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Lecturer(s)
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Kornatovská Zuzana, PhDr. Ph.D., DiS.
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Ilko Vítězslav, Ing. Bc.
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Course content
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The target group of beneficiaries of volunteer activities consists primarily, but not exclusively, of disadvantaged elementary school students. Students carry out volunteer activities in accordance with their current schedules and availability. If a student is unable to arrange support for a specific student on their own, they may contact the course instructor or obtain information or contact details for the workplace during the introductory reflective seminar. In the course, students share and reflect on their experiences with volunteer workreflection takes place both individually and in groups. 1. Introductory meeting with studentsintroduction to the topic, planning support for students, and volunteer activities. 2.-12. Direct volunteer work (preparation, self-study, implementationdirect work with the student(s), with the option of regular ongoing online consultations with instructors to reflect on their activities. 13. Final meeting - sharing experiences, reflecting on experiences.
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Learning activities and teaching methods
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Dialogic (discussion, interview, brainstorming), Activating (simulations, games, drama), Practical training, Group work
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Learning outcomes
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Students will learn to support at least one student as volunteers through tutoring, babysitting, organizing leisure activities, and engaging in mutually beneficial volunteer work within the community (e.g., OSPOD, nonprofit organizations, assisting schools and foster families...).
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Prerequisites
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Assessment methods and criteria
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Colloquium
Completion of the tasks assigned by the course coordinator/instructor. Specifically: 1) Submission of an essay (a text of at least two to three standard pages; the title page, appendices, and references are not included in the page count). The text must include the student's written reflection on at least the following points: - the student's motivation for engaging in volunteer work and the rationale for choosing a specific form of assistance; - a detailed description of the volunteer work performed (who was the beneficiary of the tutoring or other form of assistance, when, where, for how long, and how often the activity took place, in what form the volunteer work was carried out, and what specific results the volunteer work yielded; it is advisable to supplement the text in the appendix with specific examples of outputs, such as photographs from the tutoring sessions, samples of materials the student created for the tutoring, and similar items) - Reflection on the challenges the student encountered while performing volunteer work and the ways in which they were addressed - Reflection on the significance of volunteer work for the student's future professional practice (for example, what the student learned or realized, what useful competencies they acquired, etc.). 2) Presentation of their experiences (following the structure outlined above) at the final reflective seminar, sharing with other volunteers, and discussion of the experiences gained.
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Recommended literature
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Spilková, V. (2004). Současné proměny vzdělávání učitelů. Paido..
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Šimoník, O. (2005). Příprava budoucích učitelů: soubor studií k problematice přípravy budoucích učitelů pro druhý stupeň základních škol. MSD..
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Švec, V. (2005). Pedagogické znalosti učitele: teorie a praxe. ASPI..
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Vališová, A., Kasíková, A., Bureš, M., et al. (2011). Pedagogika pro učitele. 2. vyd. Grada..
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Vašutová, J., (2004). Profese učitele v českém vzdělávacím kontextu. Paido..
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Vašutová, J. (2007). Být učitelem: co by měl učitel vědět o své profesi. Univerzita Karlova, Pedagogická fakulta..
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