Course: Beginning teacher induction to the practice

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Course title Beginning teacher induction to the practice
Course code KPEP/UPRUK
Organizational form of instruction Seminary
Level of course Master
Year of study 5
Semester Winter
Number of ECTS credits 1
Language of instruction Czech
Status of course Compulsory-optional
Form of instruction Face-to-face
Work placements This is not an internship
Recommended optional programme components None
Lecturer(s)
  • Vítečková Miluše, doc. PhDr. Ph.D.
Course content
1. The analysis of students´ needs and requirements before starting teaching practice, identifying weak spots 2. Personal and social competences of beginning teacher 3. Beginning teachers and their needs, introduction to the practice 4. The role of beginning and introductory teacher 5. Relevant legal documents dealing with the teachers´ profession 6. Relevant school documents in practice 7. Pedagogical diagnosis as a tool for learning about a pupil, class and parents 8. Beginning teacher VS school faculty - procuring changes, innovating the teaching practice 9. Beginning teacher and school discipline, working with class rules 10. Communication between a teacher, a student and parents 11. Relevant trends of SVP students' education 12. Shadowing of beginning teacher 13. Shadowing of beginning teacher 14. Reflection and self-reflection of a teacher

Learning activities and teaching methods
Dialogic (discussion, interview, brainstorming)
Learning outcomes
The aim of the seminar is to prepare students for continuous transition from study to teaching practice, to accelerate their input into the teaching profession in the role of beginning teacher, to define their very first steps as teachers and to motivate them for teacher profession. The main purpose is to link the theory with the practice.

Prerequisites
not required

Assessment methods and criteria
Seminar work

Recommended literature
  • Dytrtová, Radmila a Marie Krhutová. Učitel - Příprava na profesi. Praha: Grada, 2009. Pedagogika. ISBN 978-80-247-2863-6.
  • Janík a kol. Adaptační období pro začínající učitele: zahraniční přístupy a návrhy řešení. Pedagogika, 67 (1), 2017, s. 4-26.
  • Juklová, Kateřina. Začínající učitel z pohledu profesního vývoje. Hradec Králové: Gaudeamus, 2013. ISBN 978-80-7435-266-9.
  • Kratochvílová, Jana, Hana Horká a Lucie Škarková. Rozvoj osobnostních a profesních kompetencí učitele 1. stupně základní školy. Brno: Masarykova univerzita, 2015. ISBN 978-80-210-7894-9.
  • Podlahová, Libuše. První kroky učitele. Praha: Triton, 2004. První pomoc pro pedagogy. ISBN 80-7254-474-8.
  • Šimoník, Oldřich. Začínající učitel. Brno: Masarykova univerzita, 1994. ISBN 80-210-0944-6.
  • Švec, Vlastimil. Sebereflexe jako nástroj profesionálního (sebe)rozvíjení začínajících učitelů. Pedagogická orientace. 1997, 3, s. 2-13. ISSN 1211-4669.
  • Vítečková, Miluše a Zdenka Gadušová. Mezinárodní výzkum v oblasti uvádění začínajících učitelů do praxe. In Rabensteiner, Pia-Maria & Rabensteiner, G. Internationalization in Teacher Education. Vol. 6 Challenges. Baltmannsweiler: Schneider Verlag Hohengehren, 2014, pp. 69-86. ISBN 978-3-8340-1395-8.
  • Vítečková, Miluše and Zdenka Gadušová. International Research in the Field of Novice Teachers´ Induction. In Rabensteiner, Pia-Maria & Rabensteiner, G. Internationalization in Teacher Education. Vol. 6 Challenges. Baltmannsweiler: Schneider Verlag Hohengehren, 2014. pp. 87-106. ISBN 978-3-8340-1395-8.
  • Vítečková, Miluše and Zdenka Gadušová. Teachers Professional Induction in the Czech Republic and Slovakia. American Journal of Educational Research. 2010, vol. 2, no. 12, pp. 1131-1137, https://doi.org/10.1016/j.sbspro.2013.12.207.
  • Vítečková, Miluše, Miroslav Procházka, Zdenka Gadušová and Eva Stranovská. Teacher at the start of his career and his personal needs. Proceedings of the 13th International Conference Efficienty and Responsibility in Education 2016, roč. 13, pp. 624-632.
  • Vítečková, Miluše, Zdenka Gadušová a Margareta Garabiková Pártlová (2014). Novices' and trainee teachers' perspectives on the application of knowledge in practice. Proceedings of the 11th International Conference: Efficiency and Responsibillity in Education 2014. Prague: Czech University of Life Science Prague, 869-877. ISBN 978-80-213-2468-8.


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): Teaching for the First level of primary school (1) Category: Pedagogy, teacher training and social care 5 Recommended year of study:5, Recommended semester: Winter
Faculty: Faculty of Education Study plan (Version): Teaching for the First level of primary school (2) Category: Pedagogy, teacher training and social care 5 Recommended year of study:5, Recommended semester: Winter