Approaches of Learning and Teaching: Beliefs-Knowledge of a Teacher and Theoretical Approaches through History and Today
Course code
KAI6021.HR
old course code
Course title in Estonian
Õppimise ja õpetamise käsitlused: õpetaja uskumused-teadmised ja teoreetilised käsitlused läbi ajaloo ning tänapäeval
Course title in English
Approaches of Learning and Teaching: Beliefs-Knowledge of a Teacher and Theoretical Approaches through History and Today
ECTS credits
3.0
Assessment form
assessment
lecturer of 2024/2025 Autumn semester
Not opened for teaching. Click the study programme link below to see the nominal division schedule.
lecturer of 2024/2025 Spring semester
Not opened for teaching. Click the study programme link below to see the nominal division schedule.
Course aims
To help the learner become aware of their own approach to learning and teaching. To provide a historical overview of the development of learning and teaching concepts and their reflections in curricula, to compare different curriculum traditions and their philosophical and psychological bases, to analyze the overlap and differences of historical concepts and modern approaches, to support learner knowledge of development, learning, teaching opportunities.
Brief description of the course
1. Learner self-analysis: learners' beliefs, values, knowledge in relation to development, learning and teaching.
2. Historical overview of the development of the German Bildung's conception of learning based on the philosophy of the Enlightenment as the starting point of European didactics and of the acquisition of behaviorism and pragmatism as the basis of the American curriculum tradition. So-called Lehrplan and curriculum type curricula, learning outcomes and behavioral learning approach.
3. A historical brief overview of approaches to learning and teaching. Development, contradictions and integration needs of behaviorism vs. constructivism (external behavior vs. cognitive processes)
4. Historical brief overview of the approaches to modernity / mental processes and their development, as well as the modern approach
5. A modern approach to learning and what follows from it about teaching
6. Teaching to support students' diverse development (need to take into account the peculiarities of mental processes, needs, motivational aspects, level of development, cultural, etc.)
7. The role of home and school in student development. Cooperation with families
2. Historical overview of the development of the German Bildung's conception of learning based on the philosophy of the Enlightenment as the starting point of European didactics and of the acquisition of behaviorism and pragmatism as the basis of the American curriculum tradition. So-called Lehrplan and curriculum type curricula, learning outcomes and behavioral learning approach.
3. A historical brief overview of approaches to learning and teaching. Development, contradictions and integration needs of behaviorism vs. constructivism (external behavior vs. cognitive processes)
4. Historical brief overview of the approaches to modernity / mental processes and their development, as well as the modern approach
5. A modern approach to learning and what follows from it about teaching
6. Teaching to support students' diverse development (need to take into account the peculiarities of mental processes, needs, motivational aspects, level of development, cultural, etc.)
7. The role of home and school in student development. Cooperation with families
Learning outcomes in the course
Upon completing the course the student:
- recognizes and describes his / her approach to learning and teaching
- knows historical developments and modern approaches to learning and teaching
- can understand the curriculum in its broader historical, cultural and political context and compares the curricular traditions of German Bildung / didactics and Anglo-American curriculum
- knows the concepts of abilities / mental processes and their development in history and whether / how they influence today's beliefs about the development of abilities / abilities
- recognizes the need to support students' learning (instructional support) and emotional support to manage classroom organization management in classes for students of different ages and developmental needs
- differences on the scale teacher-centered - student-centered - student dominant ways of teaching and development management, knows their connections with the student's social, motivational and academic development, satisfaction of basic needs and self-regulating learner development
- recognizes the need for cooperation with families
- recognizes and describes his / her approach to learning and teaching
- knows historical developments and modern approaches to learning and teaching
- can understand the curriculum in its broader historical, cultural and political context and compares the curricular traditions of German Bildung / didactics and Anglo-American curriculum
- knows the concepts of abilities / mental processes and their development in history and whether / how they influence today's beliefs about the development of abilities / abilities
- recognizes the need to support students' learning (instructional support) and emotional support to manage classroom organization management in classes for students of different ages and developmental needs
- differences on the scale teacher-centered - student-centered - student dominant ways of teaching and development management, knows their connections with the student's social, motivational and academic development, satisfaction of basic needs and self-regulating learner development
- recognizes the need for cooperation with families
Teacher
Study programmes containing that course