Course description: Block 1 “Educational courses. Optional part”, Required course, 2 credits, 72 academic hours.

Contemporary trends of educational systems development pose new challenges and offer a variety of new opportunities for teachers in higher education. Emphasis on interdisciplinary education; orientation towards strengthening the links between science, research and educational practice; complexities of teaching and learning processes and other issues arising within educational settings set forth specific requirements for professional competence of a university teacher. The course addresses the range of questions from: What is teaching and learning? What are the current challenges and trends in higher education? What are the guidelines for course development? What are the current instructional practices? What are the research methods in education? Which recent research findings from psychology, education and pedagogy and other sciences can inform teaching practices?

The aim of the course is to facilitate development of the competences (psychological and pedagogical competence) relevant for teaching in higher education.

Course objectives: 1) constructing interdisciplinary knowledge about higher education as a socio-cultural practice of human resources development; 2) building an individual trajectory of professional psychological and pedagogical competence development; 3) developing an ability to design and implement learning environments oriented towards developmental learning outcomes.

PhD students will be able to:

(Knowledge)

• demonstrate knowledge of current challenges and trends in Higher Education;
• demonstrate understanding of key concepts of teaching and learning (e.g. pedagogy; instructional practices; learning environment; theories of learning, intelligence and motivation; learning styles and strategies; metacognitive competence; personal epistemology in education etc.);
• demonstrate awareness of current efficient instructional practices (e.g. problem-based learning; inquiry-based learning; competence-based learning) and learning environments (e.g. constructive learning environment; on-line learning environment);
• demonstrate knowledge of guidelines and materials for course curricula development and students’ projects at Tomsk State University;
• demonstrate knowledge of information resources available to address questions related to theory and practice of teaching at university;

(Skills)

• formulate objectives for professional development in the field of teaching at university;
• critically evaluate and choose efficient instructional practices and assessment approaches to meet different educational objectives;
• draft course curricula;
• use and analyze information resources to address issues arising in educational practice;

 (Experience)

• interpret psychological and pedagogical knowledge in the context of educational practice;
• analyze limitations of educational settings, presenting the challenges and suggesting possible solutions;
• critically evaluate different instructional practices;
• develop assessment strategies for different subject specific tasks.

 Course structure: Module 1. “Higher Education as a socio-cultural practice of sustainable human resources development”; Module 2. “Interdisciplinary vision of teaching in Higher Education”. Module 3. “Theoretical foundations and practical implications of understanding learning as a multidimensional and dynamic process”.

Teaching: workshops, problem-based seminars, presentations, oral and written assignments.

Assessment: continuous during the course; final course project.

Additional course features: emphasis on critical thinking and evaluation of personal educational experience and practice; focus on personal development goals in the field of teaching; autonomous learning; PhD student support in English language through e-mail and skype sessions scheduled upon student request.

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