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.