PV24TK001 Pedagogy

Faculty of Public Policies in Opava
Winter 2025
Extent and Intensity
10/0/0. 5 credit(s). Type of Completion: zk (examination).
Teacher(s)
doc. PhDr. PaedDr. Kamil Janiš, CSc. (lecturer)
Guaranteed by
doc. PaedDr. Vlasta Cabanová, PhD.
Institute of Pedagogical and Psychological Sciences – Faculty of Public Policies in Opava
Contact Person: PhDr. Edita Ondřejová, Ph.D.
Timetable
Fri 10. 10. 12:15–13:50 C311, Fri 24. 10. 9:45–11:20 C311, Fri 7. 11. 12:15–13:50 C205, Fri 21. 11. 8:05–9:40 C205, Fri 5. 12. 9:45–11:20 C308
Prerequisites
FAKULTA(FVP) && TYP_STUDIA(B) && FORMA(K)
Studenti získají základní orientaci v terminologii uplatněnou v rámci společenských věd.
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
Course objectives
The aim of the subject is to provide the student with a comprehensive and structured insight into pedagogical issues, key concepts and aspects of educational theory, which they should understand as a basis for other subjects through the definition of the subject, functions, laws and goals of pedagogy - the basic science of human upbringing and education. The student will also gain an analytical overview of the components of the system of pedagogical sciences, border scientific disciplines, analysis of individual aspects of the educational process, key competencies of the subject and object of education, conditions, means, forms, content, principles, research methods, alternative pedagogical concepts and movements, including important figures in pedagogy and developmental tendencies embedded in the concept of lifelong learning. The concept of the subject also monitors the development of critical thinking, student creativity, including the ability to make independent and responsible decisions in a given area.
Learning outcomes
Learning outcomes represent specific professional knowledge (theoretical/declarative knowledge), skills (application of knowledge) and general competencies (transferable skills/soft skills) that a graduate should acquire during the course of studying the subject. They capture the minimum standard that every successful graduate of the subject must achieve. The learning outcome is formulated in such a way that it is measurable and verifiable when assessing the student. The ideal number of outcomes is between 3 and 5. Individual categories of skills, knowledge or general competencies and their level are expressed using a verb that states what the student will be able to do after completing the subject. Examples: After completing the subject, the student will be able to:
- identify and summarize important features of the main periods of the history of Western music;
- determine and describe current domestic and foreign economic trends;
- write an essay defining a pluralistic society in relation to democratic principles;
- describe the factors that influence a consumer's decision to purchase a product;
- compare and highlight differences in types of political organization;
- apply psychological principles to a practical problem;
- analyze current scientific knowledge in the field of psychology;
- design an individualized eating plan using nutritional recommendations and applying the principles of diet planning;
- describe parts of plants;
- design and explain an appropriate method for researching a social phenomenon.
Syllabus
  • 1. Definition of key categories and concepts - pedagogy, educantee, educator, lifelong learning, teaching, education, acquisition, upbringing, educational- upbringing process, didactics...
  • 2. Overview of education before the emergence of pedagogy - significant elements of education before the creation of pedagogy in antiquity, in medieval and modern times, in industrial society
  • 3. Specification of the subject of pedagogy - background of the creation of pedagogy as an independent discipline
  • 4. Subject matter of pedagogy - methodological anchoring of pedagogy; anchoring of pedagogy within the concept of LLL in terms of institutions, forms and objects of education
  • 5. Key aspects of orientation and theory of learning – philosophical orientation, etc. with relevance for contemporary pedagogy; learning theory; differences in learning between women and men
  • 6. Functions and roles of pedagogy
  • 7. The concept of paradigms of pedagogy
  • 8. The system of pedagogical disciplines - of basic pedagogical disciplines; border pedagogical disciplines; applied pedagogical disciplines; Relationship to other pedagogical auxiliary sciences
  • 9. Pedagogical means - intangible, tangible
  • 10. Determinants of effectiveness of the education process
  • 11. Teaching effectiveness - principles of effective teaching and learning, including self-teaching; Creation educational process; learning and teaching creativity
  • 12. Competence of the educantee (pupil) and the teacher – Competence of lifelong learning, etc., defined by the European Commission; personality of the educantee (pupil) and their competence; personality of the educator and their pedagogical competences
  • 13. Pedagogical research - significance and mission; classification of pedagogical research; methods of pedagogical research;technics of pedagogical research;research report
Literature
    required literature
  • BENDL, S. a kol. Vychovatelství. Učebnice teoretických základů oboru. Praha: Grada Publishing, a.s., 2015, s. 12–40. ISBN 978-80-247-9763-2 (ePub). ISBN 978-80-247-9762-5 (pdf). ISBN 978-80-247-4248-9 (print).
  • ČÁBALOVÁ, D. Pedagogika. Praha: Grada, 2011. ISBN 978-80-247-2993-0. info
  • KANTOROVÁ, J., a kol. Vybrané kapitoly z obecné pedagogiky II. Olomouc: Nakladatelství HANEX, 2010. ISBN 978-80-7409-030-1. info
  • KANTOROVÁ, J., a kol. Vybrané kapitoly z obecné pedagogiky. Olomouc: Hanex, 2008. ISBN 978-80-7409-024-0. info
    recommended literature
  • KALNICKÝ, J. Pedagogika pro SP. studijní opora. Opava, FVP, UPPV, 2017. info
  • PRŮCHA, J. a kol. Pedagogická encyklopedie. Praha: Portál, 2009. ISBN 978-80-7367-546-2. info
  • PRŮCHA, J., WALTEROVÁ, E., MAREŠ, J. Pedagogický slovník. Praha: Portál, 2009. ISBN 978-80-7367-647-6. info
  • PRŮCHA,J. Moderní pedagogika. Praha:Portál, 2005. ISBN 80-7367-047-X. info
  • BERTRAND, Y. Soudobé teorie vzdělávání. Praha: Portál, 1998. ISBN 80-7178-216-5. info
Teaching methods
Lecture supplemented with a discussion, Monological (reading, lecture, briefing)
Assessment methods
Written exam
Language of instruction
Czech
Further comments (probably available only in Czech)
The course can also be completed outside the examination period.
Teacher's information
Personal consultation, consultation via e-mail, office hours.
The course is also listed under the following terms Winter 2024.
  • Enrolment Statistics (recent)
  • Permalink: https://is.slu.cz/course/fvp/winter2025/PV24TK001