PhDr. Kamil Štěpánek, CSc.
Get to know your past
By studying the master's degree, the graduate gains the necessary competencies that will enable him to critically consider the use of pedagogical and psychological knowledge in the practice of a primary or secondary school teacher. The graduate is fully qualified to pursue a teacher's profession. He is ready to base his professional conduct on well-structured knowledge and skills from his approbation fields (content knowledge). The effectiveness of his / her professional conduct is conditioned by his didactic (didactic knowledge of content) and broader pedagogical and psychological knowledge and skills (knowledge of the broader background of education and training, knowledge of educational and educational practices, knowledge of education and education actors, etc.).
The study develops analytical and comparative skills, which enable to understand a diverse pedagogical reality and to use professional, pedagogical, psychological publications for planning, realization and reflection of educational activities. Develops communication skills relevant to communication and collaboration with pupils / clients, colleagues in the workplace, with parents of pupils / clients and practitioners. An important benefit of the study is the development of self-reflective skills that provide space for the development of attitudes to one another, to individuals who are being educated and to the profession: the perception of the responsibility of the teaching profession, the acceptance of the moral obligations of the helping profession and its ethics.
The study emphasizes the principle of interdisciplinarity (interconnection of some pedagogical and psychological subjects); the principle of sequence and gradation of themes and subjects, from more general to more specific. The concept is also characterized by the interdependence of theory and practice. An important part of the concept reflects pedagogical practice. The principles of reflection on practice and self-reflection are related both to practice and other experience-oriented subjects. An important part of the concept is also the promotion of inclusion, which is perceived as a cross-cutting theme (supported by a separate subject).
Practices are conceived as a coherent and graduating system with an emphasis on interconnection with theory and reflection and self-reflection of the student as a teacher.
The aim of the teaching practice is to acquire the professional competencies necessary in the daily work of the teacher, to get acquainted with the roles in which the teacher enters his / her work, to become aware of his / her own professional needs and gradually to take responsibility for the planning, implementation and evaluation of the teaching. Throughout the course, students get the idea of what the teacher's everyday work involves.
Practice forms a coherent system of successive subjects. In the follow-up master's programs, these are subjects of teaching practice 1 (1st semester), teaching practice 2 (2nd semester) of teaching practice 3 (3rd semester). In total, these practices are in the range of 280 hours (two-level study), followed by a seminar on teaching practice. Seminar on Teaching Practice 1 students enroll during their studies twice (in the first and second semesters). The aim of the reflection is to provide students with a space for sharing and reflecting experiences from their own pedagogical practice and helping them to deepen reflective and self-reflective skills.
The system of practice is regularly evaluated both through closed and open questions, both by students and accompanying teachers. Reflective seminars are also evaluated.
The graduate is fully qualified to pursue the profession of a history teacher at the elementary school and at the appropriate level of multi-year grammar schools. In addition, he is qualified to work in out-of-school (eg leisure-time) institutions. He is ready to start his professional career on well-structured knowledge and skills in the field of history. The effectiveness of his / her professional conduct is conditioned by his / her didactic knowledge of the content of teaching history at elementary schools and broader pedagogical and psychological knowledge and skills (knowledge of the broader background of education and training, knowledge of educational and educational practices, knowledge of education and education actors, etc.).
Study plans of this programme can also be studies in a combination with
An example of your study plan:
A graduate of a master's degree program may, after meeting the admission conditions, continue to undertake doctoral studies.
|Provided by||Faculty of Education|
|Type of studies|
|Standard length of studies||2 years|
|Language of instruction||Czech|