The aim of the study is to:
- Create and develop field professional knowledge and skills that graduates can use in practice, especially in follow-up Master's programme
- Establish skills and attitudes leading to further higher education studies in physics and lifelong STEM education
- Create a positive attitude towards physics and science, including a positive attitude to physical communication, scientific and technical knowledge in society, particularly for primary and secondary schools.
The course combines traditional and modern aspects of physics in a systematic consistent approach at the same level of abstract thinking and reasonable application of mathematical apparatus. The basic physics course is complemented by a system of practical measurements and experimentation. The emphasis is on creating sustained and understanding of key physical concepts (variables, constants, laws and theories) in organic relation to their practical application. Students learn the basic skills of observation, experimentation, compilation of experimental apparatus, measurements of important physical quantities, forming hypotheses and their theoretical and experimental verification.
The study is generally focused on creating professional, pedagogical, psychological, communication and other personal competences as a precursor to the follow-up Master's study Teacher Training in Physics for Lower and Upper Secondary Schools.
Through studying for the Bachelor’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 teaching assistant or other educational worker (e.g. free-time instructor in youth centres or after-school clubs, in various civic associations engaged in pedagogical activities) in an appropriate manner.
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); 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).
Reflected teaching practice is in accordance with the Framework Concepts at PdF MU. The system of teaching practice is long term and systematically directed towards developing the professional skills of the student and preparing them for the role of assistant teacher.
The system of compulsory teaching practice is aimed at developing the students’ professional competences and preparing them for the full-fledged role of a teaching assistant. The aim of the teaching assistant practice is to acquire the necessary skills for individual work with a pupil outside the process of teaching (tutoring at school in the pupils’ homes) and also when working with a teacher during lessons.
The teaching practice consists of a coherent system of consecutive subjects, which are taken from the third to the fifth semester of the degree. These are the subjects teaching assistant practice - tutoring 1, teaching assistant practice - tutoring 2, consisting of individual tutoring (60 hours), teaching assistant practice - teaching assistant 1 (60 hours) and teaching assistant practice - teaching assistant 2 (60 hours) and teaching assistant practice – teaching assistant 3. Overall, there 180 hours of teaching practice.
In the third and fourth semesters, the teaching practice is followed by the subjects self-experiential preparation for the profession 1 and self- experiential preparation for the profession 2, in which the students of the teaching assistant practice reflect (24 hours). Their aim is to enable students to have real experience with selected themes (see seminar topics) regarding personal and professional development through experiential learning with an emphasis on reflection; to encourage students to gradually take responsibility for their own learning process (self-directed learning); to enable students to become aware of and, if necessary, to revise their attitudes towards their future profession.
The system of teaching practice is regularly evaluated both through closed and open questions, both by students and the mentor teachers. The reflective seminars are also evaluated.
According to Act no. 563/2004 Coll., on pedagogical staff (amended) graduates may work as an assistant teacher, instructor in free-time centres, as an educator in youth centres, educator in after-school clubs, and in various civic associations involved in educational activities. Besides these professional outlets, graduates are also prepared to start the Master's degree programme in Teacher Training in Physics for Lower or Upper Secondary Schools.
In this type of studies, the students focus on the main degree programme (120 credits) supplemented with another, minor, programme (60 credits). The student enrols in the degree programme in which he/she majors. Both the programmes are stated in the university diploma. You will find possible combinations on the websites of individual degree programmes. An exception is programmes preparing students for teaching professions, where both fields of study are equal and the thesis may be written in any of them.
Combinations with programmes from Faculty of Education
An example of your study plan:
Graduates of the Bachelor's programme may (after meeting the conditions of entry) continue in any Master's programme, e.g. The Master's degree programme in Teacher Training in Physics for
Lower or Upper Secondary Schools.
|Provided by||Faculty of Education|
|Type of studies|
|Standard length of studies||3 years|
|Language of instruction||Czech|
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Mgr. Jiří Šibor, Ph.D.