German language teaching methodology for higher education 4100-IVDPNIEMSW

Knowledge: the graduate knows and understands
S_W04 the methods (based on education research), norms, procedures and
standards of practice in various educational institutions, including
institutions of higher education, related to teaching foreign languages

S_W09 various participants involved in educational, care-giving, and cultural
activities, inclusive education and ways of implementing the principle of
inclusion

S_W10 the methodology to perform common tasks, based on education
research; the standards and procedures used in various pedagogic and
educational areas

S_W11 to an in-depth degree, the learners (recipients of educational services)
and the methods of diagnosing their needs and assessing the quality of
educational services

Skills: the graduate is able to
S_U03 evaluate and conduct a critical analysis of the quality of foreign
language teaching and, optionally, the quality of teaching social studies;
diagnose the needs, abilities and potential of every learner, as well as
design and implement individually tailored teaching and educational
programs
S_U06 apply, to the necessary extent, the law relating to educational
institutions, involving the teaching of foreign languages
S_U07 assess the suitability of a variety of methods, procedures and best
practices, and select and apply the appropriate approach with the goal
of accomplishing tasks and solving problems related to foreign
language teaching

S_U11 apply ethical standards in all of the activities undertaken, identify and
analyse ethical dilemmas in the academic, educational, care-giving and
therapeutic aspects of their profession

S_U12 formulate and test hypotheses to conduct a critical analysis of their own actions and identify possible areas for change in the future

S_U14 plan a language teaching course and program suited to a full range of
recipients in their social environment and various areas of economic,
academic and social life

S_U24 using their well-developed organisational skills, plan and carry out tasks
related to the teaching of foreign languages in higher and adult education

Social competences: the graduate is prepared to
S_K02 critically reflect on the level of their skills and knowledge, constantly
develop professionally and personally, self-assess their competences,
improve their skills, plan their development and training, consult experts
in case of difficulties

S_K13 see the importance of behaving in a professional manner and reflect on
the ethical issues raised in the teaching profession, as well as develop
professionally and support the ethos of the teaching profession

In order to pass, candidates are required to achieve a mark of 60% or above in three distinct areas.

A written credit test on (stationary or platform) is required. A score of 40 points.

On the basis of the literature read, the student is required to list the elements of didactic sequences, define the components of the processes, explain the meaning of the terms, justify, propose and design didactic solutions, and illustrate the given theorems with examples.

- Production of original teaching materials/tasks on the platform (max. 30 points)
- Audit of class participation (max. 30 points)

Students who have attended all the lectures and completed all the requisite assignments are exempt from the oral examination and are awarded the maximum number of points.

A minimum of 50% of the available points must be earned in each range.

The final grade will be determined according to the following criteria:
Below 60 - 2.0
60-68 - 3.0
69-78 - 3.5
79-88 - 4.0
89-96 - 4.5
Above 97 - 5.0
In the event that a student was unable to attend class or was unprepared, they will have the opportunity to pass the topic orally during the designated duty period.

These courses are complemented by ‘Practical training for teaching competences - university - German’.

Buhlmann, Rosemarie; Fearns, Anneliese (2017): Handbuch des fach- und berufsbezogenen Deutschunterrichts DaF, DaZ, CLIL. Berlin: Frank & Timme (Forum für Fachsprachen-Forschung, 141).
Burwitz-Melzer, Eva, Mehlhorn, Grit, Riemer, Claudia, Bausch, Karl-Richard i Krumm, Hans-Jürgen (red.) (2016): Handbuch Fremdsprachenunterricht. 6., völlig überarbeitete und erweiterte Auflage. Tübingen: A. Francke Verlag
Gajewska, Elżbieta; Sowa, Magdalena (2014): LSP, FOS, Fachsprache. Dydaktyka języków specjalistycznych. Lublin: Wydawnictwo Werset.
Glaboniat, Manuela; Müller, Martin; Rusch, Paul; Schmitz, Helen; Wertenschlag, Lukas (2017): Profile deutsch. Gemeinsamer europäischer Referenzrahmen : Lernzielbestimmungen, Kannbeschreibungen, kommunikative Mittel, Niveau A1-A2, B1-B2, C1-C2. Version 2.0. Stuttgart: Ernst Klett Sprachen (Deutsch als Fremdsprache).
Petty, G. (2015). Nowoczesne nauczanie. Praktyczne wskazówki i techniki dla nauczycieli, wykładowców i szkoleniowców. Gdańskie Wydawnictwo Psychologiczne.
Rohr, Dirk; Ouden, Hendrik den; Rottlaender, Eva-Maria (2016): Hochschuldidaktik im Fokus von Peer Learning und Beratung. [1. Auflage]. Weinheim, Basel: Beltz Juventa.

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

• Description of 4100-IVDPNIEMSW in USOSweb