General Teaching Methods (Pedagogy)

obligatory courses

The aim of the General Teaching Methods (pedagogy) course is to familiarize students with the source texts of the most important classics of didactics, as well as to apply their principles in the practice in a teaching process in contemporary school, in particular in teaching of the Polish language.

Classroom

The beginnings of didactics as "teaching art" date back to 1613, when the Latin word "Didactica oder LehrKunst" was used in the report of Christoph Helwig and Joachim Jungius on the teaching method of Wolfgang Ratke for the first time. Since then, didactic thought has focused on many issues - including very often language teaching, including the native language. The aim of the course is to analyze selected texts of the most important classics of didactics in the context of the time and place of their origin, and to try to apply their indications to contemporary teaching reality.

Classes will focus on the following issues:

1. The beginnings of didactics in the 17th century - the role of Wolfgang Ratke, Jan Amos Comenius - a critic of the teaching methods of the humanities gymnasia, the role of the mother tongue and mathematics and realia subjects, improvement of language teaching methods, the role of visibility in teaching, understanding the content of teaching; postulates regarding the teaching process. Importance for teaching in contemporary school.

2. Enlightenment didactics - new demands regarding the teaching process: John Locke, Jean Jacques Rousseau, Johann Heinrich Pestalozzi, Friedrich Adolph Diesterweg. Practical new methods for teachers on how to teach effectively. Professionalization and the beginning of feminization of the teaching profession in the 19th century.

3. Johann Friedrich Herbart's didactics - a system of formal degrees, systematization of the teaching process, postulate of educational value of teaching (erziehender Unterricht) and upbringing to virtue.

4. Didactics of the New Education and Reformpädagogik - rejection of the Herbartism, the postulates of "active school", "school tailored to the child", "work school" bringing up "for life and life"; main representatives and theorists: John Dewey, Eduard Claparède, Maria Montessori, Georg Kerschensteiner, Adolph Ferrière, Celestin Freinet; in Poland: Henryk Rowid, Janusz Korczak, Jan Władysław Dawid and the environment of the "Flying University" in Warsaw. Demands regarding changes in teaching practice.

5. Didactic postuals in contemporary Polish school - between tradition and innovation.

1. Cz. Kupisiewicz, Dydaktyka ogólna, Warszawa 2000.

2. J. Półturzycki, Dydaktyka dla nauczycieli, Toruń 1999.

3. Język, dydaktyka, komunikacja, red. J. Wiertlewska, Toruń 2017.

4. D. Klus-Stańska, Dydaktyka wobec chaosu pojęć i zdarzeń, Warszawa 2010.

5. Pedagogika. Podręcznik akademicki, red. B. Śliwerski, Z. Kwieciński, Warszawa 2019.

KNOWLEDGE

Student

- has knowledge about didactics as a field of pedagogical sciences and humanities;

- knows the history of didactics, its historical changes and references to modern times;

- knows the didactic terminology and its sources;

- knows the basic theories of teaching and learning and their development processes.

SKILLS

Student

- can use the knowledge of didactics to analyze contemporary educational problems;

- has the ability to humanist, historical and pedagogical thinking;

- is able to independently develop knowledge gained from classes and creatively inspire others;

- can use various communication techniques.

SOCIAL COMPETENCE

Student

- is aware of the responsibility for preserving the cultural heritage of the local and global community;

- reflects on the essence of changes in education over the centuries;

- can participate in the discussion, boosting the statement with the views of various authors;

- can work in a team, respecting the views of others and self-assessing their own judgments and beliefs;

- is aware of the level of his knowledge and competence, understands the need for continuous development;

- is aware of the importance of teaching and its use in social and professional activities;

- understands the problems of teacher's professional ethics.

Lectures are conducted using a synthetic method with elements of the analytical method, i.e. an interactive method with the use of active multisensory visibility. Students will be asked to read the texts in greater depth and to analyze them critically in class.

Students will be assessed on the basis of active participation in class and final essay to pass the grade.

They are not provided.