Abstract
The paper deals with the experience of tandem teaching of the subject Pedagogy, which is part of the bachelor's study program Dramatic Education taught at the Department of Educational Drama at DAMU. It is a reflection of a specifically implemented concept of teaching pedagogy, the suitability of the choice of topics and selected pedagogical procedures, including teaching in tandem for students of drama education.
Our goal is to document examples of the possibilities and limits of pedagogical topics and procedures in specific conditions and to find overlaps of this experience for work in other conditions. The study is based on action research of the teachers - the authors of the paper, their focus on what works rather, and on presenting evidence of the process and results in specific conditions.
The paper has the character of a case study of the last of the three semesters of teaching the subject in a combined form of study. First, the subject Pedagogy will be anchored in the context of the field of drama education and tandem teaching as a way of teaching.
The core of the paper will be an insight into a case study called: How we taught one (3rd) semester of the subject Pedagogy in tandem. One of the five implemented pedagogical topics will be reflected in more detail, namely the Teacher and his professional development.
The conclusions will include key ideas from partial reflections on all five topics taught in the research semester and thinking about possible overlaps of this reflected experience, especially in the field of higher education pedagogy and didactics and in the preparation and further education of drama teachers.