Course: Classroom Observation - bachelor

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Course title Classroom Observation - bachelor
Course code KPG/NAPXB
Organizational form of instruction Seminar
Level of course Bachelor
Year of study 2
Semester Winter and summer
Number of ECTS credits 1
Language of instruction Czech
Status of course Compulsory
Form of instruction Face-to-face
Work placements This is not an internship
Recommended optional programme components None
Lecturer(s)
  • Slavík Jan, Doc. PaedDr. CSc.
  • Kepka Josef, PaedDr. CSc.
Course content
The aim is to introduce students to the problems of teaching experience, introduce them to the work of teachers in the classroom environment and show different forms of teaching units. The students are watching the lesson especially in terms of the structure using the knowledge gained in the course Introduction to the study of pedagogy, General psychology, Personality psychology, General theory of education, Social psychology and Foundations of reflection and evaluation of teaching quality. Reflection on teaching practice takes place mainly in the course Fundamentals of reflection and evaluation of the quality of teaching and later in branch didactics. Students are observing (in group) the teaching in elementary and secondary schools. Lessons in schools are run by experienced tribal teachers. After the end of each observation, analysis of instructional lesson takes place, with the participation of teachers, staff and methodology expert of the Department od Education. Before the classroom observation runs, an informational meeting with the faculty internship leader and mentor takes place; students receive basic instructions about the internship, its focus, objectives, content, methods of keeping written documentation. The practice is reflected in quadruple way: 1) The individual filling of inspection record, 2) analysis of lesson with a mentor with respect to the issue of preparing teachers for teaching and education agenda, 3) immediate analysis of observed lessons with faculty internship leader or methodology expert, 4) the final group-analysis across the classroom internship in relevant subjects (didactics etc.) and discussions with teachers about how to use the acquired knowledge in further studies. In a structured form for classroom observation, the students specify the nature of the visited classes, defining lesson objectives (including educational goals), enter the stage and the organization, evaluate the effectiveness of individual activities, teaching methods and forms of work, they observe the use of teaching aids and teaching materials during the lessons and reflect the personality of the teacher and pupils in the classroom, the relationship teacher - pupils and the class climate. The aim of the classroom observation is also the preparation for the following teaching experience. Completed lessons of classroom observation are compared with the inspection classes videos and their analysis in the corresponding subjects (didactics etc.).

Learning activities and teaching methods
Collaborative instruction, Discussion, Internship, Clinical practice under supervision, Practicum
  • Contact hours - 10 hours per semester
  • Practical training (number of hours) - 15 hours per semester
prerequisite
professional knowledge
- to know basic concepts for description of the instruction - to operationalise basic concepts for describing the instruction - to know basic concepts for evaluating quality of the instruction - to illustrate the content of basic concepts on selected examples from hospitation in class
professional skills
- to demonstrate a didactic sensitivity for description and analysis of the instruction (basic arsenal of conceptual tools for analysis and its empirically suited application) - to recognize and to evaluate the situations that are key to the quality of observed instruction (to apply basic predispositions for professional vision) - to propose and critically evaluate improvement alterations for the assessed learning situation
general eligibility
N/A
N/A
N/A
learning outcomes
professional knowledge
- Knowledge of the required terminology, logical explanations of concepts within the cognitive contexts of the profession. - Understanding of the relationship between the creative aspect of observed lesson and its curriculum-based agenda of educational programmes (RVP, ŠVP). - Consideration of the relationship between the content of the implemented teaching task and the content of the relevant part of RVP; illustration of this relationship with an adequate example and explanation of its essence.
professional skills
- Use of professional terminology (terms, or criteria of the subject, pedagogy, didactics) in analyses, interpretations and assessment of the teaching process and classroom situations in observed lesson. - Use the documentation to support classroom situation analyses. - Use of teaching and learning process analysis for the formulation of general judgements and their defence, discussion and critical analysis on the basis of peer review, use of reflective dialogue with the team for development of one's own professional knowledge and communication skills. - Presentation, justification and defence of improving alterations in a reflective group dialogue and discussion of potential variants with regard to more generally applicable criteria. - Ability to assess, with the support of theory and curriculum materials (RVP, evaluation standards), the purpose and objectives of classroom situations, to analyse the related tasks with regard to evaluation standards
general eligibility
N/A
N/A
N/A
teaching methods
professional knowledge
Practicum
Internship
Clinical practice under supervision
Collaborative instruction
Discussion
professional skills
Internship
assessment methods
professional knowledge
Portfolio
Continuous assessment
professional skills
Skills demonstration during seminar
general eligibility
Skills demonstration during seminar
Recommended literature
  • Hlaďo, P. Pedagogická praxe. Brno, Mendelova univerzita, 2010.
  • Kepka, J. Pedagogická praxe, null. Plzeň, Západočeská univerzita, 2007. ISBN 978-807043-590-8.
  • Kyriacou, Chris. Klíčové dovednosti učitele : cesty k lepšímu vyučování. Vyd. 3. Praha : Portál, 2008. ISBN 978-80-7367-434-2.
  • Nelešovská, Alena. Pedagogická komunikace v teorii a praxi. Vyd. 1. Praha : Grada Publishing, 2005. ISBN 80-247-0738-1.
  • Slavík, Jan. Hodnocení v současné škole : východiska a nové metody pro praxi. Praha : Portál, 1999. ISBN 80-7178-262-9.
  • Švec, V., Bradová, J. Učitel v teorii a praxi.. Brno, Masarykova univerzita, 2013.


Study plans that include the course
Faculty Study plan (Version) Branch of study Category Recommended year of study Recommended semester
Faculty of Education Information Technologies in Education (16) Informatics courses 2 Summer
Faculty of Education - (16) History courses 2 Summer
Faculty of Education Biology in Education (16) Biology courses 2 Summer
Faculty of Education Physics in Education (16) Physics courses 2 Summer
Faculty of Education Czech Language in Education (17) Pedagogy, teacher training and social care 2 Summer
Faculty of Education Chemistry in Education (17) Chemistry courses 2 Summer
Faculty of Education - (17) Pedagogy, teacher training and social care 2 Summer
Faculty of Education Physical Education in Education (16) Physical education and sport 2 Summer
Faculty of Education English Language in Education (16) Pedagogy, teacher training and social care 2 Summer
Faculty of Education Music in Education (16) Art and applied art 2 Summer
Faculty of Education Information Technologies in Education (17) Informatics courses 2 Summer
Faculty of Education Music in Education (17) Art and applied art 2 Summer
Faculty of Education Chemistry in Education (16) Chemistry courses 2 Summer
Faculty of Education - (16) Pedagogy, teacher training and social care 2 Summer
Faculty of Education Czech Language in Education (16) Pedagogy, teacher training and social care 2 Summer
Faculty of Education Studies in Mathematics (17) Mathematics courses 2 Summer
Faculty of Education Physics in Education (17) Physics courses 2 Summer
Faculty of Education Information Technologies in Education (16) Informatics courses 2 Summer
Faculty of Education Geography in Education (16) Pedagogy, teacher training and social care 2 Summer
Faculty of Education German Language in Education (16) Pedagogy, teacher training and social care 2 Summer
Faculty of Education Psychology in Education (16) Pedagogy, teacher training and social care 2 Summer
Faculty of Education Russian Language in Education (16) Pedagogy, teacher training and social care 2 Summer
Faculty of Education Visual Culture in Education (17) Pedagogy, teacher training and social care 2 Summer
Faculty of Education Visual Culture in Education (16) Pedagogy, teacher training and social care 2 Summer
Faculty of Education Information Technologies in Education (17) Informatics courses 2 Summer
Faculty of Education Russian Language in Education (17) Pedagogy, teacher training and social care 2 Summer
Faculty of Education Studies in Mathematics (16) Mathematics courses 2 Summer
Faculty of Education History in Education (16) History courses 2 Summer
Faculty of Education English Language in Education (16) Pedagogy, teacher training and social care 2 Summer
Faculty of Education Geography in Education (17) Pedagogy, teacher training and social care 2 Summer
Faculty of Education - (17) History courses 2 Summer
Faculty of Education German Language in Education (17) Pedagogy, teacher training and social care 2 Summer
Faculty of Education Health Education (16) Pedagogy, teacher training and social care 2 Summer
Faculty of Education Biology in Education (17) Biology courses 2 Summer
Faculty of Education English Language in Education (17) Pedagogy, teacher training and social care 2 Summer
Faculty of Education History in Education (17) History courses 2 Summer
Faculty of Education Physical Education in Education (17) Physical education and sport 2 Summer