Course code Peda5013

Credit points 12

Education and Psychology

Total Hours in Course324

Number of hours for lectures64

Number of hours for seminars and practical classes64

Independent study hours196

Date of course confirmation20.04.2011

Responsible UnitInstitute of Mechanics and Design

Course developer

author

Irēna Katane

Dr. paed.

Course abstract

During study course students continue to develop and obtain new knowledge and skills in pedagogy and psychology at the level of analysis, synthesis and evaluation; they continue to develop their skill of self-reflection; they improve and develop their competences, including their abilities to use creatively the obtained knowledge and skills for the purposes of pedagogical practice and research activities. The master students broaden their world outlook; there is a multidimensional and the holistic view on the pedagogical process; the master students’ system of attitudes is based on the values of pedagogical culture and ecosophy. There are the following themes, which are included in the study course Education and Psychology as well: the diversity and changeability of an educational environment, education for the sustainable development, the roles and functions of an educator in the rural educational environment, to facilitate the education and development of the residents of rural regions/amalgamented municipalities by implementing the formal, non-formal and informal education etc.

Learning outcomes and their assessment

• Knowledge of: pedagogical activities under the democratic educational conditions; education for sustainable development; vocational education, the scenarios of its development within the EU context; the conceptions of lifelong learning, continuing education, formal, non-formal and informal education, adult education, family education, adjusting flexibly to the requirements of a region/an amalgamated municipality; education as a means of friendly and sustainable interaction between a human being and environment.
• Skills: to analyze, evaluate and systemize the information obtained during studies; to study independently, integrating, perfecting and applying knowledge in order to plan, implement and evaluate the pedagogical process within the diverse educational environment of Latvia; to apply IT for obtaining, selecting and acquisition of new and to the content and requirements of the study course corresponding information.
• Competences: can apply the obtained knowledge and skills for the analysis and evaluation of one’s own pedagogical experience and research activities in conformity with the educational aims, the specificity of target audience and environment, including different pedagogical situations, implementing education for sustainable development under the conditions of diverse and changing educational environments; readiness to work as an educator in the rural regions (amalgamated municipalities), to facilitate the development of rural communities by implementing lifelong education, including formal, non-formal and informal education; can perform one’s pedagogical functions responsibly in conformity with the educator’s culture and ethics.

Tests in the 1st, 2nd and 3rd semesters (summative or cumulative assessments), exam in the 4th semester.

Requirements for awarding credit points

Participation in lectures and seminars, successfully passed 1st, 2nd, 3rd sem. tests and 4th sem. exam.

Description of the organization and tasks of students’ independent work

Lectures and seminars are planned and managed for students.
Students at the beginning of the each part of study course (Pedagoģija un psiholoģija I ,Pedagoģija un psiholoģija II, Pedagoģija un psiholoģija III, Pedagoģija un psiholoģija IV) already know all the requirements for a successful completing of study course.
Independent work in preparation for seminars.

Criteria for Evaluating Learning Outcomes

Participation in lectures.
Participation in all seminars/workshops.
In-depth independent theoretical studies on education and psychology.
All requirements have been respected, all independent work has been carried out and successful assessments have been obtained in all parts of the study course.

Compulsory reading

1. Anspaks J. Pedagoģijas idejas Latvijā. Rīga: RaKa, 2003. 476 lpp.
2. Briede B., Pēks L. Ekoloģiskā pieeja izglītībā. Sērija „ Izglītības ekoloģija”. Jelgava: LLU, 2011.160 lpp. (CD formātā)
3. Bronfenbrenner U. The Ecolog of Human Development: Experiments by Nature and Design. Camvridge, Massachusetts, and London: Harvard University Press, 1979/2015. 352 p. Pieejams https://khoerulanwarbk.files.wordpress.com/2015/08/urie_bronfenbrenner_the_ecology_of_human_developbokos-z1.pdf
4. Burceva R., Davidova J., Kalniņa D., Lanka Ē, Mackēviča L. Novitātes pedagoģijā profesionālās izglītības skolotājiem. Rīga: LU, 2010. Pieejams http://profizgl.lu.lv/mod/book/view.php?id=1211.
5. Cohen-Scali V, Rossier J., Nota L. (Eds.). New Perspectives in Career Counseling and Guidance in Europe. Cham (Switzerland): Springer International Publishing AG, 2018.
6. Fulans M. Pārmaiņu spēki. Izglītības reformu virzieni. Rīga:Zvaigzne ABC, 1999. 167 lpp.
7. Fullan M. Change theory: A force for school improvement. Copyright Centre for Strategic Education, Victoria, 2006.
8. Gudjons H. Pedagoģijas pamatatziņas. Rīga: Zvaigzne ABC, 2007.
9. Juusela, T. Mentoringa daudzās sejas. Rīga: LID, 2005.196 lpp.
10. Kalvāns Ē. Mūsdienu personības teorijas. Rēzekne: RTA, 2017. Pieejams http://books.rta.lv/index.php/RTA/catalog/view/2/1/4-1.
11. Karpova Ā. Personības teorijas un to radītāji. Elektroniskā izdevniecība, 2010. Pieejams http://gramataselektroniski.blogspot.com/2010/07/personiba-teorijas-un-to-raditaji-arija.html
12. Katane I. Skola kultūrā un kultūra skolā. Jelgava: LLU TF IMI, 2006. 116 lpp.
13. Katane I. Paradigmas Latvijas izglītības vidē mūsdienās. Sērija „Izglītības ekoloģija”. Jelgava: LLU TF IMI, 2007. 117 lpp.
14. Katane I. No ekoloģiskās paradigmas līdz vides modelim izglītības pētniecībā. Sērija „ Izglītības ekoloģija”. Jelgava, 2007. 239 lpp.
15. Katane I., Pēks L. Izglītības ekoloģija: starpdisciplinārs virziens izglītības pētniecībā. Sērija Izglītības ekoloģija. Jelgava: LLU, IMI, 2006.
16. Ķestere I. Pedagoģijas vēsture: skola, skolēns, skolotājs. Zvaigzne ABC, 2005.
17. Lieģeniece D. Kopveseluma pieeja bērnu audzināšanā. Rīga: RaKA, 1999. 251 lpp.
18. Ozola I. Grāmata pašizaugsmei. Rīga: RaKa, 2018. 68 lpp.
19. Pāvulēns J., Mārtinsone K., Mihailova S. Konsultatīvais atbalsts skolēniem. Rīga: Raka, 2018. 80 lpp.
20. Purēns V. Kā attīstīt kompetenci. Rīga: Raka, 2018. 280 lpp.
21. Rubene Z., Krūmiņa A., Vanaga I. Ievads mediju pedagoģijā. Rīga: RAKA, 2008. 207 lpp.
22. Rutka L. (2012). Pedagoga psiholoģiskā kompetence. Rīga: RaKa. 178 lpp.
23. Špona A., Čamane I. Audzināšana. Pašaudzināšana. Rīga: RaKa, 2010. 260 lpp.
24. Tiļļa I. Sociālkultūras mācīšanās organizācijas sistēma. Rīga: RaKa, 2005. 294 lpp.
25. Valbis J. Skolēna personības attīstība - izglītības virsuzdevums. Rīga: Zvaigzne ABC, 2005.
26. Vilciņa A. Sociālā pedagoģija: teorija, prakse. Rīga: Attīstība, 2009.
27. Vorobjovs A. Sociālā psiholoģija. Rīga: Izglītības soļi, 2002.
28. Zamskis H. Iekļaujošās pedagoģijas vēsture. Rīga: RAKA, 2008.
29. Žogla I. Didaktikas teorētiskie pamati. Rīga: RaKa, 2001. 275 lpp.
30. Зеер Э.Ф. Психология профессий. Москва: Академический Проект; Фонд “Мир”, 2006. 336 c.
31. Митина А.М. Дополнительное образование взрослых за рубежом: концептуальное становление и развитие. Москва: Наука, 2004. 304 с.
32. Митина Л. М. Психология труда и профессионального развития учителя. Москва: Academia, 2004.

Further reading

1. Broks A. (2000.) Izglītības sistemoloģija. Rīga: RaKa, 173 lpp.
2. Katane I. (2007) Paradigmas Latvijas izglītības vidē mūsdienās: Jelgava: LLU, 117 lpp.
3. Ķestere I. (2005). Pedagoģijas vēsture: skola, skolēns, skolotājs. Zvaigzne ABC, 181 lpp.

Periodicals and other sources

1. Journal of Education for Teaching. Online ISSN: 1360-0540. Skatīts 17.06.2011 no: http://www.tandf.co.uk/journals/titles/02607476.asp
2. Journal of Educational Psychology. Online ISSN: 1939-2176. Skatīts 17.06.2011 no: http://www.apa.org/pubs/journals/edu/index.aspx
3. Žurnāls „Skolotājs”. ISSN 1407-1945

Notes

Compulsory study course consisting of 4 parts:
Education and Psychology I (1st sem),
Education and Psychology II (2nd sem),
Education and Psychology III (3rd sem),
Education and Psychology IV (4th sem).