Print syllabusGlottodidactic Teachers’ Competencies– 2. The Third Stage of Educatio
General data
| Course ID: | 3302-2GKN2k2-L |
| Erasmus code / ISCED: |
09.0
|
| Course title: | Glottodidactic Teachers’ Competencies– 2. The Third Stage of Educatio |
| Name in Polish: | Glottodydaktyczne kompetencje nauczyciela 2 – III i IV etap edukacyjny |
| Organizational unit: | Institute of German Studies |
| Course groups: | |
| ECTS credit allocation (and other scores): |
(not available)
|
| Language: | German |
| Type of course: | foreign languages |
| Prerequisites (description): | The aim of the seminars is to deepen the knowledge and skills of students in the field of glottodidactics at the 3rd and 4th educational stage (teenagers), with particular emphasis on psychological and pedagogical aspects. Classes intended for students of the second year of second-cycle studies in the field of German studies, continuing their first-cycle studies, who deepen their knowledge in the field of didactics of teaching foreign languages, taking into account the psychological and pedagogical conditions of the process of learning and teaching foreign languages. The classes are an element of preparation for the profession of a German language teacher with teenagers(Module 3 of the Regulation of the Ministry of Science and Higher Education of January 17, 2012). Students who do not follow the teaching path can also participate in the classes. * Classes will be held using distance communication tools (Google Meet) |
| Mode: | Blended learning |
| Short description: |
The subject is devoted to the issues of teaching foreign languages (glottodidactics). It covers the deepening of knowledge and skills in the field of foreign language teaching with teenagers. The subject is related to the initial didactic practice and basic didactic practice at the 3rd stage of education. * Classes will be held using distance communication tools (Google Meet). |
| Full description: |
The subject is implemented in the second year of the second stage of full-time studies in the form of a seminar in the fourth semester. The seminar is devoted to detailing and deepening such issues as: 1. Designing the material environment for foreign language lessons with teenagers. Organizing the classroom space. Teaching aids: textbooks for learning German, educational packages and teaching aids - selection and use. Educational applications of media and information technology. 2. Discovering and developing predispositions and talents of students (youth at the 3rd and 4th educational stage). Ability to learn foreign languages and their recognition. Supporting cognitive development. Developing concepts, attitudes, practical skills and the ability to solve problems and use knowledge. Knowledge structuring. Repetition and consolidation of knowledge and skills. 3. Adapting pedagogical activities to the needs and abilities of teenagers, in particular to the psychophysical abilities and the pace of learning a foreign language of a student with special educational needs. 4. Difficulties in learning, including specific difficulties in learning foreign languages (German language at the 3rd and 4th stage of education) - prevention, diagnosis, psychological and pedagogical help. 5. Educational situations in the course of teaching German of teenagers. Developing students' personal and social skills. Shaping students' cooperation skills. Building a system of values and developing students' ethical attitudes. Shaping communication competences and cultural habits. Health education – addiction prevention. 6. Animating educational activities and work on student development. Shaping the student's positive attitude towards learning and developing curiosity, activity and cognitive independence. Motivation to learn foreign languages. Shaping the habits of systematic learning from various sources of knowledge, including the Internet. Stimulating the student's independent work in the context of lifelong learning. Preparing the student for self-education |
| Bibliography: |
Barkowski, H./ H.-J. Krumm (Hrsg.): Fachlexikon Deutsch als Fremdsprache. A. Francke Verlag: Tübingen/ Basel 2010. Bovet, G. / Huvendiek, V.: Leitfaden Schulpraxis. Berlin 2000. Czaplikowska, R./ Kubacki, A.D.: Methodik des Unterrichts Deutsch als Fremdsprache. Chrzanów 2016. Hallet, W./ F. G. Königs (Hrsg.): Handbuch Fremdsprachendidaktik. Kallmeyer/ Klett Verlag: Seelze-Velber 2013. Heimlich, U.: Pädagogik bei Lernschwierigkeiten. Sonderpädagogische Förderung im Förderschwerpunkt Lernen. Verlag Julius Klinkhardt: Bad Heilbrunn 2016. Horstmann, G./ G. Dreisbach: Allgemeine Psychologie 2 kompakt. Beltzverlag: Weinheim 2017. Karpeta-Peć, B.: Liczy się efekt - otwarte formy pracy w glottodydaktycznym atelier. W: Sujecka-Zając, J./ A. Jaroszewska/ K. Szymankiewicz/ J. Sobańska-Jędrych: Rola materiałów dydaktycznych i form pracy na lekcji języka obcego. Instytut Germanistyki i Instytut Romanistyki Uniwersytetu Warszawskiego: Warszawa 2014. Komorowska, H.: Metodyka nauczania języków obcych. Fraszka Edukacyjna: Warszawa 2005. Kunter, M./ U. Trautwein: Psychologie des Unterrichts. Verlag Ferdinand Schöningh: Padeborn 2018. Lehner, M.: Allgemeine Didaktik. Haupt Verlag: Bern/ Stuttgart/ Wien 2009. Michońska-Stadnik, A. / Wąsik, Z.: Nowe spojrzenia na motywację w dydaktyce języków obcych. Wrocław 2008. Pawlak, M.: Autonomia w nauce języka obcego. Poznań - Kalisz 2004. Schart, M./ M. Legutke: Lehrkomptenz und Unterrichtsgestaltung. Klett-Langenscheidt: München 2015. Schneider, W./ U. Lindenberger (Hrsg.): Entwicklungspsychologie. Beltz Verlag: Weinheim/ Basel 2012. Sobańska-Jędrych, J./ B. Karpeta-Peć/ M. Torenc, M.: Rozwijanie zdolności językowych na lekcji języka obcego. Ośrodek Rozwoju Edukacji: Warszawa 2013. Woolfolk, A.: Pädagogische Psychologie. Pearson Deutschland: Hallbergmoos 2014. |
| Learning outcomes: |
KNOWLEDGE The graduate has in-depth, structured and detailed knowledge in the field of: 1. designing and conducting diagnostic tests in pedagogical practice, extended in relation to the 3rd and 4th educational stage and taking into account the special educational needs of students K_W01 K_W02 2. entities of pedagogical activity (children, students, parents and teachers) and partners of school education and the specificity of functioning of young people in the context of developmental regularities and irregularities K_W02 K_W17 3. the specificity of functioning of students with special educational needs, including students with dysfunctions, disabilities and especially gifted students K_W02 K_W17 4. methodology of performing tasks - standards, procedures and good practices used at the 3rd educational stage K_W17 K_W18 SKILLS Graduate: 1. is able to observe pedagogical situations and events K_U02 K_U03 K_U17 2. is able to use theoretical knowledge in the field of pedagogy and psychology to analyze and interpret a specific type of pedagogical situations and events, as well as the motives and patterns of behavior of participants in these situations K_U01 K_U15 K_U17 3. can use theoretical knowledge in the field of pedagogy, psychology as well as didactics and detailed methodology in order to diagnose, analyze and forecast pedagogical situations and select strategies for implementing practical activities at the 3rd educational stage K_U13 K_U17 4. has diagnostic skills to recognize the situation of students with special educational needs, develop the results of observations and formulate conclusions K_U11 K_U17 K_U23 5. is able to assess the usefulness of typical methods, procedures and good practices for the implementation of didactic, upbringing and care tasks at the 3rd educational stage K_U23 6. is able to select and use available materials, means and methods of work in order to design and effectively implement teaching activities and use modern technologies for didactic work K_U20 K_U21 K_U22 7. is able to work with students, individualize tasks and adapt methods and content to the needs and abilities of students (including students with special educational needs) and changes in the world and in science K_U17 K_U23 SOCIAL COMPETENCE Graduate: 1. is aware of the level of his knowledge and skills; understands the need for continuous professional training and personal development; evaluates their own competences and improves their skills during the implementation of didactic activities K_K01 K_K03 2. is convinced of the sense, value and need to undertake pedagogical activities in the social environment; is ready to take up professional challenges; demonstrates activity, undertakes effort and is characterized by perseverance in the implementation of individual and team professional tasks resulting from the role of a foreign language teacher K_K02 K_K04 3. is aware of the importance of professionalism, reflection on ethical issues and adherence to the principles of professional ethics; shows the characteristics of a reflective practitioner K_K01 K_K04 4. is aware of the ethical dimension of diagnosing and evaluating students K_K04 5. responsibly prepares for their work, designs and performs didactic activities K_K03 K_K04 |
| Assessment methods and assessment criteria: |
Systematic elaboration of issues related to the discussed topics, self-prepared issues in the field of glottodidactics in a short written form. |
| Practical placement: |
The subject is related to basic didactic practice - III stage of education. |
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