(in Polish) Katecheta w służbie parafii i szkole

elementary

enter learning outcome code/codes

The lecture is supposed on the destination planning preparing students to take up work on on the position of the religion instruction teacher for the solid execution of tasks towards two entities of school teaching the religion - of Church (of parish) and schools. It is introducing future religion instruction teachers to rights and obligations with account both of these subjects and is indicating abilities of improving on each of them.

1. Catechist in teaching the Church.

2. the faithfulness to the Church and the loyalty to the school

3. from the person entitled to teach the religion to the owner of the canonical mission

4. duties of the catechist relative to the parish.

5. between the parish and the school

6. Catechist in the education regulations

7.Catechist at the school - rights and obligations.

8. Catechist as teacher.

9. School documentation

10. Permanent formation

11. Path of the professional promotion

12. Catechist towards pupils and parents.

13. Catechist towards the teaching staff and parents

14. Education dimension of the catechetical service

15. Catechist as awitness of the faith

Today's religion instruction teacher. The current state and challenges, of roadsteads. J. Stala, Cracow 2002.

Mezglewski A., Poland model of the religious education in maintained schools, Lublin 2009.

Teacher of the Catholic religion, in: teaching the Catholic religion at school, ed. P. Tomasik, S. Dziekoński, ("Catechetical Studies" 2010, vol. 7), Warsaw 2010, 217-301 p..

Okońska E., Teacher of the religion at the school. Theses, search, proposals, Bydgoszcz 2006.

Strus R., Zwolak S., teaching the religion at the nursery school and the school, Zamość 2013.

Szpet J., Jackowiak D., Organization of the workroom of the teacher of the religion, Poznań 2002.

Zając M., Evaluation in teaching the religion, Lublin 2013.

Zellma A., Professional development of the teacher of the religion, Olsztyn 2013.

http://www.katecheza.episkopat.pl/index.php/menu/nauczanie-religii-w-szkole/awans-zawodowy/49-awans-zawodowy-katechety

http://www.portaloswiatowy.pl

http://www.vulcan.edu.pl/strona.php/56_prawo_optivum.html

Support:

Kulpaczyński S. (ed.), Dialogue in the religious education, Lublin 1998.

Kulpaczyński S. (ed.), religion instruction teachers are teaching to judge themselves catechize, Lublin 1998.

Mastalski J., Properties of contemporary religion instruction teachers and class tutors and pedagogia God's, Cracow 2005.

Majewski M. (ed.), Attitudes of religion instruction teachers, Cracow 1996.

Personality of the religion instruction teacher, in: Pedagogy in the religious education, ed. M. Śnieżyński, Cracow 1998, 9-70 p..

Nowacka M., Religious education methodological consulting, Lublin 1999.

Łabendowicz S., Formation of religion instruction teachers, Sandomierz 1997.

Upon completion of classes student:

EK1 - in the scope of one's knowledge:

he has tidied up and deepened, causing the specialization, detailed knowledge from the scope of theological other disciplines (TMA_W 07)

EK2 - in the ability:

he is able independently to search, to analyse, to assess, to select and to integrate information with using various sources and to formulate critical judgements on this base with using the theological knowledge (TMA_U 01)

EK3 - in social competence:

he is aware of a complexity of reality and understands the need of an interdisciplinary approach to solved problems

(TMA_K 05)

ECTS description:

Participation in the lecture: 30 hr

Own work of the student: 20 hr

Consultation with the driver: 10 hr

With time: 60 hr = 2 ECTS

EK No. 1 determined as "has tidied up and deepened, causing the specialization, detailed knowledge from the scope of theological other disciplines"

For the evaluation:

D (2): doesn't have a knowledge tidied up and deepened from scope of catechetics, letting notice the specificity of tasks of the catechist towards the parish and the school;

Fairly (3) has a basic knowledge from the scope of catechetics concerning tasks of the catchist towards the parish and the school;

B (4) has a knowledge tidied up in the scope of catechetics on tasks of the catechist towards the parish and the school;

A (5) has a knowledge tidied up and deepened in the scope of catechetics on tasks of the catechist towards the parish and the school.

EK No. 2 determined as "he is able independently to search, to analyse, to assess, to select and to integrate information with using various sources and to formulate critical judgements on this base with using the theological knowledge"

For the evaluation:

D (2): he isn't able independently to search, to analyse, to assess, to select and to integrate of information with using various sources on the service of the catechist at the parish and the school;

Fairly (3) in the minimal step independently he is searching and is integrating information on tasks of the catechist at the parish and the school;

B (4) independently he is searching, is analysing, is assessing and is selecting information from various sources about tasks of the catechist at the parish and the school;

A (5) independently he is searching, is analysing, is assessing, is selecting and is integrating found news on various sources on tasks of the catechist at the parish and the school and is formulating critical judgements with applying the theological knowledge.

EK No. 3 determined as "in social competence:

he is aware of a complexity of reality and understands the need of an interdisciplinary approach to solved problems "

For the evaluation:

D (2): he isn't aware of folded reality associated with the service of the catechist at the parish and the school and doesn't understand the need of an interdisciplinary approach to solved problems;

Fairly (3) in the minimal scope he is aware of a complexity of the catechetical service at the parish and the school, in the basic scope understands the need of an interdisciplinary approach to solved problems;

B (4) he is aware of folded reality in relation to the service of the catechist at the parish and the school and understands the need of an interdisciplinary approach to solved problems;

A (5) has a very good awareness of folded reality in relation to tasks of the catechist at the parish and the school; understanding the need of an interdisciplinary approach proposes specific of solving discussed problems.