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Course info
KPG / SGPP3
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Course description
Department/Unit / Abbreviation
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KPG
/
SGPP3
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Academic Year
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2023/2024
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Academic Year
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2023/2024
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Title
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Ongoing practical training 3
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Form of course completion
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Pre-Exam Credit
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Form of course completion
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Pre-Exam Credit
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Accredited / Credits
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Yes,
4
Cred.
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Type of completion
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Combined
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Type of completion
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Combined
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Time requirements
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Seminar
6
[Hours/Week]
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Course credit prior to examination
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No
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Course credit prior to examination
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No
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Automatic acceptance of credit before examination
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Yes in the case of a previous evaluation 4 nebo nic.
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Included in study average
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NO
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Language of instruction
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Czech
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Occ/max
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|
|
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Automatic acceptance of credit before examination
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Yes in the case of a previous evaluation 4 nebo nic.
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Summer semester
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0 / -
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0 / -
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0 / -
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Included in study average
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NO
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Winter semester
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24 / -
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0 / -
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0 / -
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Repeated registration
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NO
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Repeated registration
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NO
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Timetable
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Yes
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Semester taught
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Winter + Summer
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Semester taught
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Winter + Summer
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Minimum (B + C) students
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not determined
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Optional course |
Yes
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Optional course
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Yes
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Language of instruction
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Czech
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Internship duration
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0
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No. of hours of on-premise lessons |
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Evaluation scale |
S|N |
Periodicity |
každý rok
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Periodicita upřesnění |
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Fundamental theoretical course |
No
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Fundamental course |
Yes
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Fundamental theoretical course |
No
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Evaluation scale |
S|N |
Substituted course
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None
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Preclusive courses
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N/A
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Prerequisite courses
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N/A
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Informally recommended courses
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N/A
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Courses depending on this Course
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N/A
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Histogram of students' grades over the years:
Graphic PNG
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XLS
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Course objectives:
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Ongoing Practical training 3 leads the student to apply the knowledge and skills of special and inclusive education. It is focused on acquiring and developing competencies that are needed in education, and lifelong accompanying individuals with disabilities of different age.
Ongoing Practical training 3 leads the student to apply knowledge and skills from the field of special and inclusive education. It is focused on acquiring and developing the competencies that are needed in education, and lifelong accompanying of individuals with disabilities.
Ongoing Practical training 3 student completes in a school chosen from the list of partners schools of UWB, School of Education. The schools are either mainstream or special kindergarten or primary schools educating among others children and pupils with special educational needs within the meaning of Act No. 561/2004 Coll. as amended.
The practical training is conceived as an assistant teacher practical training and its goals are as following:
1. to enable students to verify the theoretical special educational knowledge and to gain basic professional competencies,
2. to enable students to confront their theoretical conceptions of a special pedagogue as a profession,
3. to enable students to evaluate their experience from practice on a regular basis and to stimulate the process of their identification with special education as a profession.
4. to acquaint students with the course of the selected organization and its workplace,
5. to experience the work of a teacher in one particular class,
6. to keep track of pupils' progress and teacher's work in mediating new knowledge, developing key competencies,
7. to experience a role of an assistant teachers at schools,
8. to experience assisting a selected pupil with the need for supportive measures in education (special educational needs),
9. to look for innovative approaches and to discover support options through modern, assistive technologies,
10. to fulfil the practical training aims that have been set, and to collect materials for the study portfolio.
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Requirements on student
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The practice is evaluated at the end of the semester in the form of a joint meeting of a smaller group of students, whose essence is the implementation of a summary of acquired or in practice verified competence of a special educator. Emphasis is placed on the ability of reflection and self-reflection of student activities in selected, with FPE co-operating, regular or special kindergartens and primary schools educating, among other things, children and pupils with the need of support measures in education in the sense of Act No. 561/2004 Coll. as amended.
The condition for granting the credit is 100% attendance at selected workplace. In case a student can not participate in some of the terms for serious reasons, he apologizes to the induction practitioner, with whom he also agrees on a substitute term of performance. To obtain the credit, the student attends the final meeting, through which the student demonstrates that he / she is able to reflect the experience, and also demonstrates the ability to design activities to improve his / her own practice.
At the end of the semester, a written practice logbook, filled-in record sheet for the practice and assessment prepared by the induction practitioner provides students with work experience at the workplace. With the contents of the individual papers (the diary of practice to be submitted to the credit), the student is obliged to get acquainted with the Practical Guide of the Special Education Student at the FPE UWB and also on the Web to the Practice
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Content
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Student practice selects from the list of cooperating schools through the web to the professional practices of the special education program. Practice can be done at the student's workplace if its activity is related to the field of study, and it is a school educating (among others) pupils with the need for support measures in education. Continuous practice 3 is dedicated to the student's schedule and is devoted 6 hours a week for 8 weeks. The first week of the semester is devoted to student instruction.
Content:
1st semester: instruction for students
2nd to 9th semester: practice in selected kindergarten, elementary school or secondary school
Students are introduced into the practice and the activities of the teacher's assistants. They will experience the continuous work of a teacher in one classroom, they will see the progress of the pupils, they will be present in the mediation of new findings by the teacher. The student will take a comprehensive view of how work in one classroom looks for a longer period of time, how the school works, and what competencies the teacher's assistant must have. The student is in the active role of a teacher assistant. He / she becomes acquainted and acquires an idea of teaching strategies, acquaints himself with the broader school documentation and the concrete form of the SEP school, has the opportunity to actively participate in the teaching. The student monitors the school environment, the climate of the faculty, and creates a comprehensive idea of how the school works as a whole. The student can also take part in extracurricular activities.
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Activities
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Fields of study
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Guarantors and lecturers
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Literature
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-
Basic:
Michalík, J. a kol. Katalog podpůrných opatření pro žáky s potřebou podpory ve vzdělávání z důvodu zdravotního nebo sociálního znevýhodnění ? obecná část.. Olomouc: UP, 2015.
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Basic:
Čapek R. Moderní didaktika: lexikon výukových a hodnoticích metod. Praha: Grada, 2015.
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Basic:
Lukavská, E. Pozor, děti!.. Dobrá Voda, 2003.
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Recommended:
Henriksen, J.- O.; Vetlesen, A., J.. Blízké a vzdálené: etické teorie a principy práce s lidmi. Boskovice: Albert, 2000.
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Recommended:
Vávrová, S. Doprovázení v pomáhajících profesích. Praha: Portál, 2012.
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On-line library catalogues
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Time requirements
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All forms of study
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Activities
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Time requirements for activity [h]
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Individual project (40)
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15
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Practical training (number of hours)
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48
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Undergraduate study programme term essay (20-40)
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30
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Presentation preparation (report) (1-10)
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10
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Total
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103
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Prerequisites
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Knowledge - students are expected to possess the following knowledge before the course commences to finish it successfully: |
Prerequisites and co-requisites Prerequisites and co-requisites Prerequisites and co-requisites Course contents KPG / ZDPP, KPG / OPGP and KPG / PDKT, knowledge of basic knowledge about pupil-oriented teaching, knowledge of RVP for ZV, ability to observe and write. |
To have a knowledge of legislation (i.e. School Act and its Implementing Decree, the Act on Educational Workers, the Law on Social Services and its Implementing Decree) |
To have a good knowledge of the Czech Code of Ethics of Social workers and to act in accordance with it |
To have a good knowledge of Practical Guide for Students of Special Education at FPE UWB |
To have a good knowledge and be aware of the Rules for practical training for students of Special Education at FPE UWB |
Student is well oriented in social services providers network and the system of social service provision directed to individuals with disabilities and their families |
Skills - students are expected to possess the following skills before the course commences to finish it successfully: |
To apply knowledge gained in modules KPG/ZDPP, KPG/OPGP and KPG/PDKT, basic knowledge about pupil-oriented teaching, knowledge of Curriculum for Primary and Secondary Schools, ability to observe and produce notes. |
To apply knowledge gained in modules Introductory seminar to practical training (KPG/SGUSP), Instrumets for social inclusion of persons with disabilities (KPG/SGPSZ), Reflective Visits to disability organisations (KPG/SGRE) and modules Practical training 1 (KPG/SGPP1) and Practical Training 2 (KPG/SGPP2). |
Competences - students are expected to possess the following competences before the course commences to finish it successfully: |
N/A |
N/A |
N/A |
N/A |
N/A |
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Learning outcomes
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Knowledge - knowledge resulting from the course: |
In the area of knowledge the student is oriented in the legislation related to the profession of special pedagogue among others in the Ministry of Education, Youth and Sports. Student:
1. Get an idea of what the work of a teacher's assistant looks like in a selected class,
2. Get an idea of learning strategies that support the development of pupils' key competences leading to the fulfillment of specific expected outcomes,
3. Understand the specific form of the School Education Program,
4. will have the opportunity to work individually with individual pupils or small groups of pupils,
5. gain an opportunity to take part in extracurricular activities with the classroom,
6. Develop your ability to reflect on and learn from it. |
Get an idea of what the work of a teacher's assistant looks like in a selected class, |
Get an idea of learning strategies that support the development of pupils' key competences leading to the fulfillment of specific expected outcomes, |
Understand the specific form of the School Education Program, |
will have the opportunity to work individually with individual pupils or small groups of pupils, |
gain an opportunity to take part in extracurricular activities with the classroom, |
Develop your ability to reflect on and learn from it. |
Skills - skills resulting from the course: |
to work individually with individual pupils or small groups of pupils
|
to acquire the skills of working with children in extracurricular activities |
acquire the ability to reflect the experience |
Competences - competences resulting from the course: |
Professional experience continuously develops student's professional competence. In the area of attitudes, the student shares with the values and ethical principles of helping professions) and is aware of the dilemmas related to the performance of his profession. |
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Assessment methods
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Knowledge - knowledge achieved by taking this course are verified by the following means: |
Portfolio |
Individual presentation at a seminar |
Skills - skills achieved by taking this course are verified by the following means: |
Self-evaluation |
Individual presentation at a seminar |
Skills demonstration during practicum |
Competences - competence achieved by taking this course are verified by the following means: |
Self-evaluation |
Continuous assessment |
Portfolio |
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Teaching methods
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Knowledge - the following training methods are used to achieve the required knowledge: |
Clinical practice under supervision |
Self-study of literature |
Skills - the following training methods are used to achieve the required skills: |
Clinical practice under supervision |
Self-study of literature |
Competences - the following training methods are used to achieve the required competences: |
Clinical practice under supervision |
Self-study of literature |
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