PE Didactics, and Teaching Practice II
Course code
TSK7040.LT
old course code
Course title in Estonian
Liikumisõpetuse didaktika ja praktika II
Course title in English
PE Didactics, and Teaching Practice II
ECTS credits
5.0
Assessment form
Examination
lecturer of 2025/2026 Spring semester
Eneli Põld-Mändlo (language of instruction:Estonian)
lecturer of 2026/2027 Autumn semester
Not opened for teaching. Click the study programme link below to see the nominal division schedule.
Course aims
Support the acquisition of the knowledge and skills needed for school practice and an understanding of the PE teacher's role.
To support the development of knowledge, skills, and attitudes in subject tactics through school experience and to link theory and practice;
To support developing and applying analytical skills in pedagogical situations and the learning environment in planning and conducting the learning process;
To support the development of the students' subject and professional knowledge and skills and their readiness for application in the school or learning environment;
Apply the knowledge learned in subject tactics through collaborative learning;
To support the development of the teacher's identity.
To support the development of knowledge, skills, and attitudes in subject tactics through school experience and to link theory and practice;
To support developing and applying analytical skills in pedagogical situations and the learning environment in planning and conducting the learning process;
To support the development of the students' subject and professional knowledge and skills and their readiness for application in the school or learning environment;
Apply the knowledge learned in subject tactics through collaborative learning;
To support the development of the teacher's identity.
Brief description of the course
Studies will be held in the auditorium and at Tallinn University partner schools (where the student works as a teacher).
Students learn to plan PE lessons.
Students are introduced to the physical activity of students with special educational needs and guided to understand the importance of differentiating tasks.
Students analyze factors related to inclusive education.
The practicum tasks focus on the following topics:
1. Noticing, considering, and supporting the student's individuality, including special needs, in the learning process.
2. The teacher is a leader and advisor.
The student performs various observational and small-scale practical tasks in his/her own or a fellow student's internship school.
Based on the lesson observations and completed tasks, the student analyzes their own and fellow students' activities and their impact on students. Feedback and analysis of the practicum are carried out during the practicums following the school visit.
Students learn to plan PE lessons.
Students are introduced to the physical activity of students with special educational needs and guided to understand the importance of differentiating tasks.
Students analyze factors related to inclusive education.
The practicum tasks focus on the following topics:
1. Noticing, considering, and supporting the student's individuality, including special needs, in the learning process.
2. The teacher is a leader and advisor.
The student performs various observational and small-scale practical tasks in his/her own or a fellow student's internship school.
Based on the lesson observations and completed tasks, the student analyzes their own and fellow students' activities and their impact on students. Feedback and analysis of the practicum are carried out during the practicums following the school visit.
Learning outcomes in the course
Upon completing the course the student:
- knows about teaching students of different ages, based on supporting the learner's motivation and the learner's differences;
- supports learning motivation by offering choices in the learning process, and real-life learning tasks that are within one's capabilities, creating a sense of success for each learner;
- notices and takes into account the individual characteristics of the learner (individualization, differentiation) when planning the learning process and selecting learning materials, implements the planned and analyzes the effectiveness of implementing supporting activities in conducting lesson activities;
- can plan the learning process of physical education, applies acquired knowledge and skills by preparing period and lesson plans and methodological maps.
- plans a lesson or part of a lesson in cooperation with a fellow student, taking into account the abilities and needs of the learners, carries it out independently or in cooperation, and analyzes what has been done;
- can analyze the activities of students and themselves in physical education classes;
- can explain to students the effects and benefits of physical exercises;
- knows different methodological teaching techniques, and can recognize and prevent dangerous situations.
- designs an assessment tool/assessment criteria, implements it independently or in collaboration with the supervising teacher in the learning process, analyzes and uses the results to provide feedback that supports learning.
- knows about teaching students of different ages, based on supporting the learner's motivation and the learner's differences;
- supports learning motivation by offering choices in the learning process, and real-life learning tasks that are within one's capabilities, creating a sense of success for each learner;
- notices and takes into account the individual characteristics of the learner (individualization, differentiation) when planning the learning process and selecting learning materials, implements the planned and analyzes the effectiveness of implementing supporting activities in conducting lesson activities;
- can plan the learning process of physical education, applies acquired knowledge and skills by preparing period and lesson plans and methodological maps.
- plans a lesson or part of a lesson in cooperation with a fellow student, taking into account the abilities and needs of the learners, carries it out independently or in cooperation, and analyzes what has been done;
- can analyze the activities of students and themselves in physical education classes;
- can explain to students the effects and benefits of physical exercises;
- knows different methodological teaching techniques, and can recognize and prevent dangerous situations.
- designs an assessment tool/assessment criteria, implements it independently or in collaboration with the supervising teacher in the learning process, analyzes and uses the results to provide feedback that supports learning.
Teacher
Eneli Põld-Mändlo
Prerequisite course 1
The course is a prerequisite
Study programmes containing that course