Course: Children's University: Experience of Non-formal Education I

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Course title Children's University: Experience of Non-formal Education I
Course code DPF/DUPX1
Organizational form of instruction Seminary
Level of course Bachelor
Year of study not specified
Semester Winter and summer
Number of ECTS credits 2
Language of instruction Czech
Status of course Optional
Form of instruction Face-to-face
Work placements This is not an internship
Recommended optional programme components None
Lecturer(s)
  • Roučová Eva, PhDr. Ph.D.
Course content
1. Introductory meeting of all participants: familiarization with the learning objectives, organizational issues, definition of roles and nature of participants' activities, definition of education outcomes. 2. - 6. Characteristics of non-formal and informal education, goals and methods, mutual transfer between formal, non-formal and informal education and its benefits. Research-oriented non-formal education: examples of possible appropriate content, organizational forms, teaching methods, analysis of the climate, which supports pupils' learning, use of didactic techniques and specific aids. An analysis of teacher competencemodel of research-oriented education in non-formal education (basic, key and threshold). Learning aspects of integrated education teaching and the cross-curricular approach. Basic procedures for designing the preparation for non-formal ROE in the Children's University project. 7. - 8. Students' field and supporting practice during real teaching at the Children's University at the Faculty of Education, didactic analysis and reflection. 9. - 11. Designing and constructing preparation for teaching in the Children's University project: consultations with mentors and the supervisors of individual subject didactics and unassisted work of the student. 12. - 14. Final Colloquium: presentation of all students' lesson plans, detailed didactic analysis and reflection.

Learning activities and teaching methods
Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming), Monitoring, Excursion, Experiment
Learning outcomes
The aim of the subject is to prepare the future teacher for creative, research-oriented activities of interest, realized through non-formal education. Introduction to the synthesis of pedagogical and subject-specific didactic theories, ways of their application and approaches important for informal and non-formal education and support for good interaction with formal education at elementary schools. Acquiring practical experience and skills for designing and implementing informal and non-formal learning of pupils at elementary schools, for more effective application of cross-curricular links within school subjects and, above all, for interconnecting theoretical knowledge with practical activities in integrated education.
Extending and deepening of all key competences of a teacher, mastering the competence model of research-oriented education in non-formal education (key, basic and threshold competencies of a teacher). Increase of future teachers' competencies to work in the context of integrated education and to implement the cross-curricular approach.
Prerequisites
none

Assessment methods and criteria
Student performance assessment, Colloquium

Seminar paper: a lesson plan for teaching a specific integrated topic within the Children's University project (part of the Professional Portfolio of a Student of Teaching).
Recommended literature
  • Důvody nezájmu žáků o přírodovědné a technické obory [online]. 2008. Výzkumná zpráva. MŠMT, [cit. 2018-07-31]. Dostupné z: http://ipn.msmt.cz/data/uploads/portal/Duvody_nezajmu_zaku_o_PTO.pdf..
  • ABELS, S. (2014). Inquiry-Based Science Education and Special Needs - Teachers' Reflections on an Inclusive Setting. Journal of Education. roč. 2, č. 2, s. 124 - 154.
  • ALLAKE- TUENTER, E., H., BIEMAN, J. A., TOBI, H., WALS, A. E. J., OOSTERHEERT, I., MULLDER, M. (2012). Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards. International Journal of Science Education. roč. 34, č. 17, s. 2609-2640.
  • ANDERSEN, M., BINTEROVÁ, H., GEHRING, C., HERBST, M., PECH, P., ULM, V.(2015). Key Competences for Lifelong Learning: Concepts for Initial Teacher Education. In Gehring, Ulm, Developing Key Competeces by Mathematics Education. Germany : University of Bayreuth, s. 18-22. ISBN 978-3-00-05067-0.
  • BINTEROVÁ, H., HAŠEK, R., PECH, P., PETRÁŠKOVÁ, V. (2015). Klíčové kompetence v badatelsky orientované výuce matematiky. České Budějovice: Jihočeská univerzita v Českých Budějovicích, 100 s. ISBN 978-80-7394-516-9.
  • ČÁSTKOVÁ, P., KROPÁČ, J., PLISCHKE, J. (2016). Přínos informálního a neformálního vzdělávání pro technické vzdělávání žáků základní školy. Journal of Technology and Information Education, Roč. 8, čís. 2, s. 53-66. ISSN 1803-537X.
  • DOSTÁL, J. (2015). Badatelsky orientovaná výuka a kompetence učitele k její realizaci. Journal of Technology and Information Education, roč. 7, číslo 1, s. 7-34. ISSN 1803-537X.
  • DOSTÁL, J. (2015). Badatelsky orientovaná výuka: Pojetí, podstata, význam a přínosy. Olomouc. UP. ISBN: 978-80-244-4515-1.
  • FISCHER, R. Učíme děti myslet a učit se. Praha: Portál, 1997. ISBN 80-7178-966-6.
  • GRECMANOVÁ, H., URBANOVSKÁ, E., NOVOTNÝ, P. (2000):. Podporujeme aktivní myšlení a samostatné učení žáků. 1. vyd. Olomouc: HANEX. 159 s. ISBN 80-85783-28-2..
  • HAVLÍČKOVÁ, D., ŽÁRSKÁ, K. (2012). Kompetence v neformálním vzdělávání. 1. Vyd. Praha: NIDM. 24 s. ISBN 978-80-87449-18-9.
  • KALHOUS, Z., OBST, O. Školní didaktika. 1. vyd. Praha: Portál, 2002. 447 s. ISBN 80-7178-253-X.
  • KOLLÁRIKOVÁ, Z.- PUPALA, B. (2001). Předškolní a primární pedagogika. 1. vyd. Praha: Portál. 455 s. ISBN 80-7178- 585- 7.
  • PAVLIČÍKOVÁ, Helena, ŠEBEŠ, Marek, ŠIMŮNEK, Michal (2009). Mediální pedagogika. České Budějovice: Jihočeská univerzita, ISBN 978-80-7394-190-1.
  • PINE, K., MESSER, D., JOHN, K. (2001). Children's Misconceptions in primary science: A Survey of Teachers' Views. In Research in Science & Technological Education. Vol. 19, N. 1., s. 79-96. ISSN 0263-5143.
  • PÍŠOVÁ, M. (2010). Učitel-expert: přehled výzkumných trendů a jejich výsledků. Pedagogika. Roč. 60, č. 3-4, s. 242 - 253. ISSN ISSN 0031-3815.
  • RABUŠICOVÁ, M., RABUŠIC, L. (2014). O informálním učení v České republice. Brno: Masarykova univerzita, [cit. 2018-07-31]. Dostupné na http://www.google.cz/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCAQFjAAahUKEwjDqtaWs5HGAhWG0xQKHQS8AOQ&url=http%3A%2F%2Fwww.phil.muni.cz%2Fwupv%2Fhome%2FDocuments%2Fmpsv-projekt-prezentace%2FO%2520informalnim%2520uceni%2520v%2520Ceske%2520republice.pdf&ei=t5x-VYPzOIanU4T4gqAO&usg=AFQjCNFukGDLRh5OXy6b_SZYqVUEB6Q4iA.
  • ROUČOVÁ, E. (2008). Diagnosis of pre-concepts of technology of primary schools. In TECHNIKA- INFORMATYKA-EDUKACJA. Tom IX. Rzeszów: Uniwersytet Rzeszowski, s. 59-61. ISBN 978-83-7586-006-1.
  • ROUČOVÁ, E. (2013). Vnímání pojmu technická gramotnost u studentů učitelství pro primární školu a učitelů na primární škole. Journal of Technology and Information Education. Olomouc: Univerzita Palackého, Ročník 5, Číslo 3, s. 35 - 43. ISSN 1803-537X (print). ISSN 1803-6805 (on-line).
  • SPILKOVÁ, V. (2010). Evropské přístupy k pojetí kvality učitele - optikou formálních dokumentů. Pedagogika. roč. 60, č. 3-4, s. 70 - 80. ISSN 0031-3815.
  • ŠVEC, V. (2000). Monitorování a rozvoj pedagogických dovedností. 1. vyd. Brno: Paido. 233 s. ISBN 80- 85931- 87- 7.
  • VAŠUTOVÁ, J. (2009). Být učitelem: co by měl učitel vědět o své profesi. 2. vyd. Praha: Univerzita Karlova v Praze. 77. s. ISBN 9788072903252.


Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester
Faculty: Faculty of Education Study plan (Version): Common module (2) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -
Faculty: Faculty of Education Study plan (Version): Common module (2) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -
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Faculty: Faculty of Education Study plan (Version): Teaching for the First level of primary school (2) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -
Faculty: Faculty of Education Study plan (Version): Teaching for the First level of primary school (1) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -
Faculty: Faculty of Education Study plan (Version): Common module (2) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -
Faculty: Faculty of Education Study plan (Version): Common module (1) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -
Faculty: Faculty of Education Study plan (Version): Common module (2) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -
Faculty: Faculty of Education Study plan (Version): Common module (1) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -
Faculty: Faculty of Education Study plan (Version): Common module (1) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -