According to scope of the dissertation thesis.
Active participation in a scientific event organized in SR (preferably with international participants) or abroad.
Slovak
Active participation on a home event
Presentation of the ourcomes of the docoral student´s research work in oral or poster form that will be published a reviewed proceedings.
ENGLISH LANGUAGE
Kolaříková, Z., Petruňová, H., Timková, R.: Angličtina v akademickom prostredí – cvičebnica. Košice, Vydavateľstvo ŠafárikPress, 2021.
Rozenfeld, J., Tomaščíková, S.: Developing Academic English in Speaking and Writing. Košice: Vydavateľstvo ŠafárikPress, 2021.
McCarthy, M., O´Dell, F.: Academic Vocabulary in Use. CUP, 2008
Štepánek, L., J. De Haff a kol.: Academic English-Akademická angličtina. Grada Publishing, a.s., 2011
Moore, J., Storton, R.: Oxford Academic vocabulary Practice: Lower-Intermediate: B1. Oxford: OUP, 2017.
Moore, J.: Oxford Academic vocabulary Practice: Upper-Intermediate: B2-C1. Oxford: OUP, 2017.
GERMAN LANGUAGE
PERLMANN-BALME, M. – SCHWALB, S. – MATUSSEK, M. : Sicher! Deutsch als Fremdsprache. Kursbuch und Arbeitsbuch B2.. München 2016.
SCHMITZ, W.: Übungen zu Präpositionen und synonymen Verben, München 1999.
TURTUR, U.: Übungen zum Wortschatz der deutschen Schriftsprache. Meckenheim 2006.
WILLKOP, E.-M. ET AL.: Auf Neuen Wegen. Deutsch als Fremdsprache für die Mittelstufe und Oberstufe. München 2008.
RUSSIAN LANGUAGE
Aksionova, G. N., Kožuchova, N. J. Russkii iazyk dlia magistantov i aspirantov. Minsk: BGMU 2015. https://rep.bsmu.by/bitstream/handle/BSMU/8186/367202-%d0%b1%d1%80..pdf?sequence=1&isAllowed=y
Barnet, V., Klikarová, Z., Turková, N., Vacková, J., Zolotova, G.: Ruština pro pokročilé. Praha: Leda 2007.
Kyseláková, D., Pavlíková, L. Ruština pro aspiranty. Brno: UJEP 1989.
Straková, V. Referujeme rusky. Praha:Academia 1989.
FRENCH LANGUAGE
Pravdová, M. 2011. Le francais pour vous. Praha: Leda.
Grevisse, M. 2009. Le petit Grevisse. Grammaire francaise. Bruxelles: De Boeck Duculot.
Rey-Debove, J., Rey, A. 2004. Le Nouveau Petit Robert. Paris: Dictionnaires les Robert.
ENGLISH LANGUAGE
consultations (min.1 max.3), completion of e-course English language for PhD students (lms.upjs.sk) Written assignments - Professional/Academic CV, Short Academic Biography, test, oral exam.
GERMAN LANGUAGE
consultations (min. 1. max. 3), Written assignments, test, oral exam.
RUSSIAN LANGUAGE
consultations (min. 1. max. 3), written assignments, Professional/Academic CV, test, oral exam.
FRENCH LANGUAGE
consultations (min. 1. max. 3), written assignments, Professional/Academic CV, test, oral exam.
English, B2 level according to CEFR, or German B2 level
The development of students´ language skills - reading, writing, listening, speaking; improvement of their linguistic competence - students acquire knowledge of selected phonological, lexical and syntactic aspects; development of pragmatic competence - students acquire skills for effective and purposeful communication, with focus on Academic English/German and English/German for specific/professional purposes, level B2.
According to the scope of the dissertation thesis.
Obtaining the required number of credits as prescribed by the study plan according to the PhD Study Regulations at the Pavol Jozef Šafárik University in Košice.
Slovak
The aim of the dissertation examination is to demonstrate knowledge in the field. The student must
demonstrate general knowledge of the sub-areas of the field. At the same time, they must prove that their knowledge in the selected area corresponds to a deeper interest within the chosen topic and thus exceeds the standard content and scope of subjects of a given degree. The board chairman, the guarantor of the study program, resp. the guarantor for the relevant area determines the student's literature, which must be studied for the needs of the dissertation examination.
Verifying the student´s acquired knowledge in a overall synthesis closing the study part of the doctoral studies. The student presents the substantial part of the theory of the dissertation thesis.
According to the scope of the dissertation thesis.
Obtaining the required number of credits as prescribed by the study plan according to the PhD Study Regulations at the Pavol Jozef Šafárik University in Košice.
Slovak
Presentation of the outcomes of the dissertation thesis, answering the questions of the readers and the members of the examination board.
Presentation of the outcomes of the student´s research. Verifying the student´s knowledge in accordance with the profile of the graduate.
According to the scope of the dissertation thesis.
Reading specialist literature that corresponds to the phase of the study.
Slovak
According to the specifics of the disseration thesis and the student´s publication activities.
Individual work with specialist literature, ability to synthetise and interconnect knowledge in an autonomous authorial text. Development of the student´s interdisciplinary skills.
According to scope of the research.
Passive participation in the Autumn School for PhD. students of the Faculty of Arts. Presentation of their research projects.
Slovak, English
Acquiring information about currents trend in the development of branches of science at the Faculty of Arts, Pavol Jozef Šafárik University. Presentation of students´ research projects.
According to scope of the research.
Active participation in the Autumn School for PhD. students of the Faculty of Arts. Presentation of their research outcomes or projects.
Slovak, English
Acquiring information about currents trend in the development of branches of science at the Faculty of Arts, Pavol Jozef Šafárik University. Presentation of students´ research outcomes or projects in the community of PhD. students of the given of related branches of science.
1. Friedrich, Hugo: Struktura moderní lyriky. Brno: Host, 2005.
2. Miko, František: Umenie lyriky. Bratislava: Slovenský spisovateľ, 1988.
3. Červenka, Miroslav: Fikční světy lyriky. Praha – Litomyšl: Paseka, 2003.
4. Milčák, Marián: O nezrozumiteľnosti básnického textu. Levoča: Modrý Peter, 2004.
5. Milčák, Marián: Mýtus a báseň 7 úvah o poézii). Levoča: Modrý Peter, 2010.
5. Mikula, Valér: Hľadanie systému obraznosti. Bratislava: Smena, 1987.
6. Sabol, Ján: Teória literatúry (Základy slovenskej verzológie). Prešov: UPJŠ, 1983.
7. Kol: Verbalizmy. Slovenská literatúra 90. rokov: váha slova a podoby verbalizmu. In: Romboid, 37, 2002, 3, s. 8 – 26.
Individual work - elaboration of one of the given topics.
Active participation in the seminar discusion.
Note: A combination of full-time and distance form of educatiom is possible.
Slovak
Deepening of theoretical knowledge about the poetic text with an emphasis on the character of imagery on modern lyric poetry, acoustic and rhythmical organisation of the poem and new expressional forms in the postmodern period by way of a discussion on particular theoretical problems.
Beránek, J. (2023). Moderní pedagogické metody a přístupy. Praha: Portál.
Fiala, M. (2023). Didaktika a metodika v současné škole. Praha: Grada Publishing.
Kováč, M. (2023). Vzdelávanie v 21. storočí: Inovatívne prístupy a metódy. Nitra: Vydavateľstvo UKF v Nitre.
Koudelka, J. (2023). Moderní didaktika a její aplikace. Praha: Karolinum.
Křížová, M., & Šebová, P. (2023). Vzdělávání učitelů: Teoretické a praktické přístupy. Praha: Triton.
Kučerová, M. (2023). Vzdělávání učitelů a profesionální rozvoj. Praha: Triton.
Mocová, M., & Lázňovská, M. (2023). Pedagogika a jej aplikácie v praxi. Bratislava: Vydavateľstvo Spolku slovenských pedagogických pracovníkov.
Novák, J., & Pol, M. (2024). Pedagogické výzkumy a inovace ve vzdělávání. Praha: Portál.
Sikora, J. (2022). Didaktika a metodika vzdelávania: Nové výzvy a trendy. Bratislava: Vydavateľstvo Univerzity Komenského v Bratislave.
Škoda, J. (2022). Efektivní výuka: Praktické strategie a metody. Praha: Grada Publishing.
Švec, J. (2023). Didaktika a školní politika: Teorie a praxe. Praha: Grada Publishing.
Vojtová, K. (2024). Diferenciace a inkluze ve vzdělávání. Praha: Wolters Kluwer.
1. Development of a teaching diary—100%
2. Compulsory active participation and attendance in accordance with the Study Regulations.
slovak
The personality of a university teacher. Teaching styles. Student in university education. Student learning styles. Possibilities of adapting teaching styles and student learning styles. University teacher–student interaction and communication in the teaching process. Pedagogical competencies of a university teacher. Didactic analysis of the curriculum; teaching materials and textbooks. Forms of university teaching. Methods of university teaching. Verification methods and student assessment. Creation of a didactic test. Designing university teaching process. University teacher self-reflection.
After completing the course, the student will acquire knowledge, skills, and competencies, i.e., will be able to:
Knowledge
Define and apply basic didactic principles, methods, forms, and tools in the teaching process of university-level professional subjects. Identify and specify educational procedures of a university teacher aimed at effective teaching management, pedagogical diagnostics, and assessment of learning outcomes. Recognize different approaches to pedagogical evaluation and their impact on improving the quality of the educational process at the university level.
Skills
Implement effective educational methods and techniques into the teaching of professional subjects, tailored to the needs of university students. Conduct pedagogical diagnostics, assess students' progress, and apply appropriate evaluation methods to improve learning outcomes. Analyze and reflect on one's own teaching process, identify areas for improvement, and enhance the teaching of professional subjects, including the rationalization of the time and content structure of teaching. Present specific proposals for improving the teaching process, including the use of new technologies and innovative pedagogical approaches.
Competencies
Confidently and effectively manage the teaching of university subjects, applying educational competencies that consider the specifics of higher education. Critically reflect on one's own pedagogical practice and the learning outcomes of students to improve teaching methods and achieve a higher quality of the educational process. Apply innovative solutions to streamline and optimize the teaching process, aiming to increase the engagement and success of university students.
Bachtin, M. M.: Problémy poetiky románu. Bratislava, Slovenský spisovateľ 1973. Čepan, O.: Metodologické problémy literárnej histórie. In: Literárnoteoretické state. Bratislava: VEDA 2003, s. 40 - 15. Čepan, O.: Literatúra, systém, dejiny. In: Literárnoteoretické state. Bratislava: VEDA 2003, s. 52 - 59. Koli, F.: Interpretačné reflexie. Nitra 1997. Miko, F.: Od epiky k lyrike. Štylistické prierezy literatúrou. Bratislava, Tatran 1973. Petrík, V.: Proces a tvorba. Bratislava, Slovenský spisovateľ 1990. Rakús, S.: Poetika prozaického textu:: látka, téma, problém, tvar. Bratislava: Slovenský spisovateľ, 1995. Ricoeur, P.: Teória interpretácie: Diskurz a prebytok významu. Bratislava, ARCHA 1997. Sabolová, O.: Kompozičné a sémantické súvzťažnosti umeleckej prózy. Prešov, Vydavateľstvo Náuka 1999.
Continous assessment - individual work.
Final assessment - final work.
Fundamental theoretical issues of the interpretation of literature. The principle of similarity as a compositional principle. Forms of etical and aesthetic in the literary text. Time and space in Slovak postmodern literature. Semantic component of the literary work as a central notion in the structure of the sign. Revealing principles of artistic method as a aesthetic-semiotic rendering of reality. Home and the world, traditional and modern in contemporary literary works. Matter, theme, problem and form in the artistic text.
The function of interdisciplinary space (literary science, linguistic and literary-scientific stylistics, semiotics, axiology) in the research into the aesthetic mesaage; aesthetic parametres of the prosaic text.
Alexitch, L. R. (2005). Applying social psychology to education. Social Psychology.–Еd.: Schneider F., Gruman J., Coutts L.–Sage Publications, Inc, 205-228.
Fry, H., Ketteridge, S., & Marshall, S. (2008). A handbook for teaching and learning in higher education: Enhancing academic practice. Routledge.
Mareš, J.: Pedagogická psychologie. Portál, 2013.
Kniha psychologie. Universum, 2014
Čáp, J., Mareš, J.: Psychologie pro učitele. Praha: Portál 2007.
Vágnerová, M.: Školní poradenská psychológie pro pedagogy. Praha: Karolínum 2005.
Cuevas, J. A., Childers, G., & Dawson, B. L. (2023). A rationale for promoting cognitive science in teacher education: Deconstructing prevailing learning myths and advancing research-based practices. Trends in neuroscience and education, 100209.
Case study, micro-output, its analysis
Current modifications of the course are listed in the electronic bulletin board of the course.
slovak
The content of the course is based on selected psychological knowledge of cognitive psychology, psychology of emotions and motivation, personality psychology, developmental, social, educational psychology and health psychology. Teaching is realized by a combination of lectures with interactive, experiential methods, discussion, open communication with mutual respect, support of independence, activity and motivation of students. Syllabus: University teacher and his work in the teaching process with a focus on: teachers in relation to themselves (cognitive, personal, social and competencies in the use of methods), in relation to students and as part of the teacher-student relationship on the basis of selected areas of cognitive psychology, psychology of emotions and motivation, developmental psychology, social psychology, educational psychology and health psychology with application to the university environment
After completing the course, students will gain knowledge that allows them to understand, summarize and explain selected psychological knowledge from cognitive psychology, emotion and motivation psychology, personality psychology, developmental, social, educational psychology and health psychology. They will acquire skills to apply the above psychological knowledge necessary for the professional, competent performance of university teaching practice of doctoral students
to create and implement the teaching of a professional topic with applied psychological knowledge
and develop the competences to create and implement teaching of a professional topic with the application of psychological knowledge, as well as to evaluate their performance and the performance of their classmates in the form of constructive feedback.
According to the scope of the dissertation thesis.
Original scientific publication in the form of
a) monograph published in home of foreign publishing house,
b) scientific study in home or foreign journal,
that must contain scientific knowledge of the dissertation thesis.
Slovak
According to specific requirements for publishing the outcomes of the research.
To enable the student introduce the substantial part of their reseaarch work in the form of a publication.
Publishing the review of a literary work or specialist book in a national literary magazine or proceedings.
Slovak
The review shall draw from the topic of the dissertation thesis as a part of theoretical preparation for the dissertation examination and for the theoretical analysis of the dissertation thesis from the latest specialist literature and shall be published in a national magazine or proceedings.
Anzenbacher, A.: Úvod do etiky. Praha 1994.
Bachtin, M. M.: Román ako dialóg. Praha 1980.
Čepan, O.: Literárnoteoretické state. Bratislava 2003.
Hrabák, J. Poetika. Praha 1973.
Hegel, G. W. F.: Estetika 2. Bratislava 1970.
Krupa, V.: Metafora na rozhraní vedeckých disciplín. Bratislava 1990.
Liba, P. : Kontexty populárnej literatúry. Bratislava 1981.
Lotman, J, M.: Štruktúra umeleckého textu. Bratislava, Tatran 1990.
Miko, F.: Od epiky k lyrike. Štylistické prierezy literatúrou. Bratislava 1973.
Miko, F.: Význam, jazyk, semióza. Metodologické reflexie. Nitra 1994.
Nycz, R.: Literatura jako trop rzeczywistości. Kraków 2001.
Petrík, V.: Proces a tvorba. Bratislava 1990.
Rakús, S.: Poetika prozaického textu. (Látka, téma, problém, tvar). Prešov 2004.
Ricoeur, P.: Teória interpretácie. Diskurz a prebytok významu. Bratislava 1997.
Sabol, J. - Zimmermann, J.: Akustický signál – semióza – komunikácia. Prešov 2002.
Sabol, J. – Ruščák, F. – Sabolová, O.: Interpretačné variácie umeleckého textu. Prešov 2005. Sabolová, O.: Kompozičné a sémantické súvzťažnosti umeleckej prózy. Prešov 1999.
Števček, J.: Estetika a literatúra. Bratislava 1977.
Tomaševskij, B.: Poetika. Bratislava 1971.
Continous assessment - individual work.
Final assessment - final work.
Slovak
Joint area of arts and science.
Iconicity and experienceness, variants and invariants in the artistic work.
Philosophical and semantic aspects of the literary text.
Genre as a result of both mimesis and overcoming typical procedures of older works.
Artistic literary work - sign, semiotic aesthetic structure.
"Revealing" principles of artistic method as aesthetic and sign rendening of reality.
Time and space, home and the world, traditional and modern in contemporary literature.
The principle of similitude, metaphorical character of poetry and adjacent, metonymical character of prose.
TURNER, Mark: Literární mysl. O původu a myšlení a jazyka, Brno : Host, 2005.
KUZMÍKOVÁ, Jana: Stručný úvod do kognitívnej literárnej vedy a problematiky literárnosti. Slovenská literatúra, 2019, 66, 4: 247 – 257.
SCHMIDT, S. J.: Literární věda na cestě od hermeneutiky k mediální kulturní vědě. Česká literatura, 57, 2009, 4, s. 542 – 554.
WOLMAN, Slavomír: Porovnávacia metóda v literárnej vede. Bratislava : Tatran, 1988.
CORBINEAU-HOFFMANNNOVÁ, Angelika: Úvod do komparatistiky. Prel. Veronika Jičínská. Praha: Akropolis, 2008.
ĎURIŠIN, Dionýz: Teória literárnej komparatistiky. Bratislava : Slovenský spisovateľ 1975.
DOLEŽEL, Lubomír : Heterocosmica. Fikce a možné světy. Praha : Karolinum, 2003.
LICHAČOV, Dmitrij Sergejevič: Textologie (Stručný nástin). Praha : Ústav pro českou literaturu Akademie věd České republiky, 2015.
PLESNÍK, Ľ.: Pragmatická estetika textu. Nitra 1995.
POPOVIČ, A.: Štrukturalizmus v slovenskej vede. Martin 1970.
RYANOVÁ, M.: Narace jako virtuální realita. Imerze a interaktivita v literatuře a v elektronických médiích. 2015.
ŽILKA, T.: Postmodernizmus v literatúre. In: Literárny text v postmoderne. Dráma a próza. Vysoká škola pedagogická, Nitra, 1994.
WELSCH, W.: Estetické myslenie. Bratislava 1999.
1. The study of specialist literature
2. Active participation in colloquia.
3. Elaboration of a case study (application of theoretical and methodological procedures.
Slovak
The intention is to strengthen exactitude in literary-scientific research of young researchers. The starting point is genesis of scientific thinking in (Slovak and world) literature from (pre)positivism, formal school, structuralism, and phenomenology to semiotics and postmodern conception of open work. A supplement to a discursive line are possibilities of cognitive literary science and radical constructivism, issues of textology, narratology or revitalised tradition of comparative literature and hermeneutics. Textological applicaton of theorems is individual, and adapted to the topic of the student´s dissertation thesis.
Acquired discursive - literary-scientific thinking and methodological incentives from critical and analytical reading of literary-scientific metatexts will provide the students with an orientation in a pluralistic methodology of research and in theoretical conceptions of contemporary literary science (formal and structural analysis, hermeneutical reading, semiotic view on the qualities of the literary text, procedures of cognitive sciences, the concept pf constructivism among them). The students will use acquired theoretical and methodological competences in their own reserach: from the reflection of the text and analytical and interpretational acts to comparison to confrontation of opinions in the process of verification or questioning of fixed theorems.
Preparation of written material documenting the completion of the stage of research set out by the
supervisor (preparation of the project proposal, theoretical overview, validation of methodologies,
statistical data processing, etc.).
Slovak
Preparation of project draft, theoretical overview, validation of methodologies, statistical processing
of data, etc.
Acquisition of competences for the implementation of the individual stages of the research. Ability
to define and redefine a research problem, critically analyse and synthesise current knowledge
in the field of dissertation topic, implement theoretical and empirical knowledge, adequate
methodological procedures into the creation and implementation of the project. Ability to create
and validate appropriate methods for solving of the problem under study.
Čepan, O.: Literárne dejiny a literárna veda. Bratislava 2002; Krausová, N.: Filozofická terapia literárnej vedy. Bratislava 2009; Plesník, Ľ.: Pragmatická estetika textu. Nitra 1995; Popovič, A.: Štrukturalizmus v slovenskej vede. Martin 1970; Barthes, R.: Rozkoš z textu. Bratislava 1994; Eco, U. a kol.: Interpretácia a nadinterpretácia. Bratislava 1994; Chvatík, K.: Strukturální estetika. Praha 1993; Lyotard, J. F.: O postmodernismu. Praha 1993; Welsch, W.: Estetické myslenie. Bratislava 1999; Wellek, R. – Werren, A.: Teorie literatury. Olomouc 1996; Interpretačná variabilita v recepcii umeleckého diela. Výskumné materiály 32/1992, Nitra 1992; Miko, F.: Hodnota a literárny proces. Bratislava 1982; Bachtin M.: Estetika slovesnej tvorby. Bratislava 1988; Mukařovský, J.: Studie z poetiky. Praha 1982; Bakoš, M.: Literárna história a historická poetika. Bratislava 1973.
1. The study of specialist literature
2. Active participation in colloquia.
3. Elaboration of a case study.
Slovak
Value-critical presentation of historical changes of literary-scientific thinking. It mainly includes defining literary science, terminological and theoretical starting points in the research into the literary work, presentation of the following literary-scientific concepts: positivism, formal method, structuralism, poststructuralism, deconstruction, Nitra school of literary communication, postmodern view on literary work, concept of open work (Umberto Eco), carnival modernism (Wolfgang Welsch).
Getting acquainted with prevalent terminological, theoretical, methodological and historical issues of literary science and with opportunities of their application in creating one´s own literary-scientific projects.
The condition for including the student into the research is compatibility of the grant project and their research orientation.
Slovak
Doing research work in the span of 200 - 500 hours a year.
To accustom the student to apply for research projects and to acquaint them with the specifics of grant projects from the area of literary science.
Active participation of the student on the conference od students´ scientific and specialist activity or the conference of young researchers.
Note: Online form of presentation is acceptable.
Slovak
Active participation on an event for young researchers (conference, students´ scientific and specialist activity) that is in accordance or close to the theme of their dissertation thesis.
An event organised by a university in Slovakia or abroad with scientific and organising board and a guarantor. The home event shall produce a reviewed proceedings.
Presentation of partial outcomes of the student´s research in oral or poster form on a conference for young researchers that shall be published in a reviewed proceedings.
The student is obliged to teach up to 4 lessons a week in the given semester. They can be charged to write assessments on bachelor theses.
Slovak
Depending on the subject taught.
Acqusition of teaching skills and presentation competence. The ability to head the group os students (assigning duties and evaluating their fuilfilment).