Course code Peda5016

Credit points 2

Education and Psychology 1

Total Hours in Course80

Number of hours for lectures22

Number of hours for seminars and practical classes10

Independent study hours48

Date of course confirmation05.04.2011

Responsible UnitInstitute of Education and Home Economics

Course developer

author Izglītības un mājsaimniecības institūts

Irēna Katane

Dr. paed.

Prior knowledge

Peda2030, General Pedagogy and Psychology

Course abstract

Within the framework of this study course, students further develop and obtain new knowledge, skills and competences in pedagogy and psychology, incl. knowledge of: the diversity of paradigms in today's educational environment; conceptual approaches to pedagogy science and education: holistic, humanistic and ecological approaches; principles of humane pedagogy, up-bringing and value education, trends of education development. Students further develop self-reflection ability; improve and develop its competences, incl. ability to use creatively obtained knowledge and skills in pedagogical practice and own theoretical research.

Learning outcomes and their assessment

Knowledge of the diversity of paradigms in modern educational environment; a holistic, humanistic and ecological approach in pedagogy science and education; 5 basic principles of human pedagogy in providing human-centered, friendly, supportive, development-friendly education environment, up-bringing and value education, trends of education development.
Workshop 1. Individual and group work within the theoretical content of the study course (assessment with mark).
Skills. Students are able to find, critically evaluate, select and independently study scientific literature within the framework of the study course requirements.
Workshop 2. Analytically evaluating presentations and discussion of the studied monographs or dissertations (assessment with mark).
Competences. Students are able to independently conduct in-depth theoretical research within the chosen research topic, respecting the requirements set.
Workshop 3. Presentation of independently written reports and discussion (book and public presentations with a grade).
Test (summative or cumulative assessment) at the end of the semester.

Course Content(Calendar)

1. Introduction to the study course "Pedagogy and Psychology I" (1 h).
2. Classification of Pedagogical Directions in the System of Educational Sciences (1 h).
3. Trends of Education Development at the End of the 20th Century and the Beginning of the 21st Century (3 h).
4. Upbringing theory and value education. The essence, goals and tasks of upbringing. Educational classics on upbringing (3 h).
5. The diversity of educational paradigms and pedagogical approaches today and its causes (1 h).
6. Humanitarian Education Paradigm. The five basic principles of humane pedagogy nowadays and from a historical perspective (3 h).
7. Conservative pragmatic paradigm of education as opposed to the human paradigm (3 h).
8. Liberal rational educational paradigm. Educational offer and labor market (3 h).
9. Ecological Education Paradigm. Synergistic Education Paradigm (3 h).
10. Holistic approach, humanistic approach and ecological approach, diversity of their manifestations in pedagogy and education (3 h).
11. Workshop 1. Study course content analysis and evaluation, linking theory to practice (2 h)
12. Workshop 2. Analytically evaluating presentations and discussion of the studied monographs or dissertations. Discussions (3 h).
13. Workshop 3. Presentation of independently written reports and discussion (3 h).

Requirements for awarding credit points

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 workshops of the study course.

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 study course already know all the requirements for a successful completing of study course.
Independent work in preparation for seminars.

Criteria for Evaluating Learning Outcomes

Knowledge of the theoretical content of the study course.
Ability to find, critically evaluate, select, study and analyze scientific literature according to requirements. Ability to reasonably discuss the content of the source.
Content and amount of report (theoretical research paper), respecting requirements (including a timely submission).
Qualitative presentation of the written report, as well as public speech, the ability to reasonably discuss the chosen research topic.

Compulsory reading

1. Anspaks J. Pedagoģijas idejas Latvijā. Rīga: RaKa, 2003. 476 lpp. 2. Briede B., Pēks L. Ekoloģiskā pieeja izglītībā. Jelgava: LLU, 2011. 160 lpp. Sērija „Izglītības ekoloģija”. (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. Centre for Strategic Education, Victoria, 2006.15 p. [skatīts 04.01.2019.] Pieejams: http://michaelfullan.ca/wp-content/uploads/2016/06/13396072630.pdf 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. Rīga, 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. Jelgava: LLU TF IMI, 2007. 117 lpp. Sērija „Izglītības ekoloģija”14. Katane I. No ekoloģiskās paradigmas līdz vides modelim izglītības pētniecībā. Jelgava, 2007. 239 lpp. Sērija „ Izglītības ekoloģija”. 15. Katane I., Pēks L. Izglītības ekoloģija: starpdisciplinārs virziens izglītības pētniecībā. . Jelgava: LLU, IMI, 2006. Sērija "Izglītības ekoloģija". 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. Pedagoga psiholoģiskā kompetence. Rīga: RaKa, 2012. 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. Bronfenbrenner U. Making Human Beings Human: Bioecological Perspectives on Human Development. Thousand Oaks, CA; London: New Delhi Sage Publications, 2005. 306 p. 2. Fullan M. Change theory: A force for school improvement. Copyright Centre for Strategic Education, Victo 2006. 3. Pillemer D. B. Developmental Psychology and Social Change: Research, History and Policy. Cambridge, UK; New York: Cambridge University Press, 2005. 399 p.

Periodicals and other sources

1. Journal of Education for Teaching. Online ISSN: 1360-0540. Pieejams: http://www.tandf.co.uk/journals/titles/02607476.asp 2. Journal of Educational Psychology. Online ISSN: 1939-2176. Pieejams: http://www.apa.org/pubs/journals/edu/index.aspx 3. Ikgadējās sarptautiskās zinātniskās konferences "Lauku vide. Izglītība. Personība" [Rural Environment. Education. Personality] rakstu krājumi. ISSN 2255-808X

Notes

Compulsory study course of the master study program "Pedagogy" of academic education (1st sem.).