Civics and Basics of Social Studies for Education
Bachelor's degree inform. The language of instruction is Czech.
The programme can be studied only in combination with another programme.
Submission deadline until midnight 29 February 2024.
The aim of the Bachelor's study programme Civics and Social Sciences is to gain knowledge in the field of social sciences which graduates use in work as an assistant teacher, as well as in the subsequent Master's programme. Students gain the ability to shape themselves as free citizens with their own judgment and critical thinking skills, and to apply this in the educational process. They should also develop attitudes towards themselves and to others, and to educate individuals based on human values and awareness of the responsibilities of the teaching profession.
Another important goal of the studies is to create the conditions for students to shape the methodological content of their knowledge based on the relevant social science disciplines and thus prepare graduates for continued studies in Teaching Civic Education at Primary and Secondary Schools in the subsequent Master's programme. Graduates have basic specialist education with a field-didactic component and are prepared for the follow-up Master's studies. Graduates can work as a teaching assistant, 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.
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).
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.
The possible occupations for graduates are as teaching assistants of civics teachers, or specialists in the structures of government, NGOs and the private sector where activities are focussed mainly on cooperation with EU institutions and bodies.
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.
An example of your study plan:
Combinations with programmes from Faculty of Education
Graduates are prepared for follow-up Master's studies to become a teacher of their field for primary school or secondary school.
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PhDr. Mgr. Erika Vonková