Theoretical background in pedagogy 1.N2.EP.TTP.AP.30
Course objectives:
- relying on theoretical framework referring to pedagogical concepts, students will practically know and train the issues related functioning in various educational environments, structure and function of the system of education, specific problems related to particular groups (students-teachers-parents), norms, procedures and good practices relevant in a school context.
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Course content:
1. School and teacher – review of functions and concepts in historical
aspect and their influence on contemporary situation of education.
2 . Dimensions of the hidden curriculum - the ways of recognizing it.
3. Contemporary educational trends and its presence in educational
practice.
4. Cooperation with the environment (parents, authorities, organizations).
5. Personal concept of educational work – aims, values and ways of
realizing them.
6. Styles of classroom behaviour - possible solutions to common problems.
7. Communication issues: listening skills, non-verbal communication, negotiating, solving conflicts.
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Methods of instruction/ forms of classroom activity:
multimedia presentations, group discussion, interactive exercises, case study presentation and analysis; ICT tools/MSteams platform
Field of study
Student workload
Study level
Education profile
Type of course
obligatory courses
The semester in which the subject is carried out
Mode
Course coordinators
Term 2023/24-Z: | Term 2024/25-Z: | Term 2022/23-Z: |
Learning outcomes
Learning outcomes acc to PQF since 2019 - specific to teacher profession
Knowledge
Students know and understand:
1. principles of school and teacher functioning as a result of a complex historical, socio-cultural context (N_W01/P7S_WG; M_N_B2.W01; M_N_B2.W02; M_N_B2.W04)
Skills
students are able
2. to plan and implement educational activities regarding students and parents, based on the knowledge of the features of their role, competences and the system of values (N_U02/P7S_UW, N_U05/P7S_UW; M_N_B2.U03; M_N_B2.U04)
Social competences
Students are ready
3. to show initiative in the area of cooperation and conflict-solving in relation to classroom and out-of- the classroom context (N_K05/P7U_KO; M_N_B2.K02; M_N_B2.K04)
Assessment criteria
Forms of evaluation of learning outcomes:
1. Written assignment of a chosen topic - 30% of the final grade (outcome 1,2,3)
2. Case study presentation - 30% of the final grade (outcome 1,2,3)
3. Active participation in the classes - 40% of the final grade (outcome 1,2,3
pass at 60% of the final grade
Bibliography
Reading list:
Curwin R. (2011). Parents and Teachers: The Possibility of a Dream Team, https://www.edutopia.org/blog/parent-teacher-collaboration-richard-curwin
Derenowski M., Reflective teachers in the modern educational context, Konin
Finch A. E. (2010) The postmodern language teacher: The future of task-based teaching, https://neltachoutari.wordpress.com/2010/11/01/the-post-modern-langauge-teacher/
Ordon U. (2010) Professionalism and professional competence of teachers in a contemporary school, Częstochowa.
Stopińska-Pająk A. (ed.) (2015). Between history and the theory of education: methodology, traditions, quest, Katowice : Wydawnictwo Uniwersytetu Śląskiego.
Taack Lanier J., (1997). Redefining the Role of the Teacher: It's a Multifaceted Profession, A closer look at what being an educator really means. https://www.edutopia.org/redefining-role-teacher
Szkoła Summerhill, https://summerhill.pl
Supplementary reading:
Tait G. (2017) Schooling and society: myths of mass education, Cambridge: Cambridge University Press.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: