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MS1-The role of the teacher in school

General data

Course ID: 2300-NZ2-MS1-PW-NS
Erasmus code / ISCED: (unknown) / (unknown)
Course title: MS1-The role of the teacher in school
Name in Polish: MS1-Nauczyciel w szkole
Organizational unit: Faculty of Education
Course groups:
ECTS credit allocation (and other scores): (not available) Basic information on ECTS credits allocation principles:
  • the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS;
  • the student’s weekly hourly workload is 45 h;
  • 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes;
  • weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS;
  • work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load.
Language: (unknown)
Short description:

Subject is made simultaneously with the diploma internship in school. The aim of the course is to broaden students' knowledge about selected aspects of the teacher’s early education work, preparation for specific tasks in school where internship takes place and analyze their experiences from it.

Short description

The problem of course focuses on various aspects of the school as a social institution.

Tasks which student realizes and discussion which takes part in the classes on Faculty should help student to develop the skills used by students practical knowledge in action, documenting and evaluating their own work and developing pedagogical reflection and creative attitude towards the situation of teaching in school.

Full description:

Full Description

The aim of the course is to broaden student’s knowledge about selected aspects of the functioning of the school as a social institution (educational and cultural function). Students improve their skills in provided documentation and evaluate their pedagogical competence acquired. During the course, students make a critical analysis and reflection over the course of practice, including:

1. Analyzing their observations of daily and supplementary lessons

2. Designing and evaluating lessons which are connected with the implementation of the project and other daily and supplementary lessons which they conduct on their own.

3. Discussing results of the diagnosis of children development with special educational needs and learn how to evaluate their knowledge, skills and behavior

4. Analyzing critical events, and designing ways of solving educational problems in the classroom

5. Discussing ways of organizing meetings and planning cooperation with parents and their own experience of it.


Fisher R., Uczymy się uczyć, WSiP, 1999

Helm J.H., Katz J.G , Mali badacze. Metoda projektu w edukacji elementarnej, Wyd. CODN, 2003

Jarosz E., Wysocka E., Diagnoza psychopedagogiczna -podstawowe problemy i rozwiązania,

Wyd. Akademickie „Żak”, 2006

Klus-Stańska, (Anty) edukacja wczesznoszkolna, IMPULS, 2015

K. Kruszewski, Pedagogika w pokoju nauczycielskim, WSiP, 2000

Perry R., Teoria i praktyka. Proces stawania się nauczycielem, WSiP, 2000

Szczepka – Pustkowska, Pedagogika wczesnoszkolna. Dyskursy, problemy, rozwiązania, Wydawnictwa Akademickie i Profesjonalne, 2009

Tripp D., Zdarzenia krytyczne w nauczaniu. Kształtowanie profesjonalnego osądu, WSiP, 1996

Włoch St., Włoch A., Diagnoza całościowa w edukacji przedszkolnej i wczesnoszkolnej,

Wyd. Akademickie „Żak”, 2009

Learning outcomes:

Learning outcomes


Student has knowledge about:

• aims, functions, tasks and legal conditions for the functioning of schools

• the rules of planning, organizing, conducting and evaluating lessons for children

• methods which should be used to diagnose, evaluate and support the development of a child with special needs (talented and with learning difficulties)

• methods of analysis of critical events

• the communication process between the teacher and the children and the children in their peer relations,

• how to resolve conflicts among children



• is able to use the school documentation and to lead it

• observe the work of teacher and analyze the results of observations

• is able to design, organize, conduct and evaluate activities, including: implemented using project methods

• is able to diagnose, assess and individualize the work of children with special educational needs

• is able to interpret events occurring in the process of teaching taking into consideration the benefits for development and education of children

• is able to organize social contacts of children, using the knowledge on communication and group processes

• is able to critically analyze and conduct reflection on the observed and implemented educational situations during practice at school

• use theoretical knowledge of pedagogy, psychology and methodology of teaching to diagnose, analyze and design educational situation

• is able to draw conclusions from own experience of teaching to improve teaching activity

• knows how to evaluate and document their own work

Social competence:


• realizes tasks of classes in fair and responsible way

• is active and creative, engaged in classes

• understands the need to improve professional competence and takes appropriate actions on expanding teaching skills, education and care

• make self-evaluation of their own competence

• acts in accordance with the principles and standards of ethical and legal pedagogical work

Assessment methods and assessment criteria:

Methods and criteria of accomplishing

Written work, which range and subject will be determined by the teacher.

This course is not currently offered.
Course descriptions are protected by copyright.
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