(in Polish) Pedagogika szkolna WNP-PE-PEDSZK-NP
Course content:
1. Development of school pedagogy as a pedagogical subdiscipline. Basic areas of interest and related research;
2. School and its place in society;
3. Contemporary concepts of education at school.
4. Teacher as an animator of the school environment - preparation and workshop.
5. The school's headmaster. Parents and upbringing at school. The role and tasks of the school educator.
6. School functions and effectiveness of school education (student success and failure, their determinants).
7. School culture - concept, models, research perspectives.
8. The structure of the school system in Poland, the state and directions of education reform.
9. School in selected European countries in the perspective of international research.
10. New ideas, problems and challenges of school pedagogy.
11. The place of the Catholic school in the education system of children and youth.
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Term 2024/25_Z:
Course content: |
(in Polish) Grupa przedmiotów ogólnouczenianych
Subject level
Learning outcome code/codes
Type of subject
Course coordinators
Learning outcomes
Knowledge
The student knows the terminology used in pedagogy and its application in related disciplines at the extended level;
Knows the structure and functions of the education system, selected education systems in other countries;
Knows the functioning of school, family and other institutions, and the relationships between these environments that are relevant to the care, upbringing and educational processes;
Skills
The student is able to use and integrate theoretical knowledge in the field of school pedagogy and related disciplines to analyze complex educational, upbringing, caring problems, as well as to diagnose and design practical assistance activities;
Is able to be guided by ethical principles in professional activity;
Competence
The student is ready to deepen his knowledge and skills, understands the need for continuous personal and professional development, building a workshop of a teacher and researcher;
Identifying with the values, goals and tasks implemented in pedagogical practice is characterized by prudence, maturity and commitment to the design, planning and implementation of pedagogical activities.
Description of ECTS
STUDENT ACTIVITY STUDENT'S EXPENDITURE AT TIME.
Contact hours - lecture 30
Preparing for classes, reading 10
Preparing for the exam 10
Preparation of the paper, essay, presentation 5
Other forms - individual work with text 5
Total number of ECTS points 60 hours / 30 = 2
Assessment criteria
written exam.
3.0 - The student knows the terminology used in pedagogy; presents structured knowledge about the main areas of interest in school pedagogy; knows how to characterize the structure and functions of the education system.
3.5 - Presents ordered knowledge of the main areas of interest in school pedagogy; knows the functioning of school, family and other institutions and relationships between these environments that are important from the point of view of care, upbringing and educational processes.
4.0 - Can present structured knowledge about the main areas of interest in school pedagogy; is able to use and integrate theoretical knowledge in the field of school pedagogy and related disciplines to analyze complex educational, upbringing, caring problems, as well as diagnosing and designing practical assistance activities.
4.5 - Presents ordered knowledge of the main areas of interest in school pedagogy; knows how to characterize the structure and functions of the education system and selected education systems in other countries; can present modern concepts of upbringing at school and the tasks of a school counselor.
5.0 - Presents ordered knowledge of the main areas of interest in school pedagogy; knows how to characterize the structure and functions of the education system and selected education systems in other countries; present knowledge of school culture - the concept, models, research perspectives; can present ordered knowledge about challenges in school pedagogy.
Bibliography
OBLIGATORY LITERATURE:
1. Kałuszyński M., Nauczyciel i uczeń. Problemy etyczne wychowania i nauczania, Wydawnictwo Atla 2, Wrocław 2002.
2. Kawecki I., Wprowadzenie do wiedzy o szkole i nauczaniu, Impuls, Kraków 2003.
3. Kujawiński J., Ewolucja szkoły i jej współczesna wizja, UAM, Poznań 2010; https://repozytorium.amu.edu.pl/jspui/bitstream/10593/212/3/Kujawi%C5%84ski_tekst.pdf.
4. Szymaniak J., Pedagogika szkolna, Gdańska Wyższa Szkoła Humanistyczna, Koszalin 2013.
5. Drewnowska U., Tłuściak-Deliowska A., Kultura szkoły. Studium teoretyczno-empiryczne, Impuls, Kraków 2015.
6. Schleicher A., Edukacja światowej klasy. Jak kształtować systemy szkolne na miarę XXI wieku, Evidence Institute – Związek Nauczycielstwa Polskiego, Warszawa 2019.
7. Gawrecki L., Menedżerskie zarządzanie placówką edukacyjną. Praktyczny poradnik dla dyrektorów szkół, Wolters Kluwer, Warszawa 2019.
ADDITIONAL LITERATURE:
1. Śliwerski B., Program wychowawczy szkoły, WSiP, Warszawa 2001.
2. Niemierko B., Kształcenie szkolne. Podręcznik skutecznej dydaktyki, WaiP, Warszawa 2007.
3. Dolata R., Szkoła – segregacje – nierówności, Wydawnictwo Uniwersytetu Warszawskiego, Warszawa 2008.
4. Psychologia ucznia i nauczyciela, red. S. Kowalik, Wydawnictwo Naukowe PWN, Warszawa 2011.
5. Karpińska A., Niepowodzenia edukacyjne - renesans myśli naukowej, TRANS HUMANA, Białystok 2011.
6. Nadziakiewicz E., Współpraca z rodzicami. Rodzice partnerami w tworzeniu i realizacji strategii rozwoju szkoły, ORE, Warszawa.
7. B. Śliwerski, Edukacja (w)polityce. Polityka (w) edukacji, Kraków: Oficyna Wydawnicza „Impuls” 2015.
8. Chałas.K, Dziekoński S. , Starnawski W., Dydaktyka Akademicka w Uniwersytecie Katolickim t.2. Prawda w kształceniu przyszłych nauczycieli, Kraków 2021.
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Term 2024/25_Z:
OBLIGATORY LITERATURE: ADDITIONAL LITERATURE: |
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: