2 hours lecture/week; total 22 hours per semester, combined; (primarily full-time)
Student workload:
2P (4 credits): 11 x 2 hours of direct instruction = 22 hours; 18 hours of preparation for ongoing discussion of the topic;60 hours of exam preparation. Total 100 hours of student work.
Learning methods: lecture; explanation; E-U-R (evocation-awareness-reflection); analysis of educational documents; discussion of the topic; SWOT analysis.
Required reading:
BENEŠ, Z.-GRACOVÁ, B.-PRŮCHA, J.: Sondy a analýzy. Učebnice dějepisu – teorie a multikulturní aspekty edukačního média. Praha, 2008.
BOCKOVÁ, A.: Výučba dejepisu ako pedagogický problém (pohľad na funkčnosť dejepisného vzdelávania a funkčnosť faktografie). In: Verbum historiae 1. Prešov : Vydavateľstvo M. Vaška, 2009.
ČAPEK, R.: Moderní didaktika dějepisu. Lexikon výukových a hodnoticích metod. Praha : Grada, 2015.
FISCHER, R.: Učíme děti myslet a učit se. Praha, 2004.
KMEŤ, M.: História a dejepis (Vybrané kapitoly z didaktiky dejepisu). Banská Bystrica : Univerzita Mateja Bela, 2017.
KRATOCHVÍL, V.: Metafora stromu ako model didaktiky dejepisu k predpokladom výučby. Bratislava : Raabe, 2019.
LABISCHOVÁ, D.-GRACOVÁ, B.: Příručka k didaktice dějepisu, Ostrava : Ostravská univerzita v Ostrave, 2010.
Recommended reading:
BOCKOVÁ, A.: Empirický prieskum. Metodika stáže. Bratislava : Univerzita Komenského, 2021.
BOCKOVÁ, A.: Ako reflektujú slovenskí študenti dejepis a históriu? In: Verbum historiae, 2/2014.
BOCKOVÁ, A.: Dejepisné vzdelávanie je hodnototvorný proces. In: Vita historiae dedicata, Bratislava : Univerzita Komenského, 2018.
BOCKOVÁ, A.: Obrazy priestorovej perspektívy slovenského územia v učebniciach dejepisu. In : Letz, R. a kol: Slovenské územie v historickom kontexte. Bratislava : Matica slovenská, 2017.
KÁZMEROVÁ, Ľ.: Premeny v školstve a vzdelávaní na Slovensku (1918 -1945), Bratislava : HÚ SAV, 2012.
KLÍMA, B. a kol: Mládež a dějiny. Brno : Masarykova univerzita, 2001.
LETZ, R.-MAKYNA, P. a kol.: Rok 1918 v historickej pamäti Slovenska a strednej Európy. Bratislava : Matica slovenská, 2020.
OTČENÁŠOVÁ, S.: Schválená minulosť. Kolektívne identita v československých a slovenských učebniciach (1918 – 1989). Košice : UPJŠ, 2010.
PETLÁK, E.: Súčasnosť a perspektívy didaktiky. In : Duchoňová, J.-Hošová,D.-Koleňáková, R.Š: (eds.): Inovatívne trendy v odborových didaktikách. Prepojenie teórie a praxe výučbových stratégií kritického a tvorivého myslenia. Nitra : Univerzita Konštantína Filozofa, 2019.
RÖTLING, Gustáv: Hodnotenie učebnej činnosti žiakov. Banská Bystrica: Metodické centrum, 1997.
STRADLING, R.: Vyučovanie európskej histórie dvadsiateho storočia. Bratislava : Metocké centrum mesta Bratislavy, 2002.
STRADLING, R.: Multiperspektíva v dejepisnom vzdelávaní. Bratislava : Metodické centrum mesta Bratislavy, 2007.
SWAINOVÁ, H. (ed.): Velké otázky historie. Praha : Národní divadlo, 2006.
TUREK, I.: Kľúčové kompetencie. Bratislava : Metodicko-pedagogické centrum v Bratislave, 2003.
ZDECHOVANOVÁ, D., BOCKOVÁ,A., PÁNIK, P. (eds.): Inovatívne prístupy v ďalšom vzdelávaní učiteľov v oblasti kultúrneho a prírodného dedičstva. Metodická príručka. Bratislava: Strom života, 2006.
Učebnice dejepisu pre základné školy, gymnáziá a stredné školy
Inovovaný Štátny vzdelávací program pre vzdelávaciu oblasť Človek a spoločnosť - dejepis, dostupný na: www.statpedu.sk
30% of the interim and 70% of the final evaluation. During the semester, the student analyses and reflects on the content of each thematic and problem-oriented lecture, continuously discusses, formulates, and asks questions, applying the E-U-R method. The final assessment is practised after the oral examination. The student (after generating the topic/question) presents theoretical and practical knowledge of the field and discusses the key aspects of school history and the field of didactics. SWOT analysis is applied in the mid-term and final assessment. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D and a minimum of 60 points for a grade of E. Credit will not be awarded to students who obtain less than 15 points in the four written examinations. A score of at least 60% is required to pass the course.
The grade is awarded on a scale:
A (100-91%, excellent - excellent results, the student has profound knowledge in the specialised field of the discipline, understands the theories, methods and strategies of education and can integrate knowledge and apply it in theoretical and practical contexts, he is oriented in the current state of knowledge of history, didactics and borderline disciplines, he thinks conceptually, can actively acquire information and creatively (originally) apply it in solving problem tasks, knows the results of current empirical research in the field and responsibly solves problems independently and in teams, and can communicate professional conclusions and justifications of the problems solved,
B (90-81%, very good - above average standard, the student is oriented in the issue, has mastery of it, can independently acquire new knowledge and solve professional tasks, but his critical, constructive thinking is borderline in analysing and assessing the planes of normative and reflexive didactics),
C (80-73%, good - normal reliable work, although the student can orient himself in the problem, independently search and analyse information, can learn, but he cannot think critically and constructively enough, evaluate the issues solved, and apply the acquired knowledge creatively and conceptually in broader theoretical and practical contexts),
D (72-66%, satisfactory - acceptable results, the student can orientate himself in the problem at a basic level, his knowledge is fragmented and incomplete and at a lower level of satisfaction, he also applies transferable knowledge of the field and related disciplines, in the area of factual, conceptual, procedural and metacognitive knowledge he shows more serious deficiencies),
E (65-60%, sufficient - the results meet the minimum criteria, the student can orient himself in the problem only with great difficulty, he knows only the most basic knowledge, he does not demonstrate the ability to think critically and does not apply the acquired knowledge in a systematic way to the solution of practical tasks),
Fx (59-0%, insufficient - extra work is required, the student cannot navigate the problem, does not master the most basic knowledge, and does not demonstrate the ability to argue and think critically).
Slovak and Czech languages
Students will become familiar with selected issues in the theory and methodology of history, identify the requirements for teacher education, and gain knowledge about the application of methods and strategies recommended for teaching and learning in primary and secondary schools. They will gain an overview of the transformations of history teaching in Slovakia in European dimensions and can follow its conceptual changes.
The course content focuses on the following key topics:
- "The big questions of history - about the past for the future." The perception of interdisciplinary (interdisciplinary) contexts in the teaching of history,
- The specifics and peculiarities of history education in terms of the difficulty of acquiring historical knowledge, the personality of the teacher in the process of delivering content and the student learning process,
- A retrospective view of the teaching of history from 1918 to 1993 on the territory of Czechoslovakia, comparison and analysis of textbooks used in the school system of history education of the period in question,
- Models of teaching history in Slovakia since 1993 and current perspectives of history education, transformations of content and procedural aspects of teaching and learning.
- The European dimension in the teaching of history and the main trends in European didactics of history,
- Didactical analysis of the curriculum and the functionality of linking local, national, and transnational history. Methodology of historical cognition, development of factual, conceptual, and procedural knowledge,
- Methodology of teaching larger thematic units.
- “Multiperspectivity” as one of the most challenging methods of history teaching.
- Effectiveness of educational aids (techniques) in fixing knowledge (concept maps, historical and geographical maps, multimedia aids, infographics, etc.).
- Evaluation and assessment of pupils in history lessons, identification of problems.
- Historical memory, myths, and stereotypes - "the present of the past", students' attitude towards history itself and the subject of History. Conclusions of empirical research.
By completing the course, the student will be able to place the theoretical knowledge of didactics in the broader contexts of the conceptualisation of history in the past and present. Following the bachelor’s studies, the student will be familiar with a wider range of diversified methods, strategic approaches and forms of modern history teaching and the possibilities of their application. The student can apply the principles of creating and designing pedagogical and didactic environments in his/her work; he/she knows the methodology of using empirical research in teaching history and can evaluate students' attitudes towards history and the study of history.
2 hours lecture/week, a total of 22 hours per semester, combined form; (primarily full-time)
Student workload: 2P (3 credits): 11x 2 hours of direct teaching = 22 hours; 30 hours preparation for continuous assessment; 45 hours preparation for the examination. Total of 75 hours of student work.
Learning methods: lecture, discussion of the topic covered, situation analysis method, fixation of the information presented through continuous assessment (test), e-learning.
Required literature
EWANS, R.J.W.: Vznik habsburské monarchie (Foundation of the Habsburg Monarchy). Praha: Argo 2003.
KAMENICKÝ, M: Lexikón svetových dejín (Lexicon of World History). Bratislava: SPN, 1997, 2001 a 2003.
KŘEN, Jan: Dvě století střední Evropy(Two centuries of Central Europe). Praha: Argo, 2005, s. 19-71.
Recommended reading
MÚCSKA, Vincent – DANIŠ, Miroslav – ŠEVČÍKOVÁ, Zuzana: Dejiny európskeho stredoveku. I. Raný stredovek (od. 5. storočia do polovice 11. storočia). (History of the European Middle Ages. I. Early Middle Ages (from the 5th century to the middle of the 11th century). Prešov: Vydavateľstvo Michala Vaška, 2006.
POHL, W. – VOCELKA, K.: Habsburkové. Praha 1996.
WANDYCZ, Piotr S.: Střední Evropa v dějinách od středověku do současnosti. (Central Europe in history from the Middle Ages to the present). Praha: Academia, 1966.
30% of the interim and 70% of the final assessment - test and oral examination. The student takes the test during the semester and the oral exam during the exam period. The test will be after Topic 9. It will contain 15 questions, and the student will be allowed a maximum of 30 points (2 points per question). The oral examination in the exam period will consist of two questions. One will focus on a problem in the medieval and modern history of Central Europe. The second question will focus on personality. Students may obtain a maximum of 70 marks for the oral examination.
The mark is awarded on a scale:
A (100-91%, excellent - outstanding. The student is fully oriented to the history of Central Europe in the Middle Ages and early modern periods. The student can acquire information, apply it creatively, and critically evaluate it.
B (90-81%, very good - above average standard. The student is familiar with the subject matter. However, his/her ability to analyse and apply knowledge on his/her own is limited.
C (80-73%, good - normal reliable work. The student is knowledgeable about the subject matter and can learn, but his/her critical thinking is limited.
D (72-66%, satisfactory - acceptable performance. Student reproduces historical knowledge satisfactorily, but his/her knowledge is fragmented, and critical thinking is limited.
E (65-60%, satisfactory - results meet minimum criteria. The student can reproduce only basic factual information but cannot ssummarisethe knowledge gained. Does not demonstrate the ability to think critically.
Fx (59-0%, insufficient - extra work is required. The student does not know the most basic knowledge and does not orient himself/herself to the subject matter.
Slovak and Czech languages
- The birth of medieval Central Europe.
- The emergence and development of Slavic states in Central Europe in the early and high Middle Ages
- The situation in Central Europe in the late 15th and early 16th centuries. Renaissance.
Reformation. The rise of the Habsburgs.
- Germany, Austria, Switzerland, Poland, and Bohemia in the early modern period.
- Central European Habsburg monarchy under Ferdinand I. Economic policy
in Central Europe in the 16th century. Tollars as a new type of coin.
- Monarchy under Maximilian II and Rudolf II. The Reformation and its concrete forms.
The functioning of the Habsburg monarchy as a unified state. Centre and regions. Nobility.
- The Catholic Church in Central Europe in the 16th-18th centuries.
- Economic and social history of the 17th and 18th centuries in Central Europe. Mercantilism.
Ostend society.
- Confessionalization. Disciplinization. The Turkish question and its impact on the internal political situation in Central Europe.
- Central Europe in the 18th century.
The course aims to deepen knowledge of the history of Central Europe up to the end of the 18th century. The student will better understand its connections and relationships based on a more profound knowledge of the Central European context. Upon successfully completing the course, the student can create her lectures on the subject to teach pupils and students about the history of Central Europe.
2 hours lecture/week, the total for semester 22 hours, combined; (primarily full-time)
Student workload:
2PS (4 credits): 11 x 2 hours of direct instruction = 22 hours; 40 hours of midterm preparation, 38 hours preparation for presentation of seminar work. 100 hours of work in a total of 100 student hours.
Learning methods: problem-based discussion/colloquium on the subject; problem-based problem solving; e-learning.
Compulsory readings:
MACKOVÁ, M.: Paradigma osobnosti v slovenskom kultúrnom priestore. Bratislava : Eurokódex, 2015.
MAŤOVČÍK, A. – PARENIČKA, P.: Biografistika. Martin : Slovenská národná knižnica, 2005.
PARENIČKA, Pavol: Cvičenia z biografistiky. Žilina : EDIS, 2017.
Recommended readings:
ADERHOLD, K. (ed.): Tvorcovia svetových dejín. Zv. 1. – 4. Bratislava : SPN, Mladé letá, 2002 – 2004.
BÁRTA, M. – KOVÁŘ, M.: Lidé a dějiny. K roli osobnosti v historii v multidisciplinární perspektivě. Praha : Academia, 2017.
DRAPELA, V. J.: Přehled teorií osobnosti. Praha : Portál, 1997.
DÜLMEN, van Richard: Historická antropologie: Vývoj – Problémy – Úkoly. Praha : DOKOŘÁN, 2002.
FERENČUHOVÁ, B. a kol.: Biografia a historiografia. Slovenský, český a francúzsky pohľad. Bratislava : Prohistoria, 2012.
GREGUŠ, C.: Slovenskí rodáci svetu. Trnava : SSV, 1999.
HALL, C. S. – Lindzey, G.: Psychológia osobnosti. Bratislava : SPN, 2002.
MAŤOVČÍK, A. (red.): Biografický lexikón Slovenska. Zv. 1 – 5. Martin : SNK, 2002 – 2013.
ORTEGA, Y – GASSET, J.: Vzpoura davů. Praha : Naše vojsko, 1993.
PECKA, D.: Člověk a dějiny. Praha : Vyšehrad, 1969. SMÉKAL, Vladimír: Pozvání do psychologie osobnosti: člověk v zrcadle vědomí a jednání. Brno : Barrister&Principal, 2007.
50% of the interim and 50% of the final evaluation. The student takes the test during the semester and develops a project focused on a specific historical figure for the final assessment. The project is designed didactically-historically. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. Credit will not be awarded to students who obtain less than 15 points in any of the four written examinations. To pass the course, a minimum score of 60% is required. The grade is awarded on a scale:
A (100-91%, excellent - excellent results, the student is familiar with the subject matter, has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is knowledgeable and proficient in the subject matter, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student knows his/her way around the issue, has learned, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is partial, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, does not demonstrate the ability to think critically)
Slovak language
The course introduces students to the phenomenon of personality in history.
It introduces the importance of personality in history within national and general history. It concentrates on the issue of how to teach about personalities within the subject of history at primary and secondary schools. The course focuses on the following focal topics:
- Where to find information about personalities
- What is a historical personality
- What makes a personality a personality (historical-philosophical reflection on the role of personality in history)
- An attempt at typology and personality (interdisciplinarity, the intersection between historiography, philosophy, psychology and sociology)
- Personality in general and national history, the question of the personalisation of history
- Personality and power
- Personality and culture
- Slovak personalities in the world
- World personalities in Slovakia
- How to teach about personalities in schools
- Personalities in history textbooks
Students will acquire knowledge about the role and place of personality in history. They will learn to orient themselves in the basic categories and criteria that apply to historic personalities. They will be able to find relevant information about personalities in archives, libraries, specialised research centres and internet databases. They will learn to analyse and critically evaluate the life and work of personalities and prepare high-quality projects on them. They can make closer links between general and national history through them.
2 hours lecture/week, 22 hours total per semester, combined form; (primarily in person)
Student workload:
11x 2 hours of direct teaching = 22 hours; 78 hours of exam preparation. Total 100 hours of student work.
Educational methods: discussion on the subject; problem-solving tasks, e-learning
KŘEN, J.: Dvě století střední Evropy. Praha : Argo, 2006.
MATULA, P.: Stredná Európa na prelome 18. a 19. storočia. Bratislava : UK v Bratislave, 2021.
WANDYCZ, P. S.: Střední Evropa v dějinách. Praha : Academia, 2004.
KONTLER, L.: Dějiny Maďarska. Praha : NLN, 2001.
KOVÁČ, D.: Dejiny Slovenska. Praha : NLN, 2002.
MELICHAR, V.: Dějiny Polska. Praha : Svoboda, 1975.
MÜLLER, H. a kol.: Dějiny Německa. Praha : NLN, 1999.
VEBER, V. a kol.: Dějiny Rakouska. Praha : NLN, 2002.
30% of the interim and 70% of the final evaluation. The student will take a test during the semester and an oral examination during the exam period. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. Credit will not be awarded to students who obtain less than 15 points in any of the four written examinations. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is knowledgeable about the subject matter, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).
Slovak and Czech languages
Students will learn about the history of Central Europe from the end of the 18th to the beginning of the 20th century in a cross-sectional way. It focuses on the key issues of the Central European area in the long 19th century. It brings together interpretations of the turning points, helps to uncover taboo topics and to get to know contemporary society and its personalities. It focuses on these central themes:
- Central Europe in the Enlightenment. The division of Poland. Developments in the individual states.
- The French Revolution of 1789-1799 and its impact on developments in Central Europe.
- The Napoleonic era and German reforms. Developments in the Habsburg monarchy and Poland.
- National movements. The emergence of modern nations. The nation-building process in Central Europe (Germany, Austria, Poles, Hungarians, Czechs, Slovaks, Jews).
- The pre-revolutionary period in the 1830s and 1840s. Romanticism. Biedermeier.
- Revolution 1848-1849. Revolution in Central Europe. Slavonicism. The end of the Revolution and its results in Central Europe.
- Neoabsolutism. Industrialisation and capitalist conjuncture.
- The Polish uprising of 1863 and its consequences.
- The unification of Germany.
- The Habsburg monarchy in the liberal era. The Austro-Hungarian settlement. Other nations.
- Central Europe in the conservative era (Bismarck, Taaffe, Tisza).
- The economic miracle and its negatives.
- Democratisation and nationalisation (Poland, Hungary, Germans and Czechs).
- Badenian reforms and their consequences. Universal suffrage.
The course enables the student to gain a comprehensive knowledge of the history of Central Europe in the long 19th century. The student learns to navigate social, cultural, national and political issues and to relate them by analogy to the present. Gain the ability to think critically and to evaluate the recent past objectively. It will be able to analyse and assess this historical period, compare developments in individual Central European countries and between Central, Western and Eastern Europe as macro-regions, and reach synthesising conclusions. They will be able to navigate complex issues and historical interpretations, distinguish between them and acquire the ability to think in contexts.
2 hours of lecture/week, a total of 22 hours per semester, attendance method
2P (4 credits): 11x 2 hours of direct teaching = 22 hours; 30 hours of preparing for the interim rating; 68 hours of exam preparation. A total of 120 hours of student work.
Dialogic form of lecture, feedback - student reflection of the functionality of the received information at the end of the lectures, fixation of the presented information through continuous evaluation (test after 7 lectures), exam in the form of a colloquium aimed at deepening the professional and communication skills of graduates as well as teamwork over analysis and by the processing of controversial topics.
Compulsory:
KŘEN, J.: Dvě století střední Evropy. Praha : Argo, 2006.
TONKOVÁ, M.: Systemizovaná pamäť stredoeurópskeho regiónu - slovenské, české a slovinské dejepisné učebnice ako historický prameň. Nauka. - Wrocław : Tempo, 2014
BENEŠ, Z. – BOCKOVÁ, A. - JESZKE, J. - TONKOVÁ, M. : Dejiny stredoeurópskeho priestoru a kultúrne dedičstvo stredoeurópskych štátov v študijnom (edukačnom) programe stredoeurópskych univerzít. Bratislava : UK 2011
Recommended readings:
TONKOVÁ, M.: Slovinský a slovenský priestor: náčrt podobností a odlišností otázok historického vývoja územnej legitimity oboch súčasných štátov v moderných dejinách. In: Slovenské územie v historickom kontexte. - Martin : Matica slovenská, 2017
TONKOVÁ,M : Kulturní vývoj dnešního slovinského území. In: Dějiny Slovinska. Praha 2011
HORSKÁ, P.: Kapitalistická industrializace a středoevropská společnost. Praha : Academia,1970.
KOL.: Stredná a juhovýchodná Európa v politike veľmocí. Sondy do vývoja II. Bratislava :
Historický ústav SAV, 1994.
KŘEN, J.: Čtvrt století střední Evropy.Visegrádské země v globálním příběhu 1992-2017.Praha: Karolinum, 2019
RUPNIK, J: Jiná Evropa. Praha : Prostor, 1992.
RUPNIK, J: Střední Evropa je jako pták s očima vzadu. Novela Bohemica, 2018
WANDYCZ, P.: Cena slobody, Střední Evropa v dějinách. Praha : Academia, 1998.
30% of the interim and 70% of the final assessment. The student takes a test during the semester and an oral exam during the exam period. At least 91 points are required to obtain a final grade of A, at least 81 points to obtain a B grade, at least 73 points for a C grade, at least 66 points for a D grade, and at least 60 points for an E grade. Credits will not be awarded to a student who obtains less than 15 points in any of the four written examinations. Getting at least 60% of the point evaluation is necessary to successfully complete the subject.
The rating is given on a scale:
A (100-91%, excellent - excellent results, the student is thoroughly and safely oriented in the narrower and wider contexts of the issue, confidently uses the necessary synthesising, summarising and evaluation procedure of the relevant topic in the answers, demonstrates the desirable professional approach of an individual participant in a professional team discussion)
B (90-81%, very good - above average standard, the student can orientate himself safely in the narrower and broader connections of the context of the issue, he masters the synthesising procedure when answering the presented Central European problem, sometimes he cannot follow up on the words of the colloquium co-participants with the same precision),
C (80-73%, good – normal reliable work, the student knows how to navigate the issue, but cannot apply the acquired knowledge equally successfully in a team professional discussion),
D (72-66%, satisfactory - acceptable results, the student knows how to navigate the issue only at a basic level, controls rather partial factual data, she/he does not demonstrate the ability to summarise and present them in the necessary broader ("Central European") context,
E (65-60%, sufficient - the results meet the minimum criteria, the student knows how to navigate the issue only with great difficulty, she/ he only has the most basic partial knowledge, her/ his ability to independently summarise any context of the issue raised in the professional colloquium is almost zero),
Fx (59-0%, insufficient –additional work is required, the student does not know how to navigate the issue, does not master the most basic knowledge, does not demonstrate the ability to think critically)
Slovak and Czech languages
The old or the new term "central Europe" in the research of general History - historiographical and political contexts. The political, economic, social and cultural life of the Central European region, its states, nations and different types of communities from the First World War to the collapse of the bipolar world:
- historical and current interpretations of the term Central Europe and the causes of different perceptions of the term
- the birth of contemporary Central Europe: the Versailles system and its influence on the emergence of Central European "nation-states"; complicated results of the new reality
- the national versus minority question in interwar Central Europe and its influence on the political development of Czechoslovakia, Poland, Yugoslavia, Hungary, Austria
- interwar economic, social, and social development of the Central European states between the two wars through the lens of interdisciplinary research
- European powers as a factor in the interwar development of the Central European region and attempts by Central European states to have an independent and "Central European" policy.
- the Central European region at the time of the new collapse of the world balance - the search for a new place for respective Central European nations.
- the balance and outcome of the Second World War in Central Europe, the disintegration and "disappearance" of the Central European region, Central European states in the Soviet bloc
- cultural and political renewal of the concept of “Central Europe” after the collapse of the bipolar world
The student recognises, actively analyses, interprets and compares common and different features of development from selected issues of the Central European macro-region in the 20th Century, determines the place and the role of specific Central European development and its components in the context of the development of Europe. Safely identifies and evaluates different types of bonds or intermediate stages between national and general history and the place of Slovakia (Slovak history) in these ties. This type of professional knowledge creates a specific background for the graduate of the course for his expected professional orientation as a teacher (or worker of cultural institutions): a more precise understanding of the complicated development and thus also the complex historical memory of the inhabitants of the region and the resulting difficulties arising in the teaching of history in Slovak schools.
2 hours seminar/week; total 22 hours per semester, full-time student workload:
2S (2 credits): 11 x 2 hours of direct instruction = 22 hours; 28 hours of seminar work on the subject matter with defence. Total 50 hours of student work.
Educational methods: E-U-R (evocation-awareness-reflection); analysis and review of texts, iconic texts and educational materials; brainstorming; instruction; creation of educational aids, project method; problem-based learning method; teamwork; discussion of the subject task; chain discussion; SWOT analysis
Required reading:
BOCKOVÁ, A.: Ako reflektujú slovenskí študenti dejepis a históriu? In: Verbum historiae, 2/2014.
BOCKOVÁ, A.: Výučba dejepisu ako pedagogický problém (pohľad na funkčnosť dejepisného vzdelávania a funkčnosť faktografie). In: Verbum historiae 1. Prešov : Vydavateľstvo M. Vaška, 2009.
ČAPEK, R.: Moderní didaktika dějepisu. Lexikon výukových a hodnoticích metod. Praha : Grada, 2015.
HUMAJ, R. – BOHUNICKÁ, J: Z histórie spoločnosti. Bratislava: Raabe, 2018.
JANČURA, M. – BOJKOVÁ, A. (ed.): Dejiny tvoríš ty! História, škola, verejný priestor. Košice: Univerzita Pavla Jozefa Šafárika, 2019.
RYBENSKÁ, Klára: Moderní přístupy k výuce dějepisu. Hradec Králové : UHK, 2020.
Recommended reading:
BAUMANN, E.: Koncepcia historickej empatie ako inovatívny prístup v didaktike dejepisu. In : Duchoňová, J.-Hošová,D.-Koleňáková, R.Š: (eds.): Inovatívne trendy v odborových didaktikách. Prepojenie teórie a praxe výučbových stratégií kritického a tvorivého myslenia. Nitra : Univerzita Konštantína Filozofa, 2019.
BOCKOVÁ, A.: Empirický prieskum. Metodika stáže. Bratislava : Univerzita Komenského, 2021.
BOCKOVÁ, A.: Konfrontácie vo výučbe súčasných dejín. In: I mlčení je lež. Ostrava : Občanské sdružení Pant, 2009.
BURIAN, V.: Trendy, ktoré možno zatrasú školami. In: Dobrá škola, roč. 7, 2015, č. 3.
HAVELKOVÁ, Lenka – HANUS, Martin: Rozvoj mapových dovedností ve výuce dějepisu. In: Geografické rozhledy, 2015, 24 (5), s. 14-15.
JANČURA, M., BOJKOVÁ, A. (ed): Dejiny tvoríš ty! História, škola, verejný priestor. Košice: Univerzita Pavla Jozefa Šafárika, 2019.
KMEŤ, M.: História a dejepis (Vybrané kapitoly z didaktiky dejepisu). Banská Bystrica : Univerzita Mateja Bela, 2017.
LABISCHOVÁ, D.-GRACOVÁ, B.: Příručka k didaktice dějepisu, Ostrava : Ostravská univerzita v Ostrave, 2010.
NÁVOJSKÝ, A.: Dejepis. In: Globálne vzdelávanie ZŠ. Metodická príručka pre učiteľky a učiteľov 2. stupňa ZŠ. Biológia, dejepis, výtvarná a hudobná výchova umením, geografia, občianska náuka. Bratislava: Človek v ohrození, o. z. 2014.
Odporúčania RE ministrom školstva členských štátov pre výučbu dejepisu v 21. storočí. Bratislava : Informačná kancelária RE, 2001.
SLÁDKOVÁ, K.: Virtuálna cesta Myjavou. In : Myjavský región v didaktických variáciách. Diplomová práca. Bratislava : Pedagogická fakulta UK v Bratislave, 2021. Dostupné na internete: https://www.fedu.uniba.sk/sucasti/katedry/katedra-historie/dejepis-pre-21-storocie/
STRADLING, R.: Multiperspektíva v dejepisnom vzdelávaní. Bratislava : Metodické centrum mesta Bratislavy, 2007.
TUREK, I.: Kľúčové kompetencie. Bratislava : Metodicko-pedagogické centrum v Bratislave, 2003.
Metodický pokyn č. 21/2011- na hodnotenie a klasifikáciu žiakov stredných škôl.
Metodický pokyn č. 22/2011- na hodnotenie a klasifikáciu žiakov základných škôl.
Učebnice dejepisu pre základné školy, gymnáziá a stredné školy;
Inovovaný Štátny vzdelávací program pre vzdelávaciu oblasť Človek a spoločnosť - dejepis, dostupný na: www.statpedu.sk
100 % of the intermediate verbal and scored marks. During the semester, the student reflects the content of the course’s thematic focus by presenting the solved tasks and applying the E-U-R method. In the mid-term and final evaluation of the student's work output, the student receives feedback using verbal and team evaluation scores. SWOT analysis is applied in the final assessment. At least 91 points are required for a final grade of A, at least 81 points for a grade of B, at least 73 points for a grade of C, at least 66 points for a grade of D and at least 60 points for a grade of E. Credit will not be awarded to students who obtain less than 15 points in any of the four written examinations. To pass the course, a minimum score of 60% is required.
The grade is awarded on a scale:
A (100-91%, excellent - excellent results, the student has a broad, compact knowledge in the specialised field of the discipline and can creatively and originally apply them in theoretical and practical contexts, is oriented in the current state of knowledge of borderline scientific disciplines, conceptually thinks in the creation of methodological (educational) materials, responsibly works independently and in groups, can actively acquire information and professionally communicate them and creatively apply them in solving problem tasks. He/she knows the latest trends in modern didactics of history and can consider the suitability of their application to history practice within the educational field of Human and Society.
B (90-81%, very good - above average standard, the student is oriented in the issue, knows it, can independently acquire new knowledge, and solve professional tasks, but his/her critical, constructive thinking is borderline when analysing and assessing the planes of normative and reflective didactics),
C (80-73%, good - normal reliable work, although the student can orient himself in the problem, independently search and analyse information, can learn, but he cannot think critically and constructively enough, evaluate the issues solved, and apply the acquired knowledge creatively and conceptually in broader theoretical and practical contexts),
D (72-66%, satisfactory - acceptable results, the student can orientate himself in the problem at a basic level, his knowledge is fragmented and incomplete, and at a lower level of satisfaction, he also applies transferable knowledge of the field and related disciplines, in the area of factual, conceptual, procedural and metacognitive knowledge he shows more serious deficiencies),
E (65-60%, sufficient - the results meet the minimum criteria, the student can orient himself in the problem only with great difficulty, he knows only the most basic knowledge, he does not demonstrate the ability to think critically and does not apply the acquired knowledge in a systematic way to the solution of practical tasks),
Fx (59-0%, insufficient - additional work is required, the student cannot orient himself/herself in the problem, does not master the most basic knowledge, does not demonstrate the ability to argue and think critically)
Slovak and Czech languages
By analysing the topics, the student will gain knowledge about the theoretical and practical transformations of history educational practice and the possibilities of applying modern methods and strategies recommended for teaching and learning of pupils in primary and secondary schools. Through the creative activity, the student will gain intellectual, practical, and emotional experience and insight into the process of modernising history teaching.
The course content focuses on the following focal topics and activities:
- Discussion of the "big questions of history - the past for the future", the selection and updating of the history curriculum with emphasis on the aspect of interdisciplinary connections.
- The selection and interpretation of examples highlighting the specificities and peculiarities of history education in terms of the difficulty of acquiring historical knowledge. The teacher as a motivator of pupils' learning.
- Analysis and comparison of documents for teaching history from 1918 to 1993 on the territory of Czechoslovakia. Creation of reviews from a contemporary perspective.
- Graphical representations of models of history teaching in Slovakia since 1993 and current perspectives of history education.
- Analysis and discussion of the recommendations of the RE to the Ministers of Education of the Member States on the teaching of history in the 21st century.
- Didactical analysis of the curriculum and the functionality of linking local, national, and transnational history. Methodology of historical cognition, developing factual, conceptual, and procedural knowledge. Didactic analysis of the curriculum applied to a specific history curriculum.
- Creation of a timeline/axis with the graphic marking of contextual connections within the larger thematic unit being studied.
- Application of the method of multiperspectivity as one of the most challenging methods of history teaching (on a selected topic).
- Effectiveness of educational aids (techniques) in fixing knowledge (mind maps, historical and geographical maps, multimedia aids, infographics, etc.). Creation of concrete demonstrations (according to the choice of the activity) and argumentative justification of their functionality.
- Identifying the positives and negatives of the assessment process of pupils' performance in history lessons.
- Historical memory, myths and stereotypes - "the presence of the past", students' attitude towards history and the subject of History. Analysis of available findings of empirical research.
By solving the continuously assigned tasks at the seminar, the student acquires the necessary competencies for the creative work of a history teacher. By completing the course, he/she will be able to evaluate historical events more comprehensively and process larger thematic units into more comprehensible, diverse "images" of the past - appropriate for understanding pupils of different age categories and mental maturity. Using concrete examples, it analyses the relationship between historical science and history and applies the transfer of theory to school practice.
2 hours seminar/week, the total for the semester 22 hours, combined form; (primarily present)
Student workload:
2P (3 credits): 11 x 2 hours of direct teaching = 22 hours; 5 hours - preparation of a presentation of the chosen topic; 23 hours - solving intermediate tasks; 40 hours - preparation of a seminar paper; Total: 90 hours.
Learning methods: continuous individual solving of partial tasks, continuous output through presentations, discussion, situation analysis method, and e-learning.
Compulsory readings:
PŠENÁK, J.: Dejiny školstva a pedagogiky (History of education and pedagogy). Žilina: Edis, 2012.
KAMENICKÝ, M.: Banícke školstvo na Slovensku do založenia Baníckej akadémie v Banskej Štiavnici (Mining Education in Slovakia until the Establishment of the Mining Academy in Banská Štiavnica). Bratislava: SAP, 2006.
Recommended reading:
BRŤKOVÁ, M., et al. Kapitoly z dejín pedagogiky (Chapters from the History of Pedagogy) . Bratislava : Pressent, 2000.
DENKOVÁ, Z. – KAMENICKÝ, M.: Vivat Akadémia. Banská Štiavnica: Slovenské banské múzeum, 2013, s. 4-59.
KAMENICKÝ, M.: Počiatky uršulínskej rehole a jej príchod do Bratislavy (The Origins of the Ursuline Order and its Arrival in Bratislava). In: Kresťanstvo v dejinách Slovenska. Editor: Mária Kohútová. Bratislava: Universum, 2003, s. 78-85.
KAMENICKÝ, M. – SZÖGI, L.: Študenti z Bratislavskej stolice na zahraničných univerzitách a vysokých školách do roku 1918. (Students from the Bratislava Region at Foreign Universities and Colleges until 1918). Bratislava: Post Scriptum, 2017.
100% of the intermediate assessment.
Over the semester, students present selected topics on the history of education in Europe from antiquity to 1900 (30% of the mark). A discussion on the subject always follows the presentation. Based on the discussion, students will develop their topics into a written seminar paper. This should be a maximum of 15 pages, including notes and a list of literature and sources used. They will hand in the seminar paper no later than two weeks after the end of the seminar. They may receive 60 % of the total mark for the seminar paper. 10 % of the mark is based on their activity in the individual seminars.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding results. The student produces a presentation of an excellent standard, is active in the seminars, and submits an excellent seminar paper. Has a broad, compact knowledge of the history of education in Europe).
B (90-81%, very good - above average standard. The student creates and delivers his/her presentation at a very good level, is active in seminars, and submits a very good seminar paper. He/she is oriented in the subject matter, and he/she is proficient in it.
C (80-73%, good - normal reliable work. Student produces a presentation at a good level and is knowledgeable about the subject matter. His/her seminar work is at a standard level, with sporadic errors).
D (72-66%, satisfactory - acceptable results. The student presents his/her paper at a satisfactory-acceptable level. His/her activity in seminars is not very high. The seminar work is at a satisfactory level.
E (65-60%, satisfactory - the results meet the minimum criteria. The student's presentation meets the minimum standards, and his/her activity in seminars is poor. Seminar work meets the minimum criteria.
Fx (59-0%, insufficient - extra work required. The student's presentation was feeble; the student is not oriented in the subject matter and does not know the most basic knowledge. His seminar paper does not meet even the minimum criteria (e.g. it has no notes, no list of literature used, and it is full of errors).
Slovak language
- The development of education and scholarship in the early medieval period.
- The emergence of medieval universities.
- Education in the High and Late Middle Ages.
- The impact of the Reformation on education development in the 16th and 17th centuries.
- John Amos Comenius and his importance in the development of modern education.
- Catholic education in the 16th-18th centuries. The Jesuit and Ursuline orders and their place in the history of modern education.
- Protestant education in Europe and Slovakia until 1918.
- The emergence of the technical intelligentsia and the first technological schools. The place of the Mining Academy in Banská Štiavnica (founded in 1735) in the history of higher technical education.
- Significant personalities in the development of modern education and their most important works.
- Students from Slovakia at foreign universities and colleges until 1918.
The course aims to provide students with a basic overview of the history of education in Europe. The student will become familiar with the functioning of school education systems in the past. The student will be able to orientate himself/herself in the historical cross-section of education development from primary to university level. The student can link education development in Europe and Slovakia in different historical epochs. Analyses education based on contemporary sources, evaluates its development and significance and discusses its meaning and mission.
2 hours of seminar/week, /22 hours per semester, attendance method
2S (2 credits): 11x 2 hours of direct teaching = 22 hours; 38 hours of preparation for continuous assessments and seminar work. A total of 60 hours of student work.
Inputs of the lecturer to the relevant group topic and subsequent moderated oral discussions on the issues of the chapters; ongoing individual student presentations of selected seminar topics combined with discussion by other students of the group.
Compulsory:
KUTNAR, F. – MAREK, J.: Přehledné dějiny českého a slovenského dějepisectví. Praha: NLN, 1997
TONKOVÁ, M.: Prítomnosť minulosti - cesty modernej historiografie a cesty výučby moderného dejepisu. In: HOP/Historie-Otázky-Problémy. - Roč. 2, č. 2 (2010)
TONKOVÁ, M.: Dejepis a učitelia histórie v začiatkoch moderného slovenského vzdelávacieho systému . In : Verbum historiae 2/2018
Recommended readings:
TONKOVÁ, M.: Civics and Civic Education in the Slovak Republic, its Traditions and Current Situation and Model in Relation to History Teaching. In: Prace Historyczne : Zeszyty Naukowe Uniwersytetu Jagiellońskiego. - Č. 142 (2015)
TONKOVÁ, M.: Slovenská historiografia o úlohe osobnosti a osobnostiach v dejinách. In: Verbum historiae I. Bratislava, 2008
AVENARIUS, A.: Základné problémy slovenských dejín a historiografie. In: Krátke dejiny Slovenska. Bratislava : AEP, 2006.
BRAUDEL, F.: Dynamika kapitalismu. Praha : Argo, 1999.
HUDEK, A.: Najpolitickejšia veda. Slovenská historiografia v r. 1948-1968. Bratislava : HÚ SAV, 2012.
IGGERS, G. G.: Dějepisectví ve 20. století. Praha : NLN, 2002.
LE GOFF, J.: Středověká imaginace. Praha : Argo, 1998. (chapters: Foreword, The Long Middle Ages, Do political histories still form the axis of history?)
LE GOFF, J.: Život v znamení histórie. Bratislava : Kalligram, 2003.
Prerequisites for successful completion of the course:
100% of the interim assessment. The final written forms of the three ongoing seminar students’ outputs can be submitted during the exam period. At least 91 points are required to obtain a final grade of A, at least 81 points to obtain a B grade, at least 73 points for a C grade, at least 66 points for a D grade, and at least 60 points for an E grade. To successfully complete the subject, it is necessary to obtain at least 60% of the point evaluation.
The rating is given on a scale:
A (100-91%, excellent - excellent, outstanding results, the student fully orients himself in both contexts of the issues of the seminar, he can assess the continuously emerging concepts of the academic interpretation of History and in the educational process of (school)History; own discussions and his written outputs presents according to the results of documented scientific knowledge, while in discussions as well as in individual written outputs he synthesises his knowledge in an argumentative and self-confident way),
B (90-81%, very good - above average standard, the student demonstrates that he is fully oriented in both contexts of the issues of the seminar, his argumentation of the results of Historiography and the results of School History is, however, sometimes not fully precise in individual written outputs),
C (80-73%, good – usual reliable work, the student moves safely in the field of reproducing the information obtained about the development of concepts of historical interpretation of the past, but only with difficulty applies and synthesises the acquired knowledge when solving model situations),
D (72-66%, satisfactory - acceptable results, the student is oriented only in the fundamental causal issues of both contexts but does not demonstrate the ability to independently apply the acquired knowledge to the practical conditions of his future specialisation),
E (65-60%, sufficient - the results meet the minimum criteria, the student navigated the professional issues of both contexts of the seminar only with great difficulty and clumsily, and even in the written outputs, he could not formulate his synthesising view of how methods of learning about history were created in the past and in the present time (current History)
Fx (59-0%, insufficient – additional work is required, the student does not know how to navigate the issue, did not manage to apply the most basic information of the seminar)
Slovak and Czech languages
- "Historiography" as the science of the development of historical works methods and the science of the philosophy of history and "history as "school history"- an educational discipline. Fundamental problems of historical periodisation.
- The first successful systematic attempts to determine the philosophy of historical development and the methods of the historian's work - Jewish, ancient Greek and Roman historiography. Historical education of pupils in antiquity.
- Historiography at the turn of antiquity and the Middle Ages. A new philosophy of history (Christianity) at a time of parallel knowledge of classical methods of historical work - historical achievements of the period.
- Medieval historian – his world and his way of working. Similarities and differences between the historiography of the European West and East. Medieval "school history" and history.
- New views on the nature of historical development and the historian's work methods during the times of Humanism and the Renaissance.
- Historiography as a means of promoting Enlightenment ideas. Enlightenment ahistoricism and Enlightenment history textbooks.
- The birth of modern scientific disciplines and the place of modern historical research in their context; Liberal and conservative historiography of the 19th century, the birth of ttttttt systematic teaching of history (university) and history (primary and secondary) education.
- The development of new methods and topics of historical research in the 20th century. The specific status of the Annales school
- Historiography and History at the turn of the century - growth or decline in importance?
- Basic problems of the development of Slovak Historiography and Slovak school history
The graduate of the course will primarily acquire the essential abilities and practical skills of distinguishing between professional historical literature and its ideological imitations; the experience of comparing different work methods of historians of the past will also help him to understand more deeply the specific historical processes of the past, as well as the relationship between the past and the present. In parallel, he followed the ties and links past-present on the specific development of History as an educational discipline.
The results targeted in this way will help the graduate of the course in the performance of his future teaching function - primarily in building his self-confident background for understanding the causes of the constantly existing diverse evaluation of specific historical events. At the same time, his deepened communication skills trained on difficult issues create the basis for precisely formulated answers to the same questions arising from the student environment of his future profession. By mastering the historical development of the methodology of interpreting history in the educational process, the graduate completes one of the key goals of the content of his specialisation.
2 hours seminar/week, total per semester 22 hours, attendance method
2S (2 credits): 11x 2 hours of direct teaching = 22 hours; 38 hours of preparation for the interim assessment; A total of 60 hours of student work.
Connection of theoretical system analysis of current links between Historiography and Teaching History with a practical exercise of the possibilities of classical and newly emerging methods of school interpretation of History: moderated discussions on particular topics and the presented specific outputs of the seminar participants, systematically increased attention paid to student evaluations of works presented by their colleagues and mutual presentation of the most successful works of the participants of one group of the seminar to the participants of the other group, feedback also provided by individual contacts of the respective student´s works with the lecturer.
Compulsory:
CENTKOWSKI, J.: O formování evropského modelu školní historické výchovy. In: Historie a škola III. Praha : Ústav pro informace ve vzdělávání, 2006.
TONKOVÁ, M.: Dejepis na Slovensku v čase kultúrnej transformácie : problém historickej vedy i problém teórie vyučovania. In: Verbum historiae 2/2014.
TONKOVÁ, M.: Predstavy a realita - skúsenosti s digitalizáciou dejepisného učiva a dejepisnej výučby v Slovenskej republike In: Sborník prací Pedagogické fakulty
Masarykovy univerzity, řada společenských věd, roč. 25, č. 2, Brno 2011
Recommended readings:
TONKOVÁ, M.: Prítomnosť minulosti: slovenské učebnice dejepisu ako prameň pre výskum histórie a historickej pamäti – možnosti prípadových štúdií. In: Verbum historiae 1/2019.
COWLEY, R.. (ed.): Co by bylo, kdyby. Praha : Academia 2005.
FERRO, M.: Jak se vyprávějí dějiny dětem po celém světě. Praha : Academia 2019.
LIPTÁK, Ľ.: Historické pojmy. In: Storočie dlhšie ako sto rokov, Bratislava : Kalligram 1999, 2011.
LIPTÁK, Ľ.: Čo sú slovenské dejiny? Konflikt politiky a vedy. In: Storočie dlhšie ako sto rokov, Bratislava : Kalligram 1999, 2011.
Multimedia aids and teaching multimedia resources: The Map as History – a multimedia Atlas https://www.the-map-as-history.com/; videá MŠ VVaŠ SR viki(iedu.sk); historical videogames: Attentat 1942 (2017), Kingdom Come/Deliverance (2018).
Učebnice dejepisu SR pre ZŠ a gymnáziá vydané po r. 1989
100% of the interim assessment. The final forms of the students' three ongoing seminar outputs are submitted during the examination period. At least 91 points are required to obtain a final grade of A, at least 81 points to obtain a B grade, at least 73 points for a C grade, at least 66 points for a D grade, and at least 60 points for an E grade. To successfully complete the subject, it is necessary to obtain at least 60% of the point evaluation.
The rating is given on a scale:
A (100-91%, excellent – excellent, outstanding results, the student actively demonstrates an entire analytical perception of all parts of the issue - i.e. questions of selecting and making historical topics available for history teaching education and presents his perception precisely and interestingly in his outputs assigned by the lecturer),
B (90-81%, very good – above average standard, the student actively demonstrates his successful analytical skills in assessing selection questions and making historical topics accessible in School history, his argumentation regarding the possible paths of History Teaching in the 21st century, however, is sometimes not fully precise),
C (80-73%, good – usual reliable work, the student moves safely in the area of reproducing the information obtained, but only with difficulty applies and synthesises the acquired knowledge when solving model situations of own outputs),
D (72-66%, satisfactory - acceptable results, the student orients himself in the basic causal issues of both contexts, he rarely participates in discussions, his ability to independently present the issues of choosing historical topics for historical education and the issue of their functional accessibility is only superficial and considerably limited,
E (65-60%, sufficient - the results meet the minimum criteria, the student navigated the professional issue only with great difficulty and in a rigid manner, did not participate in the discussion on his initiative and could not formulate his view on solving specific questions of his future specialisations),
Fx (59-0%, insufficient – additional work is required, the student does not know how to navigate the issue, did not master most of the most basic information of the seminar, or the required outputs are also missing)
Slovak and Czech languages
The relationship between historiography and history. Are the goals of academic and school historiography different?
- Current functionality of history. Common European and national problems of History Teaching
- From the "New History" in the historiography of the second half of the 20th century to the consequences: the history of the turn of the 20th/21st century. What is more important, "past" or "memory"? On specific examples of selected historical teaching topics.
- Chances and limits of digitised teaching of history (Digital technologies in reality.)
- "Edutainment" as a path or goal of modern history teaching - chances and limits (modulation computer games, possibilities of historical overlaps of pop music, literature, natural sciences)
- Possibilities of counterfactual history in History teaching
- Specifying the forms of student outputs, final presentations of works
Graduates of the course can actively and systematically transpose specific historical topics representing national and transnational issues of European history (mainly Central European areas issues) to the current topics of history teaching while searching, analysing and comparing the existing modern domestic and foreign multimedia means of their teaching by simultaneously submitting and formally presenting their proposals for the inclusion of possible new topics in the teaching of history in the Slovak Republic and show ways of their practical teaching through the modern methodology and possible technologies. The outcome of the course should therefore be the completion of the professional training of the future teacher so that he moves with confidence in both levels of the professional side of his profession – in academic and school history.
2 hours lecture and seminar/week, a total of 22 hours per semester, combined form; (primarily full-time)
Student workload: 2LS (2 credits): 11x 2 hours of direct teaching ꞊ 22 hours; 20 hours preparation for mid-term evaluation; 18 hours preparation for seminar paper presentation. Total 60 hours of student work.
Learning methods: lecture, discussion of the topic covered; situation analysis method; problem-solving tasks; e-learning.
Relevant literature:
SOKOLOVSKÝ, L.: Správa stredovekej dediny na Slovensku. Bratislava : AEPress, 2002.
MANNOVÁ, E. a kol.: Krátke dejiny Slovenska. Bratislava : AEPress, 2003.
ŠTEFÁNIK, M. – LUKAČKA, J.: Lexikón stredovekých miest na Slovensku. Bratislava : Historický ústav SAV, 2010.
Recommended literature:
NEMEŠ, J.: Nitriansky kódex a jeho posolstvo. Ružomberok : KU, 2006.
NEMEŠ, J.: Testament ako prameň materiálnej kultúry stredoveku. In: Studia Archaeologica Slovaca Mediaevalia II. Bratislava : Academic Electronic Press, 2000, pp. 114 – 127.
NEMEŠ, J.: Kresťanskí pustovníci v stredoveku. In: Historická revue : vedecko-populárny časopis o dejinách, 2010, vol. 21, n. 3, pp. 20 – 27.
NEMEŠ, J.: Drevené sudy a ich využitie pri skladovaní nápojov a potravín v stredovekom Uhorsku. In: Archaeologia historica, 2018, vol. 43, n. 1, pp. 247 – 263.
KUČERA, M.: Slovenské dejiny I. Bratislava : LIC, 2011.
Domestic and foreign historical journals.
100% of continuous assessment of knowledge. The seminar work will be presented during the lecture at the colloquium as a paper and then handed in in writing. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. To pass the course, you must obtain a minimum of 60% of the marks.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is familiar with the issues, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).
Slovak language
- How to teach about everyday life in the Middle Ages in today's Slovakia.
- The help of auxiliary historical sciences in the research of everyday life.
- The living space of medieval man. Analysis of sources.
- The development of settlement in medieval Slovakia.
- Life in a medieval castle. The castle and the castle estate.
- Life in a medieval village. Church and cemetery. Customary, German and Wallachian law.
- Life of a burgher. Town law, town privileges. Craftsmanship.
- Development of church administration in medieval Slovakia.
- Life in a medieval monastery. Monastic, canonical, knightly and mendicant orders.
- Nationalities in the life of medieval Slovakia (Germans, Cumans, Jews, Gypsies, etc.).
- Medieval architecture and art in Slovakia.
- Education, scholarship and written culture in medieval Slovakia.
- Colloquium of seminar papers 1.
- Colloquium of seminar papers 2.
The course aims to introduce the basic chaessentialristics of the history of everyday life in medieval Slovakia. Students will learn and be able to orient themselves in the specific issues of research methodology in everyday life. Based on the acquired knowledge, they will be able to deal professionally with historical events of different natures and deepen their understanding through their analysis. They will be able to evaluate the facts contained therein, interpret them in a broader context, and assess their historical and cultural significance for the present. After completing the course, they will broaden their knowledge of medieval Slovakia's economic, social and cultural history (Hungary). Particular emphasis is placed on critical thinking about the Middle Ages, using specialist terminology and argumentation. Adequate attention will be given to discussing the problems of everyday life in the past.
2 hours lecture/week, 22 hours total per semester, combined form; (primarily in person)
Student workload:
2PS (2 credits): 11 x 2 hours of direct instruction = 22 hours; 20 hours preparation for continuous assessment; 18 hours preparation for the presentation of the seminar paper. 60 hours of student work in total.
Educational methods: analysis of texts and explanations; discussion/colloquium on the topic; problem-solving exercises; discussion of the topic; e-learning
Compulsory readings:
PODOLAN, Peter – VIRŠINSKÁ, Miriam: Slovenské dejiny III. Bratislava : LIC, 2015. Selected documents by personality from various contemporary sources.
Published correspondence of individual personalities, contemporary newspapers, and magazines.
Dokumenty k slovenskému národnému hnutiu v rokoch 1848 – 1918. I. – III. Zost. F. BOKES. Bratislava, 1962.
LETZ, Róbert: Andrej Hlinka vo svetle dokumentov. Bratislava : PostScriptum, 2014. Pramene k dejinám Slovenska a Slovákov IX. - XII. Bratislava: LIC.
Recommended readings:
VIRŠINSKÁ, M.: Cirkevná a kňazsko-kazateľská činnosť. In: J. M. Hurban : Prvý predseda SNR. Bratislava, 2017, s. 127-142.
FRANCISCI, J.: Vlastný životopis. Črty z doby moysesovskej. Bratislava 1956.
HUČKO, J.: Michal Miloslav Hodža. Bratislava 1970.
DAXNER, Š. M.: V službe národa. Bratislava 1958.
Kol. Jozef Miloslav Hurban – prvý predseda slovenskej národnej rady. Bratislava NR : SR, 2017.
GOLIAN, Ján – MOLDA, Rastislav: (Ne)obyčajný život farára. Banská Bystrica: S4HS, 2018.
LETZ, Róbert – MULÍK, Peter: Pohľady na osobnosť Andreja Hlinku. Martin : MS, 2009. HOLEC, Roman: Andrej Hlinka. Otec národa? Bratislava : Marenčin, 2020.
100 % of the interim evaluation. The student prepares a seminar paper according to the assignment. The student submits the seminar paper at the end of the semester. The student presents the results of the seminar work during the semester. The rating is awarded on a scale:
A (excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),
B (very good - above average standard, the student is knowledgeable about the subject matter, but critical thinking is borderline),
C (good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),
D (satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (insufficient - extra work is required, the student cannot navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).
Slovak language
In each lesson, students will be introduced to the life and work of selected personalities through analysing their texts. Among the personalities of Slovak history of the 19th century, attention will be focused on the most significant personalities of the Slovak national movement in the 19th century.
Anton Bernolák
Juraj Fándly
Ján Kollár
P. J. Šafárik
Ľudovít Štúr
J. M. Hurban
K. Kuzmány
Š. M. Daxner
J. Francisci
S. H. Vajanský
Š. Moyses
Elena Maróthy Šoltésová
Andrej Hlinka
The student acquires in-depth knowledge and knowledge about essential personalities of the Slovak national movement in the 19th century. He/she receives information about their participation in the political, cultural and national life of Slovaks. The student will be able to analyse and evaluate the contribution and involvement of these personalities in the Slovak national movement in the context of Hungarian history. The student strengthens the communication skills necessary for presenting his/her work results. When creating, the student develops creativity, originality and the ability to critical thinking. By analysing contemporary sources, the student learns to think in historical terms and can compare and evaluate the stature of personalities in Slovak history. The student can select and evaluate information from available sources (archives, digital collections, literature).
2 hours lecture/week, 22 hours total per semester, combined form; (primarily in person)
Student workload:
2PS (2 credits): 11 x 2 hours of direct instruction = 22 hours; 20 hours preparation for continuous assessment; 18 hours preparation for the presentation of the seminar paper. 60 hours of student work in total.
Educational methods: analysis of texts and explanations; discussion/colloquium on the topic; problem-solving exercises; discussion of the topic; e-learning
Compulsory readings:
PODOLAN, Peter – VIRŠINSKÁ, Miriam: Slovenské dejiny IV. Bratislava : LIC, 2015.
Edované pramene (korešpondencia), dobové noviny a časopisy.
BOKES. F. (zost.): Dokumenty k slovenskému národnému hnutiu v rokoch 1848–1918. I. – III. Bratislava, 1962.
Edícia Pramene k dejinám Slovenska a Slovákov.
BLUCHE, F.: Za časů Ludvíka XIV. Král slunce a jeho století. Praha, 2006.
LEVI, A.: Ludvík XIV. Veřejný i soukromý život krále Slunce. Praha, 2007.
FURET, F.: (ed.), Člověk romantismu a jeho svět. Praha, 2010.
MUNCK, T.: Evropa sedmnáctého století. Praha, 2002.
BLACK, J.: Evropa osmnáctého století. Praha, 2005.
RAPPORT, M.: Evropa devatenáctého století. Praha 2011.
Miterrand, F.: Zvrhnutí orli. Pád Romanovovcov, Habsburgovcov a Hohenzollernovcov. Bratislava, 2013.
VOCELKA, Karl – HELLER, Lynne. Život Habsburků. Praha: Plejáda, 2012.
VOCELKA, Karl – HELLER, Lynne. Soukromý život Habsburků. Praha : Plejáda, 2011.
RADY, Martin: Habsburgovci: Bratislava : Slovart, 2021.
NÁDASKÁ, Katarína: Čím žila slovenská rodina. Bratislava: Fortuna Libri, 2014.
HUPKO, Daniel – JANÁČKOVÁ, Ivana – TIHÁNYI, Jozef: Koniec starých čias. Poslední Pálfiovci na hrade Červený Kameň 1848 – 1948. SNM-Hrad Červený kameň, 2012.
100 % of the interim evaluation. The student prepares a seminar paper according to the assignment. The student submits the seminar paper at the end of the semester. The student presents the results of the seminar work during the semester.
The rating is awarded on a scale:
A (excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),
B (very good - above average standard, the student is knowledgeable about the subject matter, but critical thinking is borderline),
C (good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),
D (satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (insufficient - extra work is required, the student cannot navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).
Slovak language
In each lesson, students will learn about the everyday life of people in the modern period by analysing selected texts and the teacher's interpretation. Through a cross-cutting approach, they will become familiar with topics chosen from the history of everyday life, get to know the society of the time, and become aware of the differences in daily life between members of the privileged and non-privileged classes.
Life at the Habsburg court - everyday life at the court of the monarchs. Maria Theresa and Franz Joseph - dynastic politics, religion, the way of life in court
City life (European capitals - London, Paris, Berlin, Rome) before and after the Industrial Revolution.
Life in the countryside before and after the Industrial Revolution
Life at the Hungarian noble court
Life in the Slovak countryside in the modern period
Dress and fashion
Housing and architecture
Entertainment and culture
Art of Baroque, Classicism, Empire, Art Nouveau
The student gains in-depth knowledge and understanding of the topic of everyday life. The student acquires knowledge and knowledge of the social, economic, religious, and cultural history of European and Slovak/Hungarian modern history. Understand the importance of the history of everyday life and social and cultural history for the work of the historian. Acquire information about the life of ordinary people in the past and compare it with the present, which contributes significantly to developing their critical thinking. By working in the classroom, the student can navigate more complex problems in historical interpretations. The student develops the communicative skills necessary to present the results of their work. The student develops creativity and critical thinking skills in developing the seminar paper and presentations. By analysing contemporary sources, the student learns to think in the historical context of the time and can apply the results of his/her work in historical practice.
2 hours lecture/week, total per semester 22 hours, attendance method
2P (2 credits): 11x 2 hours of direct teaching = 22 hours; 10 hours of preparation for the interim assessment; 28 hours of preparation for the exam. A total of 60 hours of student work.
Dialogic form of lectures, feedback - student reflection of the functionality of the information obtained at the end of the lectures, fixation of the presented information through two ongoing partial outputs), an exam in the form of a colloquium aimed at deepening the professional and communication skills of graduates and teamwork in the analysis of controversial topics.
Compulsory:
MOULIS, V. – VALENTA, J. - VYKOUKAL, J.: Vznik, krize a rozpad sovětského bloku. Ostrava: Amosium 1991.
TONKOVÁ, M.: Nad súčasnými otázkami o komunistických koncepciách a predstavách o integrácii východnej Európy po druhej svetovej vojne) In: Integračné a dezintegračné procesy v strednej Európe v 20. storočí. - Bratislava : Veda SAV, 2008.
TONKOVÁ, M.: Balkánske krajiny v čase prvých povojnových parlamentných volieb. In: Prvé povojnové voľby v strednej a juhovýchodnej Európe. - Bratislava : Veda, 1998
Recommended readings:
VYKOUKAL, J. – LITERA, B. – TEJCHMAN, M.: Východ. Praha : Libri, 2000.
TONKOVÁ, M.: Zápas o interpretáciu komunistickej doktríny počas formovania a upevňovania politickej moci komunistických strán v balkánskom regióne. In: Stredná a juhovýchodná Európa v politike veľmocí: Sondy do vývoja 2. - Bratislava : Historický ústav SAV, 1994.
TONKOVÁ, M.: Balkánske krajiny v období formovania východného bloku. In: Stredná a juhovýchodná Európa: Sondy do vývoja v 40. rokoch. Bratislava : Historický ústav SAV, 1992.
Kol: Cesty k trhovému hospodárstvu. Bratislava : Ekonomický ústav SAV, 1993
40% of the interim and 60% of the final assessment. The student prepares two partial outputs during the semester and takes an oral exam during the exam period. At least 91 points are required to obtain a final grade of A, at least 81 points to obtain a B grade, at least 73 points for a C grade, at least 66 points for a D grade, and at least 60 points for an E grade. Credits will not be awarded to a student who receives less than 15 points from any of the two written examinations. To successfully complete the subject, it is necessary to obtain at least 60% of the point evaluation.
The rating is given on a scale:
A (100-91%, excellent – excellent, outstanding results, the student is thoroughly and safely oriented in the narrower and broader contexts of the issue, his individual written outputs precisely analysed and compared the relevant topic in the colloquium interview he demonstrates the desired professional and the communication approach
B (90-81%, very good – above average standard, the student can orientate himself safely in the narrower and wider context of the issue, his individual written outputs are successful although not fully precise, he manages communication well in a team interview),
C (80-73%, good – usual reliable work, the student knows how to navigate the issue, but cannot apply the acquired knowledge equally successfully in a team professional discussion),
D (72-66%, satisfactory - acceptable results, the student knows how to orientate himself in the issue at a gapped basic level, controls rather partial factual data, written outputs are not adequate to the requirements of the context),
E (65-60%, sufficient – the results meet the minimum criteria, the student knows how to navigate the issue only with great difficulty, he only has the most basic partial knowledge, his ability to independently summarise the presentation of any context in the professional colloquium is almost zero),
Fx (59-0%, insufficient – additional work is required, the student does not know how to navigate the issue, does not master the most basic knowledge, or lacks the required ongoing outputs)
Slovak and Czech languages
- Political, economic and social analysis of the Soviet bloc development in the years 1944 – 1989: from its origin to internal degradation:
- Allied system of the USSR - the USSR and the formation of the so-called people's democracies at the beginning of the Cold War, the internal post-war development of the USSR and the consequences for the formation of stronger ties between the countries of the allied system, questions about the internal routing of countries under Soviet influence
- Stalinism and the first wave of crises in the countries of the communist bloc (Soviet state and society in 1948-1953). What is “Sovietization”: the Soviet model in the countries of Central and Eastern Europe and the Yugoslav question.
- The welfare state of the second half of the 20th century in the practice of communist socialism – social and economic development of the Soviet bloc countries during the 1950s and 1960s, their standard features and specifics.
-The Yugoslav model of communism and its influence in the bloc.
- The Soviet bloc at the beginning of the third industrial revolution: the political and economic development of the USSR during the L. I. Brezhnevs’ time as a development from attempts to reform the system to the onset of neoconservatism; the consequences of neo-Stalinism (Brezhnevism) on the bloc countries (a new internal division of the "united" countries of the bloc).
- The collapse of the USSR and the collapse of the Soviet bloc - economic, social, political and ethical issues
The course aims to shed light on one of the most influential and the most complicated phenomena of the 20th Century development - the application of the totalitarian doctrine of communist socialism in the satellite states of the USSR in its essential milestones from the final operations of the Second World War to the collapse of the USSR. A graduate of the course can define the main problems and aspects of this development, from political and economic to the history of everyday life and is more precisely aware of the connection between the growth of this phenomenon and the development in Slovakia. This type of professional knowledge will create a specific background for his expected professional orientation as a teacher: it will enable him to move professionally in one of the most complicated and emotionally burning topics and, simultaneously, the least covered topics of Slovak History Teaching.
Two hours lecture/week, 22 hours total per semester, combined; (primarily full-time) Student workload: 2PS (2 credits): 11 x 2 hours of direct instruction = 22 hours; 38 hours of seminar paper preparation; 10 hours of seminar paper presentation preparation. Total 60 hours of student work.
Learning methods: discussion/colloquium on the subject; problem-solving, e-learning, project methods.
Compulsory readings:
KINČOK, Branislav: Politické procesy na Slovensku v rokoch 1948 – 1954. Bratislava : ÚPN, 2019.
LETZ, R. – MATULA, P. (eds.): Dokumenty k procesu s Viliamom Žingorom a spol. Bratislava : ÚPN, 2009.
LETZ, R. (ed.): Dokumenty k procesu s katolíckymi biskupmi Jánom Vojtaššákom, Michalom Buzalkom a Pavlom Gojdičom. Bratislava : ÚPN, 2007.
Recommended readings:
HALAMOVÁ, V.: Politické procesy v Československu 1949 – 1953. Ostrava : Moravapress, 2014.
IVANOV, M.: Milada Horáková. Justiční vražda. Praha : XYZ, 2018.
JABLONICKÝ, J.: Podoby násilia. Bratislava : Kalligram, 2000.
KAPLAN, K.: Zpráva o zavraždění generálního tajemníka. Praha : Mladá fronta, 1992.
KAPLAN, K.: Nekrvavá revoluce. Praha : Mladá fronta, 1993.
KAPLAN, K. – PALEČEK, P.: Komunistický režim a politické procesy v Československu. Brno : Barrister & Principal, 2001.
Kol.: Zločiny komunizmu na Slovensku 1948 – 1989. 1. a 2. diel. Prešov : Vydavateľstvo M. Vaška, 2001.
MANDZÁK, D. A. (ed.): Dokumenty k procesu s Augustinom A. Machalkom a spol. Bratislava : ÚPN, 2009.
PEŠEK, J.: Odvrátená tvár totality. Bratislava : HÚ SAV, 1998.
PEŠEK, J, LETZ, R.: Štruktúry moci na Slovensku 1948 – 1989. Prešov : Vydavateľstvo M. Vaška, 2004.
100% of the intermediate assessment. The student will prepare a seminar paper on political trials. This work must be based on relevant historical literature (at least ten sources) and include a didactic-historical dimension. To obtain the final grade of A, a minimum of 91 points is required, and a minimum of 81 points is required for a grade of B points, for a grade C at least 73 points, for a grade D at least 66 points and a grade E at least 60 points. Credit will not be awarded to students who fail any of the four written examinations and score less than 15 points. To pass the course, a minimum of 60% of the grade.
The grade is awarded on a scale:
A (100-91%, excellent - excellent results, the student is familiar with the subject matter, he/she has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is familiar with the subject, mastery of the subject matter, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student knows his/her way around the issue, learns, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is partial, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - results meet the minimum criteria, the student can orient only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the problem, does not know the most basic knowledge, and does not demonstrate the ability to think critically
Slovak language
Students will learn about the history of Slovakia in the 20th century in a cross-sectional way. It focuses on the key issues of the national history of the 20th century. It will help uncover taboo topics and understand contemporary society and its personalities. It concentrates on these central themes:
- What is the political trial, and what historical sources does it draw on
- Political trial as part of the power mechanism of non-democratic regimes
- An attempt to typologize and categorise political trial
- The image of the enemy in a political trial
- The mechanism of trial formation
- Justice and power
- The most important political trials in the Slovak, Czech-Slovak and Eastern European context
- Reactions of the society to the trials, reactions at home and abroad
- The issue of rehabilitation of victims
- The fate of the actors involved in the trials, their argumentation
- The role of propaganda in the construction of trials - how to teach about trials in schools
The course will teach students about one of the most important phenomena of post-1948 history - the fabricated political trials. They will learn about the causes that led to the emergence of trials and the functioning of the power mechanisms they were a part of. They will learn to recognise the nature of totalitarian regimes and be able to discuss the values of democracy. They will be able to analyse the manufactured trial as a social, political and propaganda phenomenon in the domestic and wider international context of the so-called Soviet bloc. They will acquire the ability to think critically and evaluate the recent past objectively.
2 hours lecture and seminar/week, a total of 22 hours per semester, combined; (primarily full-time)
Student workload: 2PS (2 credits): 11 x 2 hours direct instruction = 22 hours; 38 hours seminar preparation 38 hours of preparation for the seminar paper; 10 hours of preparation for the presentation of the seminar paper. Total 60 hours of student work.
Learning methods: discussing the topic, problem-solving exercises, e-learning, and project methods.
Compulsory readings:
JAŠEK, P. (ed.): Politický exil z krajín strednej a východnej Európy. Motívy, stratégie, aktivity a perspektívy na Východe a Západe, 1945 – 1989. Bratislava : ÚPN, 2017.
ŠPETKO, J.: Slovenská politická emigrácia v 20. storočí. Praha : Danubius, 1994.
Recommended readings:
BERNADIČ, J. M.: O emigrantoch a utečencoch. Bratislava : Postscriptum, 2008.
BRAXÁTOR, F.: Slovenský exil 68. Bratislava : LÚČ, 1992.
CABADAJ, P.: Slovenský literárny exil. Martin : Matica slovenská, 2002.
CHOVAN-REHÁK, J. a kol.: Slovenský povojnový exil. Martin : Matica slovenská, 1998.
JAŠEK, P. (ed.): Svetový kongres Slovákov v zápase proti komunistickému režimu. Bratislava : ÚPN, 2018.
KAPLAN, K.: Poúnorový exil 1948-49. Liberec : Dialog, 2007.
KRATOCHVÍL, J: Český a slovenský exil 20. století. Brno : Meadow Art, 2003.
LIČKO, M.: Ako chutí cudzina. Bratislava : Kalligram, 1999.
PEŠEK, J.: Slovenský poválečný exil. Bratislava : Historický ústav SAV, 2011.
REPKA, V.: Rozhovory z diaľky. Martin : Matica slovenská, 2000.
ŠPETKO, J.: Líšky kontra ježe. Slovenská politická emigrácia 1948 – 1989. Bratislava : Kalligram, 2002.
100% of the intermediate assessment. The student writes a seminar paper on Slovak political exile in the 20th century. The thesis must be based on relevant historical literature (at least ten sources) and include a historical-didactic dimension. To obtain a final grade of A, a minimum of 91 points is required, a grade of B at least 81 points, a grade of C at least 73 points, a grade of D at least 66 points and at least 60 points for an E grade. Credit shall not be awarded to students with less than 15 points in any of the four written examinations. Successfully passing the course requires a minimum of 60% of the course grade.
The grade is awarded on a scale:
A (100-91%, excellent - excellent results, the student is familiar with the subject matter, he/she has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is familiar with the subject, mastery of the subject matter, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student knows his/her way around the issue, learns, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his knowledge is partial, he does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - results meet the minimum criteria, the student can orient only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student cannot navigate the problem, does not know the most basic knowledge, and does not demonstrate the ability to think critically.
Slovak language
The course introduces students to basic information about the Slovak political exile in the 20th century. It focuses on the key issues of this phenomenon, international contexts. It characterises the individual exile waves (1938-1939, 1945, 1948, 1968) and their personalities. It focuses on the following key themes:
- What is exile, the definition of the terms: migration, emigration and exile
- Since when can we talk about the Slovak political exile?
- Causes of exile and its intensity, countries where exile was directed
- The exile wave of 1938 and 1939 and its personalities, inclusion in the context of anti-fascist resistance
- The exile wave of 1945 and its personalities, inclusion in the context of post-war exiles from Central Europe
- The exile wave of 1948 and its personalities, Placement in context
- The significance of the exile waves in relation to the anti-communist resistance
- The 1968 exile wave and its personalities
- The interrelationships of the individual exile waves
- The church-oriented exile and its centres Rome, Cleveland, Cambridge (Ontario)
- Attitudes and evaluations of the exile by the domestic political regimes
- An assessment of the significance of the Slovak exile in the 20th century
- A review of the Slovak exile in the 20th century.
- How to teach about exile.
In the course, students will learn about a significant but little-treated phenomenon of the Slovak political exile. They will learn about the causes that led to the emergence of the exile and its waves of 1938/1939, 1945, 1948 and 1968. They will acquire knowledge that will enable them to navigate the complex issues of exile, its currents and personalities. They will be able to orient themselves in exile magazine and book production. They will be able to classify the phenomenon of the Slovak exile in a broader European and world context and compare it with the exiles of other nations.
2 hours lecture and seminar /week, a total of 22 hours per semester, combined form; (primarily full-time)
Student workload: 2LS (2 credits): 11x 2 hours of direct teaching ꞊ 22 hours; 20 hours preparation for mid-term evaluation; 18 hours preparation for seminar paper presentation. Total 60 hours of student work.
Learning methods: lecture, discussion of the topic covered; situation analysis method; problem-solving tasks; e-learning.
Relevant literature:
LOPATKOVÁ, Z.: Cirkevné dejiny stredovekého Slovenska. Vysokoškolská učebnica. Trnava: TU, 2013.
KÜNG, H.: Katolícka cirkev. Stručné dejiny. Bratislava : Premedia, 2013.
FRANZEN, A.: Malé dějiny církve. Kostelní Vydří : Karmelitánské nakladatelství, 2006.
Recommended literature:
NEMEŠ, J. – KOŽIAK, R. et al.: Svätý Vojtech - svätec, doba a kult. Bratislava : Chronos, 2011.
NEMEŠ, J.: Triumf barokovej zbožnosti : posledný biskup humanista v Uhorsku. In: Kultúrne dejiny / Cultural History, 2021, vol. 1, n. 2, pp. 206 – 219.
NEMEŠ, J.: Uhorsko v 16. storočí : prísahy vernosti a poslušnosti cirkevných osôb. In: Studia Historica Nitriensia, 2013, vol. 17, n. 2, pp. 64 – 79.
NEMEŠ, J.: Biskupi a testamenty uhorského duchovenstva v stredoveku. In: Studia Historica Nitriensia, 2020, vol. 24, n. 2, pp. 322 – 338.
NEMEŠ, J.: Prehľad dejín Spoločnosti Ježišovej v Uhorsku a Sedmohradsku v 16. storočí. In: Ružomberský historický zborník I. Ružomberok : FF KU, 2007, pp. 139 – 159.
NEMEŠ, J.: Presadzovanie uhorskej cirkevnej politiky na Tridentskom koncile : 3. zasadajúce obdobie. In: Slovensko a Svätá stolica. Eds. Marta Dobrotková, Mária Kohútová. Trnava : Trnavská univerzita v Trnave, 2008, pp. 128 – 147.
NEMEŠ, J.: Kresťanskí pustovníci v stredoveku. In: Historická revue, 2010, vol. 21, n. 3, pp. 20 – 27.
HAJDUK, A.: Všeobecné cirkevné dejiny. Od začiatku cirkvi po Lutherovu reformáciu. Bratislava : EBF UK, 1999.
VESELÝ, D.: Všeobecné cirkevné dejiny. Novovek 1500 – 2000. Bratislava : EBF UK, 1999.
KVASNICOVÁ, M. – ŠEREGI, M. (eds.): Architektúra kláštorov a rehoľných domov na Slovensku : Dejiny a pamiatková ochrana. Bratislava : Vydavateľstvo Spektrum STU, 2018.
Historia Ecclesiastica. All issues of the journal.
100% of continuous assessment of knowledge. The seminar work will be presented during the lecture period at the colloquium in the form of a paper and then handed in in writing. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. To pass the course, you must obtain a minimum of 60% of the marks.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is familiar with the issues, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).
Slovak and Czech languages
- Methodology of research in church history, its specificity and character.
- Editions of historical documents of ecclesiastical nature. Professional terminology.
- The emergence of ecclesiastical organisation, parishes and bishoprics, and the papacy.
- Active and contemplative life in the ancient, medieval and modern periods.
- Hermits and hermitages, personalities in antiquity and the Middle Ages.
- Monastic orders. Benedictines.
- Knightly, hospitality, canonical and mendicant orders.
- Protestant churches, their origin and characteristics. Personalities of the founders.
- The Council of Trent in the light of historical sources.
- Church education. Jesuits and Piarists, specifics of religious teaching.
- The specifics of the Church's modernity. Analysis of sources.
- Colloquium of seminar papers 1.
- Colloquium of seminar papers 2.
The course aims to familiarise students with the essential characteristics of church history from antiquity to the present. Students will learn and be able to navigate specific issues in church history. Based on the acquired knowledge, they will be able to deal professionally with ecclesiastical sources of various natures and deepen their knowledge by analysing them. They will be able to evaluate the facts contained in them, interpret them in a broader context, and assess their historical and cultural significance for the present. Particular emphasis is placed on critical thinking and argumentation, using knowledge of professional ecclesiastical terminology. Adequate attention will be given to discussions of religious issues in the past.
2 hours lecture and seminar /week, a total of 22 hours per semester, combined form; (primarily full-time)
Student workload:
2PS (2 credits): 11 x 2 hours of direct instruction ꞊ 22 hours; 20 hours preparation for continuous 18 hours preparation for presentation of seminar work. Total 60 hours of student work.
Learning methods: lecture, discussion of the topic covered; method of situation analysis; problem-solving; e-learning.
Compulsory readings:
SEGEŠ, V. – KLUBERT, T. – MEDVECKÝ, M.: Encyklopédia vojen. Od najstarších čias po súčasnosť. Bratislava : Ikar, 2020.
Kol. Vojenské dejiny od praveku do roku 1648. Stredná Európa. Praha : Ottovo nakladateľstvo, 2013.
Recommended readings:
CLAUSEWITZ C.: O válce. Praha : Bonus A., 1996.
Kol. autorov: Vojenské dejiny Slovenska. Bratislava : MO SR, 1995, 1996.
HROCHOVÁ, V. – HROCH, M.: Křižáci ve Svaté zemi. Praha : Mladá fronta, 1996.
JOINVILLE, J.: Paměti křižákovy. Praha : SNKLU, 1956.
KOSIARZ, E: Námorné bitky. Bratislava : Pravda, 1984.
KOVAŘÍK, J.: Napoleonova tažení. I. – III. Praha : Akcent, 2001 – 2004.
KOVAŘÍK, J.: Války bez konce. Třebíč : Akcent, 2014.
MATLOFF, M.: Dejiny americkej armády. Praha : Baronet, 1999.
PETERSON, S.: Římske légie. Praha : Fighters Publications, 2006.
WESTWELL, Ian: I. svetová vojna. Bratislava : Fortuna libri, 2009.
100% of the intermediate assessment. The student works on the term paper during the semester. The student submits the term paper at the end of the teaching part of the semester. To obtain the final grade of A, a minimum of 91 points is required, and a minimum of 81 points is required for a grade of B points, for a grade C at least 73 points, for a grade D at least 66 points and a grade E at least 60 points. To pass the course, it is necessary to obtain at least 60% of the marks.
The grade is awarded on a scale:
A (100-91%, excellent - excellent results, the student is oriented in the subject matter, he/she is proficient in it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is familiar with the subject, mastery of the subject matter, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student knows his/her way around the issue, learns, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is partial, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, does not demonstrate the ability to think critically)
Slovak and Czech languages
- How to teach about wars in the subject of history.
- Warfare in the ancient oriental world (Sumer, Babylon, Egypt, Hittites, Mitanni, Persia, Israel...)
- Warfare in Ancient Greece. Sparta, Athens, Thebes, Macedonia.
- Warfare in ancient Rome. Roman legions, legion structure, fortification system, Limes Romanus.
- Militaries in the period of the Migration of Peoples. Byzantium, Arabs, Germans, Slavs, Avars, Bulgarians.
- Medieval military. Crusaders. Strategy and tactics. Medieval castles and defence of cities.
- Nomadic communities - Tartars and Turks and their military doctrine. Defence of Europe from the Ottoman danger.
- Military in the 16th and 17th centuries. Conquistadors, landsknechts, the 30th year war. Russia, Poland, and the Cossacks. Colonial conquests.
- The 18th century warfare. The emergence of standing armies, reforms, training, tactics and strategy. The importance of Turenne's reforms.
- The Napoleonic Wars and 19th century militaries. Modernisation of weaponry and tactics. Carl von Clausewitz and his military doctrine. Specifics of the armies of the USA, Great Britain, Habsburg Monarchy, France, Italy, Russia, and Ottoman Empire.
- World War I and its military specifics. Aviation, tanks and navy.
The course aims to introduce the fundamental aspects of the history of world warfare, the types of military weapons, equipment, tactics, strategy, logistics and training. Students will learn and be able to navigate the specific issues of military history from antiquity to World War I. They will be able to define the significance of the military based on the knowledge they have acquired in general history. They will be able to analyse contemporary sources from the history of the army. They can evaluate the facts contained therein and interpret them in the broader context of the history of society. Understand the significance of the military in the context of the history of violence and peace efforts.
2 hours lecture/week, 22 hours total per semester, combined form; (primarily in person)
Student workload:
11 x 2 hours of direct teaching = 22 hours; 20 hours of preparation for the mid-term evaluation; 18 hours of preparation for the presentation of the seminar thesis; 60 hours of student work in total.
Educational methods: discussion on the subject topic; working in small groups, problem-solving tasks, e-learning
ČINÁTL, K. – PINKAS, J.: Dějiny ve filmu. Film ve výuce dějepisu. Praha : Ústav pro studium totalitních režimů, 2014.
HOMPSONOVÁ, K. – BORDWELL, D.: Dějiny filmu: přehled světové kinematografie. Praha : NLN, 2007.
KOPAL, P. – BLAŽEK, P.: Film a dějiny. Praha : Casablanca, 2004.
KOPAL, P. (ed.): Film a dějiny 2. Praha : Casablanca, 2009.
FEIGELSON, K. – KOPAL, P. (ed.): Film a dějiny 3. Praha : Casablanca, 2012.
100% of the intermediate assessment. Seminar paper on a selected topic - processed according to the assignment, which is handed in before the beginning of the examination period. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D and a minimum of 60 points for a grade of E. Credit will not be awarded to students who obtain less than 15 points in any of the four written examinations. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is knowledgeable about the subject matter, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).
Slovak and Czech languages
This course introduces the student to a view of history through works of film. It will enable the student to view historical developments and ground-breaking events differently. The film can be used in the pedagogical activities of future teachers in primary and secondary schools. A series of film screenings will present a selection of foreign and domestic cinematography dealing with various historical themes. The course will concentrate on the following focal themes:
- Film as a phenomenon of modern times
- Film and the teaching of history
- Advantages and disadvantages of a feature film for teaching
- Choosing a film for teaching purposes
- Facts and fiction, how to work with them
- Feature film versus documentary
- Using the dramatic and emotional levels of fiction film
- The filmmakers' perspective
- Working with time
By completing the course, the student will gain a basic knowledge of history through film and the different perspectives in which key historical events and personalities are interpreted in film. The student will be able to critically analyse film as a historical source. The student will acquire the ability to appropriately select and use works of film to supplement future instruction in elementary and secondary schools.
Two hours lecture and seminar/week, 22 hours total per semester, combined; (primarily full-time); 2PS (2 credits): 11 x 2 hours of direct teaching ꞊ 22 hours; 20 hours of preparation for mid-term assessment; 18 hours of preparation for seminar paper presentation. Total 60 hours of student work; Discussion of the topic covered; incident method; experiential methods; e-learning; monologue methods.
Compulsory:
ZDECHOVANOVÁ, D. – BOCKOVÁ, A. – PÁNIK, P. (eds.): Inovatívne prístupy v ďalšom vzdelávaní učiteľov v oblasti kultúrneho a prírodného dedičstva. Metodická príručka. Bratislava : Strom života, 2006.
KAČÍREK, Ľ.: Kultúrne dedičstvo Slovenska. Bratislava : Muzeológia a kultúrne dedičstvo, o. z., 2016.
Recommended readings:
BEŇUŠKOVÁ, Z.: Ľudová kultúra. Bratislava : DAJAMA, 2010.
BOCKOVÁ, A. – BENEŠ, Z. – JESZKE, P. – TONKOVÁ, M.: Dejiny stredoeurópskeho priestoru a kultúrne dedičstvo stredoeurópskych štátov v študijnom (edukačnom) programe stredoeurópskych univerzít. In: Quo vadis, univerzitné vzdelávanie, veda a výskum na pedagogických fakultách? : v odboroch pripravujúcich učiteľov, logopédov, špeciálnych pedagógov, sociálnych pracovníkov, liečebných a sociálnych pedagógov [elektronický zdroj] Bratislava : Univerzita Komenského, 2011.
DVOŘÁKOVÁ, Viera: Svetové kultúrne dedičstvo UNESCO. Bratislava : DAJAMA, 2009.
DVOŘÁKOVÁ, V. – KOLLÁR, D.: Najkrajšie mestá. Bratislava : DAJAMA, 2007.
KOLLÁR, D. – NEŠPOR, J.: Hrady – najkrajšie zrúcaniny. Bratislava : DAJAMA, 2007.
KOLLÁR, D. – NEŠPOR, J.: Hrady a zámky. Bratislava : DAJAMA, 2008.
KRESÁNEK, P.: Slovensko – Ilustrovaná encyklopédia pamiatok: historická architektúrapamiatky výtvarného umenia, pamätihodnosti. Bratislava : Simplicissimus encyklopedia. 2014.
REŽNÁ, N. a kol.: Parky a záhrady. Bratislava : DAJAMA, 2010.
Audiovisual sources, documentary films.
The student works on a seminar paper during the semester, which is handed in at the end of the teaching part of the semester. In the seminar paper, the student/learner will prepare documents for such registration of a potential, movable or immovable cultural monument, where he/she will also give a brief history of the development of this type of monument and describe its uniqueness within the national history of Slovakia and Central Europe. At the end of the class, he/she will present his/her proposal in about 15 minutes in front of his/her classmates and the teacher. The seminar paper comprises 60% of the total grade. Presentation of the project, participation in discussions and problem solving during the semester comprise 40% of the total grade. A final grade of A requires a score of at least 91%, a grade of B requires a score of at least 81%, a grade of C requires a score of at least 73%, a grade of D requires a score of at least 66%, and a grade of E requires a score of at least 60%. To pass the course, a minimum of 60% marks is required.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding results, the student is familiar with the subject matter, has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is knowledgeable and proficient in the subject matter, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student does know his/her way around the issue, has learned, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, does not demonstrate the ability to think critically)
Slovak language
The course deals with the protection of cultural and natural monuments with emphasis on the territory of Slovakia. The individual categories of cultural heritage emphasise the starting point of the environment from which they draw spiritually and materially and in which they have developed historically.
- Introduction to the course "Protection of Monuments and Cultural Heritage". Familiarisation with the course, the course's organisational structure, and the assessment method.
- Organisations and institutions involved in the education and protection of monuments and cultural heritage in Slovakia, Europe and globally.
- Terms, glossaries and terminology used in the conservation of monuments.
- Castles and chateaux on the territory of Slovakia. Origin, development, transformation, disappearance, research and protection of these buildings.
- Development of towns in Slovakia - individual phases and periods of development of towns in the territory of Slovakia.
- The folk culture of Slovakia - traditions, customs, folklore, folk architecture, crafts...
- Regions of Slovakia - The most important monuments in individual historical regions of Slovakia and their development depending on the cultural and natural environment.
- Discussion with an employee of the Monuments Office of the Slovak Republic.
- Excursion.
- Natural monuments and their protection in Slovakia
The student learns the key terminology in the course Protection of cultural and natural heritage and knows the importance of institutions dealing with this issue. The student/learner perceives the protection of cultural heritage as an integral part and interconnectedness of the human and natural environment. Knows the basic history of national parks and the development of tangible and intangible monuments in Slovakia. Can elaborate a brief proposal for inscription among the monuments and the reasons for inscription on the UNESCO World Heritage List. The student is familiar with the primary literature on particular topics and knows the importance of promotion and education of cultural and natural heritage. The course graduate can identify the essential architectural elements and therefore knows their terminology.
Two hours lecture and seminar/week, 22 hours total per semester, combined; (primarily full-time); 2PS (2 credits): 11x 2 hours of direct teaching ꞊ 22 hours; 20 hours of preparation for mid-term assessment; 18 hours of preparation for seminar paper presentation. Total 60 hours of student work; discussion of the topic; problem-solving, e-learning; project methods.
Compulsory:
MLYNKA, L., HABERLANDOVÁ, K.: Technické pamiatky. Bratislava : Dajama, 2007.
Recommended readings:
ŠULLOVÁ, Z. (ed.): Zbierky dejín techniky I. Košice: Slovenské technické múzeum, 2015.
ŠULLOVÁ, Z. (ed.): Zbierky dejín techniky I. Košice: Slovenské technické múzeum, 2016.
ŠULLOVÁ, Z. (ed.): Múzeá vedy a techniky : zbierky dejín vedy a techniky III. : unikáty v zbierkach dejín techniky. Košice: Slovenské technické múzeum, 2017.
BARTOŠÍKOVÁ, T. (ed.): Technické pamiatky – zbierky, výskum a nové využitie. Bratislava: Pamiatkový úrad SR, 2018.
SARVAŠ, A. - LIPTÁK, M. -BEŇÁK, M.: Čierne diery: priemyselné pamiatky a zabudnuté miesta Slovenska. Bratislava: Čierne diery, 2018.
Audiovisual sources, documentary films.
The student works on a seminar paper during the semester, which is handed in at the end of the teaching part of the semester. The student will summarise the knowledge from the history of science and technology that he/she has acquired during the semester and propose a potential technical monument in Slovakia for the list of protected properties. The student will prepare documents for such a listing, including a brief history of the development of this type of monument and a description of its uniqueness within the industrial history of Slovakia and Central Europe. At the end of the class, he/she will present his/her proposal in front of his/her classmates and the teacher. The seminar paper will comprise 60% of the overall grade. Presentation of the project, participation in discussions and problem-solving exercises during the semester comprise 40% of the total grade. A final grade of A requires a score of at least 91%, a grade of B requires a score of at least 81%, a grade of C requires a score of at least 73%, a grade of D requires a score of at least 66%, and a grade of E requires a score of at least 60%. To pass the course, a minimum of 60% marks is required.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding results, the student is familiar with the subject matter, has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is knowledgeable and proficient in the subject matter, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student does know his/her way around the issue, has learned, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, does not demonstrate the ability to think critically)
Slovak language
The course focuses on deepening the knowledge of monuments of technical character in Slovakia in the context of the history of science and technology. The student will get acquainted with the basic facts of the history of science and technology. As a future teacher, the student can communicate the acquired knowledge to pupils. The course will concentrate on the following key topics:
- Introduction to the study of the history of science and technology. Essential milestones of historical development and categorisation of technical monuments.
- Mills. Water, steam and haban mills in Slovakia.
- Mining monuments. Development of the mining industry in Slovakia and technical monuments of metallurgical character.
- Bridges. Bridge structures, their architecture and transport monuments in Slovakia.
- Breweries and distilleries. Brewery and distillery monuments in the context of technical development in Slovakia and Central Europe.
- Sugar refineries and saltworks. Sugar and salt processing plants as technical monuments of Slovakia.
- Smelters. Ironworks monuments and their significance in the history of Slovakia.
- Factories. Factory buildings of various orientations as jewels of Slovak technology.
- Other Slovak technical monuments of various kinds. Observatories, granaries, power stations, etc.
Within the course, the student will learn key facts from the history of science and technology through Slovak technical monuments and their possible use in the pedagogical process at primary or secondary school. The student will be able to analyse the contribution of a potential technical monument and will know its unique position within the Slovak and Central European territories. He/she can also prepare expert material for assessing the registration among the monuments and knows the importance of the presentation of the monument to the general public.
40S
2credits/40S
Moderated discussion on choosing an excursion, organisational work to ensure the practical and professional components of the excursion - teamwork in small groups, ongoing individual and team solutions to partial professional outputs during the excursion ("reports"), and final comprehensive evaluation of all aspects of the excursion.
Relevant literature is recommended every year at the beginning of the semester according to the specific thematic focus of the field trip.
100% of the interim assessment. Partial outputs are evaluated, both the preparatory work of the excursion and the professional outputs – student individual presentations of reliable cultural, historical and environmental monuments developed continuously and presented during the excursion. After returning, discussion to evaluate the excursion.
At least 91 points are required to obtain a final grade of A, at least 81 points to obtain a B grade, at least 73 points for a C grade, at least 66 points for a D grade, and at least 60 points for an E grade. To successfully complete the subject, it is necessary to obtain at least 60% of the point evaluation.
The rating is given on a scale:
A (100-91%, excellent - excellent results, the student is fully involved in the preparation of the excursion, his professional output is generally usable, and the contribution is demonstrable),
B (90-81%, very good - above average standard, the student actively participates in the preparation of the excursion and the solution of all practical and model situations, demonstrates that he orients himself in the issues of his partial report),
C (80-73%, good – usual reliable work, the student moves safely in the field of organisational questions of the excursion and reproduction of the information obtained),
D (72-66%, satisfactory - acceptable results, the student is less familiar with the topic of the planned excursion, does not demonstrate the ability to apply the acquired knowledge),
E (65-60%, sufficient - the results meet the minimum criteria, the student is minimally involved in the preparation of the field trip, only with great difficulty during the final evaluation and presents the possible conclusions of the field trip for practice
Fx (59-0%, insufficient – additional work is required, the student does not know how to navigate the issues of the visited places of the excursion even during the excursion, his cooperation with the team during the preparation of the excursion was non-existent)
Slovak language
Thematic professional historical excursion realised in various border historical regions of Central and South-Eastern Europe, especially with an ethnically mixed population, i.e. in areas where the area’s past is perceived controversially. During the preparation, the student is made aware of these factors. During the excursion and in the individual reports, he has to deal with their role, power and influence on the present day of the visited region. In practice, he thus solves questions that he will regularly encounter in his role as a teacher.
By completing the preparatory work of the excursion and throughout its entire course, the student should acquire the first concrete organisational skills with the solution of thematic (professional) and practical issues of securing events of the relevant type for their future students, learn to concretely evaluate their possible contribution and ways of effective and functional solutions to potential problems.
2 hours seminar/week; total 22 hours per semester, combined; (primarily full-time) student workload:
2S (2 credits): 11 x 2 hours of direct instruction = 22 hours; 28 hours of portfolio development and reflection on lecture topics and final colloquium. Total of 50 hours of student work.
Educational methods: E-U-R (evocation-awareness-reflection); explanation; instruction; content analysis of educational media; review; chain discussion on the topic; problem-solving and assignment/project development; SWOT analysis.
Required reading:
BENEŠ, Z., GRACOVÁ, B., PRŮCHA, J.: Sondy a analýzy. Učebnice dějepisu – teorie a multikulturní aspekty edukačního média. Praha, 2008.
BOCKOVÁ, A.: Obrazy priestorovej perspektívy slovenského územia v učebniciach dejepisu. In : Letz, R. a kol: Slovenské územie v historickom kontexte. Bratislava : Matica slovenská, 2017.
BOCKOVÁ, A.-GÁPA, M.: Možnosti transferu historických poznatkov (múzejných zbierok) do edukačného procesu. In: Muzeológia a kultúrne dedičstvo I. 6/2018.
ČAPEK, R.: Moderní didaktika dějepisu. Lexikon výukových a hodnoticích metod. Praha : Grada, 2015.
STRADLING, R.: Vyučovanie európskej histórie dvadsiateho storočia. Bratislava : Metocké centrum mesta Bratislavy, 2002.
Recommended reading:
JUŠČÁKOVÁ, Z.: Hodnotenie kvality učebníc učiteľmi
Dejepis pre 5. – 9. ročník ZŠ a osemročné gymnáziá. Správa z výskumnej sondy. Bratislava : ŠpÚ, 2020.
KMEŤ, M.: História a dejepis (Vybrané kapitoly z didaktiky dejepisu). Banská Bystrica : Univerzita Mateja Bela, 2017.
LABISCHOVÁ, D.-GRACOVÁ, B.: Příručka k didaktice dějepisu, Ostrava : Ostravská univerzita v Ostrave, 2010.
SLÁDKOVÁ, K.: Virtuálna cesta Myjavou. In : Myjavský región v didaktických variáciách. Diplomová práca. Bratislava : Pedagogická fakulta UK,, 2021. Dostupné na internete: https://www.fedu.uniba.sk/sucasti/katedry/katedra-historie/dejepis-pre-21-storocie/
STRADLING, R.: Multiperspektíva v dejepisnom vzdelávaní. Bratislava : Metodické centrum mesta Bratislavy, 2007.
TUREK, I.: Kľúčové kompetencie. Bratislava : Metodicko-pedagogické centrum v Bratislave, 2003.
Učebnice dejepisu pre základné školy, gymnáziá a stredné školy;
Inovovaný Štátny vzdelávací program pre vzdelávaciu oblasť Človek a spoločnosť - dejepis, dostupný na: www.statpedu.sk
100 % of the intermediate verbal and scored marks. During the semester, the student analyses and reviews educational media, reflects on their functionality in the academic environment, analyses the content and thematic focus of print and digital aids, creates proposals and presents development trends in the creation of educational media, applying the E-U-R method. The individual outputs of the thesis are collectively verbalised and scored. The final assessment is by discussion/colloquium and summation of the points obtained. The SWOT analysis method is applied in the evaluation. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D and a minimum of 60 points for a grade of E. Credit will not be awarded to students who obtain less than 15 points in any of the four written examinations. A score of at least 60% is required to pass the course.
The grade is awarded on a scale:
A (100-91%, excellent - excellent results, the student can integrate and compatibly apply acquired knowledge and skills in a specialised area of expertise, can practice general and subject competencies in working with educational media, thinks conceptually, searches for new information, and approaches individual and teamwork responsibly. He/she can critically review and apply knowledge in applications for the development of the field (history itself, subject history, history didactics),
B (90-81%, very good - above average standard, the student is oriented in the issue, mastering it, he can independently acquire new knowledge and solve professional tasks, but his critical, constructive thinking is borderline when analysing and assessing the planes of normative and reflexive didactics),
C (80-73%, good - normal reliable work, although the student can orient himself in the problem, he can independently search and analyse the information, he can learn, but he cannot think critically and constructively enough, he evaluates the solved problems, and apply the acquired knowledge creatively and conceptually in broader theoretical and practical contexts),
D (72-66%, satisfactory - acceptable results, the student can orientate himself in the problem at a basic level, his knowledge is fragmented and incomplete, and at a lower level of satisfaction, he also applies transferable knowledge of the field and from related disciplines, he shows more severe deficiencies in the area of factual, conceptual, procedural and metacognitive knowledge),
E (65-60%, sufficient - the results meet the minimum criteria, the student can orient himself in the problem only with great difficulty, he knows only the most basic knowledge, he does not demonstrate the ability to think critically and does not apply the acquired knowledge in a systematic way to the solution of practical tasks),
Fx (59-0%, insufficient - additional work is required, the student cannot orient himself/herself in the problem, does not master the most basic knowledge, does not demonstrate the ability to argue and think critically)
Slovak and Czech languages
Students will become familiar with selected problems of modern didactics of history, identify requirements for teacher education, and gain knowledge about the application of methods and strategies recommended for teaching and learning pupils in primary and secondary schools. They will gain an overview of the modernisation of history teaching in Slovakia and the requirements for the functionality of the didactic system in educational practice.
The course content focuses on the following key topics:
- "Object didactics" and its function in historical education.
- Methodology of analysis and assessment of educational media, educational programs, recommended literary and pictorial genres suitable for the academic field: Human and society.
- Criteria for the creation and analysis of history textbooks and workbooks.
- Application of ethical and social responsibility in presenting knowledge and opinions.
- The teacher from the perspective of the creator of educational media and active curriculum project developer.
- Principles of working with multimedia aids in history teaching.
- History online, online archives as a source of historical sources.
- Limits of the virtual world.
- Museum exhibits "speak to us".
- Recollective memory - eyewitness accounts (reliability of recollective optimism/pessimism (oral history).
The student will gain theoretical knowledge of modern didactics of history, European trends, and recommendations for contemporary history by completing the course. The student will gain an overview of the modernisation of teaching history in Slovakia and the functionality of the didactic system of history. Analyse partial problems of modern history didactics and the results of empirical research in contemporary school practice. He is also oriented in the creation of teaching media and the process of critical assessment of educational materials and programmes.
2 hours lecture/week, 22 hours total per semester, combined form; (primarily in person)
Student workload:
11x 2 hours of direct teaching = 22 hours; 38 hours preparation of the seminar paper; 10 hours preparation for the seminar paper presentation. Total 60 hours of student work.
Educational methods: discussion on the subject topic; working in small groups, problem-solving tasks, e-learning
BAČOVÁ D. – ONUŠKOVÁ, M.: Edukačné médiá a ich využívanie v spoločenskovedných predmetoch v základnej a strednej škole. Bratislava : Metodicko-pedagogické centrum, 2015.
KATRIŇÁK L.: Fotografia ako kultúrno-historický prameň (súčasné teoretické prístupy). In: Kultúrne dejiny, roč. 9, Supplement, 2018, s. 136-148.
KRATOCHVÍL, V.: Fotografia ako historický obrazový prameň, História. Revue o dejinách spoločnosti, 2003, č. 1, s. 44-45.
KRATOCHVÍL, V.: Dokumentárny film ako školský historický prameň. Metodické podnety. Prešov : Vydavateľstvo Michala Vaška, 2008.
KRATOCHVÍL, V.: Historický prameň a jeho funkcie vo výučbe dejepisu, Historická revue : časopis o dejinách spoločnosti, 1999 10, č. 1, s. 29-30.
100% of the intermediate assessment. Seminar paper on a selected topic - processed according to the assignment, which is handed in before the beginning of the examination period. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D and a minimum of 60 points for a grade of E. Credit will not be awarded to students who obtain less than 15 points in any of the four written examinations. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is knowledgeable about the subject matter, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).
Slovak language
The course introduces the student to different historical audiovisual sources and teaches them how to optimally select and appropriately incorporate a particular one into the teaching process. The course will concentrate on the following focal topics:
- The history of the emergence and development of audiovisual sources
- The specificities of audiovisual sources
- Historical audiovisual sources in the teaching of history
- Photography and its interpretation
- Contemporary sound recordings and how to work with them
- Contemporary film footage versus documentary film
- The distorted past, editing and manipulation of audiovisual sources
- Choosing an audiovisual source for teaching purposes
- Working with time
By completing the course, the student will gain a basic knowledge of auditory, visual and audiovisual historical sources and the various methodologies used in teaching recent history. The student will be able to appropriately select and use specific contemporary audio, photographic or film footage as part of future teaching in primary and secondary schools.
2 hours lecture and seminar /week, a total of 22 hours per semester, combined form; (primarily full-time)
Student workload: 2LS (2 credits): 11x 2 hours of direct teaching ꞊ 22 hours; 20 hours preparation for mid-term evaluation; 18 hours preparation for seminar paper presentation. Total 60 hours of student work.
Learning methods: lecture, discussion of the topic covered; situation analysis method; problem-solving tasks; e-learning.
Relevant literature:
HLAVÁČEK, I. - KAŠPAR, J. - NOVÝ, R. Vademecum pomocných věd historických. Praha : Svoboda, 1988.
ZEMENE, R. - ZUBÁCKA, I. Kapitoly z pomocných vied historických. Bratislava : FiF UK, 1993.
SZYMAǸSKI, J. Nauki pomocnicze historii. Warszawa : Wydawnictwo Naukowe PWN, 2004.
Recommended literature:
NEMEŠ, J.: Nitriansky kódex a jeho posolstvo. Ružomberok : KU, 2006.
NOVÁK, J.: Paleografická čítanka : pomôcka na čítanie rukopisov z 12.-19. storočia Martin : Slovenská genealogicko-heraldická spoločnost̕, 2001.
HLEDÍKOVÁ, Z. – KAŠPAR, J. – EBELOVÁ, I.: Paleografická čítanka. Praha : Karolinum, 2014.
ČOVAN, M.: Historické nápisy zo Šariša do roku 1650 (Corpus inscriptionum Slovaciae 1 / Nápisy na Slovensku 1). Martin : JLF UK, 2016.
KARTOUS, P. - NOVÁK, J. - VRTEĽ, L. Erby a vlajky miest v Slovenskej republike. Bratislava : Obzor, 1991.
VRTEĽ, L.: Osem storočí slovenskej heraldiky. Martin : Matica slovenská, 2003.
NOVÁK, J.: Pečate miest a obcí na Slovensku I, II. Bratislava : FiF UK, 2008.
100% of continuous assessment of knowledge. The seminar work will be presented during the lecture period at the colloquium in the form of a paper and then handed in in writing. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. To pass the course, you must obtain a minimum of 60% of the marks.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),
B (90-81%, very good - above average standard, the student is familiar with the issues, but critical thinking is borderline),
C (80-73%, good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),
D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),
Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).
Slovak, Czech and Polish language
- What are the auxiliary historical sciences, their distribution and research methodology?
- Development and evolution of the auxiliary historical sciences in the past.
- The auxiliary historical sciences related to language, writing and written culture (palaeography, diplomatics, epigraphy, codicology).
- The auxiliary historical sciences related to man, time and place (genealogy, chronology, metrology).
- The auxiliary historical sciences related to visual symbols and images in historical sources (numismatics, sphragistics, heraldry).
- The modern auxiliary historical sciences.
- Development of the auxiliary historical sciences in Slovakia. Trends of their research in the world.
- Colloquium of seminar papers 1.
- Colloquium of seminar papers 2.
The course aims to familiarise with the essential characteristics of the auxiliary historical sciences. Students will learn and be able to orient themselves in the specific issues of each science. Based on the acquired knowledge, they will be able to deal professionally with the sources of the auxiliary historical sciences (charters, inscriptions, codices, coats of arms, seals, coins, weights and measures, scales, etc.) and deepen their knowledge through the analysis of these sources. They will be able to evaluate the significance of the auxiliary historical sciences, interpret and compare them, and confront them with specialist literature. Particular emphasis is placed on critical thinking, professional terminology and argumentation. Adequate attention will be given to discussing specific problems in the past.
state exam
Methods of assessment: oral board examination and moderated discussion – a dialogue between the student and the members of the state examination board on the actual problematic issues of the answered topics, joint evaluation of the result by the board
ČAPLOVIČ, D. – LUKAČKA, J. – ČIČAJ, V. – KOVÁČ, D. – LIPTÁK, Ľ.: Slovenské dejiny. Bratislava : AEP, 2000.
HOBSBAWM, E.: Věk extrémů. Praha : Argo, 1997.
HRADSKÁ, K. – KAMENEC, I. a kol.: Slovenská republika 1939 – 1945. Bratislava : VEDA, 2015.
HROCH, M. a kol.: Encyklopedie dějin novověku 1492 – 1815. Praha : Libri, 2005.
KAMENICKÝ, M. a kol.: Lexikón svetových dejín. Bratislava : SPN, 2003.
KENNEDY, P.: Vzestup a pád velmocí. Ekonomické proměny a vojenské konflikty v letech 1500 – 2000. Praha : NLN, 1998.
KOHÚTOVÁ, M.: Vybrané kapitoly z dejín novoveku. Trnava : FF TU, 2008.
MATULA, P.: Dejiny Slovenska 1780 – 1847. Bratislava, 2013.
MÚCSKA, Vincent a kol.: Dejiny európskeho stredoveku I. Raný stredovek (od 5. storočia do polovice 11. storočia). Prešov : Vydavateľstvo Michala Vaška, 2006.
PEČENKA, M. – LUŇÁK, P. a kol: Encyklopedie moderní historie. Praha : Libri, 1999.
RAPPORT, M.: Evropa devatenáctého století. Praha : Vyšehrad, 2011.
ŠKVARNA, D. a kol.: Lexikón slovenských dejín. Bratislava : SPN, 2006.
ROBERTS, J. M.: Přehledné dějiny světa. PlzeŇ : Beta-Dobrovský, 2002.
WOOLF, A.: Dejiny sveta od praveku po súčasnosť. Bratislava : Foni Book, 2019.
KUČERA, M.: Slovenské dejiny I. Bratislava : LIC, 2011.
BADA, M.: Slovenské dejiny II. Bratislava : LIC, 2017.
PODOLAN, P. – VIRŠINSKÁ, M.: Slovenské dejiny III. Bratislava : LIC, 2014.
LETZ, R.: Slovenské dejiny IV. Bratislava : LIC, 2010.
LETZ, R.: Slovenské dejiny V. Bratislava : LIC, 2012.
LETZ, R.: Slovenské dejiny VI. Bratislava : LIC, 2021.
The state examination (including the defence of the final thesis) is by the internal regulation No.1/2020 Study Regulations of the Faculty of Education of Comenius University and the internal regulation No.5/2021 Study Regulations of Comenius University.
A student may take the state examination (a) after obtaining at least the number of credits necessary for the proper completion of studies after obtaining credits for successful completion of the last state examination, and (b) after successful completion of compulsory courses, compulsory elective courses and elective courses in the composition determined by the study programme except for the state examination, and (c) without disciplinary proceedings being conducted against him/her.
At the master's degree level of study, 94 credits in the prescribed composition must be obtained for the study part of the programme. A further 14 credits shall be obtained for the successful defence of the thesis and 12 credits for the subjects of the state examination.
According to VP 23/2021 Internal Quality Assurance System of the University of Education in Bratislava, part six, Art. 56, para. 2, the student must demonstrate knowledge and understanding of them, their application, and the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. They must also demonstrate well-developed learning skills with a high degree of independence and autonomy.
Thus, a successful graduate of the Oral State Examination in History demonstrates competency-primarily by:
- as a level of mastery of the necessary knowledge, competence in the understanding of the various historical disciplines, trends and trends with a key emphasis on the teaching orientation of the required knowledge of history for the practice of the indicated profession;
- as a level of analysing, completing, generalising and verbal interpretation of the acquired knowledge;
- as a level of competence to master the methodology of interpreting scientific history in the educational process;
- as a level of understanding of the meaning of all continuously emerging concepts of interpretations of historical processes, basing their assessment on the results of documented scientific cognition.
The assessment is awarded on a scale of:
A (excellent - outstanding results); the graduate of the oral state examination has demonstrated that he/she has thoroughly and comprehensively mastered the content of his/her specialisation in the theoretical field of historical sciences and the methodology of acquiring historical knowledge and is entirely oriented in its issues so that he/she consistently and at a high level of communication skills analyses, summarises and evaluates the nature of the presented historical processes and the methodology of acquiring knowledge about the past, while at the same time he/she is also aware of the basic principles and ways of transferring them to the (teacher's) practice of history teaching;
B (very good - above average standard); the graduate of the oral state examination in history has demonstrated that he/she has mastered the complex content of his/her specialisation in the theoretical field of historical sciences in the analysis and summarisation of the presented historical processes, safely and at an excellent communication level he/she is oriented in the specific narrower and broader contexts of the professional context of the presented methods, however, his/her application of the methodology of obtaining knowledge about the past in historical science, or their transposition into the problems of history is limited;
C (good - normal reliable work); the graduate of the oral state examination has demonstrated that he/she has mastered both the analytical and synthesising approach to the evaluation of the presented historical knowledge; he/she has safely, although with partial gaps, mastered the content of his/her specialisation. However, his/her level of understanding of the theoretical-methodological procedures of knowledge acquisition in historical science and the principles of their transposition into history education does not fully reach the desirable level;
D (satisfactory - acceptable results); the student can orientate himself in the specialist issues of history only at a basic level, he knows rather partial factual data, he does not show sufficient ability to summarise them and present them in essential contexts, linking theoretical knowledge with its practical application in the historical context causes him significant problems;
E (sufficiently - the results meet the minimum criteria); the graduate of the oral state examination reproduces basic historical factual information only with great difficulty, knows only its most essential material, summarises the acquired knowledge poorly and is unable to apply it functionally in practice;
Fx (insufficiently - additional work is required); the student cannot orientate himself/herself in the issue and does not prove that he/she has mastered the basic knowledge of this part of his/her professional specialisation of history teaching.
Slovak and Czech languages
History of Slovakia:
- Arrival of Slavs to our territory. The arrival of the Slavs to the Slavs. Incorporation of Slovakia into the Hungarian state, the development until 1301.
- Political and economic development in the 14th - 15th centuries, the emergence and importance of cities in Slovak history
- Culture, art, education and the role of the Church in medieval Slovakia, Academia Istropolitana.
- The reign of the Jagels, feudal anarchy at the turn of the 15th - 16th century. The Doge's Revolt, the Battle of Mohács.
- Reformation and Counter-Reformation, cultural development, universities in Slovakia in the 16th-17th centuries. Estates uprisings in the 17th century until the Peace of Satmar (1711).
- Development of the Habsburg monarchy in the 18th century. The reign of Charles III, Maria Theresa and Joseph II. Napoleonic Wars, Metternich's absolutism. The Bernolákov generation. The second generation of Slovak revivalists in the 1820s and 1830s. Social activity. The Štúr movement in the 1830s and 1840s. Revolution of 1848/49.
- Slovak politics from the 1860s to 1918. Memorandum, Matica slovenská, Hungarianization, Slovaks in the USA.
- Slovaks and the First World War, domestic and foreign resistance, and the establishment of the Czechoslovak Republic.
- Internal and foreign policy of the 1st Czechoslovak Republic (1918-1938). The democratic political system, political parties, borders, and international status of the 1st Czechoslovak Republic. Efforts for the autonomy of Slovakia. Culture, education and social issues.
- First Slovak Republic (1939-1945). The authoritarian political system, radicals and moderates, Salzburg negotiations, persecutions, discrimination against Jews and Roma, the international status of Slovakia, and participation in the war. Culture, education and social issues.
- Domestic and foreign resistance during the Second World War. London-Moscow. SNP. Significance of the Slovak and Czech-Slovak anti-fascist resistance in the European context.
- Slovakia on the road to Sovietization. The Košice government programme, the three Prague Agreements, and the 1946 elections. The communist regime in 1948-1968. The founding period, persecutions, political trials, socialism.
- Revival process and normalisation 1968 - 1989. Metamorphosis of society. Anti-Communist resistance and exile. The fall of communism and the first steps in democracy.
- Cultural, educational and social issues between 1945 and 1989.
General History:
- Prehistoric development of Central Europe. Chronology and distribution (Palaeolithic, Mesolithic, Neolithic, Eneolithic, Bronze Age, Hallstatt, Late Iron Age, Roman Age, migration of peoples).
- Ancient empires (Sumer, Assyria, Babylon, Hittites, Egypt).
- The Aegean Peninsula in antiquity. Minoan and Mycenaean culture. Ancient Greece. Alexander of Macedon and his time.
- The rise, rise and fall of the Roman Empire.
- Europe in the period of the migration of peoples (Germans, Huns, Slavs). The Byzantine Empire in the period 395-568. The Visigothic Empire in the Iberian Peninsula. The Ostrogothic Empire on the Apennine Peninsula. The Frankish Empire.
- The Byzantine Empire. The Orthodox Church. Kievan Rus. Bulgaria, Serbia in the Middle Ages. Historical development of Christianity since Gregory I. Great (590) to the Council of Trent (1545). The struggle for investiture. Crusades.
- The development of England, France and the Holy Roman Empire in the Middle Ages.
- The Reformation, its causes and its leaders. Martin Luther, John Calvin, Ulrich Zwingli. The Church of England. Religious wars.
- The great overseas discoveries, their causes and consequences. The price revolution.
- The Romanesque style. Gothic. Renaissance. Humanism. Baroque culture. Education, cities and commerce.
- The political and economic development of the leading European states (Great Britain, France, Spain, the German area, Russia, and the Habsburg Monarchy) between 1618 and 1914.
- Major European revolutions in 1789-1914 and their characteristics.
- The expansion of science and technology in the period 1618-1914. The most influential scientists and their discoveries.
- Causes, introductory course and consequences of the First World War.
- Europe and the world after the First World War. Common inter-war problems of the so-called successor states and ways of solving them.
- Main political trends and movements in 20th century Europe (communism, fascism).
- Soviet Russia 1917-1989 and its influence on world development.
- the USA as a new world power 1918-1989. Milestones of American development and their global impact.
- The main features of the interwar period are the world economic, political and social developments of the interwar period.
- Causes, course and consequences of the Second World War.
- The formation of the Soviet bloc. Primary stages and crises in its development 1944-1989.
- Decolonization and the main changes in Asia and Africa in the second half of the 20th century.
- The Cold War and its major political crises and military conflicts.
- The disintegration of the Soviet satellite system - external and internal causes.
- The European states of the West from the Second World War to the end of the bipolar world.
- Western and European integration in the context of 20th-century globalisation trends.
- The rise of science and technology in the 20th century. The most influential scientists and their discoveries. Fundamental aspects of the development of art and culture.
- Main trends in the world and modern Slovak history.
Systematically built a knowledge of the content of all basic subjects of the state examination together with knowledge of the principles of the primary form of their internal content structures, communicated at a desirable level of the future employee in the teaching sphere on institutions, organisations dealing with adequate work (protection of historical, cultural and environmental heritage, museum institutions). Fully mastered methodology of professional interpretation of scientific history with increased emphasis on the specifics of this interpretation in the educational process. Complete understanding of the nature of the continuously emerging transformations in the concepts of interpretation of history (the organic development of science as a whole, the nature of science).
Knowledge of the key factography of the prehistoric and ancient history of the world and Slovak provenance, with emphasis on the historical development of European civilisation, is presented as an assessment of the present overlap of contemporary cultural phenomena through the lens of their relevance to the teacher's study of history.
Ability to analyse the essential characteristics of the medieval world and its specifics from the demise of the West Roman Empire to the discovery of America (476-1492), the basic categories of organisation and mindset of medieval society in light of the latest results of historical scholarship, basic generalisation and evaluation of the cultural significance of medieval European society for the present, with appropriate attention to the history of Islam and non-European civilisations.
A cross-cutting but contextually formed orientation in the period of general modern history (1492-1789), safely characterising issues of fundamental change in society and the paradigms of its newly forming principles of organisation and functioning in economic and cultural affairs. Including new phenomena (overseas discoveries, the price revolution, structural economic and social transformations, the religious situation, and the phenomenon of absolutism) overlays the future history teacher's thinking about the present.
Summarising the knowledge of the political, economic, and social developments of the European and non-European world between 1789 and 1914 as a secure orientation to the fundamental issues of general modern history, analytical perspectives on key processes and phenomena of fundamental transformations of modernising societies from the French Revolution of 1789-1799 to the beginning of World War I. Particular emphasis on highlighting phenomena directly influencing the development of society up to the present day.
An introductory survey of the essential features, trends, and periodisation milestones of modern 20th-century history, reflected through the lens and goals of the future teaching profession of graduate students who will thus be able to interpret the reasons for the differing assessments of relevant historical processes, features, and trends in the various schools of history of the present day. The interconnections between the social, economic and political history of the 20th century, specifically in a European context, but also a reminder of the growing importance of the non-European space. The student learns about, actively analyses, interprets, identifies and compares the commonalities and differences of these developments in different parts of the world in the context of the increasing globalisation trends of the 20th century.
Knowledge of the essential characteristics of the medieval history of Slovakia from the arrival of the Slavs to the Battle of Mohács (1526), the primary characteristic categories and structures of medieval society living in Slovakia. Synthesising orientation in the political, economic, social, ecclesiastical, and cultural issues of medieval Slovak history and the ability to interpret and evaluate its links to the present safely.
Knowledge of the essential features of the political, economic and social development of Slovakia and its inhabitants in modern Hungary between 1526 and 1780, i.e. from the Battle of Mohács to the end of the reign of Maria Theresa, i.e. of the key transformations of society at an essential stage in the process of national consciousness of the Slovak ethnic group in the context of Hungarian history.
Comprehensive knowledge of Slovak history of the long 19th century (1780-1918) as an orientation in its social, cultural, national and political problems in the context of and in comparison with the development of this period in other countries and with an emphasis on the analysis of the existing contradictory interpretations of the major historical problems of the epoch.
Comprehensively constructed knowledge of 20th century Slovak history (1918-1992) and secure student orientation to the social, cultural, national, and political problems of the period in connection and analogy to the present, with student ability to analyse even the more complex issues of modern and contemporary Slovak history, including an evaluation of their current interpretations.
State examination.
Methods of education: oral board examination and moderated discussion, student reflection on the latest knowledge of modern didactics and their implementation in teaching modules, analysis of conceptual-methodological issues of history, analysis of topics in the context of the relationship between history - didactics - history, evaluation and application of theoretical and practical knowledge acquired through study and self-study of the specialised field of study.
BENEŠ, Z., GRACOVÁ, B., PRŮCHA, J.: Sondy a analýzy. Učebnice dějepisu – teorie a multikulturní aspekty edukačního média. Praha : MŠ M a Tv, 2008.
BOCKOVÁ, A.: Výučba dejepisu ako pedagogický problém. In. Verbum Historiae I., Bratislava : Vydavateľstvo Michala Vaška, 2008.
BOCKOVÁ, A.: Ako reflektujú slovenskí študenti dejepis a históriu? In: Verbum historiae, 2/2014.
ČAPEK, R.: Moderní didaktika dějepisu. Lexikon výukových a hodnoticích metod. Praha : Grada, 2015.
ČAPEK, R.: Líný učitel – Jak učit dobře a efektivně. Bratislava : Raabe, 2018.
FISCHER, R.: Učíme děti myslet a učit se. Praha : Portál, 2004.
HUDECOVÁ, D.: Analýza dějepisných vzdelávacích programů ve vybraných státech Europy a její výsledky. Praha : Tauris, 2006.
JULÍNEK, S. a kol.: Základy oborové didaktiky dějepisu. Brno : MU v Brně, 2004.
KLÍMA, B. a kol. Mládež a dějiny. Publikace výsledků mezinárodního dotazníkového šetření a výzkumu historického vědomí adolescentů se zaměřením na Českou republiku. Brno : CERM, 2001.
KMEŤ, M.: História a dejepis (Vybrané kapitoly z didaktiky dejepisu). Banská Bystrica : Univerzita Mateja Bela, 2017.
KRATOCHVÍL, V.: Metafora stromu ako model didaktiky dejepisu k predpokladom výučby. Bratislava : Raabe, 2019.
KRATOCHVÍL, V.:Multiperspektivita v 26,učebných figurách. Bratislava : Raabe, 2021.
LABISCHOVÁ, D., GRACOVÁ, B.: Příručka ke studiu didaktiky dějepisu. Ostrava : FF Ostravské univerzity v Ostravě, 2010.
MAZUR, D., DANNER. A. Komiks od roku1968 do současnosti. Praha : Universum, 2015.
Odporúčania RE výboru ministrov členských štátov o vyučovaní dejepisu v Európe 21. storočia.. Bratislava : Informačná kancelária Rady Európy, 2001.
OTČENÁŠOVÁ, S.: Schválená minulosť. Kolektívne identita v československých a slovenských učebniciach (1918 -1989). Košice 2010.
PETLÁK, E.: Súčasnosť a perspektívy didaktiky. In : Duchoňová, J.-Hošová,D.-Koleňáková, R.Š: (eds.): Inovatívne trendy v odborových didaktikách. Prepojenie teórie a praxe výučbových stratégií kritického a tvorivého myslenia. Nitra : Univerzita Konštantína Filozofa, 2019.
RYBENSKÁ, Klára: Moderní přístupy k výuce dějepisu. Hradec Králové : UHK, 2020.
STUCHLÍKOVÁ,I.-JANÍK, T (et.al.): Oborové didaktiky: Vývoj – stav – perspektivy. Brno : MU, 2015.
STRADLING, R.: Vyučovanie európskej histórie dvadsiateho storočia. Bratislava : MCMB, 2002.
STRADLING, R.: Multiperspektíva v dejepisnom vzdelávaní. Bratislava : MCMB, 2007.
SWAINOVÁ, H. ed.: Velké otázky historie. Praha : Abonet ND, 2006.
ZDECHOVANPVÁ, D., BOCKOVÁ, A, (eds.): Kultúrne dedičstvo inovatívnou formou (e- learning). Výukové CD k online kurzu. Bratislava L Strom života, 2012.
ZDECHOVANOVÁ, D., BOCKOVÁ, A., PÁNIK, P.: Inovatívne prístupy v ďalšom vzdelávaní učiteľov v oblasti kultúrneho a prírodného dedičstva. Metodická príručka. Bratislava : Strom života, 2006.
Vybrané učebnice dejepisu od 1. ČSR po r. 1989; súčasné učebnice dejepisu v SR; vybrané európske učebnice dejepisu.
The state examination (including the defence of the final thesis) is by the internal regulation No.1/2020 Study Regulations of the Faculty of Education of Comenius University and the internal regulation No.5/2021 Study Regulations of Comenius University.
A student may take the state examination (a) after obtaining at least the number of credits necessary for the proper completion of studies after obtaining credits for successful completion of the last state examination, and (b) after successful completion of compulsory courses, compulsory elective courses and elective courses in the composition determined by the study programme except for the state examination, and (c) without disciplinary proceedings being conducted against him/her.
At the master's degree level of study, 94 credits in the prescribed composition must be obtained for the study part of the study programme. A further 14 credits shall be obtained for the successful defence of the thesis and 12 credits for the subjects of the state examination.
According to VP 23/2021 Internal Quality Assurance System of the University of Education in Bratislava, part six, Art. 56, para. 2, the student must demonstrate knowledge and understanding of them, their application, and the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. They must also demonstrate well-developed learning skills with a high degree of independence and autonomy.
In particular, the student is assessed on:
- The level of acquisition of the necessary knowledge, skills and competencies required for the performance of the indicated occupation;
- the level of completion and verbal interpretation of the acquired knowledge/competencies, the ability to analyse, synthesise and generalise them;
- the level of the student's competencies (rationality of learning, ability to solve appropriate problem/simulated tasks, level of critical and creative thinking, communicative skills, personal and interpersonal competencies...)
The assessment is awarded on a scale:
A (excellent - outstanding results); the graduate of the oral state examination has demonstrated that he/she has thoroughly and comprehensively mastered the content of his/her specialisation in the theoretical field of modern didactics of history and is fully oriented in its issues, has mastered its methods, and thus consistently and at a high level of communication skills analyses, summarises and evaluates, while also being aware of the basic principles and ways of applying them to (teaching) practice of history;
B (very good - above average standard); the graduate of the oral state examination in didactics of history has demonstrated that he has mastered the complex content of his specialisation in the theoretical field of didactics of history, he is securely and at an excellent communicative level oriented in the specific narrower and broader contexts of the professional context, however, his application of methodology and transposition is limited;
C (good - normal reliable work); the graduate of the oral state examination has demonstrated that he/she has mastered the analytical and synthesising approach to the evaluation of the presented knowledge in the didactics of history, he/she has safely, although with partial gaps, mastered the content of his/her specialisation, however, his/her level of knowledge of the theoretical-methodological procedures of knowledge acquisition in the didactics of history and the principles of their transposition into history education does not reach the fully desirable level;
D (satisfactory - acceptable results); the student can orientate himself in the professional issues of didactics of history only at a basic level; he knows a rather partial knowledge and does not show sufficient ability to summarise and present them, linking theoretical knowledge with its practical application in the history-didactic context causes him significant problems;
E (sufficiently - the results meet the minimum criteria); the graduate of the oral state examination reproduces the basic knowledge of didactics of history only with great difficulty, demonstrates only torso knowledge which he/she cannot link, and has only the most basic knowledge which he/she summarises poorly and cannot apply functionally in practice;
Fx (insufficient - additional work required); the student cannot navigate the issues and does not demonstrate mastery of the basic knowledge of this part of his/her speciality as a history teacher.
Slovak and Czech languages
- didactics of History Teaching as a scientific discipline, didactics and methodology of History Teaching and their object of study, didactic system,
- the relationship between historical science and history, the work of the historian and the history teacher, methods and phases of historical and pedagogical research, the essential functions of history and history,
- history as a school subject, its place in the system of the educational process, the functionality of factuality and functional literacy, updating (selection) of the history curriculum,
- the teaching of history in the past in our area (brief analysis of the concept of history from 1918 to 1993),
- Slovak models of History Teaching, European trends in the teaching of history,
- basic procedures of designing the didactic system in history for all types of schools in Slovakia,
- the specifics of the content, aims and tasks of teaching history in Slovakia and neighbouring countries, the criteria for their development and framework definitions in educational programmes,
- recommended forms, types and strategies of modern history teaching,
- cognitive, conceptual, procedural and metacognitive knowledge developed by history teaching,
- didactic analysis of the history curriculum, methodology of processing a larger thematic unit,
- history textbooks, current problems of textbook production in Slovakia,
- historical source, the primary source of historical knowledge, multiperspectivity in history teaching and interpretation of historical knowledge,
- multimedia aids in Teaching History, the importance of mind maps and symbolic representation of historical, geographical, demographic and other facts,
- history in the museum, archive and gallery, in the spatial territory (contexts of local, national, Central European, European and world history),
- the relationship to the protection of historical, cultural and natural heritage, the system of its defence in Slovakia and the world,
- pedagogical practices in the context of theory and methodology of evaluation and classification of individual and group performance of pupils in the process of history teaching,
- the results of empirical research on pupils' historical consciousness and their relationship to the study of History and History Teaching.
The state examination aims to verify the student's ability to solve specific tasks in the following contexts: history - didactics of history - history. The student must demonstrate general (transferable) and subject competencies and, within the framework of the acquired theoretical and practical knowledge, can:
- reason and communicate at an appropriate level in context and understand the fundamental problems of transposing historical knowledge, general and disciplinary didactics into the practice of a history teacher,
- compare historical events, deal with controversial topics and apply a multi-perspective approach to the study of historical topics and take a relevant professional position on various historical and didactic issues and problems,
- characterise and define basic didactic concepts with a focus on the specificities of teaching history in lower and upper secondary education,
- design a lesson on the subject of history by the didactic principles and requirements of the relevant pedagogical documentation for each type of school,
- characterise, apply and evaluate didactic methods and strategies recommended for modern history teaching, argue the advantages and pitfalls of their specific application for different target groups of pupils,
- propose adequate criteria for the evaluation of student performance in history and the educational system, understand the functionality of the application of metacognitive cognition, can apply the principles of pedagogical diagnostics also in cases of individual peculiarities of pupils and students,
- elaborate the content and target requirements of the course for different age groups based on the recognition of the importance of interdisciplinary connections in the teaching of history,
- based on reflection on pedagogical practice and didactical analysis of the curriculum in the subject of history, to design diverse teaching models and strategies with the justification of the choice of professional material, methods, procedures and forms of its processing.
- Apply the ability to think analytically and conceptually, creatively and originally approach the application of the knowledge of the specialised field and digital skills in the creation of educational aids (diverse media),
- approach problem-solving tasks in a team in a responsible manner and communicate the organisation, procedures and results of joint work (e.g. in event simulation, role-play, project and problem-based learning, etc.),
- to use their theoretical knowledge of the methodology of historical and pedagogical (empirical) research for the didactic representation of the intentions of their teaching activity,
The content of the state examination focuses on historical knowledge specifically necessary for the teaching profession, the acquisition of the methodology of historical knowledge and its transposition into history teaching, understanding of the need for innovative approaches to educational programmes, and given the graduate's teaching specialisation, emphasis is also placed on the assessment of the form of presentation of the relevant knowledge.
Scope, type/method of teaching and organizational form: 3 hours per week lecture + seminar, total 33 hours per semester, combined form (primarily in-person)
Student workload: 11 x 3 hours of direct teaching = 33 hours; 20 hours of continuous preparation for the topics of the individual sessions, including analysis of textbooks and educational standards; 17 hours of preparation for the implementation of the lesson and for the creation of a written preparation for it; 50 hours of preparation for the final test in the examination period, including the study of the literature. A total of 120 hours of student work.
Teaching methods: lecture, inductive-generative interview, demonstration and analysis of concrete examples, problem solving, discussion, guided self-study, e-learning
Compulsory readings:
BETÁKOVÁ, V. – TARCALOVÁ, Ž. 1984. Didaktika materinského jazyka. Bratislava: SPN. 313 s.
PALENČÁROVÁ, J. – KESSELOVÁ, J. – KUPCOVÁ, J. 2003. Učíme slovenčinu komunikačne a zážitkovo. Bratislava: Slovenské pedagogické nakladateľstvo. 222 s. ISBN 801000328X.
Recommended readings:
ELIAŠOVÁ, V. – KOČANOVÁ, M. – LACKO, I. Eds. 2007. Na stope slovám. Príručka tvorivého písania pre učiteľov slovenského jazyka a literatúry. Bratislava: Štátny pedagogický ústav. 136 s. ISBN 978-80-89225-35-4.
HORVÁTHOVÁ, Ľ. 2022. Hodnotenie a rozvíjanie vedomostí, zručností a nadania žiakov v kontexte pregraduálnej prípravy učiteľov slovenského jazyka a literatúry. Národné merania, predmetová olympiáda, recitačné súťaže, školský časopis a rozhlas [elektronický zdroj]. Bratislava: Univerzita Komenského v Bratislave. 65 s. ISBN 978-80-223-5360-1. (selected chapters)
LIPTÁKOVÁ, Ľ. a kolektív. 2011. Integrovaná didaktika slovenského jazyka a literatúry pre primárne vzdelávanie. Prešov: Alldata, v. o. s. 580 s. ISBN 978-80-555-0462-9. (selected chapters)
textbooks of Slovak language for lower and upper secondary education
Educational standards in Slovak language and literature for lower and upper secondary education
Active participation in the class is required to pass the course. The student will be evaluated continuously on the basis of the implementation of a lesson focused on the assigned topic in a specific grade of primary/secondary school and the creation of a detailed written preparation for this lesson (50 points) and in the exam period in the form of a final test (50 points).
The course is completed with a grade resulting from an interim review of learning outcomes during the instructional portion of that semester of study and a final review of learning outcomes (50/50). A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (delivery of the lesson and written preparation for the lesson: less than 30 points; final test: less than 24 points).
The rating is awarded on a scale:
A (100 – 93 %, excellent - outstanding): excellent performance: The student has an excellent command of the theoretical knowledge of the didactics of the Slovak language in the required scope, logically arranges the presented facts, can critically and independently evaluate the acquired knowledge in a convincing manner, can apply and adapt the knowledge from the didactics of the Slovak language and from individual linguistic disciplines in a methodologically correct, professional, effective and creative manner, as well as the requirements and information given in pedagogical documents in the preparation and implementation of lessons and in the creative and independent solution of individual tasks and assignments, also in a broader linguistic and didactic context, he excellently supports pupils in actively acquiring knowledge, skills and competences, the linguistic and stylistic level of his speech is excellent, he has well-developed skills for independent further self-study;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good command of theoretical knowledge of the didactics of the Slovak language and of individual linguistic disciplines to the required extent, logically arranges the facts presented, takes a partially critical attitude to the acquired knowledge, is able to apply and adapt the knowledge of the didactics of the Slovak language and of individual linguistic disciplines in a methodologically correct, professional, effective and mostly creative way, as well as the requirements and information given in pedagogical documents in the preparation and implementation of the lesson as well as in the independent solution of individual tasks and assignments, also in the broader linguistic and didactic context, he supports the active acquisition of knowledge, skills and competences by pupils very well, the linguistic and stylistic level of his speech is very good, he has very well developed skills for independent further self-study;
C (84 – 77 %, good - normal reliable work): good performance: the student has a good command of theoretical knowledge of the didactics of the Slovak language and of individual linguistic disciplines to the required extent, he/she organises the presented facts appropriately, he/she can methodically apply and adapt knowledge from the didactics of the Slovak language and from individual linguistic disciplines correctly, as well as the requirements and information given in pedagogical documents in the preparation and implementation of the lesson and in the reliable solution of individual tasks and assignments, well supports the pupils in the active acquisition of knowledge, skills and competences, has well-developed skills for independent further self-study;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has a limited mastery of the theoretical knowledge of the didactics of the Slovak language and of the individual linguistic disciplines to the required extent, shows some deficiencies in the arrangement of facts, is able to apply the acquired knowledge satisfactorily in the preparation and implementation of the lesson as well as in the satisfactory solving of individual tasks and assignments, has an acceptable development of the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student knows the theoretical knowledge of the didactics of the Slovak language and of the individual linguistic disciplines to the required extent only at a minimal level and demonstrates deficiencies in the arrangement of facts, can apply the acquired knowledge only to a minimal extent in the preparation and implementation of the lesson, at a sufficient level solves the individual tasks and assignments, has minimal skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work is required): insufficient performance: the student does not sufficiently master the theoretical knowledge of the didactics of the Slovak language and of the individual linguistic disciplines to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge in the preparation and implementation of the lesson, cannot solve individual tasks and assignments, cannot further self-educate himself/herself.
1. Theory of Slovak language teaching as a borderline discipline. Slovak language as a teaching subject. Basic pedagogical documents.
2. Preparation of a teacher of Slovak language for teaching, textbooks of Slovak language, didactic aids, information resources.
3. Classification of teaching methods, their modernization. Use of motivational methods in the language component.
4. Use of expositary methods in the language component.
5. The use of fixation methods in the language component. Comprehensive linguistic analysis.
6. Use of diagnostic and classification methods in the language component.
7. Teaching of phonology and spelling - suggestions and practical examples of lessons, their analysis and evaluation.
8. Teaching the lexical subsystem - proposals and practical examples of lessons, their analysis and evaluation.
9. Teaching the morphological subsystem - suggestions and practical examples of lessons, their analysis and evaluation.
10. Teaching the syntactic subsystem - suggestions and practical examples of lessons, their analysis and evaluation.
11. Teaching of style - suggestions and practical examples of lessons, their analysis and evaluation.
Students will acquire knowledge of the didactics of the Slovak language, acquire professional terminology, learn the content and structure of pedagogical documents, especially the educational standards of Slovak language and literature for lower and upper secondary education (performance and content standards in the language component of the subject), as well as the content and structure of textbooks of the Slovak language for lower and upper secondary education. They will learn about different types of motivational, expository, fixation, diagnostic and classification methods, the possibilities of their modernisation and the specifics of their use in different teaching content in the language component of the subject Slovak language and literature. They will be able to apply the acquired theoretical knowledge together with the knowledge from individual linguistic disciplines in designing, implementing, analysing and critically evaluating the teaching of a specific teaching content in a specific year of primary/secondary school with regard to the fulfilment of the objectives and requirements set out in the relevant educational standard in Slovak language and literature. When planning a specific lesson, they will be able to set appropriate objectives and design the course of the lesson in such a way that the methods, organisational forms and activities used lead to their fulfilment, motivate pupils and enable them to actively acquire knowledge and acquire the necessary skills. They will be able to work effectively with the Slovak language textbook and other appropriate teaching aids in meeting the lesson objectives, while also acquiring the ability to create their own teaching materials and aids. They will learn how to transform scientific knowledge from individual linguistic disciplines and how to lead pupils methodologically correctly, professionally, efficiently and creatively to the development of concepts, definitions and rules, to create appropriate conditions for the active acquisition of knowledge, skills and competences and to develop not only subject-specific, but also key competences. Students will also strengthen and develop their communication skills, the ability to interpret facts correctly, to follow the principles of authorial ethics, to be responsible for the quality of their work and to be actively responsible not only for their own education, but also for the education of others (pupils).
The student has acquired theoretical knowledge of the didactics of the Slovak language, including professional terminology, knows the content and structure of pedagogical documents, as well as the content and structure of textbooks of the Slovak language for lower and upper secondary education. The student is able to search for necessary information in relevant sources, perceive it in mutual relations and contexts, critically evaluate it, integrate it and comprehensively use it together with the acquired theoretical knowledge of didactics and linguistics in planning, implementing, analysing and evaluating teaching activities and in creating his/her own teaching materials and aids, resulting in the development of critical and creative thinking, as well as analytical, organisational, interpersonal and communication skills. The student is able to creatively and independently solve problem-solving tasks and assignments also in a broader linguistic and didactic context, and is able to communicate knowledge to professionals and lay audiences. The acquired knowledge and skills can be used and creatively applied in the school environment as a teacher of lower and upper secondary education.
Scope, type/method of teaching and organizational form: 3 hours per week lecture + seminar, total 33 hours per semester, combined form (primarily in-person)
Student workload: 11 x 3 hours of direct teaching = 33 hours; 20 hours of continuous preparation for the topics of the individual sessions, including analysis of textbooks and educational standards; 17 hours of preparation for the implementation of the lesson and for the creation of a written preparation for it; 50 hours of preparation for the final test in the examination period, including the study of the literature. A total of 120 hours of student work.
Teaching methods: lecture, inductive-generative interview, demonstration and analysis of concrete examples, problem solving, discussion, guided self-study, e-learning
Compulsory readings:
BETÁKOVÁ, V. – TARCALOVÁ, Ž. 1984. Didaktika materinského jazyka. Bratislava: SPN. 313 s.
PALENČÁROVÁ, J. – KESSELOVÁ, J. – KUPCOVÁ, J. 2003. Učíme slovenčinu komunikačne a zážitkovo. Bratislava: Slovenské pedagogické nakladateľstvo. 222 s. ISBN 801000328X.
Recommended readings:
ELIAŠOVÁ, V. – KOČANOVÁ, M. – LACKO, I. Eds. 2007. Na stope slovám. Príručka tvorivého písania pre učiteľov slovenského jazyka a literatúry. Bratislava: Štátny pedagogický ústav. 136 s. ISBN 978-80-89225-35-4.
HORVÁTHOVÁ, Ľ. 2022. Hodnotenie a rozvíjanie vedomostí, zručností a nadania žiakov v kontexte pregraduálnej prípravy učiteľov slovenského jazyka a literatúry. Národné merania, predmetová olympiáda, recitačné súťaže, školský časopis a rozhlas [elektronický zdroj]. Bratislava: Univerzita Komenského v Bratislave. 65 s. ISBN 978-80-223-5360-1. (selected chapters)
LIPTÁKOVÁ, Ľ. a kolektív. 2011. Integrovaná didaktika slovenského jazyka a literatúry pre primárne vzdelávanie. Prešov: Alldata, v. o. s. 580 s. ISBN 978-80-555-0462-9. (selected chapters)
textbooks of Slovak language for lower and upper secondary education
Educational standards in Slovak language and literature for lower and upper secondary education
Active participation in the class is required to pass the course. The student will be evaluated continuously on the basis of the implementation of a lesson focused on the assigned topic in a specific grade of primary/secondary school and the creation of a detailed written preparation for this lesson (50 points) and in the exam period in the form of a final test (50 points).
The course is completed with a grade resulting from an interim review of learning outcomes during the instructional portion of that semester of study and a final review of learning outcomes (50/50). A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (delivery of the lesson and written preparation for the lesson: less than 30 points; final test: less than 24 points).
The rating is awarded on a scale:
A (100 – 93 %, excellent - outstanding): excellent performance: The student has an excellent command of the theoretical knowledge of the didactics of the Slovak language in the required scope, logically arranges the presented facts, can critically and independently evaluate the acquired knowledge in a convincing manner, can apply and adapt the knowledge from the didactics of the Slovak language and from individual linguistic disciplines in a methodologically correct, professional, effective and creative manner, as well as the requirements and information given in pedagogical documents in the preparation and implementation of lessons and in the creative and independent solution of individual tasks and assignments, also in a broader linguistic and didactic context, he excellently supports pupils in actively acquiring knowledge, skills and competences, the linguistic and stylistic level of his speech is excellent, he has well-developed skills for independent further self-study;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good command of theoretical knowledge of the didactics of the Slovak language and of individual linguistic disciplines to the required extent, logically arranges the facts presented, takes a partially critical attitude to the acquired knowledge, is able to apply and adapt the knowledge of the didactics of the Slovak language and of individual linguistic disciplines in a methodologically correct, professional, effective and mostly creative way, as well as the requirements and information given in pedagogical documents in the preparation and implementation of the lesson as well as in the independent solution of individual tasks and assignments, also in the broader linguistic and didactic context, he supports the active acquisition of knowledge, skills and competences by pupils very well, the linguistic and stylistic level of his speech is very good, he has very well developed skills for independent further self-study;
C (84 – 77 %, good - normal reliable work): good performance: the student has a good command of theoretical knowledge of the didactics of the Slovak language and of individual linguistic disciplines to the required extent, he/she organises the presented facts appropriately, he/she can methodically apply and adapt knowledge from the didactics of the Slovak language and from individual linguistic disciplines correctly, as well as the requirements and information given in pedagogical documents in the preparation and implementation of the lesson and in the reliable solution of individual tasks and assignments, well supports the pupils in the active acquisition of knowledge, skills and competences, has well-developed skills for independent further self-study;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has a limited mastery of the theoretical knowledge of the didactics of the Slovak language and of the individual linguistic disciplines to the required extent, shows some deficiencies in the arrangement of facts, is able to apply the acquired knowledge satisfactorily in the preparation and implementation of the lesson as well as in the satisfactory solving of individual tasks and assignments, has an acceptable development of the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student knows the theoretical knowledge of the didactics of the Slovak language and of the individual linguistic disciplines to the required extent only at a minimal level and demonstrates deficiencies in the arrangement of facts, can apply the acquired knowledge only to a minimal extent in the preparation and implementation of the lesson, at a sufficient level solves the individual tasks and assignments, has minimal skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work is required): insufficient performance: the student does not sufficiently master the theoretical knowledge of the didactics of the Slovak language and of the individual linguistic disciplines to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge in the preparation and implementation of the lesson, cannot solve individual tasks and assignments, cannot further self-educate himself/herself.
1. Theory of Slovak language teaching as a borderline discipline. Slovak language as a teaching subject. Basic pedagogical documents.
2. Preparation of a teacher of Slovak language for teaching, textbooks of Slovak language, didactic aids, information resources.
3. Classification of teaching methods, their modernization. Use of motivational methods in the language component.
4. Use of expositary methods in the language component.
5. The use of fixation methods in the language component. Comprehensive linguistic analysis.
6. Use of diagnostic and classification methods in the language component.
7. Teaching of phonology and spelling - suggestions and practical examples of lessons, their analysis and evaluation.
8. Teaching the lexical subsystem - proposals and practical examples of lessons, their analysis and evaluation.
9. Teaching the morphological subsystem - suggestions and practical examples of lessons, their analysis and evaluation.
10. Teaching the syntactic subsystem - suggestions and practical examples of lessons, their analysis and evaluation.
11. Teaching of style - suggestions and practical examples of lessons, their analysis and evaluation.
Students will acquire knowledge of the didactics of the Slovak language, acquire professional terminology, learn the content and structure of pedagogical documents, especially the educational standards of Slovak language and literature for lower and upper secondary education (performance and content standards in the language component of the subject), as well as the content and structure of textbooks of the Slovak language for lower and upper secondary education. They will learn about different types of motivational, expository, fixation, diagnostic and classification methods, the possibilities of their modernisation and the specifics of their use in different teaching content in the language component of the subject Slovak language and literature. They will be able to apply the acquired theoretical knowledge together with the knowledge from individual linguistic disciplines in designing, implementing, analysing and critically evaluating the teaching of a specific teaching content in a specific year of primary/secondary school with regard to the fulfilment of the objectives and requirements set out in the relevant educational standard in Slovak language and literature. When planning a specific lesson, they will be able to set appropriate objectives and design the course of the lesson in such a way that the methods, organisational forms and activities used lead to their fulfilment, motivate pupils and enable them to actively acquire knowledge and acquire the necessary skills. They will be able to work effectively with the Slovak language textbook and other appropriate teaching aids in meeting the lesson objectives, while also acquiring the ability to create their own teaching materials and aids. They will learn how to transform scientific knowledge from individual linguistic disciplines and how to lead pupils methodologically correctly, professionally, efficiently and creatively to the development of concepts, definitions and rules, to create appropriate conditions for the active acquisition of knowledge, skills and competences and to develop not only subject-specific, but also key competences. Students will also strengthen and develop their communication skills, the ability to interpret facts correctly, to follow the principles of authorial ethics, to be responsible for the quality of their work and to be actively responsible not only for their own education, but also for the education of others (pupils).
The student has acquired theoretical knowledge of the didactics of the Slovak language, including professional terminology, knows the content and structure of pedagogical documents, as well as the content and structure of textbooks of the Slovak language for lower and upper secondary education. The student is able to search for necessary information in relevant sources, perceive it in mutual relations and contexts, critically evaluate it, integrate it and comprehensively use it together with the acquired theoretical knowledge of didactics and linguistics in planning, implementing, analysing and evaluating teaching activities and in creating his/her own teaching materials and aids, resulting in the development of critical and creative thinking, as well as analytical, organisational, interpersonal and communication skills. The student is able to creatively and independently solve problem-solving tasks and assignments also in a broader linguistic and didactic context, and is able to communicate knowledge to professionals and lay audiences. The acquired knowledge and skills can be used and creatively applied in the school environment as a teacher of lower and upper secondary education.
Scope, type/method of teaching and organizational form: 2 hours per week lecture, total 22 hours per semester, combined form (primarily in-person)
Student workload:
11 x 2 hours of direct teaching = 22 hours;
20 hours of continuous preparation for the class combined with reading of literary texts for each class;
18 hours of preparation for two mid-term tests;
30 hours of preparation for the oral examination linked to the study of literature.
A total of 90 hours of student work.
Teaching methods:
lecturing, interpretation of theoretical knowledge and its application to practical examples, moderated conversation, text analysis, guided self-study, e-learning
Compulsory readings:
KÁKOŠOVÁ, Z. 2007. Príručka k dejinám staršej slovenskej literatúry. Trnava: Univerzita sv. Cyrila a Metoda v Trnave. 209 s. ISBN 978-80-8922-064-9.
TKÁČIKOVÁ, E. 2005. Staršia slovenská literatúra. Antológia textov. Bratislava: Univerzita Komenského. 203 s. ISBN 802-23-1947-3.
Recommended readings:
BRTÁŇOVÁ, E. 2012. Na margo staršej literatúry. Zo žánrovej problematiky 11. – 18. storočia. Bratislava: Ústav slovenskej literatúry SAV – Kalligram. 294 s. ISBN 978-80-8101-678-3.
BRTÁŇOVÁ, E. 2000. Stredoveká scholastická kázeň. K recepcii latinských sermones v kódexoch slovenskej proveniencie. Bratislava: Veda, vydavateľstvo Slovenskej akadémie vied. 200 s. ISBN 80-2240-634-1. (selected sections)
ŠMATLÁK, S. 2007. Dejiny slovenskej literatúry I. (9. – 18. storočie). 4. vyd. Bratislava: Literárne informačné centrum. 359 s. ISBN 978-80-89222-28-5.
Further study texts will be available electronically in MS Teams/Moodle.
Active participation in the class is required to pass the course. The student will be evaluated on the basis of two continuous written tests (the first is taken in the middle of the semester after the 6th topic, the second at the end of the continuous teaching, both tests are 25 points each). The course is concluded with a final oral examination of the knowledge of the whole semester (50 points). The course is completed with an assessment resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study and from the final assessment of learning outcomes (50/50).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60% of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (mid-term test: less than 15 points; final test: less than 15 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has excellent knowledge of the history of early literature to the required extent, logically arranges the facts presented in a flawless manner, can critically and independently evaluate the acquired literary-historical knowledge convincingly, creatively apply and adapt it in practice, has the ability to creatively solve individual tasks and assignments independently and imaginatively, also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is excellent, has well-developed skills for further independent education;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of the history of early literature to the required extent, arranges the facts presented logically with only minor errors, takes a partially critical attitude to the literary-historical knowledge acquired and can apply and adapt it very well in practice, has the ability to solve individual tasks and assignments independently and in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is very good, has very well-developed skills for independent further self-study;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of the history of early literature to the required extent, arranges the facts presented appropriately and makes only occasional errors, can reliably apply and adapt the literary-historical knowledge acquired in practice, solves individual tasks and assignments reliably independently, has well-developed skills for further independent learning;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of the history of early literature to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired literary-historical knowledge in practice, satisfactorily and predominantly independently solves individual tasks and assignments, has acceptably developed the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimal amount of knowledge of the history of early literature to the required extent and significant deficiencies in the arrangement of facts, can minimally apply the acquired literary-historical knowledge in practice, solves individual tasks and assignments at a satisfactory level with considerable help, has minimal skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the history of early literature to the required extent, does not know the facts and their logical connections, cannot apply the acquired literary-historical knowledge in practice, cannot solve individual tasks and assignments, cannot self-study.
Slovak
1. Older Slovak literature. Literary culture in medieval Slovakia, historical context and conditions. Literary monuments from the pre-Christian period.
2. Old Slavonic written culture, its significance and European context.
3. The Hungarian state and the new formation of culture in the 11th-15th centuries. Species and genre composition.
4. Literature of Renaissance humanism, historical context and conditions. Cultural centres. The authorial community. Species and genre composition. Mannerism.
5. Poetry of the 16th century and its means of expression. The tradition of sacred and historical songs. Love lyrics from Fanchali's codex.
6. Specific peculiarities of Renaissance drama.
7. Baroque literature, historical context and conditions. Cultural centres. Author's community. Species and genre composition.
8. Sacred song and sermon writing and the contemporary canon.
9. Signs of baroque poetics. Love and occasional lyricism. Historical and temporal verse epic.
10. Rhetorical strategies of baroque authors. Memoir and travelogue prose. Jocular and parodic writing.
11. Centers of learning. Scientific and educational writing. Manifestations of national consciousness.
The taught subject will provide the student with a space for the integration of knowledge and its consolidation in the form of his/her own study path leading to the profiling of a professionally competent personality ready to implement methods of critical thinking about Slovak literature, especially in the context of current trends in thinking about the historical-cultural development of the European cultural space. The student will acquire the competences necessary for teaching the history of early literature. The student will be able to plan and implement individual lessons, practically apply various methods of making the material from the given period accessible. The student will be able to use digital technologies in teaching the history of literature. On the basis of the knowledge and skills acquired, he/she will acquire the prerequisites and motivation to develop the skills necessary for further self-study and to encourage pupils to actively acquire literary-historical knowledge.
The course will lead the student to active acquisition of information and effective use of cross-cutting and specialized knowledge, consolidate and develop his/her skill to formulate and defend arguments, stimulate his/her skill to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process, and creatively using appropriate and adequate methods of the discipline. The student will consolidate and develop communication competences, the ability to interpret facts correctly, to be responsible for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes.
The student has knowledge of basic literary terms, literary genealogy and aesthetics, has mastered the periodization milestones and general characteristics of individual periods (Middle Ages, Humanism and Renaissance, Baroque). It is familiar with the dominant authorial figures of the 9th-18th centuries, the development of literary languages and intercultural relations in the Central European area. Is able to classify individual literary monuments into historical periods and to analyse and interpret a literary fiction text of earlier literature in a professional manner. Theoretical knowledge can also be applied at a higher level of higher education. They can use and creatively apply them in the school environment in the position of a teacher of lower and upper secondary education. Based on problem solving tasks, the student has acquired the skills to actively acquire information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. It also has a number of transferable skills, such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills.
Scope, type/method of teaching and organizational form: 3 hours per week lecture + seminar, total 33 hours per semester, combined form (primarily in-person)
Student workload: 11 x 3 hours of direct teaching = 33 hours; 22 hours of continuous preparation for individual lessons, including the preparation and presentation of partial assignments using modern teaching methods; 15 hours of preparation for the presentation of partial assignments using a predetermined teaching method at a specific stage of the lesson in team teaching; 50 hours of preparation for the final test in the examination period, including the study of the literature. A total of 120 hours of student work.
Teaching methods: lecture, inductive-generative interview, discussion, demonstration and analysis of concrete examples, work with text, problem-based tasks, small group work, guided self-study, e-learning
Compulsory readings:
GERMUŠKOVÁ, M. a kol. 2013. Kapitoly z didaktiky slovenského jazyka a literatúry. Prešov: Filozofická fakulta Prešovskej univerzity v Prešove. 159 s. ISBN 978-80-555-0903-3. (selected chapters)
Recommended readings:
HNÍK, O. 2014. Didaktika literatury: výzvy oboru. Od textů umělecké povahy k didaktice estetickovýchovného oboru. Praha: Karolinum. 180 s. ISBN 978-80-246-2626-0. (selected chapters)
LIPTÁKOVÁ, Ľ. a kol. 2011. Integrovaná didaktika slovenského jazyka a literatúry pre primárne vzdelávanie. Prešov: Prešovská univerzita v Prešove, Pedagogická fakulta. 580 s. ISBN 978-80-555-0462-9. (selected chapters)
PRŠOVÁ, E. 2015. Literárny text v komunikačno-zážitkovom vyučovaní. Banská Bystrica: Univerzita Mateja Bela v Banskej Bystrici. 121 s. ISBN 978-80-557-1052-5. (selected chapters)
ŠRANK, J. 2013. Individualizovaná literatúra. Bratislava: Cathedra. 470 s. ISBN 978-80-89495-12-2. (selected chapters)
ŠRANK, J. 2009. Nesamozrejmá poézia. Bratislava: Literárne informačné centrum. 239 s. ISBN 978-80-89222-73-0. (selected chapters)
VITÉZOVÁ, E. 2021. Moderné metódy vo vyučovaní literatúry I. Trnava: Pedagogická fakulta Trnavskej univerzity v Trnave. 102 s. ISBN 978-80-568-0423-0.
textbooks of literatury education and of literature for lower and upper secondary education
Educational standards in Slovak language and literature for lower and upper secondary education
O DIEŤATI, JAZYKU, LITERATÚRE. Časopis pre otázky rozvíjania komunikačnej a literárnej kompetencie.
Active participation in the class is required to pass the course. Assessment includes:
• in the mid-term assessment, the development and presentation of assignments using modern teaching methods (30 points) and the development and presentation of assignments using a predetermined teaching method at a specific stage of the lesson in a team-teaching setting (20 points);
• in the examination period, a final test (50 points). The test will assess the degree of mastery of theoretical knowledge and practical skills in the teaching of literature.
The course is completed with an assessment resulting from the continuous monitoring of the learning outcomes during the teaching part of the semester of study and in the examination period (50/50).
To pass the course, a minimum of 60 % of the points must be obtained (at least 60 points). A final grade of A requires at least 93 points, a grade of B requires at least 85 points, a grade of C requires at least 77 points, a grade of D requires at least 69 points and a grade of E requires at least 60 points of the total points. Credit will not be awarded to a student who achieves less than 60 % of the points for any component of the assessment (assignments using modern teaching methods: less than 18 points; assignments using a predetermined teaching method at a particular stage of the lesson: less than 12 points; final test: less than 30 points).
The rating is awarded on a scale:
A (100 – 93 %, excellent - outstanding): excellent performance: The student has an excellent command of the theoretical knowledge of the didactics of literature in the required scope, logically arranges the presented facts flawlessly, is able to critically and independently evaluate the acquired knowledge convincingly, is able to apply, adapt and innovate the knowledge from the didactics of literature and from the individual literary disciplines at an excellent level and methodologically correct, professionally, efficiently and creatively, as well as the requirements and information given in pedagogical documents in the preparation and implementation of the lesson and in the creative and independent solution of individual tasks and assignments also in the broader literary and didactic context, excellently supports the pupils in the active acquisition of knowledge, skills and competences, the linguistic and stylistic level of his speech is excellent, he has well-developed skills for independent further self-study;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good command of the theoretical knowledge of the didactics of literature and of the individual literary disciplines to the required extent, logically arranges the facts presented with only minor errors, takes a partially critical attitude to the acquired knowledge, is able to apply, adapt and innovate the knowledge of the didactics of literature and of the individual literary disciplines in a reliable and methodologically correct, professional, effective and mostly creative way, as well as the requirements and information given in the pedagogical documents in the preparation and implementation of the lesson and in the creative and independent solution of individual tasks and assignments also in the broader literary and didactic context, supports very well the active acquisition of knowledge, skills and competences by the pupils, the linguistic and stylistic level of his speech is very good, he has very well developed skills for independent further self-study;
C (84 - 77 %, good - normal reliable work): good performance: The student has a good command of the theoretical knowledge of the didactics of literature and of the individual literary disciplines to the required extent, he/she arranges the facts presented appropriately and makes only occasional mistakes, he/she is able to apply and adapt knowledge from the didactics of literature and from the individual literary disciplines in a reliable and methodologically correct way, as well as the requirements and information given in the pedagogical documents in the preparation and implementation of the lesson and in the reliable solution of individual tasks and assignments, well supports the pupils' active acquisition of knowledge, skills and competences, has well-developed skills for independent further self-study;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has a limited mastery of the theoretical knowledge of the didactics of literature and of the individual literary disciplines to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge and existing working methods in the preparation and implementation of the lesson and in the satisfactory solution of individual tasks and assignments, has an acceptable development of the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student possesses the theoretical knowledge of didactics of literature and of individual literary disciplines to the required extent only at a minimal level and demonstrates significant deficiencies in the arrangement of facts, can apply the acquired knowledge and existing working procedures only to a minimal extent in the preparation and implementation of the lesson, solves individual tasks and assignments at a sufficient level, has minimal skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work is required): insufficient performance: the student does not sufficiently master the theoretical knowledge of didactics of literature and of individual literary disciplines to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge in the preparation and implementation of the lesson, cannot solve individual tasks and assignments, cannot further self-educate himself/herself.
Slovak, Czech
1. Basic pedagogical documents, content and objectives of teaching literature and literature education in lower and upper secondary education, textbooks of literature and literature education, didactic aids, information resources and their role in the preparation of the teacher of Slovak language and literature for teaching.
2. Ontogenetic and psychosocial prerequisites for decoding the literary message. The process of text reception. Types of reading.
3. Approaches to the literary text in didactic communication, the importance of the interpretative approach in school literary education. Creative interpretation. School interpretation of an artistic text.
4. Formation of a cultured and cultivated reader.
5. Possibilities of developing pupil's literary competence. Practical examples of the analysis and interpretation of literary texts with emphasis on the development of literary competence of the pupil of lower and upper secondary education.
6. Classification and modernization of teaching methods in the literary component in lower and upper secondary education. The use of didactic play, creative writing, creative dramatics.
7. Use of visualisations and mental mapping, sound tools and project-based learning in the literary component in lower and upper secondary education.
8. Practical examples of the use of motivational methods in the literary component in lower and upper secondary education.
9. Practical demonstrations of the use of expositary methods in the literary component in lower and upper secondary education.
10. Practical demonstrations of the use of fixation methods in the literary component in lower and upper secondary education.
11. Practical demonstrations of the use of diagnostic and classification methods in the literary component in lower and upper secondary education.
The student will master the basic content and objectives of teaching literature education and literature in lower and upper secondary education, will understand the conceptual basis of integrated teaching of Slovak language and literature, will understand the importance of comprehensive development of pupil's competences in the context of transcurricular key competences. The student will learn about literature education and literature textbooks, didactic aids, information resources and their role in the preparation of the teacher of Slovak language and literature for the classroom. The student will become familiar with ontogenetic and psychosocial prerequisites for decoding a literary message, and will understand the process of internalisation and the process of reception of a text. The student will learn both the types of reading and the criteria for selecting an appropriate text for didactic interpretation, which he/she will be able to implement in school practice. The student will be able to explain the need for intensive aesthetic stimuli from age-appropriate literature in a variety of genres in the development of the process of reception of a text. The student will be familiar with the basic characteristics of the interpretive, informational and illustrative approaches and will be able to use them appropriately when working with different types of texts. The student will become aware of the importance of the interpretative approach in school literary education. It will be able to explain literary competence and the literary work as a source of aesthetic experience and literary-communicative activities at the same time. He/she will become familiar with the cognitive and non-cognitive prerequisites for the formation of literary culture, will become aware of the meaning of literature in the human world, the need for stimuli at the right time and in adequate intensity. It will be able to form simple definitions of literary terms and give age-appropriate examples. The student will be familiar with activating methods of introducing and fixing selected concepts. The student will be able to identify and correct the most frequent mistakes in working with text in school practice. The acquired knowledge will be used appropriately when working with selected textual material. The student will be able to perceive, experience, interpret and evaluate an artistic text and use the experience with an artistic text in his/her own individual (reception and production) activity. The acquired knowledge will be creatively applied to activities aimed at intensifying aesthetic sensitivity to the literary text, taking into account the student's experiential and cognitive horizons. He/she will be familiar with the methods of developing the pupil's literary competence and will be able to implement them. The student will be able to creatively apply methods that promote reading appetite (spontaneous childhood desire to read) and will be familiar with such projects. The student will be familiar with methods for developing a cultivated child reader (e.g. from the Reading Room project) and will be able to implement them in literary education and literature lessons. The student will consolidate creative work with a literary text through analysis and interpretation, with an emphasis on developing the literary competence of lower and upper secondary pupils, indicating the potential of tasks set before, during and after reading a text, as well as with regard to pro-social, linguistic, environmental and intercultural education through children's and young people's literature. The student will learn to apply, adapt, innovate and design innovative ways of working with literary texts in lower and upper secondary education, as well as to design, implement, analyse and critically evaluate the teaching of specific curricular content with a view to meeting the objectives set out in the relevant educational standard, applying the theoretical and analytical-interpretive skills acquired. The student will learn to actively acquire information, consolidate and develop the ability to formulate and defend arguments, communication competences, the ability to interpret facts correctly, to observe the principles of author's ethics, to be responsible for the quality of his/her work, to plan and be actively responsible for his/her own education, as well as for the education of others (pupils), to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes in the spirit of democracy, to use digital technologies in teaching.
The student demonstrates theoretical knowledge of didactics of literature, including professional terminology, knows the content and structure of pedagogical documents (educational standard of Slovak language and literature for lower and upper secondary education - performance and content standard in the literary component of the subject), the content and structure of textbooks of literary education for lower secondary education and textbooks of literature for upper secondary education, as well as the process of text reception, types of reading, approaches to literary text in didactic communication, school interpretation of an artistic text, prerequisites for the formation of literary culture and literary competence. The student has developed the ability to actively acquire information in relevant sources, to perceive them in mutual relations and contexts, to critically evaluate them, to integrate and comprehensively use them together with the acquired theoretical knowledge of didactics and the theory and history of literature in the preparation (planning), implementation, analysis and critical evaluation of a literature lesson, as well as in the creation of their own teaching materials and teaching aids. The acquired knowledge and skills can be used methodologically correctly, professionally, effectively, creatively and independently in working with literary text in school practice, with emphasis on intensifying aesthetic sensitivity towards literary text and taking into account the pupil's experiential and cognitive horizon, is able to transform and apply theoretical knowledge from individual literary disciplines in teaching, does not present pupils with ready-made knowledge, but creates appropriate conditions for active acquisition of knowledge, skills and competences and for developing not only subject-specific, but also key competences. The student is also able to actively search for new approaches to the text and is able to implement them in the work with literary text in teaching practice. The student is able to creatively and independently solve problem-solving tasks and assignments also in broader literary and didactic contexts; he/she can communicate facts, concepts and opinions, formulate and defend arguments, creatively and independently apply and interpret them; he/she has developed analytical thinking, creativity and the ability to think abstractly and critically, and to reason in context, as well as digital, organisational, interpersonal and communication skills. Can communicate knowledge to both professional and lay audiences. Can use and creatively apply acquired knowledge and skills in a school environment as a teacher of lower and upper secondary education.
Scope, type/method of teaching and organizational form: 3 hours per week lecture + seminar, total 33 hours per semester, combined form (primarily in-person)
Student workload: 11 x 3 hours of direct teaching = 33 hours; 22 hours of continuous preparation for individual lessons, including the preparation and presentation of partial assignments using modern teaching methods; 15 hours of preparation for the presentation of partial assignments using a predetermined teaching method at a specific stage of the lesson in team teaching; 50 hours of preparation for the final test in the examination period, including the study of the literature. A total of 120 hours of student work.
Teaching methods: lecture, inductive-generative interview, discussion, demonstration and analysis of concrete examples, work with text, problem-based tasks, small group work, guided self-study, e-learning
Compulsory readings:
GERMUŠKOVÁ, M. a kol. 2013. Kapitoly z didaktiky slovenského jazyka a literatúry. Prešov: Filozofická fakulta Prešovskej univerzity v Prešove. 159 s. ISBN 978-80-555-0903-3. (selected chapters)
Recommended readings:
HNÍK, O. 2014. Didaktika literatury: výzvy oboru. Od textů umělecké povahy k didaktice estetickovýchovného oboru. Praha: Karolinum. 180 s. ISBN 978-80-246-2626-0. (selected chapters)
LIPTÁKOVÁ, Ľ. a kol. 2011. Integrovaná didaktika slovenského jazyka a literatúry pre primárne vzdelávanie. Prešov: Prešovská univerzita v Prešove, Pedagogická fakulta. 580 s. ISBN 978-80-555-0462-9. (selected chapters)
PRŠOVÁ, E. 2015. Literárny text v komunikačno-zážitkovom vyučovaní. Banská Bystrica: Univerzita Mateja Bela v Banskej Bystrici. 121 s. ISBN 978-80-557-1052-5. (selected chapters)
ŠRANK, J. 2013. Individualizovaná literatúra. Bratislava: Cathedra. 470 s. ISBN 978-80-89495-12-2. (selected chapters)
ŠRANK, J. 2009. Nesamozrejmá poézia. Bratislava: Literárne informačné centrum. 239 s. ISBN 978-80-89222-73-0. (selected chapters)
VITÉZOVÁ, E. 2021. Moderné metódy vo vyučovaní literatúry I. Trnava: Pedagogická fakulta Trnavskej univerzity v Trnave. 102 s. ISBN 978-80-568-0423-0.
textbooks of literatury education and of literature for lower and upper secondary education
Educational standards in Slovak language and literature for lower and upper secondary education
O DIEŤATI, JAZYKU, LITERATÚRE. Časopis pre otázky rozvíjania komunikačnej a literárnej kompetencie.
Active participation in the class is required to pass the course. Assessment includes:
• in the mid-term assessment, the development and presentation of assignments using modern teaching methods (30 points) and the development and presentation of assignments using a predetermined teaching method at a specific stage of the lesson in a team-teaching setting (20 points);
• in the examination period, a final test (50 points). The test will assess the degree of mastery of theoretical knowledge and practical skills in the teaching of literature.
The course is completed with an assessment resulting from the continuous monitoring of the learning outcomes during the teaching part of the semester of study and in the examination period (50/50).
To pass the course, a minimum of 60 % of the points must be obtained (at least 60 points). A final grade of A requires at least 93 points, a grade of B requires at least 85 points, a grade of C requires at least 77 points, a grade of D requires at least 69 points and a grade of E requires at least 60 points of the total points. Credit will not be awarded to a student who achieves less than 60 % of the points for any component of the assessment (assignments using modern teaching methods: less than 18 points; assignments using a predetermined teaching method at a particular stage of the lesson: less than 12 points; final test: less than 30 points).
The rating is awarded on a scale:
A (100 – 93 %, excellent - outstanding): excellent performance: The student has an excellent command of the theoretical knowledge of the didactics of literature in the required scope, logically arranges the presented facts flawlessly, is able to critically and independently evaluate the acquired knowledge convincingly, is able to apply, adapt and innovate the knowledge from the didactics of literature and from the individual literary disciplines at an excellent level and methodologically correct, professionally, efficiently and creatively, as well as the requirements and information given in pedagogical documents in the preparation and implementation of the lesson and in the creative and independent solution of individual tasks and assignments also in the broader literary and didactic context, excellently supports the pupils in the active acquisition of knowledge, skills and competences, the linguistic and stylistic level of his speech is excellent, he has well-developed skills for independent further self-study;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good command of the theoretical knowledge of the didactics of literature and of the individual literary disciplines to the required extent, logically arranges the facts presented with only minor errors, takes a partially critical attitude to the acquired knowledge, is able to apply, adapt and innovate the knowledge of the didactics of literature and of the individual literary disciplines in a reliable and methodologically correct, professional, effective and mostly creative way, as well as the requirements and information given in the pedagogical documents in the preparation and implementation of the lesson and in the creative and independent solution of individual tasks and assignments also in the broader literary and didactic context, supports very well the active acquisition of knowledge, skills and competences by the pupils, the linguistic and stylistic level of his speech is very good, he has very well developed skills for independent further self-study;
C (84 - 77 %, good - normal reliable work): good performance: The student has a good command of the theoretical knowledge of the didactics of literature and of the individual literary disciplines to the required extent, he/she arranges the facts presented appropriately and makes only occasional mistakes, he/she is able to apply and adapt knowledge from the didactics of literature and from the individual literary disciplines in a reliable and methodologically correct way, as well as the requirements and information given in the pedagogical documents in the preparation and implementation of the lesson and in the reliable solution of individual tasks and assignments, well supports the pupils' active acquisition of knowledge, skills and competences, has well-developed skills for independent further self-study;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has a limited mastery of the theoretical knowledge of the didactics of literature and of the individual literary disciplines to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge and existing working methods in the preparation and implementation of the lesson and in the satisfactory solution of individual tasks and assignments, has an acceptable development of the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student possesses the theoretical knowledge of didactics of literature and of individual literary disciplines to the required extent only at a minimal level and demonstrates significant deficiencies in the arrangement of facts, can apply the acquired knowledge and existing working procedures only to a minimal extent in the preparation and implementation of the lesson, solves individual tasks and assignments at a sufficient level, has minimal skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work is required): insufficient performance: the student does not sufficiently master the theoretical knowledge of didactics of literature and of individual literary disciplines to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge in the preparation and implementation of the lesson, cannot solve individual tasks and assignments, cannot further self-educate himself/herself.
Slovak, Czech
1. Basic pedagogical documents, content and objectives of teaching literature and literature education in lower and upper secondary education, textbooks of literature and literature education, didactic aids, information resources and their role in the preparation of the teacher of Slovak language and literature for teaching.
2. Ontogenetic and psychosocial prerequisites for decoding the literary message. The process of text reception. Types of reading.
3. Approaches to the literary text in didactic communication, the importance of the interpretative approach in school literary education. Creative interpretation. School interpretation of an artistic text.
4. Formation of a cultured and cultivated reader.
5. Possibilities of developing pupil's literary competence. Practical examples of the analysis and interpretation of literary texts with emphasis on the development of literary competence of the pupil of lower and upper secondary education.
6. Classification and modernization of teaching methods in the literary component in lower and upper secondary education. The use of didactic play, creative writing, creative dramatics.
7. Use of visualisations and mental mapping, sound tools and project-based learning in the literary component in lower and upper secondary education.
8. Practical examples of the use of motivational methods in the literary component in lower and upper secondary education.
9. Practical demonstrations of the use of expositary methods in the literary component in lower and upper secondary education.
10. Practical demonstrations of the use of fixation methods in the literary component in lower and upper secondary education.
11. Practical demonstrations of the use of diagnostic and classification methods in the literary component in lower and upper secondary education.
The student will master the basic content and objectives of teaching literature education and literature in lower and upper secondary education, will understand the conceptual basis of integrated teaching of Slovak language and literature, will understand the importance of comprehensive development of pupil's competences in the context of transcurricular key competences. The student will learn about literature education and literature textbooks, didactic aids, information resources and their role in the preparation of the teacher of Slovak language and literature for the classroom. The student will become familiar with ontogenetic and psychosocial prerequisites for decoding a literary message, and will understand the process of internalisation and the process of reception of a text. The student will learn both the types of reading and the criteria for selecting an appropriate text for didactic interpretation, which he/she will be able to implement in school practice. The student will be able to explain the need for intensive aesthetic stimuli from age-appropriate literature in a variety of genres in the development of the process of reception of a text. The student will be familiar with the basic characteristics of the interpretive, informational and illustrative approaches and will be able to use them appropriately when working with different types of texts. The student will become aware of the importance of the interpretative approach in school literary education. It will be able to explain literary competence and the literary work as a source of aesthetic experience and literary-communicative activities at the same time. He/she will become familiar with the cognitive and non-cognitive prerequisites for the formation of literary culture, will become aware of the meaning of literature in the human world, the need for stimuli at the right time and in adequate intensity. It will be able to form simple definitions of literary terms and give age-appropriate examples. The student will be familiar with activating methods of introducing and fixing selected concepts. The student will be able to identify and correct the most frequent mistakes in working with text in school practice. The acquired knowledge will be used appropriately when working with selected textual material. The student will be able to perceive, experience, interpret and evaluate an artistic text and use the experience with an artistic text in his/her own individual (reception and production) activity. The acquired knowledge will be creatively applied to activities aimed at intensifying aesthetic sensitivity to the literary text, taking into account the student's experiential and cognitive horizons. He/she will be familiar with the methods of developing the pupil's literary competence and will be able to implement them. The student will be able to creatively apply methods that promote reading appetite (spontaneous childhood desire to read) and will be familiar with such projects. The student will be familiar with methods for developing a cultivated child reader (e.g. from the Reading Room project) and will be able to implement them in literary education and literature lessons. The student will consolidate creative work with a literary text through analysis and interpretation, with an emphasis on developing the literary competence of lower and upper secondary pupils, indicating the potential of tasks set before, during and after reading a text, as well as with regard to pro-social, linguistic, environmental and intercultural education through children's and young people's literature. The student will learn to apply, adapt, innovate and design innovative ways of working with literary texts in lower and upper secondary education, as well as to design, implement, analyse and critically evaluate the teaching of specific curricular content with a view to meeting the objectives set out in the relevant educational standard, applying the theoretical and analytical-interpretive skills acquired. The student will learn to actively acquire information, consolidate and develop the ability to formulate and defend arguments, communication competences, the ability to interpret facts correctly, to observe the principles of author's ethics, to be responsible for the quality of his/her work, to plan and be actively responsible for his/her own education, as well as for the education of others (pupils), to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes in the spirit of democracy, to use digital technologies in teaching.
The student demonstrates theoretical knowledge of didactics of literature, including professional terminology, knows the content and structure of pedagogical documents (educational standard of Slovak language and literature for lower and upper secondary education - performance and content standard in the literary component of the subject), the content and structure of textbooks of literary education for lower secondary education and textbooks of literature for upper secondary education, as well as the process of text reception, types of reading, approaches to literary text in didactic communication, school interpretation of an artistic text, prerequisites for the formation of literary culture and literary competence. The student has developed the ability to actively acquire information in relevant sources, to perceive them in mutual relations and contexts, to critically evaluate them, to integrate and comprehensively use them together with the acquired theoretical knowledge of didactics and the theory and history of literature in the preparation (planning), implementation, analysis and critical evaluation of a literature lesson, as well as in the creation of their own teaching materials and teaching aids. The acquired knowledge and skills can be used methodologically correctly, professionally, effectively, creatively and independently in working with literary text in school practice, with emphasis on intensifying aesthetic sensitivity towards literary text and taking into account the pupil's experiential and cognitive horizon, is able to transform and apply theoretical knowledge from individual literary disciplines in teaching, does not present pupils with ready-made knowledge, but creates appropriate conditions for active acquisition of knowledge, skills and competences and for developing not only subject-specific, but also key competences. The student is also able to actively search for new approaches to the text and is able to implement them in the work with literary text in teaching practice. The student is able to creatively and independently solve problem-solving tasks and assignments also in broader literary and didactic contexts; he/she can communicate facts, concepts and opinions, formulate and defend arguments, creatively and independently apply and interpret them; he/she has developed analytical thinking, creativity and the ability to think abstractly and critically, and to reason in context, as well as digital, organisational, interpersonal and communication skills. Can communicate knowledge to both professional and lay audiences. Can use and creatively apply acquired knowledge and skills in a school environment as a teacher of lower and upper secondary education.
Scope, type/method of teaching and organizational form: 2 hours per week lecture, total 22 hours per semester, combined form (primarily in-person)
Student workload:
11 x 2 hours of direct teaching = 22 hours;
30 hours of continuous preparation for the class combined with reading of literary texts for each class;
2 x 14 hours of preparation for two continuous written tests = 28 hours;
40 hours of preparation for the oral examination linked to the study of literature.
Total 120 hours of student work.
Teaching methods: lecturing, explanation, interview, guided self-study - work with text, e-learning
Compulsory readings:
BRTÁŇOVÁ, E.(ed.) 2017. Literárnohistorické kolokvium. IV. Klasicizmus. Bratislava: Ústav slovenskej literatúry SAV. 185 s. ISBN 978-80-88746-37-9. (selected chapters)
ŠMATLÁK, S. 2007. Dejiny slovenskej literatúry II (19. storočie a prvá polovica 20. storočia). 3. vyd. Bratislava: Literárne informačné centrum, s. 11 – 143. ISBN 978-80-89222-29-2.
VOJTECH, M. 2020. Slovenská klasicistická a preromantická literatúra. 2. vyd. Bratislava: Univerzita Komenského. 185 s. ISBN 978-80-223-5022-8.
Recommended readings:
BLAŽENCOVÁ, Ľ. 2023. Meditatívne tóny duchovnej poézie Andreja Sládkoviča. In:
Philologia, roč. 33, č. 1, s. 49 – 60. ISSN (print) 1339-2026.
BRTÁŇOVÁ, E. 2017. Doležalov pokus o veľkú epiku. In: Český a slovenský literární klasicismus. Brno: Host, s. 245 – 271. ISBN 978-80-7577-186-5.
BRTÁŇOVÁ, E. 2018. Jonáš Záborský a antická kultúra. In: Ideológia v premenách času v pamiatkach gréckej a latinskej tradície. Bratislava: Univerzita Komenského v Bratislave, s. 344 – 353. ISBN 978-80-223-4626-9.
BRTÁŇOVÁ, E. 2014. Záborského predstava národnej literatúry. In: DORUĽA, J. (ed.). Historický význam a odkaz diela osobností slovenského národného obrodenia. Bratislava: Slavistický ústav Jána Stanislava SAV, s. 42 – 54. ISBN 978-80-89489-18-3.
Further study text will be made available to students in electronic form.
Active participation in the class is required to pass the course. Assessment includes:
• two mid-term written tests in literary history (first test mid-semester after Topic 5, 25 points; second test at the end of the mid-term after Topic 10, 25 points);
• an oral examination on professional knowledge and analytical-interpretive skills (50 points).
The course is completed with an assessment resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study and from the final assessment of learning outcomes (50/50).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who obtains less than 60 % of the points in any component of the assessment (first continuous assessment: less than 15 points; second continuous assessment: less than 15 points; oral examination: less than 30 points).
The mark is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent knowledge of the history of literary classicism, pre-Romanticism and Romanticism to the required extent, arranges the facts presented in a logically flawless manner, can critically and independently evaluate the acquired literary-historical knowledge in a convincing manner, and can apply and adapt it creatively at an excellent level, innovate and design procedures for working with literary works in school practice, has the ability to creatively solve individual tasks and assignments independently and imaginatively in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is excellent, has well-developed skills for further independent education;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of the history of literary classicism, pre-Romanticism and Romanticism to the required extent, arranges the facts presented logically with only minor errors, takes a partially critical attitude to the literary-historical knowledge acquired and is able to apply it very well, adapt and innovate the procedures of working with literary works in school practice, has the ability to independently solve individual tasks and assignments also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his speech is very good, he has very well developed skills of independent further self-study;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of the history of literary classicism, pre-Romanticism and Romanticism to the required extent, arranges the facts presented appropriately and makes only occasional mistakes, can reliably apply the literary-historical knowledge acquired and the existing procedures for working with literary works in school practice, solves individual tasks and assignments reliably independently, has well-developed skills for further independent learning;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of literary classicism, pre-romanticism and romanticism to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired literary-historical knowledge and existing procedures for working with literary works in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimal amount of knowledge of literary classicism, pre-Romanticism and Romanticism to the required extent and significant deficiencies in the arrangement of facts, can minimally apply the acquired literary-historical knowledge and existing procedures for working with literary works in school practice, solves individual tasks and assignments at a satisfactory level with considerable help, has minimal skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the history of literary classicism, pre-Romanticism and Romanticism to the required extent, does not know the facts and their logical connections, cannot apply the acquired literary-historical knowledge to work with literary works in school practice, cannot solve individual tasks and assignments, is unable to further self-study.
Slovak
1. Issues of transition from older literature to modern literature. Philosophical and aesthetic foundations of classicism, the Enlightenment and the peak phase of classicism in Slovak literature, thematic and genre stratification of classical literature.
2. The Enlightenment phase of classicism in Slovak literature, social reforms, enlightenment efforts, learned societies. Issues of prose in the period of Enlightenment Classicism, the first Slovak novel.
3. Typological and poetological characteristics of Slovak poetry of the Enlightenment Classicism period, problems of verse and prosody. Overview of authors and their works.
4. The peak phase of classicism in Slovak literature. Literary works of J. Hollý.
5. Genesis of Slovak Pre-Romanticism, aesthetic starting points, thematic and genre stratification of Pre-Romantic literature. Literary works of J. Kollár.
6. Slovak Pre-Romantic prose and drama (K. Kuzmány, J. Chalupka and others).
7. Genesis of Slovak literary romanticism. Ideological differentiation of Romanticism (subject-pragmatic and messianic stream), thematic and genre stratification of Romantic literature.
8. Differentiating tendencies in Slovak Romantic poetry (folklorizing and artistic line). The forms of poetry in the period of Slovak literary romanticism (S. Chalupka, J. Kral, A. Sládkovič, J. Botto, etc.).
9. The Messianic current in Slovak Romantic poetry (S. B. Hroboň, M. M. Hodža and others).
10. The forms of prose and drama in the period of Slovak literary romanticism (J. M. Hurban, J. Kalinčiak, J. Záborský, J. Palárik and others).
11. Literary creation on the border between Romanticism and Realism (G. K. Zechenter-Laskomerský, Ľ. Kubáni and others).
The course curriculum covers a range of knowledge and skills that the student will use in his/her educational practice. The student will deepen and develop knowledge of the history of literary classicism, pre-Romanticism and Romanticism. The student will master and be able to implement in practice various methods of making the history of literary classicism, pre-Romanticism and Romanticism accessible, and will learn to look for typological connections and specifics of European and Slovak classicism, pre-Romanticism and Romanticism. On the basis of the knowledge acquired, the student will be able to assess the degree of continuity of literary-historical development with the European and Central European context and with the specific features of our region. They will learn to discuss, justify and compare the significance of key personalities and currents of thought, to select and name their sources and the basic attributes of literary and cultural life in Slovakia at the end of the 18th century and in the 19th century. He or she will be able to explain the nature of the social reforms and enlightenment efforts of the Bernoláks in the period of literary classicism, as well as to clarify the background of the Bernolákian controversies. They will recognise the author of the first Slovak novel and will be able to highlight the importance of this work and other prose works in the context of European Enlightenment literature and in the context of the history of Slovak literature. The student will deepen and develop knowledge of Slovak poetry of the Enlightenment Classical period, and will get to know the creators of the poetry of the waning Baroque and Rococo poetry. The student will be familiar with the typological characteristics of Pre-Romanticism and the dominant personalities of this period in the field of poetry, prose and drama. They will acquire knowledge of the social and cultural conditions in Slovakia during the period of literary Romanticism, understand the philosophical foundations of this period and understand the essence of the ideological differentiation of literary Romanticism. They will acquire knowledge of the poetry of the Slovak Romantics as well as the prose and dramatic works of the period and its main representatives. The student will be able to plan and implement lessons on the history of literary classicism, pre-Romanticism and Romanticism, focusing on the important periodisation milestones of the above-mentioned literary periods and the ideological and aesthetic features of these movements as they appear in the work of representative authors. The student will be able to identify and explain the development of our literature in a broader inter-literary context. The student will be able to articulate and demonstrate the essential attributes of literary and cultural life in Slovakia during the periods of literary classicism, pre-Romanticism and Romanticism. The student will know the theoretical and practical content and methods for independent student discovery of literary relationships. The student will understand the importance of researching the qualities of this literary phenomenon, the need to define its historical mission and the scope of its legacy in the literary scene. By successfully completing the course, the student will acquire the competence to orient himself/herself in the issues of the history of Slovak literary classicism, pre-Romanticism and Romanticism. On the basis of the acquired knowledge and understanding, the student will acquire the prerequisites and motivation to develop the skills necessary for further self-study and critical thinking and to encourage students to actively acquire literary-historical knowledge. The course will lead the student to the active acquisition of information and the effective use of cross-cutting and specialised knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process, and creatively using appropriate and appropriate methods of the discipline. In the course, the student will strengthen and develop communicative competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and strengthen his/her sense of socially responsible action and pluralistic civic attitudes. The student will be competent in the use of digital technologies in the teaching of the history of literature.
The student has a deep and cross-cutting knowledge of the typological characteristics of the period of literary classicism, pre-Romanticism and Romanticism, has acquired knowledge of the history and various conceptions of the perception of literary classicism, pre-Romanticism and Romanticism. It has knowledge of the literary culture of the period in the context of contemporary political, social and cultural processes, of periodisation models and the internal differentiation of original Slovak works of the period. Can take a stance towards literary works, understands the theories, methods and procedures used in literary classicism, pre-Romanticism and Romanticism. Demonstrable knowledge of the typological characteristics of the period of Slovak literary classicism, pre-Romanticism and Romanticism and the ability to think in terms of the development of Slovak literature in a wider inter-literary context, and knowledge of the connections and relationships with other literary-historical periods. Possesses comprehensive theoretical knowledge and knowledge of the most significant personalities of the above-mentioned periods in the context of the history of Slovak literature. The student is able to integrate and link the information with the basic attributes of literary and cultural life in Slovakia in the periods of literary classicism, pre-Romanticism and Romanticism. The student is familiar with literary historical terms, periodisation milestones, general characteristics of the period and dominant literary authors. Can use analytical skills and creativity in the professional literary analysis of a fictional text. Has developed analytical skills as well as the ability to think abstractly and critically. The student can creatively apply the thoroughly acquired theoretical knowledge, practical skills and achieved competences in practical pedagogical school interpretation in practice. Based on problem solving, the student has acquired the skills to actively gather information and use it to solve practical problems in the field using appropriate and appropriate procedures, as well as the ability to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. It also has a number of transferable skills, such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills. The student is able to communicate information on the history of literary classicism, pre-Romanticism and Romanticism to a general audience and to lay audiences. The student is able to use and creatively apply them in the school environment in the position of a teacher of lower and upper secondary education.
Scope, type/method of teaching and organizational form: 2 hours per week: seminar, total 22 hours per semester, combined form (primarily in-person)
Student workload:
11 x 2 hours of direct teaching = 22 hours; 27 hours of preparation for the midterm test, 14 hours of preparation for the paper, 27 hours of preparation for the language proofreading
Total 90 hours of student work.
Teaching methods: explanation, discussion of the topic, solving problems and assignments, practical problem solving, work with text, small group work, e-learning
Compulsory readings:
KAČALA, J. 2021. Súčasný spisovný jazyk. 1. vyd. Martin: Vydavateľstvo Matice slovenskej. 142 s. ISBN 978-80-8115-310-5.
Kultúra slova. Red. S. Mislovičová. Bratislava: JÚĽŠ v Bratislave.
Recommended readings:
KAČALA, J. 2014. State o slovenskej kvantite a rytmickom zákone. Bratislava: Univerzita Komenského v Bratislave. 140 s. ISBN 978-80-223-3833-2. (selected chapters)
DOLNÍK, J. 2010. Teória spisovného jazyka. 1. vyd. Bratislava: VEDA. 301 s. ISBN 978-80-224-1119-6. (selected chapters)
ŽEŇUCH, P. 2020. Zvuková rovina cirkevnej slovančiny u Slovákov. Bratislava: Ústav filologických štúdií Pedagogickej fakulty Univerzity Komenského v Bratislave, Katedra slovenského jazyka a literatúry. Elektronická publikácia vyšla vlastným nákladom autora na študijné účely. 57 s. ISBN 978-80-570-2716-4. Internetový odkaz: – https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KSJL/rozne/ZENUCH_Peter_Zvukova_rovina_cirkevnej_slovanciny_u_Slovakov__1_.pdf (selected parts)
Pravidlá slovenského pravopisu. Red. M. Považaj. Bratislava: 2013. 592 s. ISBN 978-80-224-1331-2.
Active participation in the class is required to pass the course. The student will be evaluated during the semester by:
• a midterm test after the 4th topic (40 points),
• a paper (20 points),
• proofreading of the text after the 10th topic (40 points).
The course is completed with a grade resulting from the continuous assessment of the learning outcomes during the teaching part of the semester of study (100/0).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. Credit will not be awarded to a student who obtains less than 60 % of the points in any component of the assessment (mid-term test: less than 24 points; paper: less than 12 points; proofreading of the text: less than 24 points).
A (100 - 93 %, excellent - outstanding results): excellent performance: The student has an excellent knowledge of contemporary linguistic culture theory to the required extent, logically arranges the facts presented in a flawless manner, is able to critically and independently evaluate the acquired knowledge in a convincing manner, and is able to apply and adapt it creatively at an excellent level, innovate and propose working procedures in the field of language standards and language practice in school practice, has the ability to creatively independently and imaginatively solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his speech is excellent, has well-developed skills for independent further self-study;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of contemporary linguistic culture theory to the required extent, logically arranges the facts presented with only minor errors, takes a partially critical attitude to the acquired knowledge and is able to apply, adapt and innovate working practices in the field of language standards and language practice in school practice very well, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, has very well-developed skills for independent further self-study;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of the current theory of language culture to the required extent, arranges the facts presented appropriately and makes only occasional errors, can reliably apply the acquired knowledge and existing working practices in the field of language standards and language practice in school practice, solves individual tasks and assignments reliably independently, has well-developed skills for further independent learning;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of the contemporary theory of language culture to the required extent, demonstrates some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge and existing working practices in the field of language standard and language practice in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of contemporary linguistic culture theory to the required extent and significant deficiencies in the organisation of facts, can minimally apply the acquired knowledge and existing working practices in the field of language standard and language practice in school practice, solves individual tasks and assignments at a satisfactory level with considerable help, has the minimum skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the current theory of language culture to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge to work in the field of language standard and language practice in school practice, cannot solve individual tasks and assignments, cannot self-study further.
Slovak
1. Contemporary written language and contemporary written Slovak. Stability and dynamism of the written language.
2. National language and its stratification. Standard, codification, linguistic anxiety, orthography anxiety, valid codification manuals of contemporary written Slovak.
3. Users of written Slovak, language patterns, language personalities. Language education in and out of school.
4. Contemporary written Slovak. Language culture and criteria of orthography.
5. Problematic phenomena of the sound subsystem. Selected orthoepic phenomena.
6. Rhythmic law from the perspective of codification.
7. Problematic phenomena of the morphological and syntactic subsystem.
8. Problematic phenomena of the lexical subsystem. Spoken and unspoken lexis.
9. The question of the protection of the Slovak language. Non-linguistic influences. Adoption of expressions. Englishisms and Bohemianisms.
10. Selected orthographic phenomena.
11. Linguistic proofreading of the text.
The student will be able to define a linguistic norm and its relationship to linguistic practice. The student will be able to interpret the theoretical basis of the conditions for the definition of the concept and term user of written Slovak. The student will acquire knowledge of the basic factors that influence language culture and language learning. The student will be able to explain the ways of acquiring and using the national or written language with a focus on school and out-of-school language education. As a linguistic role model, he/she will be able to naturally activate and develop a positive attitude of the pupil towards the language and in particular towards written Slovak. He/she will learn to compare and critically evaluate the systemolinguistic and sociolinguistic approach to the language user and his/her linguistic expressions. In the context of problematic phenomena of the sound subsystem, the student will consolidate and practise knowledge focused on the pronunciation of soft and hard consonants, on the syllabic changes within and at the end of a word. The student will learn the essence of the rhythmic law and its reflection in older and newer codification and non-codification manuals, and will be able to apply it correctly in the production of his/her own speeches. The student will master the practical use of selected orthographic and orthographic rules and learn how to implement them in educational activities in school settings. The student will be able to identify and correct the most frequent lexical, morphological and syntactic linguistic errors. On the basis of vocabulary differentiation, the student will be aware of the different use of written and unwritten lexical resources in formal and informal speech and language and will be able to use them appropriately in specific speech and language expressions. The student will become familiar with the issue of the protection of the written language contained in the Act on the State Language and the concept of the care of the state language in the application subsystem, with a focus on education and training. The student will be familiar with and be able to critically evaluate the purist and functionalist approach to the protection of the written language and the related foreign language influences. The student will become familiar with the most frequent and established bohemianisms in the Slovak language and will be able to critically assess their occurrence in linguistic and speech manifestations from the perspective of systemic linguistics and sociolinguistics. He/she will learn how to actively acquire information related to linguistic norms, orthographic and orthographic norms and linguistic culture from the website of the Ľudovít Štúr Institute of Linguistics (mainly from the archive of the journal Kultúra slova, by using the online version of the currently valid codification manuals and by using the dictionary portal) and to implement them in educational and proofreading activities. The course will lead the student to the effective use of cross-cutting and specialized knowledge, consolidate and develop his/her skill to formulate and defend arguments, stimulate his/her skill to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process, and creatively using the appropriate and adequate methods of the discipline. The student will consolidate and develop communication competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate his/her sense of socially responsible action.
The student knows the theoretical background in the field of linguistic culture. The student understands the concepts and terms contemporary written language and contemporary written Slovak language with a focus on the periodisation of the history of written language and written Slovak language. He is familiar with the codification manuals that stood at the beginning of the stage of contemporary written Slovak, as well as with the currently valid codification manuals in book and electronic form available on the website of the Ľudovít Štúr Institute of Linguistics. The student has knowledge of the systemolinguistic and sociolinguistic approach to language culture, to the norm, to language practice, to codification or to the user of the written language and can critically evaluate the use of these approaches in teaching and proofreading practice. They have acquired the approach of an active and creative language user and can correctly evaluate the use of linguistic resources in relation to the communicative environment and the mode of communication, with a focus on school-age children. The student possesses knowledge concerning current problematic phenomena in the field of linguistic norms within individual subsystems of language and is able to apply them creatively in the school environment in the position of a teacher of lower and upper secondary education. The student is able to see individual phenomena in a broader linguistic, cultural and social context. Through problem solving, the student has acquired the skills to actively gather information and use it to solve practical problems in the field using appropriate and appropriate procedures, as well as the skills to communicate facts, concepts and opinions and to formulate and defend arguments.
They have also acquired a number of transferable skills, in particular analytical thinking, creativity and the ability to think abstractly. It is able to use its ability to critically assess the suitability and appropriateness of the information it receives to develop its own linguistic expression and to improve the communicative competence of pupils in lower and upper secondary education. He is able to communicate the acquired information to professionals and lay people. The student has acquired the competence to expand his/her knowledge independently and the ability to identify and evaluate the broader context of professional issues.
Scope, type/method of teaching and organizational form: 2 hours per week: seminar, total 22 hours per semester, combined form (primarily in-person)
Student workload:
11 x 2 hours of direct teaching = 22 hours; 27 hours of preparation for the midterm test, 14 hours of preparation for the paper, 27 hours of preparation for the language proofreading
Total 90 hours of student work.
Teaching methods: explanation, discussion of the topic, solving problems and assignments, practical problem solving, work with text, small group work, e-learning
Compulsory readings:
KAČALA, J. 2021. Súčasný spisovný jazyk. 1. vyd. Martin: Vydavateľstvo Matice slovenskej. 142 s. ISBN 978-80-8115-310-5.
Kultúra slova. Red. S. Mislovičová. Bratislava: JÚĽŠ v Bratislave.
Recommended readings:
KAČALA, J. 2014. State o slovenskej kvantite a rytmickom zákone. Bratislava: Univerzita Komenského v Bratislave. 140 s. ISBN 978-80-223-3833-2. (selected chapters)
DOLNÍK, J. 2010. Teória spisovného jazyka. 1. vyd. Bratislava: VEDA. 301 s. ISBN 978-80-224-1119-6. (selected chapters)
ŽEŇUCH, P. 2020. Zvuková rovina cirkevnej slovančiny u Slovákov. Bratislava: Ústav filologických štúdií Pedagogickej fakulty Univerzity Komenského v Bratislave, Katedra slovenského jazyka a literatúry. Elektronická publikácia vyšla vlastným nákladom autora na študijné účely. 57 s. ISBN 978-80-570-2716-4. Internetový odkaz: – https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KSJL/rozne/ZENUCH_Peter_Zvukova_rovina_cirkevnej_slovanciny_u_Slovakov__1_.pdf (selected parts)
Pravidlá slovenského pravopisu. Red. M. Považaj. Bratislava: 2013. 592 s. ISBN 978-80-224-1331-2.
Active participation in the class is required to pass the course. The student will be evaluated during the semester by:
• a midterm test after the 4th topic (40 points),
• a paper (20 points),
• proofreading of the text after the 10th topic (40 points).
The course is completed with a grade resulting from the continuous assessment of the learning outcomes during the teaching part of the semester of study (100/0).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. Credit will not be awarded to a student who obtains less than 60 % of the points in any component of the assessment (mid-term test: less than 24 points; paper: less than 12 points; proofreading of the text: less than 24 points).
A (100 - 93 %, excellent - outstanding results): excellent performance: The student has an excellent knowledge of contemporary linguistic culture theory to the required extent, logically arranges the facts presented in a flawless manner, is able to critically and independently evaluate the acquired knowledge in a convincing manner, and is able to apply and adapt it creatively at an excellent level, innovate and propose working procedures in the field of language standards and language practice in school practice, has the ability to creatively independently and imaginatively solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his speech is excellent, has well-developed skills for independent further self-study;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of contemporary linguistic culture theory to the required extent, logically arranges the facts presented with only minor errors, takes a partially critical attitude to the acquired knowledge and is able to apply, adapt and innovate working practices in the field of language standards and language practice in school practice very well, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, has very well-developed skills for independent further self-study;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of the current theory of language culture to the required extent, arranges the facts presented appropriately and makes only occasional errors, can reliably apply the acquired knowledge and existing working practices in the field of language standards and language practice in school practice, solves individual tasks and assignments reliably independently, has well-developed skills for further independent learning;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of the contemporary theory of language culture to the required extent, demonstrates some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge and existing working practices in the field of language standard and language practice in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of contemporary linguistic culture theory to the required extent and significant deficiencies in the organisation of facts, can minimally apply the acquired knowledge and existing working practices in the field of language standard and language practice in school practice, solves individual tasks and assignments at a satisfactory level with considerable help, has the minimum skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the current theory of language culture to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge to work in the field of language standard and language practice in school practice, cannot solve individual tasks and assignments, cannot self-study further.
Slovak
1. Contemporary written language and contemporary written Slovak. Stability and dynamism of the written language.
2. National language and its stratification. Standard, codification, linguistic anxiety, orthography anxiety, valid codification manuals of contemporary written Slovak.
3. Users of written Slovak, language patterns, language personalities. Language education in and out of school.
4. Contemporary written Slovak. Language culture and criteria of orthography.
5. Problematic phenomena of the sound subsystem. Selected orthoepic phenomena.
6. Rhythmic law from the perspective of codification.
7. Problematic phenomena of the morphological and syntactic subsystem.
8. Problematic phenomena of the lexical subsystem. Spoken and unspoken lexis.
9. The question of the protection of the Slovak language. Non-linguistic influences. Adoption of expressions. Englishisms and Bohemianisms.
10. Selected orthographic phenomena.
11. Linguistic proofreading of the text.
The student will be able to define a linguistic norm and its relationship to linguistic practice. The student will be able to interpret the theoretical basis of the conditions for the definition of the concept and term user of written Slovak. The student will acquire knowledge of the basic factors that influence language culture and language learning. The student will be able to explain the ways of acquiring and using the national or written language with a focus on school and out-of-school language education. As a linguistic role model, he/she will be able to naturally activate and develop a positive attitude of the pupil towards the language and in particular towards written Slovak. He/she will learn to compare and critically evaluate the systemolinguistic and sociolinguistic approach to the language user and his/her linguistic expressions. In the context of problematic phenomena of the sound subsystem, the student will consolidate and practise knowledge focused on the pronunciation of soft and hard consonants, on the syllabic changes within and at the end of a word. The student will learn the essence of the rhythmic law and its reflection in older and newer codification and non-codification manuals, and will be able to apply it correctly in the production of his/her own speeches. The student will master the practical use of selected orthographic and orthographic rules and learn how to implement them in educational activities in school settings. The student will be able to identify and correct the most frequent lexical, morphological and syntactic linguistic errors. On the basis of vocabulary differentiation, the student will be aware of the different use of written and unwritten lexical resources in formal and informal speech and language and will be able to use them appropriately in specific speech and language expressions. The student will become familiar with the issue of the protection of the written language contained in the Act on the State Language and the concept of the care of the state language in the application subsystem, with a focus on education and training. The student will be familiar with and be able to critically evaluate the purist and functionalist approach to the protection of the written language and the related foreign language influences. The student will become familiar with the most frequent and established bohemianisms in the Slovak language and will be able to critically assess their occurrence in linguistic and speech manifestations from the perspective of systemic linguistics and sociolinguistics. He/she will learn how to actively acquire information related to linguistic norms, orthographic and orthographic norms and linguistic culture from the website of the Ľudovít Štúr Institute of Linguistics (mainly from the archive of the journal Kultúra slova, by using the online version of the currently valid codification manuals and by using the dictionary portal) and to implement them in educational and proofreading activities. The course will lead the student to the effective use of cross-cutting and specialized knowledge, consolidate and develop his/her skill to formulate and defend arguments, stimulate his/her skill to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process, and creatively using the appropriate and adequate methods of the discipline. The student will consolidate and develop communication competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate his/her sense of socially responsible action.
The student knows the theoretical background in the field of linguistic culture. The student understands the concepts and terms contemporary written language and contemporary written Slovak language with a focus on the periodisation of the history of written language and written Slovak language. He is familiar with the codification manuals that stood at the beginning of the stage of contemporary written Slovak, as well as with the currently valid codification manuals in book and electronic form available on the website of the Ľudovít Štúr Institute of Linguistics. The student has knowledge of the systemolinguistic and sociolinguistic approach to language culture, to the norm, to language practice, to codification or to the user of the written language and can critically evaluate the use of these approaches in teaching and proofreading practice. They have acquired the approach of an active and creative language user and can correctly evaluate the use of linguistic resources in relation to the communicative environment and the mode of communication, with a focus on school-age children. The student possesses knowledge concerning current problematic phenomena in the field of linguistic norms within individual subsystems of language and is able to apply them creatively in the school environment in the position of a teacher of lower and upper secondary education. The student is able to see individual phenomena in a broader linguistic, cultural and social context. Through problem solving, the student has acquired the skills to actively gather information and use it to solve practical problems in the field using appropriate and appropriate procedures, as well as the skills to communicate facts, concepts and opinions and to formulate and defend arguments.
They have also acquired a number of transferable skills, in particular analytical thinking, creativity and the ability to think abstractly. It is able to use its ability to critically assess the suitability and appropriateness of the information it receives to develop its own linguistic expression and to improve the communicative competence of pupils in lower and upper secondary education. He is able to communicate the acquired information to professionals and lay people. The student has acquired the competence to expand his/her knowledge independently and the ability to identify and evaluate the broader context of professional issues.
Scope, type/method of teaching and organizational form: 2 hours per week lecture, total 22 hours per semester, combined form (primarily in-person)
Student workload:
11 x 2 hours of direct teaching = 22 hours;
30 hours of continuous preparation for the class combined with reading of literary texts for each class;
2 x 14 hours of preparation for two midterm tests = 28 hours;
40 hours of preparation for the oral examination combined with literature study.
Total 120 hours of student work.
Teaching methods: lecturing, explanation, interview, guided self-study - work with text, e-learning
Compulsory readings:
SEDLÁK, I. a kol. 2009. Dejiny slovenskej literatúry I. Martin: Matica slovenská, s. 418 – 518. ISBN 978-80-7090-935-5.
ŠMATLÁK, S. 2007. Dejiny slovenskej literatúry II (19. storočie a prvá polovica 20. storočia). Bratislava: Literárne informačné centrum, s. 147 – 259. ISBN 978-80-89222-29-2.
Recommended readings:
BLAŽENCOVÁ, Ľ. 2021. Večný pútnik Martin Kukučín. In: SVORADOVÁ, V. – BLAŽENCOVÁ, Ľ. – MASARYK, M.: Osobnosti slovenskej literatúry v interkultúrnych kontextoch. Bratislava: Univerzita Komenského v Bratislave, s. 7 – 28. ISBN 978-80-223-5287-1.
BRTÁŇOVÁ, E. 2014. Záborského predstava národnej literatúry. In: DORUĽA, J. (ed.): Historický význam a odkaz diela osobností slovenského národného obrodenia. Bratislava: Slavistický ústav Jána Stanislava SAV, s. 42 – 54. ISBN 978-80-89489-18-3.
ČEPAN, O. 1984. Stimuly realizmu. Bratislava: Tatran, 478 s. (selected chapters)
MIKULOVÁ, M. – MIKULA V. 2010. Kapitoly zo slovenského realizmu: dejiny, medailóny, štúdie, interpretácie. Bratislava: Vydavateľstvo UK. 235 s. ISBN 978-80-223-2855-5. (selected chapters)
Further study text will be made available to students in electronic form.
Active participation in the class is required to pass the course. Assessment includes:
• two mid-term written tests in literary history (first test mid-semester after Topic 5, 25 points; second test at the end of the mid-term after Topic 10, 25 points);
• an oral examination on professional knowledge and analytical-interpretive skills (50 points).
The course is completed with an assessment resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study and from the final assessment of learning outcomes (50/50).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who obtains less than 60 % of the points in any component of the assessment (first continuous assessment: less than 15 points; second continuous assessment: less than 15 points; oral examination: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent knowledge of the history of literary realism in the required range, logically arranges the presented facts flawlessly, can critically and independently evaluate the acquired literary-historical knowledge convincingly, can creatively apply, adapt, innovate and design procedures for working with literary works in school practice at an excellent level, has the ability to deal creatively independently and imaginatively with individual tasks and assignments in wider literary, literary-historical and cultural contexts, the linguistic and stylistic level of his/her expression is excellent, and has well-developed skills for further independent learning;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of the history of literary realism to the required extent, arranges the facts presented logically with only minor errors, takes a partially critical attitude to the literary-historical knowledge acquired and is able to apply, adapt and innovate the procedures of working with literary works in school practice very well, has the ability to solve individual tasks and assignments independently and in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her expression is very good, has very well developed skills for further independent learning;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of the history of literary realism to the required extent, arranges the facts presented appropriately and makes errors only in places, can reliably apply the literary-historical knowledge acquired and existing procedures for working with literary works in school practice, solves individual tasks and assignments reliably independently, has well-developed skills for independent further self-study;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of literary realism to the required extent, demonstrates some deficiencies in the arrangement of facts, can satisfactorily apply the acquired literary-historical knowledge and existing procedures for working with literary works in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimal amount of knowledge of literary realism to the required extent and significant deficiencies in the arrangement of facts, can minimally apply the acquired literary-historical knowledge and existing procedures for working with literary works in school practice, solves individual tasks and assignments at a satisfactory level with considerable help, has minimal skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the history of literary realism to the required extent, does not know the facts and their logical connections, cannot apply the acquired literary-historical knowledge to work with literary works in school practice, cannot solve individual tasks and assignments, cannot self-study.
Slovak
1. Political and cultural-social conditions in Slovakia (late 19th - early 20th century) and signals of the new literary epoch.
2. Genesis of Slovak literary realism, poetological and genre specifics, change of aesthetic canon.
3. Poetic initiative and new poetics of S. Hurban Vajanský.
4. Creative voluntarism and the elevated prose style of S. Hurban Vajanský.
5. The artistic phenomenon of P. Országh Hviezdoslav, generational confrontations and the lyricism of great cycles.
6. The epic and dramatic world of P. Országh Hviezdoslav.
7. The epic harmony of M. Kukučín's work.
8. Features of autobiographical and memoir prose in the period of realism. The literary work of E. Maróthy-Šoltésová.
9. Inner autobiography as a creative and narrative phenomenon in the work of B. Slančíková Timrava.
10. The skeptical sentiment of J. Gregor Tajovský's literary work.
11. Constituting realistic literary criticism and literary science.
The course curriculum covers a range of knowledge and skills that the student will use in his/her educational practice. The student will deepen and develop knowledge of the history of literary realism. He/she will master and be able to practically implement various methods of making the material from the history of literary realism accessible and to affect the efforts to match the depicted reality with its literary forms. They will learn to look for typological connections and specific features of European and Slovak realism. On the basis of the knowledge acquired, the student will be able to assess the extent to which literary-historical development is related to the European and Central European context and to the specific features of our region. The student will be able to discuss, justify and compare the significance of key personalities as well as the flow of ideas, select and name its sources and basic attributes of literary, cultural and social life in Slovakia at the turn of the 19th and 20th centuries, and understand the philosophical foundations of this period. They will be able to recognise the poetological and genre specifics of Slovak literary realism, and will be able to explain the essence of the change in the aesthetic canon in this period. He will understand the differences in the poetic work of the dominant representatives of the Realist period, and will be able to explain the change in the prosodic qualities of poetic language, focusing on the refinement and sophistication of poetic form and realistic detail. The student will be able to identify in the works the themes of everyday life, the heroism of simple destinies, and the plight of the characters. The student will be familiar with the character and conceptual definition of Slovak literary realism, the dominant creators of realistic prose and drama, and their major literary works. He will be able to distinguish in them the efforts to create a higher conversational style, but also the efforts to use vernacular language or hard diction of speech. The student will recognize the founding generation of realism and the generation of late realism depicting a pessimistic-naturalistic conception of life and man. The student will deepen and develop an understanding of the ideological and aesthetic principles of prose belonging to the realist type. The student will be able to highlight the significance of realist literary works in the context of European realist literature and in the context of the history of Slovak literature. The student will be able to plan and implement lessons on the history of literary realism, focusing on the important periodization milestones of a given literary period and the ideological-aesthetic features of this movement as they appear in the work of representative realist authors. The student will become familiar with both the theoretical and practical parts of the educational content and methods for independent student discovery of literary relationships. They will understand the importance of researching the qualities of this literary phenomenon, the need to define its historical mission and the scope of its legacy in the literary scene. Successful completion of the course will give the student the competence to orient himself/herself in the issues of the history of Slovak literary realism. On the basis of the acquired knowledge and skills, the student will acquire the prerequisites and motivation to develop the skills necessary for further self-study and critical thinking and the ability to encourage students to actively acquire literary-historical knowledge. The course will lead the student to the active acquisition of information and the effective use of cross-cutting and specialised knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her skill to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process, and creatively using appropriate and appropriate methods of the discipline. In the course, the student will strengthen and develop communicative competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and strengthen his/her sense of socially responsible action and pluralistic civic attitudes. The student will be competent in the use of digital technologies in the teaching of the history of literature.
The student has a deep and cross-cutting knowledge of the typological characteristics of the period of literary realism. The student has knowledge of the literary culture of the period in the context of contemporary political, social and cultural processes, of the periodization models and internal differentiation of original Slovak works of the period, has acquired knowledge of the history and various conceptions of literary realism. He/she is able to take an attitude towards literary works, knows and understands the theories, methods and procedures used in literary realism. Demonstrable knowledge of the typological characteristics of the period of Slovak literary realism and the ability to think in the context of the development of Slovak literature in a broader inter-literary context; knowledge of the connections and relationships with other literary-historical periods. Possesses comprehensive theoretical knowledge and knowledge of the most significant personalities of that period in the context of the history of Slovak literature. The student is able to integrate and relate the information to the basic attributes of literary and cultural life in Slovakia during the period of literary realism. Has acquired knowledge of literary historical terms, knows periodisation milestones, general characteristics of the period and dominant literary creators. Can use analytical skills and creativity in the professional literary-historical analysis of a fictional text. Has developed analytical skills as well as the ability to think abstractly and critically. The student can creatively apply the theoretical knowledge, practical skills, and competences acquired in practical pedagogical school interpretation in practice. On the basis of problem solving, the student has acquired the skills to actively acquire information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the ability to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They have also developed a number of transferable skills such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills. The student is able to communicate information from the history of literary realism to a general public and lay audiences. The student is able to use and creatively apply them in the school environment in the position of a teacher of lower and upper secondary education.
Scope, type/method of teaching and organisational form: 2 hours per week lecture and seminar, total 22 hours per semester, combined form (primarily in-person)
Student workload: 11 x 2 hours of direct teaching - 22 hours; 28 hours of preparation in the form of self-study of literature; 30 hours of preparation for the midterm test and 40 hours of preparation for the exam; total 120 hours of student work.
Teaching methods: interpretation, explanation, colloquium, interpretation, discussion
Compulsory readings:
KAČALA, J. – KRAJČOVIČ, R. 2011. Prehľad dejín spisovnej slovenčiny. 2. upravené a doplnené vydanie. Martin: Matica slovenská. 233 s. ISBN 978-80-8128-006-1.
PAULINY, E. 1983. Dejiny spisovnej slovenčiny od začiatkov po súčasnosť. Bratislava: Slovenské pedagogické nakladateľstvo. 254 s. (selected sections)
Recommended readings:
ŽEŇUCH, P. 2020. Byzantsko-slovanská tradícia v staršom období vývinu slovenskej kultúry. In: Konštantínove listy, roč. 13, č. 1, s. 112 – 125.
ŽEŇUCH, P. 2019. Staroslovienčina a cirkevná slovančina – lingua franca. In: Historická revue, roč. 30, č. 6, s. 6 – 11.
ŽEŇUCH, P. 2016. Formovanie byzantsko-slovanskej konfesionálnej identity v staršom období slovenských kultúrnych dejín. In: Konštantínove listy, roč. 9, č. 1, s. 199 – 209.
Available on: http://www.constantinesletters.ukf.sk/images/issues/2016_v9_iss1/CL_v9_iss1_199to209.pdf
Active participation in the class is required to pass the course. The student will be evaluated on the basis of a midterm test and a final written test. The assessment test will take place after the 10th topic and allows for 50 points of the overall course grade. The final test will take place in the exam period and allows for 50 points of the overall course grade. A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. A pass mark of at least 60 % is required to pass the course (at least 60 points). Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (mid-term test: less than 30 points; final test: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has excellent knowledge of the history of written Slovak to the required extent, logically arranges the facts presented, can persuasively critically and independently evaluate the acquired knowledge and creatively apply, adapt, innovate and propose procedures for working with the processes of the historical development of written Slovak in school practice, has the ability to creatively and independently solve individual tasks and assignments in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has well-developed skills for independent further self-study;
B (92 - 85 %, very good - above average standard): very good performance: the student has very good knowledge of the history of written Slovak to the required extent, logically arranges the facts presented, takes a partially critical attitude to the acquired knowledge and is able to apply it very well to adapt and innovate the procedures of working with the processes of the historical development of written Slovak in school practice, has the ability to independently solve individual tasks and assignments in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, he/she has very well-developed skills for independent further self-study;
C (84 - 77 %, good - normal reliable work): good performance: the student has good knowledge of the history of written Slovak to the required extent, organises the facts presented appropriately, can reliably apply the acquired knowledge and adapt existing procedures for working with the processes of the historical development of written Slovak in school practice, solves individual tasks and assignments reliably, has well-developed skills for independent further self-study;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of the history of written Slovak and to the required extent, demonstrates some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge of the processes of the historical development of written Slovak in school practice, satisfactorily solves individual tasks and assignments, has acceptably developed the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of the history of written Slovak to the required extent, can apply the acquired knowledge and existing procedures of working with the processes of the historical development of written Slovak in school practice and has deficiencies in the arrangement of facts, solves individual tasks and assignments at a satisfactory level, has the minimum skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the history of written Slovak to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge in school practice, cannot solve individual tasks and assignments, cannot self-study.
Slovak
1. Periodization of the history of written Slovak. Current interdisciplinary approaches to research on the history of Slovak.
2. Prehistoric period: pre-Great Moravian, Great Moravian and post-Great Moravian period of the history of the national language and the extinction of the Great Moravian tradition.
3. The pre-writing period. The emergence and development of Slovak nationality and Slovak writing, the use of the vernacular language, Latin, Church Slavonic, Czech, German in Slovak writing.
4. Formation of cultural pre-writing formations of the national language, the use of cultivated forms of Slovak, the language of the Church and the literary language of the Slovaks.
5. The Camaldolese Bible and the spread of the West Slovak variant. Orthography principles in the pre-writing period of the development of Slovak.
6. Bernolák's period. Orthography principles.
7. Štúr's codification. Orthography principles.
8. Reform, matrix and Martin period. Personalities of linguistics and main orthography principles.
9. The interwar period, a new stage in language policy. Personalities of linguistics.
10. History of Slovak language and personalities of Slovak linguistics after 1945. Socio-political contexts and written Slovak after 1968 and after 1993. Codification of the written language and codification manuals.
11. Characteristic features of language policy in the present: areas of practical use of knowledge from the history of Slovak language in the present in professional, popular and educational contexts.
The educational objective of the course will be to present a basic summary of the latest knowledge about the periodization stages and key moments in the history of the Slovak language. By completing the course, the student will gain an overview, acquire and remember the logical sequence of knowledge about the main historical-periodization stages in which Slovak was used in oral and written communication in the pre-writing and writing periods. Emphasis will be placed on the formation of cultural pre-writing formations of the national language, the emergence and use of a national, cultivated and codified form of Slovak as the existential form of the national language. The historical fate of the Slovak language from the founding Bernolak and Štúrovo codification to the current modern period will be brought to the fore. On the basis of the acquired knowledge, the student will be able to synoptically and systematically interpret the most important milestones in the historical development of the Slovak language and will be able to apply this knowledge in specific current culturally and socially determined situations, as well as in the educational process.
The stratification of the topics of the course will enable the student to gradually acquire a basic overview of the history of Slovak language and the participation of dialect stratification in the cultivation and formation of the national linguistic awareness of Slovaks. The set of topics will provide the student with the necessary set of knowledge, supporting the formation of creative and synthesizing skills, which are necessary especially in terms of graduate profiling. Successful completion of the course will give the student the competence to orient himself/herself in the issues of the history of the national language and to think critically about the individual historical stages of Slovak linguistic thought. The course will create a space for a complementary and interdisciplinary approach necessary for the formation and development of a comprehensively prepared personality of the graduate, who, according to the profile, will possess skills focused on the history of research on the subject of his/her professional profile, with overlaps also into the areas of the development of the Slovak language, the history of written and literary culture and the history of linguistic thought. The student will acquire the prerequisites and motivation to develop the skills necessary for further self-study and critical thinking about the irreplaceable contribution of Slovaks in shaping the history of thinking about the national language also in the context of European cultural unity based on the diversity of languages and cultures.
The course will lead the student to active acquisition of information and effective use of cross-cutting and specialised knowledge about the history of written Slovak. It will consolidate and develop the student's skills of formulation and argumentation. It will stimulate the ability to design and implement innovative solutions to professional problems on the basis of argumentative foundations, to modify one's knowledge in doing so, and to use creatively the appropriate and appropriate methods of the discipline. The student will also consolidate and develop communicative competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes.
Learning outcomes are manifested in the actualizing application of knowledge in school practice and in its application in comprehensive education. The acquired knowledge forms a logical picture of the history and development of the national language, its application in literary communication and its functioning as a modern written means of expression. The graduate is able to evaluate in his/her working practice the individual historical stages of the development of the written Slovak language with regard to the productivity or unproductivity of certain rules and elements of the language. On the basis of the acquired knowledge, skills and competences, the student is able to logically interpret the established knowledge and contexts of the historical development of written Slovak in the educational process and in the context of cultural communication. On the basis of logically justified historical contexts about the history of the language, the student can analyse and critically evaluate new and comparatively acquired knowledge, apply it in the educational process and can transfer it to other areas of critical thinking about the history of the Slovak language and Slovak culture.
Knowledge, skills, competences can be creatively applied in the school environment in the position of a teacher of lower and higher secondary education. On the basis of problem-solving tasks, the student has acquired the skills to actively acquire information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. He/she also has a number of transferable skills, e.g. analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, metacognitive skills, etc.
Scope, type/method of teaching and organisational form: 2 hours per week lecture and seminar, total 22 hours per semester, combined form (primarily in-person)
Student workload: 11 x 2 hours of direct teaching - 22 hours; 28 hours of preparation in the form of self-study of literature; 30 hours of preparation for the midterm test and 40 hours of preparation for the exam; total 120 hours of student work.
Teaching methods: interpretation, explanation, colloquium, interpretation, discussion
Compulsory readings:
KAČALA, J. – KRAJČOVIČ, R. 2011. Prehľad dejín spisovnej slovenčiny. 2. upravené a doplnené vydanie. Martin: Matica slovenská. 233 s. ISBN 978-80-8128-006-1.
PAULINY, E. 1983. Dejiny spisovnej slovenčiny od začiatkov po súčasnosť. Bratislava: Slovenské pedagogické nakladateľstvo. 254 s. (selected sections)
Recommended readings:
ŽEŇUCH, P. 2020. Byzantsko-slovanská tradícia v staršom období vývinu slovenskej kultúry. In: Konštantínove listy, roč. 13, č. 1, s. 112 – 125.
ŽEŇUCH, P. 2019. Staroslovienčina a cirkevná slovančina – lingua franca. In: Historická revue, roč. 30, č. 6, s. 6 – 11.
ŽEŇUCH, P. 2016. Formovanie byzantsko-slovanskej konfesionálnej identity v staršom období slovenských kultúrnych dejín. In: Konštantínove listy, roč. 9, č. 1, s. 199 – 209.
Available on: http://www.constantinesletters.ukf.sk/images/issues/2016_v9_iss1/CL_v9_iss1_199to209.pdf
Active participation in the class is required to pass the course. The student will be evaluated on the basis of a midterm test and a final written test. The assessment test will take place after the 10th topic and allows for 50 points of the overall course grade. The final test will take place in the exam period and allows for 50 points of the overall course grade. A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. A pass mark of at least 60 % is required to pass the course (at least 60 points). Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (mid-term test: less than 30 points; final test: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has excellent knowledge of the history of written Slovak to the required extent, logically arranges the facts presented, can persuasively critically and independently evaluate the acquired knowledge and creatively apply, adapt, innovate and propose procedures for working with the processes of the historical development of written Slovak in school practice, has the ability to creatively and independently solve individual tasks and assignments in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has well-developed skills for independent further self-study;
B (92 - 85 %, very good - above average standard): very good performance: the student has very good knowledge of the history of written Slovak to the required extent, logically arranges the facts presented, takes a partially critical attitude to the acquired knowledge and is able to apply it very well to adapt and innovate the procedures of working with the processes of the historical development of written Slovak in school practice, has the ability to independently solve individual tasks and assignments in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, he/she has very well-developed skills for independent further self-study;
C (84 - 77 %, good - normal reliable work): good performance: the student has good knowledge of the history of written Slovak to the required extent, organises the facts presented appropriately, can reliably apply the acquired knowledge and adapt existing procedures for working with the processes of the historical development of written Slovak in school practice, solves individual tasks and assignments reliably, has well-developed skills for independent further self-study;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of the history of written Slovak and to the required extent, demonstrates some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge of the processes of the historical development of written Slovak in school practice, satisfactorily solves individual tasks and assignments, has acceptably developed the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of the history of written Slovak to the required extent, can apply the acquired knowledge and existing procedures of working with the processes of the historical development of written Slovak in school practice and has deficiencies in the arrangement of facts, solves individual tasks and assignments at a satisfactory level, has the minimum skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the history of written Slovak to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge in school practice, cannot solve individual tasks and assignments, cannot self-study.
Slovak
1. Periodization of the history of written Slovak. Current interdisciplinary approaches to research on the history of Slovak.
2. Prehistoric period: pre-Great Moravian, Great Moravian and post-Great Moravian period of the history of the national language and the extinction of the Great Moravian tradition.
3. The pre-writing period. The emergence and development of Slovak nationality and Slovak writing, the use of the vernacular language, Latin, Church Slavonic, Czech, German in Slovak writing.
4. Formation of cultural pre-writing formations of the national language, the use of cultivated forms of Slovak, the language of the Church and the literary language of the Slovaks.
5. The Camaldolese Bible and the spread of the West Slovak variant. Orthography principles in the pre-writing period of the development of Slovak.
6. Bernolák's period. Orthography principles.
7. Štúr's codification. Orthography principles.
8. Reform, matrix and Martin period. Personalities of linguistics and main orthography principles.
9. The interwar period, a new stage in language policy. Personalities of linguistics.
10. History of Slovak language and personalities of Slovak linguistics after 1945. Socio-political contexts and written Slovak after 1968 and after 1993. Codification of the written language and codification manuals.
11. Characteristic features of language policy in the present: areas of practical use of knowledge from the history of Slovak language in the present in professional, popular and educational contexts.
The educational objective of the course will be to present a basic summary of the latest knowledge about the periodization stages and key moments in the history of the Slovak language. By completing the course, the student will gain an overview, acquire and remember the logical sequence of knowledge about the main historical-periodization stages in which Slovak was used in oral and written communication in the pre-writing and writing periods. Emphasis will be placed on the formation of cultural pre-writing formations of the national language, the emergence and use of a national, cultivated and codified form of Slovak as the existential form of the national language. The historical fate of the Slovak language from the founding Bernolak and Štúrovo codification to the current modern period will be brought to the fore. On the basis of the acquired knowledge, the student will be able to synoptically and systematically interpret the most important milestones in the historical development of the Slovak language and will be able to apply this knowledge in specific current culturally and socially determined situations, as well as in the educational process.
The stratification of the topics of the course will enable the student to gradually acquire a basic overview of the history of Slovak language and the participation of dialect stratification in the cultivation and formation of the national linguistic awareness of Slovaks. The set of topics will provide the student with the necessary set of knowledge, supporting the formation of creative and synthesizing skills, which are necessary especially in terms of graduate profiling. Successful completion of the course will give the student the competence to orient himself/herself in the issues of the history of the national language and to think critically about the individual historical stages of Slovak linguistic thought. The course will create a space for a complementary and interdisciplinary approach necessary for the formation and development of a comprehensively prepared personality of the graduate, who, according to the profile, will possess skills focused on the history of research on the subject of his/her professional profile, with overlaps also into the areas of the development of the Slovak language, the history of written and literary culture and the history of linguistic thought. The student will acquire the prerequisites and motivation to develop the skills necessary for further self-study and critical thinking about the irreplaceable contribution of Slovaks in shaping the history of thinking about the national language also in the context of European cultural unity based on the diversity of languages and cultures.
The course will lead the student to active acquisition of information and effective use of cross-cutting and specialised knowledge about the history of written Slovak. It will consolidate and develop the student's skills of formulation and argumentation. It will stimulate the ability to design and implement innovative solutions to professional problems on the basis of argumentative foundations, to modify one's knowledge in doing so, and to use creatively the appropriate and appropriate methods of the discipline. The student will also consolidate and develop communicative competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes.
Learning outcomes are manifested in the actualizing application of knowledge in school practice and in its application in comprehensive education. The acquired knowledge forms a logical picture of the history and development of the national language, its application in literary communication and its functioning as a modern written means of expression. The graduate is able to evaluate in his/her working practice the individual historical stages of the development of the written Slovak language with regard to the productivity or unproductivity of certain rules and elements of the language. On the basis of the acquired knowledge, skills and competences, the student is able to logically interpret the established knowledge and contexts of the historical development of written Slovak in the educational process and in the context of cultural communication. On the basis of logically justified historical contexts about the history of the language, the student can analyse and critically evaluate new and comparatively acquired knowledge, apply it in the educational process and can transfer it to other areas of critical thinking about the history of the Slovak language and Slovak culture.
Knowledge, skills, competences can be creatively applied in the school environment in the position of a teacher of lower and higher secondary education. On the basis of problem-solving tasks, the student has acquired the skills to actively acquire information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. He/she also has a number of transferable skills, e.g. analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, metacognitive skills, etc.
Scope, type/method of teaching and organizational form: 2 hours per week seminar, total 22 hours per semester, combined form (primarily in-person)
Student workload:
11 x 2 hours of direct teaching = 22 hours;
20 hours of continuous reading of fiction texts per lesson;
8 hours of preparation for the presentation of the assignment with emphasis on the application of acquired knowledge and reading-interpretation skills;
10 hours of preparation for a written test focused on identifying excerpts from the literary works read.
A total of 60 hours of student work.
Teaching methods: lecturing, interpretation of theoretical knowledge and its application to practical examples, moderated conversation, text analysis, guided self-study, e-learning
Compulsory readings:
KÁKOŠOVÁ, Z. 2007. Príručka k dejinám staršej slovenskej literatúry. Trnava: Univerzita sv. Cyrila a Metoda v Trnave. 209 s. ISBN 978-80-8922-064-9.
TKÁČIKOVÁ, E. 2005. Staršia slovenská literatúra. Antológia textov. Bratislava: Univerzita Komenského. 203 s. ISBN 802-23-1947-3.
Recommended readings:
BRTÁŇOVÁ, E. 2012. Na margo staršej literatúry. Zo žánrovej problematiky 11. – 18. storočia. Bratislava: Ústav slovenskej literatúry SAV – Kalligram. 304 s. ISBN 978-80-8101-678-3.
MINÁRIK, J. 1985. Dejiny slovenskej literatúry I. Bratislava: Slovenské pedagogické nakladateľstvo. 375 s.
ŠMATLÁK, S. 2007. Dejiny slovenskej literatúry I. (9. – 18. storočie). 4. vyd. Bratislava: Literárne informačné centrum. 359 s. ISBN 978-80-89222-28-5.
Further study texts will be available electronically in MS Teams/Moodle.
Active participation in the class is required to pass the course. The student will be evaluated on the presentation of the assigned assignment with emphasis on the application of the acquired knowledge and reading-interpretation skills (60 points) and on a written test at the end of the midterm focused on the identification of excerpts from the readings of literary works (40 points). The course culminates in a grade resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the marks must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the marks in any component of the assessment (presentation: less than 36 marks, final test: less than 24 marks).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent knowledge of early literature in the required range, logically arranges the facts presented in a flawless manner, can critically and independently evaluate the acquired literary-historical knowledge in a convincing manner, can creatively apply, adapt, innovate and design procedures for working with literary text in school practice at an excellent level, has the ability to deal creatively independently and imaginatively with individual tasks and assignments in wider literary, literary-historical and cultural contexts, the linguistic and stylistic level of his/her expression is excellent, has well-developed skills for independent further self-study;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of early literature to the required extent, arranges the facts presented logically with only minor errors, takes a partially critical attitude to the literary-historical knowledge acquired and is able to apply, adapt and innovate the procedures of working with a literary text in school practice very well, has the ability to independently solve individual tasks and assignments also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her expression is very good, has very well developed skills for further independent learning;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of early literature to the required extent, arranges the facts presented appropriately and makes only occasional errors, can reliably apply the literary-historical knowledge acquired and the existing procedures for working with literary texts in school practice, solves individual tasks and assignments reliably independently, has well-developed skills for further independent learning;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of older literature to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired literary-historical knowledge and existing procedures for working with a literary text in school practice, satisfactorily and predominantly independently solves individual tasks and assignments, has acceptably developed the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimal amount of knowledge of older literature in the required range and significant deficiencies in the organisation of facts, can minimally apply the acquired literary-historical knowledge and existing procedures for working with literary text in school practice, solves individual tasks and assignments at a satisfactory level with considerable help, has minimal skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of older literature to the required extent, does not know the facts and their logical connections, cannot apply the acquired literary-historical knowledge to work with a literary text in school practice, cannot solve individual tasks and assignments, cannot further self-study.
Slovak
1. Oral tradition. Roman stories. Exemplars and their function.
2. Old Slavonic literary monuments and their model of poeticity.
3. Standard poetics in medieval legends and chronicles: the Chronicle of Anonymous, the Legend of the Moor, the Legend of St. Ladislaus, the Legend of St. Margaret.
4. Civic-political reflections in the works of M. Rakovský and J. Koppay.
5. Spiritual lyrics of J. Silván, V. B. Nedožerský, E. Láni. Historical songs: the composition of M. Bosňák and the story of Siládi and Haďmáži.
6. Biblical drama by J. Tesák Mošovský and comic elements in the dramas of P. Kyrmezer.
7. The thematic circuits dominating in didactic-reflective compositions by H. Gavlovič and P. Benický.
8. Two Trnava prints: a collection of prayers by J. Abrahamffy and the collection of sermons by A. Máčaj.
9. F. Selecký. Existential motivation in historical and temporal verse epics: J. Čerňanský, Š. Korbeľ, M. Markovič.
10. Rhetorical analysis of diary prose by J. Simonides, T. Masník and D. Krman Jr.
11. Echoes of national culture in the New Latin-Slovak Market of D. Sinapius Horčička. Composition and content orientation of M. Bel's Historical and Geographical Knowledge.
The taught subject will provide a space for the integration of knowledge and its consolidation in the form of a self-study path leading to the profiling of a professionally qualified personality ready to implement methods of critical thinking about Slovak literature, especially in the context of current trends in thinking about the historical-cultural development of the European cultural space. The course will lead the student to active acquisition of information and effective use of cross-cutting and specialized knowledge, will consolidate and develop his/her skill to formulate and defend arguments, stimulate his/her skill to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process, and creatively using appropriate and adequate methods of the discipline. The student will consolidate and develop communication competences, the ability to interpret facts correctly, to be responsible for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes.
The student has the knowledge, skills and competence of versatile interpretation of an artistic text from the period of older Slovak literature, has acquired the ability to take a critical attitude to the interpreted text and is able to transfer the acquired knowledge originally and creatively into pedagogical practice. He or she has thoroughly mastered theoretical knowledge concerning the style and poetics of the period and is able to apply it creatively in literary-analytical practice, i.e. in the analysis of specific texts. The student can creatively and independently apply, argue and interpret the acquired practical skills in a complex analysis of a literary work. Based on problem-solving tasks, the student has acquired the skills to actively gather information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They have also developed a number of transferable skills such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills. Theoretical knowledge and practical skills can also be applied in higher education. They can use and creatively apply them in the school environment in the position of a teacher of lower and upper secondary education.
Scope, type/method of teaching and organizational form: 2 hours per week seminar, total 22 hours per semester, combined form (primarily in-person)
Student workload: 11 x 2 hours of direct teaching = 22 hours; 28 hours of continuous preparation for individual seminars, including preparation for 2 practical orthographic analyses of the text; 10 hours of preparation for the final dictation. Total 60 hours of student work.
Teaching methods: interpretation and explanation, demonstration of theoretical knowledge and concepts on practical examples, practice and justification of problematic orthography phenomena, analysis and solution of problems, discussion of the topic, guided self-study, e-learning
Compulsory readings:
Pravidlá slovenského pravopisu. 2013. 4., nezmenené vyd. Bratislava: Veda. 590 s. ISBN 978-80-224-1331-2.
Recommended readings:
DZIVIAKOVÁ, M. 2016. Písmo. Jeho vznik, druhy a význam. In: Písmo a žiaci so stratou sluchu. Ed. D. Tarcsiová. Bratislava: Iris, s. 21 – 30. ISBN 978-80-89726-88-2.
KAČALA, J. 1998. Spisovná slovenčina v 20. storočí. Bratislava: Veda. 85 s. + príloha. ISBN 80-224-0497-7.
NAVRÁTIL, L. – ŠIMURKA, J. 2005. Praktická príručka slovenského pravopisu. 2., upravené a
doplnené vyd. Nitra: Enigma. 139 s. ISBN 80-89132-19-7.
RIPKA, I. – IMRICHOVÁ, M. – SKLADANÁ, J. 2005. Príručka slovenského pravopisu pre školy a prax. Bratislava: Ottovo nakladateľstvo. 672 s. ISBN 978-80-969159-1-0. (selected chapters)
Active participation in the class is required to pass the course. The student will be evaluated during the semester in the form of 2 practical orthography analyses of the text after the 6th and 11th topics, which will be focused on the application of the acquired knowledge and the identification of orthography phenomena (2 x 40 points = 80 points), and a final dictation (20 points). The course is completed with a grade resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0). A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D, and a minimum of 60 points of the total number of points for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (1. practical analysis: less than 24 points; 2. practical analysis: less than 24 points; dictation: less than 12 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has excellent knowledge of Slovak orthography to the required extent, logically arranges the facts presented, can critically and independently evaluate the acquired knowledge of orthography convincingly, creatively and at an excellent level apply and adapt it in school and language practice, has the ability to creatively and independently solve individual orthography tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has well-developed skills for independent further self-study;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of Slovak orthography to the required extent, logically arranges the facts presented, takes a partially critical attitude to the acquired knowledge of orthography and can apply and adapt it very well in school and language practice, has the ability to independently solve individual orthography tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, he/she has very well-developed skills for independent further self-study;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of Slovak orthography to the required extent, organises the facts presented appropriately, can reliably apply and adapt the acquired knowledge of orthography in school and language practice, solves individual orthography tasks and assignments reliably, has well-developed skills for further independent learning;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of Slovak orthography to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge of orthography in school and language practice, satisfactorily solves individual orthography tasks and assignments, has acceptably developed the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of Slovak orthography in the required range and deficiencies in the arrangement of facts, can apply the acquired knowledge of orthography minimally in school and language practice, solves individual orthography tasks and assignments at a sufficient level, has the minimum skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of Slovak orthography to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge of orthography in school and language practice, cannot solve individual orthography tasks and assignments, cannot further self-study.
Slovak
1. Language and writing, alphabet, orthography. Principles of Slovak orthography.
2. History of the Slovak Orthography Rules.
3. Punctuation and its functions. Punctuation marks.
4. The comma and the functions of the comma. Practising and justifying the correct use of the comma in a simple sentence and in a conjunction. Problematic phenomena in comma writing.
5. Writing quotation marks. Correct use of quotation marks in direct speech and when quoting verbatim.
6. Correct use of the hyphen, the hyphen, the three dots, the apostrophe, parentheses and the slash.
7. Writing i/í and y/ý in native words and in words of foreign origin. Practise and justify the correct spelling of i/í and y/ý after hard, soft and both consonants and in prefixes and suffixes of domestic words.
8. Problematic phenomena in the spelling of i/í and y/ý for individual word types, especially nouns, adjectives, numerals, pronouns, verbs and adverbs. Review and practise declension and conjugation of words.
9. Problematic phenomena in writing words separately and conjugated. Practising the problem.
10. Correct division of words at morpheme boundaries and syllable boundaries. Practising the problem.
11. Writing capital letters. Practising and justifying the correct use of capital letters at the beginning of proprias and within multi-word proprias, at the beginning of sentences, in abbreviations and established marks, in poetry at the beginning of verses, to express respect.
On the basis of the use of the acquired theoretical knowledge of Slovak orthography, which on the one hand will build on the knowledge acquired in the given area in secondary school, but especially in bachelor's studies, and on the other hand will further enable the deepening and systematic development of his/her knowledge into a complex form, the student will acquire practical skills that he/she will be able to apply in the assessment and analysis of orthography phenomena. The student will acquire theoretical knowledge of Slovak orthography. The student will acquire knowledge about the principles of Slovak s orthography, the history of the Slovak Orthography Rules as a orthography codification manual, as well as the basic orthography rules applied in written communication within the written Slovak language, with particular attention to problematic phenomena in Slovak orthography. In this sense, the student will acquire relevant knowledge of the application of punctuation and its functions in written expressions of written Slovak with regard to the correct use of individual punctuation marks, learn the correct orthography of the iota and ypsilon in domestic words and in words of foreign origin, become familiar with the problems of writing words separately and skillfully and the division of words, and acquire knowledge of the correct spelling of capital letters in the Slovak language. In relation to Slovak orthography, the student will also deepen and consolidate the basic theoretical knowledge of Slovak declension and conjugation. This will lead to the student's thorough acquisition and mastery of the orthographic standard of written Slovak, both in theory and in practice. Of particular importance will also be the acquisition of practical skills applied in the assessment and analysis of orthographic phenomena, which will lead the student to apply the acquired theoretical knowledge in practical orthographic analyses and exercises, and especially in the independent solution of problem orthographic tasks and the synthesis of their new and creative solutions. In doing so, the student will be guided to actively acquire information in the field of Slovak orthography, to use digital technologies and resources, to use the acquired knowledge effectively, to formulate and defend arguments appropriately and on their basis to solve professional problems in the field, using the appropriate methods of the discipline. They will also develop their communication competences, the ability to interpret facts correctly, to take responsibility for the quality of their work, to follow the principles of authorial ethics, the ability to plan and be actively responsible for their own independent learning. They will also learn to look at the acquired knowledge base from the perspective of school practice. The acquired knowledge and skills in the field of Slovak orthography will be necessary for the student primarily in the future practice of a teacher of Slovak language and literature at the level of lower and upper secondary education in the comprehensive assessment, analysis and evaluation of the orthography aspect of pupils' and students' language expressions, and subsequent independent analysis of the problem in the given area at the level of the language, and possibly also for the needs of publishing or publishing, respectively. In the editorial environment, when correcting language expressions, i.e. wherever it is necessary to apply the ability to persuasively assess, analyse and evaluate the orthography of written language expressions. Emphasis on raising the student's professional level and linguistic culture will prove to be equally important in adequately conveying information about orthographic phenomena to the general public, as well as in offering relevant conclusions, orthographic explanations and justifications to lay audiences.
At the theoretical and practical level, the student thoroughly masters the orthographic standard of written Slovak. He/she has a comprehensive view of Slovak orthography, has knowledge of its principles and orthography rules applied in written communication in written Slovak language and can look at the knowledge base from the perspective of school practice. The student is particularly familiar with problematic phenomena in Slovak orthography and is able to apply the acquired theoretical knowledge to practical examples, can justify individual orthography phenomena and analyse written expressions of written Slovak from the orthographic point of view. They can comprehensively analyse orthography phenomena and orthography problems, solve them independently, look for their synthesis and offer new and creative solutions. The student possesses important practical skills in assessing orthography phenomena, which he/she can creatively and independently apply in solving problem solving tasks in the field, while being able to actively obtain and communicate the necessary information and facts, and adequately formulate and defend relevant professional arguments. He/she has developed analytical skills as well as abstract and critical thinking skills, is able to think in context and has developed the ability to expand his/her knowledge independently. The acquired theoretical knowledge and practical skills can be applied and creatively applied by the student primarily in the future practice of a teacher of Slovak language and literature at the lower and upper secondary education level when assessing, analysing and evaluating the orthographic aspect of pupils' and students' language expressions, and subsequent independent analysis of the problem in the given area at the language level, as well as when correcting language expressions for the needs of the publishing or editorial environment, because they enable him/her to look at linguistic phenomena in the broadest linguistic contexts. The student is also able to convey information about orthography phenomena to the general public and to offer conclusions and orthography justifications to lay audiences. The student is thoroughly acquainted with the Slovak Orthography Rules as a practical guide in the context of written communication and his/her professional level as well as linguistic culture is at a high level, which also appears to be very necessary in terms of the student's future practice.
Scope, type/method of teaching and organizational form: 2 hours per week seminar, total 22 hours per semester, combined form (primarily in-person)
Student workload: 11 x 2 hours of direct teaching = 22 hours; 28 hours of continuous preparation for individual seminars, including preparation for 2 practical orthographic analyses of the text; 10 hours of preparation for the final dictation. Total 60 hours of student work.
Teaching methods: interpretation and explanation, demonstration of theoretical knowledge and concepts on practical examples, practice and justification of problematic orthography phenomena, analysis and solution of problems, discussion of the topic, guided self-study, e-learning
Compulsory readings:
Pravidlá slovenského pravopisu. 2013. 4., nezmenené vyd. Bratislava: Veda. 590 s. ISBN 978-80-224-1331-2.
Recommended readings:
DZIVIAKOVÁ, M. 2016. Písmo. Jeho vznik, druhy a význam. In: Písmo a žiaci so stratou sluchu. Ed. D. Tarcsiová. Bratislava: Iris, s. 21 – 30. ISBN 978-80-89726-88-2.
KAČALA, J. 1998. Spisovná slovenčina v 20. storočí. Bratislava: Veda. 85 s. + príloha. ISBN 80-224-0497-7.
NAVRÁTIL, L. – ŠIMURKA, J. 2005. Praktická príručka slovenského pravopisu. 2., upravené a
doplnené vyd. Nitra: Enigma. 139 s. ISBN 80-89132-19-7.
RIPKA, I. – IMRICHOVÁ, M. – SKLADANÁ, J. 2005. Príručka slovenského pravopisu pre školy a prax. Bratislava: Ottovo nakladateľstvo. 672 s. ISBN 978-80-969159-1-0. (selected chapters)
Active participation in the class is required to pass the course. The student will be evaluated during the semester in the form of 2 practical orthography analyses of the text after the 6th and 11th topics, which will be focused on the application of the acquired knowledge and the identification of orthography phenomena (2 x 40 points = 80 points), and a final dictation (20 points). The course is completed with a grade resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0). A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D, and a minimum of 60 points of the total number of points for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (1. practical analysis: less than 24 points; 2. practical analysis: less than 24 points; dictation: less than 12 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has excellent knowledge of Slovak orthography to the required extent, logically arranges the facts presented, can critically and independently evaluate the acquired knowledge of orthography convincingly, creatively and at an excellent level apply and adapt it in school and language practice, has the ability to creatively and independently solve individual orthography tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has well-developed skills for independent further self-study;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of Slovak orthography to the required extent, logically arranges the facts presented, takes a partially critical attitude to the acquired knowledge of orthography and can apply and adapt it very well in school and language practice, has the ability to independently solve individual orthography tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, he/she has very well-developed skills for independent further self-study;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of Slovak orthography to the required extent, organises the facts presented appropriately, can reliably apply and adapt the acquired knowledge of orthography in school and language practice, solves individual orthography tasks and assignments reliably, has well-developed skills for further independent learning;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of Slovak orthography to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge of orthography in school and language practice, satisfactorily solves individual orthography tasks and assignments, has acceptably developed the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of Slovak orthography in the required range and deficiencies in the arrangement of facts, can apply the acquired knowledge of orthography minimally in school and language practice, solves individual orthography tasks and assignments at a sufficient level, has the minimum skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of Slovak orthography to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge of orthography in school and language practice, cannot solve individual orthography tasks and assignments, cannot further self-study.
Slovak
1. Language and writing, alphabet, orthography. Principles of Slovak orthography.
2. History of the Slovak Orthography Rules.
3. Punctuation and its functions. Punctuation marks.
4. The comma and the functions of the comma. Practising and justifying the correct use of the comma in a simple sentence and in a conjunction. Problematic phenomena in comma writing.
5. Writing quotation marks. Correct use of quotation marks in direct speech and when quoting verbatim.
6. Correct use of the hyphen, the hyphen, the three dots, the apostrophe, parentheses and the slash.
7. Writing i/í and y/ý in native words and in words of foreign origin. Practise and justify the correct spelling of i/í and y/ý after hard, soft and both consonants and in prefixes and suffixes of domestic words.
8. Problematic phenomena in the spelling of i/í and y/ý for individual word types, especially nouns, adjectives, numerals, pronouns, verbs and adverbs. Review and practise declension and conjugation of words.
9. Problematic phenomena in writing words separately and conjugated. Practising the problem.
10. Correct division of words at morpheme boundaries and syllable boundaries. Practising the problem.
11. Writing capital letters. Practising and justifying the correct use of capital letters at the beginning of proprias and within multi-word proprias, at the beginning of sentences, in abbreviations and established marks, in poetry at the beginning of verses, to express respect.
On the basis of the use of the acquired theoretical knowledge of Slovak orthography, which on the one hand will build on the knowledge acquired in the given area in secondary school, but especially in bachelor's studies, and on the other hand will further enable the deepening and systematic development of his/her knowledge into a complex form, the student will acquire practical skills that he/she will be able to apply in the assessment and analysis of orthography phenomena. The student will acquire theoretical knowledge of Slovak orthography. The student will acquire knowledge about the principles of Slovak s orthography, the history of the Slovak Orthography Rules as a orthography codification manual, as well as the basic orthography rules applied in written communication within the written Slovak language, with particular attention to problematic phenomena in Slovak orthography. In this sense, the student will acquire relevant knowledge of the application of punctuation and its functions in written expressions of written Slovak with regard to the correct use of individual punctuation marks, learn the correct orthography of the iota and ypsilon in domestic words and in words of foreign origin, become familiar with the problems of writing words separately and skillfully and the division of words, and acquire knowledge of the correct spelling of capital letters in the Slovak language. In relation to Slovak orthography, the student will also deepen and consolidate the basic theoretical knowledge of Slovak declension and conjugation. This will lead to the student's thorough acquisition and mastery of the orthographic standard of written Slovak, both in theory and in practice. Of particular importance will also be the acquisition of practical skills applied in the assessment and analysis of orthographic phenomena, which will lead the student to apply the acquired theoretical knowledge in practical orthographic analyses and exercises, and especially in the independent solution of problem orthographic tasks and the synthesis of their new and creative solutions. In doing so, the student will be guided to actively acquire information in the field of Slovak orthography, to use digital technologies and resources, to use the acquired knowledge effectively, to formulate and defend arguments appropriately and on their basis to solve professional problems in the field, using the appropriate methods of the discipline. They will also develop their communication competences, the ability to interpret facts correctly, to take responsibility for the quality of their work, to follow the principles of authorial ethics, the ability to plan and be actively responsible for their own independent learning. They will also learn to look at the acquired knowledge base from the perspective of school practice. The acquired knowledge and skills in the field of Slovak orthography will be necessary for the student primarily in the future practice of a teacher of Slovak language and literature at the level of lower and upper secondary education in the comprehensive assessment, analysis and evaluation of the orthography aspect of pupils' and students' language expressions, and subsequent independent analysis of the problem in the given area at the level of the language, and possibly also for the needs of publishing or publishing, respectively. In the editorial environment, when correcting language expressions, i.e. wherever it is necessary to apply the ability to persuasively assess, analyse and evaluate the orthography of written language expressions. Emphasis on raising the student's professional level and linguistic culture will prove to be equally important in adequately conveying information about orthographic phenomena to the general public, as well as in offering relevant conclusions, orthographic explanations and justifications to lay audiences.
At the theoretical and practical level, the student thoroughly masters the orthographic standard of written Slovak. He/she has a comprehensive view of Slovak orthography, has knowledge of its principles and orthography rules applied in written communication in written Slovak language and can look at the knowledge base from the perspective of school practice. The student is particularly familiar with problematic phenomena in Slovak orthography and is able to apply the acquired theoretical knowledge to practical examples, can justify individual orthography phenomena and analyse written expressions of written Slovak from the orthographic point of view. They can comprehensively analyse orthography phenomena and orthography problems, solve them independently, look for their synthesis and offer new and creative solutions. The student possesses important practical skills in assessing orthography phenomena, which he/she can creatively and independently apply in solving problem solving tasks in the field, while being able to actively obtain and communicate the necessary information and facts, and adequately formulate and defend relevant professional arguments. He/she has developed analytical skills as well as abstract and critical thinking skills, is able to think in context and has developed the ability to expand his/her knowledge independently. The acquired theoretical knowledge and practical skills can be applied and creatively applied by the student primarily in the future practice of a teacher of Slovak language and literature at the lower and upper secondary education level when assessing, analysing and evaluating the orthographic aspect of pupils' and students' language expressions, and subsequent independent analysis of the problem in the given area at the language level, as well as when correcting language expressions for the needs of the publishing or editorial environment, because they enable him/her to look at linguistic phenomena in the broadest linguistic contexts. The student is also able to convey information about orthography phenomena to the general public and to offer conclusions and orthography justifications to lay audiences. The student is thoroughly acquainted with the Slovak Orthography Rules as a practical guide in the context of written communication and his/her professional level as well as linguistic culture is at a high level, which also appears to be very necessary in terms of the student's future practice.
Scope, type/method of teaching and organizational form: 2 hours per week seminar, total 22 hours per semester, combined form (primarily in-person)
Student workload:
11 x 2 hours of direct teaching = 22 hours;
20 hours of continuous reading of fiction texts per lesson;
8 hours of preparation for the presentation of the assignment with emphasis on the application of acquired knowledge and reading-interpretation skills;
10 hours of preparation for a written test focused on identifying excerpts from the literary works read;
A total of 60 hours of student work.
Teaching methods: Interpretation, demonstration, dialogue with students, dialogue in a group of students, problem-based tasks, application of theoretical knowledge to practical examples, analytical and interpretative work with literary text, e-learning, guided self-study
Compulsory readings:
BRTÁŇOVÁ, E. 2016. Romantici – kazatelia. In: ZAJAC, P. Štúr, štúrovci, romantici, obrodenci. Bratislava: Ústav slovenskej literatúry SAV, s. 119 – 131. ISBN 978-80-88746-32-4.
VOJTECH, M. 2020. Slovenská klasicistická a preromantická literatúra. 2. vyd. Bratislava: Univerzita Komenského.185 s. ISBN 978-80-223-5022-8.
Recommended readings:
BLAŽENCOVÁ, Ľ. 2022. Tri žalmické adaptácie Andreja Sládkoviča. In: Slovenská literatúra, roč. 69, č. 2, s. 159 – 171. ISSN (print) 0037-6973.
BRTÁŇOVÁ, E.(ed.) 2017. Literárnohistorické kolokvium. IV. Klasicizmus. Bratislava: Ústav slovenskej literatúry SAV. 185 s. ISBN 978-80-88746-37-9. (selected chapters)
ČÚZY, L. a kol. 2004. Panoráma slovenskej literatúry I. Bratislava: Slovenské pedagogické nakladateľstvo. 196 s. ISBN 80-10-00316-6. (selected chapters)
Active participation in the class is required to pass the course. The student will be evaluated on the presentation of the assigned assignment with emphasis on the application of the acquired knowledge and reading-interpretation skills (60 points) and on a written test at the end of the midterm focused on the identification of excerpts from the readings of literary works (40 points). The course culminates in a grade resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (presentation: less than 36 points, continuous assessment: less than 24 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent knowledge of literary classicism, pre-Romanticism and Romanticism to the required extent, logically arranges the facts presented in a flawless manner, is able to critically and independently evaluate the acquired literary-historical knowledge in a convincing manner, is able to creatively apply and adapt it at an excellent level, innovate and design procedures of working with literary text in school practice, has the ability to creatively solve individual tasks and assignments independently and imaginatively also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his speech is excellent, has well-developed skills of independent further self-study;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of literary classicism, pre-Romanticism and Romanticism to the required extent, arranges the facts presented logically with only minor errors, takes a partially critical attitude to the literary-historical knowledge acquired and is able to apply it very well, adapt and innovate the procedures of working with literary texts in school practice, has the ability to independently solve individual tasks and assignments also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is very good, has very well-developed skills of independent further self-study;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of literary classicism, pre-Romanticism and Romanticism to the required extent, arranges the facts presented appropriately and makes only occasional mistakes, can reliably apply the literary-historical knowledge acquired and the existing procedures for working with a literary text in school practice, solves individual tasks and assignments reliably independently, has well-developed skills for further independent learning;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of literary classicism, pre-Romanticism and Romanticism to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired literary-historical knowledge and existing procedures for working with a literary text in school practice, satisfactorily and predominantly independently solves individual tasks and assignments, has acceptably developed the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimal amount of knowledge of literary classicism, pre-Romanticism and Romanticism to the required extent and significant deficiencies in the arrangement of facts, can minimally apply the acquired literary-historical knowledge and existing procedures for working with a literary text in school practice, solves individual tasks and assignments at a satisfactory level with considerable help, has the minimum skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of literary classicism, pre-Romanticism and Romanticism to the required extent, does not know the facts and their logical connections, cannot apply the acquired literary-historical knowledge to work with a literary text in school practice, cannot solve individual tasks and assignments, cannot further self-study.
Slovak
1. Bernolák and the Bernoláks, the Bernolák's polemics; J. Fándly's enlightenment and nation-building activities; the Enlightenment-rationalist starting points in the first Slovak novel by J. I. Bajza.
2. Anacreontic poetry of the waning Rococo; features and motifs of the emerging classicism in the poetic works of J. Palkovič, B. Tablic and P. J. Šafárik.
3. The culmination of Enlightenment classicism in the poetic works of J. Hollý; the aesthetic ideal of classicism.
4. Pre-Romantic tendencies and the idea of Slavic mutuality in the work of J. Kollár.
5. Aesthetic views and artistic, philosophical and social issues in the prose of K. Kuzmány; the world of distorted morality in the dramatic work of J. Chalupka.
6. Poetry of Slovak Romanticism, concepts and forms. The poetic works of S. Chalupka and A. Sládkovič.
7. Various forms of Romantic poetry; the concept of the great cyclic poem by J. Kráľ, balladically tuned poems and the Janosik theme in the poetry of J. Botto.
8. The forms of romantic prose and historical fable in the works of J. Kalinčiak and J. M. Hurban.
9. The messianic line of Slovak romanticism in the poetic works of S. B. Hroboň.
10. Literary polemic with the romantic conception in the work of J. Záborský, typology of dramatic literature of the romantic period, J. Palárik's merry play.
11. Epic image of Slovak society in the matriarchal period. Post-romantic tendencies in the short prose of Ľ. Kubáni and G. K. Zechenter-Laskomerský.
The course curriculum covers a range of knowledge and skills that the student will use in his/her educational practice. The student will deepen and develop his/her knowledge of the history of Slovak literary classicism, pre-Romanticism and Romanticism. The stratification of topics will provide the student with the necessary body of knowledge to support the formation of creative and synthesizing skills about the literary and historical-social context of the period. The student will gain reading and interpretive experience with specific literary texts from the works of Classical, Pre-Romantic, and Romantic authors of Slovak literature. The student will learn to analyze the meaning of individual works, beginning with the language of the periods, through relationships and motivic plans (reality, characters, plot) to the sujet-compositional and genre construction of the works. They will understand the significance of the Bernolák movement and the nature of the educational and nation-building activities of prose works in the Classical period. They will be able to explain the Enlightenment-rationalist background in the first Slovak novel by J. I. Bajza and to specify the features and motifs in the poetry of the emerging Classicism and the receding Rococo in selected poems by J. Palkovič, B. Tablic and P. J. Šafárik. He will be able to point out the monumentalisation of Slovak history in the epics of J. Hollý and to perceive the idyllic world of nature in the selaneks. He will be able to explain the idea of Slavic reciprocity, patriotic and nation-building themes and love motifs in the poems of J. Kollár. He will be able to analyse the emotional and thought world of literary characters conveying the aesthetic and philosophical views of K. Kollár. Kuzmány, understand the perception of distorted morality in the satirical hilarious plays of J. Chalupka. He will get to know the main representatives of the period of Slovak literary romanticism. In the poetic works of S. Chalupka, A. Sládkovič, J. Kráľ and J. Botto, he will be able to perceive the inner romantic contradiction of the lyrical hero, the contradiction of the ideal and reality, love motifs, historical themes and, above all, the presence of a national tendency. He will be able to grasp the emphasis on the spiritual principle of all-embracing essential truth in the messianic work of S. B. Hroboň. In the historical romantic prose of J. Kalinčiak and J. M. Hurban, based on an exacerbated plot, it will pay particular attention to the historical context against the background of which the love story takes place. It will recognise the dominant features of the prose and dramatic works of J. Záborský and the merry play of J. Palárik. The student will understand the circumstances of the waning Romanticism and will get to know the epigonic work of Ľ. Kubáni and G. K. Zechenter-Laskomerský. The course will focus mainly on the development of analytical and interpretive skills applicable to the professional and school analysis and interpretation of specific literary texts. The student will deepen and develop literary scientific knowledge, which he/she will be able to apply to literary practice, which will also contribute to the development of students' creativity. The student will be able to communicate and analyse the structure of texts on a given topic, highlight their artistic and aesthetic value, take a critical stance and be able to discuss the topic in a broader cultural and social context. The acquired knowledge and skills will be able to be further developed in pedagogical practice. On the basis of these skills, the student will acquire the competence to apply them in activities aimed at developing literary-critical analysis of literary texts and also in the educational process and school practice. The course will lead the student to active acquisition of information and effective use of cross-cutting and specialized knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, modifying his/her knowledge and creatively using appropriate and adequate methods of the discipline. The student will consolidate and develop communication competences, the ability to interpret facts correctly, to be responsible for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes.
The student has the skills and competence of versatile interpretation of an artistic text from the period of Slovak literary classicism, pre-romanticism and romanticism and the ability to take a critical attitude to the interpreted text. The student has thoroughly acquired and mastered theoretical knowledge of the history of literary classicism, pre-Romanticism and Romanticism and is able to apply it creatively in literary analytical practice. The student has a comprehensive knowledge of a set of literary texts of the above-mentioned periods and has acquired knowledge of the basic principles of literary analysis. Can apply the acquired theoretical knowledge in practical analyses of specific literary texts, as well as in analyses of problem tasks. He/she can apply the analytical and interpretative skills and acquired competences in the professional and school analysis and interpretation of specific literary texts, understands the specificity and artistic value of selected literary texts and can actively seek new possibilities in the approach to a literary text. Understands the content of key literary works, grasps their interrelationships and is able to compare them in the context of the Classical, Pre-Romantic and Romantic periods. The student has acquired practical skills in thinking critically about literary texts. The student is able to communicate facts, concepts and opinions, formulate and defend arguments, and creatively and independently apply and interpret them in a complex analysis of works of Slovak Classical, Pre-Romantic and Romantic literature. Has developed analytical skills as well as the ability to think abstractly and critically. The student is able to interpret a literary text in relation to other art forms. The student is able to solve problem-solving tasks and has developed the skill of actively acquiring information and using it to solve practical tasks in the field using appropriate and adequate procedures. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They also have a number of transferable skills such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills. The acquired theoretical knowledge, practical skills, achieved competences can be conveyed by the student to the general public and lay addressees and can be applied in the higher level of university studies, but especially creatively applied in the future teaching practice in the school environment in the position of a teacher of lower and upper secondary education.
Scope, type/method of teaching and organisational form: 2 hours per week seminar, total 22 hours per semester, combined form (primarily in-person)
Student workload: 11 x 2 hours of direct teaching = 22 hours; 10 hours of continuous preparation for individual seminars; 2 x 14 hours of continuous preparation for 2 practical linguistic analyses of the text = 28 hours. A total of 60 hours of student work.
Teaching methods: Explanation, demonstration of theoretical knowledge and concepts on practical examples, application of theoretical knowledge in practical complex linguistic analyses and in analyses of linguistic phenomena, analysis of problem tasks, guided self-study, e-learning
Compulsory readings:
BETÁKOVÁ, V. – RÝZKOVÁ, A. 1987. Všestranný jazykový rozbor. 3., prepracované vyd. Bratislava: Slovenské pedagogické nakladateľstvo. 317 s.
DZIVIAKOVÁ, M. 2016. Slovenský jazyk, jeho systém a charakteristika. In: Písmo a žiaci so stratou sluchu. Ed. D. Tarcsiová. Bratislava: Iris, s. 31 – 90. ISBN 978-80-89726-88-2.
Recommended readings:
ČECHOVÁ, M. et al. 1992. Komplexní jazykové rozbory. Praha: SPN, 1992. 325 s. ISBN 8004243053. (selected chapters)
DAROVEC, M. 2007. Morfologická analýza textu. 2. vyd. Trnava: Univerzita sv. Cyrila a Metoda. 97 s. ISBN 978-80-89220-96-0. (selected chapters)
MOŠKO, G. 2006. Príručka vetného rozboru. 2., doplnené a upravené vyd. Prešov: Náuka. 222 s. ISBN 80-89038-39-5. (selected chapters)
OLOŠTIAK, M. – GIANITSOVÁ-OLOŠTIAKOVÁ, L. 2007. Slovenský jazyk. Bratislava: Vydavateľstvo Fragment, s. r. o. 192 s. ISBN 978-80-8089-066-7. (selected chapters)
Active participation in the class is required to pass the course. The student will be evaluated during the semester in the form of 2 practical linguistic analyses of the text after the 6th and 11th topics (2 x 50 points = 100 points), which will be focused on the application of the acquired knowledge and the identification of linguistic phenomena. The course is completed with an assessment resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0). A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (1. practical analysis: less than 30 points; 2. practical analysis: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent knowledge of complex linguistic analysis in the required scope, logically arranges the facts presented, can critically and independently evaluate the acquired knowledge convincingly, creatively and at an excellent level apply and adapt it in complex linguistic analysis of texts in school and language practice, has the ability to creatively and independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has well-developed skills for further independent education;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of complex linguistic analysis to the required extent, logically arranges the facts presented, takes a partially critical attitude to the acquired knowledge and can apply and adapt it very well to complex linguistic analysis of texts in school and language practice, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, he/she has very well-developed skills for independent further self-study;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of complex linguistic analysis to the required extent, organises the facts presented appropriately, can reliably apply and adapt the knowledge acquired in complex linguistic analysis of texts in school and language practice, solves individual tasks and assignments reliably, has well-developed skills for independent further self-study;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of complex linguistic analysis to the required extent, demonstrates some deficiencies in the organisation of facts, can apply the acquired knowledge satisfactorily in school and language practice, solves individual tasks and assignments satisfactorily, has acceptably developed the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of complex linguistic analysis to the required extent and deficiencies in the organisation of facts, can minimally apply the acquired knowledge in school and language practice, solves individual tasks and assignments at a sufficient level, has the minimum skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of complex linguistic analysis to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge in school and language practice, cannot solve individual tasks and assignments, cannot self-study further.
Slovak, Czech
1. Theory, aspects and concept of comprehensive language analysis also with regard to school practice.
2. Methodology of comprehensive language analysis.
3. Full (complete) and incomplete (selective/partial) comprehensive language analysis.
4. Phonological analysis. Word analysis into syllables and syllables. Orthoepic analysis. Pronunciation of vowels and vowel groups, bound pronunciation of words and other sound phenomena, suprasegmental phenomena.
5. Lexical-semantic analysis. Analysis of lexical meaning and paradigmatic relations of lexemes.
6. Word-formation analysis. Analysis of the ways of forming words, determination of base and derived words and the word-formation structure of derived words.
7. Morphematic analysis. Determination of individual types of morphemes within words.
8. Morphological analysis. Determination of word types and grammatical and lexico-grammatical categories.
9. Syntactic analysis. Analysis of simple sentences and clauses. Determination of sentence articles and individual types of constructions.
10. Stylistic analysis. Analysis of stylistic devices in the sentence and in the text with regard to the specific model structure of the text.
11. Orthographic analysis. Analysis and justification of individual orthographic phenomena.
On the basis of the use of the acquired theoretical knowledge about the language system, its individual levels, as well as about the orthographic aspect of the language, which on the one hand will build on the knowledge acquired in the given field during secondary school, but especially during bachelor studies, and on the other hand will further enable the deepening and systematic development of its knowledge into a complex form, the student will acquire practical skills that he will be able to apply in the assessment and complex analysis of linguistic phenomena. The student will acquire theoretical knowledge of complex linguistic analysis, its theory, aspects, concept and methodology. The student will become familiar with the essence of phonic, orthoepic, lexico-semantic, word-formation, morphematic, morphological, syntactic, stylistic and orthographic analyses. On the basis of the use of the given knowledge, as well as relevant theoretical knowledge about the language system, its individual levels and the orthographic aspect of the language, which the student has acquired during his/her studies, he/she will acquire practical skills applied in the assessment and analysis of linguistic phenomena, which will be reflected in the student's use of the acquired theoretical knowledge in practical complex linguistic analyses of texts, in the independent solving of problematic linguistic tasks and in the synthesis of their new and creative solutions. In doing so, the student will be guided to actively acquire information in the field, use digital technologies and resources, effectively use the acquired knowledge, adequately formulate and defend arguments and, on their basis, solve professional problems in the field, using appropriate methods of the discipline. They will also develop their communication competences, the ability to interpret facts correctly, to take responsibility for the quality of their work, to follow the principles of authorial ethics, the ability to plan and be actively responsible for their own independent learning. They will also learn to look at the acquired knowledge base from the perspective of school practice. The acquired knowledge and skills will be necessary for the student primarily in the future practice of a teacher of Slovak language and literature at the level of lower and upper secondary education in the comprehensive assessment, analysis and evaluation of linguistic analyses, as well as of pupils' and students' speeches, and subsequent independent analysis of a possible problem in a given area at the level of the language, in correcting linguistic speeches, because it will enable him to view linguistic phenomena in the broadest linguistic context. The emphasis on raising the student's professional level and linguistic culture will be equally important in adequately conveying information about linguistic phenomena to the general public, as well as in offering relevant conclusions, linguistic explanations and justifications to lay audiences.
The theoretical knowledge about the language system and its individual levels, as well as about the orthographic aspect of the language, which the student has acquired during his/her previous studies, and consequently the knowledge about complex linguistic analysis also in school practice, its theory, pages, concept and methodology can be applied by the student both in practical linguistic analyses of coherent texts of different functional styles of written Slovak, and in practical complex linguistic analyses as they are understood and used in school practice. As a result, they acquire important practical skills in assessing linguistic phenomena in terms of their sound, lexical-semantic, word-formation, morphematic, morphological, syntactic, stylistic and orthographic aspects, which they are able to use creatively and independently in complex linguistic analyses of texts, in solving problem tasks and in synthesising new solutions in the field, while they are able to actively acquire and communicate the necessary information and facts and to formulate and defend relevant professional arguments appropriately. He/she has developed his/her analytical skills as well as abstract and critical thinking skills, is able to think in context and has developed the ability to expand his/her knowledge independently. The acquired theoretical knowledge and practical skills can be applied and creatively applied primarily in the future practice of a teacher of Slovak language and literature at the level of lower and upper secondary education when comprehensively assessing, analysing and evaluating linguistic analyses, as well as linguistic expressions of pupils and students and subsequent independent analysis of the problem in the given area at the level of the language, or also for the needs of the publishing environment when correcting linguistic expressions, because he/she is able to look at linguistic phenomena in the broadest linguistic contexts. The student is also able to convey complex information about linguistic phenomena to the general public and to offer conclusions and linguistic justifications to lay audiences. As a result of this training, the students' professional level as well as their linguistic culture is increased, which also appears to be very necessary in terms of the students' future practice.
Scope, type/method of teaching and organisational form: 2 hours per week seminar, total 22 hours per semester, combined form (primarily in-person)
Student workload: 11 x 2 hours of direct teaching = 22 hours; 10 hours of continuous preparation for individual seminars; 2 x 14 hours of continuous preparation for 2 practical linguistic analyses of the text = 28 hours. A total of 60 hours of student work.
Teaching methods: Explanation, demonstration of theoretical knowledge and concepts on practical examples, application of theoretical knowledge in practical complex linguistic analyses and in analyses of linguistic phenomena, analysis of problem tasks, guided self-study, e-learning
Compulsory readings:
BETÁKOVÁ, V. – RÝZKOVÁ, A. 1987. Všestranný jazykový rozbor. 3., prepracované vyd. Bratislava: Slovenské pedagogické nakladateľstvo. 317 s.
DZIVIAKOVÁ, M. 2016. Slovenský jazyk, jeho systém a charakteristika. In: Písmo a žiaci so stratou sluchu. Ed. D. Tarcsiová. Bratislava: Iris, s. 31 – 90. ISBN 978-80-89726-88-2.
Recommended readings:
ČECHOVÁ, M. et al. 1992. Komplexní jazykové rozbory. Praha: SPN, 1992. 325 s. ISBN 8004243053. (selected chapters)
DAROVEC, M. 2007. Morfologická analýza textu. 2. vyd. Trnava: Univerzita sv. Cyrila a Metoda. 97 s. ISBN 978-80-89220-96-0. (selected chapters)
MOŠKO, G. 2006. Príručka vetného rozboru. 2., doplnené a upravené vyd. Prešov: Náuka. 222 s. ISBN 80-89038-39-5. (selected chapters)
OLOŠTIAK, M. – GIANITSOVÁ-OLOŠTIAKOVÁ, L. 2007. Slovenský jazyk. Bratislava: Vydavateľstvo Fragment, s. r. o. 192 s. ISBN 978-80-8089-066-7. (selected chapters)
Active participation in the class is required to pass the course. The student will be evaluated during the semester in the form of 2 practical linguistic analyses of the text after the 6th and 11th topics (2 x 50 points = 100 points), which will be focused on the application of the acquired knowledge and the identification of linguistic phenomena. The course is completed with an assessment resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0). A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (1. practical analysis: less than 30 points; 2. practical analysis: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent knowledge of complex linguistic analysis in the required scope, logically arranges the facts presented, can critically and independently evaluate the acquired knowledge convincingly, creatively and at an excellent level apply and adapt it in complex linguistic analysis of texts in school and language practice, has the ability to creatively and independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has well-developed skills for further independent education;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of complex linguistic analysis to the required extent, logically arranges the facts presented, takes a partially critical attitude to the acquired knowledge and can apply and adapt it very well to complex linguistic analysis of texts in school and language practice, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, he/she has very well-developed skills for independent further self-study;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of complex linguistic analysis to the required extent, organises the facts presented appropriately, can reliably apply and adapt the knowledge acquired in complex linguistic analysis of texts in school and language practice, solves individual tasks and assignments reliably, has well-developed skills for independent further self-study;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of complex linguistic analysis to the required extent, demonstrates some deficiencies in the organisation of facts, can apply the acquired knowledge satisfactorily in school and language practice, solves individual tasks and assignments satisfactorily, has acceptably developed the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of complex linguistic analysis to the required extent and deficiencies in the organisation of facts, can minimally apply the acquired knowledge in school and language practice, solves individual tasks and assignments at a sufficient level, has the minimum skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of complex linguistic analysis to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge in school and language practice, cannot solve individual tasks and assignments, cannot self-study further.
Slovak, Czech
1. Theory, aspects and concept of comprehensive language analysis also with regard to school practice.
2. Methodology of comprehensive language analysis.
3. Full (complete) and incomplete (selective/partial) comprehensive language analysis.
4. Phonological analysis. Word analysis into syllables and syllables. Orthoepic analysis. Pronunciation of vowels and vowel groups, bound pronunciation of words and other sound phenomena, suprasegmental phenomena.
5. Lexical-semantic analysis. Analysis of lexical meaning and paradigmatic relations of lexemes.
6. Word-formation analysis. Analysis of the ways of forming words, determination of base and derived words and the word-formation structure of derived words.
7. Morphematic analysis. Determination of individual types of morphemes within words.
8. Morphological analysis. Determination of word types and grammatical and lexico-grammatical categories.
9. Syntactic analysis. Analysis of simple sentences and clauses. Determination of sentence articles and individual types of constructions.
10. Stylistic analysis. Analysis of stylistic devices in the sentence and in the text with regard to the specific model structure of the text.
11. Orthographic analysis. Analysis and justification of individual orthographic phenomena.
On the basis of the use of the acquired theoretical knowledge about the language system, its individual levels, as well as about the orthographic aspect of the language, which on the one hand will build on the knowledge acquired in the given field during secondary school, but especially during bachelor studies, and on the other hand will further enable the deepening and systematic development of its knowledge into a complex form, the student will acquire practical skills that he will be able to apply in the assessment and complex analysis of linguistic phenomena. The student will acquire theoretical knowledge of complex linguistic analysis, its theory, aspects, concept and methodology. The student will become familiar with the essence of phonic, orthoepic, lexico-semantic, word-formation, morphematic, morphological, syntactic, stylistic and orthographic analyses. On the basis of the use of the given knowledge, as well as relevant theoretical knowledge about the language system, its individual levels and the orthographic aspect of the language, which the student has acquired during his/her studies, he/she will acquire practical skills applied in the assessment and analysis of linguistic phenomena, which will be reflected in the student's use of the acquired theoretical knowledge in practical complex linguistic analyses of texts, in the independent solving of problematic linguistic tasks and in the synthesis of their new and creative solutions. In doing so, the student will be guided to actively acquire information in the field, use digital technologies and resources, effectively use the acquired knowledge, adequately formulate and defend arguments and, on their basis, solve professional problems in the field, using appropriate methods of the discipline. They will also develop their communication competences, the ability to interpret facts correctly, to take responsibility for the quality of their work, to follow the principles of authorial ethics, the ability to plan and be actively responsible for their own independent learning. They will also learn to look at the acquired knowledge base from the perspective of school practice. The acquired knowledge and skills will be necessary for the student primarily in the future practice of a teacher of Slovak language and literature at the level of lower and upper secondary education in the comprehensive assessment, analysis and evaluation of linguistic analyses, as well as of pupils' and students' speeches, and subsequent independent analysis of a possible problem in a given area at the level of the language, in correcting linguistic speeches, because it will enable him to view linguistic phenomena in the broadest linguistic context. The emphasis on raising the student's professional level and linguistic culture will be equally important in adequately conveying information about linguistic phenomena to the general public, as well as in offering relevant conclusions, linguistic explanations and justifications to lay audiences.
The theoretical knowledge about the language system and its individual levels, as well as about the orthographic aspect of the language, which the student has acquired during his/her previous studies, and consequently the knowledge about complex linguistic analysis also in school practice, its theory, pages, concept and methodology can be applied by the student both in practical linguistic analyses of coherent texts of different functional styles of written Slovak, and in practical complex linguistic analyses as they are understood and used in school practice. As a result, they acquire important practical skills in assessing linguistic phenomena in terms of their sound, lexical-semantic, word-formation, morphematic, morphological, syntactic, stylistic and orthographic aspects, which they are able to use creatively and independently in complex linguistic analyses of texts, in solving problem tasks and in synthesising new solutions in the field, while they are able to actively acquire and communicate the necessary information and facts and to formulate and defend relevant professional arguments appropriately. He/she has developed his/her analytical skills as well as abstract and critical thinking skills, is able to think in context and has developed the ability to expand his/her knowledge independently. The acquired theoretical knowledge and practical skills can be applied and creatively applied primarily in the future practice of a teacher of Slovak language and literature at the level of lower and upper secondary education when comprehensively assessing, analysing and evaluating linguistic analyses, as well as linguistic expressions of pupils and students and subsequent independent analysis of the problem in the given area at the level of the language, or also for the needs of the publishing environment when correcting linguistic expressions, because he/she is able to look at linguistic phenomena in the broadest linguistic contexts. The student is also able to convey complex information about linguistic phenomena to the general public and to offer conclusions and linguistic justifications to lay audiences. As a result of this training, the students' professional level as well as their linguistic culture is increased, which also appears to be very necessary in terms of the students' future practice.
Scope, type/method of teaching and organizational form: 2 hours per week seminar, total 22 hours per semester, combined form (primarily in-person)
Student workload:
11 x 2 hours of direct teaching = 22 hours;
20 hours of continuous reading of fiction texts per lesson;
8 hours of preparation for the presentation of the assignment with emphasis on the application of acquired knowledge and reading-interpretation skills;
10 hours of preparation for a written test focused on identifying excerpts from the literary works read;
A total of 60 hours of student work.
Teaching methods: interpretation, demonstration, dialogue with students, dialogue in a group of students, problem-based tasks, application of theoretical knowledge to practical examples, analytical and interpretative work with literary text, e-learning, guided self-study
Compulsory readings:
KAČALA, J. – BOJNIČANOVÁ, R. eds. 2015. Obraz Argentíny, Čile a Francúzska v cestopisnej próze Martina Kukučína. Bratislava: Vydavateľstvo UK. 163 s. ISBN 978-80-223-4044-1. (selected chapters)
SEDLÁK, I. a kol. 2009. Dejiny slovenskej literatúry I. Martin: Matica slovenská, s. 418 – 518. ISBN 978-80-7090-935-5.
Recommended readings:
BLAŽENCOVÁ, Ľ. 2021. Večný pútnik Martin Kukučín. In: SVORADOVÁ, V. – BLAŽENCOVÁ, Ľ. – MASARYK, M.: Osobnosti slovenskej literatúry v interkultúrnych kontextoch. Bratislava: Univerzita Komenského v Bratislave, s. 7 – 28. ISBN 978-80-223-5287-1.
BLAŽENCOVÁ, Ľ. 2023. Reflexia básne Pavla Országha Hviezdoslava Žalm na tisícročnú pamiatku vierozvestcov sv. Cyrila a Metodeja. In: Studia Academica Slovaca: prednášky 59. letnej školy slovenského jazyka a kultúry, roč. 52. Bratislava: Univerzita Komenského v Bratislave, s. 268 – 285. ISBN 978-80-223-5648-0.
ČEPAN, O. 2001. Próza slovenského realizmu. Bratislava: Veda. 290 s. ISBN 80-224-0654-6. (selected chapters)
ČÚZY, L. a kol. 2005. Panoráma slovenskej literatúry II. Bratislava: Slovenské pedagogické nakladateľstvo. 176 s. ISBN 80-10-00674-2. (selected chapters)
Active participation in the class is required to pass the course. The student will be evaluated on the presentation of the assigned assignment with emphasis on the application of the acquired knowledge and reading-interpretation skills (60 points) and on a written test at the end of the midterm focused on the identification of excerpts from the readings of literary works (40 points). The course culminates in a grade resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (presentation: less than 36 points, continuous assessment: less than 24 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent knowledge of literary realism in the required range, logically arranges the presented facts flawlessly, can critically and independently evaluate the acquired literary-historical knowledge convincingly, can creatively apply, adapt, innovate and design the procedures of working with literary text in school practice at an excellent level, has the ability to deal creatively independently and imaginatively with individual tasks and assignments in wider literary, literary-historical and cultural contexts, the linguistic and stylistic level of his/her expression is excellent, and has well-developed skills for further independent learning;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of literary realism to the required extent, arranges the facts presented logically with only minor errors, takes a partially critical attitude to the literary-historical knowledge acquired, and is able to apply, adapt and innovate the procedures of working with a literary text in school practice very well, has the ability to independently solve individual tasks and assignments also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is very good, has very well developed skills for further independent learning;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of literary realism to the required extent, arranges the facts presented appropriately and makes only occasional errors, can reliably apply the literary-historical knowledge acquired and the existing procedures for working with literary texts in school practice, solves individual tasks and assignments reliably independently, has well-developed skills for further independent learning;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of literary realism to the required extent, demonstrates some deficiencies in the arrangement of facts, can satisfactorily apply the acquired literary-historical knowledge and existing procedures for working with literary text in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimal amount of knowledge of literary realism to the required extent and significant deficiencies in the arrangement of facts, can minimally apply the acquired literary-historical knowledge and existing procedures for working with a literary text in school practice, solves individual tasks and assignments at a satisfactory level with considerable help, has minimal skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of literary realism to the required extent, does not know the facts and their logical connections, cannot apply the acquired literary-historical knowledge to work with a literary text in school practice, cannot solve individual tasks and assignments, cannot further self-study.
Slovak
1. Poetry on the road from romanticism to realism. The poetry collection of S. Hurban Vajanský and K. Banšell.
2. The meaning-making and compositional principle in the prose work of S. Hurban Vajanský.
3. Lyricism in the period of realism and its parnasistic tendencies in the work of P. Országh Hviezdoslav.
4. Verse epic of P. Országh Hviezdoslav.
5. The innovator of traditions M. Kukučín and his short prose.
6. The forms of autobiographical and memoir prose in the period of realism, the prose of E. Maróthy-Šoltésová.
7. The method of literary realism and prose from the village environment in the work of B. Slančíková Timrava.
8. Prose with an autobiographical heroine and ironic disillusionment in the prose of B. Slančíková Timrava.
9. The forms of the narrator's representation in the prose works of J. Gregor Tajovský.
10. Dramatic work of J. Gregor Tajovský.
11. Aesthetic and ethical principles in the work of Ľ. Podjavorinská and T. Vansová.
The course curriculum covers a range of knowledge and skills that the student will use in his/her educational practice. The student will have knowledge of the history of Slovak literary realism, which he/she will deepen and develop. The layering of topics will provide the student with the necessary body of knowledge to support the formation of creative and synthesising skills about the literary and historical-social context of the period. The student will have reading-interpretive experience with specific literary texts from the works of realist authors of Slovak literature. The student will be able to analyze the meaning of individual works, starting with the language of the periods mentioned, through relationships and motivic plans (reality, characters, plot) to the plot-compositional and genre construction of the works. The student will understand the sequence of development of Slovak literary realism, its founding generation, the generation of late realism and the emergence of modernist tendencies. The student will learn about the nature of the disputes over the new form of literature at the turn of the 1860s and 1870s and the ideological and artistic direction of young poets expressed in the almanac Napred (Forward). He will be able to analyse the attitudes of the lyrical subject in dealing with questions of the personal and the superpersonal in the poetry of the high poetic style of P. Országh Hviezdoslav and the new quality of poetic expression in the work of S. Hurban Vajanský. The student will be able to explain the meaning-making and compositional principles in the prose works of S. Hurban Vajanský and his question of the leading force in the nation. The student will be able to specify the thematic focus on the village man and his customary traditions, the new literary language and the particular humour in M. Kukučín's prose. He will be able to point out the forms of autobiographical and memoir prose of E. Maróthy-Šoltésová. The student will be able to explain the specific features of the literary work of authors at the turn of the 19th and 20th centuries. The student will be able to analyse the emotional and thought world of literary characters and the original way of depicting human relationships and destinies in the prose works of B. Slančíková Timrava. The student will learn about the dominant features of the prose and dramatic work of J. Gregor Tajovský with the thematisation of misery as a natural part of reality. He will get to know the verse and prose works thematising the position of women in the work of Ľ. Podjavorinská and T. Vansová. The course will focus in particular on the development of analytical and interpretive skills applicable to professional and school analysis and interpretation of specific literary texts. The student will deepen and develop literary scientific knowledge, which will be able to apply to literary practice, which will also contribute to the development of creativity of pupils. He/she will be able to communicate about a given topic and analyze the structure of realistic literary texts, highlight their artistic and aesthetic value and take a critical stance. They will be able to discuss it in a broader cultural and social context. The acquired knowledge and skills will be further developed in teaching practice. On the basis of these skills, he will acquire the competence to apply them in activities aimed at developing literary-critical analysis of literary texts, as well as in the educational process and school practice. The course will lead the student to active acquisition of information and effective use of cross-cutting and specialized knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, modifying his/her knowledge and creatively using appropriate and adequate methods of the discipline. The student will consolidate and develop communication competences, the ability to interpret facts correctly, to be responsible for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes.
The student has the skills and competence of versatile interpretation of an artistic text from the period of Slovak literary realism and the ability to take a critical attitude to the interpreted text. The student has thoroughly acquired and mastered theoretical knowledge of the history of literary realism and is able to apply it creatively in literary analytical practice. Has a comprehensive knowledge of a set of literary texts of the period of Slovak literary realism, has acquired knowledge of the basic principles of literary analysis. Can apply the acquired theoretical knowledge in practical analyses of specific literary texts, as well as in analyses of problem tasks. He can apply the analytical and interpretative skills and acquired competences in the professional and school analysis and interpretation of specific literary texts, understands the specifics and artistic value of selected literary texts, and actively seeks new possibilities in the approach to a literary text. Understands the content of key literary works, grasps their interrelationships and is able to compare them in the context of the whole period of Realism. The student has acquired practical skills in thinking critically about literary texts. The student is able to communicate facts, concepts and opinions, formulate and defend arguments, and creatively and independently apply and interpret them in a comprehensive analysis of works of Slovak realist literature. Has developed analytical skills as well as the ability to think abstractly and critically. The student is able to interpret a literary text in relation to other art forms. The student is able to solve problem-solving tasks and has developed the skill of actively acquiring information and using it to solve practical tasks in the field using appropriate and adequate procedures. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They also have a number of transferable skills such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills. The acquired theoretical knowledge, practical skills and achieved competences can be communicated by the student to the general public as well as to lay addressees and can be applied in the higher level of university studies, but especially creatively applied in the future teaching practice in the school environment in the position of a teacher of lower and upper secondary education.
Scope, type/method of teaching and organizational form: 2 hours per week seminar, total 22 hours per semester, combined form (primarily in-person)
Student workload: 11 x 2 hours of direct teaching - 22 hours; 18 hours of preparation for seminars focusing on the analysis of source texts and self-study of literature on individual topics; 20 hours of preparation for the final test. Total 60 hours of student work.
Teaching methods: explanation, heuristic methods, interpretation, colloquium, discussion
Compulsory readings:
KRAJČOVIČ, R. 1989. Vývin slovenského jazyka a dialektológia. Bratislava: SPN. 344 s. (selected sections)
ŠTOLC, J. 1994. Slovenská dialektológia. Bratislava: Veda, 179 s. + 37 máp. ISBN 80-224-0036-X. (selected sections)
Recommended readings:
ŽEŇUCH, P. 2021. Z problematiky vývinu slovenčiny. Cyrilská písomná tradícia [elektronický zdroj]. Bratislava: Ústav filologický štúdií Pedagogickej fakulty Univerzity Komenského v Bratislave, Katedra slovenského jazyka a literatúry. 83 s. ISBN 978-80-570-2715-7. Available on: https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KSJL/rozne/ZENUCH_Peter_Z_problematiky_vyvinu_slovenciny.pdf (selected sections)
ŽEŇUCH, P. 2018. Vojvodinskí Rusnáci a slovenskí rusnáci: jazyková, konfesionálna a etnická identita v komparácii. In: Slavica Slovaca, roč. 53, č. 3 – 4, s. 75 – 85. Available on:
http://www.slavu.sav.sk/casopisy/slavica/2018_1/posekana%20slavika/%C5%BDe%C5%88uch.pdf
ŽEŇUCH, P. 2015. K dejinám cyrilskej písomnej kultúry na Slovensku. Nitra: UKF. 175 s. ISBN 978-80-558-0740-9 . (selected sections)
Active participation in the class is required to pass the course. The student will be evaluated on the basis of a presentation on the assigned topic and a written test at the end of the course (100 points). A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D, and a minimum of 60 points of the total points for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (presentation: less than 30 points; final test: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has excellent knowledge of the development of Slovak and its dialectal stratification in the required scope, logically arranges the presented facts, can critically and independently evaluate the acquired knowledge convincingly, creatively apply and adapt it in practice, has the ability to creatively and independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, he/she has well-developed skills for independent further self-study, he/she can apply the knowledge at an excellent level in identifying and characterising selected linguistic phenomena in texts of written monuments and apply them in school practice;
B (92 - 85 %, very good - above average standard): very good performance: The student has very good knowledge of the development of Slovak and dialect stratification to the required extent, logically arranges the facts presented, takes a partially critical attitude to the acquired knowledge and can apply it very well in practice, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, he/she has well-developed skills for independent further self-study, he/she can apply the knowledge at a very good level in identifying and characterising selected linguistic phenomena in texts of written monuments and can adapt and innovate the acquired knowledge and propose procedures for working with it in school practice;
C (84 - 77 %, good - normal reliable work): good performance: the student has good knowledge of the development of Slovak language and dialect stratification in the required range, he/she arranges the presented facts appropriately, he/she can reliably apply the acquired knowledge in practice, he/she reliably solves individual tasks and assignments, he/she has well-developed skills for independent further self-study, he/she can apply the knowledge at a reliable level in the identification and characterisation of the selected linguistic phenomena in the texts of the written monuments and adapt them. In school practice;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of the development of Slovak and dialect stratification to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge in practice, satisfactorily solves individual tasks and assignments, has acceptably developed the skills necessary for self-study, can apply the knowledge in the identification and characterisation of selected linguistic phenomena in texts of written monuments and adapt them in school practice;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge in the field of the development of Slovak language and dialect stratification in the required range and deficiencies in the arrangement of facts, the acquired knowledge can be minimally applied in practice, solves individual tasks and assignments at a sufficient level, has the minimum skills necessary for self-study, the knowledge can be sufficiently applied in the identification and characterization of selected linguistic phenomena in the texts of written monuments and apply existing procedures for working with them in school practice;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the development of Slovak language and dialect stratification to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge in practice, cannot solve individual tasks and assignments, cannot independently further his/her education, and does not sufficiently apply the knowledge in the identification and characterisation of selected linguistic phenomena in the texts of written monuments and cannot apply them in school practice.
Slovak
1. Proto-Slavic origin of Slovak.
2. Slovak in the family of Slavic languages in the context of theories of its origin.
3. Old Slavonic and Church Slavonic.
4. The main changes in the Proto-Slavic basis of Slovak (sound and morphological level).
5. The main features in the development of the Slovak vocabulary. The lexis inherited from the Proto-Slavic.
6. Adoptions from non-Slavic languages.
7. Slovak dialectology and methods of its research.
8. Basic features of Slovak dialect macroareals and their subdivision.
9. Characteristics of cultural variants of Slovak in the context of the older Slovak written culture.
10. Reflection of the linguistic development of Slovak in the contemporary written language.
11. Dialectology and research of Slovak in relation to Slavic and non-Slavic languages (Slavic Language Atlas, Pan-Carpathian Dialectological Atlas, Atlas of the Slovak Language, projects and international research).
The thematic structuring of the course according to the individual headings will allow the student to gradually gain a basic overview of the development and dialectal stratification of the national language. It will provide the necessary body of knowledge that will support the formation of creative and synthesising skills, which will be essential especially in terms of profiling a graduate who will be able to orientate himself in the issues of the development of the national language, history and culture. The course will create the space for the complementarity of approaches necessary for the formation of the graduate's personality according to the profile and with skills that extend into the fields of history and culture of society. At the same time, the student will acquire the prerequisites and motivation to develop the acquired skills in further self-study and critical thinking.
The course will lead the student to active acquisition of information and effective use of cross-cutting and specialised knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process and creatively using appropriate and adequate methods of the discipline. The student will consolidate and develop communication competences, the ability to interpret facts correctly, to be responsible for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes.
The student has a basic knowledge of the earlier stages of the development and dialectal stratification of the Slovak language. The student has knowledge of the main developmental and linguistic-integrative phenomena in the Slovak national language, which have been applied in its written form. He has developed the skills to synthesise the knowledge he has acquired in the study of the contemporary Slovak language and can apply it in the creative recognition of the main developmental changes in the Slovak language and in the recognition of their functioning in the linguistic system of the Slovak language. On the basis of the knowledge from dialectology, the student is able to analyse and systematise the main features of the dialect system of the Slovak national language.
The student is able to apply the acquired knowledge in describing the linguistic contexts related to the development and dialectal structure of the Slovak national language and in identifying selected dialectal and developmental phenomena in written monuments. This is transferable knowledge that is applicable in everyday practice, especially as analytical and interpretive skills that will enable the person thus profiled to combine knowledge of contemporary language and culture with thinking about the history, culture and development of Slovak society. The student can use and creatively apply the knowledge, insights and skills in the school environment as a teacher of lower and upper secondary education. On the basis of problem-solving tasks, the student has acquired the skills to actively acquire information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. The student has also acquired a number of transferable skills, such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills.
Scope, type/method of teaching and organizational form: 2 hours per week seminar, total 22 hours per semester, combined form (primarily in-person)
Student workload: 11 x 2 hours of direct teaching - 22 hours; 18 hours of preparation for seminars focusing on the analysis of source texts and self-study of literature on individual topics; 20 hours of preparation for the final test. Total 60 hours of student work.
Teaching methods: explanation, heuristic methods, interpretation, colloquium, discussion
Compulsory readings:
KRAJČOVIČ, R. 1989. Vývin slovenského jazyka a dialektológia. Bratislava: SPN. 344 s. (selected sections)
ŠTOLC, J. 1994. Slovenská dialektológia. Bratislava: Veda, 179 s. + 37 máp. ISBN 80-224-0036-X. (selected sections)
Recommended readings:
ŽEŇUCH, P. 2021. Z problematiky vývinu slovenčiny. Cyrilská písomná tradícia [elektronický zdroj]. Bratislava: Ústav filologický štúdií Pedagogickej fakulty Univerzity Komenského v Bratislave, Katedra slovenského jazyka a literatúry. 83 s. ISBN 978-80-570-2715-7. Available on: https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KSJL/rozne/ZENUCH_Peter_Z_problematiky_vyvinu_slovenciny.pdf (selected sections)
ŽEŇUCH, P. 2018. Vojvodinskí Rusnáci a slovenskí rusnáci: jazyková, konfesionálna a etnická identita v komparácii. In: Slavica Slovaca, roč. 53, č. 3 – 4, s. 75 – 85. Available on:
http://www.slavu.sav.sk/casopisy/slavica/2018_1/posekana%20slavika/%C5%BDe%C5%88uch.pdf
ŽEŇUCH, P. 2015. K dejinám cyrilskej písomnej kultúry na Slovensku. Nitra: UKF. 175 s. ISBN 978-80-558-0740-9 . (selected sections)
Active participation in the class is required to pass the course. The student will be evaluated on the basis of a presentation on the assigned topic and a written test at the end of the course (100 points). A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D, and a minimum of 60 points of the total points for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (presentation: less than 30 points; final test: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has excellent knowledge of the development of Slovak and its dialectal stratification in the required scope, logically arranges the presented facts, can critically and independently evaluate the acquired knowledge convincingly, creatively apply and adapt it in practice, has the ability to creatively and independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, he/she has well-developed skills for independent further self-study, he/she can apply the knowledge at an excellent level in identifying and characterising selected linguistic phenomena in texts of written monuments and apply them in school practice;
B (92 - 85 %, very good - above average standard): very good performance: The student has very good knowledge of the development of Slovak and dialect stratification to the required extent, logically arranges the facts presented, takes a partially critical attitude to the acquired knowledge and can apply it very well in practice, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, he/she has well-developed skills for independent further self-study, he/she can apply the knowledge at a very good level in identifying and characterising selected linguistic phenomena in texts of written monuments and can adapt and innovate the acquired knowledge and propose procedures for working with it in school practice;
C (84 - 77 %, good - normal reliable work): good performance: the student has good knowledge of the development of Slovak language and dialect stratification in the required range, he/she arranges the presented facts appropriately, he/she can reliably apply the acquired knowledge in practice, he/she reliably solves individual tasks and assignments, he/she has well-developed skills for independent further self-study, he/she can apply the knowledge at a reliable level in the identification and characterisation of the selected linguistic phenomena in the texts of the written monuments and adapt them. In school practice;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of the development of Slovak and dialect stratification to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge in practice, satisfactorily solves individual tasks and assignments, has acceptably developed the skills necessary for self-study, can apply the knowledge in the identification and characterisation of selected linguistic phenomena in texts of written monuments and adapt them in school practice;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge in the field of the development of Slovak language and dialect stratification in the required range and deficiencies in the arrangement of facts, the acquired knowledge can be minimally applied in practice, solves individual tasks and assignments at a sufficient level, has the minimum skills necessary for self-study, the knowledge can be sufficiently applied in the identification and characterization of selected linguistic phenomena in the texts of written monuments and apply existing procedures for working with them in school practice;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the development of Slovak language and dialect stratification to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge in practice, cannot solve individual tasks and assignments, cannot independently further his/her education, and does not sufficiently apply the knowledge in the identification and characterisation of selected linguistic phenomena in the texts of written monuments and cannot apply them in school practice.
Slovak
1. Proto-Slavic origin of Slovak.
2. Slovak in the family of Slavic languages in the context of theories of its origin.
3. Old Slavonic and Church Slavonic.
4. The main changes in the Proto-Slavic basis of Slovak (sound and morphological level).
5. The main features in the development of the Slovak vocabulary. The lexis inherited from the Proto-Slavic.
6. Adoptions from non-Slavic languages.
7. Slovak dialectology and methods of its research.
8. Basic features of Slovak dialect macroareals and their subdivision.
9. Characteristics of cultural variants of Slovak in the context of the older Slovak written culture.
10. Reflection of the linguistic development of Slovak in the contemporary written language.
11. Dialectology and research of Slovak in relation to Slavic and non-Slavic languages (Slavic Language Atlas, Pan-Carpathian Dialectological Atlas, Atlas of the Slovak Language, projects and international research).
The thematic structuring of the course according to the individual headings will allow the student to gradually gain a basic overview of the development and dialectal stratification of the national language. It will provide the necessary body of knowledge that will support the formation of creative and synthesising skills, which will be essential especially in terms of profiling a graduate who will be able to orientate himself in the issues of the development of the national language, history and culture. The course will create the space for the complementarity of approaches necessary for the formation of the graduate's personality according to the profile and with skills that extend into the fields of history and culture of society. At the same time, the student will acquire the prerequisites and motivation to develop the acquired skills in further self-study and critical thinking.
The course will lead the student to active acquisition of information and effective use of cross-cutting and specialised knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process and creatively using appropriate and adequate methods of the discipline. The student will consolidate and develop communication competences, the ability to interpret facts correctly, to be responsible for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes.
The student has a basic knowledge of the earlier stages of the development and dialectal stratification of the Slovak language. The student has knowledge of the main developmental and linguistic-integrative phenomena in the Slovak national language, which have been applied in its written form. He has developed the skills to synthesise the knowledge he has acquired in the study of the contemporary Slovak language and can apply it in the creative recognition of the main developmental changes in the Slovak language and in the recognition of their functioning in the linguistic system of the Slovak language. On the basis of the knowledge from dialectology, the student is able to analyse and systematise the main features of the dialect system of the Slovak national language.
The student is able to apply the acquired knowledge in describing the linguistic contexts related to the development and dialectal structure of the Slovak national language and in identifying selected dialectal and developmental phenomena in written monuments. This is transferable knowledge that is applicable in everyday practice, especially as analytical and interpretive skills that will enable the person thus profiled to combine knowledge of contemporary language and culture with thinking about the history, culture and development of Slovak society. The student can use and creatively apply the knowledge, insights and skills in the school environment as a teacher of lower and upper secondary education. On the basis of problem-solving tasks, the student has acquired the skills to actively acquire information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. The student has also acquired a number of transferable skills, such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills.
Scope, type/method of teaching and organizational form: 2 hours per week seminar, total 22 hours per semester, combined form (primarily in-person)
Student workload: 11 x 2 hours of direct teaching = 22 hours; 22 hours of continuous preparation, including study of literature; 8 hours of preparation of semester activity; 8 hours of semester thesis.
Total 60 hours of student work.
Teaching methods: lecture, demonstration, discussion, work with text, project teaching, problem solving, group work, individual work, e-learning, guided self-study
Compulsory readings:
ELIAŠOVÁ, V. 2017. Tvorivé písanie a možnosti jeho využitia v edukačnom procese. Bratislava: Univerzita Komenského v Bratislave. 186 s. ISBN 978-80-223-3079-4.
Recommended readings:
ELIAŠOVÁ, V. – KOČANOVÁ, M. – LACKO, I. 2007. Príručka tvorivého písania pre učiteľov slovenského jazyka a literatúry. Bratislava: Štátny pedagogický ústav. 137 s. ISBN 978-80-89225-35-4.
FIŠER, Z. 2012. Tvůrčí psaní v literární výchově jako nástroj poznávaní. Brno: Masarykova univerzita. 226 s. ISBN 978-80-210-6121-7 Available on webe: https://munispace.muni.cz/library/ catalog/book/873.
REHÚŠ, M. – ŠRANK, J. 2012. Nesystematický návod na použitie slovenskej experimentálnej poézie. In: V sieti strednej Európy: nielen o elektronickej literatúre. Bratislava: SAP a Ústav svetovej literatúry SAV, s. 241 – 264. ISBN 978-80-8095-076-7.
Active participation in the class is required to pass the course. Assessment includes:
• continuous completion of micro-assignments in seminars (40 points) on the theoretical knowledge and practical skills needed in creative writing;
• the implementation of a semester activity (30 points), which the student chooses from a list of creative writing techniques, prepares and manages in the seminar according to a set timetable; the participants in the activity are classmates or the lecturer;
• a term paper (30 points) in which the student reports on his/her term activity, submits it for theoretical and critical reflection and proposes its implementation in secondary education.
The course culminates in an assessment resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0).
To pass the course, a minimum score of 60% is required. A final grade of A requires at least 93 points, a grade of B requires at least 85 points, a grade of C requires at least 77 points, a grade of D requires at least 69 points and a grade of E requires at least 60 points of the total points. Credit will not be awarded to a student who receives less than 60% of the points for any component of the assessment (micro-assignments: less than 24 points, term paper: less than 18 points, term paper: less than 18 points).
The rating is awarded on a scale:
A (100 - 93%, excellent - outstanding): excellent performance: The student has excellent knowledge of creative writing to the required extent, logically arranges the facts presented in a flawless manner, is able to critically and independently evaluate the acquired knowledge in a convincing manner, is able to creatively apply, adapt, innovate and design creative writing workflows in school practice at an excellent level, has the ability to creatively solve individual tasks and assignments independently and imaginatively, including in broader linguistic, literary and didactic contexts, excellently supports pupils' active acquisition of knowledge, skills and competences, the linguistic and stylistic level of his/her expression is excellent, has well-developed skills for independent further self-study;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of creative writing to the required extent, arranges the facts presented logically with only minor errors, takes a partially critical attitude to the knowledge acquired and is able to apply, adapt and innovate creative writing working practices in school practice very well, has the ability to solve individual tasks and assignments independently and in a broader linguistic, literary and didactic context, supports pupils' active acquisition of knowledge, skills and competences very well, the linguistic and stylistic level of his/her expression is very good, has very well-developed skills for further independent learning;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of creative writing to the required extent, arranges the facts presented appropriately and makes only occasional errors, can reliably apply the acquired knowledge and existing working practices in creative writing in school practice, solves individual tasks and assignments independently and reliably, promotes pupils' active acquisition of knowledge, skills and competences well, has well-developed skills for further independent learning;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of creative writing to the required extent, demonstrates some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge and existing working practices in creative writing in school practice, satisfactorily and predominantly independently solves individual tasks and assignments, at a satisfactory level, supports students' active acquisition of knowledge, skills and competences, has acceptably developed the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimal amount of knowledge of creative writing to the required extent and significant deficiencies in the organisation of facts, can minimally apply the acquired knowledge and existing working practices in creative writing in school practice, solves individual tasks and assignments with considerable help at a satisfactory level, only minimally promotes students' active acquisition of knowledge, skills and competences, has minimal skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of creative writing to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge to creative writing in school practice, cannot solve individual tasks and assignments, cannot support pupils' active acquisition of knowledge, skills and competences, cannot self-study further.
Slovak, Czech
1. Roots, traditions and forms of creative writing.
2. Creativity, creative thinking and creative teaching. Creative writing as a creative teaching strategy.
3. Creative writing in the educational process with a focus on the subject of Slovak language and literature in lower and upper secondary education.
4. Organisation of creative writing in school conditions.
5. Functions of creative writing in the educational process. Creative writing and the development of pupils' competences.
6. Pupil and teacher as participants and lecturers of creative writing.
7. Specifics of assessment in creative writing.
8. Creative writing as a means of developing the pupil's personality
9. Creative writing as a means of developing communicative competence.
10. Creative writing as an integrative means of fostering intra- and inter-component relationships.
11. Creative writing as an integrative means of fostering cross-curricular relationships.
The course curriculum covers the range of knowledge and skills that the student will use in his/her teaching practice. The student will acquire knowledge about the history and different concepts of creative writing, gain knowledge about strategies that develop creativity, learn about the specifics of the organization of creative writing in school conditions and the specifics of the relationship between the student and the teacher in creative writing, acquire knowledge about tools for evaluating creative writing in terms of effectiveness. The student will acquire the skills necessary to design, implement and evaluate creative writing techniques in educational practice. The student will learn how to effectively use creative writing in the teaching of the subject Slovak language and literature as a means of developing the student's personality and communicative competence, as a tool for mastering the curriculum in the individual components of the subject Slovak language and literature, and as an integrative tool supporting intra-, inter- and inter-subject relationships. The course will lead the student to reflect on the latest theoretical knowledge and to apply it in the educational process, extracurricular and interest activities in accordance with current trends in school practice. The student will be able to use his/her knowledge of the school system in the environment of the Slovak Republic, learn to respect the basic pedagogical documents, consolidate and develop knowledge of the educational process and school practice with emphasis on the requirements of modern education, which is student-oriented, based on creativity, on learning through the discovery of knowledge and on the use of the results of critical thinking. The course stimulates the student's knowledge and skills in modern teaching methods, forms and means. The student will develop competences that are a prerequisite for effective designing and creative implementation of educational activities and active participation in the creation of educational and methodological materials, also with the support of digital technologies. The student will consolidate and develop strategic, conceptual and creative thinking, thanks to which he/she will support the improvement of the quality of knowledge, thinking and responsibility in his/her practice in primary and secondary school pupils.
The student has a basic knowledge of creative writing as a strategy for creative teaching of the subject Slovak language and literature in secondary education. The student has acquired knowledge about the history, different concepts and strategies of creative writing and knows the specific features of the organisation of creative writing in school conditions. The student has the skills necessary to design, implement, and evaluate creative writing techniques in educational practice. The student is able to use creative writing effectively in the teaching of Slovak language and literature. The course is mainly application-oriented to the training of effective designing, implementation, management and evaluation of creative writing techniques as a means of educational activity. On the basis of practicing them, the student has developed skills in the use and creation of educational and methodological materials also with the support of digital technologies. The student has developed the ability to create a stimulating and respectful learning environment.
The student has acquired knowledge and skills in modern teaching methods, forms and means. The student is prepared to reflect the latest theoretical knowledge and apply it in the educational process, extracurricular and extracurricular activities in accordance with current trends in school practice. The student is able to use his/her knowledge of the school system in the environment of the Slovak Republic, is able to respect the basic pedagogical documents, reliably possesses knowledge of the educational process and school practice with emphasis on the requirements of modern education, which is oriented to the pupil, based on creativity, on learning through the discovery of knowledge and on the use of the results of critical thinking. The student has developed strategic, conceptual, and creative thinking skills that enable him/her to promote increased quality of knowledge, thinking, and responsibility in his/her practice with elementary and secondary school students.
Scope, type/method of teaching and organizational form: 2 hours per week seminar, total 22 hours per semester, combined form (primarily in-person)
Student workload: 11 x 2 hours of direct teaching = 22 hours; 22 hours of continuous preparation, including study of literature; 8 hours of preparation of semester activity; 8 hours of semester thesis.
Total 60 hours of student work.
Teaching methods: lecture, demonstration, discussion, work with text, project teaching, problem solving, group work, individual work, e-learning, guided self-study
Compulsory readings:
ELIAŠOVÁ, V. 2017. Tvorivé písanie a možnosti jeho využitia v edukačnom procese. Bratislava: Univerzita Komenského v Bratislave. 186 s. ISBN 978-80-223-3079-4.
Recommended readings:
ELIAŠOVÁ, V. – KOČANOVÁ, M. – LACKO, I. 2007. Príručka tvorivého písania pre učiteľov slovenského jazyka a literatúry. Bratislava: Štátny pedagogický ústav. 137 s. ISBN 978-80-89225-35-4.
FIŠER, Z. 2012. Tvůrčí psaní v literární výchově jako nástroj poznávaní. Brno: Masarykova univerzita. 226 s. ISBN 978-80-210-6121-7 Available on webe: https://munispace.muni.cz/library/ catalog/book/873.
REHÚŠ, M. – ŠRANK, J. 2012. Nesystematický návod na použitie slovenskej experimentálnej poézie. In: V sieti strednej Európy: nielen o elektronickej literatúre. Bratislava: SAP a Ústav svetovej literatúry SAV, s. 241 – 264. ISBN 978-80-8095-076-7.
Active participation in the class is required to pass the course. Assessment includes:
• continuous completion of micro-assignments in seminars (40 points) on the theoretical knowledge and practical skills needed in creative writing;
• the implementation of a semester activity (30 points), which the student chooses from a list of creative writing techniques, prepares and manages in the seminar according to a set timetable; the participants in the activity are classmates or the lecturer;
• a term paper (30 points) in which the student reports on his/her term activity, submits it for theoretical and critical reflection and proposes its implementation in secondary education.
The course culminates in an assessment resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0).
To pass the course, a minimum score of 60% is required. A final grade of A requires at least 93 points, a grade of B requires at least 85 points, a grade of C requires at least 77 points, a grade of D requires at least 69 points and a grade of E requires at least 60 points of the total points. Credit will not be awarded to a student who receives less than 60% of the points for any component of the assessment (micro-assignments: less than 24 points, term paper: less than 18 points, term paper: less than 18 points).
The rating is awarded on a scale:
A (100 - 93%, excellent - outstanding): excellent performance: The student has excellent knowledge of creative writing to the required extent, logically arranges the facts presented in a flawless manner, is able to critically and independently evaluate the acquired knowledge in a convincing manner, is able to creatively apply, adapt, innovate and design creative writing workflows in school practice at an excellent level, has the ability to creatively solve individual tasks and assignments independently and imaginatively, including in broader linguistic, literary and didactic contexts, excellently supports pupils' active acquisition of knowledge, skills and competences, the linguistic and stylistic level of his/her expression is excellent, has well-developed skills for independent further self-study;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of creative writing to the required extent, arranges the facts presented logically with only minor errors, takes a partially critical attitude to the knowledge acquired and is able to apply, adapt and innovate creative writing working practices in school practice very well, has the ability to solve individual tasks and assignments independently and in a broader linguistic, literary and didactic context, supports pupils' active acquisition of knowledge, skills and competences very well, the linguistic and stylistic level of his/her expression is very good, has very well-developed skills for further independent learning;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of creative writing to the required extent, arranges the facts presented appropriately and makes only occasional errors, can reliably apply the acquired knowledge and existing working practices in creative writing in school practice, solves individual tasks and assignments independently and reliably, promotes pupils' active acquisition of knowledge, skills and competences well, has well-developed skills for further independent learning;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of creative writing to the required extent, demonstrates some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge and existing working practices in creative writing in school practice, satisfactorily and predominantly independently solves individual tasks and assignments, at a satisfactory level, supports students' active acquisition of knowledge, skills and competences, has acceptably developed the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimal amount of knowledge of creative writing to the required extent and significant deficiencies in the organisation of facts, can minimally apply the acquired knowledge and existing working practices in creative writing in school practice, solves individual tasks and assignments with considerable help at a satisfactory level, only minimally promotes students' active acquisition of knowledge, skills and competences, has minimal skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of creative writing to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge to creative writing in school practice, cannot solve individual tasks and assignments, cannot support pupils' active acquisition of knowledge, skills and competences, cannot self-study further.
Slovak, Czech
1. Roots, traditions and forms of creative writing.
2. Creativity, creative thinking and creative teaching. Creative writing as a creative teaching strategy.
3. Creative writing in the educational process with a focus on the subject of Slovak language and literature in lower and upper secondary education.
4. Organisation of creative writing in school conditions.
5. Functions of creative writing in the educational process. Creative writing and the development of pupils' competences.
6. Pupil and teacher as participants and lecturers of creative writing.
7. Specifics of assessment in creative writing.
8. Creative writing as a means of developing the pupil's personality
9. Creative writing as a means of developing communicative competence.
10. Creative writing as an integrative means of fostering intra- and inter-component relationships.
11. Creative writing as an integrative means of fostering cross-curricular relationships.
The course curriculum covers the range of knowledge and skills that the student will use in his/her teaching practice. The student will acquire knowledge about the history and different concepts of creative writing, gain knowledge about strategies that develop creativity, learn about the specifics of the organization of creative writing in school conditions and the specifics of the relationship between the student and the teacher in creative writing, acquire knowledge about tools for evaluating creative writing in terms of effectiveness. The student will acquire the skills necessary to design, implement and evaluate creative writing techniques in educational practice. The student will learn how to effectively use creative writing in the teaching of the subject Slovak language and literature as a means of developing the student's personality and communicative competence, as a tool for mastering the curriculum in the individual components of the subject Slovak language and literature, and as an integrative tool supporting intra-, inter- and inter-subject relationships. The course will lead the student to reflect on the latest theoretical knowledge and to apply it in the educational process, extracurricular and interest activities in accordance with current trends in school practice. The student will be able to use his/her knowledge of the school system in the environment of the Slovak Republic, learn to respect the basic pedagogical documents, consolidate and develop knowledge of the educational process and school practice with emphasis on the requirements of modern education, which is student-oriented, based on creativity, on learning through the discovery of knowledge and on the use of the results of critical thinking. The course stimulates the student's knowledge and skills in modern teaching methods, forms and means. The student will develop competences that are a prerequisite for effective designing and creative implementation of educational activities and active participation in the creation of educational and methodological materials, also with the support of digital technologies. The student will consolidate and develop strategic, conceptual and creative thinking, thanks to which he/she will support the improvement of the quality of knowledge, thinking and responsibility in his/her practice in primary and secondary school pupils.
The student has a basic knowledge of creative writing as a strategy for creative teaching of the subject Slovak language and literature in secondary education. The student has acquired knowledge about the history, different concepts and strategies of creative writing and knows the specific features of the organisation of creative writing in school conditions. The student has the skills necessary to design, implement, and evaluate creative writing techniques in educational practice. The student is able to use creative writing effectively in the teaching of Slovak language and literature. The course is mainly application-oriented to the training of effective designing, implementation, management and evaluation of creative writing techniques as a means of educational activity. On the basis of practicing them, the student has developed skills in the use and creation of educational and methodological materials also with the support of digital technologies. The student has developed the ability to create a stimulating and respectful learning environment.
The student has acquired knowledge and skills in modern teaching methods, forms and means. The student is prepared to reflect the latest theoretical knowledge and apply it in the educational process, extracurricular and extracurricular activities in accordance with current trends in school practice. The student is able to use his/her knowledge of the school system in the environment of the Slovak Republic, is able to respect the basic pedagogical documents, reliably possesses knowledge of the educational process and school practice with emphasis on the requirements of modern education, which is oriented to the pupil, based on creativity, on learning through the discovery of knowledge and on the use of the results of critical thinking. The student has developed strategic, conceptual, and creative thinking skills that enable him/her to promote increased quality of knowledge, thinking, and responsibility in his/her practice with elementary and secondary school students.
Scope, type/method of teaching and organizational form: 2 hours per week seminar, total 22 hours per semester, combined form (primarily in-person)
Student workload:
11 x 2 hours of direct teaching = 22 hours;
23 hours of continuous preparation for seminars and presentations;
15 hours of literature study and preparation for the written test.
A total of 60 hours of student work.
Teaching methods: Problem-based learning, explanation, discussion of the topic, interview, problem solving, practical problem solving, e-learning
Compulsory readings:
PEKAROVIČOVÁ, J. 2020. Slovenčina ako cudzí jazyk: predmet aplikovanej lingvistiky. Bratislava: Stimul. 200 s. ISBN 978-80-8127-290-5. (selected chapters)
SEDLÁKOVÁ, M. a kol. 2021. Praktická didaktika slovenčiny ako cudzieho jazyka pre študentov slovakistiky. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach. 193 s. ISBN 978-80-574-0012-7. (selected chapters)
Recommended readings:
BLAŽENCOVÁ, Ľ. 2023. Problematické aspekty vyučovania staršej slovenskej literatúry pre cudzincov. In: Slovenčina (nielen) ako cudzí jazyk v súvislostiach 3: zborník príspevkov venovaných výskumu a výučbe: 1. zväzok. Bratislava: Univerzita Komenského v Bratislave, s. 282 – 299. ISBN 978-80-223-5656-5.
KVAPIL, R. a kol. 2018. Slovenčina ako cudzí jazyk. Príručka pre učiteľov. Bratislava: Metodicko-
-pedagogické centrum v Bratislave. 65 s. ISBN 978-80-565-1440-5. (selected chapters)
Active participation in the class is required to pass the course. The student will be evaluated for a presentation based on the application of theoretical information in the practical solution of a specific didactic problem (60 points) and in the form of a written test at the end of the continuous teaching (40 points). The course is completed with a grade resulting from the continuous assessment of the learning outcomes during the teaching part of the semester of study (100/0).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D and a minimum of 60 points is required for a grade of E out of the total number of points. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (presentation: less than 36 points, continuous assessment: less than 24 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent command of the theoretical knowledge of the didactics of Slovak as a foreign language in the required scope, logically arranges the presented facts, can critically and independently evaluate the acquired knowledge in a convincing manner, can apply it methodologically correctly, professionally, effectively and creatively, adapt and innovate knowledge from the didactics of Slovak as a foreign language and from individual linguistic disciplines in the creative and independent solution of individual tasks and assignments, also in a broader linguistic and didactic context, excellently supports students in actively acquiring knowledge, skills and competences, the linguistic and stylistic level of his/her speech is excellent, he/she has well-developed skills for independent further self-study;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good command of the theoretical knowledge of the didactics of Slovak as a foreign language and of the individual linguistic disciplines to the required extent, logically arranges the facts presented, takes a partially critical attitude to the acquired knowledge, is able to apply it methodologically correctly, professionally, efficiently and, for the most part, creatively, adapt and innovate knowledge from didactics of Slovak as a foreign language and from individual linguistic disciplines when independently solving individual tasks and assignments also in broader linguistic and didactic contexts, he supports very well the active acquisition of knowledge, skills and competences by pupils, the linguistic and stylistic level of his speech is very good, he has very well developed skills for independent further self-study;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good command of the theoretical knowledge of the didactics of Slovak as a foreign language and of the individual linguistic disciplines to the required extent, he/she organises the presented facts appropriately, he/she can methodically apply and adapt the knowledge of the didactics of Slovak as a foreign language and of the individual linguistic disciplines correctly in solving individual tasks and assignments reliably, he/she supports the pupils' active acquisition of knowledge, skills and competences well, he/she has well-developed skills for independent further self-study;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student possesses the theoretical knowledge of the didactics of Slovak as a foreign language and of the individual linguistic disciplines to the required extent only to a limited extent, shows some deficiencies in the arrangement of facts, can apply the acquired knowledge satisfactorily in the satisfactory solution of individual tasks and assignments, has acceptably developed the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student possesses the theoretical knowledge of the didactics of Slovak as a foreign language and of individual linguistic disciplines to the required extent only at a minimal level and shows deficiencies in the arrangement of facts, can apply the acquired knowledge only to a minimal extent in solving individual tasks and assignments at a sufficient level, has minimal skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work is required): insufficient performance: the student does not sufficiently master the theoretical knowledge of didactics of Slovak as a foreign language and of individual linguistic disciplines to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge, cannot solve individual tasks and assignments, cannot further self-study.
Slovak
1. Slovak language in the European context, ethnolinguistic and areal characteristics, European system of language education.
2. Slovak as a foreign language, specification of the subject, history and current status. Sociolinguistic and ethnocultural aspects.
3. Typological characteristics of Slovak as a foreign language. Methods of teaching Slovak as a foreign language.
4. Communication and its acquisition, communicative competence, communicative barriers and language interference, pragmatic aspects of language communication.
5. Cultural and social specifics of Slovak as a foreign language. Intercultural communication, intercultural competence.
6. Lecturer, his didactic competence and professional-methodological competence.
7. Overview of methodological procedures in the didactics of Slovak as a foreign language, nature and overview of textbooks, grammars and teaching materials.
8. Linguistic content and methods in teaching Slovak as a foreign language, peculiarities of acquiring the sound structure of Slovak.
9. Specifics of acquiring the grammatical and lexical system of Slovak, grammatical and lexical minimum of Slovak for foreigners.
10. Common European Framework of Reference for Languages. Assessment and testing, standardisation and evaluation of language learning, language levels and testing of language competence.
11. Specifics of teaching Slovak as a foreign language at school to pupils from foreign language backgrounds, pupil-foreigner in a Slovak school, pupil placement in a year group, pupil assessment rules.
The course curriculum covers a range of knowledge and skills that the student will use in his/her educational practice. The student will be able to present the linguistic system of Slovak as a foreign language with an emphasis on the specifics of individual language subsystems, he/she will get to know the educational programmes according to the level of advancement and the field of study. The student will acquire knowledge and practical skills in various teaching methods with regard to the addressee, will learn about learning and acquisition styles of a foreign language, will be able to stimulate the development of receptive skills (reading, listening) and productive skills (speaking, writing) in pupils. They will be able to apply methods of developing phonetic competence and practising the prosodic properties of Slovak, they will be able to recognise forms of practising and consolidating grammatical knowledge, developing lexical vocabulary and ways of explicating new lexis. The student will acquire the peculiarities of linguore, professional communication and access to the historical and cultural realities of Slovakia. The student will understand the importance of the teacher's pedagogical tact, professional competence, as well as intercultural sensitivity as an important part of the development of students' competences. They will be able to apply activation methods of accessing intercultural competence and the methodology of developing communicative skills with regard to the effectiveness of the acquisition of communicative competence. The student will be familiar with the content and structure of textbooks, grammars, manuals for the needs of teaching Slovak as a foreign language. Emphasis will be placed on the content and linguistic appropriateness of the teaching texts with regard to the target group of pupils and the didactic intention. The student will be able to adapt and create his/her own materials and exercises for each level of study, to check and evaluate the pupil's knowledge and skills at an appropriate level. The learner will be familiar with the Common European Framework of Reference for Languages as a basis for language learning and teaching and for the assessment of language competence. Learn the methodology for assessing and testing language proficiency and be able to describe the knowledge and skills of each language level. The student will learn the basic specifics of teaching Slovak as a foreign language in school to pupils from a foreign language background, will be able to work with a foreign pupil in a Slovak school, will learn some specifics of Slovak as a foreign language in a school with another language of instruction. The student will possess professional competences, which are designed to implement new knowledge about the specifics of the linguodidactic concept, which influence the didactic goal, the content of the curriculum and the choice of optimal teaching forms and methods. The student will be able to creatively apply the acquired knowledge in the analysis and use of didactic material, and will learn to use modern teaching methods, forms and means. The course will lead the student to active acquisition of information and effective use of cross-cutting and specialised knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process and creatively using appropriate and adequate methods of the discipline. The student will consolidate and develop communicative competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes. He/she will be able to use digital technologies in the teaching of didactics of Slovak for foreigners.
The student demonstrates theoretical knowledge of the theory of teaching Slovak as a foreign language. The student is familiar with previous research on Slovak as a foreign language with regard to intra-linguistic, inter-linguistic and extra-linguistic relations. Knows how to name and define specific features of Slovak from the perspective of foreigners. Can explain the description, presentation, learning process and assessment of language competence. Has acquired the communicative skills which are a prerequisite for pupils to acquire communicative competence in Slovak as a foreign language. The acquired theoretical knowledge can be integrated and comprehensively used methodologically correct, professionally, effectively and creatively in teaching Slovak as a foreign language. Can take into account the sociolinguistic and ethno-cultural factors of pupils against the background of similarities and differences with their own language and culture. He/she is familiar with the literature, methodological manuals and textbooks of Slovak as a foreign language. The student has developed critical and creative thinking, analytical, organisational, interpersonal and communication skills. The student has developed skills in the use and creation of methodological materials, didactic aids and digital technologies. The student has mastered the principles of teaching Slovak as a foreign language with an emphasis on its use in a social context, has the skills and competence to introduce Slovak to foreigners, is able to make available to them the contemporary Slovak language, grammatical system and lexical base of individual communication spheres, depending on the study plan and their motivation. The student has developed the ability to create a stimulating and respectful learning environment. Through problem solving, the student has acquired the skills to actively gather information and use it to solve practical problems in the field using appropriate and appropriate procedures, as well as the skill to communicate facts, concepts, and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They have also developed a number of transferable skills such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills. The student is able to convey information from the didactics of Slovak as a foreign language to the general public and to lay audiences. The student is able to use and creatively apply them in the school environment in the position of a teacher of lower and upper secondary education.
Scope, type/method of teaching and organizational form: 2 hours per week seminar, total 22 hours per semester, combined form (primarily in-person)
Student workload:
11 x 2 hours of direct teaching = 22 hours;
23 hours of continuous preparation for seminars and presentations;
15 hours of literature study and preparation for the written test.
A total of 60 hours of student work.
Teaching methods: Problem-based learning, explanation, discussion of the topic, interview, problem solving, practical problem solving, e-learning
Compulsory readings:
PEKAROVIČOVÁ, J. 2020. Slovenčina ako cudzí jazyk: predmet aplikovanej lingvistiky. Bratislava: Stimul. 200 s. ISBN 978-80-8127-290-5. (selected chapters)
SEDLÁKOVÁ, M. a kol. 2021. Praktická didaktika slovenčiny ako cudzieho jazyka pre študentov slovakistiky. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach. 193 s. ISBN 978-80-574-0012-7. (selected chapters)
Recommended readings:
BLAŽENCOVÁ, Ľ. 2023. Problematické aspekty vyučovania staršej slovenskej literatúry pre cudzincov. In: Slovenčina (nielen) ako cudzí jazyk v súvislostiach 3: zborník príspevkov venovaných výskumu a výučbe: 1. zväzok. Bratislava: Univerzita Komenského v Bratislave, s. 282 – 299. ISBN 978-80-223-5656-5.
KVAPIL, R. a kol. 2018. Slovenčina ako cudzí jazyk. Príručka pre učiteľov. Bratislava: Metodicko-
-pedagogické centrum v Bratislave. 65 s. ISBN 978-80-565-1440-5. (selected chapters)
Active participation in the class is required to pass the course. The student will be evaluated for a presentation based on the application of theoretical information in the practical solution of a specific didactic problem (60 points) and in the form of a written test at the end of the continuous teaching (40 points). The course is completed with a grade resulting from the continuous assessment of the learning outcomes during the teaching part of the semester of study (100/0).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D and a minimum of 60 points is required for a grade of E out of the total number of points. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (presentation: less than 36 points, continuous assessment: less than 24 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent command of the theoretical knowledge of the didactics of Slovak as a foreign language in the required scope, logically arranges the presented facts, can critically and independently evaluate the acquired knowledge in a convincing manner, can apply it methodologically correctly, professionally, effectively and creatively, adapt and innovate knowledge from the didactics of Slovak as a foreign language and from individual linguistic disciplines in the creative and independent solution of individual tasks and assignments, also in a broader linguistic and didactic context, excellently supports students in actively acquiring knowledge, skills and competences, the linguistic and stylistic level of his/her speech is excellent, he/she has well-developed skills for independent further self-study;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good command of the theoretical knowledge of the didactics of Slovak as a foreign language and of the individual linguistic disciplines to the required extent, logically arranges the facts presented, takes a partially critical attitude to the acquired knowledge, is able to apply it methodologically correctly, professionally, efficiently and, for the most part, creatively, adapt and innovate knowledge from didactics of Slovak as a foreign language and from individual linguistic disciplines when independently solving individual tasks and assignments also in broader linguistic and didactic contexts, he supports very well the active acquisition of knowledge, skills and competences by pupils, the linguistic and stylistic level of his speech is very good, he has very well developed skills for independent further self-study;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good command of the theoretical knowledge of the didactics of Slovak as a foreign language and of the individual linguistic disciplines to the required extent, he/she organises the presented facts appropriately, he/she can methodically apply and adapt the knowledge of the didactics of Slovak as a foreign language and of the individual linguistic disciplines correctly in solving individual tasks and assignments reliably, he/she supports the pupils' active acquisition of knowledge, skills and competences well, he/she has well-developed skills for independent further self-study;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student possesses the theoretical knowledge of the didactics of Slovak as a foreign language and of the individual linguistic disciplines to the required extent only to a limited extent, shows some deficiencies in the arrangement of facts, can apply the acquired knowledge satisfactorily in the satisfactory solution of individual tasks and assignments, has acceptably developed the skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student possesses the theoretical knowledge of the didactics of Slovak as a foreign language and of individual linguistic disciplines to the required extent only at a minimal level and shows deficiencies in the arrangement of facts, can apply the acquired knowledge only to a minimal extent in solving individual tasks and assignments at a sufficient level, has minimal skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work is required): insufficient performance: the student does not sufficiently master the theoretical knowledge of didactics of Slovak as a foreign language and of individual linguistic disciplines to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge, cannot solve individual tasks and assignments, cannot further self-study.
Slovak
1. Slovak language in the European context, ethnolinguistic and areal characteristics, European system of language education.
2. Slovak as a foreign language, specification of the subject, history and current status. Sociolinguistic and ethnocultural aspects.
3. Typological characteristics of Slovak as a foreign language. Methods of teaching Slovak as a foreign language.
4. Communication and its acquisition, communicative competence, communicative barriers and language interference, pragmatic aspects of language communication.
5. Cultural and social specifics of Slovak as a foreign language. Intercultural communication, intercultural competence.
6. Lecturer, his didactic competence and professional-methodological competence.
7. Overview of methodological procedures in the didactics of Slovak as a foreign language, nature and overview of textbooks, grammars and teaching materials.
8. Linguistic content and methods in teaching Slovak as a foreign language, peculiarities of acquiring the sound structure of Slovak.
9. Specifics of acquiring the grammatical and lexical system of Slovak, grammatical and lexical minimum of Slovak for foreigners.
10. Common European Framework of Reference for Languages. Assessment and testing, standardisation and evaluation of language learning, language levels and testing of language competence.
11. Specifics of teaching Slovak as a foreign language at school to pupils from foreign language backgrounds, pupil-foreigner in a Slovak school, pupil placement in a year group, pupil assessment rules.
The course curriculum covers a range of knowledge and skills that the student will use in his/her educational practice. The student will be able to present the linguistic system of Slovak as a foreign language with an emphasis on the specifics of individual language subsystems, he/she will get to know the educational programmes according to the level of advancement and the field of study. The student will acquire knowledge and practical skills in various teaching methods with regard to the addressee, will learn about learning and acquisition styles of a foreign language, will be able to stimulate the development of receptive skills (reading, listening) and productive skills (speaking, writing) in pupils. They will be able to apply methods of developing phonetic competence and practising the prosodic properties of Slovak, they will be able to recognise forms of practising and consolidating grammatical knowledge, developing lexical vocabulary and ways of explicating new lexis. The student will acquire the peculiarities of linguore, professional communication and access to the historical and cultural realities of Slovakia. The student will understand the importance of the teacher's pedagogical tact, professional competence, as well as intercultural sensitivity as an important part of the development of students' competences. They will be able to apply activation methods of accessing intercultural competence and the methodology of developing communicative skills with regard to the effectiveness of the acquisition of communicative competence. The student will be familiar with the content and structure of textbooks, grammars, manuals for the needs of teaching Slovak as a foreign language. Emphasis will be placed on the content and linguistic appropriateness of the teaching texts with regard to the target group of pupils and the didactic intention. The student will be able to adapt and create his/her own materials and exercises for each level of study, to check and evaluate the pupil's knowledge and skills at an appropriate level. The learner will be familiar with the Common European Framework of Reference for Languages as a basis for language learning and teaching and for the assessment of language competence. Learn the methodology for assessing and testing language proficiency and be able to describe the knowledge and skills of each language level. The student will learn the basic specifics of teaching Slovak as a foreign language in school to pupils from a foreign language background, will be able to work with a foreign pupil in a Slovak school, will learn some specifics of Slovak as a foreign language in a school with another language of instruction. The student will possess professional competences, which are designed to implement new knowledge about the specifics of the linguodidactic concept, which influence the didactic goal, the content of the curriculum and the choice of optimal teaching forms and methods. The student will be able to creatively apply the acquired knowledge in the analysis and use of didactic material, and will learn to use modern teaching methods, forms and means. The course will lead the student to active acquisition of information and effective use of cross-cutting and specialised knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process and creatively using appropriate and adequate methods of the discipline. The student will consolidate and develop communicative competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes. He/she will be able to use digital technologies in the teaching of didactics of Slovak for foreigners.
The student demonstrates theoretical knowledge of the theory of teaching Slovak as a foreign language. The student is familiar with previous research on Slovak as a foreign language with regard to intra-linguistic, inter-linguistic and extra-linguistic relations. Knows how to name and define specific features of Slovak from the perspective of foreigners. Can explain the description, presentation, learning process and assessment of language competence. Has acquired the communicative skills which are a prerequisite for pupils to acquire communicative competence in Slovak as a foreign language. The acquired theoretical knowledge can be integrated and comprehensively used methodologically correct, professionally, effectively and creatively in teaching Slovak as a foreign language. Can take into account the sociolinguistic and ethno-cultural factors of pupils against the background of similarities and differences with their own language and culture. He/she is familiar with the literature, methodological manuals and textbooks of Slovak as a foreign language. The student has developed critical and creative thinking, analytical, organisational, interpersonal and communication skills. The student has developed skills in the use and creation of methodological materials, didactic aids and digital technologies. The student has mastered the principles of teaching Slovak as a foreign language with an emphasis on its use in a social context, has the skills and competence to introduce Slovak to foreigners, is able to make available to them the contemporary Slovak language, grammatical system and lexical base of individual communication spheres, depending on the study plan and their motivation. The student has developed the ability to create a stimulating and respectful learning environment. Through problem solving, the student has acquired the skills to actively gather information and use it to solve practical problems in the field using appropriate and appropriate procedures, as well as the skill to communicate facts, concepts, and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They have also developed a number of transferable skills such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills. The student is able to convey information from the didactics of Slovak as a foreign language to the general public and to lay audiences. The student is able to use and creatively apply them in the school environment in the position of a teacher of lower and upper secondary education.
Scope, type/method of teaching and organizational form: 2 hours per week seminar, total 22 hours per semester, combined form (primarily in-person)
Student workload: 11 x 2 hours of direct teaching = 22 hours; 38 hours of continuous preparation for individual seminars, including the analysis of professional sources and the preparation of continuously assigned partial tasks. Total 60 hours of student work.
Teaching methods: explanation, demonstration of concrete examples, analysis and evaluation of test tasks, competition assignments and speeches, problem solving, discussion, teaching of the subject by practitioners, guided self-study, e-learning
Compulsory readings:
HORVÁTHOVÁ, Ľ. 2022. Hodnotenie a rozvíjanie vedomostí, zručností a nadania žiakov v kontexte pregraduálnej prípravy učiteľov slovenského jazyka a literatúry. Národné merania, predmetová olympiáda, recitačné súťaže, školský časopis a rozhlas [elektronický zdroj]. Bratislava: Univerzita Komenského v Bratislave. 65 s. ISBN 978-80-223-5360-1.
Recommended readings:
ČAJKOVÁ, J. 2013. Ako formovať umelecký prednes. Bratislava: Metodicko-pedagogické centrum v Bratislave. 64 s. ISBN 978-80-8052-491-3. Available on: https://archiv.mpcedu.sk/sites/default/files/publikacie/j.cajkova_ako_formovat_umelecky_prednes.pdf
HINCOVÁ, K. – HÚSKOVÁ, A. 2012. Tvorba testov a možnosti ich využitia v predmete slovenský jazyk a literatúra. Bratislava: Metodicko-pedagogické centrum v Bratislave. 68 s. ISBN 978-80-8052-405-0. Available on: https://archiv.mpc-edu.sk/sites/default/files/publikacie/a_huskova_k_hincova_tvorba_testov_a_moznosti_ich_vyuzitia_v_predmete_sjl.pdf
HÚSKOVÁ, A. 2014. Kritériá hodnotenia slohových prác. Bratislava: Metodicko-pedagogické centrum. 54 s. 978-80-8052-760-0. Available on: https://archiv.mpc-edu.sk/sites/default/files/publikacie/ A_ Huskova_Kriteria_hodnotenia_slohovych_prac.pdf
ŠRANK, J. 2015. Aktéri a tendencie literárnej kultúry na Slovensku po roku 1989. Bratislava: Univerzita Komenského. 112 s. ISBN 978-80-223-4041-0. (selected sections)
TUŠER, A. a kol. 2015. Vydávame školský časopis. 2., rozšírené vyd. Zvolen: Vydavateľstvo Technickej univerzity vo Zvolene. 146 s. ISBN 80-85136-34-1. Available on: https://epale.ec.europa.eu/sites/default/files/vydavame_skolsky_casopis.pdf
Active participation in the class is required to pass the course. Successful completion of continuously assigned partial assignments related to the individual topics in the seminars (100 points) is assumed for passing the course. The course is completed with an assessment resulting from the continuous monitoring of learning outcomes during the teaching part of the semester of study (100/0). A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D, and a minimum of 60 points of the total number of points for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points (less than 60 points) in the continuous assignments.
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent knowledge of the national measurements of pupils' knowledge and skills in Slovak language and literature, the Olympiad in Slovak language and literature, the preparation of speakers and the production of the school magazine and school radio broadcast to the required extent, logically organizes the facts presented, can critically and independently evaluate the acquired knowledge convincingly, creatively and at an excellent level apply and adapt it in school practice, has the ability to independently solve individual tasks and assignments also in broader linguistic, literary and didactic contexts, the linguistic and stylistic level of his/her speech is excellent, he/she has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of the national measurements of pupils' knowledge and skills in Slovak language and literature, the Olympiad in Slovak language and literature, the preparation of speakers and the production of the school magazine and school radio broadcast to the required extent, he/she organises the facts presented in a logical way, has a partially critical attitude to the acquired knowledge and can apply and adapt it very well in school practice, has the ability to independently solve individual tasks and assignments also in broader linguistic, literary and didactic contexts, the linguistic and stylistic level of his speech is very good, has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: The student has a good knowledge of national measurements of pupils' knowledge and skills in Slovak language and literature, the Slovak Language and Literature Olympiad, the preparation of speakers and the production of the school magazine and the school radio broadcast to the required extent, he/she organises the facts presented appropriately, he/she can reliably apply and adapt the acquired knowledge in school practice, he/she solves individual tasks and assignments reliably, he/she has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of the national measurements of pupils' knowledge and skills in Slovak language and literature, the Olympiad in Slovak language and literature, the preparation of speakers and the production of the school magazine and the school radio broadcast to the required extent, demonstrates some deficiencies in the arrangement of facts, is able to satisfactorily apply the acquired knowledge in school practice, satisfactorily solves individual tasks and assignments, has satisfactorily developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge about national measurements of pupils' knowledge and skills in Slovak language and literature, the Olympiad in Slovak language and literature, the preparation of speakers and the production of the school magazine and school radio broadcast to the required extent and shortcomings in the organisation of facts, the acquired knowledge can be minimally applied in school practice, the student solves individual tasks and assignments at a sufficient level, he/she has minimal learning skills;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the national measurements of pupils' knowledge and skills in Slovak language and literature, the Slovak language and literature Olympiad, the preparation of speakers and the production of the school magazine and school radio broadcast to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge in school practice, cannot solve individual tasks and assignments, has insufficient skills to educate himself/herself.
Slovak
1. National measurements of pupils' knowledge and skills in Slovak language and literature.
Testing 5 and Testing 9. Analysis of test tasks and test results.
2. Maturita examination in Slovak language and literature. Analysis of test tasks and results of the external part of the matriculation examination.
3. The written form of the internal part of the maturita examination in Slovak language and literature. Criteria for evaluation of essays, proofreading marks.
4. Analysis of the evaluation of specific essays. Self-assessment of the submitted essay work.
5. Developing pupils' interest and talents in the field of Slovak language and literature.
Olympiad in Slovak language and literature. Analysis of competition assignments.
6. Evaluation of competition assignments in the Slovak Language and Literature Olympiad. Own creation of competition assignments.
7. Recitation competitions. Preparation of reciters for recitation.
8. Criteria for evaluation of recitation. Self-assessment of the pupil's recitation.
9. School magazine and radio. Organisation of work in the school magazine and radio.
10. Analysis of the concept and structure of the school magazine or school radio broadcast.
11. Final discussion and evaluation of the contribution of the course to teaching practice, summarising and reflecting on new knowledge and experience.
The course will enable the linking of theoretical and practical training of students of Slovak language and literature teaching with the current needs and requirements of school practice. Students will learn about the current methods of nationwide assessment of pupils' educational results in the subject of Slovak language and literature after their transition from primary to lower secondary education (Testing 5) and at their exit from lower secondary education (Testing 9) and upper secondary education (matriculation examination in Slovak language and literature), the specification of standardized tests in terms of their form and content, as well as the conclusions of analyses of pupils' achievements in national measurements in recent years. Through the identification and analysis of problematic types of test tasks, they will learn how the teaching of Slovak language and literature can be strengthened in those areas where pupils do not achieve the desired results in the tests. They will learn the criteria and correction marks used in correcting and evaluating essays in the written form of the internal part of the final school-leaving examination in Slovak language and literature, oral and written linguistic expressions of pupils in the Slovak Language and Literature Olympiad, as well as the criteria used in evaluating artistic performances in recitation competitions, and they will learn how to apply them in analysing and evaluating specific linguistic expressions. Students will be able to use and apply the acquired theoretical knowledge and practical experience in the teaching of Slovak language and literature in accordance with the current needs of school practice, in the creation of their own test tasks and competition assignments. The course will lead students to active acquisition of information and effective use of cross-cutting and specialised knowledge, consolidate and develop their skills to analyse and evaluate, formulate and defend arguments and solve professional problems and current problems of school practice. As future teachers of Slovak language and literature, students will also be prepared to work in the sphere of pupils' leisure activities aimed at developing their knowledge, skills and talents in the field of Slovak language and literature, in the field of artistic recitation and in the creation of a school magazine or school radio broadcast.
Students have acquired theoretical knowledge about national measurements of pupils' knowledge and skills in Slovak language and literature, about the Slovak language and literature Olympiad, about recitation competitions and about the creation of the school magazine and school radio broadcast. They are able to analyse and create test tasks and assignments, analyse and evaluate pupils' written and oral speeches on the basis of set assessment criteria, prepare reciters for artistic recitation and organise the work of the school magazine and radio programme. They are prepared not only to systematise and deepen pupils' knowledge and skills, but also to encourage and develop their talent and interest in the Slovak language and literature. As a result of the analysis and solution of practical problem-formulated tasks, the ability to perceive the broader context of professional issues in relation to school practice is developed, while the ability to think analytically and critically is deepened. The acquired theoretical knowledge and practical skills can be used and creatively applied in the position of a teacher of lower and upper secondary education, not only during the teaching of Slovak language and literature, but also within the framework of pupils' leisure activities.
Scope, type/method of teaching and organizational form: 2 hours per week seminar, total 22 hours per semester, combined form (primarily in-person)
Student workload: 11 x 2 hours of direct teaching = 22 hours; 38 hours of continuous preparation for individual seminars, including the analysis of professional sources and the preparation of continuously assigned partial tasks. Total 60 hours of student work.
Teaching methods: explanation, demonstration of concrete examples, analysis and evaluation of test tasks, competition assignments and speeches, problem solving, discussion, teaching of the subject by practitioners, guided self-study, e-learning
Compulsory readings:
HORVÁTHOVÁ, Ľ. 2022. Hodnotenie a rozvíjanie vedomostí, zručností a nadania žiakov v kontexte pregraduálnej prípravy učiteľov slovenského jazyka a literatúry. Národné merania, predmetová olympiáda, recitačné súťaže, školský časopis a rozhlas [elektronický zdroj]. Bratislava: Univerzita Komenského v Bratislave. 65 s. ISBN 978-80-223-5360-1.
Recommended readings:
ČAJKOVÁ, J. 2013. Ako formovať umelecký prednes. Bratislava: Metodicko-pedagogické centrum v Bratislave. 64 s. ISBN 978-80-8052-491-3. Available on: https://archiv.mpcedu.sk/sites/default/files/publikacie/j.cajkova_ako_formovat_umelecky_prednes.pdf
HINCOVÁ, K. – HÚSKOVÁ, A. 2012. Tvorba testov a možnosti ich využitia v predmete slovenský jazyk a literatúra. Bratislava: Metodicko-pedagogické centrum v Bratislave. 68 s. ISBN 978-80-8052-405-0. Available on: https://archiv.mpc-edu.sk/sites/default/files/publikacie/a_huskova_k_hincova_tvorba_testov_a_moznosti_ich_vyuzitia_v_predmete_sjl.pdf
HÚSKOVÁ, A. 2014. Kritériá hodnotenia slohových prác. Bratislava: Metodicko-pedagogické centrum. 54 s. 978-80-8052-760-0. Available on: https://archiv.mpc-edu.sk/sites/default/files/publikacie/ A_ Huskova_Kriteria_hodnotenia_slohovych_prac.pdf
ŠRANK, J. 2015. Aktéri a tendencie literárnej kultúry na Slovensku po roku 1989. Bratislava: Univerzita Komenského. 112 s. ISBN 978-80-223-4041-0. (selected sections)
TUŠER, A. a kol. 2015. Vydávame školský časopis. 2., rozšírené vyd. Zvolen: Vydavateľstvo Technickej univerzity vo Zvolene. 146 s. ISBN 80-85136-34-1. Available on: https://epale.ec.europa.eu/sites/default/files/vydavame_skolsky_casopis.pdf
Active participation in the class is required to pass the course. Successful completion of continuously assigned partial assignments related to the individual topics in the seminars (100 points) is assumed for passing the course. The course is completed with an assessment resulting from the continuous monitoring of learning outcomes during the teaching part of the semester of study (100/0). A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D, and a minimum of 60 points of the total number of points for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points (less than 60 points) in the continuous assignments.
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent knowledge of the national measurements of pupils' knowledge and skills in Slovak language and literature, the Olympiad in Slovak language and literature, the preparation of speakers and the production of the school magazine and school radio broadcast to the required extent, logically organizes the facts presented, can critically and independently evaluate the acquired knowledge convincingly, creatively and at an excellent level apply and adapt it in school practice, has the ability to independently solve individual tasks and assignments also in broader linguistic, literary and didactic contexts, the linguistic and stylistic level of his/her speech is excellent, he/she has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of the national measurements of pupils' knowledge and skills in Slovak language and literature, the Olympiad in Slovak language and literature, the preparation of speakers and the production of the school magazine and school radio broadcast to the required extent, he/she organises the facts presented in a logical way, has a partially critical attitude to the acquired knowledge and can apply and adapt it very well in school practice, has the ability to independently solve individual tasks and assignments also in broader linguistic, literary and didactic contexts, the linguistic and stylistic level of his speech is very good, has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: The student has a good knowledge of national measurements of pupils' knowledge and skills in Slovak language and literature, the Slovak Language and Literature Olympiad, the preparation of speakers and the production of the school magazine and the school radio broadcast to the required extent, he/she organises the facts presented appropriately, he/she can reliably apply and adapt the acquired knowledge in school practice, he/she solves individual tasks and assignments reliably, he/she has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of the national measurements of pupils' knowledge and skills in Slovak language and literature, the Olympiad in Slovak language and literature, the preparation of speakers and the production of the school magazine and the school radio broadcast to the required extent, demonstrates some deficiencies in the arrangement of facts, is able to satisfactorily apply the acquired knowledge in school practice, satisfactorily solves individual tasks and assignments, has satisfactorily developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge about national measurements of pupils' knowledge and skills in Slovak language and literature, the Olympiad in Slovak language and literature, the preparation of speakers and the production of the school magazine and school radio broadcast to the required extent and shortcomings in the organisation of facts, the acquired knowledge can be minimally applied in school practice, the student solves individual tasks and assignments at a sufficient level, he/she has minimal learning skills;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the national measurements of pupils' knowledge and skills in Slovak language and literature, the Slovak language and literature Olympiad, the preparation of speakers and the production of the school magazine and school radio broadcast to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge in school practice, cannot solve individual tasks and assignments, has insufficient skills to educate himself/herself.
Slovak
1. National measurements of pupils' knowledge and skills in Slovak language and literature.
Testing 5 and Testing 9. Analysis of test tasks and test results.
2. Maturita examination in Slovak language and literature. Analysis of test tasks and results of the external part of the matriculation examination.
3. The written form of the internal part of the maturita examination in Slovak language and literature. Criteria for evaluation of essays, proofreading marks.
4. Analysis of the evaluation of specific essays. Self-assessment of the submitted essay work.
5. Developing pupils' interest and talents in the field of Slovak language and literature.
Olympiad in Slovak language and literature. Analysis of competition assignments.
6. Evaluation of competition assignments in the Slovak Language and Literature Olympiad. Own creation of competition assignments.
7. Recitation competitions. Preparation of reciters for recitation.
8. Criteria for evaluation of recitation. Self-assessment of the pupil's recitation.
9. School magazine and radio. Organisation of work in the school magazine and radio.
10. Analysis of the concept and structure of the school magazine or school radio broadcast.
11. Final discussion and evaluation of the contribution of the course to teaching practice, summarising and reflecting on new knowledge and experience.
The course will enable the linking of theoretical and practical training of students of Slovak language and literature teaching with the current needs and requirements of school practice. Students will learn about the current methods of nationwide assessment of pupils' educational results in the subject of Slovak language and literature after their transition from primary to lower secondary education (Testing 5) and at their exit from lower secondary education (Testing 9) and upper secondary education (matriculation examination in Slovak language and literature), the specification of standardized tests in terms of their form and content, as well as the conclusions of analyses of pupils' achievements in national measurements in recent years. Through the identification and analysis of problematic types of test tasks, they will learn how the teaching of Slovak language and literature can be strengthened in those areas where pupils do not achieve the desired results in the tests. They will learn the criteria and correction marks used in correcting and evaluating essays in the written form of the internal part of the final school-leaving examination in Slovak language and literature, oral and written linguistic expressions of pupils in the Slovak Language and Literature Olympiad, as well as the criteria used in evaluating artistic performances in recitation competitions, and they will learn how to apply them in analysing and evaluating specific linguistic expressions. Students will be able to use and apply the acquired theoretical knowledge and practical experience in the teaching of Slovak language and literature in accordance with the current needs of school practice, in the creation of their own test tasks and competition assignments. The course will lead students to active acquisition of information and effective use of cross-cutting and specialised knowledge, consolidate and develop their skills to analyse and evaluate, formulate and defend arguments and solve professional problems and current problems of school practice. As future teachers of Slovak language and literature, students will also be prepared to work in the sphere of pupils' leisure activities aimed at developing their knowledge, skills and talents in the field of Slovak language and literature, in the field of artistic recitation and in the creation of a school magazine or school radio broadcast.
Students have acquired theoretical knowledge about national measurements of pupils' knowledge and skills in Slovak language and literature, about the Slovak language and literature Olympiad, about recitation competitions and about the creation of the school magazine and school radio broadcast. They are able to analyse and create test tasks and assignments, analyse and evaluate pupils' written and oral speeches on the basis of set assessment criteria, prepare reciters for artistic recitation and organise the work of the school magazine and radio programme. They are prepared not only to systematise and deepen pupils' knowledge and skills, but also to encourage and develop their talent and interest in the Slovak language and literature. As a result of the analysis and solution of practical problem-formulated tasks, the ability to perceive the broader context of professional issues in relation to school practice is developed, while the ability to think analytically and critically is deepened. The acquired theoretical knowledge and practical skills can be used and creatively applied in the position of a teacher of lower and upper secondary education, not only during the teaching of Slovak language and literature, but also within the framework of pupils' leisure activities.
Scope, type/method of teaching and organizational form: 2 hours per week seminar, total 22 hours per semester, combined form (primarily in-person)
Student workload: 11 x 2 hours of direct teaching - 22 hours; 18 hours of preparation for seminars, self-study of literature on the subject; 20 hours of preparation for the final test; 60 hours of student work in total.
Teaching methods: interpretation, explanation, colloquium, discussion
Compulsory readings:
BANÍK, A. A. 2010. Na dejinnej križovatke. Martin: Matica slovenská. 484 s. ISBN 978-80-709-096-45. (selected chapters)
ŽEŇUCH, P. 2002. Medzi Východom a Západom. Byzantsko-slovanská tradícia, kultúra a jazyk na východnom Slovensku. Bratislava: Veda, vydavateľstvo SAV. 288 s. ISBN 80-224-0697-X. (selected chapters)
Recommended readings:
BRTÁŇOVÁ, E. 2013. Úvod do kultúry stredoveku [elektronický zdroj]. Trnava: Filozofická fakulta Trnavskej univerzity v Trnave. 101 s. ISBN 978-80-8082-596-6. Available on: https://www.truni.sk/sites/default/files/uk/f000340.pdf (selected chapters)
FISCHEROVÁ, A. et al. 2004. Kulturologické koncepcie a koncepty na Slovensku v 20. storočí. Bratislava: PEEM – Peter Mačura. 200 s. ISBN 80-891-971-32. (selected chapters)
ŠRANK, J. 2020. Rehabilitačná komisia Zväzu slovenských spisovateľov 1968 – 1969 v dobových súvislostiach. In: Litikon, roč. 5, č. 2, s. 5 – 33.
ŠRANK, J. 2019. Reč električiek v slovenskej poézii. In: Vlna, roč. 21, č. 81, s. 16 – 21.
Active participation in the class is required to pass the course. The student will be evaluated on the basis of a presentation on the assigned topic and a written test at the end of the continuous teaching with a total score of 100 points. A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D, and a minimum of 60 points of the total points for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (presentation: less than 30 points; final test: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has excellent knowledge in the required range, logically arranges the presented facts flawlessly, can critically and independently evaluate the acquired knowledge convincingly, can creatively apply, adapt, innovate and design work procedures at an excellent level in the field focusing on the processes and contexts of linguistic-cultural and axiological communication in the Slovak environment in pedagogical practice, has the ability to creatively, independently and imaginatively solve individual tasks and assignments also in broader linguistic contexts, the linguistic and stylistic level of his/her expression is excellent, has well-developed skills for independent further self-study;
B (92 - 85 %, very good - above average standard): very good performance: The student has very good knowledge in the required range, logically arranges the presented facts with only minor errors, takes a partially critical attitude to the acquired knowledge and can apply, adapt and innovate the work practices of the field focusing on the processes and contexts of linguistic-cultural and axiological communication in the Slovak environment in pedagogical practice very well, has the ability to independently solve individual tasks and assignments also in broader linguistic contexts, the linguistic and stylistic level of his/her expression is very good, has very well developed skills for independent further self-study;
C (84 - 77 %, good - normal reliable work): good performance: the student has good knowledge in the required range, arranges the presented facts appropriately and makes mistakes only in places, can reliably apply the acquired knowledge and existing working practices of the field focusing on the processes and contexts of linguistic-cultural and axiological communication in the Slovak environment to pedagogical practice, reliably solves individual tasks and assignments independently, has well-developed skills for independent further self-study;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge in the required range, demonstrates some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge and existing work practices of the field focusing on the processes and contexts of linguistic-cultural and axiological communication in the Slovak environment in pedagogical practice, satisfactorily and predominantly independently solves individual tasks and assignments, has acceptably developed skills necessary for self-study;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge in the required range and significant deficiencies in the arrangement of facts, can minimally apply the acquired knowledge and existing work practices of the field focusing on the processes and contexts of linguistic-cultural and axiological communication in the Slovak environment of pedagogical practice, with significant help at a sufficient level solves individual tasks and assignments, has minimal skills necessary for self-study;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge in the required range, does not know the facts and their logical connections, cannot apply the acquired knowledge in the work of the area focusing on the processes and contexts of linguistic-cultural and axiological communication in the Slovak environment of pedagogical practice, cannot solve individual tasks and assignments, cannot self-educate further.
Slovak
1. Slovak studies and its cultural-philological overlaps, cognition of culture, interdisciplinary research of cultural communication.
2. Linguistic, ethnic, confessional and cultural identity and mobility.
3. Intercultural discourses of Slovak-Slavic and Slovak-non-Slavic relations; processes and contexts of national culture development.
4. National, areal and European specificities and inspirations of the relationship between language and culture in writing in Slovakia; contexts of Latin and Byzantine culture.
5. Concepts of Slovak linguistic identity from historical, comparative and typological perspectives.
6. Slovak confessionalism and the supra-confessional dimension of written Slovak in practice.
7. Source and identity.
8. Slovakia in the context of European linguistic and cultural policy. Languages and communities, language and language rights.
9. Migration, emigration, diaspora and re-emigration: historical realities and current status.
10. Cultural and civilizational processes in language: media, globalization, individualism, concepts of the everyday - synchronic and diachronic perspectives.
11. Outline of theories, approaches and methods of classification of linguistic-cultural phenomena: modern interdisciplinary approaches to the knowledge of the relationship between language and culture on the example of ethnolinguistics and modern value concepts.
The thematic structuring of the course will enable the student to gain a basic overview of cultural contexts, concepts and the current development of value processes and attitudes, as well as of the relationship between language and culture, in a step-by-step manner. The course will offer a necessary body of knowledge that will foster the student's creative thinking and synthesizing skills. Upon completion of the course, the student will be able to orient himself/herself to the diverse issues of Slovak linguistic and cultural development and will be able to synergistically connect conceptual knowledge with current cultural trends in society and education. The course will provide the space for the complementarity of approaches necessary for the transferability of teaching skills as a comprehensively prepared person, enabling the connection of knowledge with current interpretive skills of critical thinking about Slovak culture. The student will acquire the prerequisites and motivation to develop these skills in further self-study, in critical thinking and in the application of knowledge in the educational process.
The course will lead the student to active acquisition of information and to effective use of cross-cutting and specialized knowledge, will strengthen and develop his/her skill to formulate and defend arguments, stimulate his/her skill to propose and implement solutions to professional problems on their basis, to modify his/her knowledge in doing so and to creatively use appropriate and adequate methods of the discipline. The student will strengthen and develop his/her communicative competences, the ability to interpret facts correctly, to be responsible for the quality of his/her work, to observe the principles of authorship, to plan and be actively responsible for his/her own education, to develop and strengthen his/her sense of socially responsible action and pluralistic civic attitudes.
The student is able to systematize, critically and synergistically organize philological knowledge, especially in the context of the development of Slovak culture. The student has a basic overview of the processes influencing the development and current context of Slovak cultural communication, mobility and axiological processes related to changes in thinking about national identity. The student has acquired knowledge of national, areal and European specificities that are formed against the background of processes resulting from the relationship between language and culture. These are reflected in the written tradition, which must be seen especially in the context of Latin and Byzantine culture and tradition. The student has developed the skills enabling him/her to synthesize knowledge and use it in the synchronic-diachronic application of knowledge in the educational process in school. The typology of concepts of Slovak culture provides a comprehensive picture of the application of Slovak in cultural and social practice. On the basis of the acquired knowledge, the student is able to analyse and systematize modern interdisciplinary approaches in the knowledge of the relationship between language and culture on the example of modern linguistic ethnolinguistic and axiological concepts influencing thinking about Slovak culture.
Outcomes of the educational process are demonstrated in the application of the student's knowledge in the context of cultural communication. The knowledge forms the basis for its transferability, especially in the further development of analytical and interpretative skills, which enable the graduate to link knowledge of history with knowledge of the current state of language and culture and with modern concepts of European linguistic and cultural thought. The acquired competences enable the student to think critically and to organise knowledge in the current conditions of educational practice. The student is able to convey information from the history of literary realism to the general public and lay audiences.
The student is able to use and creatively apply knowledge, skills and competencies in a school setting as a teacher of lower and upper secondary education. Through problem solving, the student has acquired the skills to actively gather information and use it to solve practical problems in the field using appropriate and appropriate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. It also has a number of transferable skills, such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, metacognitive skills.
state examination
Methods of assessment: oral board examination and moderated discussion - dialogue between the student and the members of the state examination board on the actual problematic issues of the answered topics, joint evaluation of the result by the board
The recommended study literature is listed in the information sheets of the respective courses.
The state examination (including the defence of the final thesis) is in accordance with the internal regulation No.1/2020 Study Regulations of the Faculty of Education of Comenius University, as well as with the internal regulation No.5/2021 Study Regulations of Comenius University.
A student may take the state examination (a) after obtaining at least the number of credits necessary for the proper completion of studies after obtaining credits for successful completion of the last state examination, and (b) after successful completion of compulsory courses, compulsory elective courses and elective courses in the composition determined by the study programme except for the state examination, and (c) without disciplinary proceedings being conducted against him/her.
At the master's degree level of study, 94 credits must be obtained for the study part of the study programme in the prescribed composition. A further 14 credits shall be obtained for the successful defence of the thesis and 12 credits for the subjects of the state examination.
According to VP 23/2021 Internal Quality Assurance System for Higher Education of the Comenius University in Bratislava, Part Six, Article 56, paragraph 2, the student must demonstrate that he/she has acquired the knowledge and that he/she understands and can apply it. He/she is able to creatively solve problems also in broader contexts related to the given field of study, has developed learning skills, and possesses a high degree of independence and autonomy.
The rating is awarded on a scale:
A (excellent - excellent results): outstanding performance: The student has thoroughly and comprehensively mastered the linguistic and literary knowledge of his/her specialisation and the methodology of acquiring it, logically arranges the facts presented in a flawless manner, is able to critically and independently evaluate the acquired knowledge in a convincing manner, is able to practically apply and adapt it at an excellent level in the analysis of texts, is fully oriented in the broader linguistic, literary, literary-historical, cultural and social context, the linguistic and stylistic level of his/her speech is excellent.
B (very good - above average standard): very good performance: The student has very well acquired linguistic and literary knowledge in his/her specialisation and the methodology of acquiring it; he/she arranges the facts presented logically with only minor errors; he/she takes a partially critical attitude to the knowledge acquired and is able to apply and adapt it very well in practice when analysing texts; he/she is fully oriented in the broader linguistic, literary, literary-historical, cultural and social context; the linguistic and stylistic level of his/her speech is very good.
C (good - normal reliable work): good performance: the student has a good grasp of the linguistic and literary knowledge of his/her specialisation and the methodology of acquiring it, organises the facts presented appropriately and makes only occasional mistakes, can apply them reliably in practice when analysing texts, has a reliable grasp of the broader linguistic, literary, literary-historical, cultural and social context, and the linguistic and stylistic level of his/her speech is very good.
D (satisfactory - acceptable results): satisfactory performance: the student has satisfactorily acquired the linguistic and literary knowledge of his/her specialisation and the methodology of acquiring it, demonstrates some deficiencies in the organisation of facts, can satisfactorily apply it practically in the analysis of texts, the linguistic and stylistic level of his/her speech is very good.
E (sufficient - the results meet the minimum criteria): sufficient performance: the student has acquired linguistic and literary knowledge from his/her specialisation and the methodology of their acquisition at a minimum level, demonstrates significant deficiencies in the arrangement of facts, can apply them minimally in the analysis of texts, the linguistic and stylistic level of his/her speech is good.
Fx (insufficient - additional work required): poor performance: the student does not demonstrate sufficient linguistic and literary knowledge of his/her specialisation, does not know the facts and their logical connections, cannot apply them in the analysis of texts.
Slovak
The state examination consists of two parts, namely 1. Slovak language and 2. Slovak literature.
Slovak language - thematic areas
• Theories of the origin of Slovak language.
• The influence of other languages on Slovak in the earlier period of its development and at present. Vocabulary differentiation in terms of origin.
• Genealogical, typological (morphological) and areal characteristics of Slovak.
• The Great Moravian period in the development of Slovak - language, writing, monuments.
• Bernolák´s and Štúr´s codifications of written Slovak. Spoken Slovak in the Matica and Martin period. Overview of the development of Slovak in the 20th century.
• Stratification of the Slovak national language from various points of view. Territorial division of Slovak dialects.
• System, structure and structuration in the language. Language and speech.
• Communication process. The system of Slovak consonants from the contemporary and developmental point of view. Vowel and phoneme, variants of phonemes. Neutralizations and alternations. Suprasegmental phonic means. The nature of the syllable and its forms. Application of the rhythmic law and other phonetic phenomena in word bending in Slovak.
• Lexicology and its sub-disciplines. The word as a linguistic sign. Meaning structure of a word. Ways of vocabulary enrichment. Basic criteria of vocabulary differentiation.
• Morphematic and morphological structure of a word. Word species in terms of their semantic value. Comprehensive word-species characteristics of individual word species and their classification. Word-species transitions. Grammatical categories from the contemporary and developmental point of view.
• The syntactic subsystem. Types of syntactic constructions. Sentence syntax, the nature of the sentence, actualization and predication, sentence and utterance, grammatical and modal structure of sentences, basic and developmental sentence articles. Semisentential, concatenative and suprasentential syntax.
• Stylistics. Styles and their classification. Vocabulary differentiation from the stylistic point of view. Stylistic factors. Model text structures (functional language styles, stylistic practices, genres).
Slovak literature - thematic headings
• Literary science, overview of literary science orientations in Slovakia. Versiology. Genology. Thematic, compositional and linguistic structure of a work of fiction.
• Literature for children and youth, periodization structure of Slovak literature for children and youth. Constituting classical fiction literature for youth in the 1930s. Modern Slovak poetry and prose for children and youth in the second half of the 20th century. Poetics of the children's aspect. Non-fiction literature for children and youth.
• Folk tale and fairy tale, poetics and typology. Collectors and their conceptions. Literary folklorism for children in the 20th century.
• Specific features of older Slovak literature. Periodization, literary languages, types and genres. Medieval literature. Ideological and artistic character of Renaissance humanism. Literary production of the Baroque period.
• Classicism, Pre-Romanticism and Romanticism in Slovak literature. International and domestic influences, periodization structure, dominant types and genres.
• Slovak literature on the border between Romanticism and Realism.
• Slovak literary realism in poetry, prose and drama. Generational confrontations.
• Slovak literary modernism. Starting points, character, authors.
• Slovak literature in the interwar period. Developmental differentiation. Pluralism of directions, impulses, poetics, authors.
• Prose of socialist realism and parallel free problematic reflection of man and society.
• Individual and group initiatives in poetry in the 1950s and 1960s. The developmental contribution of the prose writers of the Young Creation generation.
• The novel situation in Slovak prose of the 1970s, the prose of historicism and regionalism.
• Postmodern tendencies in Slovak literature before 1989.
Students will first characterize a selected literary period, genre, and theme, and then document their knowledge, interpretive-analytical skills, and relevant competencies through excerpts from the works they have read. At the same time, they will present strategies for using the literary text in the pedagogical process. The thematic areas will synthesize the knowledge acquired in the individual literature-oriented courses.
The student will comprehensively demonstrate knowledge, skills, and competencies on the state examination according to specific questions from the courses taken.
Learning outcomes are in accordance with the Long-term Plan of the Comenius University/Faculty of Education, the mission and strategic goals of the Comenius University/Faculty of Education, 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 programme curriculum and other relevant documents.
The student has a thorough knowledge of the system and norm of contemporary written Slovak in all its levels, knows the development and history of the Slovak language, codification of written Slovak, has a comprehensive and complex set of knowledge in the theory of language and linguistics. He has a comprehensive and complete knowledge of the theory of literature and the history of Slovak literature from the Middle Ages to the present day, literature for children and young people, and is familiar with artistic movements, representative authors and works. He or she has a thorough knowledge of linguistic and literary research methodology at a level that enables him or her to practise linguistic and literary analysis, interpretation and evaluation of texts.
state examination
Methods of assessment: oral board examination and moderated discussion - dialogue between the student and the members of the state examination board on the actual problematic issues of the answered topics, joint evaluation of the result by the board
The recommended study literature is listed in the information sheets of the respective courses.
Course completion requirements: The state examination (including the defence of the final thesis) is in accordance with the internal regulation No.1/2020 Study Regulations of the Faculty of Education of Comenius University, as well as with the internal regulation No.5/2021 Study Regulations of Comenius University.
A student may take the state examination (a) after obtaining at least the number of credits necessary for the proper completion of studies after obtaining credits for successful completion of the last state examination, and (b) after successful completion of compulsory courses, compulsory elective courses and elective courses in the composition determined by the study programme except for the state examination, and (c) without disciplinary proceedings being conducted against him/her.
At the master's degree level of study, 94 credits must be obtained for the study part of the study programme in the prescribed composition. A further 14 credits shall be obtained for the successful defence of the thesis and 12 credits for the subjects of the state examination.
According to VP 23/2021 Internal Quality Assurance System for Higher Education of the Comenius University in Bratislava, Part Six, Article 56, paragraph 2, the student must demonstrate that he/she has acquired the knowledge and that he/she understands and can apply it. He/she is able to creatively solve problems also in broader contexts related to the given field of study, has developed learning skills, and possesses a high degree of independence and autonomy.
The rating is awarded on a scale:
A (excellent - outstanding): excellent performance: The student has an excellent command of the theoretical knowledge of the didactics of Slovak language and literature in the required scope, logically arranges the presented facts, can critically and independently evaluate the acquired knowledge in a convincing manner, can methodologically correctly, professionally, efficiently and creatively apply and adapt the knowledge from the didactics of Slovak language and literature and from individual linguistic and literary disciplines, as well as the requirements and information given in pedagogical documents in the preparation and implementation of the lesson as well as in the creative and independent solution of individual tasks and assignments also in the broader linguistic, literary and didactic context, he excellently supports the pupils in the active acquisition of knowledge, skills and competences, the linguistic and stylistic level of his speech is excellent;
B (very good - above average standard): very good performance: The student has a very good command of the theoretical knowledge of the didactics of Slovak language and literature and of the individual linguistic and literary disciplines to the required extent, logically arranges the facts presented, takes a partially critical attitude to the acquired knowledge, is able to apply and adapt the knowledge of the didactics of Slovak language and literature and of the individual linguistic and literary disciplines in a methodologically correct, professional, effective and mostly creative way, as well as the requirements and information given in pedagogical documents in the preparation and implementation of the lesson as well as in the independent solution of individual tasks and assignments, also in the broader linguistic, literary and didactic context, he supports very well the active acquisition of knowledge, skills and competences by pupils, the linguistic and stylistic level of his speech is very good;
C (good - normal reliable work): good performance: the student has a good command of the theoretical knowledge of the didactics of Slovak language and literature and of the individual linguistic and literary disciplines to the required extent, he/she organises the presented facts appropriately, he/she is able to methodically apply and adapt the knowledge of the didactics of Slovak language and literature and of the individual linguistic and literary disciplines correctly, as well as the requirements and information given in pedagogical documents in the preparation and implementation of the lesson and in the reliable solution of individual tasks and assignments, he supports the pupils' active acquisition of knowledge, skills and competences, the linguistic and stylistic level of his speech is very good;
D (satisfactory - acceptable results): satisfactory performance: the student has a limited mastery of the theoretical knowledge of the didactics of the Slovak language and literature and of the individual linguistic and literary disciplines to the required extent, shows some deficiencies in the arrangement of facts, is able to apply the acquired knowledge satisfactorily in the preparation and implementation of the lesson and in the satisfactory solution of individual tasks and assignments, the linguistic and stylistic level of his/her speech is very good;
E (sufficient - the results meet the minimum criteria): sufficient performance: the student has only a minimum level of theoretical knowledge of the didactics of the Slovak language and literature and of the individual linguistic and literary disciplines and demonstrates deficiencies in the arrangement of facts; he/she can apply the acquired knowledge only to a minimum extent in the preparation and implementation of the lesson; he/she solves individual tasks and assignments to a sufficient level; the linguistic and stylistic level of his/her speech is good;
Fx (insufficient - additional work is required): insufficient performance: the student does not sufficiently master the theoretical knowledge of the didactics of Slovak language and literature and of the individual linguistic and literary disciplines to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge in the preparation and implementation of the lesson, cannot solve individual tasks and assignments.
Slovak
Thematic headings
• Basic pedagogical documents. Content and performance educational standard of Slovak language and literature for lower and upper secondary education. Slovak language and literature as a teaching subject, intra-, inter- and inter-subject relations.
• Basic functions in the language and literature component. Application of partial and complex thought operations. Learning content and types of learning in the linguistic and literary component.
• Textbooks of Slovak language, literature education and literature for lower and upper secondary education and other didactic aids and information resources for teaching Slovak language and literature.
• Teaching methods in the language and literature component and their modernisation. Structure of classical and non-traditional lessons. The use of didactic games, creative writing and creative dramatics.
• Question classifications and their use in teaching Slovak language and literature in lower and upper secondary education.
• Pedagogical competences of a teacher of Slovak language and literature. Teacher's preparation for the lesson. Creativity and creative teaching.
• Types of analysis. Comprehensive language analysis.
• Approaches to the literary text in didactic communication. Creative and scholastic interpretation of literary text.
• Written essays, their preparation and evaluation. Rehearsal of oral speeches and their evaluation.
• Reception of the text. Reading, its types and stages. Development of active and discursive reading. Formation of a cultured and sophisticated reader.
Each topic will need to be specified in the design of the teaching activity. The student will comprehensively demonstrate knowledge, skills, and competencies on the state examination according to specific questions from the courses taken.
Learning outcomes are in accordance with the Long-term Plan of the Comenius University/Faculty of Education, the mission and strategic goals of the Comenius University/Faculty of Education, 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 programme curriculum and other relevant documents.
The student has acquired theoretical knowledge of didactics of Slovak language and literature, including professional terminology, knows the content and structure of pedagogical documents, as well as the content and structure of textbooks of Slovak language, literary education and literature for lower and upper secondary education. He/she is able to perceive the acquired knowledge in mutual relations and contexts, critically evaluate, integrate and comprehensively use it together with knowledge from individual linguistic and literary disciplines in planning, implementing and analysing teaching activities. The student possesses the professional competences that are necessary for transforming and implementing new knowledge from the field into the educational process.
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