Application of Psychology and Pedagogy in Glottodidactics 2 – the Third and the Fourth Stage of Education 3302-App1-Z

During the course the following topics will be discussed in detail:
1. Forms of teenage activities. Education, hobbies, social activity, volunteering, work. Gaining greater autonomy and independence.
2. Career and education counselling. Teacher as a counsellor. Fostering students in career and education planning. Exploring students’ potential – methods and techniques. Preparing students to self-directed learning, self-development, active participation in the labour market. Education and labour market. Professional development path. Lifelong learning.
3. Caring and educational activities of a teacher at the third and fourth stage of education. Education programme. Health education, prevention programmes. Counselling students on problems in adolescence. Creating inviting classroom environment that fosters development. Stimulation of teenagers’ social and moral development. Engaging students in social and cultural activities. Fostering students’ independence and autonomy at school. Group dynamics. Cooperation and teamwork of students. Conflict management, mediation.
4. Students’ safety at school and outside its premises (field activities, trips). Health protection. Safety education.
5. Cooperation between school and environment as well as between teachers and parents.

Type of course

pedagogical qualifications
foreign languages

Mode

Remote learning
Blended learning
Classroom

Prerequisites (description)

The main goal of this course is to expand students’ knowledge and develop skills in the field of psychology and pedagogy. This course is dedicated to master students of German Studies in the first year of study who have bachelor degree in German Studies and want to gain detailed knowledge in the field of psychology and pedagogy with particular emphasis on foreign language learning/teaching. The course is the part of professional German language teaching training at all stages of education (under ‘Moduł 3 Rozporządzenie MNiSzW z dnia 17 stycznia 2012 r.’).

Course coordinators

Anna Górajek

Bibliography

Zakres literatury zostaje podany na pierwszych zajęciach.

Przykładowy spis literatury:
BOVET, G. / FROMMER, H. (1999): Grundkurs Psychologie. Berlin.
BOVET, G. / HUVENDIEK, V. (2000): Leitfaden Schulpraxis. Berlin.
MICHOŃSKA-STADNIK, A. / WĄSIK, Z. (2008): Nowe spojrzenia na motywację w dydaktyce języków obcych. Wrocław.
OCHMAŃSKI, M. / SOKOŁOWSKA-DZIOBA, T. / PIELECKI, A. (2001): Edukacja w perspektywie integracji Europy. Warszawa.
PAWLAK, M. (2004): Autonomia w nauce języka obcego. Poznań - Kalisz.
PILECKA, W. / RUDKOWSKA, G. / WRONA, L. (2005): Podstawy psychologii. Podręcznik dla studentów kierunków nauczycielskich. Kraków.
ZAWADZKA, E. (2004), Nauczyciele języków obcych w dobie przemian. Kraków.
ZIMBARDO, P. G. / GERRING, R. J. (1999): Psychologie. Berlin.

Die Zeitschrift: Pädagogik (Belz-Verlag)

Additional information

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

Description of 3302-App1-Z in USOSweb