Didactics in a School Library

elective courses

Classroom

Course belonging to paedagogical preparation for teachers. Introduction to methodology of didactics, realized also in school libraries.

Fundamental methods of didacics, based on well-organized school library. Reference services in school libraries.

- Drzewiecki M.: Biblioteka i informacja w środowisku współczesnej szkoły. Warszawa, 2001 (Nauka- Dydaktyka-Praktyka)

- Książka i biblioteka w środowisku edukacyjnym / Pr. zb. pod red. E.B. Zybert. Warszawa, 2002 (Nauka – Dydaktyka- Praktyka)

- Nolting H-P.: Jak zachować porządek w klasie. Przeł. M.L. Kalinowski. Gdańsk, 2004

- Saniewska D.: Vademecum nauczyciela bibliotekarza. Wyd. nowe. Warszawa, 2003

KNOWLEDGE:

- has knowledge about contemporary theories about upbringing, learning and teaching as well as various determinants of these processes;

- has knowledge about contemporary theories about upbringing, learning and teaching as well as various determinants of these processes;

- has knowledge about the specifics of the functioning of students with special educational needs, including particularly gifted students;

- has knowledge about designing the path of own development and professional advancement;

SKILLS:

- can make observations of pedagogical situations and events;

- can use theoretical knowledge in the field of pedagogy and psychology to analyze and interpret a particular type of pedagogical situation and event, as well as motives and behavior patterns of participants in these situations;

- is able to use theoretical knowledge in the field of pedagogy, psychology and didactics and detailed methodology in order to diagnose, analyze and forecast pedagogical situations and to choose strategies for implementing practical activities at particular educational stages;

- can independently acquire knowledge and develop their professional skills related to pedagogical activity (didactic, educational and caring), using various sources (in Polish and foreign languages) and modern technologies;

- has diagnostic skills allowing to recognize the situation of students with special educational needs, developing results of observations and formulating conclusions;

- has developed communication skills: can communicate with people from different backgrounds, who are in a different emotional condition, dialogically resolve conflicts and construct a good atmosphere for communication in the classroom;

- is able to assess the suitability of typical methods, procedures and good practices to implement didactic, upbringing and care tasks related to relevant educational stages;

- can choose and use available materials, means and methods of work to design and effectively implement pedagogical activities (didactic, educational and caring) and use modern technologies for didactic work;

- is able to manage education and upbringing processes, has the ability to work with a group (educational team, class);

- is able to animate work on the development of participants in pedagogical processes, support their independence in gaining knowledge and inspire to activities for lifelong learning;

- can work with students, individualize tasks and adapt methods and contents to the needs and abilities of students (including students with special educational needs) and changes taking place in the world and in science;

- is able to use ethical principles and standards in the performance of activities;

- can work in a team, performing different roles; knows how to undertake and assign tasks; has elementary organizational skills allowing for the implementation of pedagogical activities (didactic, educational and guardian), has the ability to cooperate with other teachers, educators, librarians, and rozicai students;

SOCIAL COMPETENCE:

- is aware of the level of his knowledge and skills; understands the need for continuous professional training and personal development; evaluates own competences and improves skills during pedagogical activities (teaching, upbringing and care);

- is convinced of the sense, value and need to undertake pedagogical activities in the social environment; is ready to take on professional challenges; shows activity, takes up the effort and is characterized by perseverance in the implementation of individual and team-wide tasks resulting from the role of the teacher;

- is aware of the need to personalize pedagogical activities (didactic, educational and caring) in relation to students with special educational needs;

- he is responsible for his work, project and educational activities (teaching, education and care);

- is ready to undertake individual and team actions to improve the quality of school work;

1. Evaluation of correctness of prepared outlines

2. Assessment of conducted lessons in terms of:

 a) substantive preparation

 b) the organization of time

 c) cooperation with students

Exercises have the status of mid-year pedagogical practice