General didactics WT-DNK-DO
Student learns basic knowledge of teaching, based on the contemporary science conected with pedagogy and psychology of teaching and learning. Content of the course:
1. Didactics as science
2. Basic didactic concepts
3. Learning objectives. The core curriculum for education
4. Didactic planning
5. Links in the education process
6. Didactic rules
7. Types and course of lessons
8. Teaching methods
9. Teaching aids
10. Checking and assessing the results of education
11. School failures. Individualization of teaching
12. Family and school cooperation. Supporting institutions
13. Teacher's duties. Professional promotion
14. Contemporary educational challenges
15. Summary of the classes
(in Polish) Grupa przedmiotów ogólnouczenianych
Learning outcome code/codes
Type of subject
ACCESS CODE FOR MS TEAMS Siq028b
The student's work consists of:
- obligatory participation in classes: 30 h;
- independent reading: 20 h;
- preparation for the test: 10 h;
TOTAL: 60 h / 30 h = 2 ECTS
Verification of the student's work by means of a test checking the ability to operationalize the goals of education and a test; ongoing assessment during classes.
The method stating: informative lecture - structured transmission of the basic content specified in the subject description; seminar lecture
In terms of EK1 defined as "has in-depth knowledge of connections
theology with other fields of science, especially with the humanities,
social and legal, allowing for the integration of perspectives specific to several scientific disciplines "student:
na ndst - does not show any knowledge and does not indicate any links between theology and other disciplines;
na dst - indicates in a general degree the link between theology and the humanities;
na db - presents the links between theology and other fields of science;
na vg - presents the links between theology and other fields of science and integrates perspectives specific to several scientific disciplines.
In terms of EK2 defined as "has knowledge about the structure and functions of the education system; goals, legal bases, organization and functioning of various educational, educational, welfare, therapeutic, cultural and aid institutions, as well as pastoral and charity institutions", student:
na ndst - does not present any knowledge in the above scope;
na dst - demonstrates basic knowledge of the education system;
na db - correctly defines terms related to the education system;
na bdb - correctly uses the terminology related to the education system, and discusses the basic assumptions of the teaching-learning process.
In terms of EK3 defined as "has basic research skills in the field of humanities, social and legal sciences", the student:
na ndst - does not show any research skills in the field of the above sciences;
na dst - demonstrates basic research skills in the field of humanities;
na db - demonstrates basic research skills in the field of humanities and social sciences;
na vg - demonstrates basic research skills in the field of humanities, social and legal sciences.
In terms of EK4 defined as "he can independently acquire knowledge and
broaden research skills and undertake autonomous activities aimed at developing abilities and managing one's own personal development and professional career ", student:
na ndst - does not indicate and does not take actions aimed at expanding skills and managing own development;
na dst - indicates the possibilities of expanding skills;
on db - indicates the possibilities of expanding skills and managing one's own personal development and professional career;
na bdb - shows the possibilities of expanding skills typical for the undertaken job and designs his own professional development.
In terms of EK5 defined as "able to interact and work in a group, assuming different roles in it" the student:
na ndst - does not indicate any cooperation skills, regardless of the proposed role;
na dst - enumerates and discusses features conducive to action in groups;
na db - indicates opportunities for cooperation in educational activities;
na very good - indicates the possibilities of cooperation and work in a group in school conditions and designs own participation within this cooperation.
Bereźnicki F., Dydaktyka szkolna dla kandydatów na nauczycieli, Kraków 2015.
Kupisiewicz Cz., Dydaktyka. Podręcznik akademicki, Warszawa 2012.
Niemierko B., Kształcenie szkolne. Podręcznik skutecznej dydaktyki, Warszawa 2007;
Okoń W., Wprowadzenie do dydaktyki ogólnej, Warszawa 2003.
Podstawa programowa kształcenia ogólnego (2017, 2018)
Bullough R., Początkujący nauczyciel, Gdańsk 2009.
Hurst B., Reding G., Profesjonalizm w uczeniu, Warszawa 2011.
Kellough R., Pierwszy rok nauczania, Warszawa 2011.
Kordziński J., Szkoła wspólnych działań, Warszawa 2017.
Łukasik J., Jagielska K., Solecki R., Nauczyciel, wychowawca, pedagog, Kielce 2013.
Machalska M., Digital learning, Warszawa 2019.
Petty G., Nowoczesne nauczanie. Praktyczne wskazówki i techniki dla nauczycieli, wykładowców i szkoleniowców, Sopot 2013.
Schaefer K., Nauczyciel w szkole, Gdańsk 2008.
Information on level of this course, year of study and semester when the course unit is delivered, types and amount of class hours - can be found in course structure diagrams of apropriate study programmes. This course is related to the following study programmes:
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: