Čapek, R.: Moderní didaktika. Praha: Grada, 2016.

Dytrtová, R., Krhutová, M. Učitel. Příprava na profesi. Praha: Grada, 2009.

Kalhous, Z. – Obst, O. 2002. Školní didaktika. Praha: Portál, 2002.

Petlák, E.: Kapitoly zo súčasnej didaktiky. Bratislava: IRIS, 2005.

Prucha, J.: Moderní pedagogika. Praha: Portál, 2012.

Turek, I.: Didaktika. Bratislava: Wolters Kluwer, 2014.

Vališová, A., Kasíková, H.: Pedagogika pro učitele. Praha: Grada, 2010.

Zormanová, L.: Obecná didaktika. Praha: Grada, 2014.

The areas of the state final examination are listed in the information sheet of the course in the section a brief syllabus of the subject.

Obtaining the required number of credits in the prescribed composition by the study plan.

1. Pedagogy, basic pedagogical categories, system of pedagogical scientific disciplines.

2. Education, pages and functions of education, educational process, self-education.

3. Factors of education, educated individual, pedagogue, pedagogical profession, professional competencies.

4. School education, family education.

5. Educational goals, taxonomy, requirements, classification of educational goals.

6. Methods of education.

7. Pedagogical principles.

8. School system of the Slovak Republic.

9. Didactics, basic questions of didactics, current starting points of didactics.

10. Objectives of the teaching process, the teacher's work with the objectives of teaching.

11. Content of education, basic curriculum, extension curriculum, elements and components of curriculum.

12. Assessment in school education, types, functions and criteria of assessment.

13. Pedagogical control, methods and forms of pedagogical control.

14. Teacher's work planning, written preparation of the teacher for teaching.

15. Teaching process, stages of the teaching process and their didactic functions.

16. Organizational forms of teaching, lesson, stages, types of lessons.

17. Teaching methods, classification, functions, selection of teaching methods.

18. Didactic principles of the teaching process.

19. Basic pedagogical documents, textbook, functions and structural components of the textbook.

20. Current concepts of the teaching process.

The student is able to demonstrate the acquired competencies in accordance with the profile of the graduate.

Pedagogika:

Čapek, R.: Moderní didaktika. Praha: Grada, 2016.

Dytrtová, R., Krhutová, M. Učitel. Příprava na profesi. Praha: Grada, 2009.

Kalhous, Z. – Obst, O. 2002. Školní didaktika. Praha: Portál, 2002.

Petlák, E.: Kapitoly zo súčasnej didaktiky. Bratislava: IRIS, 2005.

Prucha, J.: Moderní pedagogika. Praha: Portál, 2012.

Turek, I.: Didaktika. Bratislava: Wolters Kluwer, 2014.

Vališová, A., Kasíková, H.: Pedagogika pro učitele. Praha: Grada, 2010.

Zormanová, L.: Obecná didaktika. Praha: Grada, 2014.

Psychológia:

Mareš, J.: Pedagogická psychologie. Praha : Grada 2013.

Mareš, J., & ČÁP, J.: Psychologie pro učitele. Praha: Portál, 2001.

Džuka, J.: Základy pedagogickej psychológie. Prešov: UK 2003.

Orosová, O. a kol: Psychológia a pedagogická psychológia 1. Košice: UPJŠ, 2005.

Orosová, O. a kol.: Základy prevencie užívania drog a problematického používania internetu v

školskej praxi. Košice: UPJŠ 2012.

Bačíková, M., Janovská, A. (2019) . Základy metodológie pedagogicko-psychologického výskumu. Sprievodca pre študentov učiteľstva. 2. rozšírené vydanie. Šafárik press, Košice.

Gavora, P. a kol. (2010). Elektronická učebnica pedagogického výskumu. Bratislava: Univerzita Komenského, 2010. dostupné online na www. e-metodologia. fedu. uniba. sk.

Vágnerová, M.: Základy psychológie. Praha : Karolinum 2005.

Vágnerová, M.: Vývojová psychológie. Praha : Karolinum 2005.

Vágnerová, M.: Škoní podadenská psychologie pro pedagogy. Praha : Karolinum 2005. Výrost,

J., Slaměník, I.: Sociální psychologie. Praha : Grada 2008.

Výrost, J., Salměník, I.: Aplikovaná sociální psychológie I. Praha: Portál 1998.

Strana: 2

Fontana, D. : Psychologie ve školní praxi. Praha: Portál 1997.

Zelina, M.: Stratégie a metódy rozvoja osobnosti. Bratislava, Iris: 1996.

Křivohlavý, J.: Pozitívni psychologie. Praha: Portál 2004.

Křivohlavý, J.: Psychologie zdraví. Praha: Portál 2003.

The areas of the state final examination are listed in the information sheet of the course.

Obtaining the required number of credits in the prescribed composition by the study plan.

Pedagogy: 1. Pedagogy, basic pedagogical categories, system of pedagogical scientific disciplines. 2. Education, pages and functions of education, educational process, self-education.3. Factors of education, educated individual, pedagogue, pedagogical profession, professional competencies.4. School education, family education. 5. Educational goals, taxonomy, requirements, classification of educational goals.6. Methods of education. 7. Pedagogical principles. 8. School system of the Slovak Republic. 9. Didactics, basic questions of didactics, current starting points of didactics. 10. Objectives of the teaching process, the teacher's work with the objectives of teaching.11. Content of education, basic curriculum, extension curriculum, elements and components of curriculum. 12. Assessment in school education, types, functions and criteria of assessment.13. Pedagogical control, methods and forms of pedagogical control.14. Teacher's work planning, written preparation of the teacher for teaching.15. Teaching process, stages of the teaching process and their didactic functions.16. Organizational forms of teaching, lesson, stages, types of lessons.17. Teaching methods, classification, functions, selection of teaching methods. 18. Didactic principles of the teaching process. 19. Basic pedagogical documents, textbook, functions and structural components of the textbook.20. Current concepts of the teaching process.

Psychology: 1.Psychology as a science, goals and subject of psychology in terms of influential psychological directions.2.Pedagogical psychology in teacher training, its subject, function.3.Psychology in school practice: professional forms of control and assistance, psychological examination, counseling process. Crisis intervention. Code of ethics.4.Psychology in school practice: approaches and models of prevention, prevention spectrum, protective and risk factors of risk behavior of schoolchildren in the context of the theory of triadic influence.5.Psychology in school practice: effective strategies for prevention of substance use.6.Psychology of education from from the point of view of psychodynamic approach (Psychoanalysis and Individual Psychology) .7.Psychology of education from the point of view of humanistic psychology.8.Psychology of education from the point of view of cognitive psychology.9.Psychology of learning and types of learning supplemented by examples from school practice. / success in the context of individual theories of cognitive development.11. Nutritional peculiarities, school non-success / intelligence in terms of intelligence.12. Memory and developmental peculiarities, school non-success 13. Attention and developmental peculiarities, school non / success peculiarities of individual types of family, educational styles.15.Social relations at school, me modes of cognition of interaction U and Ž. Psychosocial climate of school class and school, methods of cognition, sociometry.16.Social influence: presence of others, interpersonal influences and meaningful understanding of social influence in teacher's work.17.Teacher as a professional, his professional ability, teaching style, attitudes towards students, expectations towards students, coping with stress, burnout syndrome.18.Students: gifted and talented, school failure, non-thriving pupils and failing pupils, pupils' self-efficacy.19. Types of research plans and their creation (setting goals, hypotheses, variables, selection of research sample) in the context of pedagogical-psychological research.20. Selected methods of pedagogical-psychological research - questionnaire, interview, observation and possibilities of their use in school practice.

The student is able to demonstrate the acquired competencies in accordance with the profile of the graduate.