Didactics of higher education 1600-SZD-N-DSW
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 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
Course coordinators
Learning outcomes
Skills: Can
UU_1 - independently planning and acting for their own development and inspiring and organising the development of others
UU_2 - planning and delivering a class or group of classes in a particular discipline of the social sciences, using modern methods and tools
Assessment criteria
description of requirements related to participation in classes, including the permitted number of explained absences;
The presence at the class is substantial. One absence is acceptable, however it is necessary to consult with the lecturer a form of covering the material of the missed class.
principles for passing the classes and the subject (including resit session);
Participation in the class, completing the final test (a short essay written at the final class).
methods for the verification of learning outcomes; oral or written credit
Systematically during the lectures and by the final test.
evaluation criteria
The quality of reflection demonstrated by the final test (a short essay written at the final class).
Practical placement
-
Bibliography
• S. Bailin, Critical and Creative Thinking, in: 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, in: 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?, in: 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? in: 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, s. 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: