Veidlapa Nr. M-3 (8)
Study Course Description
Pedagogical Placement
Course Code
LSPA_182
Branch of Science
Health sciences
ECTS
24.00
Target Audience
Pedagogy; Sports Trainer
LQF
Level 5
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Inta Bula-Biteniece
Structure Unit Manager
Diāna Laipniece
Structural Unit
Latvian Academy of Sport Education (LASE)
Contacts
LSPA, Brīvības gatve 333, Riga, LV-1006
About Study Course
Objective
To promote the education of a qualified and creative teacher by promoting a link between theoretical knowledge and practical activity, fostering the development of professional competence. To enable the future sports and health teacher to develop competences for professional activities, skills and ability to work with pre-school age children. To promote innovative forms of education and upbringing by implementing transversal skills, health and securability in the pedagogical process of civic education.
Preliminary Knowledge
Study courses mastered: Teacher’s Professional Skills, Civil Protection, State Security and Environmental Protection for Sustainable Development, Teaching and Learning in the Context of Diversity, Business and Accounting, Educational Psychology for Teachers, Biomechanics and Ergonomics, Human Anatomy and Dynamic Anatomy, Management of Educational Institution, Foundations and Methodology of Obstacle Overcoming, Foundations and Methodology of Moving Objects, Foundations and Methodology of Moving, Inclusive and Special Sports Education, Health Promoting Physical Activities, General and Physical Activity Biochemistry, General and Age-Specific Physiology, Movement Games, Outdoor Activities: Content and Methodology of Moving with Sports Equipment, Social-Emotional Learning, Legal Aspects of Pedagogical Process, Innovative Information Communication Technologies and Methods in Sport Pedagogy, Professional Communication and Terminology (English, German, Russian), Pre-School Sport Paedagogy and/or Sport in Multicultural Environment and Olympic Education, History of Sport, Philosophy of Sport, Professional Ethics, Sports Medicine, Sports Physiology, Theory of Sport.
Learning Outcomes
Knowledge
1.1. Understands the mission of the teacher’s profession. 2. Formulates open, cognition-oriented questions in personal experience in situations related to sports education. 3. Compares, interprets, evaluates, combines and groups simple information according to the given criteria. Looks for verified facts, checks them.
Skills
1.4. Independently sets a number of learning goals and plans his or her practical activity to implement them, both alone and in a group. 5. Acquires observation skills and technology to guide the learning process in sports and health classes. 6. Identifies and defines differences in different types of educational institutions in sports education. 7. Analyses and discusses different types of study institutions and the activities of a sports and health teacher.
Competences
1.8. Plans and implements practically meaningful sports and health classes in line with the regulatory framework. 9. Builds a physically and emotionally safe developing and inclusive environment. 10. Offers various tasks in sports and health classes in line with children’s fitness and health. 11. Encourages children to think and give them opportunity to plan, monitor and assess their learning process. 12. Defines the limits for learning of movements, provides effective feedback individually to each child. Creates performance parameters and criteria for each child individually. 13. Develops personal professional skills and competences by working with colleagues and the administration to support children’s learning.
Assessment
Individual work
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Title
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% from total grade
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Grade
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1.
Individual work |
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Students’ independent learning is organised individually. Students prepare independently for sports classes; study and analyse scientific and methodological literature related to the topics of the placement; develop class plans, levels of performance of children. Creates a vision of the teacher’s image. Code of ethics for a teacher.
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Examination
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Title
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% from total grade
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Grade
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1.
Examination |
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Assessment of independent learning:
1) presentation of the speech for 1 September and performance;
2) 3 articles about educational problems in the public space;
3) 3 publicly attended events (theatrical performance, exhibition, sporting event);
4) Set of physical activities (8 exercises) created according to Gardner, to foster diverse skills. Physical activity purpose, audience, description, graphic drawing;
5) My bookshelf + 5 abstracts. Indicate for the books – author, title, publishing house, issuing year, number of pages.
Catalogue of literature in alphabetical order.
Observation part (2 weeks):
6) Abstract of what was seen and heard in the institution.
7) Observation of a sports and health lesson.
8) Summary of every day.
9) Board game “Teacher who is more dangerous than a computer”.
10) Code of ethics for teachers.
11) Pre-placement vision.
12) Description of physical activity.
Test lessons, Story-driven obstacle courses, Leading a story-driven lesson, pedagogical skills:
1 p.:
- Class tasks, content, methods and leading only partially correspond to the age, preparedness of the child and state pre-school education guidelines.
- The class place has been partially prepared.
- Child’s safety during the class has not always been considered.
- The sports and health class plan contains terminological errors.
- The choice of class tools (exercises) is not diverse.
- Parts of the class have not been proportionally planned.
- Transitioning to other tasks is not always rational.
- The teacher feels insecure in contact with pupils.
2 p.:
- Class tasks, content, methods and leading almost correspond to the age, preparedness of the child and state pre-school education guidelines.
- The class place has been partially prepared.
- The teacher has tried to consider safety of the child during the class.
- The sports and health class plan still contains terminological errors.
- The choice of class tools (exercises) is becoming more diverse.
- The teacher tries to plan time for all parts of the class.
- Transitioning to other tasks is becoming more rational.
- The teacher feels secure in contact with pupils.
- The teacher’s professional language and posture are improving.
3 p.:
- Class tasks, content, methods and leading fully correspond to the age, preparedness of the child and state pre-school education guidelines.
- The class place and tools have been prepared.
- Safety of the child is fully considered during the sports and health class.
- The sports and health class plan still contains some terminological errors.
- The choice of class tools (exercises) is sufficiently diverse.
- The teacher manages to rationally plan time in all parts of the sports and health class.
- Transitioning to other tasks is rational.
- The teacher’s professional language, posture and class leading style almost meet the requirements of the teacher’s profession standard.
4 p.:
- Class tasks, content, methods and leading fully correspond to the age, preparedness of the child and state pre-school education guidelines.
- The place for the class has been prepared, tools are diverse.
- The students know, understand and respect safety during the sports and health class.
- The sports and health class plan contains almost no terminological errors.
- Diverse class tools (exercises) have been selected both in all parts of the class and during the entire class.
- The class time has been used rationally, musical accompaniment has been used.
- The performance of transitioning tasks is fully rational, with one type of setting serving as the starting point for starting another task.
The teacher’s preparation for the sports and health class, professional language, posture and lesson leading style are in line with the basic principles of humane pedagogy.
5 p.:
All criteria that meet 4 points have been included, and innovative solutions are applied for each part of the lesson
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Study Course Theme Plan
FULL-TIME
Part 1
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Placement
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Modality
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Location
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Contact hours
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On site
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Other
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0
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Topics
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Independent work. Teacher’s image. Education highlights in public space – sports class in pre-school, sports and health teacher; education system in Latvia; higher education in Latvia. Improvement of teacher’s personality – sporting event, theatrical performance, exhibition attendance. Set of physical activities to foster diverse skills. Physical activity purpose, audience, description, graphic drawing. Latest topical literature in terms of the teacher’s profession.
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Placement
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Modality
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Location
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Contact hours
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On site
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Other
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0
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Topics
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Observation part. Creates a pre-placement vision. Gets acquainted with several pre-school education institutions, specifics of their activities. Sports lessons led by various sports and health teachers. Code of ethics for teachers. Creates a board game with aspects of sports education based on an animation or a motion picture that is interesting for children at that moment.
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Placement
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Modality
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Location
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Contact hours
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On site
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Other
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0
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Topics
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Practical part. Creation of an individual work plan for the period of placement. Practical implementation of theoretically learned safety rules during sports and health classes in all parts. Creation and implementation of meaningful class plans according to the plan. Mastering the skills to assess the pedagogical process during a class for a specific class. Implementation of theoretically learned story-driven sports and health classes fostering critical thinking. Implementation of transversal sk
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Placement
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Modality
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Location
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Contact hours
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On site
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Other
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0
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Topics
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Practical part. Creation, implementation and impact of content for a pre-school educational institution sporting event on the promotion of the child’s personality. Creation of correlations in the field Health and Physical Activity of state pre-school education guidelines. Content of a thematic plan for the placement period. Assessment of the readiness of student’s competence in accordance with the planned placement results of (leading test classes with different content for different ages).
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Placement
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Modality
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Location
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Contact hours
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On site
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Other
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0
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Topics
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Practical part. Self-assessment content based on SWOT analysis principles. Joint self-assessment in accordance with the planned final learning outcomes of placement, with substantiation of motivation or denial of mastering the qualification of a sports and health teacher in pre-school.
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Total ECTS (Creditpoints):
24.00
Contact hours:
0 Academic Hours
Final Examination:
Defence (Placement)
Bibliography
Required Reading
1.
1. Jansone, R., Fernāte, A., & Bula-Biteniece, I. (2016). Sporta pedagoģija: vakar šodien rīt. Rīga, RaKa, 563lpp.
2.
2. Jansone, R., & Krauksts, V. (2005). Sporta izglītības didaktika skolā Rīga, RaKa, 376lpp.
3.
3. Profesijas standarts SKOLOTĀJS. Piektais profesionālās kvalifikācijas līmenis (5.PKL) (atbilst sestajam Latvijas kvalifikāciju ietvarstruktūras līmenim ( 6. LKI)
4.
4. MK noteikumi Nr.716, Rīgā 2018. gada 21. novembrī (prot. Nr. 53 29. §) Noteikumi par valsts pirmsskolas izglītības vadlīnijām un pirmsskolas izglītības programmu paraugiem
5.
5. Domens, G., Domens, D., & Heigijs, B. (2004). Aktīvs mazulis - gudrs mazulis! no dzimšanas līdz sešu gadu vecumam. Rīga, Zvaigzne ABC, 297lpp.
6.
6. Elnebija, I. (1999). Pakāpieni bērna attīstībā. Rīga, Pētergailis.