Fundamentals of didactics for teachers

pedagogical qualifications

The courses in Didactics in Biology and Didactics in Science can be attended parallely.

Blended learning
Classroom

The lecture aims at preparing the students to the role of a teacher. It introduces to the main rules, strategies and methods of teaching and educational measurement. A special attention is being paid to the design of lesson scenarios and outlines, as well as to the hospitation and evaluation processes. The lecture presents also the standards for teacher education and the rules of career promotion.

Research object and aims of general didactics in relation to didactics of the particular subjects.

The essence and characteristics of the modern educational process.

Educational aims, educational effects and pupil’s achievements.

Structuring the educational contents. Knowledge transformation from an academic level to school practice.

Educational rules. Lessons' scenarios. Preparation of the future teacher to lead a lesson at school.

Hospitation and evaluation of recorded lessons.

Methods and forms of education. Organisation of educational processes.

Project as an educational strategy – practical assignment at the Faculty of Biology (end of term project assignment).

Didactic instruments and infrastructure.

Educational process design and evaluation.

Rights and obligations of a pupil. School failures. Selected forms of giving help to school children.

A teacher in modern education. Competences and qualifications of a teacher. Educational standards and the rules of career promotion.

In Polish:

Literatura podstawowa:

• Cz. Kupisiewicz, Dydaktyka ogólna, Impuls 2012

• Stawinski W., Dydaktyka biologii i ochrony środowiska, PWN Kraków 2006

• M. V. Covington, K. M. Teel, Motywacja do nauki, Wydawnictwo GWP, 2004

• D. Sterna, Ocenianie kształtujące w praktyce, Centrum edukacji Obywatelskiej, 2014

• R. Sagor, Badanie przez działanie, Centrum edukacji Obywatelskiej, 2014

• Bloom B.S. (1971), Taxonomy of Educational Objectives. Handbook I and II., New York. 1971

Literatura dodatkowa:

• E. Brudnik, A. Moszyńska, B. Owczarska, Ja i mój uczeń pracujemy aktywnie – przewodnik po metodach aktywizujących, Wydawnictwo Jedność 2010

• G. Petty, Nowoczesne nauczanie, Wydawnictwo GWP 2013

• W. Okoń Wprowadzenie do dydaktyki ogólnej, Wydawnictwo Akademickie Żak 2003

• Krathwohl D.R., A Revision of Bloom’s Taxonomy: An Overview, Theory into practice, 41 (4) 2002

• Sterna D., Uczę (się) w szkole, Centrum Edukacji Obywatelskiej, 2014

• Praca Zbiorowa (ed. B. Ostrowska, K. Spalik), Uczymy myślenia. Zadania na lekcje przedmiotów przyrodniczych, Instytut Badań Edukacyjnych, Warszawa, 2013

• Praca Zbiorowa (ed. B. Ostrowska, K. Spalik), Umiejętności złożone w nauczaniu historii i przedmiotów przyrodniczych – pomiar, zadania testowe z komentarzami – Instytut Filozofii i Socjologii PAN, Warszawa, 2010

• Wyniki Badania PISA 2012 W Polsce Program Międzynarodowej Oceny Umiejętności Uczniów OECD (Programme For International Student Assessment), 2013, http://www.ibe.edu.pl/images/prasa/PISA-2012-raport_krajowy.pdf

KNOWLEDGE

Has knowledge of didactics and detailed methodology of pedagogical activity, supported by experience in its practical use.

Has knowledge of interpersonal and social communication processes, including in pedagogical (didactic, educational and caring) activities, as well as their regularities and distortions.

Has knowledge about the design and conduct of diagnostic tests in pedagogical practice, expanded in relation to the relevant educational stages and taking into account the special educational needs of students with developmental disorders.

Knows the rules for designing the path of own development and professional promotion.

Has knowledge about the ethics of the teaching profession.

SKILLS

Demonstrates the ability to learn and improve their own pedagogical workshop using modern means and methods of obtaining, organizing and processing information and materials.

Is able to independently acquire knowledge and develop his professional skills related to pedagogical (teaching, educational and caring) activities, using various sources (in Polish and a foreign language) and modern technologies.

Is able to select and use available materials, means and methods of work in order to design and effectively implement pedagogical activities (didactic, educational and caring) and use modern technologies for didactic work.

Is able to use ethical principles and norms in performed activities.

Is able to analyze own pedagogical activities (didactic, educational and caring) and identify areas that need modification, is able to experiment and implement innovative activities.

He can design a plan of his own professional development.

SOCIAL COMPETENCE

It is characterized by ethical sensitivity, empathy, openness, reflectiveness as well as pro-social attitudes and a sense of responsibility.

Is aware of the level of his knowledge and skills; understands the need for continuous professional training and personal development; assesses own competences and improves skills during pedagogical (didactic, educational and caring) activities.

Is aware of the importance of professionalism, reflection on ethical issues and compliance with the principles of professional ethics; exhibits the features of a reflective practitioner.

Is aware of the ethical dimension of diagnosing and assessing students.

Written exam, discussion activities, participation in a project which takes place parallely to the classes.