Academic Didactics WT-R-DYA

Participation in the lecture - 30 hr
Reading of recommended literature - 15 hr
Drawing up the part of the card of the lecture - 15 hr
Preparing for the exam - 30 hr

EK1 defined as "the student has a knowledge of general methodology permitting the scientific work independent planting sciences in theology"
For the evaluation:
D (2) - isn't demonstrating any knowledge of the general methodology of the scientific work;
Fairly (3) - is demonstrating the basic knowledge of the general methodology of the scientific work;
B (4) - he is demonstrating the extensive knowledge of the general methodology of the scientific work and is quoting ways discussed at a lecture of going in for science in theology;
A (5) - he is demonstrating the very good knowledge of the general methodology of the scientific work, is quoting ways discussed at a lecture of going in for science in theology as well as is suggesting author's solutions in this regard;

EK2 defined as "knows principles of didactics in theological discipline gone in for by oneself"
For the evaluation:
D (2) - isn't giving any teaching principles applied in theological sciences;
Fairly (3) - is exchanging teaching fundamentals applied in theological sciences;
B (4) - is exchanging teaching principles applied in theological sciences along with examples of exploiting them in practice;
A (5) - he is exchanging teaching principles applied in theological sciences along with examples of exploiting them in practice as well as correctly is planning the own scientific activity in the chosen theological speciality.

EK3 defined as "has an own research workshop, letting him perform academic tasks independently". For the evaluation:
D (2) - isn't presenting the own research workshop and independently fulfilled scientific objectives;
Fairly (3) - is showing the research workshop discussed on classes;
B (4) - is showing the research workshop discussed on classes and along with the possibility of using it in the execution of tasks scientific;
A (5) - he/she is showing the discussed research workshop on classes adapted for own specialization and is giving examples of applying author's solutions in the execution of tasks scientific.

EK4 defined as "is able to conduct classes of different type (lecture, exercises, seminar, seminar). For the evaluation:
D (2) - isn't demonstrating the ability of correct leading classes;
Fairly (3) - is demonstrating the basic skill of giving a lecture and/or exercises;
B (4) - is demonstrating the ability of giving classes of different type (lecture, exercises, seminar, seminar);
A (5) - is demonstrating the ability of leading classes of different type and the automatic_evaluation in order to raise their quality.

EK5 - defined as "the student is gifted is for responsible taking tasks public, particularly associated with going in for science (e.g. work of the teacher, academic teachers). For the evaluation:
D (2) - isn't undertaking tasks associated with preparing and giving classes as the university teacher;
Fairly (3) - connecting with preparing and giving classes as the university teacher is undertaking tasks;
B (4) - in the responsible way is undertaking tasks combined with preparing and giving classes as the university teacher;
A (5) - in the responsible and creative way is performing tasks associated with preparing and giving classes as the university teacher, diversifying ways and forms of work pursuant to recipients and the taken subject matter.

Participation in the lecture (the roll)
Reading of suggested object literature (constant assessing)
Independent drawing up the pattern sylabusa of object connected with the chosen speciality (dissertation)
Oral exam - self-presentation of independently prepared classes to the freely chosen subject from specific specialization.

Całek A., Kasperek K., Polok G., Wysokowicz E., Poradnik dydaktyka szkoły wyższej, Katowice 2007.
Karpińska A., Wróblewska W. (red)., Dylematy dydaktyki szkoły wyższej w dialogu i perspektywie, Białystok 2008.
Karpińska A., Wróblewska W. (red.), Dydaktyka akademicka - wybrane obszary badawcze, Warszawa 2014.
Tomalska H. (red.), Z zagadnień dydaktyki szkoły wyższej, Nowy Sącz 2001.
Schrade U. (red.), Dydaktyka szkoły wyższej - wybrane problemy, Warszawa 2010.
Kwiatkowski S., Walczak D., Kompetencje interpersonalne w pracy współczesnego nauczyciela, Warszawa 2017.
Sajduk B., Nowoczesna dydaktyka akademicka. kto kogo jak uczy?,
https://www.researchgate.net/publication/271646418_Blazej_Sajduk_Nowoczesna_dydaktyka_akademicka
Czerepaniak -Walczak T., Fabryki dyplomów czy universitas?, Kraków 2013.
Hursty B., Reding G., Profesjonalizm w uczeniu. Jak osiągnąć sukces?, Warszawa 2011.
Rozmus A. (red.), Wykładowca doskonały. Podręcznik nauczyciela akademickiego, Warszawa 2013.
Skulicz D. (red.), W poszukiwaniu modelu dydaktyki akademickiej,Kraków 2004.
Kaptur P., Idealny nauczyciel akademicki - mit czy realizm?, "Forum Oświatowe" 144(2011), s. 71-76.
Tokarska E., Nauczyciel akademicki jako przewodnik studenta w podróży po wiedzę, https://repozytorium.ukw.edu.pl/bitstream/handle/item/1779/Ewelina%20Tokarska%20Nauczyciel%20akademicki%20jako%20przewodnik%20studenta%20w%20podrozy%20po%20wiedze.pdf?sequence=1

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

• Description of WT-R-DYA in USOSweb