RIGA TEACHERS’ TRAINING AND EDUCATIONAL
FACULTY OF PRE-SCHOOL AND PRIMARY SCHOOL
SYLLABUS WITH SUBSIDIARY
pre-school education teacher
pre-school and primary school teacher
Directors of the Syllabus: dr.psych. T.Liepina
By the RTTEMA Senate session
Decision No ________
1. General Description of the Syllabus .....................................................3
2. Purpose and Tasks of the Syllabus .......................................................5
3. Contents and Organization of Studies ..................................................7
3.1. Subsidiary syllabus “Pre-school education teacher”....................8
3.2. Subsidiary syllabus “Pre-school and primary school teacher” ....9
4. Comparison of the Syllabus with Syllabi of the European Union
States ....................................................................................................... 12
5. Evaluation of Students’ Progress in Studies ...................................... 15
6. Possibilities and Achievements of Students’ Growth ....................... 15
7. System for Quality Evaluation of the Process of Studies .................. 22
8. Assurance and Management of the Syllabus ..................................... 30
Summary ................................................................................................. 33
Teacher’s Professional Syllabus with Subsidiary
pre-school education teacher
pre-school and primary school teacher
The subsidiary syllabus “Pre-school education teacher with additional
speciality” is formed by means of extending and improving the current “Syllabus for
Pre-School and Family Teachers”. In terms of its contents, there are no material
changes, the only thing is that structuring and revision of the contents of individual
courses have been made. The name has been changed according to the Education
Classifier of the Republic of Latvia, with changes being approved by the Senate
The subsidiary syllabus “Pre-school and primary school teacher” is formed
taking into account trends of society and the demand for assurance of possibility for
succession in the sphere of pre-school and primary school education. (The syllabus
for primary school teachers has been accredited for 6 years.)
Self-evaluation has been performed by a subsidiary committee of 12 persons,
with membership thereof being approved on March 26, 2001 by RTTEMA Senate
(See Appendix No 1).
1. General Description of the Syllabus.
Currently, society goes through a period of dynamic changes. Transition to
market economy, approaching the European Union affect trends of education in
Latvia in many respects.
Transition from authoritative to democratic policy in all stages of education
determines new lines and aspects in teachers’ training.
The syllabus is formed on the basis of standard documents of the Republic of
Latvia Ministry of Education and Science, laws on education and higher educational
establishments, as well as the concept of the higher educational establishment of Riga
pedagogical and Educational Management and other documents regulating higher
Conclusions of UNESCO International Commission report, requirements of
information society have been used.
The contents of courses of studies included in the teacher’s professional
possibilities to encourage the teacher’s professionalism, competence,
implements the concept of the RTTEMA,
is based on scholarly research of different issues of education in Latvia and
in the world (integrated studies, cooperation pedagogic, children-centered
approach in the training process, etc..),
formation of specific knowledge, skills and attitudes of students.
In the view of RTTEMA
professionalism is skills to perform one’s work with competence and creation,
based on deep understanding of one’s mission, full knowledge in one’s trade, high
intelligence, love for work, experience and continuous self-improvement;
competence is ability acquired in the process of education and based on
knowledge, experience, and attitudes, manifested in skills – readiness for professional
intelligence – as integrity of mental abilities, degree of attitudes representing
values of critical thinking, respect for the value of culture and ideals, and skills to for
independent judgement, orientation in new situations, projection of what is
happening, offering problems solution, successful action in any social environment
and culture, one’s improvement control.
Experience of designing of the contents of higher education approved and
acknowledged throughout the world has been used widely in the syllabus. Special
attention has been paid to conditions of formation of readiness for life activities and
Contents of studies
Integrity, priority, competence of the teacher’s personality
Forms of studies work
Attitude to oneself, others, work, society, nature
Objective and principles of life activities
The pupil’s personality “I”
As a result of work of RTTEMA faculty of many years a syllabus of self-
development for mastering teacher’s professional competence has been established to
cover all years of studies. Students make their self-analysis once a year, asking both
their group-mates, and teachers to express their thoughts about them in writing.
Competence chart is given in Appendix No 2 No ….
2. Purpose and Tasks of the Syllabus.
To create circumstances for purposeful development of the would-be teacher’s
personality being able to creatively transfer its social and cultural experience to
children, able to understand children’s needs, individual peculiarities, to
independently choose the contents of studies and respective methods of teaching, to
forecast the trend of pupils’ development.
1. To assure studies environment for the would-be teacher where the same would be
able to improve his:
competence of pedagogical action,
personal properties required for the teacher,
enterprise and commitment,
creative activity and self-expression.
2. To encourage mastering of value of pedagogic, psychology and other sciences
conforming to modern requirements, principles, interest in trends and topical
3. To continue tradition of teachers’ training in Latvia, observing variable public
needs, recent scientific studies in pedagogic and psychology in Latvia and abroad
at the same time.
4. To organize the process of studies based on:
implementation of students’ knowledge, capacities, skills, attitudes,
enrichment of one’s experience;
motivated cognition and self-education work;
joint relations of students and faculty.
5. To implement students’ skills of mastering establishment of an integrated studies
model and use thereof in practical work in pre-school institutions and at primary
6. To consider the child as personality with his own I, to create pedagogical and
psychological circumstances corresponding to development and upbringing of the
child, to develop the child comprehensively in cooperation with the family.
7. To develop students’ skills to develop their syllabi to prepare pupils for
independent life activities.
8. To improve ability of thinking and acting – of understanding and making oneself,
of thinking in prospect, of expressing and justifying one’s opinion, of undertaking
responsibility for one’s action and results of the process of studies.
9. To develop students’ emotional world, creative abilities, artistic taste,
10. To establish organization skills in organizing extracurricular events.
3. Contents and Organization of Studies.
In establishment of courses of studies, the opinion that in education policies in
Latvia and Europe great attention is paid to the pupil as individuality, improvement of
his personality, encouragement of creative activities, humanization, has been taken
into account, as it is important to prepare the teacher to be able to pass specific
professional courses for implementation of the teacher’s mission and to achieve his
general, mental and academic growth at the same time.
For the teacher to be able to transfer accumulated spiritual values to future
generations, heritage of world culture, philosophy, national and world pedagogical
ideas, modern information technologies are to be mastered during studies, and one is
to be able to use the same in the State Language and in foreign languages.
The teacher’s syllabus is planned for 5 academic years both for full-time, and
part-time studies. The syllabus covers a standardized academic section to the amount
of 80 credit points, assuring possibilities for Master’s studies (Order No 700 of the
Ministry of Education and Science of 05.12.1997)
A Block of the teachers’ syllabus is the same in both subsidiary syllabi for
studying students. The same assures mastering of subjects of the standardized
B1, B2 Blocks of the syllabus cover the integrity of subjects required for
mastering of the subsidiary syllabus chosen.
B1 subsidiary syllabus for qualification as a pre-school education
teacher with additional speciality.
B2 subsidiary syllabus for qualification as a pre-school and primary
C block concerns studies supplementing professionalism and assures possibility
to master 2 of major specialities offered to the pre-school education teacher too:
1. The teacher of the Latvian language as the second language in
minorities kindergartens and primary school
2. The teacher of a pre-school art circle
3. Pre-school logopedist
4. Assistant psychologist in pre-school work
The student is to master the integrity of A Block subjects.
In order to qualify under the subsidiary syllabus, one is to master the
integrity of the respective B Block subjects, to successfully fulfil
requirements of practical work in pedagogic according to requirements of
qualification chosen, to defend course papers.
In order to master major speciality chosen, one is to successfully master the
integrity of C section subjects of major speciality.
Description of State Examinations:
Integrated qualification examination in pedagogic, psychology.
Qualification examination for evaluation of competence in pedagogical
work with children (the Commission comes for students to the school and
According to Decision No of the Senate … on examinations, the lowest allowed
mark in State Examinations is 5 (satisfactory) points.
3.1. Subsidiary syllabus “Pre-school education teacher”
Formation and implementation of the syllabus is based on the Law on Education
and the Law on Higher Educational Establishments, and the concept of the higher
educational establishment of Riga Pedagogical and Educational Management. The
situation is taken into account that pre-school education is the initial stage of
educational system assured by the family and pre-school educational establishments
making a basis for the child’s development in the pre-school age and creating pre-
conditions for implementation of the purpose of education in further stages of
education. According to Article 14, paragraph 13, Article 48, part 1 of the Law on
Education, and Article 18 of the Law on Professional Education, it is stated that from
September 1, 2004 pre-school education teachers with professional higher
pedagogical education qualified as pre-school teachers will be able to work in pre-
school educational establishments. Currently, social demand has grown for the pre-
school education teacher, and understanding of children’s education, the need to
master different forms of education organization by parents has increased. Hence the
syllabus is developed in order to train the competent, sensitive, creative teacher who
is able to study, understand individuality of each child, internal processes of his
development, encourage children for various activities, to prepare them for school.
A Block is the same in both subsidiary syllabi, covering 80 credit points. The
contents of subjects is given in the Statement, page …
B Block covers subjects meant for professional training, as well as subjects
(music, fine arts, etc.) encouraging development of the student’s creative self-
expression, his pedagogical and psychological readiness for work with children and
their parents. Part of courses makes one acquainted with peculiarities of psychic
development of children of pre-school age, peculiarities of children’s upbringing in a
family. Important part of professional training is formed by practical work in
pedagogic and students’ research work (theoretical reports, course papers, applied
studies). The total number of credit points in B Block is 85 credit points. Special
attention is paid to subjects promoting creative self-expression.
C Block covers additional specialities for mastering the integrity of necessary
subjects. Students may choose additional specialities of the pre-school logopedist, the
head of an art studio, the teacher of the Latvian language as the second language in
minorities kindergartens and primary school, the assistant psychologist in pre-school
work in addition. Students choose two of the above integrities of optional subjects.
Upon fulfilling syllabus of successfully mastered A, B and C Blocks, the
student is qualified as a pre-school education teacher and receives a certificate of
mastering additional speciality.
3. 2. Subsidiary syllabus “Pre-school and primary school teacher”
The subsidiary syllabus assures training of qualified specialists on the basis of
succession in pre-school institutions and primary school, providing for possibility to
master both competent required for the pre-school education teacher, and skills and
knowledge to teach all subjects in primary school, on professional terms
Special attention is paid to topical approach, implementing integrated studies in
primary school grades. The lesson as an organization form disappears, being replaced
by especially structured thematic blocks of studies assuring mastering of the contents
of studies envisaged, establishing possibility for the pupil to understand current laws,
unity in nature and himself much more.
During all years of studies, special attention is paid to music, students’
individual playing different instruments, mastering skills of music classes. From the
first year of studies great attention is paid to musical education of students and
development of their creative potential. The plan of subjects is given in the Statement,
A Section of the subsidiary syllabus is the same as for the pre-school education
teacher – 80 credit points.
B and C Sections cover peculiarities of the subsidiary syllabus chosen. The
total number of credit points is 128.
Upon fulfilling the syllabus successfully and passing the State Examinations,
students are qualified as pre-school and primary school teachers.
Conceptual approaches and connection of both subsidiary syllabi with tasks set
are shown in Figure 2, page 11
The contents of both subsidiary syllabi covers integrity of subjects of the
professional Bachelor, assuring academic prospective, skills of research of the
The Self-Evaluation Committee has evaluated the contents of studies for both
subsidiary syllabi as good. Restructuring of the contents of studies has been evaluated
positively, taking into account that the family teacher is not detached as a profession
in the profession classifier.
Fragmentation has been removed in part, however work is to be continued in
this sphere, in order to unite smaller subjects in larger blocks.
There are difficulties in assuring possibilities for students to perform
independent observations in pre-school institutions or at school. Practising teachers
very often object to students participating in the process of studies, observing
children, making questioning beyond the period of their practical work.
Analysis of the curriculum of subsidiary syllabi Figure 2
Cooperation of faculty and students in the process of studies, assuring formation
of properties, enterprise and commitment, pedagogical readiness required for
Implementation of the program of one’s professional
Formation of pedagogical understanding, pedagogical thinking,
action, formation of the teacher’s intelligence, assuring mastering
of teaching competence, social competence, competence of
action, methodological competence, creative activity, self-
expression by the student in the process of studies
A Improvement of the level
B Subjects encouraging
of general education and
students’ creative self-
subjects forming the expression
B Subjects forming
to qualification chosen
C Major speciality chosen
4. Comparison of the Syllabus with Syllabi of the European Union
In analyzing modern experience of European Union states in teachers’ training,
we conclude that teachers’ training mainly proceeds in higher educational
establishments of university or non-university types. Professional training of teachers
proceeds in two ways: either simultaneously with studies for the academic degree
(Bachelor), or upon acquiring the academic degree. The first model is most often used
in training of primary school teachers. (See comparative analysis of syllabi in Table
The Self-Evaluation Committee notes that syllabi have much in common.
Taking into account the extensive volume of courses to be mastered during studies at
RTTEMA, it is possible to improve one’s growth along different other lines too, upon
graduation from the higher educational establishment, e.g., in applied computer
science, foreign languages, making use of the computer in one’s studies and at school
with children.. Such additional training makes it possible for our graduates to compete
in manpower market, to participate in exchange of students for studies abroad during
their studies. In their turn, additional professional syllabi mastered allow them to
choose professional activities conforming most to their abilities and interests.
Students having special interest in research work in pedagogic are able to choose an
additional syllabus for Bachelors of Pedagogic and be qualified as a Bachelor of
The above conclusions, references of faculty have been discussed in
conferences and seminars arranged by higher educational establishments of Liepaja,
Rezekne and Daugavpils.
Further on, attention is to be paid to development of means of teaching for
independent work of students, organization of exchange of students among higher
Comparative of analysis the syllabus
Daugavpils Pedagogical Vilnius Pedagogical Stockholm Institute of
Common and different University University Education
Professional (possibility to
Syllabi acquire the degree of the Academic and professional Academic and professional Professional
Bachelor of Pedagogic)
Studies duration 5 years 4 years 4 years 4 years
State qualification State qualification State qualification State qualification
examination in pedagogic, examination in pedagogic, examination in pedagogic, examination in pedagogic,
psychology. psychology. Qualification methods. Graduation paper. practical work.
State qualification paper Bachelor’s Thesis. Project paper.
examination in practical Bachelor’s Thesis
examinations in additional
professional syllabi chosen (5
– 9 grades) in primary school.
Bachelor’s Thesis (by choice)
Subjects encouraging the Thorough mastering of Subjects for mastering Courses of studies in
teacher’s intelligence, teaching methods. culture of Lithuania, pedagogic, teaching
creative work, general To master academic, history of language, folk methods, pedagogical
level of education. pedagogical subjects, pedagogic. drama, culture and
Dominant is stated for subjects of the cycle of Subjects of pedagogical, communication.
each academic year. psychology. psychological studies. Swedish language.
Characteristics of the To master methods of Subjects for Music, subjects of Art education.
syllabi teaching all subjects of encouragement of the individual music classes. Chosen courses of
primary school, student’s creative self- Optional seminars in training in social studies,
simulation of the process expression are not conclusions of individual natural studies or
of studies in primary separated. specialists in pedagogic, language for pupils of 4 –
school psychologists. 7 grades.
Didactics of 2 subjects in
With pedagogical traditions of Latvia, local conditions and peculiarities of speciality
being observed, syllabi of RTTEMA have the following differences:
intensive course of studies of general education (history of world culture, ethics
and aesthetics, basics of philosophy, etc.);
with traditional of Latvian folk pedagogic being observed, considerable attention
has been paid to encouragement of creative self-expression of students in different
types of art, promoting development of artistic self-expression of children in fine
arts, handicraft, music, in its turn;
according to speciality, the curriculum includes subjects related to understanding
of the family as a system, peculiarities of the child’s upbringing in a family,
rendering pedagogical assistance to the child and his family.
According to the foregoing, studies last not for 4, but for 5 academic years.
5. Evaluation of Students’ Progress in Studies.
Choice and use of methods and organization forms of studies are determined by
peculiarities, contents of each specific subject, principles of its selection. According to
the syllabus, faculty have developed individual syllabi for subjects, in keeping with
unified requirements. In development of syllabi for subjects the concept of the higher
educational establishment, conditions of making the syllabus, peculiarities of
individual courses, students’ interests and needs have been taken into account. One
may get acquainted with all syllabi for subjects with the Syllabus Director dr.psych. T.
Liepina or in the Faculty of Pre-School and Primary School.
Each individual syllabus for the subject states tasks, establishes the contents of
studies, develops methods of studies and forms of work organization, methodical
ways for evaluation of students’ progress in studies, projected knowledge, skills,
attitudes after mastering of the course of studies, according to the purpose. Syllabi of
courses developed by faculty are discussed in sessions of departments, approved in
the Board of the Faculty, examined by experts in the Academic Council of the higher
As a result of analysis of work, Syllabi Directors, faculty and students came to
the conclusion that confidence in examinations in tests as the most important
evaluation in the process of studies established in the course of years, was to be
revised. In studying Western experience, being trained in different seminars, faculty
in cooperation with students and Syllabi Directors have developed a system of
analytical evaluation. (See Figure 3).
In such approach, the process of studies, active participation of students,
independent observations, diverse group works are stressed.
In 2001/2002 academic year, approach that is not very popular –organization of
continuous process of studies in 40-week year will be tested in both subsidiary syllabi,
declining examination sessions, with subjects being arranged in large blocks, and
students’ progress being evaluated after mastering of the respective block.
The system of testing improved during 2 years is to be evaluated positively.
Students appreciate possibility to disclose their pedagogical skills in pedagogical
work with children in the presence of the commission established by RTTEMA, to
make self-analysis of their work.
One may get acquainted with descriptions of tests in Appendix No …, with the
Syllabus Director T. Liepina, in the Faculty of Pre-School and Primary School.
Description of the integrated test of the subsidiary syllabus “Pre-school
Integrated subjects music, eurythmics, fine arts, handicraft.
Form of testing practical.
Level of testing test with a mark.
Purpose of the test to implement oneself in humane spiritual
Task of the test to show skills in integrated studies.
Contents to stage a play,
to make scenery, props and costumes,
to use music, games, songs, musical
instruments or recordings,
to include stage movements, pantomime,
dancing or rhythm studies.
Necessary skills feeling of artistic style,
skills to make a script and production,
skills to apply musical genres,
to set out the material and to make it
As a result literary, mythological work or that
composed by oneself, with a name;
other treatments are possible,
a whole joint collective work formed
Progress of the test all 2 year students participate,
the test is open for all students and
faculty of RTTEMA. 15-20 min. are given
to each year to demonstrate their work.
Students acquire general outlook of the world in terms of
satisfaction for what has been performed,
the method of self-evaluation and
comparison (showing one’s work and
possibility to use cultural values created
The Self-Evaluation Subsidiary Committee notes that unified approach to
development of syllabi for subjects, diversity of methods of studies, development of
the projected result are to be evaluated positively. The evaluation system established
will improve too.
Further on attention is to be paid to establishment of blocks of problem
studies, development of integrated testing.
Analytical evaluation during the
Tests, examinations in the session Open defence of course papers
30% - 50 % before the commission
Final evaluation is determined by (at the end of 2, 3, 4 academic years)
studies work during the term
Integrated test in students’ creative self-expression,
combining music, movement, fine arts, handicraft
(at the end of 2 academic year) 50 %
Use of theoretical knowledge and pedagogical
readiness in practical work with children (results of
Figure 3 Forms of evaluation of knowledge, skills, attitudes
- projects, small reports - work in groups - seminars - tests - individual work
20 % 10 % 20 % 10 % 20 %
State qualification examinations, defence of the Bachelor’s Thesis in terms 9 and 10 (cognition sphere – knowledge, understanding; affective sphere – values,
evaluation attitude; psychomotor sphere – skills, perception, physical abilities)
The student’s readiness for pedagogical activities, expression of professional competence in work with children, improvement of the teacher’s intelligence.
6. Possibilities and Achievements of Students’ Growth.
One of indications of the syllabus quality is assurance of possibilities of
students’ growth in the process of studies. We have chosen more than one aspect for
description of such process (See Figure 4).
Students’ practical work with children during practical work in pedagogic
is one of material factors showing students’ professional growth. In order to assure
purposeful readiness for practical work in pedagogic, specific models of practical
work in pedagogic, requirements for each course of studies have been developed, as
well as purposes and tasks of respective practical work in pedagogic have been stated
for each type of practical work in pedagogic. The total duration of practical work is 22
weeks (practical work starts in 2 Year).
Before practical work, the adviser arranges practical classes where students are
made acquainted to specific tasks, the contents of practical work, documentation,
forms of reports after practical work in pedagogic (See Appendix No …). Most tasks
of practical work are the same in both subsidiary syllabi. For example:
2 Year. Purpose of practical work:
In I half-year To get acquainted with different types of educational
establishments, cooperation of the child and the teacher in pedagogical process.
In II half-year To master skills of observation of the child on the basis of
pedagogical and psychological knowledge, the child as the subject of one’s
development, as individuality with peculiar properties, cooperation of the teacher and
3 Year. Purpose of practical work:
To promote development of the would-be teacher’s personality (tolerance,
empathy, self-consciousness, self-expression), to develop his pedagogical competence
and creative ability, planning and managing the process of studies in pre-school
establishments and primary school. (Purposes set refer both to the pre-school
education teacher, and the pre-school and primary school teacher.)
1. Observing the process of studies, to establish skills to analyze practical
application of different didactic models.
2. To improve skills to set the purpose and tasks of studies for selection of
integrated contents according to the child’s interests, needs, levels of
mastering knowledge and guidelines of the Ministry of education and
Science in subjects.
Students’ growth, achievements
Participation in pedagogical readiness in Cooperation of
Participation in research work,
improvement of practical work with faculty and
quality of course children, pupils in practical Examinations students in the
environment work in pedagocics process of studies
Organization of reflection of
speciality parties Participation in students’ students’ creative
scientific research self-expression in
conferences the integrated test.
Skills to use conclusions
obtained in studies in
Pedagoģiskās olimpiādes non-standard situations
organizēšana Expression of pedagogical
readiness in simulated
knowledge in the State
Organization of different Qualification Examinations.
events in the Students’
4 and 5 Years. Purpose.
To master professional skills in additional speciality chosen, to understand and plan the
process of studies, in order to help the pupil to study, understand and develop his wishes and
1. According to analysis of different concepts of education, to form one’s own approach
to selection of the contents in keeping with State Educational Standards set in
subjects in the primary school.
2. To teach to form connection between subjects, [to improve ability to see mutual
connection of methods of different subjects.
3. To form skills to analyze learning activities of pupils and to develop criteria for
evaluation of progress in studies.
In 5 Year during qualification practical work, students pass their qualification
examination. A commission established by the higher educational establishment come to
schools and pre-school institutions to evaluate pedagogical process managed by the student.
One may get acquainted with diaries of students’ practical work, materials of conferences
of practical work in the Department of Family and Pre-School Pedagogic, the Department of
Primary School Pedagogic.
Model of practical work in pedagogic of the pre-school education teacher.
to promote development of personality qualities of the pre-school teacher
(tolerance, empathy, self-consciousness, self-expression), his pedagogical
competence, with the child, his “I” being put to the fore.
to study children of the group of one’s practical work, making use
of theoretical knowledge acquired in pedagogic and psychology;
to get acquainted with work style of the group (formation of habits
of children, rituals, traditions, work forms …);
to plan one’s activities with a specific purpose, to independently
choose forms and contents of work according to the purpose and
tasks chosen, as well as to children’s interests, abilities, the level of
their development, peculiarities of upbringing in the family;
in the final stage of one’s practical work, to make self-analysis of
one’s work - oneself, communication with children, changes of
children in different spheres.
the student observes children in different situations, analyzes children’s
drawings, practical process of activities and results, talks to the child, etc.
(in connection with his course paper);
observes and manages pedagogical process, throughout the day, the student
chooses different forms of work organization in centres of interests of
playing activities, subsidiary groups, and individual work, plans the same
together with the form master. Organizes excursions, makes experiments
studies peculiarities of children’s upbringing in the family, performs
individual work with children’s parents (if required and in connection with
the subject of his course paper).
Organization of practical work in pedagogic is coordinated by the adviser of practical
work according to rules of practical work.
Students’ growth during practical work in pedagogic is indicated by the contents of post-
practical work conferences. In such conferences, one may get acquainted with practical work of
students, teaching means prepared, notes for lessons (classes), analysis of conclusions made
during practical work, evaluation of methods specialists of practical work.
THE STUDENT DURING PRACTICAL MANAGEMENT OF PRACTICAL
WORK IN PEDAGOGICS WORK IN PEDAGOGS
(PEDAGOGAL WORK WITH CHILDREN)
ADVISER OF PRACTICAL WORK)
AT SCHOOL AT THE HIGHER
Analysis, evaluation of everyday
work, Geeting acquainted with tasks of
practical work in pedagogics
Geeting acquainted with
curricula, teaching means Individual consultations of
developed by students faculty, visiting schools
Visiting the Scientific Methods
Negotiations, consultations with Centre
managament of practical work
Final conference of practical
Pedagogical analysis of work of work in pedagogics
course mates, self-analysis
Analysis of evaluation of
practical work in the session of
Development of materials of
practical work in pedagogics
Peculiarities required in
work with children Use of materials obtained in
Progress of the practical work in seminars, in
development of course papers
student’s pedagogical Pedagogical skills and
Figure 5 Analysis of activities of the student and member of faculty during practical work
Both subsidiary syllabi have unified approach in the sphere of research activities, subjects
and problems to be studies are different.
Students’ growth is related with students’ research work, cooperation with faculty and
students in the process of research to a great extent. (See Figure 6)
The child, factors
Student – would-be teacher, his
affecting his development interest in scientific research work,
Study of pedagogical and psychological literature,
understanding of the child’s development – scientific report
Mastering of methods of children study, understanding
children, analysis of materials obtained, setting tasks for
research work. Practical work with children –
Analysis of theoretical conclusions. Regular work with
children for continued research work–
Development of the Bachelor’s Thesis (by choice)
Deepening one’s pedagogical competence.
Individual consultations –
Research of dynamics of the child’s development, reflection thereof in scientific work.
Formation of scientific attitude towards the child, mastering of specific research skills
Figure 6 Students’ research activities
In order to assure possibility for a larger number of students to participate in presentation
of their research, the Faculty arranges students’ scientific research conferences on a regular
basis. Students of other higher educational establishments are glad to participate in such
conferences. In 2001, subjects of the students’ research conference was coordinated with the
scientific conference of faculty of the Faculty, assuring possibility of participation in discussion
of common problems.
Students’ involvement in scientific activities of departments is to be evaluated positively.
(See Appendix No ….)
7. System for Quality Evaluation of the Process of Studies.
In establishing criteria of quality evaluation, the basic condition is to create a system to
help in evaluation of syllabi, the process of studies on a regular basis. The system consists of:
Conformity of faculty to the law of
the higher educational
establishment See page …
Further training of faculty Self-evaluation of pedagogical
See Appendix No … activities of faculty,
See in departments
See Appendix No … Colleagues’ evaluation taking
SYSTEM FOR into account classes visited
Material of sessions of
Material supply QUALITY departments
Seee page … EVALUATION
Students’ references on
The syllabus is revalued once per
academic year in the Department, in the pedagogical activities of
Employers’ references General Meeting of the Faculty, the faculty
See Appendix No … session of the Board of the Faculty See Appendix No …
Students’ references on the
References of students for contents of the curriculum
the Master’s degree on the See Appendix No …
syllabus See Appendix No
Graduates’ references on the
See Appendix No …
Taking into account that RTTEMA was founded only in 1994 by merger of Riga Imanta
Pedagogical Institutes and most of former faculty wished to continue their work in the newly
established higher educational establishment, by improving their competence, studying for the
Master’s or Doctor’s degree, that affected membership of faculty of the higher educational
establishment in terms of quality. Upon graduation, part of students continue their studies for
the Master’s degree and start assistant’s work. Already 9 members of faculty being graduates of
RTTEMA, have become lecturers, study for the Doctor’s degree. Diagram 1 shows growth of
Quality composition of academic personnel in full-time and part-time studies
1994/ 1995 academic year and 2000/ 2001 academic year
1994/ 1995 academic year
2000/ 2001 academic year
Growth of faculty in terms of quality during the period of existence of the higher
educational establishment is to be evaluated positively. During five years, 8 members of faculty
working under the syllabus acquired the Doctor’s degree. Seven Doctors have been elected
Associated professors. Currently 3 students for the Doctor’s degree have finished their Doctor’s
studies, preliminary defence of theses developed has been held. One may get acquainted with
faculty CV in Appendix No ….
Students’ references of quality of the process of studies are one of the most material
indications of the process of studies in terms of its quality. Most 4-, 5-year students (80%)
consider the level of education offered to be high, it helps them to develop understanding of
general human values (“.. the higher educational establishment offers a wide range of subjects,
giving a general view of different sciences, hence comprehensive personality is formed”).
Students point out that knowledge in pedagogic and psychology is given well, although 45% of
students state that there could be lectures in psychology.
In subsidiary syllabi “Pre-school education teacher” and “Pre-school and primary
school teacher” students’ questionings are held on a regular basis. One may get acquainted
with results of questioning in Appendix No …, in the Faculty of Pre-School and Primary
One of questioning options: to find out improvement of the general level of education,
readiness for work with children and feelings in passing practical work in pedagogic.
189 students participated in questioning – 100 % (See Diagram 2)
1. Ability to work with children already at the present moment.
2. I feel more theoretical readiness, lack practical skills in work with children.
3. I feel rather confident and safe in my knowledge.
Students’ opinion of improvement of general education in RTTEMA.
1 2 3 4 5 6
1. Extensive possibilities to improve oneself in A Block subjects.
2. Too large number of classes.
3. High level of competence of faculty.
4. Possibility to develop one’s creative abilities.
5. Integrated approach is implemented successfully in methods of the subject.
6. There could be more lectures in psychology.
Students appreciate classes for creative self-expression, as well as courses in pre-school
methods. This allows students to conclude that the process of studies is universal for
professional growth, and hence students feel well trained for work with children in pre-school
development. During practical work positive contacts with children and cooperation with
kindergarten personnel are appreciated most (See Diagram 4) Students evaluate very high
consultations given by faculty during their practical work.
1 2 3 4 5 6
1. The period of practical work is creative and interesting.
2. Successful contacts and cooperation with teachers and children.
3. Parents’ attitude is sympathetic and positive.
4. It is interesting to connect theoretical knowledge with practical activities.
5. Possibility to get acquainted with different types of pre-school educational
Recommendations for further improvement of studies might include replenishment of
funds of RTTEMA Library with modern literature, it is stated too that syllabi in individual
subjects need approval.
Students’ readiness to perform scientific activities:
1. May express my thoughts and attitude on a specific subject with confidence.
2. Feel more readiness in development of the theoretical part.
3. Development of empirical part of research is more successful.
Students characterize their professional work positively, many of them state that
knowledge is of great volume, and practice is missing.
5-year students (80%) evaluate improvement of the general level of education very
positively because “lectures are offered that establish a universal view of the pedagogical
process”. It is stressed that in the process of studies attention is paid to modern pedagogical and
psychological literature, introduction of new forms of work and use of new technologies
continuously. (One may get acquainted with students’ questionnaires in the Department of Pre-
School and Family Pedagogic, with Syllabi Directors.)
References of graduates, employers are important for high-quality evaluation of the
The questionnaire developed by the Association of Graduates of Higher Educational
Establishments is to be evaluated positively, being used in questioning graduates having started
their pedagogical work in schools. Replies to questions of the questionnaire disclose students’
thoughts on the higher educational establishment as a whole, individual courses of studies. One
may get acquainted in the Faculty of Pre-School and Primary School.
74% of graduates consider subjects to have promoted their mental growth, general level
of education, however the issue of the form master’s work, work with parents has been dealt
with insufficiently. 57% of graduates recommend to include more courses of practical
psychology, courses of special pedagogic in the syllabi.
Opinion of graduates on knowledge, experience obtained in the higher educational
(58 students participated in questioning)
% 37 37 35
10 0 3 0
1 2 3 4 5
1. Are you satisfied with having graduated from RTTEMA?
2. In studies in the higher educational establishment
a) sufficient theoretical knowledge has been acquired
b) there could be more theoretical knowledge
c) there could be less theoretical knowledge
3. In studies in the higher educational establishment
a) sufficient methodical knowledge, skills have been acquired
b) could be more
c) could be less
4. Studies in the higher educational establishment
a) sufficiently encourage our creative self-expression
b) could encourage more
c) could encourage less
5. In studies in the higher educational establishment
a) we acquired sufficient cooperation skills for work with children and colleagues
b) could be more
c) could be less
Comparing results achieved with experience of previous years, one may conclude that
students’ skills for research work, ability to make an independent decision, to choose solution
have improved. Quality of the syllabus is affected and further education of faculty is
encouraged to a great extent by participation of faculty in various international conferences,
One may get acquainted with forms of improvement of pedagogical skills of each
members of faculty in individual charts kept in the Department of Primary School Pedagogic,
Department of Pre-School and Family Pedagogic (See Appendix No …)
Survey of improvement of pedagogical skills of members of faculty in 2000/2001.
Probation abroad 83 % of faculty
International projects 8 % of faculty
International conferences 45 % of faculty
Studies in the “Small Academy” 78 % of faculty
Scholarly pedagogical activities of faculty is evaluated by the department of major
speciality according to rules of evaluation of processes of studies and activities of faculty in the
Faculty of Pre-School and Primary School. (See Appendix No …)
Special attention is paid to:
conformity of the contents, methods, ways of syllabi of subjects developed by a
member of faculty to encouragement of the student’s pedagogical awareness,
thinking, action in his studies and practical work with children;
promotion of properties of students’ personality to encourage their readiness, internal
freedom, creative self-expression.
In order to get acquainted with implementation of purposes and tasks set in individual
syllabi of subjects of faculty in pedagogical activities, diversity of methods and forms chosen,
the Syllabus Director together with the Chairman of the Department organize visiting of
classes, participate in open classes.
“Faculty Chart” is developed for self-evaluation of each member of faculty, where such
member makes entries. Special stress is made on the place of his subject in the concept of the
higher educational establishment. One may get acquainted with faculty charts in the
Department of Primary School Pedagogic and the Department of Pre-School and Family
In evaluation of quality employers’ references are of great importance. In their
references employers stress the idea that students successfully use new, active forms of work in
their pedagogical activities with children, and have pedagogical motivation, however lack of
confidence is felt in use of conclusions obtained in teaching methods of individual subjects in
the process of studies yet. (See Appendix No ….) Comparing references of employers with
preliminary self-evaluation, one may conclude that new teachers have inherent greater
enterprise, creative tinge, pedagogical motivation of their action and activities.
Material and technical supply of the higher educational establishment determines
quality of studies to a great extent. Although the Ministry of Education and Science has been
unable to assign material support for development of the higher educational establishment since
foundation of the higher educational establishment, the Self-Evaluation Committee considers
that assurance of the process of studies with computers and copiers has improved during six
years of existence of the higher educational establishment:
Number of computers Number of copier
1994 – 3
2001 198 12
In 2000/2001 academic year, there is one computer per 4 students. (See The Report of
Improvement of the Material and Technical Base in Appendix No ….)
In replenishment of funds of the library, great attention is being paid to literature in pre-
school and primary school pedagogic and psychology. There is much literature on physical and
physiological development of children, theoretical basics of games and types of games.
In replenishment of funds, attention is paid to possibility for students to get acquainted
with recent school-books for primary school. The library has rich funds of experimental school-
Thinking of general training of students, funds of the library are replenished with
literature both in history of culture, and philosophy too. The library has a wide range of various
Great attention is paid to automation of the library. Students are able to use free access
computers, to work with more than one data base.
The library collects the best works of faculty and students of its higher educational
establishment too, processing and classifying the same.
An agreement has been concluded with the State Library for use of the fund of books for
needs of students of the higher educational establishment.
Survey of funds of the library.
No Branch Total number of books
1. Pedagogic, psychology 14000
2. School-books 10100
3. Dictionaries 70
4. Ethics, aesthetics 1760
5. History, civil studies 1980
6. Encyclopaedias for children 60
7. Health studies 3000
8. Economics 1000
9. Fiction, folklore 3000
10. Miscellaneous 2000
8. Assurance and Management of the Syllabus
For successive implementation of the syllabus, assurance and management of studies are
of material importance. (See Diagram No 5).
In order to satisfy public demand for competent personnel and to improve the syllabus,
the contents of the syllabus is updated each academic year. Changes (up to 20%) are made by
the Syllabus Director according to the major speciality department and approved by the Board
of the Faculty.
One may see membership of the Board and minutes in the Dean’s Office of the Faculty of
Pre-School and Primary School.
In order to assure high-quality implementation of syllabi according to their purpose and
tasks, the Board of the Faculty considers issues related to improvement of the syllabus contents,
further education of faculty.
Seminars are arranged both in departments, and joint seminars of the Faculty held 3 times
a year are to be mentioned as a tradition. The process of studies is evaluated, analyzed, new
conclusions for further improvement of the syllabus are received in such seminars. According
to results of analysis, departments organize further scholarly pedagogical work, set subjects for
pedagogical readings, sessions of departments.
The Scientific Methods Centre of the Faculty has commenced its work successfully,
which helps students to get prepared for practical work in pedagogic and scholarly research
work with high quality.
Representatives of students’ groups are involved in organization of the process of studies.
The Dean of the Faculty meets most active members of students’ groups on a weekly basis, in
order to discuss students’ problems, to help to solve them, if required. Results of questioning
show that such forms of work help to establish cooperation of faculty and students in the
process of studies, to coordinate pedagogical work with independent departments.
A specific system for coordination of pedagogical work is to be developed, work beyond
the higher educational establishment is to be improved with involvement of children of
different age in centres of activities managed by students, further on.
It is important to improve support school network. Such school would be involved in
joint pedagogical work of the Faculty, help to prevent contradictions existing in practice. (See
Appendix No …)
The Self-Evaluation Subsidiary Committee has given positive evaluation to the
system developed for high-quality assurance of studies, pointing out principles for
cooperation with society and other institutions.
THE FACULTY OF PRE-SCHOOL AND PRIMARY SCHOOL
Ministry of Education and The Board of the Faculty
Science (MES) Cooperation
of Pre-School and
with society Family Centre
Centre of Education
Contents and Examination
(CECE) Further training
Dean’s Office of teachers
Methods Centre Centres of
Departments of the
Scientific research Library
conferences of faculty
Professional syllabi and
syllabi for the Bachelor Independent
Seminars and pedagogical of Pedagogics departments
readings of the Faculty
Publishing activities Student Adviser of
PROSPECTIVE DEVELOPMENT OF THE FACULTY OF PRE-SCHOOL AND PRIMARY SCHOOL AND
SYLLABI FOR 2000 – 2002 ACADEMIC YEAR
Adjustment of curricula, Improvement of forms Development of international contacts
syllabi according to results of cooperation of and participation in international and
state educational projects
of research faculty and students
Advertising development. Improvement of studies
Improvement of organization environment
of competition “I will be a
Improvement of forms of
scientific research work
Understanding and study of Improvement of the
potential manpower market
professional syllabus for the
Further training of faculty
pre-school and primary school in Latvia and abroad
Extension of cooperation with teacher with subsidiary syllabi
Extension of the material
Establishment of a scientific
methodical centre and technical base
Improvement and improvement of
Development of materials,
methodical means for professional qualification of faculty in
correspondence studies Improvement of the base Further training of RTTEMA Small Academy
school and kindergarten
teachers of the Republic
Upon analyzing the purpose and tasks of the syllabus, we conclude that the curriculum
provides for implementation thereof on a regular basis and in succession according to years. In
development of the contents of studies, thinking over methods to be used, improving studies
environment, special attention is paid to improvement of the teacher’s competence, the
Improvement of practical work in pedagogic is to be evaluated positively: tasks
developed for each type of practical work, organization of practical work.
Faculty and students have evaluated favourably introduction of new forms of work in the
process of studies. Simulation of classes, integrated studies, simulation of lessons in the State
Qualification Examination have made it possible to evaluate students’ readiness for work with
pupils, their professional competence more objectively.
The wish of faculty to improve their pedagogical skills is to be evaluated positively.
There are new studies in scholarly research work, with students being involved in such work
In order to prevent contradictions existing in practice, we recommend to organize courses
for further training of teachers acting as advisers of practical work.
It is important to decrease the great number of contact classes in the syllabus, to improve
preparation of materials for correspondence training for independent studies of students, in
development of new teaching means.
Upon analyzing various spheres of the syllabus activities, appendices to the Statement,
the Self-Evaluation Committee evaluates the syllabus as promising, conforming to
requirements of the higher educational establishment, with a good mark.
Benefits and possibilities of improvement of subsidiary syllabi “Pre-school education teacher
with additional speciality” and “Pre-school and primary school teacher”
A specific system in organization of practical work in pedagogic has been established with
an attempt to introduce the new, to retain positive trends of folk pedagogic.
The Department supports non-traditional nature, creative approach of each student in work
The curriculum includes subjects assuring professional readiness of the pre-school education
teacher for circumstances of modern society.
Special attention is paid to subjects encouraging formation of intelligence, creative abilities
of the young teacher.
The curriculum is flexible, allowing for response to public needs, innovations in pedagogic
and psychology. With recommendations of students and faculty being observed, 20% of it is
updated on an annual basis. The ability for the student to choose two of major specialities
offered is observed in the curriculum.
Faculty and students cooperate in the process of training, wish and are able to diverse forms
and methods of studies and teaching.
A system of evaluation of progress has been introduced.
Theoretical knowledge is related to practice, pedagogical thinking is encouraged in the
process of studies, with establishment of the respective training environment.
In further work it is recommended:
To supplement the range of scholarly and methodical literature in RTTEMA Library,
Scientific Methods Centre.
To assure better conditions for studies in small-size groups, as this would allow for
cooperation of the student and faculty to be deepened and individualized.
To establish conditions for involvement of research work in the process of studies
To extend the base network and to improve cooperation with the base pre-school
Subsidiary syllabi “Pre- School Education teacher”
and “School and primary School Teacher”
A 1. History of world culture 3
A 2. Culture of the Latvian language 2
A 3. General psychology 2
A 4. General pedagogy 2
A 5. Introduction to pedagogical studies 1
A 6. Logic 1
A 7. History of pedagogy, pedagogical ideas in 4
A 8. Teaching of human beings 1
A 9. Biologic aspects of psyche 2
A 10. First aid 1
A 11. Sports 2
A 12. Chours 2
In total 23
A 1. Principles of philosophy 3
A 2. Ethics and esthetics 2
A 3. Rhetoric and art actor 3
A 4. Music 3
A 5. Personality development psychology 2
A 6. Didactic 2
A 7. Methodology and scientific research methods 3
A 8. Upbringing theory and methods 2
A 9. Pre – school and school pedagogy 3
In total 23
A 1. Pedagogical psychology 2
A 2. Applied foreign languages 6
A 3. Information science in pedagogy 4
A 4. Communication pedagogy and psychology 3
A 5. Communication training 1
A 6. History of music 2
A 7. Principles of natural sciences 2
A 8. Workshop for stimulation of self – 1
development of a teacher
In total 21
A 1. Legal base of pedagogical process 1
A 2. School management 2
A 3. Introduction to special pedagogy 2
A 4. Pedagogy of adults 2
A 5. Social psychology and social pedagogy 4
In total 11
A 1. Teacher’s professionalism 1
A 2. Principles of business activity 1
In total 2
Kopā 1. – 5. kursā 80
“Pre – school education teacher with specializations”
Name of the subject
B 13. Family pedagogic 2
B 14. Health of the child and mother 2
B 15. Children’s literature and culture for 4
B 16. Children’s language 1
C 17. Foreign languages (1 and 2 foreign language) 4
C 18. Business informatics 4
Total A,B,C 40
Name of subject
B 10. House – keeping teacher 2
B 11. Students’ creative self - expression:
fine arts 2
dancing art 2
B 12. Modern Latvian language 2
B 13. Individual music classes 2
B 14. Practical work 4
B 15. Theoretical report 1
C 16. Foreign languages (1 and 2 foreign language) 4
C 17. Business informatics 2
Total A,B,C 46
Name of the subject
B 9. The content of the child’s education before
school and in the family:
speech development 2
the child in society 2
the child in nature 3
mathematical concepts 3
B 10. Artistic self – expression of children:
fine arts methods 3
handicraft methods 3
music methods 2
B 11. Physical activities 3
B 12. Individual music classes 2
B 13. Practical work 4
B 14. Course paper 2
C 15. Optional courses 1
Total A,B,C 51
Name of subject
B 6. Psychology of teaching activities 1
B 7. Pedagogic of creative work 1
B 8. Individual music classes 2
B 9. The toy in theory and practice 2
B 10. practical work 4
B 11. Applied research in major speciality (course 2
Specialization in work of the assistant
C1 12. Special diagnostics (psychological research of 4
the child, family research)
C1 13. Basics of genetics, study of family history 2
C1 14. Toy therapy 3
Total C1 9
Pre school logopedics
C2 16. Anatomical and physiological basics of speech 1
C2 17. Introduction into neuropathlogy 1
C2 18. Logopedic in pre – school establishments 7
Total C2 9
Teacher of the Latvian language as the
second language minorities kindergartens
and primary schools
C3 19. Pedagogical and psychological justification of 2
teaching of the second language
C3 20. Phonetic, grammar, stylistic peculiarities of the 1
C3 21. Methods of teaching of the Latvian language in 5
C3 22. problems of bilingual teaching in the world and 1
Total C3 9
The teacher of a pre – school art circle
C4 22. pedagogical and psychological basic, methods 4
of creative self – expression of children
C4 23. Colour, shapes therapy 3
C4 24. Diagnostic of creative abilities 2
Total C4 9
The student choose two integrities of optional subjects
Total A,B,C 41
Name of the subject
B 3. Management of pre – school establishments 2
B 4. Gifted children 2
B 5. Introduction into logopedics 1
B 6. Violence against the child, prevention of its 1
B 7. Music psychology 1
B 8. Practical work 9
B 9. State qualification examinations in practical 3
work in pedagogics, children’s pedagogics,
Major speciality in assistant psychologist’s
C1 8. Psychoanalytical theories 2
C1 9. Pathopsychology 2
C1 10. Roles and positions in the family, correction 2
Total C1 6
Pre – school logopedics
C2 12. Logarhytmics 1
C2 13. Pre – school logopedics 4
C2 14. Speech psychology 1
Kopā C2 6
Teacher of the Latvian language as the
second language minorities kindergartens
and primary schools
C3 15. Methods of teaching of the Latvian language 6
in primary school
Total C3 6
The teacher of a pre – school art circle
C4 16. Art psychology 2
C4 17. Contents, means, organization of art circle 2
C4 18. Floristics for children 2
Total C4 6
The student chooses two integrities of optional subjects.
Toatl A,B,C 32
Total 1.-5. kursā A,B,C 210
Optional qualification “Pre – school and primary school teacher”
B Literature and culture for children 4
B Health of the child and mother 2
B Child’s readiness for school 1
C Business informatics 4
C Foreign languages 4
B Theories of elementary mathematics 1
B Modern Latvian language 2
B Children’s language 1
B Childhood pedagogics 1
Student’s creative self - expression 0
B fine art 2
B handicraft 2
B dancing art 2
B Basics of puppet theatre 1
B Individual music classes 2
B Course paper 1
B Practical work 4
C Business informatics 2
C Foreign languages 4
Contents of primary school education of
B Child in society 4
B Activation of mathematical concepts 3
B Child in nature 4
B Child’s self – expression in fine arts 3
B Child’s self – expression in handicraft 3
B Child’s self – expression in sports 3
B Child’s self – expression in music 3
B Individual music classes 2
B Practical work 4
B Form upbringing and control 2
B Didactics of the Latvian language and literature in 4
B Didactics of mathematics in primary school 4
B Didactics of environment in primary school 4
B Didactics of handicraft in primary school 3
B Didactics of fine arts in primary school 3
B Didactics of sports in primary school 3
B Didactics of music in primary school 3
B Psychology of music 1
B Theoretical principles of integrated studies 1
B Individual music classes 2
B Practical work 5
B Introduction into logopedics 1
B Simulation in methods of subjects
in the Latvian languages 2
in mathematics 2
in fine arts 2
in handicraft 2
in music 2
in sports 2
B Program “Step by step” 1
B Alternative pedagogic 2
B Qualification practical work 9
B Qualification examinations 8