.
Pedagogy
Study Course Description
Course Description Statuss:Approved
Course Description Version:5.00
Study Course Accepted:09.01.2023 14:17:27
| Study Course Information | |||||||||
| Course Code: | PIC_007 | LQF level: | Level 7 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Pedagogy; General Pedagogy | Target Audience: | Rehabilitation | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Nora Jansone-Ratinika | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Unit for Continuing Education of Academic Staff | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Department of Doctoral Studies: dn rsu[pnkts]lv, +371 67409120. Course Supervisor: nora[pnkts]jansone-ratinikarsu[pnkts]lv, +371 67061581. Riga, Dzirciema Street 16, Floor 4 Office D 410 c | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 6 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 12 | ||||
| Classes (count) | 3 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 6 | ||||
| Total Contact Hours | 18 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Fundamentals of psychology. | ||||||||
| Objective: | To promote learning of the basic categories and regularities of pedagogy and understanding of their use in practice. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Raising pedagogical issues in health care practice. | Classes | 3.00 | auditorium | |||||
| 2 | Theoretical principles of pedagogy: essence, concepts, system. | Lectures | 2.00 | auditorium | |||||
| 3 | Knowledge and understanding of the general regularities in the pedagogical process and the nature, formation and innovations of the environment in pedagogy. | Lectures | 1.00 | auditorium | |||||
| 4 | The study and research process and its principles. Theoretical and practical aspects of academic and professional pedagogical practice. | Lectures | 1.00 | auditorium | |||||
| 5 | Modern problems of education. Individualisation, values and norms, socialisation, culturalisation. The phenomenon of education from the perspective of different disciplines. | Lectures | 1.00 | auditorium | |||||
| 6 | A classified range of pedagogical categories and tools, the rationale for the selection thereof, relevance and potential use in professional health care practice. | Lectures | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | • 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. | ||||||||
| Assessment Criteria: | Final assessment consists of the following: • mandatory attendance of classes; • carrying out and defending independent research. | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 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: | 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. | ||||||||
| Competencies: | 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. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| 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. | ||||||||
