.
Teachers' Professional Skills
Study Course Description
Course Description Statuss:Approved
Course Description Version:1.00
Study Course Accepted:17.06.2024 10:01:48
| Study Course Information | |||||||||
| Course Code: | LSPA_196 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| 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) | 7 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 14 | ||||
| Classes (count) | 11 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 22 | ||||
| Total Contact Hours | 36 | ||||||||
| Part-Time - Semester No.1 | |||||||||
| Lectures (count) | 7 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 14 | ||||
| Classes (count) | 11 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 22 | ||||
| Total Contact Hours | 36 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | General secondary education. | ||||||||
| Objective: | To foster mastering of teacher’s professional skills for the development of teaching competence. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Understanding and nature of learning of “being a teacher”. Dilemmas in professional growth of teachers. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 2 | Awareness of professional and autonomous self-directed learning. Awareness of goals of activity. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 3 | Learning strategies. Professional skills: self-reflection, self-analysis, self-assessment, creativity, leadership, cooperation, etc. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 4 | Mastering of reflection skills. Types, frameworks of reflection, methods for improving pedagogical activity | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 5 | Awareness of professional identity. Concept of myself and finding a purpose of personal significance. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 6 | Teacher’s role, inclusion, social status, prestige. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 7 | Pedagogical self-assessment in career development of a future teacher. Career development stages. Objective and subjective career. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| Topic Layout (Part-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Understanding and nature of learning of “being a teacher”. Dilemmas in professional growth of teachers. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 2 | Awareness of professional and autonomous self-directed learning. Awareness of goals of activity. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 3 | Learning strategies. Professional skills: self-reflection, self-analysis, self-assessment, creativity, leadership, cooperation, etc. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 4 | Mastering of reflection skills. Types, frameworks of reflection, methods for improving pedagogical activity | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 5 | Awareness of professional identity. Concept of myself and finding a purpose of personal significance. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 6 | Teacher’s role, inclusion, social status, prestige. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 7 | Pedagogical self-assessment in career development of a future teacher. Career development stages. Objective and subjective career. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| Assessment | |||||||||
| Unaided Work: | 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. | ||||||||
| Assessment Criteria: | 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% | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | Exam | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 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: | 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. | ||||||||
| Competencies: | 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. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Bolton, G. (2010). Reflective practice. Writing and professional development. 3rd ed. London: SAGE Publications Ltd. | ||||||||
| 2 | Cottrell, S. (2013). The Study Skills Handbook. 4th ed. Palgrave Macmillan | ||||||||
| 3 | Lange, J., Burroughs- Lange, S. (2017). Learning to be a teacher. SAGE Publications Ltd. | ||||||||
| 4 | Paige, R.,Lambert, S.,Geeson, R. (ed), (2017). Building Skills for Effective Primary Teaching. A quide for trainees and their mentors. Sage: Learning Matters | ||||||||
| 5 | Jolliffe,W., Waugh, D. (2017). NQT. The beginning teacher's guide to outstanding practice. Sage: Learning Matters | ||||||||
| 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. | ||||||||
| 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. | ||||||||
| 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. | ||||||||
| 4 | Mulvey, R., Bimrose, J., Brown, A. (2017). Supporting the professional identity transformation of careers and employment professionals. Ponenciaseningles, IAEVG. Mexico. | ||||||||
| 5 | Palmer, P. (1998). The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. San Francisco, CA: Jossey – Bass. | ||||||||
| 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, Belgium | ||||||||
| 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. | ||||||||
| 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. | ||||||||
