|
ECTS INFORMATION PACKAGE
DEGREE PROGRAMME IN PRIMARY SCHOOL EDUCATION
BACHELOR eDUCATION QUALIFICATION LEVEL
Information on the degree programme.
Field (code)
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0101 Education
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Degree programme (code)
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6.010101 Primary School Education
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Specialization
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Foreign Language (English)
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Education level
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Basic Higher Education
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Qualification awarded
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Primary School Teacher
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Education qualification level
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Bachelor
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Programme duration
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4 years (after full secondary school education)
|
Study mode
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Full-time
|
^
To be eligible for admission students are to submit their External Independent Assessment Certificates in Biology OR Mathematics (at the applicant’s option), in History of Ukraine, Ukrainian and Literature.
3. General description
The aim of primary school teacher training lies in acquiring professional competences, in the field of pedagogy, general psychology, age and pedagogical psychology, methods and techniques used in primary school education, teaching art skills; forming theoretical background and practical ability to deal with various work tasks, developing teaching thinking, ability to suggest and apply innovative teaching techniques and perform research in the field of pedagogy.
Learning outcomes.
On completion of the programme students are expected to know:
primary school children anatomy and physiology;
the fundamentals of age and educational psychology;
the fundamentals of psychological, pedagogical disciplines and methodology, critical to the solution of educational, scientific, methodological and organizational tasks;
the contents, forms and methods of teaching and upbringing of primary school children to provide their learning and cognitive activities managements and all-round development;
the fundamentals of ethics, aesthetics, children’s literature, culture studies, methodology of language development, ethnography and family pedagogy;
the basics of foreign lexis and speech, methods of teaching English at primary school;
the methods of various children’s activities management;
regulations concerning the organization of teaching and educational process at primary school;
methodology of the usage of various visuals, audio-visual technology and computer in their work with primary school children.
On completion of the programme students are expected to be able to:
plan, organize and effectively perform educational work with primary school children;
adhere to universal moral values such as honesty, fairness, kindness, humanism, diligence, love for parents and their own country, careful treatment for the environment in their work;
apply their knowledge of pedagogy, psychology, methodology to the organization of practical object-related and artistic object-related activity of primary school children, language and speech development, etc.;
provide the gaining of life and social experience, general learning and intellectual skills and abilities crucial to their future learning;
generalize and implement other’s teaching experience in their own instructional work with children, create new approaches and conduct innovative research;
enhance their proficiency level, teaching art skills;
broaden lingual and country studying competences of primary school children through introducing them to language and culture of other nations.
4. Graduates professional profiles:
teacher at a primary school;
teacher-methodologist at a primary school;
teacher-tutor at a private primary school;
children’s rights protection inspector;
primary education methodologist at Education Department;
deputy director of primary school sector.
5. Access to further studies.
On receiving Bachelor of Pedagogical Education Degree graduates are qualified for admission to the Master’s programme in Primary School Education, Higher Educational Institution Administration, Higher School Pedagogy.
6. Course Structure diagram with ECTS credits.
№
|
Course name
|
Year
|
Semester
|
ECTS
credits
|
1.1.1.
|
History of Ukraine
|
1
|
1
|
3,0
|
1.1.2.
|
Ukrainian (for professional purposes)
|
1
|
1, 2
|
3,0
|
1.1.3.
|
Foreign Language (for professional purposes)
|
1, 2
|
1, 2, 3
|
7,0
|
1.1.4.
|
Philosophy
|
2
|
3
|
3,0
|
1.1.5.
|
History of Ukrainian Culture
|
3
|
5
|
2,0
|
1.1.6
|
Physical Education
|
1, 2, 3, 4
|
1, 2, 3, 4, 5, 6, 7
|
|
2.1.1.
|
Fundamentals of earth studies and local history, culture and geography studies
|
1
|
1
|
2,0
|
2.1.2.
|
Child Anatomy, Physiology and Pathology with fundamentals of Genetics
|
1
|
1, 2
|
3,0
|
2.1.3.
|
Basics in Botany and Zoology
|
1
|
2
|
4,5
|
2.1.4.
|
Mathematics
|
1, 2, 3
|
2, 3, 4, 5
|
8,0
|
2.1.5.
|
Ecology
|
2
|
3
|
1,5
|
2.1.6.
|
New Informational Technologies
|
3
|
5
|
1,5
|
2.2.1.
|
Practical Course of the English Language
|
1, 2, 3, 4
|
1, 2, 3, 4, 5, 6, 7, 8
|
17,5
|
3.1.1
|
Principles of personal and social safety, occupational safety
|
1
|
1
|
2,0
|
3.1.2.
|
Introduction to Linguistics
|
1
|
1
|
2,0
|
3.1.3.
|
Children’s literature
|
1
|
1
|
2,5
|
3.1.4.
|
Psychology
|
1
|
1, 2
|
7,5
|
3.1.5.
|
Pedagogy (Introduction to the Specialization. Pedagogy (integrated course). Didactics of Primary school education)
|
1, 2, 3
|
1, 2, 3, 4, 5
|
13,5
|
3.1.6.
|
Modern Ukrainian Language with practical training sessions
|
1, 2, 3, 4
|
1, 2, 3, 4, 5, 6, 7, 8
|
17,0
|
3.1.7.
|
Modern Russian Language with practical training sessions
|
1, 2, 3, 4
|
2, 3, 4, 5, 6, 7
|
9,0
|
3.1.8.
|
Fundamentals of Valeology and its teaching methodology
|
1
|
2
|
2,5
|
3.1.9.
|
Methodology of labour education with practical training sessions
|
2
|
3
|
2,5
|
3.1.10.
|
Methodology of teaching the educational field “The basics of health and Physical education”
|
2
|
3
|
1,5
|
3.1.11.
|
Fundamentals of music education and choreography with their teaching methodology
|
2
|
3
|
1,5
|
3.1.12.
|
Fundamentals of research in the field of Pedagogy
|
2
|
3
|
2,0
|
3.1.13.
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Basics of Defectology and Speech Therapy
|
2
|
4
|
2,5
|
3.1.14.
|
Fine Arts and teaching methodology
|
2
|
4
|
3,0
|
3.1.15.
|
Methodology of teaching the educational field “A person and the world”
|
2, 3
|
4, 5
|
2,5
|
3.1.16.
|
The fundamentals of Psychodiagnostics
|
2, 3
|
4, 5
|
3,0
|
3.1.17.
|
Methodology of teaching the Russian language and Ccalligraphy
|
3
|
5, 6
|
3,0
|
3.1.18.
|
Methodology of teaching the Ukrainian language
|
3, 4
|
6, 7
|
4,0
|
3.1.19.
|
Methodology of teaching Mathematics
|
3, 4
|
6, 7
|
5,5
|
3.1.20.
|
The fundamentals of speech standards and technique of speech with practical training sessions in expressive reading
|
4
|
7
|
1,5
|
3.1.21.
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The basics of Remedial Pedagogy
|
4
|
7
|
1,5
|
3.1.22.
|
Foundations of teaching art skills development
|
4
|
7, 8
|
3,0
|
3.1.23.
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Ukrainian Educational Systems Management and Administration
|
4
|
8
|
2,0
|
3.2.1.
|
Propaedeutics (University Education. Use of the Internet. Working with library search systems)
|
1
|
1
|
2,0
|
3.2.2.
|
Theory and methods in professional educations tasks solution
|
2, 4
|
4, 7, 8
|
4,0
|
3.2.3.
|
Theoretical Phonetics of the English language
|
3
|
5
|
1,5
|
3.2.4.
|
English children’s literature
|
3
|
5
|
1,5
|
3.2.5.
|
Theory and Practice of Translation
|
3
|
5
|
1,5
|
3.2.6.
|
Theoretical Grammar of the English language
|
3
|
6
|
2,0
|
3.2.7.
|
English teaching methodology at primary school
|
3
|
6
|
4,0
|
3.2.8.
|
Lexicology of the English language
|
4
|
7
|
1,5
|
3.2.9.
|
Language and country studying
|
4
|
7
|
1,5
|
3.2.10.
|
Methodology of using computer technology at primary school
|
4
|
7
|
1,5
|
3.2.11.
|
Stylistics of the English language
|
4
|
8
|
2,0
|
3.3.1.
|
Responsible parenthood or Children and society
|
2
|
3
|
2,0
|
3.3.2.
|
Theory and methodology of work with families or Teacher’s image
|
2
|
4
|
2,0
|
3.3.3.
|
Child Philosophy or Current issues in natural science education
|
4
|
7, 8
|
2,0
|
3.3.4.
|
Integrative courses at primary school or Methodology and techniques used in primary school education
|
4
|
7
|
2,0
|
3.3.5.
|
Methodology of economic education or Theory and techniques in civil education
|
4
|
7
|
2,0
|
3.3.6.
|
Foreign Literature in primary school education or Pedagogic Rhetoric
|
4
|
8
|
2,0
|
3.3.7
|
Modern Mathematics lesson at primary school or Techniques of teaching mathematics via a system of arithmetic problems
|
4
|
8
|
2,0
|
|
Total:
|
|
|
188,0
|
7. Assessment requirements:
One-hundred-point system of students’ assessment is used at the university. Semester grades according to the national assessment system (“excellent”, “good”, “satisfactory/poor”, “unsatisfactory/bad” for semester exams and “passed” and “failed” for semester credits) are interpreted in terms of ECTS system on the basis of the chart provided below:
^
|
Points
|
ECTS system
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excellent
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90 – 100
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А – excellent – excellent performance, insignificant number of errors
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good
|
83 – 89
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В – very good – above the average performance level, several errors
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good
|
75 – 82
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С – good – overall performance is at a significant level, but with several serious errors
|
satisfactory
|
63 – 74
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D – satisfactory – moderate performance level, significant quantity of various drawbacks
|
satisfactory
|
50 – 62
|
E – sufficient – satisfactory performance for minimal number of points (minimal grade)
|
unsatisfactory
|
21 – 49
|
FX – unsatisfactory – more work required to get credits
|
unsatisfactory
|
0 – 20
|
F – unsatisfactory – retake of the course required
|
A student receives "Passed" grade in case he has not less than 50 points.
^
State qualifying of higher educational institutions students is a final stage in monitoring the learning outcomes in their correspondence to the National Standard of Bachelor education qualification level. It is aimed at determining and measuring the theoretical and practical competence of future teachers in dealing with professional tasks, the professional competences development, orientation of pedagogical thinking and technical abilities. State qualifying programme of higher educational institutions students is developed on the basis of content modules of these courses: Pedagogy (integrated course), Modern Ukrainian, Theory and practice of language communication, Methodologies in primary school education. The state examination consists of two parts – theoretical (test assignments completion) and practical (analytical-constructive tasks).
The content of tests and practical assignments is determined according to the National Standard of Bachelor qualification level preparation (namely, Educational and Professional Programme (EPP), Education and Qualification Characteristics (EQC)).
Evaluation criteria.
^
(bachelor’s degree)
STATE EXAMINATION ASSESSMENT
Creative (practical) part evaluation (case study – providing solutions to a problematic situation in primary school classroom) – 25 p.; lesson plan construction – 25 p.)
Points
|
In percentage terms
|
National evaluation system grade
|
ECTS grade
|
23 - 25
|
90 - 100
|
Excellent
|
A
|
21 – 22
|
80 - 89
|
Good
|
B
|
19 – 20
|
75 -82
|
Good
|
C
|
16 – 18
|
63 - 74
|
Satisfactory
|
D
|
13 – 15
|
50 - 62
|
Satisfactory
|
E
|
5 – 12
|
21 - 49
|
Unsatisfactory
|
Fx
|
0 – 11
|
0 - 20
|
Unsatisfactory
|
F
|
^
Points
|
In percentage terms
|
National evaluation system grade
|
ECTS grade
|
14 – 15
|
90 - 100
|
Excellent
|
A
|
12 - 13
|
83 - 89
|
Good
|
B
|
10 - 11
|
75 - 82
|
Good
|
C
|
9 - 10
|
63 - 74
|
Satisfactory
|
D
|
8
|
50 – 62
|
Satisfactory
|
E
|
3 – 7
|
21 - 49
|
Unsatisfactory
|
Fx
|
0 – 2
|
0 – 20
|
Unsatisfactory
|
F
|
^
Points
|
In percentage terms
|
Points
|
ECTS grade
|
9 – 10
|
90 - 100
|
Excellent
|
A
|
8
|
83 - 89
|
Good
|
B
|
7
|
75 - 82
|
Good
|
C
|
6
|
63 - 74
|
Satisfactory
|
D
|
5
|
50 – 62
|
Satisfactory
|
E
|
2 - 4
|
21 - 49
|
Unsatisfactory
|
Fx
|
1
|
0 – 20
|
Unsatisfactory
|
F
|
^
Points
|
In percentage terms
|
Points
|
ECTS grade
|
90 - 100
|
90 - 100
|
Excellent
|
A
|
83 – 89
|
83 - 89
|
Good
|
B
|
75 – 82
|
75 - 82
|
Good
|
C
|
63 – 74
|
63 - 74
|
Satisfactory
|
D
|
50 – 62
|
50 – 62
|
Satisfactory
|
E
|
21 – 49
|
21 - 49
|
Unsatisfactory
|
Fx
|
0 – 20
|
0 – 20
|
Unsatisfactory
|
F
|
^
Level
|
ECTS grade
|
National evaluation system grade
|
Criteria and indices, on the basis of which creative assignments are evaluated
|
Constructive
|
А
|
excellent
|
While dealing with the task the student provides his own (individual) solution to a problematic situation in preschool classroom worked out on the grounds of transformation and integration of theoretical knowledge acquired.
He suggests several possible ways to deal with the situation at hand, demonstrating high level of projective abilities formation.
The solution (solutions) suggested is well-justified, displays consistency and outcomes prediction.
|
Reconstructive
|
В – С
|
good
|
While dealing with the task the student demonstrates ability to apply knowledge of various teacher’s responses and choose those that are appropriate for the situation suggested.
The student is able to identify and efficiently apply ideas and approaches from methodological resources studied. He displays sufficient level of projective abilities formation.
The student’s description of the solution is quite logically laid out and sufficiently grounded.
|
Algorithmic
(practical knowledge level)
|
D
|
satisfactory
|
The student deals with the task exploiting typical algorithms, tends to use standard ways of problem solution.
While handling the problem the student turns to his/her knowledge in basic disciplines.
The student’s solution is characterized with practical orientation, no possible trends of situation development are provided. Difficulties in understanding student’s position stem from the drawbacks in the manner of conveyance (excessive conciseness or wordiness).
|
Reproductive
|
E
|
satisfactory
|
While dealing with the task the student applies only popular approaches, uses disconnected facts and separate methods.
The student does not demonstrate independent thinking and ability to fully take advantage of informational resources.
Fragmentariness and vagueness in conveyance prevent from understanding the main strategy of problematic situation solution.
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9. Faculty / Institute ECTS Coordinator.
Hennadii Bozhko
Position: Institute of Pedagogy and Psychology Director
Address: 91011, 2 Oboronnaia Street, Luhansk, Ukraine
Phone number: ( 0642 ) 53-35-83
e-mail address:
10. Teaching Programmes Contents.
^
1.1.2. Ukrainian (for prof.spryamuvannyam)
1.1.3. Foreign language (for prof.spryamuvannyam)
1.1.4. Philosophy
1.1.5. History of the Ukrainian culture
1.1.6 Physical education
^
2.1.2. Anatomy and physiology, pathology of children with bases of genetics
2.1.3. Bases of botany and zoology
2.1.4. Mathematics
2.1.5. Ecology
2.1.6. New information technologies
^
3.1.1 Safety of vital functions (safety of vital functions, basis of labour protection)
3.1.2. Entering is into linguistics
3.1.3. Child's literature
3.1.4. Psychology
3.1.5. Pedagogics (Entering into a profession, Pedagogics (a course is computer-integrated), Didactics of initial school)
Lugansk national university of the name of Tarasa Shevchenko
Executable educational code
disciplines „Entering into a profession”
1. Name of course.
|
^
of Form of studies: daily.
Speciality: Primary education and foreign language.
|
Code of course.
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[IПП].[Поч._Осв_Англ_09].[3 1 5]
|
^
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Obligatory
|
Year of studies.
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1th
|
Semester.
|
1
|
^
|
1,5
|
The last name is the name of po-bat'kovi, position, a rank and scientific degree of teacher which lays out discipline is scientific.
|
Chervjakova Natalia Ivanivna – is an associate professor of department of preschool and initial education, candidate of pedagogical sciences (1 corps, aud. 1- 419, e-mail: yfnfkmz1954@ukr.net)
|
^
|
A purpose of course is an acquaintance of students with an origin and becoming of pedagogical profession, by an ideal and requirements, to the teacher in modern sociokultur condition; for-muvannya knowledges about maintenance, structure and features of professionally pedagogical activity teacher of initial school; capture of professional competence as subsoil of readiness bases to the decision of pedagogical tasks, ways of its forming; by the opa-nuvannya methods of samoosvitnei activity, development of pedagogical culture and profeshions potential. The study of course as a constituent of cycle of the professionally oriented disciplines must be instrumental in forming for students as future specialists of pictures of humanism character of profession of teacher of initial classes, his role in society and personality development of children of midchildhood.
|
^
|
Еxperience, obtained in the process of studies at school, in the conditions of domestic education.
|
Table of contents of course.
№
|
^
|
general
|
lectures
|
seminars
|
lub.
|
St.
|
|
^
|
|
|
|
|
|
1.1.
|
Entering is into a course. General description professions of teacher, origin and prospect of its development
|
|
|
|
|
|
1.2.
|
Personality of teacher. Requirement to the teacher of initial classes. Modern initial school as cell of professionally pedagogical activity of pervouchitelya
|
4
|
2
|
|
|
2
|
1.3.
|
Humanism character of professional activity of teacher of initial classes. Personality qualities of teacher-humanist
|
4
|
2
|
|
|
2
|
1.4.
|
Preparation of teacher of initial classes is in VNZ. Requirements of the State standard of higher pedagogical education to to особис-тості and preparations of teacher of initial classes.
|
4
|
|
2
|
|
2
|
1.5.
|
Teachers of the pas and contemporaneity are about a teacher
|
6
|
|
|
|
6
|
1.6.
|
Masters of pedagogical labour. Appearance of teacher is in artistic, pedagogical, publicism literature and art
|
4
|
|
|
|
4
|
|
^
|
6
|
|
2
|
|
4
|
2.1
|
Essence, structure and features of professionally pedagogical activity of teacher of initial classes
|
|
|
|
|
|
2.2.
|
A professional competence is basis of effective activity of teacher on the decision of various pedagogical tasks
|
6
|
2
|
2
|
|
2
|
2.3.
|
Pedagogical culture of teacher. Essence and description of basic components of professionally pedagogical to the cultur of teacher
|
6
|
2
|
2
|
|
2
|
2.3.
|
Professional career. Professional and personality qualities of teacher are basis of the professional becoming and growth
|
|
|
|
|
2
|
2.3.
|
Diagnostics of professionally personality qualities of future teacher of initial classes
|
4
|
|
|
|
2
|
2.4.
|
Pedagogical training «I and my future profession»
|
4
|
|
2
|
|
2
|
2.5.
|
Entering is into a course. General kharak-teristika professions of teacher, origin and prospect of its development
|
6
|
|
2
|
|
4
|
|
general amount of hours
|
54
|
8
|
12
|
|
34
|
|
|
|
|
|
|
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