Dydaktyka akademicka w uniwersytecie katolickim. T. 1. Dydaktyka zaangażowana - z doświadczeń Katedry Dydaktyki i Edukacji Szkolnej KUL
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Date
2019
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Wydawnictwo KUL
Abstract
Celem opracowania jest ukazanie specyfiki dydaktyki akademickiej kształcenia studentów pedagogiki ze specjalnością nauczycielską w Instytucie Pedagogiki Katolickiego Uniwersytetu Lubelskiego Jana Pawła II. Podjęcie tego zadania jest uwarunkowane wieloma względami natury teoretycznej, społecznej i dydaktycznej.
Na strukturę pracy składają się 4 rozdziały. W rozdziale pierwszym dokonano ogólnej charakterystyki dydaktyki akademickiej w kontekście misji uniwersytetu katolickiego, w tym Katolickiego Uniwersytetu Jana Pawła II oraz Instytutu Pedagogiki KUL. Uchwycenie jej dało podstawę do nakreślenia nowego paradygmatu tejże dydaktyki w uniwersytecie katolickim, który określono mianem paradygmatu integralnego i odniesiono do zaangażowania i twórczości pedagogicznej studenta – przyszłego nauczyciela.
Przedmiotem analiz w rozdziale drugim są teoretyczne przesłanki dydaktyki (zaangażowanej). Zdefiniowano pojęcie „dydaktyka zaangażowana” oraz przedstawiono charakterystykę 4 teorii będących podstawą praktycznych działań w kształceniu studentów z uzasadnieniem ich zastosowania. Na tym teoretycznym tle przedstawiony został centralny punkt dydaktyki zaangażowanej, którym jest nadrzędny cel szkoły oraz jej kultura. Rozdział zakończony został opisem roli i funkcji nauczyciela akademickiego uniwersytetu katolickiego w perspektywie dydaktyki zaangażowanej. Rozdział trzeci zawiera charakterystykę pracy dydaktycznej i wychowawczej w nauczanych przez autorkę przedmiotach kształcenia akademickiego. Punktem odniesienia jest nabywanie kompetencji nauczycielskich w perspektywie dydaktyki zaangażowanej.
Pozaformalna działalność Katedry określona została jako dydaktyczna wartość dodana. Ona to warunkowała atmosferę w Katedrze, budowanie kapitału społecznego, dynamizowanie edukacji interaktywnej i podmiotowej, określała tożsamość Katedry oraz stanowiła dopełnienie jej misji. Struktura tych działań, szczegółowe cele i rezultaty zostały przedstawione w rozdziale czwartym.
Praca zawiera Aneks przedstawiający, w sposób wycinkowy, podjęte zadania z 20-letniej pracy Katedry. Zawarto w nim notki biograficzne pracowników Katedry, wybrane fakty historyczne z jej funkcjonowania, rejestr wybranych publikacji pracowników aktualnie pracujących w Katedrze, ich obszary badawcze oraz formy służby na rzecz rozwoju polskiej szkoły i oświaty. W Zakończeniu ukazano perspektywę doskonalenia dydaktyki akademickiej w uniwersytecie katolickim kształcącym przyszłych nauczycieli. Pracę zamyka wykaz bibliografii.
The aim of the present work is to show the specific character of academic didactics in the education of pedagogy students with a teaching specialization at the Institute of Pedagogy of the John Paul II Catholic University of Lublin. Undertaking this task was influenced by a number of reasons of theoretical, social and didactic nature. The fundamental question the answer to which was sought for was the following: How does/can the specific character of academic didactics of educating future teachers express itself at the Institute of Pedagogy at KUL? The structure of the work is composed of 4 chapters. The first chapter presents the general character of academic didactics in the context of the mission realized by the Catholic university, including the John Paul II Catholic University of Lublin and the Institute of Pedagogy KUL. Grasping this specific character provided the foundation to outline a new paradigm of academic didactics at a Catholic university which was called the integral paradigm and referred to the pedagogical involvement and creation of a student – a future teacher. The subject of the analyses in the second chapter are, theoretically, the premises of (involved) didactics. The concept of “involved didactics” was defined and the characteristics of 4 theories are presented which are the basis of practical activities in student education, with the justification of their application. The central point of involved didactics, namely the superior aim of school and its culture, was presented. The chapter is closed with the characteristics of the role and function of the academic teacher at a Catholic university in the aspect of involved didactics. Chapter three includes the characteristics of didactic and pedagogical work in the subjects of academic education taught by the Author. The point of reference is the acquisition of teaching competences in the perspective of involved didactics. As was already underlined, the Department conducted both formal and non-formal didactic activity. The latter was defined as the didactic added value. It is this very value which determined the work at the Department, building up the social capital of the Department, dynamization of interactive education, subjective education, determined the identity of the Department and complemented its mission. The structure of those activities, specific goals and results are presented in chapter four. The present paper includes Annex, which presents in a fragmentary manner the tasks undertaken during the 20 years of the Department’s work. It includes biographical notes of the Department workers, some selected historical facts in the functioning of the Department, a register of selected publications by the workers currently employed at the Department, their research areas as well as the forms to serve for the benefit of the development of Polish school and education. The Conclusions show the perspective of improving academic didactic at a Catholic university educating the future teachers. The work is closed with a list of bibliography.
The aim of the present work is to show the specific character of academic didactics in the education of pedagogy students with a teaching specialization at the Institute of Pedagogy of the John Paul II Catholic University of Lublin. Undertaking this task was influenced by a number of reasons of theoretical, social and didactic nature. The fundamental question the answer to which was sought for was the following: How does/can the specific character of academic didactics of educating future teachers express itself at the Institute of Pedagogy at KUL? The structure of the work is composed of 4 chapters. The first chapter presents the general character of academic didactics in the context of the mission realized by the Catholic university, including the John Paul II Catholic University of Lublin and the Institute of Pedagogy KUL. Grasping this specific character provided the foundation to outline a new paradigm of academic didactics at a Catholic university which was called the integral paradigm and referred to the pedagogical involvement and creation of a student – a future teacher. The subject of the analyses in the second chapter are, theoretically, the premises of (involved) didactics. The concept of “involved didactics” was defined and the characteristics of 4 theories are presented which are the basis of practical activities in student education, with the justification of their application. The central point of involved didactics, namely the superior aim of school and its culture, was presented. The chapter is closed with the characteristics of the role and function of the academic teacher at a Catholic university in the aspect of involved didactics. Chapter three includes the characteristics of didactic and pedagogical work in the subjects of academic education taught by the Author. The point of reference is the acquisition of teaching competences in the perspective of involved didactics. As was already underlined, the Department conducted both formal and non-formal didactic activity. The latter was defined as the didactic added value. It is this very value which determined the work at the Department, building up the social capital of the Department, dynamization of interactive education, subjective education, determined the identity of the Department and complemented its mission. The structure of those activities, specific goals and results are presented in chapter four. The present paper includes Annex, which presents in a fragmentary manner the tasks undertaken during the 20 years of the Department’s work. It includes biographical notes of the Department workers, some selected historical facts in the functioning of the Department, a register of selected publications by the workers currently employed at the Department, their research areas as well as the forms to serve for the benefit of the development of Polish school and education. The Conclusions show the perspective of improving academic didactic at a Catholic university educating the future teachers. The work is closed with a list of bibliography.
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Keywords
dydaktyka akademicka, dydaktyka zaangażowana, uniwersytet katolicki, academic didactics, engaged didactics, Catholic university
Citation
ISBN
978-83-8061-630-1