.
Health Pedagogy
Study Course Description
Course Description Statuss:Approved
Course Description Version:5.00
Study Course Accepted:12.04.2023 10:07:55
| Study Course Information | |||||||||
| Course Code: | PIC_008 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Pedagogy; Branch Pedagogy | Target Audience: | Sports Trainer | ||||||
| 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) | 4 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 8 | ||||
| Classes (count) | 4 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 8 | ||||
| Total Contact Hours | 16 | ||||||||
| Part-Time - Semester No.1 | |||||||||
| Lectures (count) | 4 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 8 | ||||
| Classes (count) | 4 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 8 | ||||
| Total Contact Hours | 16 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Not required. | ||||||||
| Objective: | Promote the learning of the basic categories and laws of pedagogy, seeing the possibilities of their use in professional health sports practice. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Theoretical principles of pedagogy: essence, concepts, system, general relations of the process. | Lectures | 1.00 | auditorium | |||||
| 2 | Actualization of pedagogic issues in the message of modern culture. | Classes | 1.00 | auditorium | |||||
| 3 | Identification of pedagogic topics in socioculture. | Classes | 1.00 | auditorium | |||||
| 4 | Transformation of paradigms in the science of pedagogy and actualities of practice today. | Lectures | 1.00 | auditorium | |||||
| 5 | The importance of the phenomenon of critical thinking in professional activity. | Classes | 1.00 | auditorium | |||||
| 6 | Classification of pedagogical "tools" (methods, techniques, approaches). | Lectures | 1.00 | auditorium | |||||
| 7 | The importance of understanding professional identity in building competence. | Classes | 1.00 | auditorium | |||||
| 8 | Approaches to educational issues in the 21st century (individualization, socialization, culturalization). | Lectures | 1.00 | auditorium | |||||
| Topic Layout (Part-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Theoretical principles of pedagogy: essence, concepts, system, general relations of the process. | Lectures | 1.00 | auditorium | |||||
| 2 | Actualization of pedagogic issues in the message of modern culture. | Classes | 1.00 | auditorium | |||||
| 3 | Identification of pedagogic topics in socioculture. | Classes | 1.00 | auditorium | |||||
| 4 | Transformation of paradigms in the science of pedagogy and actualities of practice today. | Lectures | 1.00 | auditorium | |||||
| 5 | The importance of the phenomenon of critical thinking in professional activity. | Classes | 1.00 | auditorium | |||||
| 6 | Classification of pedagogical "tools" (methods, techniques, approaches). | Lectures | 1.00 | auditorium | |||||
| 7 | The importance of understanding professional identity in building competence. | Classes | 1.00 | auditorium | |||||
| 8 | Approaches to educational issues in the 21st century (individualization, socialization, culturalization). | Lectures | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | - independently carry out the selection and analysis of scientific literature in the fields of pedagogy, psychology and health care - develop independent work corresponding to the topic of each lesson - each student's contribution to the improvement of the study process is providing meaningful feedback about the study course by filling out its evaluation questionnaire. I invite you to give a constructive opinion about what, in your opinion, was successful, as well as to formulate proposals for improvement. Note that the questionnaires are anonymous and the data can only be reviewed by the lecturer in aggregated form. | ||||||||
| Assessment Criteria: | The final assessment consists of: - mandatory class attendance; - performance of all practical tasks assigned in each lesson. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | Exam | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Acquires knowledge and understanding of the basic concept of pedagogy, nature of problems and possibilities for solving them, laws, cause and effect relationships, meaning and content, goals and ideals, consequences of the problems discussed in it in human life. | ||||||||
| Skills: | Sees the essence of pedagogic problems, analyzes and evaluates them, flexibly and creatively uses pedagogic approaches and the proposed tools in research and professional health care work. | ||||||||
| Competencies: | Understands the nature and importance of the categories included in the science of pedagogy, competently judges the problems of pedagogy, appropriately integrating the acquired knowledge into daily professional practice. Demonstrates the ability to organize one's work competently and creatively, as well as build cooperation with colleagues, clients, patients, students. Knows how to identify categories of pedagogy in daily work (care, education and upbringing), critically and reasonedly searches for and implements interdisciplinary (healthcare, pedagogy, psychology, etc.) approaches. Aspires to improve professional competence independently. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Autoru kolektīvs. (1996). Cilvēks un dzīve socioloģijas skatījumā. Rīga: SIA RANTI. (akceptējams izdevums) | ||||||||
| 2 | Geidžs, N. L., Berliners, D.,C. (1999). Pedagoģiskā psiholoģija. Rīga: Zvaigzne ABC. (akceptējams izdevums) | ||||||||
| 3 | Anspaks, J. (2003). Pedagoģijas idejas Latvijā. Rīga: RaKa. (akceptējams izdevums) | ||||||||
| 4 | Špona, A. (2006). Audzināšanas process teorijā un praksē. Rīga: Raka. (akceptējams izdevums) | ||||||||
| 5 | Zelmenis, V. (2000). Pedagoģijas pamati. Rīga: RaKa. (akceptējams izdevums) | ||||||||
| 6 | Lauwerier, E. (2022). Community sport and social inclusion : Enhancing strategies for promoting personal development, health and social cohesion / edited by Marc Theeboom, Hebe Schaillée, Rudi Roose, Sara Willems, Lieve Bradt, Emelien Lauwerier. (Routledge research in sport, culture and society). | ||||||||
| 7 | Bonk, Curtis Jay, redaktors; Zhu, Meina, redaktors. (2022). Transformative teaching around the world : Stories of cultural impact, technology integration, and innovative pedagogy / edited by Curtis J. Bonk and Meina Zhu. | ||||||||
| 8 | Pang, B. (2022). Diversity, difference and social justice in physical education : Challenges and strategies in a translocated world / Bonnie Pang and Tony Rossi. (Routledge Studies in Physical Education and Youth Sport). | ||||||||
| Additional Reading | |||||||||
| 1 | Diekelmann, N. L. (2003). Teaching the Practitioners of Care: New Pedagogies for the Health Professions. University of Wisconsin Press. | ||||||||
| 2 | Stēnsgorda, P. (2004). Māte, bērni un tēvs. Rīga: Atēna. | ||||||||
| 3 | Gudjons, H. (2007). Pedagoģijas pamatatziņas. Rīga, Zvaigzne ABC. | ||||||||
| 4 | Rubene, Z., Krūmiņa, A., Vanaga, I. (2008). Ievads mediju pedagoģijā. Monogrāfija. Rīga: RaKa. | ||||||||
| 5 | Rubene, Z. (2008). Kritiskā domāšana studiju procesā. Rīga: LU Akadēmiskais apgāds. | ||||||||
| 6 | Rubene, Z. (2006). Kritiskā domāšana postmodernisma situācijā. Skolotājs, 2006/3. Rīga: Raka, 5.-9.lpp. | ||||||||
| 7 | Bēme, G. (2003). Refleksijas par izglītības un kultūras kopsakarībām.Skolotājs, Nr. 4. | ||||||||
