ANALYSIS OF PEDAGOGICAL PROBLEMS IN THE LIGHT OF INTERNATIONAL FILMS - BMEGT51A526

The aim of the course is to examine teaching and learning by learning about and analyzing the different problem situations in different societies. During the semester, four film works will be presented, which, after admission, must be interpreted and analyzed on the basis of specified criteria. The aim of the study is to explore the life situations of students and teachers living in different cultures, to get to know the situation and actors of education, and to compare social realities. Cinematic productions can be changed every six months according to the objectives.

1. He knows the actors of education and training.
2. Knowledge of the problems faced by disadvantaged pupils: the living conditions of pupils and their difficulties in schools in this context.
3. You are familiar with procedures that help to educate students from different cultures who are studying vocational training and have behavioural/learning difficulties.
4. Know the relationship between cultural differences and school education.

1. It is able to think with appropriate empathy about students with special educational needs.
2. It is able to process educational situations and problems independently and critically.
3. It is able to use problem-solving techniques effectively.

1. It is characterized by a helping attitude.
2. It is characterized by non-prejudice, tolerance and social sensitivity.
3. He's open to cooperation.
4. It strives for constructive creative and design work on its own and in groups.

1. It takes responsibility for working effectively in the group. For quality work, he considers it important to take personal responsibility. He critically evaluates his own activities.

conversation, discussion, independent assignment, cooperative techniques

• 1. Elizabeth Wiatr (2002):Between Word, Image, and the Machine: Visual education and films of industrial process In: Historical Journal of Film Vol. 22., No. 3. 2002.
• 2. Gene I. Maeroff (1998): Imaging Education: The Media and Schools in America
• 3. Ray E. Liles (2008): The Use of Feature Films as Teaching Tools in Social Work Education In: Journal of Teaching in Social Work 27(3):45-60 DOI:10.1300/J067v27n03_04
• 4. Ronald E. Chennault (2006): Hollywood films about schools: Where Race, Politics and Education Instersect
• 5. Ural Nadira (2014): Benefiting from the popular films integrated into the curriculum in boosting the efficacy of the social work education. In: Procedia - Social and Behavioral Sciences 152 ( 2014 ) 313 – 317
• 6. Brian C. Johnson-James E. Vines (2018): Reel Big Bullies
• 7. Alternative Education. Books and Films About Alternative Education. An Annotated Bibliography by Gary Natriello - Academia.edu
• 8. Pedagogy, Politics, and Schools: Films about Social Justice in Education by Craig John Alimo 2002 - Academia.edu
• 9. Nollywood and the leaders of tomorrow: interrogating film content and character formation of the Nigerian child by Nkemakonam Aniukwu UJAH: Unizik Journal of Arts and Humanities- Academia.edu

A 2.2. pontban megfogalmazott tanulási eredmények értékelése a félév során megírt esszék eredménye alapján történik.

1. A hallgató a filmek megtekintése alapján vizsgál meg egy konkrét problémahelyzetet előre megadott szempontok alapján. 2. Gondolatait esszék formájában fejti ki, melyben érveit a filmekből vett részletekkel támasztja alá.

• 1. részteljesítmény értékelés (órai aktivitás): 25
• 2. részteljesítmény értékelés (esszék): 75

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részvétel a kontakt órákon

1) A zárthelyi dolgozat a mindenkori Tanulmányi és Vizsgaszabályzat előírásai szerint, a Térítési és Juttatási Szabályzatban előírt díjak megfizetése mellett pótolható.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 08.11.2021.

A 2.2. pontban megfogalmazott tanulási eredmények eléréséhez a tantárgy a következő tematikai blokkokból áll. Ezek hossza alapesetben 2 óra/hét, ám a hallgatók összetételétől és az általuk javasolt problémák tárgyalásának jellegétől függően arányuk az egyes félévek során változhat. Az egyes félévekben meghirdetett kurzusok sillabuszaiban e témaelemeket ütemezzük a naptári és egyéb adottságok szerint.