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Professional Pedagogy
Major: Automation and Computer-Integrated Technologies
Code of subject: 8.151.00.O.007
Credits: 3.00
Department: Department of Pedagogics and Innovative Education
Lecturer: Professor, Sc,D. (Education) Mukan N.V.
PhD (Education) Dolnikova L.V.
Semester: 2 семестр
Mode of study: денна
Learning outcomes: The study of the discipline involves the formation of students' competencies:
Integral competence: ability to produce innovative scientific ideas, master the methodology of scientific and pedagogical activities, solve complex problems in the process of innovative research and professional activities, conduct original research in the professional sphere at the international and national level.
General competence: the ability to organize and conduct classes of various organizational forms, apply traditional and innovative methods and pedagogical technologies for personal, professional and social development of the specialist, based on universal values, professional values and attitudes, achievements of a pedagogical science and innovative ideas in the field of education.
Knowledge of: theoretical and methodological fundamentals, conceptual and categorical apparatus of professional pedagogy; the essence of educational process organization; modern approaches to planning, organizing and conducting educational, research and educational activity with student youth; methodological requirements for the classes preparing and conduct, their educational and methodological support; continuous professional development and pedagogical proficiency of the research and pedagogical worker.
Skills: to search, analyze, interpret information and form a base of professional knowledge; to design the goals, tasks, the core and results of learning, to develop and use didactic means of methodical support of classes, to analyze and statistically process students’ learning results; to establish communication processes with students, colleagues, the public; organize and conduct group and individual educational work, identify and develop creative abilities of the individual; analyze pedagogical situations and solve pedagogical problems.
Communication: advanced communication on issues related to the field of scientific and expert knowledge, with colleagues, the general scientific community, society as a whole; use of academic Ukrainian and foreign languages in professional activities and research.
Responsibility and Autonomy: demonstrate substantial authority, innovation, high level of autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research; ability to continuous self-development and self-improvement.
Required prior and related subjects: Prerequisites:
Philosophy and Methodology of Science
Co-requisites:
Management of scientific projects
Pedagogical praxes
Academic integrity and quality of education
Methodology of scientific publications processing
Summary of the subject: In the process of subject learning the issues of
professional pedagogy fundamentals, as well as the peculiarities of educational process organization and the process of future specialist professional training, are considered; regular connections underlying the development, upbringing and training at higher education institution, as well as the development on this basis of methodical, theoretical and methodological problems of a highly qualified specialist development; basic didactic approaches to skills and abilities formation and development as well as assurance of high-quality educational process at higher education institution in accordance with modern educational standards and current legislation in the field of professional education.
Assessment methods and criteria: The current control at practical classes is carried out in order to identify the readiness of post-graruate students of of Doctor of Philosophy level in the following forms:
? Selective oral questioning at the beginning of the lesson;
? Frontal standardized questioning according to cards, tests for 5-10 minutes;
? Individual control of practical work;
? Assessment of post-graduate students’ activity during classes, their suggestions, original solutions, clarifications and definitions, additions to previous answers, etc.
Control questions are divided into:
? Test tasks - choose the correct answers;
? Problem-solving tasks - creating situations of a problematic nature;
? Replica questions - identify cause-and-effect relationships;
? Situational tasks - to determine the answer according to a certain situation;
? Issues of a reproductive nature - determining the practical significance;
? Interactive quiz and game tasks.
Final control is carried out based on the results of current control and control work.
All forms of academic integrity violation will not be tolerated. In the case of detection of any form of academic integrity violation, the measures will be taken in accordance with the “Regulations on academic integrity at the National University” Lviv Polytechnic "(approved by the Academic Council of the University from 20.06.2017, Minutes № 35).
Credit (differentiated credit) is a form of final control, which consists in assessing the assimilation of the post-graduate student of educational material in the discipline in total for all types of work provided by the syllabus of the discipline:
- Fulfillment of training test tasks on the topic of each lecture. Fulfillment of one test is assessed in 5 points automatically in the VEE. The deadline for for the test is two weeks after the lecture. A total of 7 tests – the maximum amount of points – 35.
- Performing practical work on each topic. The performance of each practical work is assessed in 5 points. The deadline for practical work on each topic is two weeks after the practical class. Total 7 practical works – the maximum sum of points – 35.
Practical works are carried out by the postgraduate students according to methodical recommendations and are assessed by the teacher according to the following criteria: the presence of a graduate student in a practical class and participation in the discussion of theoretical issues – 1 point; argumentation of the prepared practical work during its defense – 3 points; registration of the performed practical work according to the established requirements and observance of terms of its delivery in VEE - 1 point.
Fulfilment of an individual research task involves the development of a mini-didactic project of any organizational educational form based on innovative approaches. Fulfilment of an individual research task is attached to the VEE and is assessed by the teacher in maximum 30 points according to the following criteria: justification research direction - 2 points; the presentation and formulation of the triune goal, research objectives and methods of goal achievement - 5 points; logic of construction, establishment of causal relations, innovation and quality of mini-didactic project design - 15 points; formulation of conclusions - 3 points; work defense - 5 points.
Training tests for the lecture 1 - 5 points
Training tests for the lecture 2 - 5 points
Training tests for the lecture 3 - 5 points
Training tests for the lecture 4 - 5 points
Training tests for the lecture 5 - 5 points
Training tests for the lecture 6 - 5 points
Training tests for the lecture 7 - 5 points
Practical work 1 - 5 points
Practical work 2 - 5 points
Practical work 3 - 5 points
Practical work 4 - 5 points
Practical work 5 - 5 points
Practical work 6 - 5 points
Practical work 7 - 5 points
Individual research task - 30 points
Total - 100 points
Recommended books: ? Березюк, О. С., & Власенко, О. М. (2017). Дидактика: теорія і практика. Житомир, Україна: Вид–во ЖДУ ім. І. Франка.
? Бобало Ю. Я. (ред.) (2018). Організаційне та кадрове забезпечення освітнього процесу: збірник нормативних документів Національного університету «Львівська політехніка». Львів, Україна: Видавництво Львівської політехніки.
? Бойченко, В. В. (2013). Дидактичні системи у вищій освіті. Умань, Україна: ПП Жовтий О. О.
? Вища освіта України в умовах трансформації суспільства: стан, проблеми, тенденції розвитку, 2007–2011 рр.: наук.-допом. бібліогр. покажч. Вип. 2. (2012). НАПН України, ДНПБ України ім. В. О. Сухомлинського, Ін-т вищ. освіти; [упоряд.: Пономаренко Л. О., Стельмах Н. А., Пєєва С. П., Айвазова Л. М., Бублик Н. М.; наук. консультант і авт. вступ. ст. Корольов Б. І.; наук. ред. Рогова П. І.; бібліогр. ред. Пономаренко Л. О. Київ, Україна: Нілан-ЛТД.
? Внукова, О. М. (2015). Методологічні засади професійної освіти. : навчальний посібник для студентів напрямів підготовки 6.010104 Професійна освіта (Технологія виробів легкої промисловості), 6.010104 Професійна освіта (Дизайн). Київ, Україна: КНУТД.
? Дороніна, Т. О. (2018). Теорія і практика вищої професійної освіти в Україні. Кривий ріг, Україна: КДПУ.
? Електронний навчально-методичний комплекс з дисципліни «Професійна педагогіка» для здобувачів вищої освіти третього освітньо-наукового рівня доктора філософії для усіх спеціальностей / Укл. Дольнікова Л.В., Мукан Н.В.. Мукан О.В., розміщений у віртуальному навчальному середовищі НУ «Львівська політехніка» (http://vns.lpnu.ua/course/view.php?id=9336)
? Калашнікова, Л. М., Жерновникова, О. А. (2016). Педагогіка вищої школи у схемах і таблицях. Харків, Україна.
? Каменєва, Т. М. (2018). Теоретичні основи навчання. Київ, Україна: МНУЦ.
? Методичні вказівки для самостійної роботи з дисципліни «Професійна педагогіка» для здобувачів вищої освіти третього освітньо-наукового рівня усіх спеціальностей / Укл. Дольнікова Л.В., Мукан Н.В. – Львів: НУ «Львівська політехніка», 2020.
? Методичні рекомендації до виконання практичних робіт з навчальної дисципліни «Професійна педагогіка» для здобувачів вищої освіти третього освітньо-наукового рівня усіх спеціальностей / Укл. Дольнікова Л.В., Мукан Н.В. – Львів: Видавництво Національного університету «Львівська політехніка», 2020.
? Перелік тем для індивідуальних дослідницьких завдань з дисципліни «Професійна педагогіка» для здобувачів вищої освіти третього освітньо-наукового рівня з усіх спеціальностей / Укл. Дольнікова Л.В., Мукан Н.В. – Львів: НУ «Львівська політехніка», 2020.
? Таланова, Ж. В. (2010). Докторська підготовка у світі та Україні. Київ, Україна: Міленіум.
? Туркот, Т. І. (2011). Педагогіка вищої школи. Київ, Україна: Кондор.
? Уруський В. І. (2012). Педагогічна діагностика: методичні рекомендації. Тернопіль, Україна.
? Фіцула, М. М. (2014). Педагогіка вищої школи. Київ, Україна: Академвидав.
? Холковська, І. Л. (ред.). (2017). Професійно-педагогічна компетентність викладача вищого навчального закладу. Вінниця, Україна: ТОВ «Нілан ЛТД».
? Major, C. H., Harris, M. S., & Zakrajsek, T. (2015). Teaching for learning: 101 intentionally designed educational activities to put students on the path to success. Routledge.
? Moodie, G. (2008). From vocational to higher education: an international perspective. UK: Berkshire Open University Press.
? Rust, C. (ed.) (2003) Improving Student Learning Theory and Practice – 10 Years on, Oxford: Oxford Centre for Staff and Learning Development. Good mix of recent research and practice.
? Schultz, D., & Schultz, S. E. (2016). Theories of personality, (11th ed). – Cengage Learning.
? Ukraine National Erasmus+ Office. (2017). Overview of the higher education system. Ukraine.
? UNESCO. (2013). International Standard Classification of Education. Fields of Education and Training. Montreal, Quebec, Canada: UNESCO Institute for Statistics