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Pedagogical Process Visitation

Course developer

Course abstract

In visitation practice students as observers familiar with the school environment, organization of education systems, educational records, with teaching process organization, teacher and student interactions in the education process, teachers' educational and management leading experiences, developing skills to discern the unity of theory and practice, as well as analytical skills, gain extensive experience in lesson planning and organizing the learning environment, developing communication skills.

Learning outcomes and their assessment

•knowledge - understands the importance of observation skills in the process of learning and teaching, work of teacher of vocational education and pupils, carry out analysis of own observations, understand organization and conducting of lessons importance of state standards of education, programs and plans in the process of education, role of teaching methods and materials in acquirement of specific themes- an independent work;
•skills - can notice and analyze variable pedagogical situations, can perceive possibilities to use different methods in teachers' conducting lessons, understand usage of standard, program and plans- an independent work;
•competence - are able to observe and analyze variable pedagogical situations, teaching and education work, organization of teaching work, documentation of educational establishment, are able to work out methodical materials accordingly to state standard in vocational education- an independent work.

Course Content(Calendar)

1 Individual work with practice supervisor - coordination of practice program and development of practice plan.
2 Identification of educational programs, professions and occupations implemented at a vocational education institution.
3 Characterization of the organization of the learning process.
4 Research, analysis, evaluation of normative documents, standards and programs; plan research, requirements for their development.
5 Identifying and characterizing visual materials.
6 Getting to know the educational institution's environment, its characteristics (facts about the history of the educational institution, traditions, resources).
7 Improvement of observation skills, observation as a purposeful process in which the professional activity of the teacher is observed.
8 Observation as a way of obtaining information that helps to understand the system of vocational education, organization of teaching work
9 The Importance of Observing the Methodology of Teaching the Subject, the Possibilities of Using Teaching Methods, Teacher-Student Cooperation.
10 Discussion with the teacher before and after the class.
11 Analysis of observations and description of personal activities, evaluation.

Requirements for awarding credit points

According to the tripartite internship agreement, a traineeship agreement, a practice contract and a testimony from the practice site were submitted. In the indicated time, according to the requirements and tasks, the practice report was submitted, the presentation was prepared.

Description of the organization and tasks of students’ independent work

Students know the requirements and tasks of the practice to be able to practice independently and write a practice report.
Individual consultations are available for students, incl. online advice.

Criteria for Evaluating Learning Outcomes

In accordance with the tripartite internship agreement, a traineeship agreement, a practice agreement and a feedback from the practice place were submitted by the deadline. Practice report submitted in accordance with practice requirements and tasks. Practice report prepared and presented to peers.

Compulsory reading

1. Beļickis I. Vērtīborientētā mācību stunda. Rīga: RaKa, 2000. 280 lpp. 2. Duvekot R., Pukelis K. red. Iepriekšējā pieredzē gūto zināšanu un prasmju novērtēšana profesionālās izglītības skolotāju izglītībā.(TIMA-Balt). Nr.LLP-LDV-TOI-LT-0004, 2010. 47 lpp. 3. Ķirse A., Soika I. Audzēkņu motivēšana karjeras attīstībai lauku profesionālās izglītības iestādēs. The Journal of Science Education, Vol.7, Special Issue Proceedings of the International Conference „Rural Enviroment. Education. Personality. ”REEP 2006, Jelgava 4. Laužacks R. Profesionālās izglītības satura reforma: didaktiskās iezīmes. Rīga: Raka, 1999. 107 lpp. 5. Metodiskie ieteikumi modulāro profesionālās izglītības programmu izstrādei. Rīga: VIAA, 2015. 44 lpp.

Further reading

1. Mehānisms sociālo partneru iesaistei profesionālās izglītības kvalitātes paaugstināšanai [tiešsaiste] [skatīts 12.11.2018.]. Pieejams: https://visc.gov.lv/profizglitiba/dokumenti/metmat/08_mehanisms.pdf 2. Sociālo partneru līdzdalība profesionālās izglītības kvalitātes nodrošināšanā un paaugstināšanā [tiešsaiste] [skatīts 27.11.2018.]. Pieejams: http://viaa.gov.lv/library/files/original/01_SOC_partneru_lidzdaliba.pdf 3. Profesijas standarts [tiešsaiste] [skatīts 12.11.2018.]. Pieejams: https://visc.gov.lv/profizglitiba/dokumenti/standarti/2017/PS-048.pdf

Periodicals and other sources

1. Profesionālā izglītība Latvijā [tiešsaiste] [skatīts 20.12.2018. Pieejams: http://www.cedefop.europa.eu/files/4134_lv.pdf 2. Profesiju standarti un profesionālās kvalifikācijas prasības [tiešsaiste] [skatīts 27.11.2018. Pieejams: https://visc.gov.lv/profizglitiba/standarti.shtml 3. Tuvinās izglītības un darba vidi [tiešsaiste] [skatīts 20.11.2018. Pieejams: http://www.izm.gov.lv/lv/aktualitates/1867-tuvinas-izglitibas-un-darba-

Notes

Compulsory study course in the 1st level professional higher education program "Teacher of Vocational education".