The Study of Pedagogy is an accredited lifelong learning programme designed for teachers of vocational subjects at secondary schools, teachers of practical training at secondary schools, teachers of specialized arts subjects at elementary arts schools, high schools and conservatories, and for teachers at language schools authorized to administer state language examinations.
Scope and Format
This one-year educational programme consists of 150 lessons of classroom instruction, including 30 lessons of teaching practice.
Of the total number of practice lessons, the internship will take place:
- at training schools—observation practice (10 lessons) and supervised practice (8 lessons, including the option of tandem teaching),
- as part of classroom instruction—microteaching (10 lessons) and reflection on practice (2 lessons).
Classroom instruction takes place through consultation sessions, typically once a week.
Admission Requirements
The educational programme is intended both for applicants who have the professional education or for students enrolled in master’s or doctoral programmes at the faculties of the Czech University of Life Sciences (CZU), whose studies will take the form of concurrent enrolment, provided that completion of the lifelong learning programme is contingent upon the prior successful completion of the master’s programme.
Course Structure
Courses Offered in the Winter Semester:
- Didactics I (written exam, oral exam),
- Pedagogy I (written exam),
- Psychology for Educators I (written exam),
- Teaching Practicum – Observation (written exam) – at a training school,
- Final exams (June).
Courses Offered in the Summer Semester:
- Didactics II (written),
- Pedagogy II (written, oral),
- Psychology for Educators II (written, oral),
- Teaching Practicum – Micro-teaching – at the IVP,
- Teaching Practicum – Guided training – at a training school,
- Teaching Practicum – Reflection – at the IVP.
Graduate Profile and Competences
Graduates of the teacher education programme will be equipped with the necessary competences; in particular, they will be:
- able to search for and process information in their field of study and transform it into educational content for the vocational subjects they teach;
- respect and implement the school’s goals, understand educational policy, the conditions and processes governing the school’s management, apply the basic laws, standards, and documents relevant to the practice of their profession, and participate in the implementation of the school curriculum at the given level of education;
- master teaching strategies at both the theoretical and practical levels while respecting the psychological and social aspects of the educational process;
- plan and conduct teaching of a given subject (modules, areas, projects);
- reflect on concepts and ideas regarding learning, education, and literacy;
- apply subject-specific didactic competences in the preparation, implementation, and reflection on pedagogical processes;
- create appropriate learning conditions in the classroom for all students, including the involvement of a teaching assistant and the use of formative assessment, utilize a wide range of teaching methods and formats, and combine them appropriately in terms of the educational situation;
- be capable of self-reflection in relation to teaching work;
- communicate with parents (the student’s legal guardians) to support the student’s learning.