Kontroverzní témata ve třídě – webinář pro učitele

Fulbrightova komise zve středoškolské učitele na webinář o kontroverzních tématech ve výuce. Webinář proběhne ve čtvrtek 23. února od 16. do 17. hodiny na platformě ZOOM. Své poznatky ze studií v několika zemích světa, příklady dobré praxe, ověřené postupy i další zdroje během webináře představí tři vysokoškolští pedagogové z USA – Dr. Elizabeth Yeager Washington, Dr. Judith Pace a Dr. Eric Soto-Shed.

Na jaká témata se můžete těšit?  

• Co vyplývá z našeho výzkumu? 
• Co radí zkušení pedagogové? 
• Jaké tipy předávají profesoři na pedagogických fakultách začínajícím učitelům?
• Jaké nástroje a zdroje můžeme použít? 
• Jak zodpovědně připravit hodinu o kontroverzním tématu s ohledem na citlivost studentů? 

Pokud Vás témata zaujala, vyplňte tento registrační formulář nejpozději v úterý 21. února.

Všem přihlášeným pošleme ve čtvrtek 23. února ráno odkaz do online místnosti.

Máte-li konkrétní dotazy pro prezentující, napište je prosím do tohoto sdíleného dokumentu.

Profily prezentujících:

Dr. Elizabeth Yeager Washington is a Professor and Coordinator of Secondary Education and Social Studies Education in the College of Education at the University of Florida. She teaches courses in secondary social studies methods, critical democratic citizenship education, and effective teaching and classroom management. Her research interests include civic education, critical democratic citizenship education, the teaching of social issues, and the teaching and learning of history. Dr. Washington spent the 2022/2023 Fall semester as a Distinguished Fulbright Scholar in the Faculty of Pedagogy at Masaryk University in Brno, where she focused on students’ school experiences with civic education. 

Dr. Judith Pace, University of San Francisco

Judith L. Pace is a Professor in the Teacher Education Department at the University of San Francisco’s School of Education. She is a qualitative researcher who examines classroom teaching and curriculum — focusing on social studies — and its relationship to diversity, democracy, and sociopolitical contexts. She has studied classroom authority relationships and academic engagement, teaching for democratic citizenship in government classes, social studies under high stakes accountability, and teacher preparation for teaching controversial issues. Her last study was conducted in Northern Ireland, England, and the Midwestern U.S., and she is fascinated by curriculum and teaching in politically divided and post-conflict societies. 

Dr. Eric Soto-Shed, Harvard University, Graduate School of Education 

Eric Soto-Shed is a lecturer on education. Prior to coming to HGSE, Soto-Shed was the director of secondary history/social studies education at Brown University. He received his Ph.D. in Curriculum and Teacher Education from Stanford University, and has also served as a methods instructor at New York University, and with the Stanford Teacher Education Program (STEP). His work as a teacher educator has been greatly informed by eight years of experience as a high school social studies teacher in three distinct types of urban schools: a small alternative high school, a large comprehensive high school, and an early college magnet school. From the Bronx to Harvard University, Soto-Shed’s passion for helping struggling students become critical thinkers has been the driving force in his fifteen-year career as teacher and teacher educator.