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Pedagogy
Study Course Description
Course Description Statuss:Approved
Course Description Version:4.00
Study Course Accepted:19.03.2020 11:48:14
| Study Course Information | |||||||||
| Course Code: | PIC_006 | LQF level: | Level 7 | ||||||
| Credit Points: | 4.00 | ECTS: | 6.00 | ||||||
| Branch of Science: | Pedagogy; University 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: | |||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 12 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 24 | ||||
| Classes (count) | 12 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 24 | ||||
| Total Contact Hours | 48 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Basics of Pedagogy and Psychology. | ||||||||
| Objective: | To promote acquisition of basic categories and regularities of pedagogy and understanding of their use in practice in: • educational work with patients and their relatives; • academic work with students; • supervision of clinical placements in the clinical environment. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Pedagogy as science and practice, its subject matter and categories. | Lectures | 1.00 | auditorium | |||||
| 2 | Updating of educational issues in healthcare practice. | Classes | 4.00 | auditorium | |||||
| 3 | Knowledge and understanding of general regularities and environment of the educational process, its development and innovations in pedagogy. | Lectures | 1.00 | auditorium | |||||
| 4 | Study and research process, its principles. Theoretical and practical aspects of academic and professional teaching practice. | Lectures | 1.00 | auditorium | |||||
| 5 | Current educational issues. Individualisation, values and standards, socialisation, culturalisation. Phenomenon of upbringing from the point of view of various branches of science. | Lectures | 1.00 | auditorium | |||||
| 6 | Range of classified pedagogical categories and techniques, justification of their choice, compliance and potential use in professional healthcare practice. | Lectures | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Students carry out: - selection and analysis of scientific literature according to the topic in the branches of pedagogy, psychology and physical therapy; - independently carry out an in-depth study of the chosen or offered topic and reveal the use of theoretical statements in practice; - present the results acquired during the research. | ||||||||
| Assessment Criteria: | The final assessment consists of: - compulsory attendance of classes and active participation in them; - development and presentation of practical tasks. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Knowledge and understanding of the basic concepts of pedagogy, nature of problems and possibilities of resolving them, regularities, cause and effect relationship; meaning and content, goals and ideals and the consequences of the dealt problems in a person’s life. | ||||||||
| Skills: | Distinguishing the problem matter, analyse and evaluate them, use creatively and flexibly pedagogical approaches and the offered instruments in research, social and professional healthcare work. | ||||||||
| Competencies: | Understand the nature and role of categories included in the science of pedagogy; discuss issues of pedagogy integrating the acquired knowledge accordingly in everyday professional practice. The students demonstrate their skills to competently and creatively organise their work and cooperate with colleagues, clients, patients and students. They are able to identify the categories of pedagogy in their daily work (care, education and upbringing), to seek critically and resonably and to implement interdisciplinary (medicine, pedagogy, psychology, etc.) approaches. They have the ability to independently develop their professional identity. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Jurgena, I. (2001). Vispārīgā pedagoģija. Rīga: SIA Izglītības soļi. | ||||||||
| 2 | Prudņikova, I. Montesori pedagoģija ikdienā. Rīga: RaKa,2004. | ||||||||
| 3 | Špona, A. (2004). Audzināšanas process teorijā un praksē. Rīga: Raka. | ||||||||
| 4 | Šteiners, R. (2000). Vispārējā cilvēkmācība kā pedagoģijas pamats. Rīga: RaKa. | ||||||||
| 5 | Zelmenis, V. (2000). Pedagoģijas pamati. Rīga: RaKa. | ||||||||
| 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). Kritiskās domāšanas izmantošana studiju procesā. Rīga: LU Akadēmiskais apgāds. | ||||||||
| 6 | Rubene, Z. (2006). Kritiskā domāšana postmodernisma situācijā. | ||||||||
| 7 | Bēme, G. (2003). Refleksijas par izglītības un kultūras kopsakarībām. Skolotājs, Nr. 4. | ||||||||
