Магистратура
2023/2024
Теория содержания образования
Статус:
Курс по выбору (Педагогическое образование)
Направление:
44.04.01. Педагогическое образование
Кто читает:
Департамент образовательных программ
Где читается:
Институт образования
Когда читается:
2-й курс, 3 модуль
Формат изучения:
без онлайн-курса
Охват аудитории:
для всех кампусов НИУ ВШЭ
Преподаватели:
Смирнова Наталья Викторовна
Прогр. обучения:
Педагогическое образование
Язык:
английский
Кредиты:
3
Контактные часы:
20
Course Syllabus
Abstract
Курс научит вас применять теории разработки учебных программ для оценки и улучшения учебной программы образовательного учреждения. Вы, будучи учителем, можете считать теории ненужными и слишком далекими от ваших непосредственных потребностей и задач преподавания (микроуровень), вы увидите, как общая картина того, что считается образованием, созданная на основе теорий разработки учебных программ (макроуровень), может искренне, неожиданно и существенно информировать вашу педагогическую практику. Например, вместе мы исследуем: а) насколько ваша учебная программа соответствует (или не соответствует?) образовательным целям Российской Федерации, б) соответствует ли/как она соответствует (или не соответствует?) «международным» стандартам в образовании (и кто устанавливает эти стандарты?), и в) как бы вы изменили (или не изменили бы?) свою учебную программу и почему. Занимаясь критическим мышлением, вы станете размышляющим, профессионально знающим и любознательным экспертом, способным продемонстрировать лидерство и добиться изменений в образовании.
Learning Objectives
- In the context of significant changes in geopolitics, economic development, technological advancements globally. The pressure on educational institutions to meet the societal expectations is unprecedentedly high. As a result, schools and universities need not only react fast to the changes but be proactive. Teachers need to be able to apply curriculum knowledge and engage in thoughtful leadership in making curriculum related decisions. The course is designed to provide master students with the theoretical knowledges to become perceptive and inquiring educators. The participants will learn theories behind the curriculum development, recognize philosophical, sociological, psychological, and pedagogical orientations in ‘education’ to better understand problems and how they can be approached. The key curriculum questions that we will address are: what counts as ‘knowledge’? Why? How do curriculum frameworks emerge, and which is best? Why? We will explore a) how your curriculum meets (or does not?) the educational goals of the Russian Federation, b) if/how it meets (or does not?) the ‘international’ standards in education (and who sets these standards?), and c) how you would change (or would not?) your curriculum and why.
Expected Learning Outcomes
- demonstrate analytical understanding of the relationship among the four components – curriculum, teacher, students, and context
- develop an understanding how to shift from being the teacher as a curriculum doer as a curriculum leader
- evaluate your curriculum at a national level (the set of subjects that children must study in one country) and an international level (the subjects studied in a school, college, and what each subject includes).
- participate in curriculum inquiry through participation in professional discourse
- use theories to examine philosophical, historical, sociological, psychological, and political orientations in curriculum development
- студенты смогут описывать и характеризовать концепт "содержание образования" с позиции истории педагогической мысли и институционализированных практик обучения
- студенты смогут создавать и реализовывать образовательные события в логике реформаторской педагогики
- студенты получат возможность обогатить свою практику работы с содержанием образования современными концепциями, инструментами и моделями конструирования
Course Contents
- What is curriculum and the field of curriculum studies
- What counts as knowledge?
- Curriculum as content and product
- Curriculum as Process and Development
- Curriculum development, change, and control. The politicization of the school curriculum
- Curriculum evaluation. National and ‘international’ standards in education
Assessment Elements
- Домашнее заданиеBy actively participating in each seminar, you earn a pass. By actively participating in ALL seminars, you earn 30% of class participation. There will also be three assessed activities. Assessment criteria will be circulated during the course. Sample actives: Activity 1. You teach in line with the FSES (ФГОС, Rus.). How does your curriculum meet the FSES? How does your curriculum meet the ‘reality’? Activity 2. Read the paper by ... How e.g. political control emerges in the curriculum? (various countries, schools) Activity 3. Work in teams on the project. What do you, historians (mathematicians, EFL teachers, etc.) think about e.g. cognition perspective in curriculum? Activity 4. Interview your peer teachers, people at school for their accounts on the matter ... e.g. teaching skills vs teaching practices. Activity 5. Read the paper and critically reflect on ... Do you agree/ disagree with... Why? Activity 6. Evaluate the new FSES by comparing it with the earlier version. What/why has changed? What are the consequences?
- ЭкзаменExam (70% of the final grade) Curriculum evaluation team project. The question to answer: a) how your curriculum meets (or does not?) the educational goals of the Russian Federation, b) if/how it meets (or does not?) the ‘international’ standards in education (and who sets these standards?), and c) how you would change (or would not?) your curriculum and why. Assessment criteria will be circulated during the course.
Bibliography
Recommended Core Bibliography
- The Primary Curriculum : Learning from International Perspectives, edited by Linda Hargreaves, and Janet Moyles, Taylor & Francis Group, 1998. ProQuest Ebook Central,
Recommended Additional Bibliography
- Key concepts for understanding curriculum, Marsh, C. J., 2009