School pedagogy

elementary

(in Polish) symbole efektów uczenia się dla kierunku PEDAGOGIKA, studia II stopnia:

NP2_W01, NP2_W25,

NP2_U02, NP2_K03

The aim of the course is to introduce students to the basics of knowledge in school pedagogy. As a result of achieving the goals, the student should determine the place of school pedagogy as a pedagogical sub-discipline, interpret the functions and goals of the school and analyze the role of the process of school education in the process of updating the development opportunities of children and adolescents at school age. The lecture also aims to develop students' skills to undertake discussions around the problems of native education policy and in the perspective of international research.

Course content:

1. Development of school pedagogy as a pedagogical subdiscipline. Basic areas of interest and related research;

2. School and its place in society;

3. Contemporary concepts of education at school.

4. Teacher as an animator of the school environment - preparation and workshop.

5. The school's headmaster. Parents and upbringing at school. The role and tasks of the school educator.

6. School functions and effectiveness of school education (student success and failure, their determinants).

7. School culture - concept, models, research perspectives.

8. The structure of the school system in Poland, the state and directions of education reform.

9. School in selected European countries in the perspective of international research.

10. New ideas, problems and challenges of school pedagogy.

11. The place of the Catholic school in the education system of children and youth.

OBLIGATORY LITERATURE:

1. Kałuszyński M., Nauczyciel i uczeń. Problemy etyczne wychowania i nauczania, Wydawnictwo Atla 2, Wrocław 2002.

2. Kawecki I., Wprowadzenie do wiedzy o szkole i nauczaniu, Impuls, Kraków 2003.

3. Kujawiński J., Ewolucja szkoły i jej współczesna wizja, UAM, Poznań 2010; https://repozytorium.amu.edu.pl/jspui/bitstream/10593/212/3/Kujawi%C5%84ski_tekst.pdf.

4. Szymaniak J., Pedagogika szkolna, Gdańska Wyższa Szkoła Humanistyczna, Koszalin 2013.

5. Drewnowska U., Tłuściak-Deliowska A., Kultura szkoły. Studium teoretyczno-empiryczne, Impuls, Kraków 2015.

6. Schleicher A., Edukacja światowej klasy. Jak kształtować systemy szkolne na miarę XXI wieku, Evidence Institute – Związek Nauczycielstwa Polskiego, Warszawa 2019.

7. Gawrecki L., Menedżerskie zarządzanie placówką edukacyjną. Praktyczny poradnik dla dyrektorów szkół, Wolters Kluwer, Warszawa 2019.

ADDITIONAL LITERATURE:

1. Śliwerski B., Program wychowawczy szkoły, WSiP, Warszawa 2001.

2. Niemierko B., Kształcenie szkolne. Podręcznik skutecznej dydaktyki, WaiP, Warszawa 2007.

3. Dolata R., Szkoła – segregacje – nierówności, Wydawnictwo Uniwersytetu Warszawskiego, Warszawa 2008.

4. Psychologia ucznia i nauczyciela, red. S. Kowalik, Wydawnictwo Naukowe PWN, Warszawa 2011.

5. Karpińska A., Niepowodzenia edukacyjne - renesans myśli naukowej, TRANS HUMANA, Białystok 2011.

6. Nadziakiewicz E., Współpraca z rodzicami. Rodzice partnerami w tworzeniu i realizacji strategii rozwoju szkoły, ORE, Warszawa.

7. B. Śliwerski, Edukacja (w)polityce. Polityka (w) edukacji, Kraków: Oficyna Wydawnicza „Impuls” 2015.

Knowledge

The student knows the terminology used in pedagogy and its application in related disciplines at the extended level;

Knows the structure and functions of the education system, selected education systems in other countries;

Knows the functioning of school, family and other institutions, and the relationships between these environments that are relevant to the care, upbringing and educational processes;

Skills

The student is able to use and integrate theoretical knowledge in the field of school pedagogy and related disciplines to analyze complex educational, upbringing, caring problems, as well as to diagnose and design practical assistance activities;

Is able to be guided by ethical principles in professional activity;

Competence

The student is ready to deepen his knowledge and skills, understands the need for continuous personal and professional development, building a workshop of a teacher and researcher;

Identifying with the values, goals and tasks implemented in pedagogical practice is characterized by prudence, maturity and commitment to the design, planning and implementation of pedagogical activities.

Description of ECTS

STUDENT ACTIVITY STUDENT'S EXPENDITURE AT TIME.

Contact hours - lecture 30

Preparing for classes, reading 15

Preparing for the exam 15

Preparation of the paper, essay, presentation 5

Other forms - individual work with text 10

Total number of ECTS points 75 hours / 25 = 3

Oral examination consisting of open questions. The maximum number of points to reach is ten.

Scoring – rating:

10-9 = 5.0

8 = 4.5

7 = 4.0

6 = 3.5

5 = 3.0

3.0 - The student knows the terminology used in pedagogy; presents structured knowledge about the main areas of interest in school pedagogy; knows how to characterize the structure and functions of the education system.

3.5 - Presents ordered knowledge of the main areas of interest in school pedagogy; knows the functioning of school, family and other institutions and relationships between these environments that are important from the point of view of care, upbringing and educational processes.

4.0 - Can present structured knowledge about the main areas of interest in school pedagogy; is able to use and integrate theoretical knowledge in the field of school pedagogy and related disciplines to analyze complex educational, upbringing, caring problems, as well as diagnosing and designing practical assistance activities.

4.5 - Presents ordered knowledge of the main areas of interest in school pedagogy; knows how to characterize the structure and functions of the education system and selected education systems in other countries; can present modern concepts of upbringing at school and the tasks of a school counselor.

5.0 - Presents ordered knowledge of the main areas of interest in school pedagogy; knows how to characterize the structure and functions of the education system and selected education systems in other countries; present knowledge of school culture - the concept, models, research perspectives; can present ordered knowledge about challenges in school pedagogy.