7.2.1 Academic Master study programme ?Pedagogy?

7.2. Faculty of EDUCATION, languages AND DESIGN 7.2.1 Academic Master's degree programme "Pedagogy"
7.2.2 professional Master study PROGRAMME "Career Counsellor"
7.2.3 Professional Master study programme "Special Pedagogy"
7.2.4 The second level professional higher education BACHELOR STUDY
programme "Special education teacher''
7.2.5 The second level professional higher education BACHELOR STUDY
programme "Social pEDAGOGUE"
7.2.6 The second level professional higher education BACHELOR STUDY
programme "TEACHER" (STUDY MODULE "Foreign language (ENGLISH OR
GERMANY) teacher")
7.2.7 The second level professional higher education BACHELOR STUDY
programme "Interpreter Assistant"
7.2.8The second level higher education BACHELOR study programme
"Teacher" (study module "Basic Education Teacher in Primary
School")
7.2.9The second level professional higher education BACHELOR STUDY
programme "TEACHER" (STUDY MODULE "GEOGRAPHY AND SOCIAL STUDIES
TEACHER"
7.2.10 The first level professional higher education programme
"Environment Design"
7.2.11 The first level professional higher education programme
"CLOTHING Design and technology"
7.2.12 THE SECOND LEVEL PROFESSIONAL HIGHER EDUCATION BACHELOR
STUDY PROGRAMME "INTERIOR DESIGN"
7.2.13 Professional master study programme "design"
7.2.14 THE SECOND LEVEL PROFESSIONAL HIGHER EDUCATION BACHELOR
PROGRAMME "TEACHER" (STUDY MODULE "TEACHER OF DOMESTIC SCIENCE/
HOUSECRAFT AND BASICS OF BUSINESS ECONOMICS")
7.2.15 The first level professional higher education programme
"SOCIAL REHABILITATOR"
7.2.16 Academic doctoral STUDY programme "Pedagogy" 7.2 Faculty of Education, Languages and Design 7.2.1 Academic Master study programme "Pedagogy"
Qualification awarded: Master degree in Pedagogy Admission requirements: 2nd level professional higher education, teacher's qualification
Bachelor's degree in Education
Bachelor's degree of Social Sciences in Psychology or psychologist's
qualification
Duration of studies: 2 years of full time studies Study program consists of 3 parts:
Part A - compulsory courses (general)
Part B - optional courses (specialization)
Part C - free elective courses
To complete study program student has to earn 80 KP credits (120 ECTS)
Access to further studies: Doctoral Studies Final test, if any: Master theses Program director: Dr.paed. prof. J?nis Dzerviniks ECTS departmental co-ordinator: Dace Baltk?je, tel. +371 28326403, E-mail: dace.baltkaje@ru.lv Secretary: Nellija Kivkuc?ne, tel. +371 29157227, E-mail:
nellija.kivkucane@ru.lv
structure of the ProgramME |Courses |
| 1st semester |
| |
| 2nd semester |
| |
|2nd year |
| 3rd semester |
| 4th sem|
|ester |
| | | | | |
|Peda6020 |1 |1S |3 |2 |
|Course contents: | |
|Course objective: to acquaint MA candidates with scientific research |
|strategies, the essence of methodology and tactics. |
|Scientific research work strategies, the essence of tactics and |
|methodology are clarified, students are introduced into scientific |
|research work technologies, acquainted with scientific research program|
|and its components, kinds of research, methods, special scientific |
|terminology and basic requirements for the working out of Master's |
|paper. The course is realized, using, mainly, active and practical |
|methods. | Study and upbringing theories (comparative aspect) |Code |Semester |Duration |ECTS Credits|LV Credits |
|Peda6006 |1 |1S |4,5 |3 |
|Course contents: | |
|Course objective: to teach to distinguish study and upbringing theories|
|in comparative aspect. |
|The essence of upbringing, advancing of upbringing as personality |
|development, upbringing and socialization are revealed in the course. |
|Pedagogical means their choice and usage are discussed. A particular |
|attention is to the essence of cooperation, interaction - student - |
|teacher. The pedagogical theories of Voldorff, Montesori, Piaze are |
|considered. | The development of education ideas in Latvia and in the world |Code |Semester |Duration |ECTS Credits|LV Credits |
|Peda6101 |1 |1S |3 |2 |
|Course contents: | |
|Course objective: to acquaint with the development of education ideas |
|in the history of culture aspect. |
|Education development ideas in the history of culture aspect are |
|considered. Serious attention was paid to education already in the |
|Ancient Oriental countries (India, China, Egypt etc.). Later these |
|ideas appear in Ancient Greece and Rome. Education development has been|
|interlined with particular economic circumstances and it they developed|
|without interruption. The mast influential European ideas from Europe |
|came also to Latvia by the help of the enlightens. | National processes in Latvia and their influence on education policy |Code |Semester |Duration |ECTS Credits|LV Credits |
|Peda6104 |2,4 |1S |3 |2 |
|Course contents: | |
| Course objective: to provide notions and explanations on the essence|
|of national processes and national policy and their interlines with |
|educational policy on the of scientific conclusions. |
|National processes in all their kinds are not only an objective reality|
|but also a very multiform complicated phenomenon. They have to be taken|
|into consideration and regulated. To be realized, they have to be |
|understood and researched, taking into consideration scientific |
|conclusions. National, patriotic and international naturity of any |
|subject can't be imagined without it. The quality has to be acquired by|
|the people who have a higher education, particularly teachers. That's |
|why the theory of national processes and society experience in their |
|regulating has to be studied at tote higher education institution. |
|These studies, skills and abilities are particularly important nowadays|
|when deliberate society integration processes not only objectively take|
|place but are also encouraged both at continental and stare internal |
|national scale. | National resources and the conception of the balanced humanity development |Code |Semester |Duration |ECTS Credits|LV Credits |
|Biol6009 |2,4 |1S |3 |2 |
|Course contents: | |
|Course objective: to provide necessary knowledge on natural resources |
|and their usage in the realisation aspect of balanced and long - term |
|humanity development program. |
|The main resource science issues are discussed in the study course. |
|Attention is paid to the complex and rational resources usage according|
|to balanced development conception of the modern humanity. Material |
|biotic and abiotic resources, energy resources aesthetic and recreation|
|are discussed in this aspect. Latvia republic natural resources and |
|the perspectives of their usage are analyzed. | Pedagogical and psychological conclusions of personality development |Code |Semester |Duration |ECTS Credits|LV Credits |
|Peda7016 |2,4 |1S |3 |2 |
|Course contents: | |
|Course objective: to cognise the formation of reality, upbringing - |
|relation. Particular attention is paid to the terms of "I" conception |
|and the self. The main approaches to the personality research, |
|personality criterion, typology are studied. A particular attention is |
|paid to the research of humanistic orientated personality. Self - |
|education issues are discussed. |
Upbringing philosophy
|Code |Semester |Duration |ECTS Credits|LV Credits |
|Peda7101 |2 |1S |3 |2 |
|Course contents: | |
|Course objective: to help Master's degree candidates to comprehend the |
|essence of upbringing work, philosophical and pedagogical conclusions |
|of outstanding teachers about personality development. D