Course detail

Pedagogy for Engineers

FAST-CZ54Acad. year: 2022/2023

Pedagogy for engineers, common didactics, specialised didactics and didactics of specialised subjects, curriculum, key kompetences, frame educational programme, interaction and communication in educational reality, teaching methods, activating teaching methods, teaching purposes, didactic principles, organization forms of teaching process, didactic aids, teacher's preparation for teaching, pedagogic diagnosis, didactic tests, analysis and creating of textbooks, research in educational sciences, management in schools.

Language of instruction

Czech

Number of ECTS credits

2

Mode of study

Not applicable.

Guarantor

RNDr. Ing. Jaroslav Lindr, Ph.D.

Department

Institute of Social Sciences (SPV)

Learning outcomes of the course unit

Knowledge didactic principles in education of specialised subjects. Theoretic view to realization of teaching process in specialised engineering subjects at secondary schools.

Prerequisites

Common orientation in pedagogy and didactics for enginneers, communication ability in educational reality and in public places, managing of fever, recognising of some teaching methods from teachers, description of main didactic principles, knowledge of basic organizational forms of teaching, ability to preparation for public performance, ability to create elemental research in education reality and their processing, trying to meet to educational reality.

Co-requisites

Not applicable.

Planned learning activities and teaching methods

Not applicable.

Assesment methods and criteria linked to learning outcomes

Not applicable.

Course curriculum

1. Introduction to pedagogy for engineers and its relation to specialised didactics. Connections with the other sciences.
2. General and specialised didactics, didactics of specialised subjects. History of pedagogy.
3. The curriculum and its importance for pedagogy. The modern curriculum and its implementation in teaching praxis.
4. Teaching process and its fundamental nature. Didactic principles and rules. Selection and structuring of subject matter.
5. Lesson type and structures. Phases of teaching. Types of teaching. Didactical models.
6. Teaching methods - summary and classification. Activating teaching methods.
7. Didactic aids. Organizational forms of teaching. Overview and classification. Description of chosen forms and aids.
8. The education aims. The preparation of a teacher for teaching. Administration in the education system, school management.
9. Pedagogical diagnostics, pedagogical evaluation and the creation of didactic tests.
10. Literature with a didactic function. Educational texts, their analysis, creation, rating, optimisation.
11. The personality of an educator of the special subjects and the theory of the teaching profession. Professiogram of a teacher of specialised subjects.
12. Anthropogenic members of education. Traditional and alternative systems of teaching.
13. Specifics and peculiarities of the teaching process in specialised subjects.

Work placements

Not applicable.

Aims

Orientation in theoretic pedagogic and didactic terminology, processes and paradigms used for engineers who want to be in resort of education. This course meets with foundations of teacher´s profession. It is suitable for students who think about teacher´s job in future or who want to teach in specialised secondary school externally.

Specification of controlled education, way of implementation and compensation for absences

Extent and forms are specified by guarantor’s regulation updated for every academic year.

Recommended optional programme components

Not applicable.

Prerequisites and corequisites

Not applicable.

Basic literature

LINDR, Jaroslav. Inženýrská pedagogika, M01 Pedagogika. Brno: FAST, studijní opory. 2007. 44 s. (CS)
MAŇÁK, J. Nárys didaktiky. Brno: PdF (skriptum), 2003. ISBN 80-210-3123-9. (CS)
LINDR, Jaroslav. Inženýrská pedagogika, M02 Didaktika. Brno: FAST, studijní opory. 1997. 44 s. (CS)
LINDR, Jaroslav. Inženýrská pedagogika, M03 Moderní pedagogika. Brno: FAST, studijní opory. 1997. 44 s. (CS)
SKALKOVÁ, Jarmila. Obecná didaktika. Praha: ISV. 1999. ISBN 80-85866-33-1. (CS)

Recommended reading

DRAHOVZAL, J., KILIÁN, O., KOHOUTEK, R.: Didaktika odborných předmětů. Brno: CERM, 1997.
GALTON, M. (ed.): Curriculum Change. Leicester University Press, 1980.
CHRÁSKA, M.: Statistika pro pedagogy. Olomouc: UP (skriptum), 1990.
OURODA, S.: Oborová didaktika. MZLU Brno, 2001.
PELIKÁN, J.: Výchova jako teoretický problém. Ostrava: Amosium, 1995.
SKALKOVÁ, J.: Obecná didaktika. Praha: ISV, 1999.

Classification of course in study plans

  • Programme N-P-C-GK Master's

    branch GD , 2 year of study, summer semester, compulsory-optional
    branch GD , 2 year of study, summer semester, compulsory-optional

Type of course unit

 

Lecture

26 hod., optionally

Teacher / Lecturer

RNDr. Ing. Jaroslav Lindr, Ph.D.

Syllabus

1. Introduction to pedagogy for engineers and its relation to specialised didactics. Connections with the other sciences. 2. General and specialised didactics, didactics of specialised subjects. History of pedagogy. 3. The curriculum and its importance for pedagogy. The modern curriculum and its implementation in teaching praxis. 4. Teaching process and its fundamental nature. Didactic principles and rules. Selection and structuring of subject matter. 5. Lesson type and structures. Phases of teaching. Types of teaching. Didactical models. 6. Teaching methods - summary and classification. Activating teaching methods. 7. Didactic aids. Organizational forms of teaching. Overview and classification. Description of chosen forms and aids. 8. The education aims. The preparation of a teacher for teaching. Administration in the education system, school management. 9. Pedagogical diagnostics, pedagogical evaluation and the creation of didactic tests. 10. Literature with a didactic function. Educational texts, their analysis, creation, rating, optimisation. 11. The personality of an educator of the special subjects and the theory of the teaching profession. Professiogram of a teacher of specialised subjects. 12. Anthropogenic members of education. Traditional and alternative systems of teaching. 13. Specifics and peculiarities of the teaching process in specialised subjects.