Theoretical background in pedagogy 1.S2.EP.TTP.AP.29
Course objectives
The objective of the course is to provide students with theoretical knowledge related to functioning of education in order to widen their teacher's perspectives and make them aware of theoretical roots of their everyday school practice.
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The course content:
1. Review of the past and contemporary concepts of education. Traditional vs. progressive school.
2 . Dimensions of the hidden curriculum. Introduction to educational research.
3. Postmodernism and postmodern language teacher.
4. Norms and procedures according to educational law.
5. Structure of the system of education in historical aspects. Reforms of education.
6. Teachers’ values, competences and a professional role.
7. Class tutor as a role model - role, tasks, own concept of educational work with a group.
8. Styles of behaviour in the classroom.
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Methods of instruction/ forms of classroom activity:
multimedia presentations, group discussion; 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 2024/25-Z: | Term 2023/24-Z: | Term 2022/23-Z: |
Learning outcomes
Learning outcomes acc to PQF since 2019 - specific to teacher profession
Knowledge
Students know and understand:
1. contemporary education theories and their historical roots as well as the socio-cultural context in which they developed (e.g. intercultural, critical, postmodern pedagogy), historical development of school institutions, features of traditional and progressive education, goals and consequences of education reforms in Poland, concept and functions of the hidden curriculum the basics of conducting educational research (N_W01/P7S_WG; N_W02/P7S_WG; M_N_B2.W01; M_N_B2.W03)
2. the structure of the education system, legal foundations of education and basic issues related to occupational health and safety (N_W04/ P7S_WG, P7S_WK, N_W08/P7S_WK, N_W09/ P7S_WK, N_W11/ P7S_WG; M_N_B2.W01)
3. characteristic features of the teacher's role: teaching competence, the concept of values in educational work and the impact of individual role features, competences and values on and teachers' classroom behaviour and student development, designing own professional development (N_W03/P7S_WG; M_N_B2.W02; M_N_B2.W04)
Skills
Students
4. are able to apply theoretical knowledge to recognize and analyze the characteristics of the institution in which they work, choose methods of pedagogical work and design their own professional path (N_U01/P7S_UW; M_N_B2.U01; M_N_B2.U02)
Social competences:
Students
5. build relationships with various partners in pedagogical activities (students, parents, school staff, a broader social environment) (N_K01/P7S_KR, N_K02/P7S_KO; M_N_B2.K04)
Assessment criteria
Forms of evaluation of learning outcomes
1. Active participation in lectures - 10% of the final grade (outcome 1-5)
2. Written exam - 90% of the final grade (outcome 1-4)
pass at 60% of the final grade
Bibliography
Reading list:
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/
Breen, M. P. (n.d.). Teaching Language in Postmodern classroom,
http://www.raco.cat/index.php/bells/article/viewFile/102825/149230
Hughes J. (2014). Critical thinking in the language classroom, https://cdn.ettoi.pl/pdf/resources/Critical_ThinkingENG.pdf
Parankimalil, J. (2012). Meaning, Nature and Aims of Education, https://johnparankimalil.wordpress.com/2012/03/26/meaning-nature-and-aims-of-education/
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
Tait G. (2017). Schooling and society : myths of mass education, Cambridge: Cambridge University Press.
Supplementary reading:
“Comparative Education Review”. Chicago: U of Chicago Press, 2004-2019.
Derenowski M. (2011). Reflective teachers in the modern educational context, Konin.
Additional literature might be used if any special demand appears.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: