SP25PK001 Pedagogy

Faculty of Public Policies in Opava
Winter 2025
Extent and Intensity
9/0/0. 3 credit(s). Type of Completion: zk (examination).
Teacher(s)
PaedDr. Milan Kubiatko, PhD. (lecturer)
doc. Mgr. Eva Zezulková, Ph.D. (assistant)
Guaranteed by
doc. PaedDr. Vlasta Cabanová, PhD.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: Mgr. Denisa Janků
Timetable
Fri 3. 10. 9:45–12:10 C203, Fri 17. 10. 9:45–12:10 C209, Fri 24. 10. 9:45–12:10 C202
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 course is to map the basic pedagogical disciplines, terminology and theories. Attention is also paid to the problems of the relationship between pedagogical theory and practice, as well as to selected philosophical aspects of education. The basic line of study consists of key knowledge in the area of ​​the structure and function of pedagogy as a science. At the end of this course, the student will be able to define basic pedagogical concepts, explain the essence and structure of pedagogy as a scientific field, define current problems of pedagogy and outline possible ways of solving them, evaluate the significance of the contribution of the topics discussed to pedagogical theory and practice.
Learning outcomes
Professional knowledge: - the student is familiar with the basic topics of general pedagogy - the student will understand basic pedagogical terminology Professional skills: - the student will be able to apply the acquired professional knowledge in the school environment and when working with the category of children and youth General competencies: - the student can independently name individual phenomena from the field of education and specifically respond to them
Syllabus
1. Pedagogy as a science of education. Defining the concept of pedagogy The structure of pedagogical sciences Basic educational concepts throughout history Definition of basic concepts: education and training. Self-education and re-education Education as a pedagogical process. Course and phases of the educational process Goals of education, characteristics of the function of the goals of education 2. Conditions of education (biological, psychological and social) Forms of education and means of education Content of education. Components of education - general definition Intellectual education and worldview. Moral education. Subcomponents: multicultural education and media education Labor and technical education. Artistic and aesthetic education. Physical education, health and healthy lifestyle. Subcomponent: environmental education. 3. Basic educational factors. Family as an educational factor, the current family situation, positive and negative attitudes of parents. School as an educational factor. Education outside of school 4. Teacher's personality, characteristics of the profession, socio-professional aspect, teacher structure, characteristics, typology. Classroom teacher 5. Pupil in teaching. Comprehensive understanding of the pupil's personality 6. Overview of selected manifestations of risky behavior in children of primary and secondary schools 7. Basic features of alternative schools. The essence of their origin- 8. Methodology of pedagogy. Definition of basic concepts. Pedagogical research in the conditions of primary and secondary schools
Literature
    recommended literature
  • BENDL, S. a kol. Vychovatelství: učebnice teoretických základů oboru. Praha: Grada, 2015. ISBN 978-80-247-4248-9.
  • CABANOVÁ, V., GRECMANOVÁ, H., GONDA, D., URBANOVSKÁ, E. 2020. Factors influencing the creation of a positive climate in natural science lessons from the perspective of pupils. In: Eurasia Journal of Mathematics, Science and Technology Education. ISSN
  • INGRAM, J., ELLIOTT, V. F. Research methods for classroom discourse. London: Bloomsbury Academic, 2020. ISBN 978-1-350-07266-4
  • JANÍKOVÁ, M. Základy školní pedagogiky. Brno: Paido, 2009. ISBN 978-80-7315-183-6.
    not specified
  • HURST, A. L., NENGA, S. K. Working in Class: Recognizing How Social Class Shapes Our Academic Work. Lanham, Maryland: Rowman & Littlefield, 2016. ISBN 978-1-4758-2253-3.
  • CABANOVÁ, V. , ZEMANČÍKOVÁ, V. 2017. Family libraries and school success of pupils In: Psychology research. ISSN 2159-5542. Vol. 7, no. 3 (2017), s. 154-163. David Publishing Company, New York
  • DVOŘÁKOVÁ, M., KOLÁŘ, Z., TVRZOVÁ, J., VÁŇOVÁ, R. Základní učebnice pedagogiky. Praha: Grada, 2015. ISBN 978-80-247-5039-2.
  • MIGLIARINI, Valentina a ELDER, Brent C. Future of Inclusive Education: intersectional perspectives. Cham, Switzerland: Palgrave Macmillan, [2023]. ISBN 978-3-031-49241-9.
  • STÁREK, L. Vybrané aspekty ovlivňující edukační proces dítěte. Praha: Univerzita Jana Amose Komenského, 2021. ISBN 978-80-7452-203-1.
  • CABANOVÁ, V. 2019. On the phenomena of ageing and death from the perspective of humanities : the taboo of the phenomenon of death from the point of view of new tasks in pedagogical sciences. In: Social Pathology & Prevention.ISSN 2464-5877. Roč. 5, č.
  • • PRŮCHA, J. Moderní pedagogika. Praha: Portál, 2017. ISBN 978-80-262-1228-7.
  • • GADUŠOVÁ, Z. a kol. Nástroje hodnotenia kompetencií učiteľa. Praha: Verbum, 2019. ISBN 978-80-87800-53-9.
  • • TŮMA, J. Pedagogika volného času. Praha: Vysoká škola tělesné výchovy a sportu Palestra, spol. s r.o., 2018. ISBN 978-80-87723-43-2.
  • • PRŮCHA, J. Přehled pedagogiky: úvod do studia oboru. Praha: Portál, 2015. ISBN 978-80-262-0872-3.
  • • DVOŘÁKOVÁ, M., KOLÁŘ, Z., TVRZOVÁ, I., VÁŇOVÁ, R. Základní učebnice pedagogiky. Praha: Grada, 2015. ISBN 978-80-247-5039-2.
  • • CABANOVÁ, V., GRECMANOVÁ, H., GONDA, D., URBANOVSKÁ, E . 2018. Validity and reliability analyses for climate of science subjects reseach tool. In Open acces journal of science. ISSN 2575-9086. roč. 2 /4, p. 259 – 263.
  • • ŠAFRÁNKOVÁ, D. Pedagogika. Praha: Grada Publishing, 2019. ISBN 978-80-247-5511-3.
  • • PRŮCHA, J. Srovnávací pedagogika. Praha: Portál, 2015. ISBN 978-80-262-0870-9.
  • • JANÍK, T. Vše pro výchovu: lekce z pedagogiky. Brno: Masarykova univerzita, 2021. ISBN 978-80-210-9768-1.
  • • LECHTA, V. ed. Inkluzivní pedagogika. Praha: Portál, 2016. ISBN 978-80-262-1123-5.
  • • PRŮCHA, J., WALTEROVÁ, E., MAREŠ, J. Pedagogický slovník. Praha: Portál, 2013. ISBN 978-80-262-0403-9.
  • CABANOVÁ, V., GRECMANOVÁ, H., GONDA, D., URBANOVSKÁ, E . 2018. Validity and reliability analyses for climate of science subjects reseach tool. In Open acces journal of science. ISSN 2575-9086. roč. 2 /4, p. 259 – 263.
  • CABANOVÁ, V. 2014. Relation of family conditions and school success. SGEM: psychology and psychiatry, sociology and healthcare, education : international multidisciplinary scientific conferences on social sciences and arts : conference proceedings : 1-1
  • BENDL, S. a kol. Vychovatelství. Praha: Grada, 2015. ISBN 978-80-247-4448-9.
  • • VALIŠOVÁ, A., KASÍKOVÁ, H. (eds.). Pedagogika pro učitele. Praha: Grada, 2011. ISBN 978-80-247-3357-9.
  • ČÁBALOVÁ, D. Pedagogika. Praha: Grada, 2011. ISBN 978-80-247-2993-0.
Teaching methods
Teaching methods: Study aids: JANIŠ, K. Basics of Pedagogy. In E-learning course for students of the Special Pedagogy study program of the Faculty of Public Policy in Opava. Opava: Silesian University in Opava, 2019. Vítková, Marie and Bartoňová, Miroslava. Inclusive Pedagogy. Opava: Faculty of Public Policy in Opava, Silesian University in Opava, 2019. In E-learning course for students of the Special Pedagogy study program of the Faculty of Public Policy in Opava. Opava: Silesian University in Opava.
Assessment methods
Student requirements: Written test, oral exam. The prerequisite for passing the oral exam is the successful completion of the tasks during the seminars.
Language of instruction
Czech
Further Comments
Study Materials
The course can also be completed outside the examination period.
  • Enrolment Statistics (recent)
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