Theoretical background in pedagogy

studia drugiego stopnia

English Philology - Teacher Training Programme

semestr 1

studia stacjonarne

profil akademicki

obowiązkowe
uprawnienia pedagogiczne

Realizowany w sali

ECTS points in relation to student’s duties

total number of ECTS points: 1

1 ECTS: 20 hours of classes, 10 hours of preparing for classes and a written assignment with direct participation of the teacher

Course description

The course Theoretical background in pedagogy (classes) allows students to transfer their theoretical knowledge related to functioning schools and teachers into practical dimensions. Through interactive exercises students will be able to apply pedagogical theories to classroom reality and problems appearing there.

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

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.

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)

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