Veidlapa Nr. M-3 (8)
Study Course Description
Teachers' Professional Skills
Course Code
LSPA_196
Branch of Science
Health sciences
ECTS
3.00
Target Audience
Pedagogy; Sports Trainer
LQF
Level 6
Study Type And Form
Full-Time; Part-Time
Study Course Implementer
Course Supervisor
Inta Bula-Biteniece
Structure Unit Manager
Uģis Ciematnieks
Structural Unit
Department of Sports Theory
Contacts
LSPA, Brīvības gatve 333, Riga, LV-1006
About Study Course
Objective
To foster mastering of teacher’s professional skills for the development of teaching competence.
Preliminary Knowledge
General secondary education.
Learning Outcomes
Knowledge
1.1. About reflexive and critical evaluation of personal knowledge, skills and motivation and the setting of professional development goals for developing personal professional activities, keeping track of developments and innovations in the professional field. 2. About self-analysis, self-assessment and self-reflection on pedagogical activity and collegiately constructive feedback. 3. Targeted selection of skills needed to develop professional competence and awareness of self-directed learning strategies. 4. Principles of teamwork, methods of organisation and the social role of the teacher’s profession.
Skills
1.5. To provide constructive feedback to colleagues and discuss the contribution of pedagogical activities to maintaining the quality and well-being of life of children, demonstrating cooperation and communication skills. 6. To plan personal professional growth and career; to reflexively evaluate personal learning outcomes and organise self-learning.
Competences
1.7. To provide professional support by promoting the improvement of personal pedagogical practice and that of colleagues, in accordance with the development requirements of the field of education and the social environment. 8. To reflexively and critically evaluate personal pedagogical practice, taking into account the learning outcomes achieved, feedback provided by colleagues, the teacher’s profession standard and the latest developments in pedagogy. 9. To strategically plan personal professional development by taking responsibility and showing initiative and leadership skills, and offering creative solutions in the context of diversity. 10. To integrate skills and competences acquired through the professional growth process into the pedagogical study process.
Assessment
Individual work
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Title
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% from total grade
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Grade
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|---|---|---|
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1.
Individual work |
-
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-
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|
Independent learning is organised individually and in groups, providing both theoretical and practical solutions for the development of the professional activities of future teachers.
In developing their independent work, students are encouraged to take an inductive approach, integration of metaphors, research and education, and professional cooperation.
Independent learning I: develop an interpretation of the concept of “learning to be a teacher” in a group using a metaphor.
Independent learning II: on the basis of the inductive approach and the given learning strategies, studies and develops the characterisation and learning methods of teacher’s professional skills, explains and provides examples of the use of these skills in educational placement. Performs self-assessment of pedagogical skills.
Independent learning III: cooperating within the group, analyses and evaluates examples/research of good practice and, by choosing a specific reflection framework and method, justify their new experience and understanding focused on professional development.
Independent learning IV: focusing on the integration of research and education, interviews a teacher for the study of their pedagogical skills, professional identity and career progress in educational placement.
Independent learning V: performs a reflection on content learned in seminars and lectures following the MAX scheme to become aware of self-directed learning.
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Examination
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Title
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% from total grade
|
Grade
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|---|---|---|
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1.
Examination |
-
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-
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|
The module provides for uniform requirements for the achievement of all learning outcomes:
10. Active participation in lectures/seminars 40%
11. Demonstration of pedagogical skills in a modelled pedagogical situation and case study 20%
12. Exam. Assessment of own professional skills and pedagogical competence and development of their further pedagogical career development plan 40%
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Study Course Theme Plan
FULL-TIME
Part 1
-
Class/Seminar
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Modality
|
Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
|
2
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Topics
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Pedagogical self-assessment in career development of a future teacher. Career development stages. Objective and subjective career.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
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|---|---|---|
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On site
|
Auditorium
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2
|
Topics
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Mastering of reflection skills. Types, frameworks of reflection, methods for improving pedagogical activity
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Learning strategies. Professional skills: self-reflection, self-analysis, self-assessment, creativity, leadership, cooperation, etc.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
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Teacher’s role, inclusion, social status, prestige.
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-
Class/Seminar
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
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Topics
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Understanding and nature of learning of “being a teacher”. Dilemmas in professional growth of teachers.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Mastering of reflection skills. Types, frameworks of reflection, methods for improving pedagogical activity
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Awareness of professional and autonomous self-directed learning. Awareness of goals of activity.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Awareness of professional and autonomous self-directed learning. Awareness of goals of activity.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Understanding and nature of learning of “being a teacher”. Dilemmas in professional growth of teachers.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Pedagogical self-assessment in career development of a future teacher. Career development stages. Objective and subjective career.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Teacher’s role, inclusion, social status, prestige.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Awareness of professional identity. Concept of myself and finding a purpose of personal significance.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Awareness of professional identity. Concept of myself and finding a purpose of personal significance.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Pedagogical self-assessment in career development of a future teacher. Career development stages. Objective and subjective career.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Mastering of reflection skills. Types, frameworks of reflection, methods for improving pedagogical activity
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Teacher’s role, inclusion, social status, prestige.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Learning strategies. Professional skills: self-reflection, self-analysis, self-assessment, creativity, leadership, cooperation, etc.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Awareness of professional identity. Concept of myself and finding a purpose of personal significance.
|
Total ECTS (Creditpoints):
3.00
Contact hours:
36 Academic Hours
Final Examination:
Exam
PART-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Awareness of professional and autonomous self-directed learning. Awareness of goals of activity.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Teacher’s role, inclusion, social status, prestige.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Understanding and nature of learning of “being a teacher”. Dilemmas in professional growth of teachers.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Teacher’s role, inclusion, social status, prestige.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Awareness of professional and autonomous self-directed learning. Awareness of goals of activity.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Pedagogical self-assessment in career development of a future teacher. Career development stages. Objective and subjective career.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Teacher’s role, inclusion, social status, prestige.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Mastering of reflection skills. Types, frameworks of reflection, methods for improving pedagogical activity
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Pedagogical self-assessment in career development of a future teacher. Career development stages. Objective and subjective career.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Mastering of reflection skills. Types, frameworks of reflection, methods for improving pedagogical activity
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Awareness of professional identity. Concept of myself and finding a purpose of personal significance.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Awareness of professional identity. Concept of myself and finding a purpose of personal significance.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Mastering of reflection skills. Types, frameworks of reflection, methods for improving pedagogical activity
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Awareness of professional identity. Concept of myself and finding a purpose of personal significance.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Learning strategies. Professional skills: self-reflection, self-analysis, self-assessment, creativity, leadership, cooperation, etc.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Learning strategies. Professional skills: self-reflection, self-analysis, self-assessment, creativity, leadership, cooperation, etc.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Pedagogical self-assessment in career development of a future teacher. Career development stages. Objective and subjective career.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Understanding and nature of learning of “being a teacher”. Dilemmas in professional growth of teachers.
|
Total ECTS (Creditpoints):
3.00
Contact hours:
24 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Bolton, G. (2010). Reflective practice. Writing and professional development. 3rd ed. London: SAGE Publications Ltd.Suitable for English stream
2.
Cottrell, S. (2013). The Study Skills Handbook. 4th ed. Palgrave MacmillanSuitable for English stream
3.
Lange, J., Burroughs- Lange, S. (2017). Learning to be a teacher. SAGE Publications Ltd.Suitable for English stream
4.
Paige, R.,Lambert, S.,Geeson, R. (ed), (2017). Building Skills for Effective Primary Teaching. A quide for trainees and their mentors. Sage: Learning MattersSuitable for English stream
5.
Jolliffe,W., Waugh, D. (2017). NQT. The beginning teacher's guide to outstanding practice. Sage: Learning MattersSuitable for English stream
Additional Reading
1.
Mikelsone, I., Odiņa, I. (2017). How Novice Teachers’ of Different Education Backgrounds Perceive Their Professional Identity. (pp. 523 – 537). 3rd International conference on lifelong education and leadership for all. ICLEL 2017, Polytechnic Institute of Porto, Porto – PORTUGAL.Suitable for English stream
2.
Mikelsone, I., Odina, I. (2016). Future teachers’ reflection to understand their professional identity. (pp.239 -244). 1st International Conference on lifelong learning and leadership for all. ICLEL 2015, Palacky University, Olomouck – Czech Republic.Suitable for English stream
3.
Mikelsone, I., Odina, I., & Grigule, L. (2014). Conceptualizing the Understanding of Professional Identity in Teacher’s Career.// In: European Scientific Journal, 10(10). pp. 238. – 249. ) ISSN: 1857 - 7431 (Online) ESJ`s Index Copernicus Impact Factor, ICV 2013 = 8.25.Suitable for English stream
4.
Mulvey, R., Bimrose, J., Brown, A. (2017). Supporting the professional identity transformation of careers and employment professionals. Ponenciaseningles, IAEVG. Mexico.Suitable for English stream
5.
Palmer, P. (1998). The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. San Francisco, CA: Jossey – Bass.Suitable for English stream
Other Information Sources
1.
Jakovļeva, J. (2009). Profesionālā identitāte profesijas apguves sākumposmā. Promocijas darbs. Daugavpils Universitāte
2.
Lāce, I. Pedagoģiskais pašvērtējums topošā pedagoga karjeras attīstībā. Promocijas darbs. Liepājas Universitāte.
3.
Lāce, I. Miķelsone, I. (2012). A Model for the Organization of Self-Evaluation Promoting the Future Teachers’ Career.// In: Conference Proceedings of the 36th Conference of the Association for Teacher Education in Europe Teachers’ Life-cycle from Initial Teacher Education to Experienced Professional. (pp. 265. -281). Association for Teacher Education in Europe, ATEE aisbl, Rue Hobbema 67, B, 1000 Brussels, BelgiumSuitable for English stream
4.
Miķelsone, I., Odiņa, I. (2018). Goal Setting Skills in Teachers’ Professional Development. (pp. 313 -325). 4th International conference on lifelong education and leadership for all. ICLEL 2018, Lower Silesia University Wroclaw - POLAND.Suitable for English stream
5.
Mikelsone, I., Odiņa, I. (2016). Male Teachers’ Well-Being in the Context of Professional Identity. (pp. 19 – 27). 2nd International Conference on lifelong learning and leadership for all. ICLEL 2016, Liepājas University, Liepaja – LATVIA. WOS: 000392658100003.Suitable for English stream