German Language for Education

The main objective of the Bachelor's programme is to prepare professionals (both for German as a single field of study, and for German in combination with other fields) who have achieved high proficiency of language skills (B2 in language production and C1 in language reception according to CEFRL), profound and well-structured knowledge in language disciplines, literature in German, culture and institutions of the German speaking countries as well as the basics of methodology of German as a foreign language.

„Janua linguarum reserata (Brána jazyků otevřená)“

Along with the knowledge in general disciplines of pedagogy and psychology, students build up a foundation of skills and knowledge during the Bachelor's degree for performing the profession of assistant teacher of German at primary and lower secondary schools and in further occupations in the area of education.

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).

Practical training

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.

Further information

https://is.muni.cz/ - Informační systém MU

http://www.ped.muni.cz/ - Pedagogická fakulta MU

http://www.ped.muni.cz/katedry-a-instituty/nemecky-jazyk-literatura/aktuality - katedra německého jazyka a literatury PdF MU

Skills graduates acquire in the fields of their Bachelor's studies provide them with full qualifications to work as assistant teachers of German at primary or lower secondary schools, or at language schools and in special and practical education. They can also take on jobs is free-time centres, in after-school clubs (specialized in language activities), or in public service or in the private sector, especially as experts equipped with high proficiency language skills.

No information available

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Minimum score and numbers of accepted applicants in past years

After completing the Bachelor's degree, students are invited to continue in the two-year Master's degree (Teacher of German as a foreign language at primary and lower secondary schools) at our department, or in other Master's degree programmes in education, philology or translation science at other faculties (see their requirements for entrance examinations).