Lichnerová, L. (2016). Písanie a obhajoba záverečných prác [online]. Bratislava:
Univerzita Komenského, [cit. 2021-10-10]. Dostupné na: http://stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prace.pdf
Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave, 2015 [cit. 2021-10-10]. Dostupné na: https://uniba.sk/fileadmin/ruk/as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-09-09]. Dostupné na: https://fphil.uniba.sk/studium/student/bakalarske-amagisterske studium/zaverecne-prace/
Ďalšia literatúra podľa zamerania témy diplomovej práce.
Submission of the diploma thesis on the date specified in the schedule of the current academic year for the relevant date of the state exam. The diploma thesis is submitted in an electronic version via AIS. The work must meet the parameters determined by the internal quality system of the UK. The provisions of Article 14 of Internal Regulation no. 5/2020 (Study Regulations of the Faculty of Arts, Charles University).
The supervisor of the final thesis and its opponent will prepare assessments for the diploma thesis and propose an assessment in the A-FX classification scale, which is available to the student at least. 3 working days before the defense.
Grading scale: A (100-93%), B (92-85%), C (84-76%), D (75-68%), E (67-60%), FX (59 and below %) . Violation of academic ethics results in cancellation of points obtained in the relevant assessment item.
Thesis evaluation criteria:
1. The contribution of the thesis, the fulfillment of the objectives of the work in its assignment and the requirements for the content of the thesis given by the internal quality system of the University of Warsaw. It is assessed whether the student has processed the chosen topic at the level of a scientific study, with a representative selection of professional literature, with appropriately chosen scientific procedures and hypotheses that can be verified. Demonstration of the ability to work creatively in the field of study is evaluated, the degree of demonstration of knowledge and knowledge about the issue of the diploma thesis is reflected;
2. The originality of the work (the thesis must not have the character of plagiarism, must not violate the copyrights of other authors), originality protocols from CRZP are part of the documentation for the defense of the thesis, the results of which the supervisor of the final thesis and the opponent comment on in their assessments;
3. Correctness and correctness of citation of used information sources, research results of other authors and author collectives, correctness of description of methods and work procedures of other authors or author collectives;
4. Compliance of the thesis structure with the prescribed composition defined by the internal quality system of the University.
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 assessed by its supervisor;
6. Linguistic and stylistic level of work and formal arrangement. The student orally presents the content, achieved goals and conclusions of the diploma thesis and answers the questions and comments of the supervisor of the final thesis, the opponent, or members of the examination committee. The commission will comprehensively evaluate the quality of the thesis, assess the method and form of the defense and the student's ability to respond adequately to comments and questions in the assessments of the thesis supervisor and the opponent. The evaluation is achieved from the arithmetic mean of the evaluations from the assessment of the supervisor of the final thesis, the opponent and the assessment of the examination board.
Slovak
1. Presentation of the thesis by the student in front of the State Examinations Committee, the opponent of the thesis and those present.
2. Student's reaction to assessments - comments and questions.
3. The student's reaction to the questions of the state examination committee, or in a wider discussion.
0/100
The student has mastered the basic requirements of writing a professional text in compliance with the rules of academic ethics. He knows the methods used in the field of study, he is able to process the chosen topic of the diploma thesis at the level of a scientific study, with a representative selection of professional literature, with appropriately chosen scientific procedures and hypotheses that can be verified. After the successful defense of the diploma thesis, the student is able to project, implement, critically reflect and justify his research intention. He understands the context of the solved problem, can clearly formulate research conclusions, formulate his own positions and propose recommendations. Can respond flexibly to questions about the research topic, its methodology and conclusions.
Bednářová, J., & Šmardová, V. (2007). Diagnostika dítěte předškolního věku: co by dítě mělo umět ve věku od 3 do 6 let. Brno: Computer Press.
Corsaro, W. (2005). The Sociology of Childhood. Thousand Oaks, CA: Pine Forge Press.
Gavora, P., Mareš, J., Svatoš, T., & Wiegerová, A. (2020). Self efficacy v edukačních souvislostech II. Zlín: Nakladatelství UTB.
Greger, D. et al. (2015). Spravedlivý start? Praha: UK.
Hašková, H., Saxonberg, S. (eds.), & Mudrák, J. (2012). Péče o nejmenší. Boření mýtů. Praha: Slon.
Helus, Z. (2004). Dítě v osobnostním pojetí. Praha: Portál.
Klenková, J., & Kolbábková, H. (2003). Diagnostika předškoláka. Brno: MC nakladatelství.
Kutálková, D. (2005). Jak připravit dítě do 1. třídy: rozvoj obratnosti, smyslové vnímání, řeč, náměry na hry, kresba, školní zralost. Praha: Grada.
Majerčíková, J. (2012). Rodina s predškolákom. Výskum rodín s deťmi predškolského veku. Bratislava: Univerzita Komenského.
Majerčíková, J., & Rebendová, A. (2016). Mateřská škola ve světě univerzity. Zlín: UTB ve Zlíně.
Majerčíková, J., Wiegerová, A., Gavora, P., & Navrátilová, H. (2020). Vzdělávání založené na bádání dětí v podmínkách mateřských škol. Zlín: Nakladatelství UTB.
Navrátilová, H., Urbánek, P., Pacholík, V. & Picková, H. (2020). Pohled zevnitř na učitelské sbory mateřských a základních škol. Zlín: Nakladatelství UTB.
Petrová, Z. (2008). Vygotského škola v pedagogike. Trnava: TU v Trnave.
Syslová, Z., Borkovcová, I., & Průcha, J. (2014). Péče a vzdělávání dětí v raném věku: komparace české a zahraniční situace. Praha: Wolters Kluwer ČR.
Vygotskij, L. S. (2004). Psychologie myšlení a řeči. Praha: Portál.
Wiegerová, A., & Gavora, P. (2014). Proč se chci stát učitelkou mateřské školy? Pedagogická orientace, 24(4), 510 – 534.
Wiegerová, A. et al. (2012). Self-efficacy v edukačných súvislostiach. Bratislava: SPN.
Wiegerová, A. et al. (2015). Profesionalizace učitele mateřské školy z pohledu reformy kurikula. Zlín: UTB ve Zlíně.
1. The position of preschool pedagogy in the system of pedagogical sciences.
2. J. Piaget - the significance of his work for preschool pedagogy.
3. L. S. Vygotsky - the significance of his work for preschool pedagogy.
4. J. Bruner's theory and its influence on the formation of preschool pedagogy.
5. A. Bandura's theory and its influence on the formation of preschool pedagogy.
6. Education, training, education - theoretical analysis of concepts in the context of preschool pedagogy.
7. State educational program for preschool education in the Slovak Republic - analysis of the document.
8. The child as a co-creator of his own development - the language and conceptual world of the child, the child's interpretation of the world.
9. Alternative approaches and concepts in preschool education.
10. The relationship between preschool and primary education - analysis through curriculum documents.
11. Content of preschool education in Slovakia – theoretical and conceptual concept, content analysis.
12. International context of preschool education - UNESCO, UNICEF, OECD.
13. ISCED – analysis of the international classification of education with an emphasis on pre-primary education.
14. The family as the first educational institution. Its importance in the upbringing and education of a child of preschool age.
15. Research in the field of preschool education - analysis of selected research topics (3).
16. A game, a toy in the life of a preschool child.
17. School-family-society – analysis of relationships with an emphasis on preschool pedagogy.
18. Diagnosing a child of preschool age - the importance of the family and other institutions.
19. Methods of diagnosing a child of preschool age.
20. Institutions involved in the education of children of preschool age - analysis of their importance in the development of the child.
A student can take the state exam
a) after obtaining at least such a number of credits that, after obtaining credits for successfully passing the state exams, the required number of credits is reached for the proper completion of the studies,
b) after successfully completing compulsory subjects, compulsory optional subjects and optional subjects in the composition determined by the study program,
c) after fulfilling the student's obligations arising from § 71, par. 3 letters b of the Act on Universities,
d) if no disciplinary proceedings are being conducted against him.
Successful completion of the subject of the state exam is one of the conditions for successful completion of the study program. The subject of the state exam is evaluated by the commission for state exams with classification grades A to FX. The examination board decides on the evaluation of the state exam or its part by consensus. If the examination committee does not reach a consensus, the evaluation of the state examination or its part is decided by voting. Violation of academic ethics results in cancellation of points obtained in the relevant assessment item.
Based on the wording of the study regulations of the faculty (VP 5/2020, Article 15), the framework dates of state exams are set by the dean in accordance with the faculty study schedule. The department is obliged to publish the dates of the state exams on the website no later than 5 weeks before they take place. The student registers for the state exam through the academic information system at least three weeks before the exam date.
The student is entitled to one regular and two correction dates of the state exam. The regular term is the one for which the student registered for the first time in the term set for the state exams. If the student was evaluated with an FX grade on the regular date of the state exam, the student can take the correction dates of the state exam:
a) in the following dates for holding state exams in the relevant academic year or
b) in terms of holding state exams in any of the following academic years in accordance with § 65, par. 2 of the Act on Universities.
If, for serious reasons, the student is unable to participate in the state exam date for which he has registered, he is obliged to apologize in writing to the chairman of the examination committee in advance or no later than three working days after the state exam date or part of it, if there were serious obstacles that prevented him from apologizing in advance. If a student does not appear for the state exam or part of it on the specified date without an excuse, or if the chairman of the examination committee does not accept his excuse, he is evaluated with an FX grade for the given date of the state exam.
Slovak
1. The student will attend the registered date of the state exam according to the schedule set by the department.
2. The student receives a question from the subject of the state exam, which is entered in writing and anonymously in the form of a random selection from printed questions or a generator.
3. The examination board will give the student adequate time to prepare an oral answer to the given question.
4. The student presents a prepared answer to the question in front of the examination committee and also answers additional questions.
5. After the student's answer is finished, the examination board will decide on the results of the state exam, which will take place at a closed session of the examination board.
The course of the state exam and the announcement of its results are public.
0/100
A student who passes the state exam comprehensively manages the issues of the state exam in the context of the set areas. He has theoretical and practical knowledge based on the current state of knowledge in the field of preschool pedagogy, as well as the ability to apply and use them creatively. He controls the specifics of cognitive, social-emotional and perceptual-motor development of children of preschool age, has an overview of the most widespread concepts of preschool education, is able to analyze and compare different approaches to the upbringing and education of children from birth to entry into elementary school in terms of their contribution to optimizing development of a child of preschool age. He can apply knowledge from preschool pedagogy to intersubject relationships, he is able to think critically and argue scientifically.
Bakošová, Z. (2008). Sociálna pedagogika ako životná pomoc. (3. rozšírené a aktualizované vydanie). Bratislava: UK, Public promotion.
Bakošová, Z. et al. (2011). Teórie sociálnej pedagogiky. Edukačné, sociálne a komunikačné aspekty. Bratislava: SPdS SAV, Glasstrading, s.r.o.
Bendl, S. (2003). Prevence a řešení šikany ve škole. Praha: ISV nakladatelství.
Határ, C. (2010). Sociálny pedagóg v systéme sociálno-edukačného poradenstva, prevencie a profylaxie. Nitra: PF UKF.
Hroncová, J., Emmerová, I., & Kraus, B. et al. (2008). K dejinám sociálnej pedagogiky v Európe. Ústí nad Labem.
Hroncová, J., & Emmerová, I. et al. (2012). Sociálna pedagogika na Slovensku. Banská Bystrica: UMB.
Hroncová, J., & Emmerová, I. (2012). Sociálny pedagóg v škole. Banská Bystrica: UMB.
Kraus, B. (2008). Základy sociální pedagogiky. Praha: Portál.
Niklová, M., & Kamarášová, L. (2007). Sociálny pedagóg a prevencia sociálno patologických javov. Banská Bystrica: UMB.
Laznibatová, J. (2017). Nadané dieťa, jeho vývin, vzdelávanie, podporovanie. Bratislava: Iris.
Pružinská, J., & Labáth, V. (2006). Mediácia. Príručka pre študentov. Bratislava: ARK.
Sobková, P., Obrink Hobzová, M., & Pospíšilová, H. et al. (2015). Sociálna pedagogika a její metody. Olomouc: UP.
Škoviera, A. (2006). Trendy náhradnej výchovy. Bratislava: Petrus.
Škoviera, A. (2011). Prevýchova. Bratislava: FICE.
1. Historical development of social pedagogy in selected countries of Central Europe: Slovakia and the Czech Republic. Analysis and comparison of social pedagogic theories and their contribution to the current direction of social pedagogy in Slovakia.
2. Historical development of social pedagogy in selected countries of Central Europe: Poland and Germany. Analysis and comparison of social pedagogic theories and their contribution to the current direction of social pedagogy in Slovakia.
3. The environment in the context of personality development. Typology of the environment, pedagogy of the environment, influence of the environment on the formation of the personality of children and adolescents. Negative social and educational environmental factors.
4. Character, process and meaning of the environment. Types and definition of educational environments (family, school, community, society, media) as a space for the realization of a social pedagogue.
5. Current socio-pedagogical topics in confrontation with other scientific disciplines and helping professions. Convergences and divergences of social pedagogy, sociology of education, social pathology and social work.
6. Preventive and intervention tasks of social pedagogy. Innovations and trends in the development of social pedagogy in Slovakia. Current preventive and intervention calls.
7. Basic methods of socio-pedagogical prevention and intervention. Application of selected methods: case studies and use of methods in practice.
8. Systemic and institutional anchoring of the social pedagogue in the process of resocialization and re-education. Traditional and innovative concept of social pedagogy in Slovakia. State and non-profit sector and their comparison in relation to socio-pedagogical activity.
9. Personality of the social pedagogue/social pedagogue. General and specific competencies according to selected authors (current concepts). Education of social pedagogues: traditional education, volunteering, service learning, self-development activities, supervision.
10. Professional application of the social pedagogue/social pedagogue in various areas of social life: education, social affairs, healthcare, justice, etc. Case studies and practical use.
11. Social-educational activities with the family: characteristics of the dysfunctional family environment and factors threatening the education of children and young people. CAN syndrome and methods of social-educational activity with children, young people and families.
12. Social and educational activity in centers for children and families: past, present and forms of alternative institutional care, characteristics and importance of professional alternative parenting. Rehabilitation of the family, reconstructed family and supplemented family: forms and methods of work.
13. Competences and work methods of a social pedagogue/social pedagogue in centers for children and families with different focus (crisis intervention facilities, outpatient help and support, etc.).
14. Social and educational activity in the school environment: children's behavior in relation to the rules of the school system. Characteristics and methods of socio-pedagogical work in truancy and school delinquency. Position of coordinator of primary prevention and socio-pathological phenomena in schools.
15. Social and educational activities in the school environment: bullying and cyberbullying, actors and victims of bullying, stages and consequences of bullying. Social and educational work with victims and perpetrators of bullying. School and peer mediation as specific tools of prevention and early intervention of social pathology in school. Position of coordinator of primary prevention and socio-pathological phenomena in schools.
16. Social-educational activity in third sector facilities: specifics of social-pedagogical work in low-threshold facilities, crisis centers, facilities for young adults, for addiction treatment, for homeless people, etc.
17. Social and educational activities in the field of state administration: law enforcement and justice. Police crime prevention programs. Penitentiary and post-penitentiary educational activity.
18. Social-educational activities with children and youth from socially disadvantaged environments: children and youth of the Roma ethnicity, children and youth from a less stimulating environment and other excluded communities. Social-pedagogical activity with gifted and talented children.
19. Selected tools for strengthening resilience: sociotherapy, supervision and self-development. Case studies and practical use.
20. Selected tools for strengthening resilience: school and peer supervision. Case studies and practical use.
A student can take the state exam
a) after obtaining at least such a number of credits that, after obtaining credits for successfully passing state exams, the required number of credits is reached for the proper completion of studies, b) after successfully completing compulsory subjects, compulsory optional subjects and optional subjects in the composition determined by the study program, c) after fulfillment of the student's obligations arising from § 71, par. 3 letters b of the Act on Universities, d) if no disciplinary proceedings are being conducted against him.
Successful completion of the subject of the state exam is one of the conditions for successful completion of the study program. The subject of the state exam is evaluated by the commission for state exams with classification grades A to FX. The examination board decides on the evaluation of the state exam or its part by consensus. If the examination committee does not reach a consensus, the evaluation of the state examination or its part is decided by voting.
Violation of academic ethics results in cancellation of points obtained in the relevant assessment item. Based on the wording of the study regulations of the faculty (VP 5/2020, Article 15), the framework dates of state exams are set by the dean in accordance with the faculty study schedule. The department is obliged to publish the dates of the state exams on the website no later than 5 weeks before they take place. The student registers for the state exam through the academic information system at least three weeks before the exam date.
The student is entitled to one regular and two correction dates of the state exam. The regular term is the one for which the student registered for the first time in the term set for the state exams. If the student was evaluated with an FX grade on the regular date of the state exam, the student can take the correction dates of the state exam:
a) in the following dates for holding state exams in the relevant academic year or
b) in terms of holding state exams in any of the following academic years in accordance with § 65, par. 2 of the Act on Universities.
If, for serious reasons, the student is unable to participate in the state exam date for which he has registered, he is obliged to apologize in writing to the chairman of the examination committee in advance or no later than three working days after the state exam date or part of it, if there were serious obstacles that prevented him from apologizing in advance. If a student does not appear for the state exam or part of it on the specified date without an excuse, or if the chairman of the examination committee does not accept his excuse, he is evaluated with an FX grade for the given date of the state exam.
Slovak
1. The student will attend the registered date of the state exam according to the schedule set by the department.
2. The student receives a question from the subject of the state exam, which is entered in writing and anonymously in the form of a random selection from printed questions or a generator.
3. The examination board will give the student adequate time to prepare an oral answer to the given question.
4. The student presents a prepared answer to the question in front of the examination committee and also answers additional questions.
5. After the student's answer is finished, the examination board will decide on the results of the state exam, which will take place at a closed session of the examination board.
The course of the state exam and the announcement of its results are public.
0/100
A student who passes the state exam comprehensively manages the issues of the state exam in the context of the set areas. He has theoretical and practical knowledge based on the current state of knowledge in the field of social pedagogy, as well as the ability to apply and use them creatively. He masters the socio-pedagogical knowledge contained in the teaching of the subjects Social pedagogy, Selected problems of youth socialization. He is able to critically reflect on social-pedagogical phenomena in social-educational practice based on available social-pedagogical theories. He can apply knowledge from social pedagogy to intersubject relationships, he is able to think critically and argue scientifically.
Hupková, I., Kuchárová, B, & Sejčová, Ľ. (2021). Prevencia v praxi. Látkové a nelátkové závislosti. Bratislava: NOC, 2020. Dostupné na: https://www.nocka.sk/wp-content/uploads/2021/07/NOC-Prevencia-v-praxi-A5-web.pdf
Jarábek, K., & Koštrnová, D. (2014). Výchovný poradca [online]. Bratislava: Metodicko-pedagogické centrum. Dostupné na: https://archiv.mpc-edu.sk/sites/default/files/publikacie/jarabek_kostrnova_vychovny_poradca_web.pdf
Knotová, D. a kol. (2014). Školní poradenství. Praha: Grada Publishing.
Krnáčová, Z., & Križo, V. (2021). Multidisciplinárny prístup v školách: Školský podporný tím [online]. Národný projekt ŠTANDARDY, VÚDPaP. Dostupné na: https://vudpap.sk/wp-content/uploads/2022/06/Multidisciplinarny-pristup-v-skolach-Skolsky-podporny-tim-v1.03.pdf
Kunčaková, S. (2021). Manuál začínajúceho sociálneho pedagóga v škole. Bratislava: VÚDPaP. Dostupné na: https://vudpap.sk/wp-content/uploads/2021/10/Manual-zacinajuceho-soc.ped_.v1.02.pdf
Sejčová, Ľ. (2018). Edukačné poradenstvo a perspektívy jeho rozvoja. Perspektívy rozvoja pedagogiky a andragogiky v Slovenskej republike a v krajinách strednej Európy [elektronický dokument], Bratislava: Univerzita Komenského v Bratislave, 122-131.
Sejčová, Ľ. (2011). Pedagogicko-psychologické poradenstvo a poradenský proces. Bratislava: Vydav. UK.
Sejčová, Ľ. (2009). Delikvencia mládeže. Bratislava: STIMUL, Dostupné na: http://stella.uniba.sk/texty/FIF_SL-Delikvencia_mladeze.pdf
1. Pedagogical counseling. Characteristics of consulting and consulting activities. Explanation of the terms queuing, counselling, adviser, counseling. Forms and areas of counseling. The focus and objectives of the current consultancy.
2. Historical cross-section of the development of counseling and counseling concepts. Counseling as guidance in choosing a profession, diagnostic and psychometric model, medical concept, educational and educational-formative concepts, career counseling concepts, biodromal educational and developmental counseling concept.
3. Advisory process. Conditions of the counseling process. Requirements for the consultation room and its equipment. Requirements for the consulting team. Clients of the consulting process. Risk clients.
4. Personality and role of the advisor. Professional qualification of the adviser. Counseling styles. Ethical principles of the consultant's work. Supervision in counseling. Burnout syndrome in counselors. Counselor psychohygiene.
5. Communication in the counseling process. The atmosphere of the counseling process. Phases of the counseling process. Telephone consultation. Written consultation and advice in magazines and on the Internet. Personal consultation. Basic principles and method of communication with the client. Asking questions in counseling. Errors in counseling communication.
6. Phases of diagnosis in counseling. Anamnestic interview. Observation. Analysis of materials. Standardized diagnostics. Sociometry. Diagnostic techniques in the field of educational counseling.
7. Intervention methods of working with the client. Counseling interventions and techniques anchored in individual counseling directions. Intervention procedures independent of the counseling direction. Interventions according to duration, intensity, number of people, client's problem, degree of directiveness, according to individual phases of the counseling process.
8. Individual consultation methods. Information consultation, distribution, clarification, ventilation, encouragement, interpretation, application of training, application of relaxation techniques, modeling, role playing, confrontation, reflection.
9. Group interventions. Methods of group counseling. Methods of consulting activity in school and educational consulting. Family counseling.
10. Educational, educational and preventive programs in education. Space for the application of developing and counseling programs. Performance-motivation programs. Preventive programs and projects aimed at the prevention of sociopathological phenomena among youth in primary and secondary schools.
11. System of school and educational counseling in Slovakia. The emergence and development of educational and psychological counseling. Special educational facilities. Educational counseling and prevention school facilities. Main activity and focus of counseling and prevention centers.
12. Cooperation of counseling workers in schools and counseling facilities. Duties of educational advisor, social pedagogue, prevention coordinator, school psychologist, special pedagogue and therapeutic pedagogue.
13. Tasks of an educational advisor in primary and secondary schools. Educational advisor's toolkit. Basic documentation of the educational advisor. Educational consulting abroad (school teacher in Poland, Slovenia, Croatia, USA, educational consultant in the Czech Republic).
14. Preventive and educational counseling. Pupils' behavioral problems. Causes of behavior disorders and delinquency in youth. Prevention of youth delinquent behavior from the point of view of educational counselor and social pedagogue. Integration and education of students with behavioral disorders.
15. Prevention of substance and non-substance addictions in education. Classification of substance and non-substance addictions. Methods and techniques of the work of an educational counselor and prevention coordinator in the field of addiction prevention and counseling. Creating a preventive school program.
A student can take the state exam a) after obtaining at least such a number of credits that, after obtaining the credits for successfully passing the state exams, he reaches the necessary number of credits for the proper completion of his studies, b) after successfully completing the mandatory subjects, mandatory optional subjects and optional subjects in the composition determined by the study program, c) after fulfilling the student's obligations arising from § 71, par. 3 letters b of the Act on Universities d) if no disciplinary proceedings are being conducted against him.
Successful completion of the subject of the state exam is one of the conditions for successful completion of the study program. The subject of the state exam is evaluated by the commission for state exams with classification grades A to FX. The examination board decides on the evaluation of the state exam or its part by consensus. If the examination committee does not reach a consensus, the evaluation of the state examination or its part is decided by voting.
Violation of academic ethics results in cancellation of points obtained in the relevant assessment item.
Based on the wording of the study regulations of the faculty (VP 5/2020, Article 15), the framework dates of state exams are set by the dean in accordance with the faculty study schedule. The department is obliged to publish the dates of the state exams on the website no later than 5 weeks before they take place. The student registers for the state exam through the academic information system at least three weeks before the exam date.
The student is entitled to one regular and two correction dates of the state exam. The regular term is the one for which the student registered for the first time in the term set for the state exams. If the student was evaluated with an FX grade on the regular date of the state exam, the student can take the correction dates of the state exam:
a) in the following dates for holding state exams in the relevant academic year or b) in the dates for holding state exams in any of the following academic years in accordance with § 65, par. 2 of the Act on Universities.
If, for serious reasons, the student is unable to participate in the state exam date for which he has registered, he is obliged to apologize in writing to the chairman of the examination committee in advance or no later than three working days after the state exam date or part of it, if there were serious obstacles that prevented him from apologizing in advance. If a student does not appear for the state exam or part of it on the specified date without an excuse, or if the chairman of the examination committee does not accept his excuse, he is evaluated with an FX grade for the given date of the state exam.
Slovak
1. The student will attend the registered date of the state exam according to the schedule set by the department.
2. The student receives a question from the subject of the state exam, which is entered in writing and anonymously in the form of a random selection from printed questions or a generator.
3. The examination board will give the student adequate time to prepare an oral answer to the given question.
4. The student presents a prepared answer to the question in front of the examination committee and also answers additional questions.
5. After the student's answer is finished, the examination board will decide on the results of the state exam, which will take place at a closed session of the examination board.
The course of the state exam and the announcement of its results are public.
0/100
A student who passes the state exam comprehensively manages the issues of the state exam in the context of the set areas. He has theoretical and practical knowledge based on the current state of knowledge in the field of pedagogical consulting, as well as the ability to apply and use them creatively. He masters the knowledge contained in the teaching of the subjects Pedagogical counseling, Pedagogical prevention of addictions and Child as a victim of violence. The student has knowledge of counseling theories, approaches and techniques with an emphasis on their application in the counseling process in solving educational and educational problems of pupils. He is able to apply knowledge from pedagogical counseling to intersubject relationships, he is able to think critically and argue scientifically.