School pedagogy workshop

studia drugiego stopnia

English Philology - Teacher Training Programme

semestr 1

studia niestacjonarne

profil akademicki

obowiązkowe
uprawnienia pedagogiczne

Realizowany w sali

Psychological and pedagogical internship

ECTS points in relation to student’s duties

total number of hours: 30

total number of ECTS: 1,5

1 ECTS = 30 hrs of workshop

0,5 ECTS = 15 hrs of preparation (tasks/materials, report writing) with direct participation of the teacher

Course description

The School pedagogy workshop provides space for experiential learning through interactive activities. It focuses on developing interpersonal communication, creative teaching strategies, teamwork, and inclusive practices. Students will engage in practical workshop activities, e.g. role play, Forum Theatre, group problem-solving, and reflective exercises to build skills for managing real-life educational challenges. The cases discussed will be based both on experiences coming from internship in educational institution and students' own background.

The course objectives

Upon completion of the course, students will be able to:

- strengthen interpersonal communication and conflict resolution skills through interactive methods.

- employ drama-based and creative strategies (Forum Theatre, role play, simulations) to address educational challenges.

- develop practical competences for building inclusive, participatory, and engaging classroom environments.

- enhance teamwork and leadership abilities in educational group settings.

- reflect critically on their professional identity, teaching style, and continuous self-development.

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Course content depends on teacher choices of workshop activities

It may include:

1. Case studies of classroom and school conflicts – role play and alternative solutions.

2. Interpersonal communication in teacher–student–parent interactions.

3. Forum Theatre – introduction, application, and evaluation in educational contexts.

4. Drama and improvisation as inclusive tools in pedagogy.

5. Designing and enacting preventive scenarios for bullying and exclusion.

6. Equality and diversity in practice – activities promoting inclusiveness.

7. Team-based creative projects for classroom management and motivation.

8. Reflection and feedback – self-assessment of teacher competences.

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Methods of instruction/ forms of classroom activity:

various workshop activities: e.g. drama techniques (Forum Theatre, role play, improvisation), group problem-solving tasks, case study analysis, practical simulations and teamwork, reflective writing and peer feedback, ICT tools (MS Teams support)

Reading:

- Antos, G., Ventola, E., & Weber, T. (Eds.). (2010). Handbook of interpersonal communication. New York.

- Powell, R. G., & Powell, D. L. (2010). Classroom communication and diversity: enhancing instructional practice. Routledge.

- Ladousse, G. P. (1991). Role play. Oxford: OUP.

- University of Southampton. Interactive Theatre in the Classroom: Forum Theatre.

Supplementary reading:

- Szczuka-Dorna, L., & Vendome, E. (2017). Introduction to interpersonal communication. Poznań.

Interactive Theatre in the Classroom: Forum Theatre, University of Sothampton, https://www.heacademy.ac.uk/system/files/downloads/pre_reading_material.pdf

Video materials:

An Example of Forum Theatre, https://www.youtube.com/watch?v=NbYx01re-ec

Forum theatre performance | Shannon Ivey and STATE of Reality | TEDxColumbiaSC, https://www.youtube.com/watch?v=vcLcXeXJVDU

Augusto Boal, Forum Theater, Harvard-2003, parts 1-5, https://www.youtube.com/watch?v=I71sLJ-j5LE

Learning outcomes acc to PQF 2019 - specific to teacher profession

Knowledge

The student knows and understands:

1. features of the communication process with different actors in educational activity (students, parents, school staff, broader community), including effective methods of communication and ways to overcome conflicts (N_W01; N_W04) [M_N_B2.W04]

2. assumptions, goals, possibilities, and limitations of exercises and methods related to addressing injustice, inequality, and exclusion in education (N_W04) [M_N_B2.W04]

Skills

The student can:

3. define and analyse classroom situations observed during internships or based on own experiences, recognising their pedagogical significance (N_U01; N_U05) [M_N_B2.U05]

4. organise classes that engage students’ creativity, critical thinking, and cooperation, applying active methods such as Forum Theatre and other participatory strategies (N_U03; N_U05; N_U09) [M_N_B2.U05]

Social competences

The student is ready to:

5. understand and respond to the problems of individual students, teachers, and parents, including conflict-related issues, while recognising the need for continuous self-development in this area (N_K01; N_K02; N_K03; N_K07) [M_N_B2.K01; M_N_B2.K02; M_N_B2.K03]

6. demonstrate openness to using creative and critical thinking approaches to solve educational problems, manage conflicts, and continuously expand professional competences (N_K01; N_K03) [M_N_B2.K01; M_N_B2.K02; M_N_B2.K03]

Forms of evalutions of learning outcomes

1. Active participation in workshop tasks and discussions – 40% of the final grade (outcomes 1-6).

2. Performance of a practical task (e.g., Forum Theatre scene, role play, designed workshop activity) – 30% of the final grade (outcomes 3,4,5,6).

3. Reflective written report/self-assessment – 30% of the final grade (outcomes 1,2,3,5,6).

pass at 60% of the final grade