General pedagogy with pedagogy on particular educational stages in international context

fakultatywne

The main objecives of the course comprise providing students with knowledge and skills related to functioning of schools and teachers in different international contexts, development of a human as a learner and improving students’ interpersonal skills with a view to participants’ functioning in educational environments.

Course content

1. School and teacher – review of functions and concepts in historical

aspect. Dimensions of the hidden curriculum. Introduction to educational

research.

2. Contemporary educational trends and its presence in educational

practice in different international contexts.

3. Interpersonal communication in the school context. Teachers’

competences and professional role. Personal concept of educational work.

4. Situation and characteristics of a student, including students with special

needs.

5. Effective teaching – stages of learning, motivating, assessment.

Methods of working with a group.

6. Students and school on different educational stages - characteristics

of learning structure, cognitive development of a student from early

childhood to adulthood, educational opportunities and challenges related

to particular age.

7. Students with special educational needs: gifted students, dyslexic

students, students with Asperger syndrome, students with ADHD

syndrome, students with specific psycho-somatic problems (depression,

anorexia, bulimia).

8. Working out the group project related to the contents of the course.

“Comparative Education Review”. - Chicago : Univ.of Chicago Press, 2004- 2018.

Activating Strategies for Use in the Classroom, http://www.gcasd.org/Downloads/Activating_Strategies.pdf

Bąbka J., Janion E. (ed.), Supporting the development of children who are "at risk", Toruń : Wydawnictwo Adam Marszałek ; [Zielona Góra] : Uniwersytet Zielonogórski, 2016.

Bogucka-Kocka A., Kocki J. (ed.), Selected problems of disabled child development, Lublin : Wydawnictwo Uniwersytetu Medycznego : Wydawnictwo Polihymnia, 2009.

Curwin R., 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 2011.

J. Parankimalil, Meaning, Nature and Aims of Education, https://johnparankimalil.wordpress.com/2012/03/26/meaning-nature-and-aims-of-education/

Juszczyk S.(ed.), European education (and training) systems, Toruń: Wydawnictwo Adam Marszałek, 2014.

Kuźma J.,Pułka J. (ed.), The school of tomorrow centred on pupils, Kraków: AFM Publishing House, 2015.

Lipińska-Lokś J., Rudzińska-Rogoża A. (ed.), A pupil with special educational needs at school, Toruń : Wydawnictwo Adam Marszałek ; Zielona Góra : Uniwersytet Zielonogórski, 2013.

Madalińska-Michalak J., Niemi H., Chong S.(ed.), Research, policy, and practice in teacher education in Europe, Łódź: Wydawnictwo Uniwersytetu Łódzkiego, 2012.

McGonigle-Chalmers M, Understanding cognitive development, London: SAGE Publications, 2015.

Neaum S., Child development for early years students and practitioners, Child development for early years students and practitioners, Thousand Oaks : Sage Publications, 2013.

Nijakowska J. i in., DysTEFL2 - Dyslexia for teachers of English as a foreign language : trainer's booklet, Łódź 201

Ordon U., Professionalism and professional competence of teachers in a contemporary school, Częstochowa 2010.

Pflaum S., The development of language and reading in young children, Columbus : Charles E. Merrill Publ. Co., cop. 1978.

Powell R.G., Powell D. L., Classroom communication and diversity : enhancing instructional practice, New York: Routledge, 2010.

Stopińska-Pająk A. (ed.), Between history and the theory of education: methodology, traditions, quest, Katowice : Wydawnictwo Uniwersytetu Śląskiego, 2015.

Taack Lanier J., A closer look at what being an educator really means. Redefining the Role of the Teacher: It's a Multifaceted Profession, https://www.edutopia.org/redefining-role-teacher

Tait G., Schooling and society : myths of mass education, Cambridge: Cambridge University Press, 2017.

Additional literature might be used if any special demand appears.

Description of the learning outcomes:

Knowledge

A student has the knowledge about:

stages of development in the cycle of life in relation to educational activity (s-W-1)

processes of interpersonal communication in educational activity (s-W-2)

theoretical background of pedagogical activity in philosophical and socio-cultural aspect (s-W-3)

contemporary theories of education (s-W-4)

main educational environments and processes taking place there (s-W-5)

designing and realizing pedagogical research in educational practice (s-W-6)

structure, functions, procedures and good practices related to the chosen area of educational activity (s-W-7, s-W-10, s-W-11)

methods of pedagogical work (s-W-10)

particular groups involved in education (teachers, students, parents), including knowledge related to developmental norms and dysfunctions (s-W-8)

designing own paths of professional development (s-W-12)

Skills

A student:

can observe pedagogical phenomena (s-U-1)

is able to use theoretical pedagogical knowledge to recognize, diagnose, interpret, analyse and predict various educational problems, including the ones related with student’s special needs (s-U-2, s-U-3, s-U-5)

can find ways of communication with people belonging to different environments and being in various emotional state as well as solve conflicts and create good classroom climate on different educational stages(s-U-6)

has the ability to evaluate and choose relevant available procedures and methods to design and effectively realize pedagogical activities on different educational stages(s-U-7, s-U-8)

can work in a group, assuming various roles and showing organizational skills (s-U-9, s-U-13)

has the ability to work with studens, applying individual approach, including work with special needs students (s-U-11,)

is able to improve own knowledge using different sources (s-U-4)

uses ethical norms in pedagogical activity (s-U-12)

Competences

A student:

understands the need of constant self-development and self-assessment and improves his/her skills in the process of pedagogical activity (s-K-1)

appreciates the value of taking up pedagogical activity in social environment; is active and determined realizing individual and team tasks (s-K-2)

understands the need of individualized pedagogical activities aimed at students with special educational needs (s-K-3)

knows the importance of professional ethics, responsibility and reflective practice of pedagogical work (s-K-4, s-K-6)

Preparation, realization and presentation of a group project: 70%

Active participation in the classes, including attendance: 30%

n/a