Reflection on Teaching Practice

Course guarantor:

Lecturer:

Tutor:

Supervisor:

Department of Nuclear Chemistry

Synopsis:

This practically oriented course places special emphasis on collaboratively finding effective solutions to common challenges in teaching practice, as well as on strategies for managing the dynamic changes occurring in contemporary education. The instruction is centered on deliberately creating a safe space for reflecting on ones own learning dispositions, sharing and processing emotions, and addressing difficult practical topics, including the presentation and communication of students initial pedagogical outputs.

Methods employed include structured discussions, feedback conversations, and mentoring.

Requirements:

Syllabus of lectures:

Students will be guided to develop case studies based on their own teaching experiences.

1.The Teaching Process and Its Reflection

Retrospective evaluation of ones own pedagogical activity with the goal of deepening understanding

Reflection focusing on various aspects of professional teacher thinking and behavior

2.Supporting a New Culture of Education

Managing difficult teaching situations, teacher-student interactions, and creativity

Intentional application of modern teaching methods in ones own teaching practice

3.Self-Reflection and Reflection as a Path to Becoming a Good Teacher

Content and quality of reflection two fundamental dimensions of teachers decision-making

Self-experience, self-awareness, and self-reflection as foundations for successful coaching of teaching

4.Developing a Case Study Focused on Reflecting the Preconditions for Ones Own Pedagogical Work (Output)

Students contribute topics to seminars to a significant degree. Reflective discussions primarily address the following thematic areas:

Preconditions for professional thinking

Relationships in the teaching process (teacher-student, teacher-parent, teacher-colleague), including boundary issues

Understanding ones own pedagogical methods, approaches, and forms of work

Conceptions of ones professional role

Ethical dilemmas in teaching

Conflicts in pedagogical practice and their resolution

Managing fear, uncertainty, and stress in teaching

Teacher responsibility

Power versus powerlessness in the teaching profession

Working with prejudices in professional teaching practice

Syllabus of tutorials:

Study Objective:

The aim of this course is to provide future teachers with a foundational understanding of the connection between theory and practice, and to inspire them to engage in meaningful sharing of experiences related to managing the educational process. Another key objective is to develop students self-reflection skills and their ability to critically assess their own dispositions for pedagogical work. Practical seminars focus on reflecting upon teaching situations that students have carried out.

Study materials:

Povinná:

Jones, R.W., Pollard, A. (2020). A Reflective Teaching in Further, Adult and Vocational Education. Bloomsbery.

Slezáková, J. (2020). Průvodce pedagogickou praxí. UPOL.

Doporučená:

Fikarová, T., Škubalová, T. (2019). Výukové kazuistiky k psychologickým předmětům společného základu. MUNI.

Reed, M., Brunson, R. (2018). Exploration of the efficacy of the case method of teaching. The CASE Journal, 14 (3), 362-371.

Trojan, V. (2018). Pedagogický proces a jeho řízení. (2. vyd.). Wolters Kluwer.

Note:

Contact: MS Teams, LMS Moodle a e-mail

Further information:

No time-table has been prepared for this course

The course is a part of the following study plans:

• Učitelství chemie pro střední školy (compulsory course in the program)