FVP:UPPVMK040 Social Pedagogy in School Prac - Course Information

UPPVMK040 Social Pedagogy in School Practice

Extent and Intensity

10/0/0. 2 credit(s). Type of Completion: z (credit).

Teacher(s)

doc. PaedDr. Vlasta Cabanová, PhD. (lecturer)

Guaranteed by

doc. PhDr. et PhDr. Martin Kaleja, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: PhDr. Mgr. Jan Viktorin, Ph.D.

Timetable

Fri 30. 9. 8:05–10:30 C205, Fri 14. 10. 11:25–13:00 C311, Fri 11. 11. 10:35–12:10 C205, Fri 25. 11. 9:45–12:10 C312

Prerequisites (in Czech)

FAKULTA(FVP) && TYP_STUDIA(B) && FORMA(K)

Course Enrolment Limitations

The course is only offered to the students of the study fields the course is directly associated with.

fields of study / plans the course is directly associated with

• Special Education (programme FVP, SPEP)

Course objectives

The course provides knowledge in the field of social pedagogy applicable to educators in educational practice, offers insight into the issues of competence, pros and cons of applying the principles of social pedagogy in school in relation to the engagement of the teacher, insight into working with students from a non-stimulating environment, work class teacher, cooperation with colleagues, teaching assistant, pupil's family, what a successful teacher does, even if it is not always in his job.

Learning outcomes

Expertise:
- the student is familiar with the basics of social pedagogy, methodological and conceptual approaches in pedagogical practice
- the student understands the principles of social pedagogy applied in pedagogical practice
- the student explains the pros and cons of applying the principles of social pedagogy in school in relation to the involvement of the teacher
Professional skills:
- the student analyzes the pedagogical process in the context of competence in relation to engagement
- the student is familiar with the principles of educational pedagogical work with a pupil from a non-stimulating environment
- the student knows the methods and means of working with students from non-stimulating backgrounds and can use them
General competences:
- the student is able to independently apply the principles of social pedagogy in working with a student from a non-stimulating environment and in planning educational content
- the student is able to use elements of social pedagogy in the work of the class teacher with the class team, in cooperation with colleagues and parents of students
- the student masters the basic communication strategies and approaches in the implementation of pedagogical practice

Syllabus

• 1. Definition of social pedagogy as a scientific discipline.
• 2. The position of social pedagogy in the system of sciences.
• 3. Application of the principles of social pedagogy and general pedagogy.
• 4. Relation of social pedagogy to special pedagogy.
• 5. Defining the competencies of the engaged pedagogue in applying the principles of social pedagogy.
• 6. The role of a special pedagogue in the social field.
• 7. Pupil from a non-stimulating environment and his characteristics.
• 8. Social exclusion, work with students from non-stimulating environment.
• 9. Methods and means in the education of pupils from non-stimulating backgrounds.
• 10. Communication strategies and approaches in the education of students from non-stimulating backgrounds.
• 11. Case studies of students from non-stimulating environment, analysis.
• 12. Repetitorium učiva.

Literature

required literature
• GILLERNOVÁ, I., KREJČOVÁ, L. a kol. Sociální dovednosti ve škole. Praha: Grada, 2012. ISBN 978-80-247-3472-9.
• HELUS, Z. Sociální psychologie pro pedagogy. Praha: Grada, 2015. ISBN 978-80-247-4674-6.
• HOPF, A. Sociální pedagogika pro učitele: pomoc pro každý všední den ve škole. Praha: Univerzita Karlova, 2001. ISBN 80-7290-053-6.
• KALEJA, M. Determinanty edukace sociálně vyloučených žáků z pohledu speciální pedagogiky. Ostrava: Ostravská univerzita, 2014. ISBN 978-80-7464-544-0.
• KALEJA, M. (Ne)připravený pedagog a žák z prostředí sociální exkluze. Opava: Slezská univerzita v Opavě, Fakulta veřejných politik, 2015. ISBN 978-80-7510-160-0.
• KALEJA, M., ZEZULKOVÁ, E. School education of Roma socially disadvantaged pupils in the Czech Republic: basic description of the current situation. Ostrava: University of Ostrava, 2014. ISBN 978-80-7464-629-4.
• KRAUS, B. Základy sociální pedagogiky. Praha: Portál, 2014. ISBN 978-80-262-0643-9.

recommended literature
• BALVÍN, J. Metody výuky romských žáků. Praha: Radix, 2007. ISBN 978-80-86031-73-6.
• HELUS, Z. Pojetí žáka a perspektivy osobnosti. Praha: SPN, 1982.
• KALEJA, M., ZEZULKOVÁ, E. Školská inkluze versus exkluze: vybrané kontexty vzdělávání sociálně vyloučených dětí a žáků s potřebou podpůrných opatření. Ostrava: Ostravská univerzita, 2016. ISBN 978-80-7464-840-3.
• LECHTA, V. a kol. Inkluzivní pedagogika. Praha: Portál, 2016. ISBN 978-80-262-1123-5.
• PETRASOVÁ, A., PORUBSKÝ, Š. Educational ways of Roma children from socially disadvantaged backgrounds. Praha: Extrasystem, 2017. ISBN 978-80-87570-37-1.
• PŘADKA, M., KNOTOVÁ, D., FALTÝSKOVÁ, J. Kapitoly ze sociální pedagogiky. Brno: Masarykova univerzita, 2004. ISBN 80-210-3469-6.
• SELIGMAN, M. Opravdové štěstí: pozitivní psychologie v praxi. Praha: Ikar, 2015. ISBN 978-80-249-2944-6.
• ŠOTOLOVÁ, E. Vzdělávání Romů. Praha: Karolinum, 2011. ISBN 978-80-246-1909-5.

not specified
• BRUNDENIUS, C. Universities, Inclusive Development and Social Innovation. Springer, 2017. ISBN 978-3319436982.
• HELUS, Z., PELIKÁN, J. Preferenční postoje učitelů k žákům a jejich vliv na účinnost výchovně vzdělávacího procesu. Praha: Státní nakladatelství technické literatury, 1984.
• HRONCOVÁ, J., EMMEROVÁ, I., KRAUS, B. K dejinám sociálnej pedagogiky v Európe. Ústí nad Labem: Univerzita Jana Evangelisty Purkyně, 2008. ISBN 978-80-7414-072-3.
• KALEJA, M. Determinanty hodnotových konstruktů ve vzdělávání romských žáků základních škol. Ostrava: Ostravská univerzita, 2013. ISBN 978-80-7464-233-3.
• KALEJA, M. Romové a škola versus rodiče a žáci. Ostrava: Ostravská univerzita, 2011. ISBN 978-80-7368-943-8.
• PROCHÁZKA, M. Sociální pedagogika. Praha: Grada, 2012. ISBN 978-80-247-3470-5.
• SAMKOVÁ, K. Romská otázka: psychologické důvody sociálního vyloučení Romů. Praha: Blinkr, 2011. ISBN 978-80-87579-03-9.
• SILBEROVÁ, A. Sociální pedagogika ve školské praxi. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.

Assessment methods

Elaboration of the assigned task, written credit.

Language of instruction

Czech

Further comments (probably available only in Czech)

Study Materials
The course can also be completed outside the examination period.

Teacher's information

In course of continuous study, students use the study material, processing it to fulfil selected correspondence assignments which will be discussed in conclusion of the course. At the exam, students demonstrate knowledge of compulsory literature and lectures of the in-person instruction. Students will be able to continuously consult the topics studied individually or in teams, via e-mail, or in consultations upon request.

• Enrolment Statistics (Winter 2022, recent)
  
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