.
Pedagogical Placement
Study Course Description
Course Description Statuss:Approved
Course Description Version:1.00
Study Course Accepted:13.06.2024 16:04:19
| Study Course Information | |||||||||
| Course Code: | LSPA_182 | LQF level: | Level 5 | ||||||
| Credit Points: | 16.00 | ECTS: | 24.00 | ||||||
| Branch of Science: | Sports Science | Target Audience: | Pedagogy; Sports Trainer | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Inta Bula-Biteniece | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Latvian Academy of Sport Education (LASE) | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | LSPA, Brīvības gatve 333, Riga, LV-1006 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | Lecture Length (academic hours) | Total Contact Hours of Lectures | 0 | ||||||
| Classes (count) | Class Length (academic hours) | Total Contact Hours of Classes | 0 | ||||||
| Total Contact Hours | 0 | ||||||||
| Study course description | |||||||||
| 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. | ||||||||
| 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. | ||||||||
| Assessment | |||||||||
| Unaided Work: | 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. | ||||||||
| Assessment Criteria: | 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 | ||||||||
| Final Examination (Full-Time): | Defence (Placement) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 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: | 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. | ||||||||
| Competencies: | 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. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| 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. | ||||||||
