Mgr. Eva Minaříková, Ph.D.
CERPEK's vision for pedagogical competence is that: all teachers at Masaryk University teach with high quality and great impact on student achievement, and that their teaching has a positive impact on the well-being of learners and their own. This vision is realised through a comprehensive educational program, the Foundations of University Teaching Excellence. We believe that nurturing dedicated teachers builds their confidence and provides traditional and innovative tools to improve the quality and effectiveness of teaching. The program also helps build a learning community and brings the issue of teaching development to the attention of individual teachers, departments, and the university as a whole. It provides learners with the opportunity to learn under the guidance of trained tutors, which can contribute to their perceptions of teaching, which in turn can reduce dropouts.
The program is intended for all Masaryk University faculty, regardless of their level of tenure and teaching load or length of teaching experience. Doctoral students engaged in teaching may also participate. A prerequisite for participation in the program is active involvement in teaching during the course. Exceptions to this rule can be discussed on an individual basis.
The workshop lasts one semester and entails 55 hours of classes. The educational program consists of four parts, which include both individual work and group meetings. The Laboratory, Ateliers, Studio and Gallery are part of the Foundations of University Teaching Excellence.
CERPEK training room (room no. 328), Komenského náměstí 2, Brno.
The maximum number of participants for the program is 20.
Active participation in all parts of the program.
A laboratory is “a space devoted to professional experimentation, research and development, expert analysis, and instruction in many areas of human activity”. Our Laboratory fits this description and includes:
Our study materials serve as support, providing foundational knowledge and space for further development. We also have an e-learning environment with study materials, development tasks, and a space for sharing experiences.
The content of the Laboratory is based on the latest findings in educational and psychological research. The topics of each day are as follows:
Ateliers are “spaces where artists create”. Our ateliers also contribute to the creation of small works of art – lessons. We run three ateliers during the semester, which include group reflection on lessons and a topic chosen by the participants themselves, depending on their needs and wishes. The aim is the continuous deepening of knowledge and skills, so that there is a gradual improvement in teaching, accompanied by collegial and professional support.
A studio is “a space where one arranges and composes figures or objects for audiovisual production.” It is this kind of small studio that will emerge in each participant's classroom through video reflection on a lesson, which specifically supports development in an area they themselves consider important, all underpinned by evidence. Participants will be tasked with planning, delivering and reflecting on a lesson, using the knowledge and experience gained in the Foundations. A recording of the lesson is made, which serves as the basis for a conversation between the participant and the tutor centred around a pedagogical development goal.
A gallery is “a space for the exhibition and presentation of works of art.” In our case, it is the final reflection session of the entire educational program, where we look back together on what the participants have learned. We also meet to determine the next steps in each individual’s professional development.
To support learning, we have created study materials titled Handbook for the Foundatios of University Teaching Excellence that offer foundational knowledge and provide space for further development. The handbook covers the topics discussed in the Laboratory and includes five chapters that form the foundation of higher education pedagogy. It also contains some topics that have emerged in previous ateliers or that we think are important, although we have not yet had the opportunity to cover them. Each chapter includes selected theoretical concepts we work with, practical tips, tutors’ experiences, space for reflection on one's own teaching, and developmental tasks. We also use an e-learning environment that houses the learning materials and further development tasks and has a special area for sharing experiences and exchanging useful information.
The curriculum is based not only on a study of similar activities conducted in the Czech Republic and abroad but also on our research at Masaryk University. Feedback from alumni of CERPEK educational activities was also taken into account.
She works at the Faculty of Education, where he is involved in the education of English language teachers and primary school teachers. Her main research interest is in teacher professional development and its support using video recordings of teaching.
Nikki Fořtová is a lecturer on the MA in Teaching at Masaryk University. She is also a CELTA and Oxford Teachers Academy trainer. Her ELT research interests lie in classroom interaction, reflection, and the use of technology. Her current research explores corrective feedback by teachers at different stages in their career and in different classroom environments. Nikki enjoys playing the piano, running, and hula hooping. She isn’t very good at any of these but keeps a growth mindset about it all, so maybe one day she will be.
CERPEK leading lecturer
Lecturer in adult education, mother, punk systematist, ENFP. She studied Czech language and psychology at the Faculty of Education of the Masaryk University, then gained teaching and life experience at the University of Latvia in Riga, a private high school in Brno, on maternity leave, at an American high school for boys and as a guide for the Teacher Live programme. For more than 15 years she has been teaching psychology at the Department of Psychology of the Faculty of Arts of Masaryk University. He owes his erudition in experiential pedagogy to his volunteer work at the Lipnice Holiday School and the Brontosaurus Movement. His teaching focuses on topics related to experiential learning, such as guided reflection, working with the goal, teaching communication, giving feedback, tandem learning, and responsive teaching. Her pedagogical motto is “Don't teach much, teach a lot.”
|Phone:||+420 549 49 1114|
He graduated with a degree in business administration, he studied also historical sciences and several other disciplines which he did not finished. He is currently working at the Teiresiás Centre (Support Centre for Students with Special Needs), where he serves as the secretary of the department. In his youth, he read E.T. Seton's books and many of his ideas are still sympathetic to him; his own practical (not only) teaching experience was mainly gained in the environment of the Holiday school Lipniceand related organisations. Although sceptical about everything and everyone, he is still an idealist.
Our mission is to develop university teachers so that they:
The program will be facilitated by a team of instructors using the following principles and elements: