Mgr. Pavla Buchtová
All the world's a classroom.
Through studying for the Master’s degree graduates gain the necessary competences that allow them to critically apply the use of their pedagogical and psychological knowledge in practice as a teacher at a primary or secondary school. Graduates are fully qualified to pursue the profession of a teacher. They are ready to base their professional conduct on well-structured knowledge and skills from their fields of approbation (content knowledge). The effectiveness of their professional conduct is conditioned by their subject-didactic (pedagogical content knowledge) and broader pedagogical and psychological knowledge and skills (knowledge of the broader background of education, knowledge of educational practices, knowledge about people involved in education, etc.).
The degree develops students’ analytical and comparative skills, which enable them to understand the diverse pedagogical reality and to use subject-specific, pedagogical, and psychological publications in their work for planning, implementing and reflecting on educational activities. They develop communication skills important for communication and collaboration with pupils/clients, colleagues in the workplace, with parents of pupils/clients and with practitioners. An important benefit of the degree is the development of self-reflective skills that provide space for the development of attitudes towards one another, to educated individuals and to the profession: perception of the responsibility of the teaching profession, the acceptance of the moral obligations of a helping profession and its ethics.
The studies emphasise the principle of interdisciplinarity (interconnection of some pedagogical and psychological subjects) and the principle of sequence and gradation of themes and courses, from the more general to the more specific. The concept is also characterized by the interdependence of theory and practice. An important part of the concept is the reflective teaching practice. The principles of reflection on teaching practice and self-reflection are related both to practice and to other experience-oriented subjects. An important part of the concept is also the promotion of inclusion, which is perceived as a cross-curricular theme (also supported by a separate course).
The aim of this study programme, which it is possible to study as a single or double–subject programme, is to prepare lower-secondary school teachers of English in an inspiring, stimulating and creative environment.
The Master’s degree programme focuses primarily on the study of the didactics of the English language and on forming relationships between the particular linguistic, cultural, and literary disciplines and the didactics of English. An emphasis is put on the didactic implications of all the disciplines and the practical application of all the knowledge to teaching practice at lower secondary schools.
The programme is designed for graduates of the Bachelor’s degree programme Specialization in Pedagogy, Teacher Training in Foreign Languages - English Language, the Bachelor’s degree programme Philology, English Language and Literature at faculties of arts, or the Bachelor’s degree programme Specialization in Pedagogy, Lower Secondary School Teacher Training in English Language and Literature (double-subject study) at faculties of education and for graduates of similar study fields.
The teaching practice is conceived as a coherent and gradated 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 competences necessary in the daily work of the teacher, to become acquainted with the roles which the teacher enters into in their work, to realize their own professional needs and to gradually take responsibility for the planning, implementation and evaluation of lessons. Throughout the teaching practice, students get a real idea of what a teacher's everyday work involves.
The teaching practice forms a coherent system of consecutive subjects. In the follow-up master's programmes, these are the subjects Teaching Practice 1 (1st semester), Teaching Practice 2 (2nd semester) and Teaching Practice 3 (3rd semester). In total, this makes up 280 hours (double-subject programme), followed by Seminar on Teaching Practice. Students enrol in the Seminar on Teaching Practice 1 twice during their studies (in the first and second semesters). The aim of the reflection is to provide students with a space for sharing and reflecting on experiences from their own teaching practice and helping them to deepen their reflective and self-reflective skills.
The system of teaching practice is regularly evaluated both through open and closed questions, both by students and the mentor teachers. The reflective seminars are also evaluated.
The graduates of the Master's programme are equipped with the necessary competences that enable them to work as lower secondary English teachers or English teachers at language schools. They are also qualified for work in out-of-school institutions (e.g. free-time centres). They can also be employed in non-teaching positions requiring an excellent knowledge of English (e.g. in public administration).
Students have a pre-defined list of required courses, which are supplemented with selective and elective courses. The student pays full attention to the single field of study chosen.
Study plans of this programme can also be studies in a combination with
An example of your study plan:
After completion of the Master’s degree, it is possible to continue with further studies in a doctoral degree programme (after satisfying the admission requirements). At the Faculty of Education students can apply for admission to doctoral studies in Foreign Language Didactics.
|Provided by||Faculty of Education|
|Type of studies|
|Standard length of studies||2 years|
|Language of instruction||Czech|