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.
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