School pedagogy

studia drugiego stopnia

English Philology - Teacher Training Programme

semestr 1

studia niestacjonarne

profil akademicki

obowiązkowe
uprawnienia pedagogiczne

Realizowany w sali

ECTS points in relation to student’s duties

total number of hours: 30

total number of ECTS points: 1,5

1 ECTS - 30hrs of participation in lecture

05, ECTS - 15hrs exam preparation

Course description

The lecture in School Pedagogy provides students with in-depth theoretical and practical pedagogical knowledge. Students will explore essential topics such as educational systems, the role of the teacher, group dynamics, learners’ needs, inclusion, diagnosis of school problems, assessment, and cooperation with parents. The course prepares students for reflective, responsible, and inclusive teaching practices.

Course objectives

Upon completion of the course, students will

- understand major educational concepts and their practical implications

- recognize the historically shaped structure and legal foundations of the Polish educational system, as well as the role and functioning of teachers within it

- acquire relevant knowledge and skills related to the students’ development, situation of students with special educational needs and the influence of family background as a significant factor in the school context

- understand the dynamics of group behavior and implement inclusive classroom practices

- develop professional, ethical, and reflective attitudes essential for the teaching profession

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Course content:

1. Traditional and progressive education – theoretical foundations and practical implications

2. The concept of hidden curriculum and basics of educational research

3. The postmodern teacher – values, professionalism, communication

4. Legal foundations and educational policies in Poland

5. Structure of the education system and reforms over time

6. Students’ development, needs assessment, and self-esteem

7. Special educational needs – types, rights, forms of support

8. Family background and cooperation with parents

9. Teachers’ values, competences and a professional role.

10. Class tutor as a role model - role, tasks, own concept of educational work with a group.

11. Bullying in schools – causes, consequences, and prevention

12. Assessment in schools – methods, fairness, impact on learners

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Methods of instruction/ forms of classroom activity:

Lectures with multimedia presentations, guided discussions and critical debates, case study analysis, use of ICT tools (MS Teams and external resources), reading and analysis of academic texts

Reading:

Gutek, G. (2014). Philosophical, ideological, and theoretical perspectives on education. Boston : Pearson.

Quinzio - Zafran, A. M., Wilkins, E. (2021), The New Teacher’s Guide to Overcoming Common Challenges, Routledge.

Supplementary reading:

Bullying at schools, a real problem for the education, World Literacy Foundation, https://worldliteracyfoundation.org/bullying-at-schools/

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/

Fisher, M. R. Student Assessment in Teaching and Learning. Vanderbilt University.

Hughes J. (2014). Critical thinking in the language classroom, https://cdn.ettoi.pl/pdf/resources/Critical_ThinkingENG.pdf

Kuźma, J., & Pułka, J. (Eds.). (2015). The school of tomorrow centred on pupils. AFM Publishing House.

McIntyre T., Competitive vs. Cooperative Learning Formats, http://www.behavioradvisor.com/CoopLearning.html

Tait, G. (2017). Schooling and Society: Myths of Mass Education. Cambridge University Press.

Stopińska-Pająk, A. (Ed.). (2015). Between history and the theory of education. University of Silesia Press.

Learning outcomes acc to PQF 2019 - specific to teacher profession

Knowledge

The student knows and understands:

1. contemporary educational theories, their historical roots, and the socio-cultural contexts in which they developed (e.g. intercultural, critical, postmodern pedagogy); the historical development of school institutions; features of traditional and progressive education; goals and consequences of education reforms in Poland; the concept and functions of the hidden curriculum; and the basics of conducting educational research (N_W01;N_W02;N_W03) [M_N_B2.W01; M_N_B2.W03]

2. the structure of the education system in Poland, its legal foundations, and basic issues related to occupational health and safety (N_W01; N_W04; N_W08; N_W09; N_W11) [M_N_B2.W01]

3. the role of the teacher – teaching competences, values in educational work, and the impact of teachers’ competences, attitudes, and values on classroom behaviour and student development; planning one’s professional development (N_W03; N_W04) [M_N_B2.W02; M_N_B2.W07]

4. processes in the school environment, especially group dynamics and their impact on the individual development of students (N_W02; N_W03; N_W04) [M_N_B2.W03; M_N_B2.W04]

5. various methods of diagnosing the needs of individual students and student groups, their problems, dysfunctions, strengths, challenges, and group roles , including the rights of learners with disabilities (N_W07; N_W10) [M_N_B2.W06]

6. the situation of students with special educational needs, forms of support available, and the rights of children and people with disabilities (N_W05; N_W10) [M_N_B2.W05]

Skills

The student can:

7. Apply theoretical knowledge to recognize and analyse the characteristics of educational institutions, select appropriate pedagogical methods, and design their own professional development path (N_U01; N_U02) [M_N_B2.U06]

8. observe and analyse pedagogical phenomena in the school environment, related both to individual development (e.g. needs, self-esteem, well-being) and to group functioning (e.g. cohesion, readiness for cooperation), in order to identify needs and undertake adequate pedagogical activities (N_U01; N_U03; N_U05; N_U06; N_U07) [M_N_B2.U06]

Forms of evalutions of learning outcomes

1. Active participation – 20% of the final grade (outcomes 1-8)

2. Written exam – 80% of the final grade (outcomes 1-8)

pass at 60% of the final grade