-86%, very good - above average standard),
C (85-76%, well - normal reliable work),
D (75-68%, satisfactory - acceptable results),
E (67-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
The condition for successful completion of the course is obtaining at least 60 % of the maximum possible course grade.
Characteristics of student performance:
A (100-91%, excellent - outstanding results) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can analyze, synthesize and assess it (critically evaluate, develop, enrich with own ideas), is oriented in current learning theories and teaching concepts, can critically analyze and evaluate them. The student is able to critically, factually assess and evaluate solutions presented by others.
B (90-81%, very good - above average standard) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can critically evaluate, develop and enrich it with his/her own ideas, but only in specifically selected problems and not in a generalized way, is oriented in current learning theories and teaching concepts, can critically analyze and evaluate them.
C (80-73%, good - normal reliable work) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, can apply it appropriately, but lacks development of his/her own ideas, applies it in specific, concrete and not generalizing contexts, is oriented in current learning theories and teaching concepts, but lacks critical evaluation.
D (72-66%, satisfactory - acceptable results) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, its correct application is limited and its development with own ideas is absent, the student applies it only in specific, concrete and not generalizing contexts, orientation in the current learning theories and teaching concepts, critical assessment and evaluation is completely absent.
E (65-60%, sufficient - results meet the minimum criteria) - the student has only a limited understanding and can apply the basic relevant professional terminology in the outputs, its application is limited to defined contexts in terms of correctness, there is no critical analysis and development of own ideas, orientation in current learning theories and teaching concepts is limited to specific areas, there is no critical evaluation and generalization.
Fx (59-0%, insufficient - additional work required) - student with significant limitations knows, understands, but cannot coherently apply (even basic) relevant professional terminology in the outcomes, its application is incoherent, limited to limited contexts, orientation in current learning theories and teaching concepts is incoherent, limited to specific areas, their generalizing application is absent.
slovak and czech
Brief outline of the course:
The contents of the course are theories of learning, which can be understood as the basis for the design of teaching in which learning will take place. After an introduction to the learning process, students will be introduced to associative learning theory, behavioural theories of learning, constructivist theories and social learning theories. For each theory, the focus will be on the actual application of knowledge to the planning and delivery of instruction. Students will understand the basic principles and be able to identify and analyse different theories in terms of school and didactic practice.
In addition to traditional theories of learning and concepts of teaching, students will also become familiar with current and alternative theories of the 20th and 21st centuries, which can be classified as modern approaches in education in the theoretical background of Slovak and foreign authors.
Topics:
1. An introduction to learning theories and concepts of teaching. Basic concepts, terminology. Overview of all learning theories.
2. Selected teaching concepts. Introduction to the concepts of teaching; Verbal-narrative teaching; Problem-based teaching; Cooperative teaching; Constructivist and constructionist concepts of teaching; Constructivism and constructionism as a theory of cognition; Foundations of constructivism/constructionism and socio-cognitive constructivism/constructionism in the theories of J. Piaget and L. S. Vygotsky, K.R. Popper. Didactic application in teaching.
3. Transmission versus construction in the implementation of instruction. Basic features of two antagonistic approaches to teaching - Behaviorism vs. constructivism; Deductive, inductive and participatory approaches in teaching.
4. Modern approaches in education - strategies and methods The concept of activating teaching methods; Classification of teaching methods and their characteristics - logical learning procedures; Characteristics of selected methods, Determination of the optimal choice of methods.
5. A review of current and alternative learning theories.
50/50
Learning objectives and outcomes:
By completing the course, students will acquire knowledge about pedagogical theories, concepts of learning (to learn). Students will be able to use their knowledge of learning theories in planning and conducting a teaching unit. By completing the course, the student will be competent to carry out analytical, synthesizing and evaluative processes within the framework of (scientifically relevant - practice-supported) theories of didactics, processes of personal-professional development based on cognition and (self-)reflection, will know and be able to apply (in specific micro-course outcomes) the theories, concepts, resources, strategies and methods necessary for this.
Transferable competences:
In solving, presenting and discussing the results of the continuous and semester assignments, students will develop their analytical and critical thinking, communication, lecturing and metacognitive skills. Students will be able to use the acquired knowledge and competences creatively in the study of other pedagogical disciplines and in their future pedagogical practice. Students will know and be able to apply theories, concepts, strategies and methods for the continuous development of intra and interpersonal communicative, organizational, (self-)cognitive competences.
VÁGNEROVÁ, M. (2014). Současná psychopatologie pro pomáhající profese. Praha: Portál, 816 s., ISBN 9788026206965
VÁRYOVÁ, B., ANDREÁNSKA, V. (2016). Vývinové poruchy. In: HERETIK, A. sr., HERETIK, A. jr. (ed.), Klinická psychológia, 2. prepracované a rozšírené vydanie. s. 415-459. Psychoprof, s .r. o. ISBN 9788089322244
Recommended reading:
BRUNCLÍKOVÁ, Z. (2020). Inkluzívne vzdelávanie z pohľadu učiteľov. In Tolerancia inakosti ako priorita (nielen) sociálnej pedagogiky. Univerzita Komenského. s 6-13. ISBN 978-80-223-4976-5
BRUNCLÍKOVÁ, Z., ANDREÁNSKA, V. (2013). Problematika dyslexie vo vyučovaní cudzích jazykov. In Psychológia (v) škole (elektronický zdroj). Univerzita Komenského. s. 171-177, ISBN 978-80-223-3483
GLASOVÁ, M., HARVANOVÁ, S., VANCU, E. (2021). Emocionálna regulácia a vzťahová väzba. In: GLASOVÁ, M., HARVANOVÁ, S., VANCU E., Multimodalita vývinu emocionálnej regulácie u adolescentov. 1. vyd., s. 26-32. Bratislava: Univerzita Komenského. ISBN 978-80-223-5131-7
GLASOVÁ, M., GROMA, M. (2019). Psychologické posudzovanie bariér a facilitátorov aktivity a participácie detí a adolescentov so zdravotným postihnutím v kontexte inklúzie. In Groma, M. a kolektív, Aktivita a participácia detí so zdravotným postihnutím v kontexte integrovaného/inkluzívneho vzdelávania. 1. vyd., s. 57-96.Bratislava: Univerzita Komenského. ISNB 978-80-223-4862-1
POKORNÁ, V. (2015). Teorie a náprava vývojových poruch učení a chování. 3. rozšírené vydanie. Praha: Portál. 339 s. ISBN 978-80-7367-817-3
periodicals and scientific databases:
PsycInfo (APA); Psychológia a patopsychológia dieťaťa, Československá psychologie and others
Prerequisite subjects: none
Prerequisites:
100% of the continuous assessment, the course is completed by assessment.
During the semester, students will prepare a seminar paper (max. 30 points), present the seminar paper (max. 10 points) and pass an intermediate didactic test (max. 60 points). The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the extent of knowledge acquired. The test and the seminar paper are designed to verify the learning outcomes.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the course it is necessary to obtain at least 60% of the points from all partial tasks.
For an A grade, students need to perform excellently throughout the semester and be capable of independent study. Students are able to navigate through a variety of literature sources, are able to select relevant sources for their studies, are able to navigate the issues of childhood developmental, learning and behavioural disorders, i.e. have basic information on their aetiopathogenesis, epidemiology, diagnosis and differential diagnosis, as well as on possible forms of intervention.
A grade of B means that students performed above average throughout the semester, were able to study independently, are proficient in basic information related to childhood developmental disorders, behavioral and learning disorders, and are able to navigate the literature.
A grade of C means that the students performed well during the semester, their theoretical knowledge of the subject is at a good level, but their ability to apply this knowledge, critically evaluate and compare individual literary sources and psychological knowledge is lacking.
A grade of D means that students were less prepared during the semester, they have slight deficiencies in theoretical knowledge related to the subject of education and greater problems in independent implementation work, they are unable to critically analyze information and have problems applying knowledge to practice.
A grade of E means that students fail more than one of the assignments, lack the ability to analyze and compare multiple pieces of knowledge, and fail to think critically, but have mastered most of the theoretical knowledge in the course.
slovak and czech
subject with psychological focus, in the study plan marked *)
Brief outline of the course:
1. Introduction to developmental disorders /definition of developmental disorders, precursors of developmental disorders, classification of developmental disorders.
2. Etiology of developmental disorders /pathogenic factors and the complexity of their action, risks in the pre-, peri- and post-natal period, early diagnosis, intervention, stimulation, deprivation/.
3. Psychomotor retardation /general developmental delay/ and mental retardation /intellectual disorders, etiology, classification, possibilities and limitations of intervention.
4. Enuresis, encopresis, tics - psychogenic conditioned disorders in the somatic area. Manifestations, forms, possibilities of intervention.
5. Primary psychogenic communication disorders - barking and mutism /definition, classification, possibilities of intervention/.
6.Pervasive developmental disorders or autism spectrum disorders / autism, Asperger's syndrome, Rett's syndrome, etiology, clinical picture, organization of care.
7. The problem of organicity in child psychology. Cerebral palsy - etiology, clinical picture. Developmental disorder of motor functions.
8. Mild brain dysfunction, present - hyperkinetic syndrome or ADHD
The most significant factors in working with children with ADHD, ADD.
9. Specific learning disabilities - diagnosis and differential diagnosis, remedial programmes in work with children with specific learning disabilities.
10. Emotional disorders in childhood - anxiety disorders and depression in childhood and adolescence.
11.Behavioural disorders, classification, manifestations and intervention options
The goal is to familiarize students with the basic classification and manifestations of developmental, behavioral, and learning disorders in childhood and their impact on a child's school functioning. Students will gain a basic understanding of the most General developmental disorders, behavioral and learning disorders occurring primarily in the school-aged child. The ability to navigate the subject matter is essential for future subject specialty teachers at the lower and upper secondary levels, especially in the context of pro-inclusive school policies. They will not only acquire theoretical knowledge, but will also acquire sufficient competence to work with other professionals involved in dealing with developmental, learning and behavioural disorders. It is anticipated that teachers will be confronted with an increasing number of different images of developmental disorders in the years to come, and it is therefore essential to acquire not only the knowledge but also the competences for possible cooperation. Students are familiarised with the issue of normality in child psychology, with the risks of developmental disorders and with international classifications, which will enable them to better understand the origins and manifestations of individual disorders. A good understanding of the subject is a prerequisite for an individualised teacher-pupil relationship with a developmental, learning and behavioural disorder. Such a relationship requires not only empathy, but must also be underpinned by acquired skills. An important goal is to prepare students to participate in the implementation of individual education plans for children with developmental, learning and behavioural disabilities. Most children with developmental, learning and behavioural disorders (with few exceptions) are pupils in mainstream primary schools and it is therefore important that students are able to work competently with the inclusion team, but also with specialists in other fields such as a neurologist, psychologist, speech and language therapist and paediatrician.
VÁGNEROVÁ, M. (2014). Současná psychopatologie pro pomáhající profese. Praha: Portál, 816 s., ISBN 9788026206965
VÁRYOVÁ, B., ANDREÁNSKA, V. (2016). Vývinové poruchy. In: HERETIK, A. sr., HERETIK, A. jr. (ed.), Klinická psychológia, 2. prepracované a rozšírené vydanie. s. 415-459. Psychoprof, s .r. o. ISBN 9788089322244
Recommended reading:
BRUNCLÍKOVÁ, Z. (2020). Inkluzívne vzdelávanie z pohľadu učiteľov. In Tolerancia inakosti ako priorita (nielen) sociálnej pedagogiky. Univerzita Komenského. s 6-13. ISBN 978-80-223-4976-5
BRUNCLÍKOVÁ, Z., ANDREÁNSKA, V. (2013). Problematika dyslexie vo vyučovaní cudzích jazykov. In Psychológia (v) škole (elektronický zdroj). Univerzita Komenského. s. 171-177, ISBN 978-80-223-3483
GLASOVÁ, M., HARVANOVÁ, S., VANCU, E. (2021). Emocionálna regulácia a vzťahová väzba. In: GLASOVÁ, M., HARVANOVÁ, S., VANCU E., Multimodalita vývinu emocionálnej regulácie u adolescentov. 1. vyd., s. 26-32. Bratislava: Univerzita Komenského. ISBN 978-80-223-5131-7
GLASOVÁ, M., GROMA, M. (2019). Psychologické posudzovanie bariér a facilitátorov aktivity a participácie detí a adolescentov so zdravotným postihnutím v kontexte inklúzie. In Groma, M. a kolektív, Aktivita a participácia detí so zdravotným postihnutím v kontexte integrovaného/inkluzívneho vzdelávania. 1. vyd., s. 57-96.Bratislava: Univerzita Komenského. ISNB 978-80-223-4862-1
POKORNÁ, V. (2015). Teorie a náprava vývojových poruch učení a chování. 3. rozšírené vydanie. Praha: Portál. 339 s. ISBN 978-80-7367-817-3
periodicals and scientific databases:
PsycInfo (APA); Psychológia a patopsychológia dieťaťa, Československá psychologie and others
Prerequisite subjects: none
Prerequisites:
100% of the continuous assessment, the course is completed by assessment.
During the semester, students will prepare a seminar paper (max. 30 points), present the seminar paper (max. 10 points) and pass an intermediate didactic test (max. 60 points). The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the extent of knowledge acquired. The test and the seminar paper are designed to verify the learning outcomes.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the course it is necessary to obtain at least 60% of the points from all partial tasks.
For an A grade, students need to perform excellently throughout the semester and be capable of independent study. Students are able to navigate through a variety of literature sources, are able to select relevant sources for their studies, are able to navigate the issues of childhood developmental, learning and behavioural disorders, i.e. have basic information on their aetiopathogenesis, epidemiology, diagnosis and differential diagnosis, as well as on possible forms of intervention.
A grade of B means that students performed above average throughout the semester, were able to study independently, are proficient in basic information related to childhood developmental disorders, behavioral and learning disorders, and are able to navigate the literature.
A grade of C means that the students performed well during the semester, their theoretical knowledge of the subject is at a good level, but their ability to apply this knowledge, critically evaluate and compare individual literary sources and psychological knowledge is lacking.
A grade of D means that students were less prepared during the semester, they have slight deficiencies in theoretical knowledge related to the subject of education and greater problems in independent implementation work, they are unable to critically analyze information and have problems applying knowledge to practice.
A grade of E means that students fail more than one of the assignments, lack the ability to analyze and compare multiple pieces of knowledge, and fail to think critically, but have mastered most of the theoretical knowledge in the course.
slovak and czech
subject with psychological focus, in the study plan marked *)
Brief outline of the course:
1. Introduction to developmental disorders /definition of developmental disorders, precursors of developmental disorders, classification of developmental disorders.
2. Etiology of developmental disorders /pathogenic factors and the complexity of their action, risks in the pre-, peri- and post-natal period, early diagnosis, intervention, stimulation, deprivation/.
3. Psychomotor retardation /general developmental delay/ and mental retardation /intellectual disorders, etiology, classification, possibilities and limitations of intervention.
4. Enuresis, encopresis, tics - psychogenic conditioned disorders in the somatic area. Manifestations, forms, possibilities of intervention.
5. Primary psychogenic communication disorders - barking and mutism /definition, classification, possibilities of intervention/.
6.Pervasive developmental disorders or autism spectrum disorders / autism, Asperger's syndrome, Rett's syndrome, etiology, clinical picture, organization of care.
7. The problem of organicity in child psychology. Cerebral palsy - etiology, clinical picture. Developmental disorder of motor functions.
8. Mild brain dysfunction, present - hyperkinetic syndrome or ADHD
The most significant factors in working with children with ADHD, ADD.
9. Specific learning disabilities - diagnosis and differential diagnosis, remedial programmes in work with children with specific learning disabilities.
10. Emotional disorders in childhood - anxiety disorders and depression in childhood and adolescence.
11.Behavioural disorders, classification, manifestations and intervention options
The goal is to familiarize students with the basic classification and manifestations of developmental, behavioral, and learning disorders in childhood and their impact on a child's school functioning. Students will gain a basic understanding of the most General developmental disorders, behavioral and learning disorders occurring primarily in the school-aged child. The ability to navigate the subject matter is essential for future subject specialty teachers at the lower and upper secondary levels, especially in the context of pro-inclusive school policies. They will not only acquire theoretical knowledge, but will also acquire sufficient competence to work with other professionals involved in dealing with developmental, learning and behavioural disorders. It is anticipated that teachers will be confronted with an increasing number of different images of developmental disorders in the years to come, and it is therefore essential to acquire not only the knowledge but also the competences for possible cooperation. Students are familiarised with the issue of normality in child psychology, with the risks of developmental disorders and with international classifications, which will enable them to better understand the origins and manifestations of individual disorders. A good understanding of the subject is a prerequisite for an individualised teacher-pupil relationship with a developmental, learning and behavioural disorder. Such a relationship requires not only empathy, but must also be underpinned by acquired skills. An important goal is to prepare students to participate in the implementation of individual education plans for children with developmental, learning and behavioural disabilities. Most children with developmental, learning and behavioural disorders (with few exceptions) are pupils in mainstream primary schools and it is therefore important that students are able to work competently with the inclusion team, but also with specialists in other fields such as a neurologist, psychologist, speech and language therapist and paediatrician.
Recommended reading:
CHAJDIAK, J. (2013). Štatistika jednoducho v Exceli, Bratislava, Statis, 341 s. ISBN 978-80-855-974-0
NEUBAUER, J., SEDLAČÍK, M., KŘÍŽ, O. (2016). Základy statistiky. Praha, Grada, 280 s. ISBN 978-80-247-5786-5
RIMARČÍK, M. (2007). Štatistika pre prax. Košice, Marián Rimarčík, 200 s. ISBN 8096981311
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, the weighting of the interim and final assessment is 100/0.
The student will be assessed by a final test for 30 points of theoretical knowledge and problem solving focused on understanding and interpreting statistical concepts. During the semester, students will submit 5 assignments of 6 points each, which will be focused on solving statistical assignments using MS EXCEL and JASP software from individual topics (descriptive statistics, correlation and regression analysis, sampling, hypothesis testing), and at the end of the semester, the student will submit and present a term paper for 40 points. The term paper will include an independent statistical treatment and interpretation of quantitative research (own or from data taken, for example, from thesis, rigor or PhD theses). The student will submit the thesis electronically in MS Word and MS EXCEL, and prepare the presentation in MS PowerPoint or Prezi. The student will demonstrate through the development and presentation of the term project that he/she is able to independently statistically evaluate quantitative research and interpret them.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who scores less than 3 points on any of the 5 assignments. To pass the course, a score of at least 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student has excellent knowledge of the theoretical knowledge of statistical data processing and can interpret it correctly and clearly; he/she solves problems in a creative way, can react promptly and spontaneously during lectures and systematically prepares assignments for seminars, the student is proactive, asks questions in the context of the problem being solved. He is active in seminars. He brings his own experience and insights from practice to the teaching. His oral and written expression is correct, citationally correct, grammatically flawless.
B (90-81%, very good - above average standard), the student has mastered the theoretical knowledge of statistical data processing and can interpret it correctly and clearly with minor shortcomings, has acquired key competences, can respond promptly during lectures to the teacher's challenges, the student is self-initiative and asks questions in the context of the problem addressed. His/her written expression in the term paper is correct, grammatically sound and creative. He brings his own experiences and insights from practice to the teaching. The results of his activities are of good quality, with minor shortcomings.
C (80-73%, good - normal reliable work), the student knows the theoretical knowledge of statistical data processing and can interpret them at an average, i.e. good level, has acquired theoretical knowledge and skills using MS EXCEL and JASP software in solving problems, can respond to the teacher's challenges. He/she does not take initiative himself/herself, does not ask questions in the context of the problem being solved. His communication style is not disruptive, but he is unsure of his answer and his speech does not have significant disruptive elements. He transfers experience from practice with problems. His, grammatical speech is of lesser quality.
D (72-66%, Satisfactory-Acceptable performance), the student has mastered the material at a satisfactory level. He/she knows the theory with minor gaps, but cannot apply it to the solution of practical experiences, he/she needs help in interpreting the obtained statistical data. He is not very active during teaching, does not bring new solutions, takes the role of a passive observer. Memorisation rather than critical thinking prevails in the student. Analysis from practice is less constructive. His/her written expression has some inaccuracies to serious deficiencies.
E (65-60%, sufficient - the results meet the minimum criteria), the student has a low level of theoretical knowledge of statistical data processing, responds to the teacher's instructions and prompts with considerable inaccuracies; the student himself is not proactive and does not ask questions in the context of the problem addressed. Applies theoretical knowledge with considerable problems; in practical terms, does not have recommendations for correct solution options. The student is rather in the position of a passive recipient of knowledge and is not active in the seminars. The student is not creative, he relies on numerous quotations without his own opinion. His grammatical expression is not error-free and stylistically correct.
Fx (59-0%, Insufficient - extra work required) this grade will be given if the student fails to meet any of the required minimum criteria and is not allowed to take the final test. This means that the student has not mastered the knowledge and skills to a degree that would enable him/her to meet at least the minimum criteria for a passing grade.
slovak and czech
Brief outline of the course:
Introduction to types of variables and basic statistical theory. Mastering the creation of descriptive statistics files in MS Excel and JASP. Ability to test statistical hypotheses using parametric tests. Analysis of variance - ANOVA. Correlation and regression analysis.
1. Descriptive statistics - description of the statistical population
2. Descriptive statistics - data visualization
3. Correlation and regression analysis
4. Probability
5. Random variables
6. Probability distribution
7. Selective enquiry
8. Estimates of the characteristics of the base set
9. Hypothesis testing
10. Semester project presentation
Learning outcomes
Learning objectives and outcomes and transferable competences:
Upon completion of the course, the student will be able to appropriately choose a statistical method in quantitative research. The student will acquire skills in data processing and evaluation and will be able to use MS EXCEL and JASP software appropriately. Understand the meaning of the statistical data obtained and be able to evaluate and interpret the statistical outputs obtained in quantitative research.
Recommended reading:
CHAJDIAK, J. (2013). Štatistika jednoducho v Exceli, Bratislava, Statis, 341 s. ISBN 978-80-855-974-0
NEUBAUER, J., SEDLAČÍK, M., KŘÍŽ, O. (2016). Základy statistiky. Praha, Grada, 280 s. ISBN 978-80-247-5786-5
RIMARČÍK, M. (2007). Štatistika pre prax. Košice, Marián Rimarčík, 200 s. ISBN 8096981311
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, the weighting of the interim and final assessment is 100/0.
The student will be assessed by a final test for 30 points of theoretical knowledge and problem solving focused on understanding and interpreting statistical concepts. During the semester, students will submit 5 assignments of 6 points each, which will be focused on solving statistical assignments using MS EXCEL and JASP software from individual topics (descriptive statistics, correlation and regression analysis, sampling, hypothesis testing), and at the end of the semester, the student will submit and present a term paper for 40 points. The term paper will include an independent statistical treatment and interpretation of quantitative research (own or from data taken, for example, from thesis, rigor or PhD theses). The student will submit the thesis electronically in MS Word and MS EXCEL, and prepare the presentation in MS PowerPoint or Prezi. The student will demonstrate through the development and presentation of the term project that he/she is able to independently statistically evaluate quantitative research and interpret them.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who scores less than 3 points on any of the 5 assignments. To pass the course, a score of at least 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student has excellent knowledge of the theoretical knowledge of statistical data processing and can interpret it correctly and clearly; he/she solves problems in a creative way, can react promptly and spontaneously during lectures and systematically prepares assignments for seminars, the student is proactive, asks questions in the context of the problem being solved. He is active in seminars. He brings his own experience and insights from practice to the teaching. His oral and written expression is correct, citationally correct, grammatically flawless.
B (90-81%, very good - above average standard), the student has mastered the theoretical knowledge of statistical data processing and can interpret it correctly and clearly with minor shortcomings, has acquired key competences, can respond promptly during lectures to the teacher's challenges, the student is self-initiative and asks questions in the context of the problem addressed. His/her written expression in the term paper is correct, grammatically sound and creative. He brings his own experiences and insights from practice to the teaching. The results of his activities are of good quality, with minor shortcomings.
C (80-73%, good - normal reliable work), the student knows the theoretical knowledge of statistical data processing and can interpret them at an average, i.e. good level, has acquired theoretical knowledge and skills using MS EXCEL and JASP software in solving problems, can respond to the teacher's challenges. He/she does not take initiative himself/herself, does not ask questions in the context of the problem being solved. His communication style is not disruptive, but he is unsure of his answer and his speech does not have significant disruptive elements. He transfers experience from practice with problems. His, grammatical speech is of lesser quality.
D (72-66%, Satisfactory-Acceptable performance), the student has mastered the material at a satisfactory level. He/she knows the theory with minor gaps, but cannot apply it to the solution of practical experiences, he/she needs help in interpreting the obtained statistical data. He is not very active during teaching, does not bring new solutions, takes the role of a passive observer. Memorisation rather than critical thinking prevails in the student. Analysis from practice is less constructive. His/her written expression has some inaccuracies to serious deficiencies.
E (65-60%, sufficient - the results meet the minimum criteria), the student has a low level of theoretical knowledge of statistical data processing, responds to the teacher's instructions and prompts with considerable inaccuracies; the student himself is not proactive and does not ask questions in the context of the problem addressed. Applies theoretical knowledge with considerable problems; in practical terms, does not have recommendations for correct solution options. The student is rather in the position of a passive recipient of knowledge and is not active in the seminars. The student is not creative, he relies on numerous quotations without his own opinion. His grammatical expression is not error-free and stylistically correct.
Fx (59-0%, Insufficient - extra work required) this grade will be given if the student fails to meet any of the required minimum criteria and is not allowed to take the final test. This means that the student has not mastered the knowledge and skills to a degree that would enable him/her to meet at least the minimum criteria for a passing grade.
slovak and czech
Brief outline of the course:
Introduction to types of variables and basic statistical theory. Mastering the creation of descriptive statistics files in MS Excel and JASP. Ability to test statistical hypotheses using parametric tests. Analysis of variance - ANOVA. Correlation and regression analysis.
1. Descriptive statistics - description of the statistical population
2. Descriptive statistics - data visualization
3. Correlation and regression analysis
4. Probability
5. Random variables
6. Probability distribution
7. Selective enquiry
8. Estimates of the characteristics of the base set
9. Hypothesis testing
10. Semester project presentation
Learning outcomes
Learning objectives and outcomes and transferable competences:
Upon completion of the course, the student will be able to appropriately choose a statistical method in quantitative research. The student will acquire skills in data processing and evaluation and will be able to use MS EXCEL and JASP software appropriately. Understand the meaning of the statistical data obtained and be able to evaluate and interpret the statistical outputs obtained in quantitative research.
Compulsory reading:
DUBEC, M. (2007). Třídnické hodiny. Praha: Projekt Odyssea, s. 4–5. [online] [cit. 2. 6. 2020] Dostupné z: http://www.odyssea.cz/localImages/tridnicke_hodiny.pdfCompulsory reading:
DUBEC, M. (2007). Třídnické hodiny. Praha: Projekt Odyssea, s. 4–5. [online] [cit. 2. 6. 2020] Dostupné z: http://www.odyssea.cz/localImages/tridnicke_hodiny.pdf.
DUTKOVÁ, K., MEDLENOVÁ, J. (2007). Sprievodca triedneho učiteľa. 1. vyd. Bratislava: Raabe, 1800 s. ISBN 80-89182-03-0-8.
EICHHORN, E. – GEBAUER, K. (2014). Manažment triedy, Bratislava: Dr. Josef Raabe. 194 s. ISBN 978-80-8140-096-4. http://is.komposyt.com/pre-odbornikov/ziak-so-svvp/preview-file/1-manazment-tr-982.pdf
KOREŇOVÁ, S. (2020). Príklady dobrej praxe - Aktivity na triednických hodinách. Online časopis Didaktika 6/2020. https://www.direktor.sk/sk/casopis/didaktika/priklady-dobrej-praxe-aktivity-na-triednickych-hodinach.m-1013.html
SITKOVÁ, D. (2014). Skúsenosti s intervenciou žiakov s problémovým správaním na primárnom stupni vzdelávania. Banská Bystrica: Metodicko-pedagogické centrum, 35 s..
VIŠŇOVSKÝ, Ľ. – BABICOVÁ, Z. (2012). Triedny Učiteľ a spolupráca školy s rodinou. 1. vyd. Banská Bystrica: Univerzita Mateja Bela, 153 s.. ISBN 9788055705071.
Ďalší študijný text bude študentom dostupný a v pravidelných intervaloch sprístupňovaný v elektronickej podobe prostredníctvom univerzitného LMS Moodle – kurz s názvom Triedny manažment.
Particularly for beginning classroom teachers, it is essential to become familiar with the legislation that directly affects the status of the classroom teacher:
Zákon č. 138/2019 Z. z. o pedagogických zamestnancoch a odborných zamestnancoch a o zmene a doplnení niektorých zákonov
Zákon č. 553/2003 Z. z. Zákon o odmeňovaní niektorých zamestnancov pri výkone práce vo verejnom záujme a o zmene a doplnení niektorých zákonov.
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov.
Vyhláška MŠVVaŠ SR č. 445/2009 Z. z. o rozsahu vyučovacej a výchovnej činnosti pedagogických zamestnancov.
Vyhláška MŠVVaŠ SR č. 361/2019 Z. z. o vzdelávaní v profesijnom rozvoji.
Nariadenie vlády SR č. 201/2019 Z. z. o priamej výchovno-vzdelávacej činnosti (namiesto Vyhláška MŠVVaŠ SR č. 445/2009 Z. z. o rozsahu vyučovacej a výchovnej činnosti pedagogických zamestnancov).
vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 437/2020 Z. z., ktorou sa mení a dopĺňa vyhláška Ministerstva školstva Slovenskej republiky č. 320/2008 Z. z. o základnej škole v znení neskorších predpisov.
Legislation related to the performance of the work of a class teacher:
Zákon č. 357/2009 Z. z. o štátnom jazyku Slovenskej republiky 357/2009.
Zákon č. 63/1993 Z. z. o štátnych symboloch SR a ich používaní v znení neskorších predpisov.
Zákon č. 395/2002 Z. z. o archívoch a registratúrach a o doplnení niektorých zákonov.
Vyhláška č. 326/2008 Z. z. o druhoch a náležitostiach vysvedčení a ostatných školských tlačív vrátane spôsobov ich evidencie a uloženia.
Vyhláška č. 231/2009 Z. z. o podrobnostiach o organizácii školského roka na základných školách, na stredných školách, na základných umeleckých školách, na praktických školách, na odborných učilištiach a na jazykových školách.
Vyhláška č. 307/2008 Z. z. o výchove a vzdelávaní žiakov s intelektovým nadaním.
Prerequisite subjects: none
Prerequisites for successful completion of the course: 100% of the continuous assessment, the course is completed with an assessment
Assessment: consists of an interim and a final assessment (20+30, 50 points in total).
Intermediate assessment: consists of a critical analysis of domestic and foreign sources - 10 points and the formulation of partial components of the semester project - 10 points.
The final assessment consists of: the semester project and its oral presentation.
The semester project consists of: the complete creation of a project according to the set structure for 30b. It includes idea/problem creation, project planning, project implementation, evaluation and self-reflection of the project = its oral presentation by students (creators of the semester project) in the 11th week of continuous teaching.
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 46 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A minimum of 41 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the subject matter, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 37 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to prepare intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the teacher, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the teacher.
A minimum of 33 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A minimum of 30 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to prepare continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation in the subject matter, basic communication skills, completion of the assigned tasks.
slovak and czech
Brief outline of the course:
The content focus of the course is divided into two main areas: classroom management from the position of a teacher of any subject and communication with the classroom team from the position of a classroom teacher at the lower and upper secondary level. Classroom management leading to a successfully implemented teaching process and pupils' cooperative action in it with minimization of pupils' disruptive behaviour, thus making it possible to move towards meaningful learning for pupils.
Methodology for managing and coordinating the teaching process - the basic pillars of successful classroom management - planning, creating a productive classroom climate and promoting teamwork in the classroom, arranging the conditions of the learning space, guiding the learning activities of pupils/students, guiding the tasks of pupils/students related to the running of the classroom, activities to maintain discipline in the classroom, activities to prevent problematic behaviour, classroom rules. Classroom management and the class teacher in the context of legislation - qualifications for classroom management, rights and responsibilities of the class teacher. Roles and activities of the class teacher. Competencies and skills of the class teacher. Personality requirements of a class teacher. Pedagogical documentation of the classroom. Plan, organization and management of classroom lessons and classroom activities. Problem behaviours and baseline documents. The class teacher and educational measures. Communication and cooperation of class teachers with school management, teaching staff, professional staff, with legal representatives of pupils/students, and with representatives of various institutions and organizations. Evaluation of classroom activities.
Learning objectives and outcomes:
By completing the Classroom Management course, the student should:
- Know the basic principles of successful classroom management aimed at conducting a meaningful learning process with minimal disruptive behaviour,
- to acquire knowledge of classroom and classroom management from the position of a classroom teacher in cooperation with other teaching and non-teaching staff,
- to acquire skills in the administration of pedagogical documentation of the class teacher,
- know the competences and job description of the class teacher,
- can analyse the different forms of family-school cooperation and assess their suitability in relation to parents and pupils,
- be able to apply the acquired knowledge and knowledge from other scientific disciplines in the development of a semester project,
- be able to creatively use the acquired knowledge and competences in the study of other pedagogical disciplines and in their future school practice.
Transferable competences: the student strengthens soft skills such as communication skills, organizational skills, interpersonal skills within a group - group activation, taking initiative and responsibility, creativity and imagination, critical thinking, analytical skills, problem-solving skills, and others through the creation of a semester project in the course.
Compulsory reading:
DUBEC, M. (2007). Třídnické hodiny. Praha: Projekt Odyssea, s. 4–5. [online] [cit. 2. 6. 2020] Dostupné z: http://www.odyssea.cz/localImages/tridnicke_hodiny.pdfCompulsory reading:
DUBEC, M. (2007). Třídnické hodiny. Praha: Projekt Odyssea, s. 4–5. [online] [cit. 2. 6. 2020] Dostupné z: http://www.odyssea.cz/localImages/tridnicke_hodiny.pdf.
DUTKOVÁ, K., MEDLENOVÁ, J. (2007). Sprievodca triedneho učiteľa. 1. vyd. Bratislava: Raabe, 1800 s. ISBN 80-89182-03-0-8.
EICHHORN, E. – GEBAUER, K. (2014). Manažment triedy, Bratislava: Dr. Josef Raabe. 194 s. ISBN 978-80-8140-096-4. http://is.komposyt.com/pre-odbornikov/ziak-so-svvp/preview-file/1-manazment-tr-982.pdf
KOREŇOVÁ, S. (2020). Príklady dobrej praxe - Aktivity na triednických hodinách. Online časopis Didaktika 6/2020. https://www.direktor.sk/sk/casopis/didaktika/priklady-dobrej-praxe-aktivity-na-triednickych-hodinach.m-1013.html
SITKOVÁ, D. (2014). Skúsenosti s intervenciou žiakov s problémovým správaním na primárnom stupni vzdelávania. Banská Bystrica: Metodicko-pedagogické centrum, 35 s..
VIŠŇOVSKÝ, Ľ. – BABICOVÁ, Z. (2012). Triedny Učiteľ a spolupráca školy s rodinou. 1. vyd. Banská Bystrica: Univerzita Mateja Bela, 153 s.. ISBN 9788055705071.
Ďalší študijný text bude študentom dostupný a v pravidelných intervaloch sprístupňovaný v elektronickej podobe prostredníctvom univerzitného LMS Moodle – kurz s názvom Triedny manažment.
Particularly for beginning classroom teachers, it is essential to become familiar with the legislation that directly affects the status of the classroom teacher:
Zákon č. 138/2019 Z. z. o pedagogických zamestnancoch a odborných zamestnancoch a o zmene a doplnení niektorých zákonov
Zákon č. 553/2003 Z. z. Zákon o odmeňovaní niektorých zamestnancov pri výkone práce vo verejnom záujme a o zmene a doplnení niektorých zákonov.
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov.
Vyhláška MŠVVaŠ SR č. 445/2009 Z. z. o rozsahu vyučovacej a výchovnej činnosti pedagogických zamestnancov.
Vyhláška MŠVVaŠ SR č. 361/2019 Z. z. o vzdelávaní v profesijnom rozvoji.
Nariadenie vlády SR č. 201/2019 Z. z. o priamej výchovno-vzdelávacej činnosti (namiesto Vyhláška MŠVVaŠ SR č. 445/2009 Z. z. o rozsahu vyučovacej a výchovnej činnosti pedagogických zamestnancov).
vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 437/2020 Z. z., ktorou sa mení a dopĺňa vyhláška Ministerstva školstva Slovenskej republiky č. 320/2008 Z. z. o základnej škole v znení neskorších predpisov.
Legislation related to the performance of the work of a class teacher:
Zákon č. 357/2009 Z. z. o štátnom jazyku Slovenskej republiky 357/2009.
Zákon č. 63/1993 Z. z. o štátnych symboloch SR a ich používaní v znení neskorších predpisov.
Zákon č. 395/2002 Z. z. o archívoch a registratúrach a o doplnení niektorých zákonov.
Vyhláška č. 326/2008 Z. z. o druhoch a náležitostiach vysvedčení a ostatných školských tlačív vrátane spôsobov ich evidencie a uloženia.
Vyhláška č. 231/2009 Z. z. o podrobnostiach o organizácii školského roka na základných školách, na stredných školách, na základných umeleckých školách, na praktických školách, na odborných učilištiach a na jazykových školách.
Vyhláška č. 307/2008 Z. z. o výchove a vzdelávaní žiakov s intelektovým nadaním.
Prerequisite subjects: none
Prerequisites for successful completion of the course: 100% of the continuous assessment, the course is completed with an assessment
Assessment: consists of an interim and a final assessment (20+30, 50 points in total).
Intermediate assessment: consists of a critical analysis of domestic and foreign sources - 10 points and the formulation of partial components of the semester project - 10 points.
The final assessment consists of: the semester project and its oral presentation.
The semester project consists of: the complete creation of a project according to the set structure for 30b. It includes idea/problem creation, project planning, project implementation, evaluation and self-reflection of the project = its oral presentation by students (creators of the semester project) in the 11th week of continuous teaching.
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 46 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A minimum of 41 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the subject matter, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 37 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to prepare intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the teacher, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the teacher.
A minimum of 33 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A minimum of 30 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to prepare continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation in the subject matter, basic communication skills, completion of the assigned tasks.
slovak and czech
Brief outline of the course:
The content focus of the course is divided into two main areas: classroom management from the position of a teacher of any subject and communication with the classroom team from the position of a classroom teacher at the lower and upper secondary level. Classroom management leading to a successfully implemented teaching process and pupils' cooperative action in it with minimization of pupils' disruptive behaviour, thus making it possible to move towards meaningful learning for pupils.
Methodology for managing and coordinating the teaching process - the basic pillars of successful classroom management - planning, creating a productive classroom climate and promoting teamwork in the classroom, arranging the conditions of the learning space, guiding the learning activities of pupils/students, guiding the tasks of pupils/students related to the running of the classroom, activities to maintain discipline in the classroom, activities to prevent problematic behaviour, classroom rules. Classroom management and the class teacher in the context of legislation - qualifications for classroom management, rights and responsibilities of the class teacher. Roles and activities of the class teacher. Competencies and skills of the class teacher. Personality requirements of a class teacher. Pedagogical documentation of the classroom. Plan, organization and management of classroom lessons and classroom activities. Problem behaviours and baseline documents. The class teacher and educational measures. Communication and cooperation of class teachers with school management, teaching staff, professional staff, with legal representatives of pupils/students, and with representatives of various institutions and organizations. Evaluation of classroom activities.
Learning objectives and outcomes:
By completing the Classroom Management course, the student should:
- Know the basic principles of successful classroom management aimed at conducting a meaningful learning process with minimal disruptive behaviour,
- to acquire knowledge of classroom and classroom management from the position of a classroom teacher in cooperation with other teaching and non-teaching staff,
- to acquire skills in the administration of pedagogical documentation of the class teacher,
- know the competences and job description of the class teacher,
- can analyse the different forms of family-school cooperation and assess their suitability in relation to parents and pupils,
- be able to apply the acquired knowledge and knowledge from other scientific disciplines in the development of a semester project,
- be able to creatively use the acquired knowledge and competences in the study of other pedagogical disciplines and in their future school practice.
Transferable competences: the student strengthens soft skills such as communication skills, organizational skills, interpersonal skills within a group - group activation, taking initiative and responsibility, creativity and imagination, critical thinking, analytical skills, problem-solving skills, and others through the creation of a semester project in the course.
Organizational Form:
2 seminar hours per week, totaling 22 hours per semester, delivered in a blended format (primarily in-person).
Student Workload:
11 sessions x 2 hours of direct instruction (total: 22 hours), 22 hours of continuous preparation for classes, 8 hours of preparation for the final performance, Total: 52 hours of student work
Teaching Methods:
A combination of monological methods (instruction) and practical methods.
Required Literature:
Sheet music as determined by the conductor.
Recommended Literature:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Proceedings from international symposia CANTUS CHORALIS.
Recordings of choral compositions from various stylistic periods and different choral ensembles.
Conditions for Course Completion:
Participation in the course requires the successful completion of an entrance audition, which assesses the student’s intonation and rhythmic abilities. The evaluation criteria are based on continuous and final practical collective performance.
The assessment of the continuous practical performance includes fulfilling partial tasks within the individual voice groups and participating in any internal, public, or other concert performances. The final practical performance consists of a collective presentation of the selected repertoire studied.
Grading Scale:
• A (100–91%, excellent – outstanding results)
• B (90–81%, very good – above-average standard)
• C (80–73%, good – consistent, reliable work)
• D (72–66%, satisfactory – acceptable results)
• E (65–60%, sufficient – meets minimum criteria)
• FX (59–0%, insufficient – requires additional work)
The course focuses on exploring choral compositions from various stylistic periods, gaining practical experience in their interpretation, and applying these methods in practice.
The aim of the course is to develop and enhance collective vocal expression within the framework of a choir ensemble. The student acquires the principles of choral singing technique and harmonic-rhythmic awareness. The student also develops the ability to collaborate in a team and improve communication skills. Additionally, the student gains stage experience and represents the university at domestic and international events.
Organizational Form:
2 seminar hours per week, totaling 22 hours per semester, delivered in a blended format (primarily in-person).
Student Workload:
11 sessions x 2 hours of direct instruction (total: 22 hours), 22 hours of continuous preparation for classes, 8 hours of preparation for the final performance, Total: 52 hours of student work
Teaching Methods:
A combination of monological methods (instruction) and practical methods.
Required Literature:
Sheet music as determined by the conductor.
Recommended Literature:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Proceedings from international symposia CANTUS CHORALIS.
Recordings of choral compositions from various stylistic periods and different choral ensembles.
Conditions for Course Completion:
Participation in the course requires the successful completion of an entrance audition, which assesses the student’s intonation and rhythmic abilities. The evaluation criteria are based on continuous and final practical collective performance.
The assessment of the continuous practical performance includes fulfilling partial tasks within the individual voice groups and participating in any internal, public, or other concert performances. The final practical performance consists of a collective presentation of the selected repertoire studied.
Grading Scale:
• A (100–91%, excellent – outstanding results)
• B (90–81%, very good – above-average standard)
• C (80–73%, good – consistent, reliable work)
• D (72–66%, satisfactory – acceptable results)
• E (65–60%, sufficient – meets minimum criteria)
• FX (59–0%, insufficient – requires additional work)
The course focuses on exploring choral compositions from various stylistic periods, gaining practical experience in their interpretation, and applying these methods in practice.
The aim of the course is to develop and enhance collective vocal expression within the framework of a choir ensemble. The student acquires the principles of choral singing technique and harmonic-rhythmic awareness. The student also develops the ability to collaborate in a team and improve communication skills. Additionally, the student gains stage experience and represents the university at domestic and international events.
Organizational Form:
2 seminar hours per week, totaling 22 hours per semester, delivered in a blended format (primarily in-person).
Student Workload:
11 sessions x 2 hours of direct instruction (total: 22 hours), 22 hours of continuous preparation for classes, 8 hours of preparation for the final performance, Total: 52 hours of student work
Teaching Methods:
A combination of monological methods (instruction) and practical methods.
Required Literature:
Sheet music as determined by the conductor.
Recommended Literature:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Proceedings from international symposia CANTUS CHORALIS.
Recordings of choral compositions from various stylistic periods and different choral ensembles.
The evaluation criteria are based on continuous and final practical collective performance. The assessment of the continuous practical performance includes fulfilling partial tasks within the individual voice groups and participating in any internal, public, or other concert performances. The final practical performance consists of a collective presentation of the selected repertoire studied.
Grading Scale:
• A (100–91%, excellent – outstanding results)
• B (90–81%, very good – above-average standard)
• C (80–73%, good – consistent, reliable work)
• D (72–66%, satisfactory – acceptable results)
• E (65–60%, sufficient – meets minimum criteria)
• FX (59–0%, insufficient – requires additional work)
The course focuses on exploring choral compositions from various stylistic periods, acquiring practical experience in their interpretation, and applying these methods in practice.
The student develops a sense of cultivated singing, with appropriate expression and performance.
The student enhances their musicality and applies acquired knowledge in vocal activities while working with musical material in choral ensembles.
The student gains an understanding of concert dramaturgy.
Organizational Form:
2 seminar hours per week, totaling 22 hours per semester, delivered in a blended format (primarily in-person).
Student Workload:
11 sessions x 2 hours of direct instruction (total: 22 hours), 22 hours of continuous preparation for classes, 8 hours of preparation for the final performance, Total: 52 hours of student work
Teaching Methods:
A combination of monological methods (instruction) and practical methods.
Required Literature:
Sheet music as determined by the conductor.
Recommended Literature:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Proceedings from international symposia CANTUS CHORALIS.
Recordings of choral compositions from various stylistic periods and different choral ensembles.
The evaluation criteria are based on continuous and final practical collective performance. The assessment of the continuous practical performance includes fulfilling partial tasks within the individual voice groups and participating in any internal, public, or other concert performances. The final practical performance consists of a collective presentation of the selected repertoire studied.
Grading Scale:
• A (100–91%, excellent – outstanding results)
• B (90–81%, very good – above-average standard)
• C (80–73%, good – consistent, reliable work)
• D (72–66%, satisfactory – acceptable results)
• E (65–60%, sufficient – meets minimum criteria)
• FX (59–0%, insufficient – requires additional work)
The course focuses on exploring choral compositions from various stylistic periods, acquiring practical experience in their interpretation, and applying these methods in practice.
The student develops a sense of cultivated singing, with appropriate expression and performance.
The student enhances their musicality and applies acquired knowledge in vocal activities while working with musical material in choral ensembles.
The student gains an understanding of concert dramaturgy.
Recommended reading:
according to the focus of the thesis topic
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The state examination, its conditions and procedural aspects are regulated by the Internal Regulation No.1/2020 Study Regulations of the Faculty of Arts of Charles University, as well as by the Internal Regulation No. 5/2021 Study Regulations of the Charles University.
A student may take the state examination (a) after obtaining at least the number of credits necessary for the proper completion of studies after obtaining credits for successful completion of the last state examination and (b) after successful completion of compulsory courses, compulsory elective courses and elective courses in the composition determined by the study programme, except for the state examination and (c) without disciplinary proceedings being conducted against him/her.
The student receives 14 credits for the successful defence of the diploma thesis (credits counted in the VUZ study plan).
According to the VP 23/2021 Internal Quality Assurance System for Higher Education of the Charles University in Bratislava, the student is evaluated in particular:
- Demonstrate the student's ability to integrate knowledge, manage complexity, and formulate decisions with incomplete or limited information, while still embracing the social and ethical responsibilities associated with the application of their knowledge and decisions;
- Demonstration of the ability to communicate conclusions, findings and rationale clearly and unambiguously to both expert and lay audiences;
- elaboration of the chosen topic at the level of a scientific study with a representative selection of literature, with appropriately chosen scientific procedures, hypotheses/research questions that can be verified. At the same time, the thesis must make a contribution to the specific field.
The rating is awarded on a scale:
A 100 - 91% (excellent - outstanding results),
B 90 - 81% (very good - above average standard),
C 80 - 73% (good - normal reliable operation),
D 72 - 66% (satisfactory - acceptable results),
E 65 - 60% (sufficient - results meet minimum criteria),
Fx 59% or less (insufficient).
A student is evaluated with the FX grade if he/she has fulfilled the requirements for the grade only at a level not exceeding 60% of the total highest possible level of fulfilling the requirements for passing the subject of the state examination - defence of the diploma thesis. In the same way, a student shall be evaluated with an FX if he/she has submitted a thesis in violation of paragraph 7 of Article 56 of the Internal Regulation of the University of Bratislava No. 23/2021 or has submitted a thesis that does not substantially meet the requirements according to paragraph 1 (d), paragraph 2 (d) or paragraph 3 (d) of Article 56 of the Internal Regulation of the University of Bratislava No. 23/2021 Internal Quality Assurance System for Higher Education of the University of Bratislava.
The details and specifications of the requirements of the final theses for the individual teacher study programmes in combination (approbation) will be specified in the respective Study Programme Descriptions.
Slovak language, in case of language specialisations also the language of the respective subject specialisatio
Brief outline of the course:
1. Contribution of the thesis to the field of study, depending on its nature and degree of study. The evaluation of the thesis takes into account whether the student adequately treats the chosen topic at the level of a scientific study with a representative selection of literature, whether the chosen scientific procedures are adequate and appropriate, and whether he/she adequately works with hypotheses that can be verified. The thesis should make a distinct contribution to the relevant field of study in which the student has completed the degree programme;
2. Originality of the thesis (the thesis must not be plagiarized, must not infringe the copyrights of other authors), the documentation for the defence of the thesis as a subject of the state examination includes originality protocols: from the Central Register and Theses, the results of which are commented on by the supervisor and the opponent in their opinions;
3. Correctness and correctness of citation of used information sources, research results of other authors and author teams, correctness of description of methods and working procedures of other authors or author teams;
4. Compliance of the structure of the thesis with the prescribed structure defined by the Internal Regulation No. 2/2018 Directive of the Rector of Charles University in Bratislava;
5. Respecting the recommended scope of the thesis (the recommended scope of the thesis is usually 50 - 70 standard pages - 90 000 to 126 000 characters including spaces), the adequacy of the scope of the thesis is judged by the supervisor;
6. Linguistic and stylistic level of the work and formal editing;
7. The manner and form of the thesis defence and the student's ability to respond adequately to
comments and questions in the supervisor's and opponent's reports.
8. In the study programme focused on the teaching of art-educational subjects, the presentation of artistic outputs and performances may be part of the final thesis and its defence.
The learning outcome is in accordance with the Long-term Plan of the CU/PdF, the mission and strategic goals of the CU/PdF, in accordance with the description of the field of study, in accordance with the NKR/SKR/DD, in accordance with the profile of the graduate, in accordance with the learning objectives and learning outcomes in individual subjects of the study plan of the study programme and other relevant documents.
The student is able to elaborate the chosen topic at the level of a scientific study with a representative selection of literature, with appropriately chosen scientific procedures and hypotheses/research questions that can be verified. The thesis makes a contribution to the relevant field of study