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BABES BOLYAI UNIVERSITY Faculty of Psychology and Sciences of Education Sindicatelor no. 7, 400029, Cluj-Napoca

BABES BOLYAI UNIVERSITY Faculty of Psychology and Sciences of Education Sindicatelor no. 7, 400029, Cluj-Napoca Tel: 0264 405337 Fax: 0264 590559 E-mail: psiedu@psiedu.ubbcluj.ro

Ph.D. School „Education, Development, Cognition”

SYLLABUS

Doctorate program in Education « Educaţie, dezvoltare, cogniţie »

 

Course

Hrs. course

Hrs. seminar

Course coordinator

Credits

Developments in Contemporary Pedagogy

2 per week 14 weeks

1 per week 14 weeks

Prof. Vasile Chiş, Ph.D

15

Contact information: Faculty of Psychology and Sciences of Education Sindicatelor 7, Cluj Napoca, Romania Email: vasichi@psiedu.ubbcluj.ro: vasilechisu@yahoo.com Tel. +407-403-12574

 

Course Title: Developments in Contemporary Pedagogy

Course description

The structure of course includes six articulated topics. These topics offer to the students a comprehensive view regarding the main tendencies in contemporary pedagogy as well as in the field of education. The topics are organized as follows:

I.

From the Pedagogy for Knowledge to the Pedagogy for Competencies

II.

Contemporary Educational Systems Management and Processes

III.

Learning in Schools. Competences Based Learning

IV.

Teaching Competences and Competences Development

V.

The New Curriculum A Curriculum for Competences

VI.

Gaps in Educational Systems

1

Course Objectives

To critically analyze the components, the concepts and the applications in the field of contemporary pedagogy.

To identify and to analyze the mechanisms and strategies used in designing, management and evaluation of contemporary educational systems

To be able to apply the pedagogical concepts in an inter- and trans-disciplinary approach.

To elaborate personal analyses and syntheses by using the knowledge in the field of pedagogy.

To elaborate analyses referring to the efficiency of using different teaching-learning strategies, to compare various strategies and to identify “good practice”.

To represent with adequate cognitive models the modalities of optimizing the organizing of knowledge on different levels of structure

To identify the articulations and disconcertion within the contemporary educational systems and to plan optimizing actions

To use multiple teaching strategies and adequate contextualised learning strategies

To analyse, to plan and to follow the personal learning route

To evaluate and to optimise personal performance in learning

To communicate, to negotiate and to plan team learning activities.

ACQUIRED COMPETENCES

Competences of pedagogical analysis and synthesis

Practical competences to realise instruments and planning and assessment methodologies

Competences of self and inter- assessment

Competences in team-work

Competences of planning learning and teaching

Competences of planning personal and professional development

Competences of communication, negotiation and team-work.

I. Required bibliography:

Bocoş, M. (2007), Didactica disciplinelor pedagogice. Un cadru constructivist, Editura Presa Universitară Clujeană, Cluj-Napoca. Carmen, Creţu, (2001), Teoria curriculum-ului şi conţinuturile educaţionale, Editura Universităţii “Al.I.Cuza, Iaşi. Chiş, V. (2001) Activitatea profesorului între curriculum şi evaluare, Editura PUC, Cluj-Napoca. Chiş, V. (2002), Provocările pedagogiei contemporane, Editura Presa Universitară Clujeană, Cluj Napoca. Chiş, V. (2005), Pedagogia contemporană - Pedagogia pentru competenţe, Editura Casa Cărţii de Ştiinţă, Cluj-Napoca. Ionescu, M., Radu, I. (coord.) (2001), Didactica modernă, ediţia a II-a, revizuită, Editura Dacia, Cluj- Napoca. Ionescu, M. (2003), Instrucţie şi educaţie, Garamond, Cluj-Napoca.

Marga, A., (2007) Anii reformei (1997-2000), [Years of the Reform ], second edition, EFES, Cluj-Napoca.

Marga, A., (2005), University Reform Today, Cluj University Press, Cluj Napoca.

Mark K. Smith (2004), Competence and competency, În: “Encyclopaedia of informal education”, În:

Nicolescu, B. (1999), Transdisciplinaritatea. Manifest, Editura Polirom.

Nicolescu, B. (2002), Noi, particula şi lumea, Editura Polirom.

PISA, OECD, Programme for International Student Assessment, În: http://www.pisa.oecd.org/faq

Potolea, D, Păun, E., (coord., 2002), Pedagogie, Polirom, Iaşi.

Sistemul de educaţie şi formare profesională din România. Diagrama sistemului de educaţie, (2005), În:

The education System in the Netherlands, NUFFIC, Netherlands Organization for International Cooperation in Higher Education, În: http://www.nuffic.nl/dc/esln/pdf (2005).

Vlăsceanu, L., coord. (2002), Şcoala la răscruce. Schimbare şi continuitate în curriculumul învăţământului obligatoriu. Studiu de impact, Editura Polirom, Iaşi.

Ministerul Educatiei si Cercetarii (www.edu.ro)

Notice: Students are free to use any similar references written in their native language or in other languages.

COURSE OUTLINE

Interactive lectures

Learning through cooperation

Group activities

Debates

Case studies

Development of projects, presentation and assessment in group

Presentation of conclusions, aspects of the developed project and discussions

Development of projects

Application of questionnaires and practical exercises

Analysis/ Evaluation of existing materials on relevant educational web-sites.

COURSE FORMAT:

Courses interactive lectures, debates, case studies, tests to realize on-going assessment of knowledge Seminars: individual study, development of projects, debated in large groups

Allocation of time/ activity: independent work, development of projects: aprox. 50 -60 minutes/ session, debates in large groups: aprox. 40 minutes/ session; interactive lectures: aprox. 30 minutes/ session; evaluation and synthesis: aprox. 30 min/ session.

COURSE MATERIALS AND MEANS: Course Syllabus, for debate or work, printed or electronic format, list of selected resources, multimedia means of presentation, powerpoint presentation, computer, video projector (supplied by faculty), e/ group / on yahoo groups, materials and information posted on the e/group dedicated to specific activities of the seminars and projects. LOCATION: course + seminar hall, capacity of 20 students.

COURSE SCHEDULE/ SCHEDULE OF MEETINGS AND ASSESSMENTS

C1 Introductory course. The structure of the course is presented, content, objectives, requirements, forms of final evaluation and other details asked by the PhD students. Resources, study requirements, projects and the content of the portfolio are also discussed.

C2, C3, C4, C5, C6 Interactive lectures, themes I, II, III and IV:

1. Traditional pedagogy and Modern Pedagogy

2. Tendencies in the new pedagogy

3. Transdiciplinary approaches in education

4. Education in the 3rd millenium

5. Educational systems organised hierarchically

6. Educational systems organised in networks

7. Deep and surface learning

8. Construction of knowledge and modification of concepts

9. Learning and technologies

10. The challenges of the teaching profession

11. competences involved in teaching

12. Teaching and organizing the learning experiences.

In the sequence of the C1 C6 courses, S1 S3 seminars will be included, as follows:

S1 Introductory seminar. To define the specific learning objectives. Discussions with the PhD students about the specific learning objectives, according to their needs with the aim of preparing research and the doctoral thesis. The PhD students will write down the list of learning objectives, the basis to define and select seminar themes and the modalities of achieving will be negotiated. Each PhD student will prepare in detail and will moderate a theme for debate.

S2 and S3 Presentation and debate in the group of PhD students of 2-4 themes per seminar, according to the thematic area. The themes will be prepared individually or in small groups and will be presented with the aid of posters, ppt slides, concise descriptions, case studies etc.

C7, C8, C9, C10. Condensed synthesis, 15 min./ course at the V and VI themes, followed by individual activities, activities in groups, short workshops, debates and frontal evaluations. In the sequence of C7 C10 courses the S4 S6 seminars will be

S4, S5, S6. Presentation and debate in the group of PhD students of 2- 4 themes per seminar, according to the thematic area. The themes will be prepared individually or in small groups and will be presented with the aid of posters, ppt slides, concise descriptions, case studies etc.

C11, C12: Interactive activity of reviewing, thematic analysis and synthesis, in the view of finalizing projects and portfolios.

C13, C14 and S7: Formative evaluation: presentation and debate of individual projects and portfolios.

OBLIGATIONS OF STUDENTS FOR THE COURSE AND SEMINARS

Participation to the exchange of messages on the e/group

Accessing and reading the course and seminar materials, but also of the available resources

Realising step by step the portfolio used in seminar/ course and the presentation of the final portfolio.

To cover bibliography, to enrich bibliography

To develop a project (10 / 15 pages) and its presentation to the group of PhD students for debate

To identify, to elaborate case /studies for presentation and debate in the group of PhD students.

EVALUATION

Seminar/ course portfolio, sequentially realized (evaluation of progress) and final assessment (summative evaluation).

Evaluation during interactive and group activities, during debates, workshops etc.

The degree (satisfactory, good and very good) is based on the composite evaluation of three criteria:

- Quality and complexity of interventions and individual presentation at courses and seminars.

- Quality and complexity of final portfolio.

- Quality and complexity of the elaborated project and the accuracy in presentation.

ORGANIZATORY DETAILS, ADIMINISTRATION OF LEARNING SITUATIONS

Attendance: a minimum number of attendances to the course and seminars is proposed and negotiated with the PhD students, attendance that is conditioning the access to the final evaluation as follows:

-

between 8 10 presences from the total of 14 courses

-

between 4 - 5 presences form the total of 7 seminars.

-

Possibilities to recuperate: - possibilities to recuperate are not available. In this case the PhD students must recuperate entirely the activities in the following year, with the approval of doctorate coordinators and the Institute of Doctoral studies.

ADDITIONAL RESOURCES

The additional resources are decided by each PhD student, with the support of course coordinator and doctorate coordinators, according to the specific learning needs.

Cluj Napoca 18 October 2009

Prof. univ. dr. Vasile Chiş