Higher Education Pedagogics

Description: The relevance of studying the discipline is connected with the need for advanced training of a professionally competent university teacher who is able to actively participate in innovative processes in the higher education system. The course is aimed at preparing masters for teaching in higher education. The course content reflects the current trends of humanization and democratization of the educational process of the university, new educational technologies, focuses on the individual creative style of activity.

Amount of credits: 3

Пререквизиты:

• Sociology

Course Workload:

Component: University component

Cycle: Base disciplines

Goal

• improving the professional training of future university teachers, familiarizing them with the methodological and theoretical foundations of higher school pedagogy, modern approaches to the analysis, planning and organization of the educational process in higher school

Objective

• 1. Awareness of the actual problems of pedagogical science, in the conditions of higher education, the essence of the activity of a university teacher at the present stage. 2. Mastering the skills of designing and organizing the educational process at the university. 3. Development of communication skills and proficiency in modern educational technologies.

Learning outcome: knowledge and understanding

•  actual problems of the education system in general and pedagogical science in particular; the essence of the pedagogical activity of a university teacher;

Learning outcome: applying knowledge and understanding

• to distinguish pedagogical facts, phenomena, events from the surrounding reality; to describe them in the language of pedagogical science;
• to explain and predict their development based on the laws of pedagogical theories; design the educational process based on new learning concepts; predict the results of activities and plan the process of self-improvement.

Learning outcome: formation of judgments

• skills and techniques of pedagogical analysis; a system of updating knowledge in the course of professional activity; skills of choosing an adequate method of organizing the educational process; culture of professional and pedagogical communication.

Learning outcome: communicative abilities

• skills of creative thinking and creative approach to solving new problems and situations, presenting the leading idea of research to the team for discussion; accessible presentation of the research problem to the target and non-target audience; professional communication and intercultural communication; oratory, correct and logical presentation of their thoughts in oral and written form;

Learning outcome: learning skills or learning abilities

• The ability for effective interaction of all members of the pedagogical process
• The ability to use the fundamental and latest achievements of pedagogical science in professional activities

Teaching methods

When conducting training sessions, it is planned to use the following educational technologies: In accordance with the requirements for the preparation of masters and the need to implement a competence-based approach in the educational process, the development of this discipline involves the use of traditional (lectures, seminars) and innovative educational technologies with the use of active and interactive forms of classes in the educational process (brainstorming, business games, essays, author's projects, presentations, contests, master-classes of specialists, meetings with representatives of state and public organizations, etc.) and extracurricular work of masters in order to form and develop the professional skills of higher school teachers.

Assessment of the student's knowledge

Teacher oversees various tasks related to ongoing assessment and determines students' current performance twice during each academic period. Ratings 1 and 2 are formulated based on the outcomes of this ongoing assessment. The student's learning achievements are assessed using a 100-point scale, and the final grades P1 and P2 are calculated as the average of their ongoing performance evaluations. The teacher evaluates the student's work throughout the academic period in alignment with the assignment submission schedule for the discipline. The assessment system may incorporate a mix of written and oral, group and individual formats.

The evaluating policy of learning outcomes by work type

Evaluation form

The student's final grade in the course is calculated on a 100 point grading scale, it includes:

• 40% of the examination result;
• 60% of current control result.

The final grade is calculated by the formula:

 

Where Midterm 1, Midterm 2are digital equivalents of the grades of Midterm 1 and 2;

E is a digital equivalent of the exam grade.

Final alphabetical grade and its equivalent in points:

The letter grading system for students' academic achievements, corresponding to the numerical equivalent on a four-point scale:

Topics of lectures

• Topic 1
• 3
• The trend of humanization of education is manifested at the present stage through the humanitarization of education, i
• 5
• 6
• 7
• 8
• 9
• 10
• 11
• 12
• 13
• 14
• 15

Key reading

• Основная: 1. Закон РК «Об образовании» 2. Закон РК «О высшем образовании» 3. Государственная программа развития системы образования РК до 2020 г. 4. Концепция развития системы образования РК до 2015 г. 5. Архангельский С.И. Учебный процесс в высшей школе, его закономерные основы и методы – М., 1980. 6. Загвязинский В.И. Дидактика высшей школы. Текст лекций. – Челябинск., 1990 г. 7. Краевский В.В. Общие основы педагогики. – М., 2003 г. 8. Карамян Г.Г. Теория и мастерство лекционного преподавания в высшей школе. – Ереван ,1983 г. 9. Джуринский А.Н. .Сравнительная педагогика. М, 2000 10. Оконь В. Введение в общую дидактику . – М.: Высшая школа,1990 г. 11. Педагогика высшей школа . Учебное пособие, Ростов – на - Дону , «Феникс», 1998 . 12. Хмель Н.Д. Педагогический процесс как объект профессиональной подготовки учителя – Алма-Ата: Мектеп, 1984 г. 13. Смирнов С.Д. Педагогика и психология высшего образования: от деятельности к личности. М, 2003 14. Гаунов М.Г., Семушкина Л.Г., Фокин Ю.Г. Этюды дидактики высшей школы. М., 1998 15. Гребенюк О.С. ,Гребенюк Г.Б. Теория обучения ,- М. ,2003 16. Станкин М.И. Профессиональные способности педагога.,М 1998 17. Беспалько В.Г. Программированное обучение. Дидактические основы – М, 1970 г. 18. Деловая игра. Внедрение: Методические рекомендации – СПБ,1995 19. Койшибаев Б.Д. Имитационные методы управления учебным процессом в вузе . – Алма-Ата:1981. 20. Кузнецова В.А. Теория и практика многоуровнего университетского образования – Ярославль,1995. 21. Методология педагогических исследований./ Под ред. А. И. Пискунова, Г.В. Воробьева – М., 1980 22. Проблемы методологии педагогики и методики исследования./ Под ред. АА. Данилова, Н.И. Болдырева– М., 1980 23. Трайнев В.А ,Трайнев И.В. Системы и методы стратегии повышения качества педагогического образования. – М., 2006. 24. Бондарева С.Г., Гейцман Л.Э., Завалко Н.А , Какиева Л.Х. Педагогика: вопросы и задания для семинарских и практических занятий в условиях кредитной системы обучения. Алматы ,2007. 25.Ефремов О.Ю Педагогика.- М., 2010. 26. Попков В.А., Коржуев А.В. Дидактика высшей школы. Изд. 3-е М., 2010 27. Фокин Ю.Г. Психодидактика высшей школы. – М., 2009 28. Завалко Н.А., Гейцман Л.Э., Какиева Л.Х. Готовимся к квалификационному тестированию. Пособие в помощь учителю. - Усть-Каменогорск, 2009 29. Материалы Республиканского педагогического форума,2011 г.

Further reading

• 0.Смирнов В.Д. Педагогика.- М., 2011. 31. Кабанова Т. А., Новиков В.А. Тестирование в современном образовании М., 2010 32. Завалко Н.А., Искаков б.А. Развиваем медиакомпетентность. Учебно-методическое пособие. Усть-Каменогорск, 2010 33 Завалко Н.А., Искаков Б.А.. Рекомендации для учителя по развитию медиакомпетентности. Учебно-методическое пособие. Усть-Каменогорск, 2010 34.Мынбаева А.К. Основы педагогики высшей школы. Учебное пособие, Алматы, 2013.- 183 с. 35.Мынбаева А.К. и др. Образовательная политика, Алматы, 2014 – 225 с. 36.Мынбаева А.К., Вишневская А.В. Психолого-педагогическая диагностика и развитие творческого потенциала и креативности студентов и магистрантов.- Алматф, 2014.- 184 с.