Syllabus
Pedagogické praktikum je realizováno formou společného setkání, na kterém studenti prezentují svou práci (schopnost odborně a tvořivě pracovat s dětmi předškolního věku) formou VIDEONAHRÁVEK z vlastní praxe. Video bude pořízeno za účelem profesního rozvoje učitelky, bude využito POUZE ke studijním účelům, v tomto kurzu (na společném setkání), v rámci výuky daného studenta.
Video nebude nikde uloženo ani zveřejněno.
Annotation
The aim of the practice is to develop the basics of professional competencies and the cultivation of the future teaching personality, acting in a pedagogical reality with its deeper understanding. The main task of continuous pedagogical practice is the elaborate preparation and realization of specific sections of educational work (microarrays) and their subsequent reflection with an emphasis on self-reflection.
Practice is a structured observation of pedagogical situations, the planning of the educational process in kindergarten, its implementation and subsequent reflection. The content of the pedagogical practice is targeted observation, design, realization and evaluation (reflection and self-reflection).
The main purpose of the pedagogical practice is to provide students with an opportunity for their own pedagogical experiments and for gaining further pedagogical experience. The practice takes place at the faculty kindergartens and is organized as a continuous one-weekly morning and 2 weeks, a reflective seminar is part of the practice.
Content: Hospitality activities (common listening practice of a group of students with subsequent reflection, always the first meeting in the semester and the pairing practice of the second clinical day of practice, further on the basis of an agreement with a faculty teacher) Assistance activities (based on prior agreement) Creation of written preparations for educational activities in kindergarten. Students will arrange in their pairs a video recording of their own pedagogical work with preschool children (after a prior agreement with the faculty teacher).
Microwaves (to change the various activities again on the basis of previous agreement, respecting ŠVP, individual peculiarities of the school and individual children) Reflection (reflection with a faculty teacher , reflection with general or field didactics, reflection of students - in pairs) Self-reflection Comparison of reflections and self-reflection Assessment of strengths and weaknesses of the student and development of teacher competencies Structured observation of pedagogical process and pedagogical situations Introduction to school educational programme, school regulations, pedagogical documentation , internal regulations, etc.