Veidlapa Nr. M-3 (8)
Study Course Description
Pedagogy
Course Code
PIC_007
Branch of Science
Educational sciences; General Pedagogy
ECTS
3.00
Target Audience
Rehabilitation
LQF
Level 7
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Nora Jansone-Ratinika
Structure Unit Manager
Zane Zaharevska
Structural Unit
Unit for Continuing Education of Academic Staff
Contacts
Department of Doctoral Studies: dn@rsu.lv, +371 67409120. Course Supervisor: nora.jansone-ratinika@rsu.lv, +371 67061581. Riga, Dzirciema Street 16, Floor 4 Office D 410 c
About Study Course
Objective
To promote learning of the basic categories and regularities of pedagogy and understanding of their use in practice.
Preliminary Knowledge
Fundamentals of psychology.
Learning Outcomes
Knowledge
1.Knowledge and understanding of the basic concept of pedagogy, the nature of problems and solutions thereto, the regularities, cause and effect relationships, meaning and content, objectives and ideals, and the implications in human life of the problems it addresses.
Skills
1.To see the essence of pedagogical problems, to analyse and evaluate them, to use pedagogical approaches and tools flexibly and creatively in research, social and professional work in health care.
Competences
1.To understand the nature and significance of the categories included in the science of pedagogy, to reason competently on the problems of pedagogy, appropriately integrating the acquired knowledge into everyday professional practice. To demonstrate the ability to organise one’s work competently and creatively, and to collaborate with colleagues, customers, patients and students. To be able to identify the categories of pedagogy in everyday work (care, education and teaching), to critically and argumentatively seek and implement interdisciplinary (medicine, pedagogy, psychology, etc.) approaches. To know how to develop one’s professional identity independently.
Assessment
Individual work
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Title
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% from total grade
|
Grade
|
|---|---|---|
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1.
Individual work |
-
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-
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• to independently select and analyse scientific literature in the fields of pedagogy, psychology and physiotherapy according to the topic;
• to independently carry out an in-depth study of the chosen or proposed topic in order to uncover the possibilities of using theoretical principles in practice;
• to present research results using a slide show.
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||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Examination |
-
|
-
|
|
Final assessment consists of the following:
• mandatory attendance of classes;
• carrying out and defending independent research.
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Study Course Theme Plan
FULL-TIME
Part 1
-
Class/Seminar
|
Modality
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Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Raising pedagogical issues in health care practice.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Raising pedagogical issues in health care practice.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Raising pedagogical issues in health care practice.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Theoretical principles of pedagogy: essence, concepts, system.
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-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Theoretical principles of pedagogy: essence, concepts, system.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Knowledge and understanding of the general regularities in the pedagogical process and the nature, formation and innovations of the environment in pedagogy.
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-
Lecture
|
Modality
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Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
The study and research process and its principles. Theoretical and practical aspects of academic and professional pedagogical practice.
|
-
Lecture
|
Modality
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Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Modern problems of education. Individualisation, values and norms, socialisation, culturalisation. The phenomenon of education from the perspective of different disciplines.
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-
Lecture
|
Modality
|
Location
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Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
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Topics
|
A classified range of pedagogical categories and tools, the rationale for the selection thereof, relevance and potential use in professional health care practice.
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Total ECTS (Creditpoints):
3.00
Contact hours:
18 Academic Hours
Final Examination:
Exam (Written)
Bibliography
Required Reading
1.
Jurgena, I. (2002). Vispārīgā pedagoģija. Rīga: SIA Izglītības soļi. (akceptējams izdevums)
2.
Prudņikova, I. (2004). Montesori pedagoģija ikdienā. Rīga: RaKa. (akceptējams izdevums)
3.
Špona, A. (2006). Audzināšanas process teorijā un praksē. Rīga: Raka. (akceptējams izdevums)
4.
Šteiners, R. (2000). Vispārējā cilvēkmācība kā pedagoģijas pamats. Rīga: RaKa. (akceptējams izdevums)
5.
Zelmenis, V. (2000). Pedagoģijas pamati. Rīga: RaKa. (akceptējams izdevums)
6.
Diekelmann, N. L. (2003). Teaching the Practitioners of Care: New Pedagogies for the Health Professions. University of Wisconsin Press. (akceptējams izdevums)
7.
Ārvalstu studentiem/For international students:
8.
Diekelmann, N. L. (2003). Teaching the Practitioners of Care: New Pedagogies for the Health Professions. University of Wisconsin Press. (akceptējams izdevums)
Additional Reading
1.
Stēnsgorda, P. (2004). Māte, bērni un tēvs. Rīga: Atēna.
2.
Gudjons, H. (2007). Pedagoģijas pamatatziņas. Rīga, Zvaigzne ABC.
3.
Rubene, Z., Krūmiņa, A., Vanaga, I. (2008). Ievads mediju pedagoģijā. Monogrāfija. Rīga: RaKa.
4.
Rubene, Z. (2008). Kritiskā domāšana studiju procesā. Rīga: LU Akadēmiskais apgāds.
5.
Rubene, Z. (2006). Kritiskā domāšana postmodernisma situācijā. Skolotājs, 2006/3. Rīga: Raka, 5.-9.lpp.
6.
Bēme, G. (2003). Refleksijas par izglītības un kultūras kopsakarībām. Skolotājs, Nr. 4.