Discussion practician and practice at school WT-DTE-OPP

EK1- describes the path of professional promotion and permanent formation of a teacher of religion;
EK2 - indicates contemporary catechetical problems and ways of solving them;
EK3 - assesses the usefulness of available methods and forms of professional development in the context of a catechist's work;
EK4 - defines the goals of one's own professional development in the context of the dimensions of the catechist's formation (to be, know, be able to act) and the scope of their implementation;
EK5 - characterizes the activities of the catechist in the field of annual, semester and unit planning;
EK6 - designs its own catechetical activity, taking into account the cooperation of communities.

In terms of EK1, the student will be assessed:
2 - incorrectly describes the path of professional promotion and permanent formation of a catechist;
3 - lists the degrees of professional advancement and the possibilities of permanent formation of a catechist;
4 - describes the professional promotion of teachers and gives the rules of permanent formation of a catechist;
5 - describes the professional promotion of the catechist and the permanent formation of the catechist established by the diocesan catechetical department, enriching them with self-education proposals.

In terms of EK2, the student will be assessed:
2 - does not provide any catechetical problem and its solution;
3 - cites catechetical problems discussed during classes;
4 - quotes some of the catechetical problems discussed in class and their proposed solutions;
5 - cites catechetical problems known from various sources of their solutions, together with original proposals.

In terms of EK3, the student will be assessed:
2 - incorrectly assesses the usefulness of methods and forms of vocational training as a catechist;
3 - mentions some of the methods and forms of professional development of a catechist given during classes;
4 - lists all the methods and forms of professional development of the catechist discussed during the classes;
5 - discusses the methods and forms of professional development of the catechist given during the classes and enriches them with proprietary suggestions.

In terms of EK4, the student will be assessed:
2 - incorrectly defines the goals of catechetical development and the dimensions of the formation of a catechist;
3 - enumerates the dimensions of the catechist's formation and formulates three goals of professional development;
4 - discusses the dimensions of the catechist's formation, assigning to each of them two goals of professional development;
5 - discusses the dimensions of the catechist's formation, assigning to each of them more than two goals of professional development and defines the scope of their implementation.

In terms of EK5, the student will be assessed:
2 - does not have any knowledge of catechetical planning;
3 - lists the types of catechetical planning;
4 - discusses the types of catechetical planning given during classes;
5 - discusses the types of catechetical planning and argues the legitimacy of each of them.

In terms of EK6, the student will be assessed:
2 - wrongly designs his own catechetical activity;
3 - designs his own catechetical activity in a way known from classes;
4 - designs his own catechetical activity and cooperation of communities in a way known from classes;
5 - designs their own catechetical activity and cooperation of communities in a way known from classes, enriched with their own suggestions.

Participation in classes is obligatory, 2 absences per semester are allowed; the student's current work and staged work planned for a given cycle are assessed.

Catechetical-pedagogic pratice - 35 hours at the primary school (15 hr of observation and 20 hr of taken lessons); 35 hours at thehigh school (15 hr of observation and 20 hr of taken lessons) - substantiated and positively ranked

Basic literature
Długosz A., Jak przygotowywać i oceniać katechezę : elementy dydaktyki katechetycznej, Częstochowa 1997.
Jackowiak D., Szpet J., Organizacja warsztatu pracy nauczyciela religii, Poznań 2002.
Jackowiak D., Szpet J., Uczeń w centrum działań edukacyjnych katechety, Poznań 2000.
Rayzacher-Majewska, Jak przeprowadzić pomiar dydaktyczny z religii?, w: Wokół nowej podstawy programowej i programu nauczania religii, red. Aleksandra Bałoniak, Częstochowa 2020.

Supplementing literature
Carminati M., Jak przygotować spotkanie katechetyczne, Warszawa 1996.
Ferrero B., Przemawiać publicznie, Warszawa 1996.
Komisja Wychowania Katolickiego KEP, Program nauczania religii w przedszkolach i szkołach, Kraków 2010 i Częstochowa 2018.
Konferencja Episkopatu Polski, Podstawa programowa katechezy Kościoła katolickiego w Polsce, Kraków 2010 i Częstochowa 2018.
Kubik W., Zarys dydaktyki katechetycznej, Kraków 1990.
Łabendowicz S. (red.), "Zeszyty Formacji Katechetów", Radom 2001-
Porozumienie KEP i MEN w sprawie kwalifikacji nauczycieli religii (3.04.2019)
Strus R., Zwolak S., Nauczanie religii w przedszkolu i szkole, Zamość 2013.
Szpet J., Dydaktyka katechezy, Poznań 1999.
Ustawa Karta Nauczyciela
Ustawa o systemie oświaty
Ustawa prawo oświatowe
https://sites.google.com/site/ksztalcenienauczycieli/organizacja-ksztalcenia-nauczycieli

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:

• Theology, specialization: teaching - catechetical

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of WT-DTE-OPP in USOSweb