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Main menu for Browse IS/STAG
Course info
KPG / RHV
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Course description
Department/Unit / Abbreviation
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KPG
/
RHV
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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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Instructional qual. refl. and evaluation
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Form of course completion
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Exam
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Form of course completion
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Exam
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Long Title
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Instructional quality reflection and evaluation
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Accredited / Credits
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Yes,
2
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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Lecture
1
[Hours/Week]
Seminar
1
[Hours/Week]
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Course credit prior to examination
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Yes
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Course credit prior to examination
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Yes
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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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YES
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Language of instruction
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-
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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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YES
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Winter semester
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141 / -
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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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10
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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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-
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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 |
1|2|3|4 |
Periodicity |
každý rok
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Evaluation scale for credit before examination |
S|N |
Periodicita upřesnění |
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Fundamental theoretical course |
Yes
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Fundamental course |
Yes
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Fundamental theoretical course |
Yes
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Evaluation scale |
1|2|3|4 |
Evaluation scale for credit before examination |
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
,
XLS
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Course objectives:
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To demonstrate the expertise, understanding, professional skills and general competence to reflect on and assess the teaching process and to develop their skills in the area of the effective professional transfer of theory to practice. The objective includes individual goals such as the development of the students' ability to analyse the educational process, to assess its strong and weak points and to use the obtained knowledge to improve the quality of practical teaching.
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Requirements on student
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To develop a semester project (seminar work) based on microanalysis of learning situations in order to develop dispositions to reflect the educational process (according to ALACT model and methodology 3A), to evaluate the quality of the learning environment and to critically evaluate suggestions for alterations of learning tasks.
Credit
Successful mastering of a written test aimed at demonstrating knowledge with the content and scope related to the issues discussed in the lectures.
Exam
Understanding the concepts and thought concepts discussed in the lecture
- Knowledge of the required terminology, logical explanations of concepts within the cognitive contexts of the profession and in the required broader inter- or supra-disciplinary, or philosophical context.
- Use of professional terminology (terms, or criteria of the subject, pedagogy, didactics) in analyses, interpretations and assessment of the teaching process and classroom situations.
- Formulate personal opinions of the teaching process in analysing video recordings of classroom work or observing work of other teachers in the classroom, the ability to document the idea and use the documentation to support classroom situation analyses, proposals and justification of their evaluation and improvement.
- Use of teaching process analysis for the formulation of general judgements and their defence, discussion and critical analysis on the basis of peer review, use of reflective dialogue with the team for development of one's own professional knowledge and communication skills.
- Presentation, justification and defence of improving alterations in a reflective group dialogue and discussion of potential variants with regard to more generally applicable criteria.
- Understanding of the relationship between the creative aspect of teaching and its curriculum-based agenda of educational programmes (RVP, ŠVP) and its reflection in pedagogical, didactic and subject didactic theory.
- Ability to assess, with the support of theory and curriculum materials (RVP, evaluation standards), the purpose and objectives of classroom situations, to analyse the related tasks with regard to evaluation standards, to estimate the potential impact of teaching on the pupil and to engage in inspired discussion of this.
- Consideration of the relationship between the content of the implemented teaching task and the content of the relevant part of RVP; illustration of this relationship with an adequate example and explanation of its essence.
- Consideration of the relationship between the content of the implemented teaching task and the relevant cross themes.
- Analysis of the prepared model of classroom work and extension of the model on the basis of its assessment results with corresponding interpretative and evaluating activities.
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Content
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1. Teaching and principles of content-based approach. Didactic tetragon teacher curriculum pupil-creator pupil-partner (the constructivist model). Content units: Concept and pre-concept, idea, notion, expression meaning. Didactic content transformation.
2. Classroom work and its situational structure which makes the quality of instruction; core content and activity.
3. Teacher's activity in the classroom in relation to teaching reflection, primary intuition, secondary intuition of the teacher. Problem in classroom work failure.
4. Teaching quality vs. formal approach to teaching: Alienated and concealed cognition.
5. Teacher ability to reflect on the teaching work and develop it. The idea of the teaching process, pre-teaching and post-teaching structured reflection of the process.
6. 3A methodology in reflection, evaluation or research on teaching and its quality: annotation, analysis, alteration. Alteration as a starting point of professional progress through the reflective practice model.
7. Conceptual analysis of classroom situations and learning tasks. Functions and relations of the core content and core curriculum in conceptual analysis.
8. Role of active experimentation with content and function of reflective dialogue between pupils connected with socio-cognitive challenges ("conflicts") in cognitive activation of pupils (Klieme et al.) in the classroom.
9. Model of in-depth structure of teaching (MDS). Assessment of classroom situation quality with support in conceptual analysis and MDS with regard to the relationship between content, pupil activity or communication, target requirements and requirements for classroom evaluation.
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Activities
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Fields of study
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Guarantors and lecturers
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-
Guarantors:
Doc. PaedDr. Jan Slavík, CSc. (100%),
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Lecturer:
Doc. PaedDr. Jan Slavík, CSc. (100%),
Mgr. Pavla Soukupová, Ph.D. (100%),
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Seminar lecturer:
Mgr. Daniela Benešová, Ph.D. (100%),
PhDr. Zbyněk Filipi, Ph.D. (100%),
Mgr. Jiřina Karasová (100%),
Mgr. Jindřich Lukavský, Ph.D. (100%),
Doc. PaedDr. Jan Slavík, CSc. (100%),
Mgr. Pavla Soukupová, Ph.D. (100%),
RNDr. Václav Stacke, Ph.D. (100%),
PhDr. Mgr. Michal Svoboda, Ph.D. (100%),
PhDr. Věra Uhl Skřivanová, Ph.D. (100%),
Mgr. Petra Vágnerová (100%),
PaedDr. Jana Vejvodová, CSc. (100%),
PaedDr. Helena Východská (100%),
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Literature
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Basic:
Chocholoušková, Z., Hajerová Mullerová, L. Didaktika biologie ve vztahu mezi obecnou a oborovou didaktikou. Plzeň, 2019. ISBN 978-80-261-0.
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Basic:
Slavík, J., Janík, T., Najvar, P., Knecht, P. Transdisciplinární didaktika. O učitelském sdílení znalostí a zvyšování kvality výuky napříč obory.. Brno, 2017. ISBN 978-80-210-8568-8.
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Recommended:
Chocholoušková, Zdeňka; Slavík, Jan,; Hajerová Műllerová, Lenka,; Randa, Miroslav. Cílené smeřování oborových didaktik do školního prostředí v rámci projektu Zvyšování kvality pregradualního vzdělávání na fakulte pedagogické Západočeské univerzity v Plzni. Slavonic Pedagogical Studies Journal ISSN 1339-866. 2018.
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Recommended:
Korthagen, F. A. J. Jak spojit praxi s teorií: didaktika realistického vzdělávání učitelů.. Brno, 2011. ISBN 978 -80 -7315 -22.
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Recommended:
Janík, Tomáš; Slavík, Jan,; Mužík, Vladislav,; Trna, Josef,; Janko, Tomáš,; Lokajíčková, Veronika; Lukavský, Jindřich,; Minaříková, Eva,; Sliacky, Jiří,; Šalamounová, Zuzana,; Šebestová, Simona; Vondrová, Naďa,; Zlatníček, Pavel. Kvalita (ve) vzdělávání: obsahově zaměřený přístup ke zkoumání a zlepšování výuky. 1. vydání. 2016. ISBN 978-80-210-6349-5.
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Recommended:
Buty, Ch. et Tiberghien, A. Learning hypotheses and an associated tool to design and to analyse teaching?learning sequences.. 2016 Impact Factor 1.240 International Journal of Science Education, 2004.
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Recommended:
Stuchlíková, I., T. Janík a et. al. Oborové didaktiky: vývoj ? stav ? perspektivy. Brno, 2015. ISBN 978-80-210-7884-0.
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Recommended:
Rusek, M., Slavík, J., Najvar, P. Obsahová konstrukce a didaktické uplatnění přírodovědného edukačního experimentu ve výuce na příkladu chemie.. Praha, 2016.
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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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Contact hours
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26
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Preparation for an examination (30-60)
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25
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Total
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51
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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: |
- to know terminology for conceptual analysis of the instruction
- to operationalise terms for describing the instruction and for evaluating its quality
- to illustrate the content of professional terminology on appropriate examples
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Skills - students are expected to possess the following skills before the course commences to finish it successfully: |
- to demonstrate a didactic sensitivity for conceptual analysis of the instruction (a sufficiently wide arsenal of conceptual tools for analysis and its empirically suited and theoretically conclusive application)
- to recognize and to know how to evaluate the situations that are key to the quality of the instruction (to apply professional vision)
- to propose and critically evaluate improvement alterations for the assessed learning situation |
Competences - students are expected to possess the following competences before the course commences to finish it successfully: |
N/A |
N/A |
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Learning outcomes
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Knowledge - knowledge resulting from the course: |
- To know the required terminology, explain logically the concepts in required inter- or supra-disciplinary or philosophical context.
- To understand of the relations between the creative aspects of teaching and the curriculum-based agenda of educational programmes (FEP, SEP) and its reflection in pedagogical and didactic theories.
- To consider the relation between the content of implemented teaching task and the content of relevant part of FEP; to illustrate such a relationship with an adequate example and explanation.
- To consider the relation between the content of implemented teaching task and the relevant cross-sectional topics.
- To analyse the prepared model of classroom work, to extend this model with relevant assessment and interpretative activities.
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Skills - skills resulting from the course: |
- To use the professional terminology (terms and criteria of pedagogy and didactics) in analyses, interpretations and assessment of teaching process and classroom situations.
- To formulate the personal opinions on teaching process through analysis of video records of classroom work or observations; to demonstrate the ability to use the documentation in support, proposals and justification of classroom situations.
- To use the teaching process analysis in formulation of general judgements, to discuss and make analyses within a peer-group, to use a reflective dialogue within the team to develop one's own professional knowledge and communication skills.
- To present, justificate and argue the suggestions for improvments in a reflective group dialogue, to discuss variants regarding the generally applicable criteria.
- To demonstrate the ability to explain and predict the purpose and objectives of classroom situations (using the theories and the curriculum documents like FEP or evaluation standards), to analyse the related tasks regarding the evaluation standards, and to estimate the potential impact of teaching on the pupil (including the discussion).
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Competences - competences resulting from the course: |
N/A |
N/A |
N/A |
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Assessment methods
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Knowledge - knowledge achieved by taking this course are verified by the following means: |
Combined exam |
Seminar work |
Continuous assessment |
Skills - skills achieved by taking this course are verified by the following means: |
Combined exam |
Competences - competence achieved by taking this course are verified by the following means: |
Combined exam |
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Teaching methods
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Knowledge - the following training methods are used to achieve the required knowledge: |
Lecture with visual aids |
Lecture with a video analysis |
Lecture supplemented with a discussion |
Interactive lecture |
Task-based study method |
Skills - the following training methods are used to achieve the required skills: |
Seminar |
Multimedia supported teaching |
Discussion |
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