7206.08 - Pedagogy and General Didactics for Social Educators (1): Normal Fields

7206.08

Pedagogy and General Didactics for Social Educators (1): Normal Fields

12

In this module, students will gain foundational knowledge of pedagogical theory and of the field of Pedagogy in general, and in-depth knowledge of pedagogical tasks and approaches. They will be introduced to important approaches, theories and concepts in the field of Pedagogy. They will gain scientific insight into child development, how the individual child, youth and adult develop and thrive. They will learn to consider these issues in larger historical, social and cultural contexts. The students will develop the ability to evaluate practical, theoretical and ethical issues when planning, executing and evaluating pedagogical tasks.

Introduction to Pedagogy: During the first weeks, students will receive a broad introduction to theories in Pedagogy, considering its conceptual field and limits, its theoretical, scientific and praxical aspects. Fundamental concepts as pedagogy, child rearing, education, socialisation, didactics and so on will be discussed. The treatment of the subject will take its bearings in “the kindergarten.” The origin of this social institution, which today is a given part of the development of children on the Faroes, will be explored. Both theoretical and praxical issues will be considered as we look at the historical and social origin of contemporary Social Education. This will be related to ideas and theories on children and childhood, which have emerged through history. Rousseau, Frøbel, Montesorri and Reggio Emilia will be analysed. This introduction will in particular refer to S.G: Olensen’s and L. Whalum’s Om pædagogiks teori og praksis (On the Theory and Praxis of Social Education), Jens Bjerg’s Pædagogik: en grundbog til et fag (Pedagogy: An Introduction to a Field of Study) and P. Ø. Andersen’s Læreplaner i børnehaven (Lesson Plans in the Kindergarten). Pedagogical Anthropology: The students will gain foundational knowledge about pedagogical anthropology through analyses and interpretations of theoretical and empirical issues related to anthropological / pedagogical research. Pedagogical anthropology is research in anthropology, which is relevant to the theory and praxis of Social Education. Qualitative research will be a focus area, considering e.g. observation, participant observation, fieldwork, and hermeneutical conversations. The relationship between empirical data and theory in anthropology will be shown with examples from research. Learning: Next, the concept learning will be explored, considering learning in kindergartens and similar institutions in particular. We will look at learning and play, social learning, and planned and unplanned learning. We will consider this by looking at what happens when a child starts in a kindergarten: what is required of child in kindergarten? What does one hope a child will gain there? How does one behave when a kindergarten child? What processes begin in a child, when it starts kindergarten? We will also consider what it takes to help kindergarten children to develop and learn in the institution, they attend. Concepts as care, safety, communal play, relations, inclusion/exclusion will also be considered. To exemplify this, we will look at the Marte Meo model as a pedagogical approach to explore social learning – communal play and relations. As an example of a practical tool in regard to communal play and relations we will explore affirmative pedagogy. The theoretical basis will be found in the thought of Knud Illeris, Ivy Schousboe, Inger Bernth, Lasse Dencik, Charlotte Palludan, Jørgen Riber, R.P. McDermott and Pernille Rough Social Education in praxis – setting pedagogical goals: When the students have completed their practicum and gained greater insight into the work and profession of social educators, we will focus on pedagogical praxis and setting pedagogical goals. Among other issues, we will consider both the professional and personal aspects of what it means to be a social educator. What is involved in being a social educator, and what are appropriate ways to act for social educators in a variety of situations? We will also consider what it means to set pedagogical goals and do didactic work in kindergartens and similar institutions. This will be considered theoretically and by exploring the theme, “language and communication – to communicate with children.” This section will in particular refer to S.G: Olensen’s and L. Whalum’s Om pædagogiks teori og praksis (On the Theory and Praxis of Social Education), A.H. Stanek’s Faget pædagogik (Social Education as a Field of Study) og Hildur Patursson’s article “Skal Pisa grýlan seta dagsskránna fyri børnini í barnagarðinum” (Must the Pisa Troll set the Agenda for Children in Kindergarten) Bourdieu and Cultural Capital: The theory of Pierre Bourdieu (a French sociologist of education) will be explored, especially his concept of cultural capital). Cultural, social and symbolic capital are very relevant concepts for social educators today. Bourdieu’s theory will also be related to pedagogical themes in late modernity: How free are we, when we choose a course of study, an educational institution and a profession? The students shall attain knowledge on research fields within educational sociology; they shall also learn to reflect on Social Education as a culture and environment, which has certain values, traditions and worldviews. Youth, Media and Social Education: The students will gain an appreciation for how important new media, e.g. the internet, are in raising children in contemporary society, and how this influences the way they learn. The students shall be able to interpret the role, which different types of media have in the learning process, both at home and in kindergartens and similar institutions. The students will also be introduced to the challenges that lie ahead for social education—what is the role of various media in education and personal development? Method: The researcher and psychologist Tóra Petersen will be a guest lecturer for this part. She will do a presentation on a research project on PTSD among Faroese children and youth. Tóra will focus on the preparation for the research and the method, which will be used. Through this presentation, the students will gain insight into how pedagogical and sociological research is done, as well as understand the limitations of such research. Since this project is about youth, the teaching in week 11 will focus on childhood, youth and socialisation. Our questions will circle around what characterises youth today. This section will in particular refer to S.G: Olensen’s and L. Whalum’s Om pædagogiks teori og praksis (On the Theory and Praxis of Social Education) Didactics: Didactics as concept and method will be considered throughout the module. In Introduction to Social Education, Didactics as a concept will be considered. In Learning, Didactics will be used when considering how learning can be organised in a kindergarten, considering the place of both planned and unplanned learning. In Social Education in Praxis, when considering language and communication in setting pedagogical goals, didactical considerations will be taken into account. Similarly, we discuss lesson plans throughout the module.

• The electronic logbook and the conference hours with the practicum advisor at Føroya læraraskúli have to be approved by the advisor, before the student is allowed to take the exam for the course. • After the practicum, which lasts from 27 April to 15 may 2009, the students will write an examination paper. • The paper is not in psychology, but is a joint project of the courses in psychology, and in pedagogy and didactics. • The paper is a group project. • Two to three students are in each group. • The assignment shall, in some way, be grounded in the practicum, and, if at all possible, the students who form a group for the practicum should stay in the same group for the examination paper. • The subject formulation for the examination paper is due on Friday, 20 March, at 14:00 (i.e. the Friday of week 12) • The paper, in five copies, is due on Monday, 8 June 2009, at 14:00 (i.e. the Thursday of week 23). The five copies of the paper are to be turned into the office at Føroya læraraskúli. • The paper is to be defended orally in week 25. • The paper is defended by the group, not individually. • The grade is awarded individually (i.e. the examiner can, if appropriate, award different grades to the individual students og a group, although they have written and defended the paper as a group) • If a group consists of two students, the paper should be a maximum of 15 pages (each page being 2400 characters). • If a group consists of three students, the paper should be a maximum of 20 pages. Both internal and external examiners will be employed. The grade will be based on the 13-point scale. When the paper is assessed and examined, the following will be considered: (1) How well do the students employ psychological, pedagogical and didactical theories and conceptualities in the way they develop and argue their hypothesis (2) How well do the students integrate the theoretical aspect of the course with the practicum (3) How well is the paper written and organised (4) Language usage, syntax and spelling (5) Use of scientific sources and literature, and use of the APA style guide