(in Polish) University Pedagogy 1500-SDN-DSW-RG-ENG

The main aim of the course is to introduce PhD candidates into the field of pedagogy for higher education teachers. A strong emphasis is put on the conditions and circumstances of being an academic teacher, particularly at university.
The course is focused on some select practical aspects of teaching at university. Among other things, it discusses a lecture and a seminar as forms of organization of teaching processes. It includes an issue of reading a text as a key element of teaching and learning. The scope of topics discussed during the course includes among others: specific character of being a teacher and teaching profession, pedagogical traditions and tendencies and their impact on tertiary education, differences between university and school education and their significance on teaching and learning at university, aims and purposes of academic education, learning outcomes and designing teaching processes, active forms of teaching, educational assessment – its functions and forms, critical thinking and teaching environment, innovations in teaching and learning, state-of-the-art teaching methods and everyday practice of education, pedagogical practice and research challenges, teacher’s self-education.

Type of course

obligatory courses

Course coordinators

Rafał Godoń

Learning outcomes

UU_02 – After the course the participants are able to plan courses and classes in their specialized disciplines and conduct classes using proper methods and tools. In particular they:
Academic knowledge
- knows the key issues in the contemporary higher education pedagogy, particularly related to the field of university teaching and learning,
- understands the main tendencies concerning academic reflection on teaching and learning methods,
Academic abilities
- is able to utilize pedagogical theories and educational conceptions belonging to the theory of education, including theory of instruction,
- can present results of academic research using contemporary pedagogical knowledge,
- can design teaching and learning processes,
- is able to select the suitable forms and methods of teaching for particular circumstances and fields of study,
- is able to use modern technology in teaching and learning,
Social competences
- understands how to work for the betterment of professional self-development.

Assessment criteria

Regular assessment – participation in class discussions and in other learning activities. Written test at the last but one meeting.
Two absences are allowed.

Bibliography

• S. Bailin, Critical and Creative Thinking, w: Philosophy of Education. Introductory Readings, ed. W. Hare and J. P. Portelli, Detselig Enterprises Ltd., Calgary, Alberta, Canada 2001, pp. 153-176.
• G. Biesta, The Beautiful Risk of Education, Routledge, London and New York 2016.
• D. Carr, Curriculum: process, product and appraisal, w: D. Carr, Making Sense of Education. An introduction to the philosophy and theory of education and teaching, RoutledgeFalmer, London and New York 2003, pp. 148-164.
• W. Carr, What is an educational practice?, w: W. Carr, For Education. Towards Critical Educational Inquiry, Open University Press, Buckingham, Philadelphia, 1998, pp. 60-73.
• S. Collini, What Are Universities For?, Penguin Books, London 2012.
• M. Hand, What Should Go on the Curriculum? w: The Philosophy of Education. An Introduction, ed. R. Bailey, Continuum, London, New York 2010.
• P. Hogan, The New Significance of Learning. Imagination’s heartwork, Routledge, London and New York 2010.
• D. Muijs , D. Reynolds, Effective Teaching. Evidence and Practice, Sage Publications, London 2011.
• M. Oakeshott, A Place of Learning. w: The Voice of Liberal Learning, Liberty Fund, Indianapolis 2001, pp. 1-34.
• B. Readings, Uniwersytet w ruinie, Narodowe Centrum Kultury, Warszawa 2017.
• R. Smith, University Futures, „Journal of Philosophy of Education” 2012, no. 4, vol. 46, pp. 649-662.
• K. Smith, Teachers as Self-directed Learners. Active Positioning through Professional Learning, Springer, Singapore 2017.

Term 2023Z:

• S. Bailin, Critical and Creative Thinking, w: Philosophy of Education. Introductory Readings, ed. W. Hare and J. P. Portelli, Detselig Enterprises Ltd., Calgary, Alberta, Canada 2001, pp. 153-176.
• G. Biesta, The Beautiful Risk of Education, Routledge, London and New York 2016.
• D. Carr, Curriculum: process, product and appraisal, w: D. Carr, Making Sense of Education. An introduction to the philosophy and theory of education and teaching, RoutledgeFalmer, London and New York 2003, p. 148-164.
• W. Carr, What is an educational practice?, w: W. Carr, For Education. Towards Critical Educational Inquiry, Open University Press, Buckingham, Philadelphia, 1998, pp. 60-73.
• S. Collini, What Are Universities For?, Penguin Books, London 2012.
• M. Hand, What Should Go on the Curriculum? w: The Philosophy of Education. An Introduction, ed. R. Bailey, Continuum, London, New York 2010
• P. Hogan, The New Significance of Learning. Imagination’s heartwork, Routledge, London and New York 2010.
• D. Muijs , D. Reynolds, Effective Teaching. Evidence and Practice, Sage Publications, London 2011.
• M. Oakeshott, A Place of Learning. w: The Voice of Liberal Learning, Liberty Fund, Indianapolis 2001, pp. 1-34.
• B. Readings, Uniwersytet w ruinie, Narodowe Centrum Kultury, Warszawa 2017.
• R. Smith, University Futures, „Journal of Philosophy of Education” 2012, no. 4, vol.. 46, pp. 649-662.
• K. Smith, Teachers as Self-directed Learners. Active Positioning through Professional Learning, Springer, Singapore 2017.

Additional information

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of 1500-SDN-DSW-RG-ENG in USOSweb