CORE MODULE 4: GENERAL EDUCATION AND PEDAGOGY

This module contains a broad scope of psychological and pedagogical foundations for teaching children, basic concepts in the field of psychology, the developmental profile of students during childhood and adolescence, cognition and social perception and the processes of communication. It is aimed at deepening trainees’ awareness of learning difficulties and strategies to support the development of aptitudes and interests together with emerging difficulties. It addresses the organization, curricula and functioning of the education system in Poland and some selected countries in Europe and worldwide, concepts regarding the roles of the teacher, and the elements of teacher's ethics. The module confronts such issues as sociocultural changes in the multicultural and multilingual environment of contemporary education. It continues an advanced discussion of key issues of bilingual education addressing diversity of approaches, theoretical conceptualizations and some practical solutions.

The main aim of this module is to deepen teacher candidates’ knowledge and understanding of some key concepts related to the psychological, sociological, pedagogical and linguistic aspects of education, with focus on early education. Teacher candidates are invited to broaden their abilities in critically examine various contexts of teaching such as curriculum development, bilingual teaching practice, early education practice, in light of various theories. In this module teacher candidates have opportunities to read a broad selection of literature and complete various assignments in order to connect various aspects of educational practice. The module is designed to deepen the student teachers’ understanding and encourage them connect elements of educational practice with the educational theory.

Selected bibliography

Robson S. (2012). Developing thinking and understanding in young children. An introduction for students. Second Edition. Routledge Taylor and Francis Group. London and New York.

Slavin R. (2012). Educational psychology. Theory and practice. Eleventh edition. Pearson.

Williams M., Burden R. (1997) Psychology for language teachers: a social constructivist approach. Cambridge University Press.

Wilson D., Conyers M. (2013). Five big ideas for effective teaching. Connecting mind, brain and education research to classroom practice. Published by Teachers College Press, Columbia University.

Woolfolk A., Hughes M., Walkup V. (2012). Psychology in education. Second edition. Pearson.

S. Bailin, Critical and Creative Thinking, in: Philosophy of Education. Introductory Readings, ed. W. Hare and J. P. Portelli, Detselig Enterprises Ltd., Calgary, Alberta, Canada 2001, pp. 153-176.

D. Carr, Making Sense of Education. An introduction to the philosophy and theory of education and teaching, RoutledgeFalmer, London and New York 2003.

W. Carr, What is an educational practice?, in: W. Carr, For Education. Towards Critical Educational Inquiry, Open University Press, Buckingham, Philadelphia, 1998, pp. 60-73.

M. Degenhardt, Indoctrination, in: D. Lloyd, Philosophy and the Teacher, RoutledgeFalmer, London & New York 2002.

J. Dunne, What’s the good of education? in: Partnership and the Benefits of Learning, red. P. Hogan, Educational Studies Association of Ireland, Maynooth College, Co. Kildare 1995, s. 60-82.

S. Bailin, Critical and Creative Thinking, in: Philosophy of Education. Introductory Readings, ed. W. Hare and J. P. Portelli, Detselig Enterprises Ltd., Calgary, Alberta, Canada 2001, pp. 153-176.

D. Carr, Making Sense of Education. An introduction to the philosophy and theory of education and teaching, RoutledgeFalmer, London and New York 2003.

W. Carr, What is an educational practice?, in: W. Carr, For Education. Towards Critical Educational Inquiry, Open University Press, Buckingham, Philadelphia, 1998, pp. 60-73.

M. Degenhardt, Indoctrination, in: D. Lloyd, Philosophy and the Teacher, RoutledgeFalmer, London & New York 2002.

J. Dunne, What’s the good of education? in: Partnership and the Benefits of Learning, red. P. Hogan, Educational Studies Association of Ireland, Maynooth College, Co. Kildare 1995, s. 60-82.

E. Ellsworth, Teaching Positions. Difference, Pedagogy, and the Power of Address, Teachers College, Columbia University, New York and London 1997.

P. Fairfield, Education After Dewey, Continuum, New York 2009.

Knowledge and understanding

Student teacher is acquainted with some key concepts in a child`s physical, social, emotional, moral, and cognitive development and their influence on children.

Student teacher is aware of diversity of approaches to learning and performance, including varied learning styles, exceptionality in learning, learning disabilities, as well as special physical or mental challenges.

Student teacher is familiar with the organization, curricula and functioning of the education system in Poland and some selected countries in Europe and worldwide, concepts regarding the roles of the teacher, and the elements of teacher's ethics.

Student teacher is aware of the socio-cultural changes in the multicultural and multilingual environment of contemporary education

Student teacher is acquainted with the diversity of approaches to bilingual education in Europe and worldwide.

Skills

Student teacher is able to utilize educational theory to deepen the reflection about pupil learning and their development

Student teacher is able to analyze the classroom environment and make decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work

Student teacher is able to utilize learning theory and student development to plan instruction to meet curriculum goals

Student teacher is able to create learning situations which take into considerations the individual needs of students and justify his/her choices

Competences

Student teacher is able to reflect on his/her process of learning and identify some areas which require further development

Student teacher can articulate his/her own theory and exemplify it with some examples from practice

Student teacher can identify his/her strengths and weakness in educational practice; come up with alternative solutions

Part one is a course assessment is based on the material of particular courses. These assessments are created in collaboration with all the module instructors and reflect the specificity of course topics and goals.

Part two of the module assessment is a module exam, which is a final portfolio exam. This portfolio exam is designed to provide a closure for the module. The module exam has both a written and oral part: the written part includes the compilation of descriptions, reflections and justifications of learning experiences, which the teacher candidates prepare in an advance as part of the Online Teaching Portfolio, the oral part includes the oral presentation of the prepared materials and the Q&A session led by the exam committee.