(in Polish) Pedagogika nauczycielska, niestacjonarne (zaoczne), drugiego stopnia (NZ2-PRK-PEN)(in Polish: Pedagogika nauczycielska, niestacjonarne (zaoczne), drugiego stopnia) | |
(in Polish) Drugiego stopnia (in Polish) Niestacjonarne (zaoczne), (in Polish) 2-letnie Language: Polish | Jump to: Opis ogólny
No description for the programme.
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ECTS Coordinators:
Qualification awarded:
Access to further studies:
Learning outcomes
The graduate has achieved the learning outcomes defined for the programme of study, including the learning outcomes defined for the compulsory specialisation.
The graduate:
knows and understands the concepts of educational research methodology and the principles of using different research methods in practice;
knows and understands the functioning of various educational institutions, their missions, aims, functions and principles of organisation to ensure that children achieve success in learning;
is able to use theoretical knowledge to design and implement educational situations at various stages of education, covering phenomena from different areas of social life;
can independently and by working in a team acquire knowledge and broaden professional skills necessary to design a cycle of activities in work with children;
is ready to undertake pedagogical and therapeutic activities which are the result of reflection and in-depth analysis of their own practical experience in working with students;
is ready to work as part of a team of teachers and experts in solving important educational issues by supporting others and seeking support;
knows and understands contemporary models of preschool and early childhood education existing in Poland and the world, as well as main directions of changes in early childhood education;
knows and understands basic issues related to the adaptation of children in preschool and school environment, resulting from varied developmental abilities and experiences, and the rules of adapting educational interventions;
knows and understands the main concepts of inclusive education and the principles of inclusion in preschool and school;
is able to design educational situations from the scope of different specialised pedagogies and integrated education, which favour children’s research activity and their cognitive independence and creativity, and which facilitate the implementation of pedagogical activities supporting inclusive and integrated education;
is prepared to systematically document the course of their work, to thoroughly and responsibly prepare for teaching and implementation of educational tasks in kindergarten and school, and to design their pedagogical and therapeutic interventions, taking into account the existing legal and ethical requirements.
Competences: as in the standards of teacher education