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Teacher Placement III
Study Course Description
Course Description Statuss:Approved
Course Description Version:1.00
Study Course Accepted:03.07.2024 15:39:22
| Study Course Information | |||||||||
| Course Code: | LSPA_344 | LQF level: | Level 6 | ||||||
| Credit Points: | 6.00 | ECTS: | 9.00 | ||||||
| Branch of Science: | Sports Science | Target Audience: | Sports Trainer; Pedagogy | ||||||
| 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 | ||||||||
| Full-Time - Semester No.2 | |||||||||
| 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 | ||||||||
| Full-Time - Semester No.3 | |||||||||
| 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 | ||||||||
| Part-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 | ||||||||
| Part-Time - Semester No.2 | |||||||||
| 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 | ||||||||
| Part-Time - Semester No.3 | |||||||||
| 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: Educational Psychology for Teachers, Teacher’s Professional Skills, Social-Emotional Learning, Legal Aspects of Pedagogical Process, Theory of Sport, Innovative Information Communication Technologies and Methods in Sport Pedagogy, Biomechanics and Ergonomics, General and Physical Activity Biochemistry, General and Age-Specific Physiology, Physiology of Physical Activities, Human Anatomy and Dynamic Anatomy, Environmental Health, Health Promoting Physical Activities, Foundations and Methodology of Basketball, Foundations and Methodology of Volleyball, Foundations and Methodology of Football, Foundations and Methodology of Floorball, Foundations and Methodology of Handball, Foundations and Methodology of Track and Field Exercises, Foundations and Methodology of Swimming, Outdoor and Adventure Activities I, II, III, Foundations and Methodology of Gymnastics, Rhythmics and Rhythmic Combinations, History of Sport, Philosophy of Sport, Sport in Multicultural Environment and Olympic Education, Project Development, Sport Medicine, Professional Communication and Terminology I (English, German), Professional Communication and Terminology II (English, German), Professional Ethics, Teacher’s Placement I, II. | ||||||||
| Objective: | To enable the future sports teacher to improve competences for professional activities, skills and ability to work with pre-school age children and pupils of grades 1 – 6. 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: | Creation of an individual work plan for the period of placement. Practical implementation of theoretically learned safety rules during sports lessons/classes in all parts. Creation and implementation of meaningful lesson/class plans according to the plan. Mastering the skills to assess the pedagogical process during a lesson for a specific lesson/class. Implementation of theoretically learned story-driven sports lesson/class with critical thinking tasks. Implementation of transversal skills of pupils in sports lessons, in activities of a class/group teacher. Creation, implementation and impact of content for a school/pre-school educational institution sporting event on the promotion of the pupil’s personality. Creation of correlations in the field Health and Physical Activity of Pre-School Education Guidelines/Basic Education Standard. 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 lessons/classes with different content for different ages). Self-assessment content based on SWOT analysis principles. Joint self-assessment for the base placement in accordance with the planned final learning outcomes of placement, with substantiation of motivation or denial of mastering the qualification of a sports teacher. | ||||||||
| Assessment Criteria: | Formative assessment indicators: Logbook, individual plan, thematic plan Upbringing work Leading classes, pedagogical skills. Leading a lesson/class, pedagogical skills 1 point - Lesson tasks, content, methods and leading only partially correspond to the age, preparedness of the pupil and requirements of the standard. - The class place has been partially prepared. - Pupil’s safety during the lesson has not always been considered. - There are terminological errors in the sports lesson plan. - The choice of lesson tools (exercises) is not diverse. - Parts of the lesson have not been proportionally planned. - Transitioning to other tasks is not always rational. - The teacher feels insecure in contact with pupils. 2 points - Lesson tasks, content, methods and leading almost correspond to the age, preparedness of the pupil and requirements of the standard. - The class place has been partially prepared. - The teacher has tried to consider safety of pupils during the lesson. - There are still terminological errors in the sports lesson plan. - The choice of lesson tools (exercises) is becoming more diverse. - The sports teacher tries to plan time for each part of the lesson. - Transitioning to other tasks is becoming more rational. - The teacher feels secure in contact with pupils. - The sports teacher’s professional language and posture are improving. 3 points - Lesson tasks, content, methods and leading fully correspond to the age, preparedness of the pupil and requirements of the standard. - The class place and tools have been prepared. - Pupils’ safety is fully considered during the sports lesson. - There are still some terminological errors in the sports lesson plan. - The choice of lesson tools (exercises) is sufficiently diverse. - The sports teacher manages to rationally plan time for each part of the sports lesson. - Transitioning to other tasks is rational. - The sports teacher’s professional language, posture and lesson leading style almost meet the requirements of the teacher’s profession standard. 4 points - Lesson tasks, content, methods and leading fully correspond to the age, preparedness of the pupil and requirements of the standard. - The place for the class has been prepared, tools are diverse. - The pupils know, understand and respect safety during the sports lesson. - There are almost no terminological errors in the sports lesson plan. - Diverse lesson tools (exercises) have been selected both for each part of the lesson and during the entire lesson. - The lesson 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 sports teacher’s preparation for the sports lesson, professional language, posture and lesson leading style are in line with the basic principles of humane pedagogy. 5 points - 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): | Defence (Placement) | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. Offers various tasks in a sports class in line with pupils’ fitness and health. | ||||||||
| Skills: | 2. Builds a physically and emotionally safe developing and inclusive environment. 3. Plans and implements practically meaningful sports classes in line with the regulatory framework. 4. Encourages pupils to think and give them opportunity to plan, monitor and assess their learning process. | ||||||||
| Competencies: | 5. Defines the limits for learning of movements, provides effective feedback individually to each pupil. 6. Develops personal professional skills and competences by working with colleagues and the administration to support pupils’ learning. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Jansone, R., Fernāte, A., & Bula-Biteniece, I. (2016). Sporta pedagoģijas vakar šodien rīt. Rīga, RaKa, 564lpp. | ||||||||
| 2 | Jansone, R., & Krauksts, V. (2005). Sporta izglītības didaktika skolā Rīga, RaKa, 376lpp. | ||||||||
| 3 | Profesijas standarts SKOLOTĀJS. Piektais profesionālās kvalifikācijas līmenis (5.PKL) (atbilst sestajam Latvijas kvalifikāciju ietvarstruktūras līmenim ( 6. LKI) | ||||||||
| 4 | MK noteikumi Nr. 747. Noteikumi par valsts pamatizglītības standartu un pamatizglītības programmu paraugiem Rīgā, 2018. gada 27. novembrī (prot. Nr. 56 38. §) | ||||||||
| 5 | MK noteikumi Nr.716, Rīgā 2018. gada 21. novembrī (prot. Nr. 53 29. §) Noteikumi par valsts pirmsskolas izglītības vadlīnijām un pirmsskolas izglītības programmu paraugiem | ||||||||
| 6 | Domens, G., Domens, D., & Heigijs, B. (2004). Aktīvs mazulis - gudrs mazulis! no dzimšanas līdz sešu gadu vecumam. Rīga, Zvaigzne ABC, 297lpp.. | ||||||||
| 7 | Elnebija, I. (1999). Pakāpieni bērna attīstībā. Rīga, Pētergailis. | ||||||||
