Mgr. Petr Vybíral, Ph.D.
Bachelor's degree in full-time form. The language of instruction is Czech.
The programme can be studied only in combination with another programme.
The study of technical and informational education opens the way for students to understand technology and informatics in the broader sense and presents technology and informatics as modern and society with a useful scientific discipline oriented on the latest technologies in the technical and informatics fields. He focuses on all the basic technical and informational disciplines he uses to link manufacturing technologies from the fields of engineering, electrical engineering, etc. with information and communication technologies. Emphasis is placed on acquiring knowledge and practical skills in workshops, computer classrooms, electrical and electronics laboratories. The structure of the study reflects the long-term focus of teaching focused on practical activities and machining, design and construction, 3D graphics, CAD, HW and SW, www and networks, programming and algorithmization, robotics and electronics in education. The study is focused on creating professional, pedagogical, psychological, communication and other personality culture competences as a precursor to the post-graduate master's degree in technical education and information science for primary schools.
“Current world through technology and informatics”
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 obligatory part of the study program is reflected in the practice accompanied by supervision in the total extent stipulated by the study plan and further professional practice in the scope of 12 hospitals. Practice aims to create a basic idea about practical applications of knowledge and skills gained by the theoretical study of the field. Ability to interpret technical and informational technology to non-professionals (pupils, parents) will be part of pedagogical skills. Practice takes place at primary or special school (according to student study combination). The course of the field practice should also allow students to enter the current issues of our education in the field of integration and inclusion.
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.
By studying the program the graduate will acquire the necessary competencies which will allow him according to Act No. 563/2004 Coll., On Pedagogical Staff, as amended, to work as an assistant teacher of technical education and informatics and in educational and auxiliary education work. This education also provides full qualification for the work of an instructor at leisure centers.
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:
A graduate of a Bachelor's degree program can (after fulfilling the conditions of admission) continue the postgraduate master's degree in technical and informational education at the Faculty of Education.
|Provided by||Faculty of Education|
|Type of studies||Bachelor's|
|Study options||single-subject studies||No|
|single-subject studies with specialization||No|
|Standard length of studies||3 years|
|Language of instruction||Czech|