SP25PK038 Social Pedagogy in School Practice

Faculty of Public Policies in Opava
Winter 2025

The course is not taught in Winter 2025

Extent and Intensity
6/0/0. 3 credit(s). Type of Completion: z (credit).
Guaranteed by
PhDr. Julius Kopčanský, MBA, LL.B.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: doc. Mgr. Eva Zezulková, Ph.D.
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
Objectives: The subject conveys knowledge in the field of social pedagogy applicable in pedagogical practice. It focuses on the application of the principles of social pedagogy in the school environment in relation to the paradigms of joint education. The subject provides an insight into the possibilities of implementing social pedagogical work in the process of educating students not only from unstimulating environments. It shows the possibilities of collegial support of all pedagogical workers in cooperation with the family.
Learning outcomes
Learning outcomes: Professional knowledge: - the student is familiar with the basics of social pedagogy, methodological and conceptual approaches in pedagogical practice - the student knows the principles of social pedagogy applied in pedagogical practice - the student knows the methods of social pedagogical work with an individual, family, community Professional skills: - the student gains insight into the possibilities and limits of educating a pupil from an unmotivated environment - the student is familiar with the principles of educational pedagogical work with a pupil from an unmotivated environment - the student knows the methods and means of working with pupils from an unmotivated environment and is able to use them in practice General competencies: - the student is able to independently plan direct pedagogical activity and apply the principles of social pedagogy in working with a pupil from an unmotivated environment - the student is able to use elements of social pedagogy in the work of a class teacher with the class collective, in cooperation with colleagues and parents students - the student masters basic communication strategies and approaches in implementing pedagogical practice with respect for diversity
Syllabus
Contents 1. Definition of social pedagogy as a scientific discipline 2. Position of social pedagogy in the system of sciences 3. Application of the principles of social pedagogy and general pedagogy 4. Relationship of social pedagogy to special pedagogy 5. Definition of the competencies of a committed educator in the application of the principles of social pedagogy 6. The role of a special pedagogue in the social field 7. A student from an unstimulating environment and his characteristics 8. Social exclusion, work with students from an unstimulating environment 9. Methods and means in the education of students from an unstimulating environment 10. Communication strategies and approaches in the education of students from an unstimulating environment 11. Case studies of students from an unstimulating environment, analysis 12. Curriculum review
Literature
    required literature
  • KALEJA, M. (Ne)připravený pedagog a žák z prostředí sociální exkluze. Opava: Slezská univerzita, 2015. ISBN 978-80-7510-160-0.
  • BALVÍN, J. Sociální pedagogika a její dvě české osobnosti: Miroslav Dědič a Přemysl Pitter. Praha: Radix, 2015. ISBN 978-80-87573-13-6.
  • GABAŠOVÁ, J., VOSMIK, M. Asistent pedagoga a klima třídy. Praha: Raabe, 2019. ISBN 978-80-7496-419-0.
  • BALVÍN, J. Metody výuky romských žáků. Praha: Radix, 2007. ISBN 978-80-86031-73-6.
  • SOBKOVÁ, P., ÖBRINK HOBZOVÁ, M., POSPÍŠILOVÁ, H. Sociální pedagogika a její metody. Olomouc: Univerzita Palackého, 2015. ISBN 978-80-244-4885-5.
    recommended literature
  • ŠOTOLOVÁ, E. Vzdělávání Romů. Praha: Karolinum, 2011. ISBN 978-80-246-1909-5.
  • MATOUŠEK, O. Dítě traumatizované v blízkých vztazích: Manuál pro profesionály a rodiny. Praha: Portál, 2020. ISBN 978-80-262-1707-7.
  • LECHTA, V. a kol. Inkluzivní pedagogika. Praha: Portál, 2016. ISBN 978-80-262-1123-5.
  • 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.
  • BASLEROVÁ, P., MICHALÍK, J., FELCMANOVÁ, L. a kol. Katalog podpůrných opatření: obecná část pro žáky s potřebou podpory ve vzdělávání. Olomouc: Univerzita Palackého, 2020. ISBN 978-80-244-5717-8
    not specified
  • KALEJA, M. Determinanty edukace sociálně vyloučených žáků z pohledu speciální pedagogiky. Ostrava: Ostravská univerzita, 2014. ISBN 978-80-7464-544-0.
  • HELUS, Z. Sociální psychologie pro pedagogy. Praha: Grada, 2015. ISBN 978-80-247-4674-6.
  • BAKOŠOVÁ, Z. Sociálna pedagogika. Bratislava: Univerzita Komenského, 2011. ISBN 978-80-969944-0-3.
  • PROKEŠOVÁ, M. Romové, otázky a hledání odpovědí. Ostrava: Repronis, 2010. ISBN 978-80-7329-249-2.
  • BRUNDENIUS, C., GÖRANSSON, B., DE MELLO, J. M. C. Universities, Inclusive Development and Social Innovation: An International Perspective. Cham: Springer, 2017. ISBN 978-3-319-43698-2.
Teaching methods
Study tools:  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
The condition for registering for the test is to complete the task according to the teacher's requirements.
Language of instruction
Czech
Further Comments
The course can also be completed outside the examination period.
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