Subject of state examination, in-person participation
The recommended study literature is listed in the information sheets of the respective courses.
Course completion requirements:
The English Language and Literature State Examination, its conditions and procedural aspects are regulated by the Internal Regulation No.1/2020, the Study regulations of the Faculty of Education of Comenius university and by the Internal Regulation No.5/2021 of the Study Regulations of Comenius University.
A student may take the state examination (a) after obtaining at least such number of credits for the completed courses which, after adding the credits for the successful completion of state exam, would meet the minimum credit requirements (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 3 credits for successful completion of the state examination in English language and literature.
Assessment
According to the Internal Quality Assurance System for Higher Education of Comenius University in Bratislava, the student shall be evaluated in particular on the demonstration of the ability to integrate the knowledge, and level of skills and competences specified in the graduate’s profile. The overall grade for the oral examination is a combination of the partial oral exam evaluations in given subjects. It reflects the overall level of the student's insight in the field, the ability to synthesize and correlate knowledge, critically analyse information, apply theoretical knowledge, reveal the causes of problems, and propose solutions. Students are assessed based on the level of their knowledge, skills and competencies relevant for the exam questions in which they are tested.
The assessment is awarded on a scale:
A (excellent - outstanding),
B (very good - above average standard),
C (good - normal reliable work),
D (satisfactory - acceptable results),
E (satisfactory - results meet the minimum criteria),
Fx (inadequate).
A student is graded FX if he/she has only met the assessment requirements at a level less than 60% of the overall highest possible score for the state examination.
English, Slovak
Course outcomes of subject (content):
The state examination consists of two components, namely 1. English language and 2. literature.
1. The aim of the English language examination is to test the students' ability to synthesize and practically apply the theoretical linguistic knowledge acquired in the compulsory courses of study. The content of the state examination is based partly on the compulsory course M-ANGde-001 English lexicology and mainly on the compulsory course M-ANGde-006 contrastive linguistics, which is directly related to the objectives and content of the individual linguistic disciplines in the Bachelor's and Master's degree. In addition, it enriches students' knowledge and the ability to compare and contrast languages. The further development of the skills to analyse authentic texts is also possible in the compulsory elective courses M-ANGde-013, Linguistic Analysis of Text I (which focuses on general linguistic and lexical analysis) and M-ANGde-014, Linguistic Analysis of Text II (which focuses on general linguistic, morphological and syntactic analysis of texts).
Students will present their knowledge, skills, and competencies through a practical analysis of an authentic text, whereby the number of student’s oral test task will be generated for the student, indicating the type of analysis required (lexical, morphological or syntactic) of the attached text.
In the linguistic analysis, students will focus on some of the following areas:
Lexical analysis of the text:
- Various word-formation processes (affixation, conversion, compounding, shortening, etc.)
- Semantic changes (metaphor, personification, metonymy, euphemisms/dysphemisms, etc.)
- Formal and semantic relations among words (homonymy, homophony, polysemy, synonymy, antonymy, etc.)
- Multiword units - collocations and idioms
- Stylistic classification of words (neutral, formal, informal, etc.)
Morphological analysis of the text:
- Analysis of phrases (NP, VP, AdjP, AdvP, VP)
- Grammatical categories of nouns (number, gender, case)
- Usage of articles (generic, specific and unique reference)
- Linguistic characteristics of adjectives and adverbs
- Linguistic characteristics of verbs and verb phrases
- Time, tense, aspect, voice, mood
- Modal and primary auxiliary verbs
Syntactic analysis of the text:
- Clause elements
- Types of sentences
- Word order and variations on clause types
- Negation of sentences
- Complex sentence analysis, relative and conditional clauses
- Reported speech
- Pro-forms and ellipsis
2. The aim of the state examination in literature will be to test students' ability to synthesize and practically apply the theoretical knowledge of literature acquired in the compulsory courses M-ANGde-003 Modern English Literature and M-ANGde-007 Modern American Literature. Students can further deepen their knowledge and skills in the compulsory elective courses M-ANGde-015 Working with Literary Text and M-ANGde-017 English Minority Literature. Students will first characterize a selected literary period, genre, and theme, and then demonstrate their knowledge, interpretive-analytical skills, and relevant competencies through readings from the works of these authors. At the same time, they will present strategies for using the literary text in the pedagogical process.
The theses synthesize the knowledge acquired in the various literature-oriented courses.
Learning outcomes / Objectives and learning outcomes:
The learning outcomes are in accordance with the Long-Term Plan of Comenius University/Faculty of Education, the mission and strategic objectives of 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 objectives and learning outcomes in individual subjects of the study programme and other relevant documents.
Subject of state examination, in-person participation
The recommended literature is listed in the documentation of the profile subjects.
Course condition requirements:
The State Examination in Didactics of English Language and Literature, its conditions and procedural aspects are regulated by the Internal Regulation No.1/2020 of the Study Regulations of the Faculty of Education, Comenius university, and the Internal Regulation No.5/2021 of the Study Regulations of Comenius University.
A student may take the state examination (a) after obtaining at least such number of credits for the completed courses which, after adding the credits for the successful completion of state exam, would meet the minimum credit requirements (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 3 credits for successful completion of the state examination in didactics of English language and literature.
Assessment
According to the Internal Quality Assurance System for Higher Education of the Comenius University, the student shall be evaluated in particular on the demonstration of the ability to integrate the knowledge, skills and competences specified in the graduate’s profile.
The overall evaluation of the student’s oral exam is a combination of the partial evaluations of the oral exams from the individual subject of the state examination and reflects the overall level of the student's insight in the field, the ability to synthesize and correlate knowledge, critically analyse information, apply theoretical knowledge and solve problems. Students are assessed based on the level of their kowledge, skills and competencies relevant for the exam questions in which they are tested.
The assessment is awarded on a scale:
A (excellent - outstanding),
B (very good - above average standard),
C (good - normal reliable work),
D (satisfactory - acceptable results),
E (satisfactory - results meet the minimum criteria),
Fx (inadequate).
A student is graded FX if he/she has only met the assessment requirements at a level less than 60% of the overall highest possible level of completion of the course requirements for the state examination.
English, Slovak
The aim of the state examination in didactics of English language and literature is to test the level of knowledge, skills and competences specified in the graduate's profile, with emphasis on the ability to synthesize and practically apply the theoretical didactic knowledge acquired in the previous subjects. Each question is accompanied by a problem task or case study related to the relevant thematic area, where the student demonstrates his/her understanding of causal relationships and contexts, his/her level of flexibility of pedagogical-psychological thinking and the ability to apply theoretical knowledge to solve a specific teaching problem.
The content of the state examination in the didactics of English language and literature is based on the compulsory subjects M-ANGde-002 Didactics of the English Language (profile subject), M-ANGde-004 Current Trends in the Didactics of the English Language, M-ANGde-005 Psychological Aspects of Foreign Language Learning and M-ANGde-018 Didactics of the English Language for Primary Learners. Students can further deepen their knowledge, skills and competences in the offered compulsory elective courses: M-ANGde-029 Didactics of English Language for Pre-primary Learners, M-ANGde-030 Didactics of Grammar and M-ANGde-021 Didactics of English Language for Adults.
Students will present their knowledge, skills, competences as well as the level of communicative competence in English through a guided discussion with the members of the committee on various topics which are generated for the student automatically, while in the next part of the discussion the student practically solves an assigned problem or case study related to the respective topic area.
Learning outcomes / objectives and learning outcomes:
The learning outcome is in accordance with the Long-term Plan of the CU/PdF, the mission and strategic objectives 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.
Reference sources:
Recommended reading:
BAĎURÍKOVÁ, Z. a kol. 2001. Školská pedagogika. Bratislava: UK, 2001.
ČÁBALOVÁ, D. 2011. Pedagogika. Praha: Grada, 2011. ISBN 978-802-4729-930.
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: IKAR, 146 s.
DYTRTOVÁ, R., KRHUTOVÁ, M. 2009. Učitel - příprava na profesi. Praha: Grada, 2009.
GAVORA, P. 2008. Úvod do pedagogického výskumu. Bratislava: Univerzita Komenského.
GAVORA, P. 2010. Akí sú moji žiaci? Pedagogická diagnostika žiaka. Nitra: Enigma, 2010.
HLÁSNA, S., HORVÁTHOVÁ, K., MUCHA, M., TÓTHOVÁ, R. 2006. Úvod do pedagogiky. Nitra : Enigma, 2006. ISBN 80-89132-29-4.
KOSTELNÍK, J. 2014. Pedagogika I. Bratislava: Z-F LINGUA, 2014. ISBN 978-80-89328-94-9.
KRATOCHVÍLOVÁ, E. a kol.2007. Úvod do pedagogiky. Trnava: Trnavská univerzita, 2007. ISBN 978-80-8082-145-6.
KYRIACOU, C. 2005. Klíčové dovednosti učitele. Praha: Portál, 2005. ISBN 80-7178-965-8
MAŇÁK, J., JANÍK, T., ŠVEC, V. 2008. Kurikulum v současné škole. Brno: Paido, 2008. ISBN 978-80-73151-75-1.
MATULČÍKOVÁ, M. 2007. Reformnopedagogické a alternatívne školy a ich prínos pre reformu školy. Bratislava: AG Musica liturgica, 2007. ISBN 978-80-969784-0-3.
MERTIN. V., KREJČOVÁ, L. eds. 2012. Metody a postupy poznávaní žáka: pedagogická
niektorých zákonov.
Odborná časopisecká literatúra (Pedagogická revue, Pedagogické rozhľady, Pedagogika,
Paidagogos, Technológia vzdelávania atď.)
PÁVKOVÁ, J. 1999. Pedagogika voľného času. Praha: Portál, 1999. ISBN 80-7178-569-9-5.
PELIKÁN, J. 2011.Základy empirického výzkumu pedagogických jevů. Praha: Karolinum, 2011. ISBN 978-80-246-1916-3.
PETLÁK, E. 2004. Všeobecná didaktika. Bratislava: Iris, 2004. ISBN 80-89018-64-5.
POTOČÁROVÁ, M. (2008). Pedagogika rodiny. Teoretické východiská RV. Bratislava: UK, ISBN 978-80-223-2458-8.
POTOČÁROVÁ, M., KOLDEOVÁ, L., FERKOVÁ, Š, DERKOVÁ, J. 2021. Teória výchovy 1. Bratislava: Univerzita Komenského v Bratislave: 2021. ISBN 978-80-223-5327-4
PRŮCHA, J. 2004. Alternativní školy a inovace ve vzdělávání. Praha: Portál, 2004.
PRŮCHA, J. 2013. Moderní pedagogika. Praha: Portál, 2013.
PŠENÁK, J. 2012. Dejiny školstva a pedagogiky. Žilina: EDIS, 2012. ISBN 978-80-554-0596-4.
SKALKOVÁ, J. 2004. Pedagogika a výzvy nové doby. Brno: Paido, 2004. ISBN 80-731-5060-3.
ŠMAHELOVÁ, B. 2008. Nástin vývoje pedagogického myšlení. Brno: MSD, spol. s r.o., 2008. ISBN 978-80-7395-040-1.
TUREK, I. 2009. Kvalita vzdelávania. Bratislava: Iura Edition, 2009. ISBN 978-80-8078-243-6.
TUREK, I. 2010. Didaktika. Bratislava: Iura Edition, 2010. ISBN 978-80-807-83-228.
VALIŠOVÁ, A., KASÍKOVÁ, H. et.al. Pedagogika pro učitele. Praha: Grada, 2011. ISBN
Zákon č. 245/ 2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení
ZELINA, M. 2004. Teórie výchovy alebo hľadanie dobra. Bratislava: SPN, 2004. ISBN
Prerequisites:
The State Examination in Pedagogy, its conditions and procedural aspects are regulated by the Internal Regulation No.1/2020 Study Regulations of the Faculty of Education 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 such number of credits that after obtaining credits for successful completion of the last state examination he/she achieves the necessary number of credits for proper completion of studies 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) no disciplinary proceedings are conducted against him/her.
The student receives 3 credits for successful completion of the state examination in pedagogy.
Rating
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 by demonstrating the ability to integrate knowledge, the level of competences and competencies set out in the profile of the graduate.
The overall answer evaluation is a synthesis of the evaluation of answers from the individual components of the state examination and reflects the overall level of student's insight in the field, the ability to synthesize and correlate knowledge, critically analyze information, apply theoretical knowledge, reveal the causes of problems and propose solutions. The level of knowledge, skills and competences relevant to the area specified in the relevant questions is assessed.
The rating is awarded on a scale:
A (excellent - excellent results),
B (very good - above average standard),
C (good - normal reliable work),
D (satisfactory - acceptable results),
E (sufficient - the results meet the minimum criteria),
Fx (understatement).
A student is graded FX if he/she has only met the grade requirements at a level less than 60% of the total highest possible level of completion of the requirements for the state examination.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
Brief outline of the course:
1. Pedagogy as a scientific discipline, its subject and structure. Relationship of pedagogy to other sciences. Basic pedagogical concepts and their relations.
2. Methodology of investigating pedagogical phenomena, processes and regularities. Objectives, types and methods of pedagogical research.
3. Important historical milestones in the development of pedagogy and their influence on contemporary education and training (changes in the status of the subject and object of education, goals, means and conditions of education).
4. Education system of the Slovak Republic. Levels and types of education. Roles of school in society. Lifelong learning.
5. Pedagogical diagnostics of the educational environment, cognitive and affective characteristics of the pupil. Classroom and school climate.
6. Teacher in education. Personality and qualification requirements for a teacher. Typology, competences, and professional growth of a teacher.
7. Nature and types of teaching. Basic factors of teaching. Didactic system. Traditional, reform and contemporary conceptions of education.
8. System model of education and its elements. Goals, principles, conditions and means of education.
Subsystems of education.
9. Educational institutions. Education in the family, in school and in out-of-school institutions.
10. Selected educational problems and their solution at school (discipline, aggression, bullying).
11. Evaluations of the quality of the educational process. Cooperation between school and family. Quality of the school.
Learning outcomes:
The learning outcome is in accordance with the Long-Term Plan of the Charles University/PdF, the mission, and strategic goals of the Charles University/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 the individual subjects of the study programme curriculum, and other relevant documents.
The aim of the state examination in the subject of pedagogy is to verify the level of acquisition of pedagogical terminology, current knowledge of pedagogy and its selected sub-disciplines and the student's ability to use individual knowledge in the design, implementation and evaluation of the educational and educational process.
Reference sources:
Recommended reading:
ALIŠOVÁ, A., SINGULE, F., VALENTA, J. 1990. Didaktika pedagogiky. Praha: FF UK, SPN, 1990. ISBN 80-7066-105-4.
BERTRAND, Y. 1998. Soudobé teorie vzdělávání. Praha: Portál, 1998. ISBN 80-7178-216-5.
ČAPEK, R. 2015. Moderní didaktika. Lexikon výukových a hodnoticích metod. Praha. Grada, 2015. 624s. ISBN 978-80-247-3450-7
HLÁSNA, S., HORVÁTHOVÁ, K., MUCHA, M., TÓTHOVÁ, R. 2006. Úvod do pedagogiky.
KALHOUS, Z., OBST, O., 2002. Školní didaktika. Praha: Portál, 2002. ISBN 80-7178-253-X.
KASÍKOVÁ, H. 2010. Učíme (se) spolupráci spoluprací (2. rozšírené vydanie). Praha: Aisis, 2010. ISBN 978-80-90407-16-9.
KOSTRUB, D. 2008. Dieťa/žiak/študent – učivo – učiteľ, didaktický alebo bermudský trojuholník? Prešov: Rokus, 2008. ISBN 978-80-89055-87-6.
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.
KRATOCHVÍLOVÁ, J. 2006. Teorie a praxe projektové výuky. 1. vydání. Brno: Masarykova univerzita, 2006. ISBN 978-80-210-4142-2.
KYRIACOU, CH. 2012. Klíčové dovednosti učitele: cesta k lepšímu vyučování. Praha: Portál, 2012. ISBN 978-80-26200-52-9.
MAŇÁK, J., ŠVEC, V. 2003. Výukové metody. Brno: Paido, 2003. ISBN 80-7315-039-5.
OBDRŽÁLEK, Z. a kol., 2003. Didaktika pre študentov učiteľstva ZŠ. Bratislava. Univerzita Komenského, 2003. ISBN 80-223-1772-1.
Odborná časopisecká literatúra: Pedagogika, Pedagogická revue www.casopispedagogika.sk,
Paidagogos, Didaktika, Pán učiteľ, Pedagogické rozhľady, Technológia vzdelávania atď.
PASCH a kol. 2005. Od vzdělávacího programu k vyučovací hodině. Praha: Portál, 2005. ISBN 80 7367-054-2.
PETLÁK, E. 2004. Všeobecná didaktika. Bratislava : Iris, 2004. ISBN 80-89018-64-5.
PETTY, G. 2013. Moderní vyučování. Praha: Portál, 2013. ISBN 978-80-26203-67-4.
SITNÁ, D. 2013. Metody aktivního vyučování: Spolupráce žáků v skupinách. Praha: Portál.
SKALKOVÁ, J., 2007. Obecná didaktika. Praha: GRADA, 2007. ISBN 80-24718-21-7.
ŠAUEROVÁ, M. (Ed.) 2013. Zážitková pedagogika a možnosti jejího využití při práci s
vybranými cílovými skupinami. Sborník. Kolektivní monografie. Praha: Vysoká škola tělesné výchovy a sportu Palestra, 2013. ISBN (online verzia) 978-80-87723-08-1. Dostupné on-line: http://www.palestra.cz/zp/sbornik.pdf.
ŠKODA, J., DOULÍK, P. 2011. Psychodidaktika. Metody efektivního a smysluplného učení a vyučování. Praha: Grada, 2011.
Školské vzdelávacie programy, pedagogické dokumenty platné v súčasnom období pre
Pedagogické a sociálne akadémie a Konzervatóriá.Štátne vzdelávacie programy, vzdelávacie štandardy (dostupné na www.statpedu.sk a
www.siov.sk), , učebnice pedagogiky pre stredné školy.
ŠTURMA, J. 1993. Didaktika pedagogiky. Hradec Králové : Gaudeamus 1993. ISBN
TÓBLOVÁ, E. 2019. Aktivizujúce vyučovacie metódy. Bratislava: Univerzita Komenského, 2019. ISBN 978-80-223-4817-1
TÓTHOVÁ, R. 2013. Implementácia kurikula do vyučovacieho procesu. Bratislava: Z-F Lingua,2013. ISBN 978-80-89328-93-2.
TUREK, I. 2010. Didaktika. Bratislava: Iura Edition, 2010. ISBN 978-80-807-83-228.
WALTEROVÁ, E. 1994. Kurikulum: Proměny a trendy v mezinárodní perspektivě. Brno:
Masarykova univerzita, 1994. ISBN 80-210-0846-6.
Zákon č. 245/ 2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení
niektorých zákonov.
Prerequisites:
The State Examination in Didactics of Pedagogical Disciplines, its conditions and procedural aspects are regulated by the Internal Regulation No.1/2020 Study Regulations of the Faculty of Education of Charles University, as well as by the Internal Regulation No. 5/2021 Study Regulations of Charles University.
A student may take the state examination a) after obtaining at least such number of credits that after obtaining credits for successful completion of the last state examination he/she achieves the necessary number of credits for proper completion of studies 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) no disciplinary proceedings are conducted against him/her.
The student receives 3 credits for the successful completion of the state examination in didactics of pedagogical disciplines.
Rating
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 by demonstrating the ability to integrate knowledge, the level of competences and competencies set out in the profile of the graduate.
The overall answer evaluation is a synthesis of the evaluation of answers from the individual components of the state examination and reflects the overall level of student's insight in the field, the ability to synthesize and correlate knowledge, critically analyze information, apply theoretical knowledge, reveal the causes of problems and propose solutions. The level of knowledge, skills and competences relevant to the area specified in the relevant questions is assessed.
The rating shall be awarded on a scale of :
A (excellent - excellent results),
B (very good - above average standard),
C (good - normal reliable work),
D (satisfactory - acceptable results),
E (sufficient - the results meet the minimum criteria),
Fx (understatement).
A student is graded FX if he/she has only met the grade requirements at a level less than 60% of the total highest possible level of completion of the requirements for the state examination.
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 subject matter, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
Brief outline of the course:
Theory of teaching pedagogical disciplines:
1. Definition of the term’s didactics, subject didactics, theory of teaching pedagogy.
2. The relation of disciplinary and subject didactics to general didactics. Teaching process as a system, system-forming elements of the teaching process and their mutual systemic conditioning.
3. Learning Objectives. Taxonomy of objectives. The concretization of objectives in the teaching of pedagogical disciplines. The position of objectives as a determining element for other system-forming elements in teaching.
4. Teaching content. The concept of curriculum. Types of curriculums. School reform in the Slovak Republic, including content reform. New trends in teaching content. School documents. Content of teaching pedagogical disciplines in secondary schools.
5. Designing the instructional design of pedagogical disciplines and its determinants in terms of the basic paradigms (discourses) in pedagogy (transmissive, constructivist, social constructivist). Long-term and short-term teacher preparation for teaching pedagogical disciplines.
6. Teaching methods, their classification, and their application in teaching pedagogical disciplines from the perspective of basic pedagogical paradigms. Determinants of their optimal selection.
7. Organizational forms of teaching, their classification, and their application in teaching pedagogical disciplines from the perspective of basic pedagogical paradigms. Determinants of their optimal selection.
8. Material didactic means, their classification, and their application in the teaching of pedagogical disciplines from the perspective of basic pedagogical paradigms. Determinants of their optimal selection.
9. Interactive teaching methods and their application in teaching pedagogical disciplines from the perspective of basic pedagogical paradigms (discourses: transmission versus (re)construction of knowledge in teaching). Teaching lesson as a basic organizational form in secondary schools in relation to interactive teaching methods.
10. Selected teaching concepts (e.g., problem-based, project-based, cooperative learning, experiential pedagogy, etc.) and their application in the teaching of pedagogical disciplines.
11. Lesson design:
12. Written preparation of a lesson project (from specific pedagogical disciplines and according to current pedagogical documents valid for teaching in secondary schools where pedagogical disciplines are taught).
13. Presentation and defence of the prepared lesson project.
Learning outcomes:
Learning outcomes are in accordance with the Long-term Plan of the Charles University/PdF, the mission and strategic goals of the Charles University/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 programme curriculum and other relevant documents.
The aim of the state examination is to verify the students' competence to solve specific didactic tasks in the subject of pedagogy and teaching of pedagogical disciplines. Students will demonstrate the following skills and competences:
- to apply the knowledge and theories of general didactics in the didactics of pedagogy and pedagogical disciplines,
- characterize and define basic didactic concepts with a focus on the specificities of teaching pedagogical disciplines in higher secondary education,
- design and prepare a lesson on pedagogy in accordance with didactic principles and the requirements of the relevant pedagogical documentation for individual types of schools,
- characterize, apply, and evaluate didactic methods of teaching pedagogy, know the advantages and pitfalls of their specific application for different target groups,
- To propose adequate methods of assessing student performance in the subject of pedagogy,
- based on the analysis of intrasubject relationships of pedagogical disciplines and knowledge of requirements and standards for individual types of secondary schools, can design the content and elaborate didactic analysis of the subject pedagogy for different target groups,
- based on reflection of pedagogical practice in the subject of pedagogy, can document selected problems in the field of lesson preparation, selection of teaching methods and didactic analysis of the curriculum.
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