Foundations of general didactics

obligatory courses

Content and methods of pedagogical research, basic didactic concepts. Aims and results of teachings. School program. Didactic methods. Didactic rules. Didactic means. Didactic process and its conditionings. School as a basic element of educational system. Changes in education.

1.The subject matter and goal of the Educational Methodology. The history of the development of instructional and teaching theories - from the art of teaching to scientific approaches

2. Herbartian Method of Instruction

3. Progressive Education

4. Teaching objectives and learning objectives, the taxonomy and operationalization of educational goals - National Qualifications Framework

5. Theories of educational content selection, constructivism, critical thinking in teaching

6. Hidden Curriculum

7. The principles and methods of teaching

8. Teaching methods

9. Educational process

10. Teaching process design

11. Teaching aids

Arends R, Uczymy się nauczać.

Fisher R. Uczymy, jak się uczyć.

Joyce B, Calhoun E, Hopkins D, Przykłady modeli uczenia się i nauczania.

Kruszewski K, Sztuka nauczania. Czynności nauczyciela, T.I

Kruszewski K. Zmiana i wiadomość. Perspektywa dydaktyki ogólnej

Kupisiewicz Cz, podstawy dydakktyki ogólnej

Kwieciński Z. Dynamika funkcjonowania szkoły

Lewowicki T, Indywidualizacja kształcenia,

Okoń W, Wprowadzenie do dydaktyki ogólnej

Ornstein A. Hunkins F, Program szkolny. Założenia, zasady, problematyka.

Philips D.C., Soltis J.F. Podstawy wiedzy o nauczaniu. GWP

Areas of Competence

1. Defines concepts involved in the process of teaching as it is commonly understood

2 . Lists conceptual structures in the methodology of teaching

3. Uses concepts from the field of teaching and learning methodology

4. Gives appropriate selection criteria for specific elements of teaching structures depending on planned changes observing:

a) the relationships between objectives, that is planned changes ?

b) teaching and education

c) content type (teaching material)

d) ways of displaying information (teaching methods)

e) the selection of organizational models conducive to individualization and motivation in the learning process

f) the selection of resources necessary for the proper presentation of teaching material

5. Differentiates between learning outcome categories

6. Compares and evaluates the assumptions of historic and modern theories of the selection of teaching content

7. Constructs criteria and conducts a contrastive analysis of instruction models

Areas of Proficiency

1. Applies instruction task analysis procedures taking into account its scope and type

2. Follows the principles of instructional design in planning teaching activities

3. Creates educational projects within various content and time frameworks

4. Designs research methods and tools in accordance with a formulated problem

5. Plans educational assignments and their effective completion

6. Uses various teaching materials, e.g., charts, presentations, videos, etc., to visually present the subject matter discussed

General Approaches

1. Actively and creatively analyses and diagnoses teaching situations

2. Creates a personal and professional development plan

3. Engages in activities that reflect an understanding of the necessity of personal and educational development