Milano: Mondadori. Dykcik, W., ed. Pedagogika specjalna. Poznań: UAM. Kiciński, A. Katecheza osób niepełnosprawnością intelektualną w Polsce. Sowa, J. Pedagogika specjalna w zarysie. Rzeszów: Wydawnictwo Oświatowe ze sprzężonymi upośledzeniami’. In Pedagogika specjalna, ed. by W. Dykcik. Warszawa: Stowarzyszenie “Nie-Grzeczne Dzieci.” Dykcik, W. (). Pedagogika specjalna. Podręcznik akademicki [Special education. Academic handbook].
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The aim of the course Introduction to pedagogy is to present the basic problems included a range of “Introduction to pedagogy”. Has basic knowledge of human subjectivity in the context of education. Magdalena Kuleta-HulbojDykcjk Naumiuk. Has basic knowledge of pedagogy as a science of education, its place in the system of sciences and internal differentiation.
MTP – Module – Pedagogical theories – Uniwersytet Warszawski – USOSweb
Has basic knowledge of the determinants of educational processes and their historical volatility. You are not logged in log in. Barber, Skonsumowani, W-warozdz. Has knowledge about the conditions of educational processes and their historical volatility, as well as knowledge in the field of epistemology and the profile of educational interactions, taking into account the goals, tasks and functions of education. Skip to main menu Skip to submenu Skip to content.
The course is appropriate to recall the pedagogical considerations conceptual categories and show the diversity of educational thought. Course descriptions are protected by copyright. Jarosz, Ochrona dzieci przed krzywdzeniem. Encyklopedia pedagogiczna XXI w. He can operate with conceptual categories that are important for pedagogical reflection. On-line services of the University of Warsaw.
MTP – Module – Pedagogical theories
Perspektywa globalna i lokalna, Katowice Introduction to pedagogy is designed to: The aim of the module is to present the problems that engaged in special pedagogy, social pedagogy and introduction to pedagogical studies, as a sub-discipline of pedagogy as a science and theoretical, pedahogika and practical. Can see the problems in the educational processes and social phenomena, as well as the disciplines relevant to the study of pedagogy.
Special education – Special education as a science, its sub-discipline and relationships with other fields of knowledge. Can, at a basic level, define selected educational problems and attempt to conduct specjalnq research.
Presentation contexts of development and functioning of people in their life and educational cycles. Assessment methods and assessment criteria:.
Completion of all classes required to take the module examination: Podstawy teoretyczno-metodologiczne diagnozy, Warszawa Selected learning outcomes mastered to a very good, good or sufficient degree: On-line services of the University of Warsaw You are not logged in log in.
The aim of the special pedagogy cou is to present the problems that engaged in special education as a sub-discipline of pedagogy as a science and theoretical, empirical and practical. Can use the theoretical knowledge base for self-analysis of trials of educational problems.
Has basic knowledge of the different types of structures and institutions involved in the education process and their mutual relations. The subject matter of social pedagogy includes: Szlendak, Socjologia rodziny, Warszawa apecjalna Can, by independent educational activities, extend the knowledge gained in the classroom.
Acquires basic knowledge and epistemology of educational profile of the objectives, tasks and functions of education.
Has knowledge specjaona pedagogy as a science spdcjalna upbringing, its place in the system of sciences and internal differentiation as well as relations with other types of knowledge, especially philosophical and scientific knowledge mainly psychological and sociological, social. Criteria to be met throughout the entire module: Selected learning outcomes mastered to a very good, good or sufficient degree:.
Copyright by University of Warsaw. Criteria taken into account for the exam grade: Can attempt to analysis and synthesis presented in class and studied independently positions. Is aware of the responsibility of the pedagogue for the nature of the activities undertaken.
Knows diverse nature of pedagogical knowledge and its relationships with other kinds of knowledge, especially knowledge of philosophical and scientific mainly spcejalna and sociological, social.
Presentation contexts of development and functioning of people with disabilities in the life conditions of development, operation and social allocations for people with disabilities.
He can handle the basic conceptual categories important for pedagogical reflection.