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Pedagogy and Psychology

Course developer

Course abstract

The MA students obtain and develop their knowledge and skills in pedagogy and psychology on a synthesis and assessment level; develop their competences, incl. the ability to analyse creatively and critically the educational environment and pedagogical situations, are able to integrate and apply the knowledge and skills, acquired in different fields, in the context of their pedagogical activity. Due to the study course, a critical MA students’ world view, based on research and proofs, interdisciplinary point of view is developed and created, which is both based on pedagogical culture values and orientated towards new knowledge acquisition.

Learning outcomes and their assessment

• Knowledge: the MA students are aware of the main concepts for sustainable development of education; concepts of education as a tool for human and environmental interaction implementation; main concepts and basic principles of the interdisciplinary approach; psychological factors of studies; components and influential factors of communication structure. – 1 Homework
• Skills: are able to analyse, assess and systematize the obtained information; study independently, developing and applying knowledge in order to analyse and assess the pedagogical process in the environments of Latvian and other national educational establishments; apply IT and e-resources in the study course content acquisition, are able to analyse and assess the pedagogical problem situations from the physiological point of view. – 1 Homework
• Competence: are able to analyse and assess the educational environment, incl. different educational situations, own experience; solve pedagogical problem situations. – Presentation, seminar, discussion

Course Content(Calendar)

1. Pedagogy as science and a study discipline. Pedagogy’s relation to other sciences, especially psychology. Benefits of the interdisciplinary approach- 2 hrs.
2. Tendencies of education development in the 21st century. Diversity of educational paradigms and pedagogical approaches. Changes in education- 2 hrs.
3. Introduction into the history of the pedagogical thought’s development. Pedagogical theories of the 20th and 21st century, their significance in the society’s development- 2 hrs.
4. Theories of critical thinking, approaches based on proofs, theories of complexities, application of knowledge flow and neural network theories in the 21st century’s pedagogical practice.
5. Cognitions of the personality theory on the socialization process. Application of critical thinking in pedagogical situational analysis- 2 hrs.
Homework: the main pedagogical approaches in the 20th and 21st century have been formulated, the authors’ contribution of the most important theories in the pedagogical thought development has been described, the principal terms and their implementation principles in the pedagogical practice have been explained.
6. Life-long learning, further education, adult education. Formal, non-formal and informal education – 2 hrs.
7. Principal categories of didactics and their implementation in education practice. Model of learning environment- 4 hrs.
8. Goals, tasks and functions of professional education. Competence and competitiveness in professional education – 2 hrs.
9. Pedagogue as a personality and also as a professional. Requirements for the pedagogue- 2 hrs.
10. Mentoring. Types and functions of mentoring. Mentoring in the professional activity’s development- 2 hrs.
Homework: the didactic framework of the pedagogue’s education, professional development and professional activity has been explained.
11. Pedagogical communication. Specifics of pedagogical communication. The ethical aspect of communication- 2 hrs.
12. Structure of pedagogical communication and its components: perception, verbal and non-verbal communication, interaction- 2 hrs.
13. Styles of pedagogical communication. Types of pedagogues and behavioural models in pedagogical communication. Behavioural goals and motivation of the pedagogical process members- 2 hrs.
14. Education for a sustainable development. The ecological approach in education for the optimal pedagogically psychological environment provision- 2 hrs.
15. Problem situations in pedagogical communication: analysis and assessment of problem situations, types of solutions. Communication obstacles – 2hrs.
Independent work: analysis of a pedagogical situation based on research and proofs from the interdisciplinary education perspective for sustainable development.
Test work: test on the interdisciplinary perspective based on pedagogical cultural values.

Requirements for awarding credit points

At least 80% attendance of lectures and seminars, accomplishment of all requirements and the study course acquisition terms. Two pieces of homework, independent work, practical tasks and the test work have been evaluated as successful.

Description of the organization and tasks of students’ independent work

Analysis of a pedagogical situation based on research and proofs from the interdisciplinary education perspective for sustainable development. (Volume 5 pages, submitted electronically. Power Point Presentation, submitted electronically, 5mins of oral presentation.)

Criteria for Evaluating Learning Outcomes

The grade of the tested study course consists of a cumulative evaluation of two pieces of homework, one independent work and the test work.
The evaluation of the homework, independent work and practical work is carried out in compliance with the stated criteria.
The test grade is calculated, stating the arithmetical mean from the test tasks and the arithmetical mean of the homework and independent work evaluations.

Compulsory reading

1. Gudjons H. Pedagoģijas pamatatziņas [2. izd.]. Rīga: Zvaigzne ABC, 2007. 394 lpp.
2. Krūze A., Ķestere I. Pedagoģijas vēsture: 15 jautājumi. Rīga: RaKa, 2010. 298 lpp.
3. Mārtinsone K., Lasmane A., Karpova Ā. Psiholoģijas vēsture. Rīga: Zvaigzne ABC, 2016. 544 lpp.
4. Rutka L. Pedagoga psiholoģiskā kompetence. Rīga: RaKa, 2012. 178 lpp.

Further reading

1. Knowledge and Networks. Ed. Gluckler J., Lazega E., Hammer I. Springer Open, 2017. 386 p. Pieejams: https://link.springer.com/content/pdf/10.1007%2F978-3-319-45023-0.pdf
2. Katane I. Paradigmas Latvijas izglītības vidē mūsdienās [elektroniskais resurss]. Monogrāfisko pētījumu sērija „Izglītības ekoloģija”. Jelgava: LLU TF IMI, 2007. 117 lpp.
3. Katane I. Pedagoģijas teorētiskie pamati. Rīga: BUTS, 2006. 272 lpp.
4. Lieģeniece D. Ievads andragoģijā. Rīga: RaKa, 2002. 183 lpp.

Periodicals and other sources

1. LLU TF IMI starptautisko zinātnisko konferenču krājumi "Rural Environment. Education. Personality" [„Lauku vide. Izglītība. Personība"] rakstu krājumi. ISSN 2255-808X
2. Journal of Educational Psychology. Online ISSN: 1939-2176. Skatīts 17.11.2018 no: http://www.apa.org/pubs/journals/edu/index.aspx
3. Journal of Education for Teaching. Online ISSN: 1360-0540.Skatīts 17.11.2018 no: http://www.tandf.co.uk/journals/titles/02607476.asp

Notes

The compulsory study course in the FVM Higher Education Master’s Study Programme “Food Hygiene.”