UNIVERSITY OF ZAGREB ZAGREB FACULTY OF PHILOSOPHY DEPARTMENT FOR PEDAGOGY

PROPOSAL OF UNDERGRADUATE AND GRADUATE PROGRAMMES

OF PEDAGOGY

Zagreb, January 2005

2

CONTENS 1. INTRODUCTION....................................................................................................... 3.

2. GENERAL SECTION.................................................................................................... 5.

2.1. Name of programme 2.2. Institution

2.3. Duration of programme 2.4. Entry requirements

2.5. Undergraduate programme

2.6. Graduate programme 2.7. Titles awarded at the graduation

3. PROGRAMME DESCRIPTION............................................................................. 7.

3.1. The list of compulsory and elective courses and/or modules with the number of active tuition hours necessary for the realisation of the subject programme and number of ECTS credits 3.2. Subject description

3

PLAN AND PROGRAMME OF PEDAGOGY STUDIES 1. INTRODUCTION

a) The Pedagogy programme aims to prepare a modern pedagogue who will discharge his expert

pedagogy tasks with qualification, creativity and zeal within expert and development as well

as preparatory services without which a modern school would be un-imaginable; he will find

his way with competence in numerous jobs outside the educational and school systems in the

new conditions of open entrepreneurship and labour market in public and private sector.

Modern pedagogy science represents today one of particularly dynamic scientific areas not

only by the quantity of scientific researching but also by its share in financing of sociological

researching. Pedagogy complements well with social, humanistic and numerous other

scientific disciplines while, within the science on educations, several dozens of scientific

disciplines have developed.

A pedagogue realises various development and action researching, organizes educational

process, works on improving the teaching, on consulting activities, pedagogue’s activities

within the services, on organization of extra-curricular activities and free-time, on cooperating

with parents and parent’s organizations, counselling centres and other activities.

The plan and programme of the Pedagogy studies is performed in accordance with European

standards and ECTS credit system – promotion of European cooperation, comparable criteria

and methodology, system of easily recognizable and similar academic degrees (introduction

of graduation-diploma supplement).

4

Plan and details of the Pedagogy programme can be compared to numerous examples at

European universities:

• Universitat Hamburg (Studium Erziehungswisenschaft)

• Univerza v Ljubljani – Filozofska fakulteta (one programme or two-programme

pedagogy studies)

• Universita di Bologna (one study programme – for Pedagogues) b) The creation of the concept of the Pedagogy programme relies on the tradition of the

programme at the Faculty of Philosophy (Mudroslovni fakultet) in Zagreb which is

now marking 110 year anniversary of the Pedagogy section (1893/1994), or better to

say there has been a continuity of the Pedagogy programme since 1928 (when over

2000 student have graduated, 110 obtained M.E. degrees, with 100 Ph.D.s), always

open to world, particularly European, experience making Croatian pedagogy ranging

among them. The starting point of the Pedagogy programme has included the relevant

changes in Croatia since the beginning of democratic processes, as well as the process

of harmonisation of undergraduate and graduate programmes, the activity to be

performed with Croatia entering the EU: promoting European dimension and

cooperating on undergraduate and graduate education.

c) The expert profile of a pedagogue supposes independent work whether as the member

of public or private schools, of the expert-development services of infant school, primary and

secondary (high) school institutions, specialist services in big systems, human resource work

in enterprises (internal training, life-long education), different agencies for specialised

education as well as in other organizations (industry, labour market, student’s homes, homes

for the retired, penological institutions …), Culture centres, recreation establishments for

organization of free-time activities, museums, galleries, puppet shows and other theatres for

children, military universities and recruit centres, hospitals, social services, schools and

institutions for children with special needs, publishing enterprises, in different media,

educational institutions management, religious schools, services for professional orientation,

education work in andragogy institutions, summer camps, counselling centres, scientific and

research organizations ..

d) Pedagogy programme is directed to promoting mobility of students: approach to studying,

learning and necessary services. Undergraduate and Graduate programmes have been

conceived as a system of recognizable modules, the principle of one semester consistently

applied (every subject examination has to be done within one semester), circulation of

5

studying (concept of studying ensuring students regular fulfilling of obligations, without

falling behind).

2. GENERAL SECTION

2.1. Name of programme: Pedagogy programme (as one major or two major programmes

studies)

2.2. Institution: Zagreb Faculty of Philosophy – Department for Pedagogy

2.3. Duration of programme: 3 + 2 years/ 10 semesters / two education cycles

(Undergraduate programme: 3 years/ 6 semesters, Graduate programme: 2 years/ 4 semesters)

2.4. Entry requirements: secondary school graduation + entry exam

2.5. Undergraduate programme:

Undergraduate (and Graduate) Pedagogy program is organised as one major programme and double

major programme studies (pedagogy as one major programme + another equal undergraduate

programme – double major)

The objective of the undergraduate pedagogy programme, realised through introductory modules:

PEDAGOGY SCIENCE, SYSTEM OF EDUCATION, SOCIETY-CULTURE-EDUCATION, is to

introduce basic guidelines to pedagogy, educational school system as well as multidisciplinary feature

of pedagogy science. Continuation of the Undergraduate programme brings to students introduction to

some of basic pedagogy disciplines important in further studies (modules: INSTITUTIONAL

EDUCATION, PEDAGOGY RESEARCHING, SPECIAL PEDAGOGY) and allows them to acquire

competences for future jobs in the area of education, media, culture, state authorities and non-

government sector.

Title awarded after graduating from the Undergraduate programme of pedagogy:

“baccalaurea/baccalaureus of social studies – Pedagogy programme”.

2.6. Graduate programme

The objective of the Graduate Pedagogy programme is to enlarge, complete and organize the

knowledge acquired by the Undergraduate programme covering as complete a system of

pedagogy science as possible through individual relevant areas (disciplines) (modules:

PEDAGOGY-DIDACTICS-CURRICULUM, SOCIAL PEDAGOGY, INTERCULTURAL

PEDAGOGY, EDUCATION MANAGEMENT).

6

The goals of the studies are to be realised through compulsory and elective courses or/and

modules so that each one of them from its scientific aspect adds to the systematic building of

pedagogy thinking, analysis and conclusion making, enabling students for a concrete

pedagogy work by acquiring adequate practical, professional and scientific instrumentarium

for professional and innovative activities in authentic pedagogy situations.

Students who graduate from the Graduate programme of pedagogy are qualified to:

• teach pedagogy in secondary schools, and perhaps teaching on the basis of the second

study group (double major programme) in primary and secondary schools,

• make an estimate of the problems and then make a proposal to advance a concrete

educational institution,

• improve the work in schools in the field of the science of education and entire

educational work of the institution,

• work in professional and development services of educational institutions,

• work in counselling bodies with parents or the pupils who have a need for personal

help (children with special needs: developmental disorder, talented children, hospitals,

homes etc.),

• plan and organize training, education and upgrading of skills in military and police

educational institutions, administration, economy organizations etc.,

• compose a curriculum,

• plan and organize the work of educational institutions,

• organize didactically and structurally the process of tuition, work in a museum, in

cultural institutions, on excursions etc.

• manage smaller and bigger school, other educational and cultural institutions

• cooperate or independently research general and special pedagogy issues from various

areas of pedagogy theory and practice,

• work on counselling, administrative and management tasks

• continue specialist and postgraduate/doctoral studies, life-long learning.

2.7. Titles awarded at the graduation

Master of Education - education

Master of Education - general/research

7

3. PROGRAMME DESCRIPTION

3.1. The list of compulsory and elective courses and/or modules with the number of active tuition hours necessary for the realisation of the subject programme and number of ECTS credits

STUDY MODULES MODULE 1 – PEDAGOGY SCIENCE

COURSES

D*

J*

ECTS

SEMESTER

PROFESSOR

Basics of Pedagogy O O 5 I N.Hrvatić History and Philosophy of Pedagogy

O O 5 I I. Dumbović

Theories of Didactics O O 5 I V.Jurić Theories of Education O 5 I A.Mijatović History of Croatian Pedagogy and School System

O 5 II I.Dumbović

* D – DOUBLE MAJOR PROGRAMMES STUDIES * J – ONE MAJOR PROGRAMME STUDIES MODULE 2 – SYSTEM OF EDUCATION

COURSES

D

J

ECTS

SEMESTER

PROFESSOR

Systematic Pedagogy O O 5 II A.Mijatović Family Pedagogy O O 5 II D. Maleš Pedagogy of Early childhood O O 5 II A.Miljak Pedagogy of Adolescence O 5 III V. Previšić Andragogy O 5 II N.N.Šoljan Pedagogy of life-long education I 5 II N.N.Šoljan

8

MODULE 3 - SOCIETY – CULTURE - EDUCATION

COURSES

D

J

ECTS

SEMESTER

PROFESSOR

Anthropology of Education O O 5 III V.Spajić-Vrkaš Education Policies I O 5 VI N.N.Šoljan Education Critique Theories I O 5 V V.Spajić-Vrkaš International Education O 5 III N.N.Šoljan,

K.Posavec Psychology of Education I 5 III V. Vizek -

Vidović Sociology of Education I 5 I I. Cifrić,

N. Karajić Development and Education Strategies

I 5 VI A.Mijatović

MODULE 4 - INSTITUTIONAL EDUCATION

COURSES

D

J

ECTS

SEMESTER

PROFESSOR

Institutions of Early Age Education

O O 5 III A.Miljak

School Subsystems O O 5 IV V. Jurić College/Faculty Education O O 5 IV N.N.Šoljan Children’s Homes Education O 5 IV N.Hrvatić Alternative Pedagogical Ideas and Schools

O 5 IV V.Previšić

Virtual Education I 5 IV A.Mijatović MODULE 5 - PEDAGOGY RESEARCHING

COURSES

D

J

ECTS

SEMESTER

PROFESSOR

Introduction into Pedagogy Researching

O O 5 III A.Sekulić-Majurec, A.Arbunić

Quantitative Researching O O 5 IV A.Sekulić-Majurec Qualitative Researching O O 5 V A.Sekulić-Majurec Computing Systems and Data Bases in Education

O 5 V N.N. Šoljan

Statistics in Pedagogy Researching

O 5 V A.Sekulić-Majurec A.Arbunić

Research Instruments and Evaluation

I 5 V A.Sekulić-Majurec

9

MODULE 6 – SPECIAL PEDAGOGY

COURSES

D

J

ECTS

SEMESTER

PROFESSOR

Special Pedagogy Basics O O 5 V N.Hrvatić Education of the Gifted O O 5 VI A.Sekulić-

Majurec Methods of Working with Special Needs Children

I O 5 VI A.Sekulić-Majurec

Differential Pedagogy O 5 VI A.Mijatović Pedagogical diagnostics I 5 VI V.Previšić,

M.Palekčić MODULE 7 - SOCIAL PEDAGOGY

COURSES

D

J

ECTS

SEMESTER

PROFESSOR

Social pedagogy basics O O 5 VII V.Previšić Pedagogy of Free time O O 5 VII V.Previšić Pedagogical Re-socialization O 5 VII V.Previšić

N.Hrvatić Behavioural Disorders Prevention Pedagogy

I 5 VII V.Previšić

MODULE 8 - PEDAGOGY – DIDACTICS - CURRICULUM

COURSES

D

J

ECTS

SEMESTER

PROFESSOR

Curriculum Theories O O 5 VIII V.Previšić, S.Bašić

Didactics O O 5 VII V.Jurić, M. Palekčić

National Curriculum O 5 VIII A. Mijatović Theories and Methods of Tuition I 5 VIII V.Jurić Basic teaching skills O VIII V.Jurić,

M.Palekčić Comparative Pedagogy O 5 VII K.Posavec,

N.N. Šoljan Knowledge systems I 5 X A.Mijatović

10

MODULE 9 - INTERCULTURAL PEDAGOGY

COURSES

D

J

ECTS

SEMESTER

PROFESSOR

Interculturalism and education O O 5 VII V.Spajić-Vrkaš Intercultural Pedagogy Basics O O 5 VII V.Previšić,

K.Posavec Children’s Rights in Education O 5 IX D.Maleš Teaching on Human Rights and Citizenship

O 5 IX V.Spajić-Vrkaš

European Education I 5 IX V.Spajić-Vrkaš Intercultural Curriculum I 5 X N.Hrvatić

MODULE 10 – EDUCATION MANAGEMENT

COURSES

D

J

ECTS

SEMESTER

PROFESSOR

Management and Autonomy of Schools

O O 5 IX A.Mijatović

School and Class Management O O 5 IX V.Jurić Family and Education Institution Partnership

I O 5 IX D.Maleš

Professional and Developmental Services

O 5 X V.Jurić

Pedagogical counselling and professional orientation

I 5 X D.Maleš

Knowledge Management I 5 X A.Mijatović Number of hours of active tuition of compulsory and elective courses is regulated to 3 – 4 classes a week (5 ECTS), and the forms of the tuition classes are defined in tuition programmes.

11

MODULE 11 – TEACHING COMPETENCE PEDAGOGIC AND DIDACTIC MODULE

COURSES

ECTS

TIP

PROFESSOR

General Pedagogy 3 O M.Palekčić, A.Mijatović, S. Bašić

General Didactics 3 O M.Palekčić, S.Bašić, A. Arbunić

Basic Teaching Skills 2 I * M. Palekčić, S.Bašić, A. Arbunić

Communication in Teaching 2 I * S.Bašić, M.Palekčić

Interests in Teaching 2 I * M.Palekčić *All courses from the Undergraduate and Graduate programmes of Pedagogy are elective in Pedagogic or Didactic Module (after coordinating tuition obligations – 2 ECTS). The list of elective courses is defined for each academic year. MODULE 12 – TEACHING ORIENTATION: GENERAL EDUCATIONAL BLOCK As the common courses of general educational block for teaching competence have already been included in the pedagogy plan and programme, students will have to decide only on elective courses they have not yet attended (computing module). MODULE 14 – TEACHING ORIENTATION – METHODICS BLOCK

COURSES

ECTS

TYPE

PROFESSOR

Methodics of Pedagogy teaching/tuition

12/6 O V.Jurić

Practice in Methodics 8/4 O V.Jurić Practice 10/5 O V.Jurić

12

3.2. Subject description

TUITION PROGRAMMES

UNDERGRADUATE AND GRADUATE

PEDAGOGY PROGRAMME

13

NAME OF MODULE: PEDAGOGY SCIENCE NAME OF COURSE: Basics of Pedagogy ECTS credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lecture and 2 hour seminar Conditions: none Examination: oral and written Content:

• Basics on education, anthropologic assumptions on education, structural features • Pedagogy, the subject, terminology and terminological differences (Pedagogical activity/

pedagogical relations, human development, education, training, socialisation, learning, school, didactics, tuition, curriculum, teacher, pupil, counselling, help).

• Historical and traditional definitions of Pedagogy science. • Gnostic, theological, epistemological and nomothetical defining of Pedagogy science. • Pedagogy hermeneutics. • Pedagogy and complementary sciences: interdisciplinary and transdisciplinary relations of

Pedagogy science.

Literature: Basic:

1. Gisecke, H. (1993), Uvod u pedagogiju. Educa, Zagreb. 2. Gudjons, H. (1994), Pedagogija - temeljna znanja. Educa, Zagreb. 3. Lenzen, D. (2002), Vodič za studij znanosti o odgoju, Educa, Zagreb 4. Mijatović, A. (ur.) (1998), Osnove suvremene pedagogije, HPKZ, Zagreb.

Recommended:

1. König, E.&Zedler, P. (1998), Teorije znanosti o odgoju, Educa Zagreb. 2. Mijatović, A. (2000), Leksikon temeljnih pedagogijskih pojmova, EDIP, Zagreb. 3. Vukasović, A. (2001), Pedagogija, HKZ "MI", Zagreb.

14

General and specific competences:

General: introducing the field of scientific pedagogy, its foundation and basic terminological definitions (by lectures, studying of literature and chosen examples). Specific: realisation of the course contents should ensure a complete and systematic insight into pedagogy science, creating a basis for studying of other disciplines within the frame work of the programme,

15

NAME OF THE MODULE: PEDAGOGY SCIENCE NAME OF THE COURSE: History and Philosophy of Pedagogy ECTS- credits: 5. Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar Conditions: none Examination: oral and written

Content:

• History of Pedagogy: history of the practice and theory of education, social and political, religious and economic context – theoretical and philosophical thinking as the basis of pedagogical views and pervading views on education.

• History of pedagogy – “the only complete” pedagogy. Philosophy of pedagogy and rational human education.

• Pedagogical views, activity and impacts: before Socrates, of Plato, Aristotle, Quintilianus, Erasmus of Rotterdam, Montaigne, Rabelais, J.A.Komenski, Locke, Rousseau, Helvetius, Herbart, Dewey and others.

• The Development of pedagogic thinking/theory and establishing of Pedagogy and history of pedagogy.

• Development of educational institutions. • Some historical experience on several modern pedagogical issues.

.

Literature: Basic:

1. Quintilianus, M.F. (1985), Obrazovanje govornika, Veselin Masleša, Sarajevo. 2. Rabelais, F. (1997), Gargantua, Pantagruel, Treća, Četvrta, Peta knjiga, Zagreb. 3. Komensky, J.A.(1900), Velika didaktika, Zagreb.

Recommended:

1. Rousseau, J.J. (1887), Emil ili ob uzgoju, Zagreb. 2. Makarenko, A.S. (1947), Pedagoška poema, Zagreb.

16

General and specific competences: Lectures and consulting tuition as well as by studying contributions, chronologically chosen, of the most eminent representatives of pedagogical thinking should make students discover historical experience in education, particular attention being given to historical experience regarding present actual pedagogic issues. Getting to know the most influential pedagogic ideas and practice in education through history will allow the students to be introduced to historical achievements (whether positive or negative), making the students - future pedagogues – know better general pedagogic culture.

.

17

NAME OF MODULE: PEDAGOGY SCIENCE NAME OF COURSE: Didactic Theories ECTS - credits: 5 Language: Croatian Duration:: 1 semester Status: compulsory Form of Tuition: 2 hour lecture and 2 hour seminar Conditions: none Examination: oral Content:

The levels of reflection of education practice upon theoretical levels (didactics, methods, concepts on tuition performance). Basic didactical concepts. Didactic theories and models of tuition. Actualisation of teaching and the need for theoretical thinking. Didactics as the theory of education (Erich Weniger, Josef Derbolav, Wolfgang Klafki and Herwig Blankertz); didactics in education (Hagen Kordec, Andreas Gruschka, Meinert Meyer); didactics as the theory of learning (Paul Heimann, Gunther Otto and Wolfgang Schultz); general didactics on psychology basis (Hans Aebli); Didactics of paying attention to phenomena (Martin Wagenschein); didactics as the art of teaching (Theodor Schulze i Christoph Berg); Theory of education within the framework of critical and constructive educational science of W. Klafkija; didactics as cybernetic and information theory of Felixa von Cubea; didactics as theory of curriculum of Christine Möller; didactics as the critical theory of tuition communication of Reinera Winkela. Reflection of theoretical models of teaching upon the teaching practice. Different orientations of didactics and understanding its starting points. Literature:

Basic:

1. Bognar, L. i Matijević, M., (2002). Didaktika. Školska knjiga, Zagreb,

2. Gudjons, H., (1994). Pedagogija – temeljna znanja. Educa, Zagreb, (Poglavlja: Učenje i

Didaktika, str. 171.-204.)

3. Klafki i dr., (1992.). Didaktičke teorije. Educa, Zagreb

Recommended:

1. Jelavić, F. (1995). Didaktičke osnove nastave. Naklada Slap. Jastrebarsko

2. Kyriacou, Ch. (1991. i daljnja izdanja). Temeljna nastavna umijeća. Educa, Zagreb

18

3. Poljak, V. (1991. i daljnja izdanja). Didaktika. Školska knjiga, Zagreb

4. Terhart, E. (2001.). Metode poučavanja i učenja. Educa, Zagreb

General and specific competence:

Achieving introductory orientation within starting points and theoretical frameworks on which

particular didactic concepts are based. Understanding elementary didactic vocabulary and using it in

speech. Introducing the discussion on models of teaching as worthwhile formulae for useful learning

and teaching to students.

19

NAME OF MODULE: PEDAGOGY SCIENCE NAME OF COURSE: Theories of Education ECTS-credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 proseminars Conditions: none Examination: oral and written Content: - Philosophic basis of various theoretical approaches and their implications on theories, - Great theories and scientific concepts, paradigm and discourse approaches, - Traditional, social, cultural, social and cultural, competitive and radical approaches in defining theoretical starting points, - Survey of more significant European traditional theories in pedagogy, - Culturally centred theories of education, - Socially determined models of theories of education - Changes in the work structure and consequences on the changing in education theories - Anthropologic and psychological impacts on theoretical constructs of education - Holistically based education theories, - Radical theories and radical critiques of education theories, - Postmodernism: “theory of everything” - Modern paradigms and approaches in creation of theories (quality of life, systematic, intellectual capital, cybernetic, information, communication, intracultural, developmental etc.)

Literature:

Basic:

1. Brüggen, F. (1980), Strukturen pädagogischer Handlungsteori, Freiburg

2. Cube, F. von (1977), Erziehungswissenschaft , Stuttgart

3. König, E.&Zedler, P. (1998), Teorije znanosti o odgoju, Educa Zagreb.

Recommended:

- Izbor članaka iz recentne strane znanstvene literature ( NSK)

- Nastavna pisma ( prijevodi i sinteze)

20

General and specific competence:

Create philosophical, scientific, conceptual and theoretical basis of numerous different starting points

modern education theories are based upon, with clear distinctions in education being the eventual

function of democratic school. Recognizing and defining basic features in different theories is an

important part of the skills on which all other pedagogic and pedagogue’s knowledge should be based

on. Enable students to critically think on pluralism of pedagogy science and creation of dominant

theories.

21

NAME OF MODULE: PEDAGOGY SCIENCE NAME OF COURSE: History of Croatian Pedagogy and School System ECTS-credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar Conditions: passing the exam on the course History and philosophy of pedagogy Examination: oral and written

Content:

• History of Croatian pedagogy and school system: development of school system and education in Croatia, history of practice and theory of education, social and political, religious and economic context.

• Historical development of pedagogy thinking among Croats and development of pedagogy theory and practice in Croatia, training, teaching and upgrading teacher’s skills.

• Pedagogy views, activities and influence of Croatian pedagogues: P:P:Vergeri, N.Gučetić, M.Šilobod-Bolšić, S.Ilijašević, S.Novotni, S.Basarićek and others.

• Development of pedagogy thinking/theory and basis of pedagogy and history of pedagogy in Croatia. Interrelationship of some European and Croatian pedagogues. Foreign eminent pedagogues and Croatian eminent pedagogues in the world.

• Development of education institution in Croatia. Development of Croatian school system (religious and public).

• Some Croatian historical experience on contemporaneous pedagogy issues. Literature: Basic: 1. Cuvaj, A: Građa za povijest školstva 2. Dumbović, I. (1997), Međuodnos nekih hrvatskih i europskih pedagoga (na njemačkom,

studentima preveden) 3. Dumbović, I. (1991), Razvoj školstva u Hrvatskoj, Zbornik radova Instituta za pedagogijska

istraživanja, Zagreb, Filozofski fakultet. General and specific competence: With lectures (lesser part) and consultative tuition (greater part of teaching) as well as with the study of contribution of chronologically selected, most eminent representatives of pedagogy thinking, we aim to get students to learn about historical experience in education, particularly emphasising historical experience, and about present-day actual pedagogy issues. Introducing most influential pedagogy ideas and practice in education through history should allow students to get acquainted with historical achievements (positive and negative as well) and thus further pedagogy culture of the future pedagogues.

22

NAME OF MODULE: SYSTEM OF EDUCATION NAME OF COURSE: Systematic Pedagogy ECTS-credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Forms of tuition: 2 hour lectures and 2 hour seminars ( lectures, text analysis, written works and seminars) Conditions: passing exam on the course Basis of Pedagogy Examination: oral and written Content:

- Subject and field of systematic pedagogy researching - Changes of contextual variables and quality of life influencing education - Functions of re-conceptualisation and development of pedagogy disciplines - Innovations in pedagogy science and their checking - System and systematic pedagogy - Function of education in quick social and technological changes - Future determinants of pedagogy science - Successful models of teacher training and upgrading - Pedagogy researching, pedagogy science and pedagogy practice

Literature: Basic::

1. Luhmann, N (1971), Systemteoretische Argumentationen, Frankfurt aM 2. Mijatović, A. (ur.), (1999), Osnove suvremene pedagogije (XIV-XXV), Zagreb, HPKZ 3. Delors, J. (1998), Učenje: blago u nama, Zagreb, Educa.

Recommended:

1. Henz, H. (1967), Lerbuch der systematischen Pädagogik, Freiburg Izbor članaka i rasprava iz recentne literature i periodike međunarodnih organizacija General and specific competence: The task of systematic pedagogy is to enable students to analyse and systematise classical education issues in new surrounding and new contextual determinants that are diminishing the impact and quality of activity of classical theories and postulates; to develop ability to critically analyse everyday school practice as well as theory framework in which it is active, create basic knowledge which makes it possible to behave constructively within the framework of professional tasks and professional ethics as well as ethically and responsibly evaluate innovations.

23

NAME OF MODULE: SYSTEM OF EDUCATION

NAME OF COURSE: Family Pedagogy ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar (field tuition) Conditions: none Examination: oral Content: Family as educative community Different types of family and education Concept and dimension of parenthood Prerequisites of successful parenthood Family climate and its impact on child’s development Styles of education within family and child’s behaviour Role of mother in child’s education Role of father in child’s education One parent families Abusive behaviour of parents over children Preparation for sex life and parenthood Methodology of researching family life Literature: Basic:

1. Gordon, T. (1996) Škola roditeljske djelotvornosti. Zagreb: Poduzetništvo Jakić.

2. Maleš, D. (1988) Obitelj i uloga spolova. Zagreb: Školske novine.

3. Zlostavljanje u obitelji. Dijete i društvo. Vol. 2, br. 2, 2001.

Recommended:

1. Juul, J. (1996) Vaše kompetentno dijete. Zagreb: Educa

2. Prekop, J. (1997) Mali tiranin. Zagreb: Educa.

3. Winkel, R. (1996) Djeca koju je teško odgajati. Zagreb: Educa.

General and specific competence:

General: acquired knowledge of basic concepts, starting points and theories on family education impact on child’s development. Specific: understanding psychodynamics of relations among the family members and their impact of education; ability to diagnose the causes of educational problems in the family and, acting in harmony with competence of pedagogue, to eliminate them; independent scientific research on family education.

24

NAME of MODULE: SYSTEM OF EDUCATION NAME OF COURSE: Pedagogy of Early Childhood ECTS-credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: lectures, seminar, practicum Conditions: none Examination: written Content:

- Pedagogy of early childhood as a system of scientific facts, research methods, scientific theories on education in early childhood, relation between education, development and socialisation,

education as a factor of development (higher) psychic functions of a child, education as distinctive human feature;

- Social and cultural conditions of early education within and outside family context, historical presentation of early education within the family circles and in institutions;

- Learning and education in early childhood, learning as everyday activity of child, social and communication dimensions of child’s learning, significance of environment upon stimulating the process of learning, development of speech in early childhood as an example of natural learning in stimulating environment;

- Games and education of children, pedagogy of child playing, playing and play-like activities; - Research on early education, qualitative vs. quantitative methods; - Curriculum of early education, humanistic approach in curriculum development vs. finished and

defined in advance one, institution as important factor in curriculum development.

Literature:

Basic:

1. Gopnik,A. i dr. (2003.):Znanstvenik u kolijevci. Zagreb, Educa. (str. 23-172.)

2. Miljak,A. (1996) : Humanistički pristup teoriji i praksi predškolskog odgoja. Zagreb, Persona.

3. Šagud,M. (2004.): Odgajatelj u dječjoj igri . Zagreb, Školske novine.(str.11-123.)

Recommended:

1. Slunjski. E. (2001) :Integrirani predškolski kurikulum. Zagreb, Mali profesor.

2. Anning.A.;Cullen,J.; Fleer.M. (2004.) (eds. ) :Early Childhood Education :Society and Culture.

London, Sage pub.

3. Mortimore.P. (ed.) (2000.): Understanding Pedagogy. London, Paul Chapman. pub.

25

General and specific competence:

General: understanding of early childhood education problems and its foundation on modern scientific

ideas.

Specifc: knowledge and understanding of key concepts, theoretical and practical understanding of

social and cultural conditions of early childhood education, learning as natural activity of children and

the ways to stimulating it, the role of playing and play-like activities for the whole development and

education of children, particular importance given to enabling students to independently and critically

evaluate new knowledge on different related disciplines and understanding its pedagogic importance.

26

NAME OF MODULE: SYSTEM OF EDUCATION NAME OF COURSE: Adolescence Pedagogy ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: lectures and seminar Conditions: none Examination: oral Content: Concept and development characteristics. Genetic and outside factors influencing development in childhood and adolescence. Development characteristics and functions: bodily, cognitive, emotional and social. Typology and differentiation in identity forming: maturity, development, socialisation and education. Significance of education, possibilities and ways of pedagogic intervention. Child and childhood, youngsters and adolescence: environment and the world. Social and ecological factors and education impact in late childhood and adolescence: family, school, church, free-time, media, peer groups. Culture, subculture, counterculture, alternative culture and life styles of the young as the field of pedagogic activity, Developmental and pedagogic difficulties, troubles and interventions. Pedagogy history of childhood and adolescence. Pedagogy of childhood and adolescence: subject, content, research and field of practical activity. Literature: Basic:

1. Baacke, D. (1984), Die 6- bis 12 jahrigen. Beltz, Weinheim – Basel. 2. Baacke, D. (1986), Die 13- bis 18 jahrigen. Urban – Schwarzenberg, Munchen - Berlin. 3. Gudjons, H. (1994), Pedagogija – temeljna znanja. Educa, Zagreb. 4. Key, E. (2000), Stoljeće djeteta. Educa, Zagreb.

Recommended:

1. Perasović, B. (2001), Urbana plemena. Hrvatska sveučilišna naklada, Zagreb. 2. Sander, U., Vollbrecht, R. (1985), Zwischen Kindheit und Jegend. Juventa, Weinheim –

Munchen.

General and specific competence:

Getting to know development characteristics and (non-)typical behaviour in late childhood and

adolescence. Understanding natural forms of reaction and causes particularly characteristic for puberty

and adolescence age as well as possibilities and ways of educational and social acting upon the course

of development.

27

NAME OF MODULE: SYSTEM OF EDUCATION

NAME OF COURSE: Andragogy ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar Conditions: none Examination: written Content: Andragogy – basic concepts. Historical development of adults. Theories of adult education. Adult person and learning of adults. Andragogy programmes. System of andragogy institutions. Adult education methods. E-learning and information technologies in adult education. Andragogues – experts for adult education. Financing of the adult education. Modern andragogy developments in Croatia and international space. UNESCO’s programme “Education for everybody”. “Grundtvig program” for the collaboration in adult education of European Union. Adult education researching. Literature: Basic : 1. Jarvis, P., Adult Education and Lifelong Education. London: Routledge Falmer, 2004. 2. Jarvis, P. (ur.), Poučavanje: teorija i praksa. Zagreb: Andragoški centar, 2003. 3. Tight, M., Key Concepts in Adult Education. 2nd ed. London: Routledge, 2002. Recommended: 1. Povjerenstvo za obrazovanje odraslih, Strategija i akcijski plan obrazovanja odraslih. Zagreb: Povjerenstvo za obrazovanje odraslih VRH, 2005. 2. Gartenschlager, U. i H. Hinzen (ur.), Perspektive i tendencije obrazovanja odraslih u Europi. Zagreb: Hrvatska zajednica pučkih otvorenih učilišta, 2000. 3. Tekuća godišta časopisa Obrazovanje odraslih (Zagreb) i Adult Education and Development (Bonn), te odgovarajući izvori na webu. General and specific competence:

The course will allow students to acquire a good view into basic issues of andragogy theory and

practice in Croatia and the world. Students will be able to consider and critically reflect on modern

andragogy issues and development. Acquired competence will enable them to study andragogy deeply

and enter the world of educational andragogy practice.

28

NAME OF MODULE: SYSTEM OF EDUCATION NAME OF THE COURSE: Pedagogy of Life-long Education ECTS-credits: 5 Language: Croatian Duration: 1 semester Status: elective Form of tuition: 2 hour lectures and 2 hour seminar Conditions: none Examination: written Content: Terminology and concept defining: permanent education/learning, recurrent education, life-long education/learning, further education, education/learning during the whole life. Concepts of learning, organization of learning society. Europe as a knowledge society (orientation of EU). “EU Memorandum on life-long learning”. Croatia and learning society (programme of CASA). New computing technologies in life-long learning. Knowledge management in society of knowledge. Economy based on knowledge (knowledge economy). Implications of life-long education upon education policy and practice. Literature: Basic: 1. Dryden, G. i J. Vos, Revolucija u učenju. Zagreb: Educa, 2001. 2. Medel-Anonuevo, Carolyn, Lifelong Learning Discourses in Europe. Hamburg: UNESCO Institute for Education. 3. Senge, M. P. et al., Schools That Learn: A Fifth Discipline Fieldbook for Educators…. New York: Doubleday, 2000. 4. "Memorandum o cjeloživotnom učenju". 2000. Recommended: 1. OECD, Knowledge Management in the Learning Society. Paris: OECD, 2001. 2. HAZU, Deklaracija o znanju. Zagreb: HAZU,2002. i HAZU, Hrvatska temeljena na znanju. Zagreb: HAZU, 2003. General and specific competence: This course will enable students to acquire basic knowledge on modern issues in lifelong education. Current attempts in Croatia and the world will be specially analysed in order to form the learning society. It will be attempted to develop, among students, the sensibility towards lifelong learning as personal life orientation.

29

NAME OF MODULE: SOCIETY-CULTURE-EDUCATION NAME OF COURSE: Antropology of Education ECTS- credits: 5 Language: Croatian/English Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar Conditions: none Examination: field research and written exam Condition: to sit for the exam previous acceptance of research report is obligatory. The final grading is the sum total of the report grading and written exam grading. Content: During this course the student will get acquainted with focal concepts, theoretical models and the areas of anthropology of education application. The sources, development and contributions of anthropology to the theory and practice of education will be clarified. The moves brought about by the application of ethnographic method, EM perspective, interpretative paradigm, symbolic interactionism and cultural ecology will be emphasised. At the same time transfer and learning culture in simple and more complex societies will be analysed and similarities and differences between traditional and modern forms of growing up will be pointed to. Special attention will be focused on the issues of cultural literacy and the role of anthropology in determining and solving the problem of unsuccessfulness at school in culturally plural society. Student will analyse relations, status and roles in school as well as school rituals and ceremonies from the positions of theories of cultural discontinuity, self-realised prophecy and labelling in order to understand impacts of formal and hidden curriculum on the results of learning. Theories of resisting and constitutive actions will help students to understand the link between ethnocentrism in education, opposition identity and leaving school, but also to critically approach the analysing of education programmes, content of manuals and standards and instruments for measuring knowledge and abilities. Literature : Basic: 1. Camilleri, C. Cultural Anthropology and Education. London: Kogan Page i Pariz: UNESCO,

1986. (poglavlja: "Schools and the national culture problems in the West", str. 54-78).

2. Ogbu, J.U. "Ispitivanje ljudske inteligencije: Kulturno-ekološki pristup". Napredak: 135, 1994, 2, str. 141-153.

3. Ogbu, J. U. Pedagoška antropologija (Anthropology of Education). Zagreb: Školske novine, 1989.

4. Prosser, J. The evolution of school culture research." U: Prosser, J. (ur.) School Culture (http://www. leeds.uk; 1. listopada 2002, 14 str.).

5. Spajić-Vrkaš, V. Odrastanje u tradicijskoj kulturi Hrvata: Tučepi. Zagreb: Naklada MD, 1996.

30

6. Spajić-Vrkaš, V. "Antropologija odgoja i obrazovanja na Filozofskom fakultetu u Zagrebu: Retrospektiva i perspektiva". Etnološka tribina: 31, 2001, 204-214.

7. Spajić-Vrkaš, V. "Kulturna antropologija, antropologija obrazovanja i dileme etnografske metode". Istraživanja odgoja i obrazovanja: 9, 1992, str. 5-18.

Recommended: 1. Baranović, B. "Slika" žene u udžbenicima književnosti. Zagreb: Institut za društvena istraživanja,

2000.

2. Broude, G.J. Growing Up. Santa Barbara: ABC-CLIO, 1995.

3. Bruner, J. Kultura obrazovanja, Zagreb: Educa, 2000. (poglavlje:"Folk-pedagogija", str. 57-76).

4. Erlich, V. U društvu s čovjekom: Tragom njegovih kulturnih i socijalnih tekovina. Zagreb: Naprijed, 1968.

5. Skledar, N. Čovjek i kultura: Uvod u socio-kulturnu antropologiju. Zagreb: Zavod za sociologiju Filozofskog fakulteta, 2001. (poglavlja: "Dimenzije antropologije", str. 33-88; "Pregled antropologijskih teorija", str. 140-166).

6. Spajić-Vrkaš, V. "Tradicija i vertikalna klasifikacija obiteljskih odnosa". Društvena istraživanja: 4, 1995, 4/5 (18/19), 451-463.

General and specific competence: General: understanding and accepting the basis of education being in cultural values and processes.

Specific: knowing and understanding of key concepts, theoretical and practical contribution of

anthropology to the area of education; developing of analytical skills and critical opinion skills;

acceptance of anthropological perspective in the approach to education; understanding of the

specificity of qualitative researching and managing techniques of ethnographic research.

31

NAME OF MODULE: SOCIETY-CULTURE-EDUCATION NAME OF COURSE: Educational Policies ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar Conditions: none Examination: oral Content: Education policies – basic concepts. Education as a political field. Defining of objective. Defining of instruments: structure, content, methods. Implementation of educational policy. Pluralism and education. Education policy and special social and educational groups – equality in education. Centralisation and decentralisation of education. Concepts of quality in education. Standards in education and knowledge catalogues. Evaluating education and school leaving examinations. PISA programme – implications for Croatian education. New information (computing) technologies and policy of computing technologies education. Policy of management and financing of education. Privatisation of education. Modern reform projects. Researching on education and establishing of education policy. . Literature: Basic: 1. Legrand, L. Obrazovne politike. Zagreb: Educa, 1993. 2. Stoll, L. i D. Fink, Mijenjajmo naše škole: kako unaprijediti kvalitetu i djelotvornost naših škola. Zagreb: Educa, 2000. 3. OECD, Educational Policy Analysis 2003. Paris: OECD, 2003. Recommended: 1. OECD, Education at a Glance: OECD Indicators, 2003 Edition. Paris: OECD, 2004. 2. Tekuće godište časopisa Journal of Educational Policy (London: Taylor and Francis Group) 3. Odgovarajući izvori na webu. General and specific competence: This course will offer students to obtain knowledge on some of the basic issues on determining and implementing education policy. Within the framework of the course the recent reform changes in education will be analysed. Students will acquire a basis for better understanding of current educational and political developments.

32

NAME OF MODULE: SOCIETY-CULTURE-EDUCATION NAME OF COURSE: Critique of Theories of Education ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar (lecture, text analysis, Internet searching, discussion, pair work, team work) Conditions: none Examination: critical analysis of a text and/or painting according to instructions. Content: The objective of this course is the detailed analysis of some of most significant modern critics of education who have brought about, with their works and activity, important changes of approach to researching, policy and practice of education in the world. The introductory part will explain the sources and context of critical discourse, particularly ideas of progress movements from the beginning of 20th c., as well as stress the influence of Frankfurt School of postmodernism and feminist theories. The major part of the programme is to allow students to analyse in detail the ideas of P.Freir on education banking, dialogue action and pedagogy hopes; of M.Apple on relation between social power, production of knowledge and pedagogy; of H.Giroux on border pedagogy and teacher as transformative intellectual; of P.McLaren on education as a ritual performance; of P.Bourdieu on transmission of cultural capital; of D.Kellner on critical reading of a painting as well as of some other representatives of German emancipation pedagogy. The conclusive part will allow students to check some of the ideas in texts on education and policy, scientific research and teaching and methodology. Literature: Basic:

Apple, M.W. Ideology and Curriculum. New York: Routledge, 1990.

1. Freire, P. Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Rowman and Littlefield, 1998 (poglavlja: “Teaching Is Not Just Transferring Knowledge”, str. 49-84; “Teaching is a Human Act”, str. 85-129).

2. Spajić-Vrkaš, V. "Pokušaj redefiniranja naobrazbe elita i modernizacije školovanja u kontekstu europskih integracija." U: Čengić, D. i Rogić, I. (ur.) Upravljačke elite i modernizacija. Zagreb: Institut društvenih znanosti ‘Ivo Pilar’, 2001., 167-194.

3. Spajić-Vrkaš, V. "The emergence of multiculturalism in education: From ignorance to separation through recognition.” U: Mesić. M. (ur.) Experience and Perspectives of Multiculturalism: Croatia in Comparison to Other Multicultural Societies. Zagreb: FFPress i Croatian Commission for UNESCO, 2004, 87-101.

Recommended:

33

Aronowitz, S. and Giroux, H.A. Postmodern Education: Politics, Culture and Social Criticism. University of Minnesota Press, 1991 (poglavlje “Border pedagogy in the age of postmodernism”, str. 114-135.

1. Spajić-Vrkaš, V. "Visions, provisions and reality: Political changes and education for democratic citizenship in Croatia.“ Cambridge Journal of Education: Vol. 33, 2003, br. 1, 33- 51.

2. Best, S. i Kellner, D. Postmodern Theory: Critical Interrogation. London: Macmillan, 1994.

General and specific competence:

General: understanding of focal concepts, starting points and development of critical approach to education; observing the similarities and singularities of critique theories; understanding the role of school in social reproduction. Specific: skills in identifying the problem, critically analysing and interpreting it, bringing multiperspective and comparative thinking to it. Presenting the proofs and concluding on them; accepting critical approach as the basis of pedagogy practice.

34

NAME OF MODULE: SOCIETY-CULTURE-EDUCATION NAME OF COURSE: International Education ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar Conditions: none Examination: oral Content: International education – study and research field. Basic concepts in international education. Internationalisation of education as contemporary education occurrence. International students and transnational universities.EU programmes stimulating international education: Socrates (Comenius, Erasmus, Grundtwig, Lingua, Minerva, Erasmus Mundus), Leonardo da Vinci, Tempus. European dimension in education. Programmes and the role of key international organisations in promoting international education: UNESCO, OECD and Council of Europe. Croatian education and processes of internationalisation of education. Literature: Basic: 1. Delors, J. Učenje: blago u nama. Izvješće UNESCO-u Međunarodnog povjerenstva za razvoj obrazovanja za 21. stoljeće. Zagreb: Educa, 1998. 2. Povjerenstvo Europske zajednice, Prema društvu koje uči. Poučavanje i učenje (Bijeli dokument o obrazovanju). Zagreb: Educa, 1996. 3. OECD, Internationalization of Higher Education. Paris: OECD, 2004. Recommended: 1. OECD, Internationalization and Trade in Higher Education: Trends, Opportunities and Challenges. Paris:OECD, 2004. 2. Tekuće godište časopisa Prospects (UNESCO, Paris). 3. Odgovarajući izvori na webu.

General and specific competence:

Get students to know basic problems and processes of internationalisation of education. The emphasis

is laid on studying of the EU programme and activities of international organisations playing the key

role in international education. Acquired knowledge can be of use in planning to personally be part of

student exchanging programmes in “European space of academic education”.

35

NAME OF MODULE: SOCIETY-CULTURE-EDUCATION NAME OF COURSE: Psychology of Education ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar Conditions:: none Examination: written Content: Objectives of Psychology of Education. Determinants of the study results: characteristics of pupils and features of educational context. Application of theoretical approach to the process of studying in the school context. Approaches and teaching. Teaching skills of learning. School environment and learning. Application of motivation theories in the school context. Strategies to stimulate motivation to learn. Interest and emotions in school context. Climate in class. Discipline in class. Evaluation and measuring of school achievements of pupils. Literature: Basic:

1. Vizek Vidović, V., Rijavec, M., Vlahović-Štetić, V., Miljkovi ć, D. (2003.) Psihologija

obrazovanja, Zagreb: IEP.

2. Woolfolk,A. (2005.) Educational psychology, Boston, Allyn i Bacon

Recommended:

1. Barth,B.M.(2004.) Razumjeti što djeca razumiju, Zagreb, Profil International.

2. Zarevski (ur.) (2000.). Učitelji za učitelje, Zagreb,IEP.

3. Brdar, I. i Rijavec, M. (1998.) Što učiniti kad dijete dobije lošu ocjenu, Zagreb, IEP.

4. Gossen, ,D.C. (1995.) Restitucija- preobrazba školske discipline, Zagreb, Alinea

General and specific competence:

Students will get know main concepts, theory models and research methods in the field of learning and teaching. It is expected of students to understand the relation between the teaching process and learning in particular academic domains. They will be able to explain to teachers the meaning and consequences of a particular approach to teaching, and apply those in their own work with the pupils the procedures to stimulate the development of strategies and techniques of learning and skills of teaching. Students will be able to show understanding of theoretical models in the field of motivation and social process in school context. They will be able to explain the relation between school environment and the process of learning and teaching, as well as the relation between motivation and social and emotional variables and school achievement. Students will be able to plan and apply the procedures for determining and stimulating the motivation to learn as well as adequate procedures for determining and improving of social relations within the class and establishing of class discipline.

36

NAME OF MODULE: SOCIETY-CULTURE-EDUCATION NAME OF COURSE: Sociology of Education ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: elective Form of tuition: 2 hour lectures and 2 hour seminar Conditions: none Examination: written Content: Social and historical context of education; Sociology of education – beginnings and development (theoretical starting points, functionalistic, conflicting, liberal, interaction ones); Education and social changes (social reproduction, mobility and conflicts); Institutional system of education (family and school); Education and culture (tradition, religion, media); Education and development (cultural capital asset, labour and knowledge market); Globalisation and education perspectives (technological and social changes, environmental education); Future of education and the role of teacher (ecological crisis, modernisation of society and education). Literature: Basic:

1. Durkheim, E. (1996), Obrazovanje i sociologija. Societas (Zavod za sociologiju), Zagreb. 2. Haralambus, M. (2002), Sociologija – teme i perspektive (pog. XI), Golden marketing, Zagreb

Recommended:

1. Ballantine, J.H. (1993), The Sociology of Education. Prentice-Hall, Inc, New Yersey. 2. Delors, J. (1998), Učenje:blago u nama. Educa, Zagreb. 3. Lesourne, J. (2000), Obrazovanje & društvo. Znamen, Zagreb.

General and specific competence:

Introducing the content of the course will allow students to acquire basic, general knowledge in the study field as well as additional knowledge and intellectual skills that will improve their competence as teachers. Knowledge: acquiring of additional knowledge on theoretical starting points of a modern society (culture) and education (school), which will help them to better understand social goals and the sense of educating the pupils. Skills: teaching students to recognize the influence of the social system on life in education system and apply professional sociological knowledge in the context of social phenomena reflection upon the ones in education.

37

NAME OF MODULE: SOCIETY-CULTURE-EDUCATION NAME OF COURSE: Development and Education Strategies ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: elective Form of tuition: 2 hour lectures and 2 hour seminar Conditions:: none Examination: oral and written Content:

- Global, regional and local characteristics of development and general definition of modern schools, - Elements of compatibility and harmonizing the national development and education, - Strategies of national development and national curriculum, - General determinants of modern school and its adapting to contextual features, - International processes and internationalisation of education, - Reformist approach to education, its impact and quality, - Dynamics of changes in society and adapting of modern schools (learning society), - Changes and optimising of national system of education, - Strategy of sustainable development and education in sustainable development, - Development, quality of knowledge and life-long learning, - Knowledge and kinds of knowledge as the basic capital assets of development, - Post-industrial conceptions of development and their consequences upon education, - Labour, technology and knowledge market, - Competitive elements of development and education.

Literature: Basic:

1. Mijatović, A. (1998), Obrazovanje za 21. stoljeće, Zagreb, HPKZ 2. Mijatović, A. (2002) , Obrazovna revolucija, Samobor, «Hrvatski zemljopis»

Recommended: 1. Mijatović, A. (1992), Izgradnja i organizacija sustava obrazovanja, Zagreb, «Školske novine» 2. Izbor priloga iz literature i periodike (npr. Drucker, P. /2002/ Next society)) General and specific competence: Students will: Form scientific standpoints on interdependent conditions of development and education upon the examples of chosen group of developed countries. Direct students to study analytic and other elements that may explain and correlate causality of education and development of every society. Particular significance of the course lies in developing the ability to understand reform concepts and new approaches in changing of education.

38

NAME OF MODULE: INSTITUTIONAL EDUCATION NAME OF COURSE: Institutions of Early Age Education ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: lectures, seminar, practicum Conditions: none Examination: written (evaluation and self-evaluation of written work) Content:

- Historical survey of the development of institutions for early age education, homes for foundlings, nursery schools, summer camps, child shelters, kindergartens.

- Social, political and cultural heritage with dominant psychological and pedagogic theories as factors and organisation system of such institutions, while singling out industrial and post-industrial models.

- Industrial model of the organisation system – main points (in our surrounding till 90s): uniformity of organizations, authoritarian management, hierarchy and control, strict organisation (uniform in the whole country) of the educational process, dominant organised teaching, structured programmes of educational work, separating nurseries from kindergartens, lack of communication between the kindergarten teachers and parents, numbers of children in educational groups.

- Post-industrial model – system of institutions for 21st c.: systematic approach to continuous changing of the institutions – creating of learning communities, changing of the management form in institutions – ecology management, from hierarchically imposed control to self-control, self-organisation and self-improving of the process of education, forming of environment for continuous education of all participants, including children with special needs and rights, including parents and members of local community, continuous development of the early age education curriculum, education of children to 3 years of age integral part of the institutions, autonomy and responsibility of the institutions for their development.

. Literature: Basic: 1. Miljak,A.;Vujičić.L. (2002.): Vrtić u skladu s dječjom prirodom. Rovinj, Dječji centar Neven. ( str. 10- 40.) 2. Stoll,L.; Fink.D. (2000.): Mijenjajmo naše škole. Zagreb, Educa. ( str. 49 –141.) 3. Senge,P.(2003.) :Peta disciplina. Zagreb, Mozaik knjiga. ( str. 15- 227.) Recommended: 1. Dahlberg,G.;Moss.P.;Pence. A. (1999): Beyond Quality in Early Childhood Education and Care. London, Falmer press. 2. Moss.P.; Pence. A. ( 1994.):Valuing Quality in Early Childhood Services.London,Paul Chapman pub. 3. Giudici,C.; Rinaldi.C. (eds) (2002.) :Making learning Visible. Reggio Emilia, Reggio Children.

39

General and specific competence:

General: enable students, by way of independent and critical studying of literature and by seminar and

practicum discussions and with help of the lecturers, to acquire knowledge of basic conceptions of

importance of modern organisations, particularly those for early age education, in order to enable them

to understand and anticipate the changes that are necessary part of modern world, and to better

evaluate the existing practice in these institutions.

Specific: knowing and understanding of social and cultural heritage as valuable factors of organisation

of these institutions (applications of models of such models), finding the ways and possibilities for

deep changing of these institutions: from authoritarian management of the organisation of the

institutions perform deep changing into institutions – communities, using explainable examples from

immediate practice, making students aware of environmental importance in managing such

institutions.

40

NAME OF MODUL: INSTITUTIONAL EDUCATION NAME OF COURSE: School Sub-subsystems ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar Conditions: none Examination: written Content: Specificity of global relations of school – society; Interdependence of dynamics of changes and development of relations – school –society; School as an institution; Kinds and grading of schools. Tasks of the school: Teaching and information giving, Education, Socialisation, Motivation and creativity, Particular tasks; Importance of School: Position and importance of school, Political and social actuality of the school, School limits; School and social groups. School and the state: Establishing of modern schools, Authority of the state regarding school issues, Private schools problem; School and church – religious communities, School and society: School as social institution, School and social advancement; School and economy: Pedagogic relevance of economy, Points of reference between schools and economy; School and parents: Institutionalisation of common work, Possibility of contacting, cooperation limits; Other relations, Position of school towards social groups: Creating spiritual power through school influence, Relative autonomy of schools. Literature: Basic:

1. Antić, S. (uredio) (1995). Europska orijentacija hrvatskog školstva. HPKZ, Zagreb 2. Gudjons, H., (1994). Pedagogija – temeljna znanja. Educa, Zagreb, (Poglavlje: Teorije škole i

obrazovanje, str. 205.-227.) 3. Jurić, V. (2004). Metodika rada školskog pedagoga. Školska knjiga, Zagreb 4. Mijatović, A. (1994). Osnove ustroja školskog sustava. Školske novine, Zagreb

Recommended:

1. Antić, S. (1993). Školstvo u svijetu. HPKZ, Zagreb

2. Cindrić, M. (1998). Pripravnici u školskom sustavu. Empirija, Zagreb

3. Jurić, V. (1999). Razvojni smjer školskih teorija. Osnove suvremene pedagogije, HPKZ, Zagreb.

4. Vrcelj, S. (2000). Školska pedagogija. Filozofski fakultet, Rijeka

41

General and specific competence: Get to know school system as social sub-system and also sub-system of schools. Understand

functioning of the system and the horizontal and vertical connection. Learn about basic functions of

school and conditions for the realisation. Develop critical relationship towards school system,

understand the participation in the changes and/or reforms.

42

NAME OF MODULE: INSTITUTIONAL EDUCATION NAME OF COURSE: Faculty/College Education ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: elective Form of tuition: 2 hour lectures and 2 hour seminar Conditions: none Examination: written Content: Higher education – basic concepts. Historical development of higher education. Programmes in higher education. Modern methods in higher education. Forms of studying, new computing technologies and E-learning. Institutions of higher education – traditional and virtual. Student body and college/faculty professors. Reformed higher education. Bologna process and creating of “European Space of Higher Education”. European system of the transfer of credits (ECTS system). Student and academic exchanges. Problem of brain drain. Quality guarantee, accreditation in higher education and academic recognition. Higher education financing, market power and contemporaneous processes of privatisation in higher education. Literature: Basic: 1. Europski sustav prijenosa bodova (ECTS), Sveučilišni vjesnik (Zagreb), vol. XVVI, 2000, poseban broj. 2. Quality Assurance and Accreditation: A Glossary of Basic Trends and Definitions, prepared by L. Vlasceanu, L. Grünberg, and D. Pârlea. Bucharest: UNESCO-CEPES, 2004.

3. Trends and Developments in Higher Education in Europe, prepared by European Centre for Higher Education, Paris: UNESCO, 2003.

Recommended: 1. OECD, E-learning in Higher Education. Paris: OECD, 2005. 2. Zakon o znanstvenoj djelatnosti i visokom obrazovanju. Zagreb: Narodne novine, 2003. 3. Tekuće godište časopisa Higher Education: The International Journal of Higher Education and Educational Planning. (Kluwer Academic Publishers), te odgovarajući izvori na webu. General and specific competence: This course objective is to ensure students the insight into some basic issues of modern higher education. Students will come to understand contemporaneous state of affairs and development in higher education in Croatia and the world, with particular attention to Europe.

43

NAME OF MODULE: INSTITUTIONAL EDUCATION NAME OF COURSE: Home Pedagogy ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar, field teaching Conditions: none Examination: written and oral Content

• Basis of home pedagogy, historical and modern determinants. • Home pedagogy: subject and research field. • Types of institutions: children’s homes, boy homes, student homes, specialised homes,

educational … • Forms and content of educational work in institutions/homes. • Institution organization and management • Introducing, follow-up and evaluating of educational work in an institution. • Function of educator and teaching method. • Home curriculum.

Literature: Basic:

1. Hrvatić, N. (2002), Domska pedagogija: od teorije do odgojne prakse, Zbornik radova: odnos

pedagogijske teorije i pedagoške prakse, Filozofski fakultet u Rijeci, Rijeka.

2. Klapan, A. (1996), Učenje u učeničkom domu, Rijeka, Pedagoški fakultet u Rijeci.

3. Rosić, V. (2001), Domski odgoj, Graftrade, Rijeka.

4. Vukasović, A. (2001), Pedagogija, (Pog. VI-Odgoj u domovima), HKZ "MI", Zagreb.

Recommended:

1. Klapan, A., Vrcelj, S. (1991), Dosezi pedagoške misli o domskom odgoju u Hrvatskoj, HPKZ,

Zagreb.

2. Mehringer, A. (2003), Mala specijalna pedagogija, Educa, Zagreb.

3. Rosić, V. (1996), Odgojno-obrazovni rad u učeničkom domu, Pedagoški fakultet u Rijeci,

Rijeka.

44

General and specific competence:

General: make it possible for the students to, through reading and critical studying of the literature

and discussion at the seminars and during field work and with help of the lecturer, get acquainted with

the basic knowledge on importance of institutional education, its foundation and basic conceptual

definitions as well as direct education activities.

Specific: realisation of the course content should ensure a complete and systematised insight into home

pedagogy as one of components of institutional education.

45

NAME OF MODUL: INSTITUTIONAL EDUCATION NAME OF COURSE: Alternative Pedagogic Ideas and Schools ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: elective Form of tuition: lectures and seminar Conditions: none Examination: oral (and seminar work tasks) Content: Social stipulation, appearance, importance and survey of alternative pedagogic ideas and schools. Pedagogic projects and consequences of reform pedagogy. Pedagogy and didactics concepts, organisation and practice of well-known alternative schools (Montessori, Waldorf, Freinet, Summerhil, Laborschule, Barbiana, Tvind). Present-day private schools as attempts in the alternative schooling. Curricular particularities of alternative schools. Pedagogic pluralism of modern school systems in the area of alternative ideas. Scientific basis of alternative pedagogic ideas and schools. Literature: Basic:

1. Jakopović, S. (1984), Pokret radne škole u Hrvatskoj. NIRO Školske novine, Zagreb. 2. Matijević, M. (2001), Aletrnativne škole. Tipex, Zagreb. 3. Previšić, V. (1992), Alternativne škole: teorijska polazišta i praktični dosezi. U: Prema

slobodnoj školi. Institut za pedagogijska istraživanja, Zagreb.

Recommended:

1. Walford, G. (1992), Privatne škole – iskustva u deset zemalja. Educa, Zagreb. General and specific competence:

Students will get to know various alternative pedagogic ideas, moves and directions that influenced

the appearance, system and organisation as well as the work of alternative schools in the world and at

home. Students will acquire knowledge on pedagogic, didactic and method solutions in alternative,

private and free schools (particularly if compared to the state schools), and there will be possibilities

of application of some alternative attempts in present-day public schools.

46

NAME OF MODULE: INSTITUTIONAL EDUCATION NAME OF COURSE: Virtual Education ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: elective Form of tuition: lectures, classes (training), pro-seminar Conditions: none Examination: written and oral Content:

- Education in real and virtual environment (E-education, E-learning, E-teaching, virtual education, virtual classroom, distance education)

- Individual and system assumptions regarding the use of virtual system - Open and closed systems of virtual education environment - Advantages and adequacy of virtual education and training - Life-long learning and systems of virtual education - Creating the commercial market for education and training - Education enterprising and knowledge market - Virtual systems of education and academic knowledge - Didactic and method implications of learning, and education by virtual systems - Evaluation and self-evaluation of knowledge in virtual educational systems - Systems of virtual training and development of professional competition - Combined systems of real and virtual education - Handicapped persons and virtual systems of education - Tutoring systems of learning and system of teaching and learning by artificial intelligence

Literature: Basic:

1. www.jonesknowledge.com 2. www.euridyce.org 3. www.UNESCO.org 4. www.OECD.org

Recommended:

1. Betes, T. (2001), National strategies for e-learning in post-secondary education, UNESCO, Paris

2. D'Antoni, S. (2003), The virtual University models and massages learned from case study (virtual publication), UNESCO, Paris

Članci i prikazi s drugih web adresa i recentne znanstvene periodike

47

General and specific competence:

The programme will allow students to get to know the existing and on-coming development of new

and easily obtainable various virtual sources to acquire knowledge at different school system levels,

organizations, and advantages and opportunities full of individualisation of life-long learning;

Recognize the kind and level of knowledge acquisition.

48

NAME OF MODULE: RESEARCHING AND PEDAGOGY NAME OF COURSE: Introduction to Researching in Pedagogy ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: elective Form of tuition: 2 hour lectures and 2 hour seminar Conditions: none Examination: written Content: • Idiographic and nomethetic approach to studying pedagogy issues. Significance of researching in

education. Historical development. Relation hypothesis – theory.

• Types of researching: basic, developmental, applied and action ones. Longitudinal and transversal

approach to researching. Descriptive and causal researching.

• Basic paradigms in education researching

• Making of the researching project.

• Researching activities. Ethics of the act of researching .

• Choosing the research sample. Types of samples.

• Basis of statistical processing of data.

• Writing a report on researching. Types of scientific and professional texts.

Literature: Basic: 1. Mužić, V. (2004.): Uvod u metodologiju istraživanja odgoja i obrazovanja (2. prošireno izdanje). Zagreb: Eduka. 2. Silobrčić, V. (2000.) Kako sastaviti, objaviti i ocijeniti znanstveno djelo. Zagreb: Medicinska naklada.

Recommended:

1. Matijević, M.; Mužić, V. i Jokić, M. (2003.): Istraživati i objavljivati –elementi metodološke pismenosti u pedagogiji. Zagreb:HPKZ. 2. Keeves, J. P., Lakomsky, G. (1999): Issues in Educational Research. N.Y.: Pergamon. ili po izboru neka druga knjiga na str. jeziku iz područja metodologije 3. Sekulić-Majurec, A. (2000.): Kvantitativan i/ili kvalitativan pristup istraživanjima pedagoških fenomena – neke aktualne dileme. Napredak, 141 (3): 289-300.

49

4. Sekulić-Majurec, A. (2001.): Quo vadis metodologija pedagogije? U: Rosić, V.(ur.): Teorijsko - metodološka utemeljenost pedagoških istraživanja. Zbornik radova Rijeka: Filozofski fakultet Sveučilišta u Rijeci, str. 27-39. General and specific competence:

General: understanding the significance of pedagogy researching for the development of pedagogy.

Specific: develop basic scientific literacy. Teach students to be able to read scientific and professional

literature stimulating them to perform researching in the pedagogy practice.

50

NAME OF MODULE: PEDAGOGY AND RESEARCHING NAME OF COURSE: Quantitative researching ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar Conditions: passing the exam on Introduction to Pedagogy Researching Examination: written and oral Content: • Basic characteristics of quantitatively directed researching. • Data sources in pedagogy researching. Problem of measuring: direct and indirect measuring. • Hypothetic constructs, intervening and manifest variables in pedagogy researching. Measuring

scales. • Basic characteristics of experiment. Basic experimental plan. • Experiments and quasi experiments. Ex-post facto experiment. • Statistics, its history and the role in describing and researching of pedagogic occurrences and

problems. • Descriptive and inductive statistics. Literature:

Basic:

1. Halmi: A.(1999.): Temelji kvantitativne analize u društvenim znanostima. Zagreb: Alinea

(Poglavlja: 1., 3., 4. i dio 5.) 2. Mužić, V. (1996): Paradigmatski aspekti odnosa kvalitativnog i kvantitativnog vrednovanja

odgojno-obrazovnog procesa. U: Vrednovanje obrazovnog procesa, programa, ostvarivanja, učinka (ur. A. Peko i V. Mužić). Osijek: Pedagoški fakultet, str. 1-27.

3. Sekulić-Majurec, A. (2001.): Quo vadis metodologija pedagogije? U: Rosić, V.(ur.): Teorijsko - metodološka utemeljenost pedagoških istraživanja. Zbornik radova Rijeka: Filozofski fakultet Sveučilišta u Rijeci, str. 27-39.

Recommended:

1. Kovačević, M. (ur. 1992.): Standardi za psihološko-pedagoško testiranje. Zagreb: Educa. 2. Mužić, V. (1993.): Kako nadmudriti test. Zagreb: Školske novine. 3. Kumar, R. (1999): Research Methodology. London: Sage.

General and specific competence:

Inform students about new perceptions that enable them to plan and perform simple quantitative

researching in the field of education and to critically read scientific and professional literature.

51

NAME OF MODULE: PEDAGOGY AND RESEARCHING NAME OF COURSE: Qualitative researching ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar (planning a project of qualitatively oriented research) Conditions: passing the exam on the course Introduction to pedagogy researching Examination: oral Content: • Basic characteristics of qualitatively oriented researching

• Action researching

• Case studies

• Ethnographic researching

• Studies of life and other methods of historical researching.

• Problem of analysis and classification of qualitative researching

Literature: Basic: 1. Halmi: A.(1996.):Kvalitativna metodologija u društvenim znanostima. Zagreb: Pravni fakultet - Studijski centar socijalnog rada (samo odr. poglavlja). 2. Sekulić-Majurec, A. (1994.): Akcijska istraživanja u praksi školskih pedagoga. U: Vrgoć, H. (ur.): Iz prakse pedagoga osnovne škole. Zagreb, HPKZ, str. 9-16. 3. Sekulić-Majurec, A. (2000.): Kvantitativan i/ili kvalitativan pristup istraživanjima pedagoških fenomena – neke aktualne dileme. Napredak, 141 (3): 289-300. Recommended:

1. Mason, J. (1996): Qualitative Researching. London: Sage 2. Milles, M. B.; Huberman, M., A. (1994): Gualitative Data Analysis. London: Sage. 3. Mužić, V. (2000.): Stalno i promjenjivo u metodologiji pedagogijske znanosti. Napredak 141(3):

281-288. 4. Robinson, V. (1993): Problem Based Methodology. Oxford: Pergamon Press. 5. Spajić-Vrkaš, v. (1992): Kulturna antropologija, antropologija obrazovanja i dileme etnografske metode. Istraživanja odgoja i obrazovanja, 1(9), 5-18.

General and specific competence:

Introduce to students basic conceptions enabling them to plan and perform simple qualitatively oriented researching in the area of education and teach them to critically read the scientific and professional literature.

52

NAME OF MODULE: PEDAGOGY AND RESEARCHING NAME OF COURSE: Information (computing) systems and data bases in education ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: seminar and practical work Conditions: none Examination: written and oral Content: Information (computing) systems in education. Data bases in education. Information sources in the area of science on education. Internet and www. Organisation of educative information on web. Types of net stations. Strategies of searching for educational information using web and basic tools for the search. Critical evaluation and selection of valid educational information. Interpretation and use of information during studying the science of education. Examples of more important computer systems and data bases on education in Croatia, Europe and the world. Online centre of data base – data base for research academic community (Ruđer Bošković and CARnet); UNESCO IBE Databanks (International Bureau of Education); EURYDICE (Education in Europe network); CEDEFOP/VET Internet resources; OECD Education Database; ERIC (Education Resources Information Centre, USA); World Academic Database and others. Literature: Basic: 1. Online baze podataka: priručnik za pretraživanje. Zagreb: CARNet, 2004. 2. Špiranec, S. (2004), Virtualna učionica NSK ili kako su knjižnice zakucale na vrata e-učenja, Edupoint (CARNet časopis), Zagreb, god. IV, br. 25. 3. The e-Learning Action Plan: Designing Tomorrow's Education. Brusells: Commission of the European Communities, 2001. Recommended: 1. Program virtualne edukacije Nacionalne i sveučilišne knjižnice. Zagreb, Nacionalna i sveučilišna knjižnica, 2004. 2. Tekstovi koji upućuju na online korištenje Interneta i weba. General and specific competence:

During this course the student will be acquainted with most significant information (computer) systems and data bases on education. Practical work will enable them to search and find information, evaluate and interpret educational information in real and virtual environment.

53

NAME OF MODULE: PEDAGOGY AND RESEARCHING

NAME OF COURSE: Statistics in pedagogy researching ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar Conditions: none Examination: written Content: • Role of statistics in education researching. • Tabular and graphic presentation of data charts. • Indices and relative numbers. • Averages. • Measures of deviation. • Moderating. • Correlation. • Statistics of parameters of the basic sets. • Testing the hypothesis on parameter difference. • Non-parametric statistics. Literature: Basic:

1. Petz, B. (1981.): Osnovne statističke metode za nematematičare. Zagreb: SNL.

Recommended:

1. Cohen, L..; Holliday, M. (1996): Practical Statistic for Students. London: Paul Chapman

Publishing Ltd.

General and specific competence:

The course is to present to the students the basic procedures of data processing in pedagogy researching; Enable students to correctly make pedagogical interpretation of statistic parameters and understand better scientific and professional literature.

54

NAME OF MODULE: PEDAGOGY AND RESEARCHING

NAME OF COURSE: Research instruments and evaluation ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: elective Form of tuition: 2 hour lectures and 2 hour seminar Conditions: none Examination: written Content:

• Procedures and instruments of data gathering, comparison types and instrument battery • Basic metric characteristics of instruments • Analysis of pedagogic documentation, evidence lists • Systematic observation • Interviewing • Polling • Testing • Consideration and value judgement Literature:

Basic:

1. Andrilović. V. (1981.): Metode i tehnike istraživanja u psihologiji odgoja i obrazovanja. Zagreb: Društvo psihologa Hrvatske. 2. Kovačević, M. (ur.. 1992.): Standardi za psihološko-pedagoško testiranje. Zagreb: Educa. 3. Mužić, V. (1993.): Kako nadmudriti test. Zagreb: Školske novine. Recommended: 1. Cohen, L.; Holliday, M. (1996): Practical Statistic for Students. London: Paul Chapman Publishing Ltd, London 1996. 2. Foster, P (1996): Observing Schools (A Methodological Guide). London: Paul Chapman Publishing Ltd. 3. Gronlund, N.E. (1985): Measurement and Evaluation in Teaching. London: MacMillan Publishing Comp. 4. Martens, D. M. (1997): Research Methods in Education and Psychology. London: Sage. General and specific competence: Make students become aware of procedures and instruments applicable in pedagogy researching and enable them to choose, plan, process and interpret obtained data.

55

NAME OF MODULE: SPECIAL PEDAGOGY NAME OF COURSE: Basics of Special Pedagogy ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar (field work) Conditions: none Examination: written and oral Content:

• Special pedagogy as scientific discipline: subject, field, content, tasks and methods. • Individual similarities and differences in the development of children and adolescents

(intravariability and intervariability), kinds of deviations in development and areas of developmental handicaps: basic characteristics of children with development handicaps, behavioural disorders and gifted children.

• Pedagogic methods in satisfying needs of children and adolescents with mental, sight, hearing, bodily and combined development handicaps and personality changes caused by organic and social and emotional factors.

• Significance and forms of integration/inclusion of children and adolescents in the regular education system.

Literature: Basic:

1. Hrvatić, N. (2004), Udžbenici za učenike s posebnim potrebama, u: Halačev, S. (ur.), Udžbenik i virtualno okruženje, Zagreb, Školska knjiga.

2. Jensen, E. (2004), Različiti mozgovi, različiti učenici, Educa, Zagreb. 3. Kostelnik, M., Onaga, E., Rohde, B., Whiren, A. (2004), Djeca s posebnim potrebama, Educa,

Zagreb. 4. Sekulić-Majurec, A. (1988), Djeca s teškoćama u razvoju u vrtiću i školi. Školska knjiga,

Zagreb. Recommended:

1. Cvetković-Lay, J., Sekulić-Majurec, A.(1998), Darovito je, što ću s njim?, Alinea, Zagreb. 2. Mijatović, A. (ur.) (1999), Osnove suvremene pedagogije (pog. Djeca s izuzetnim potrebama),

Zagreb, HPKZ. 3. Stakes, R., Hornby, G. (1997), Change in Special Education, Cassell, London.

56

General and specific competence: General: enable students to master, by independent and critical study of literature, discussions in seminars and field work, the basic concepts of special pedagogy, its foundation, basic conceptual defining and direct education activity. Specific: realisation of course content should ensure complete and systematised insight into pedagogy procedure in case of children with special needs and their integration/inclusion.

57

NAME OF MODULE: SPECIAL PEDAGOGY NAME OF COURSE: Education of the Gifted ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar Conditions: none Examination: oral Content: • Studying the gift as a social and pedagogic phenomenon (Historical survey of the care for the

gifted and the role of the gifted individuals in society); Approach to the gifted in modern society.

• Modern researching of the talent. Studies of the twins and others.

• Revealing and identifying the talent (Problem of criteria in identifying of the talent - intellectual,

specific and creative ability). Forms of manifestation of the talent. Potential and productive talent.

• Modern conceptions of the gift and their implication on the pedagogic practice.

• Stimulating the development of the gift (generally and by individual areas).

Literature: Basic:

1. Cvetković-Lay, J., Sekulić-Majurec, A.: Darovito je , što ću s njim? Alinea, Zagreb 1998. 2. Čudina-Obradović, M. (1990): Nadarenost: Razumijevanje, prepoznavanje, razvijanje. Zagreb:

Školska knjiga. 3. Koren, I. (1989.): Kako prepoznati i identificirati nadarenog učenika. Zagreb: Školske novine. 4. Sekulić-Majurec, A. (2002).: Što je novo u pedagoškom pristupu darovitoj djeci i učenicima. U: Poticanje darovite djece i učenika. Zagreb: HPKZ, str. 46-57 5. Sekulić-Majurec, A. (2002.):Novi pogledi na darovitost i rad s darovitim učenicima. U: Unapređivanje rada s darovitim učenicima u srednjoškolskom odgoju i obrazovanju. Ministarstvo prosvjete i športa, Zavod za unapređivanje školstva, Zagreb 2002. str. 53-64.

Recommended:

1. Sekulić-Majurec, A. (1997): Poticanje stvaralačkog mišljenja u školi. U: Škola i stvaralaštvo – Stvaralaštvo u školi (ur. M. Pavlinović-Pivac) Zagreb,: OŠ Matije Gupca, str. 53-66. 2. Sekulić-Majurec, A. (2001.):Kako provoditi postupak preskakanja razreda. Zrno, 41-42(66-67): 52-55. 3. Sekulić-Majurec, A. (1995.):Mogućnost razvijanja produktivne darovitosti potencijalno darovitih srednjoškolaca. Napredak, 136 (1):15-22

58

General and specific competence:

Stimulate students to new approaches of the society and profession to gift phenomenon and get

acquainted with new ways of recognizing and identifying the gifted children. They should be enabled

to, in relation to the type and degree of the gift, adapt the program and other educational activities to

the gifted children and stimulatively act upon the development of their potential.

.

59

NAME OF MODULE: SPECIAL PEDAGOGY NAME OF COURSE:: Methods of work with pupils with special needs ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar Conditions: passing the exam on the course of Basics of Special Pedagogy Examination: oral Content:

• New trends in education of children with special needs. Integration, mainstreaming, inclusion: the

same but different? Implications on their education.

• Position and rights of the child with special needs in the education system in Croatia.

• Basic particularities of children with special needs in education.

• Satisfying the special needs in the kindergarten and at school. Methods of working with the

children with different developmental handicaps within the regular education institutions.

• Cooperation of the children with special needs family with the education institution.

Literature:

Basic: 1. Igrić, LJ. (ur.), (2004): Moje dijete u školi. Zagreb: Ministarstvo obitelji, branitelja i međugeneracijske solidarnosti i Hrvatska udruga za stručnu pomoć djeci s posebnim

potrebama “IDEM”.

2. Kiš-Glavaš, I.; Fulgosi-Masnjak, R. (2002.): Do prihvaćanja zajedno . Zagreb: Hrvatska udruga za stručnu pomoć djeci s posebnim potrebama “IDEM”.

3. Mustać, V.; Vicić, V. (1996.): Rad s učenicima s teškoćama u razvoju u osnovnoj školi. Zagreb: Školska knjiga.

Recommended: 1. Greenspan, S.I.; Wieder, S. (2003): Dijete s posebnim potrebama. Zagreb: Ostvarenje. 2. Sekulić-Majurec, A. (1997.): Integracija kao pretpostavka uspješnije socijalizacije djece i mladeži s teškoćama u razvoju: očekivanja, postignuća, perspektive. Društvena istraživanja, 1997, br. 4-5 (30-31), str. 537-550. 3. Sekulić-Majurec, A. (1993.): Učenici s teškoćama u razvoju. U: Priručnik za ravnatelje odgojno- obrazovnih ustanova, (B. Drandić, ur.). Zagreb: Znamen, str. 385-399., 4. Winkel, R. (1996): Djeca koju je teško odgajati. Zagreb: Educa.

60

General and specific competence:

Introduce the following subject to the students: modern conception of efficacious ways of education of

children with different kinds of developmental handicaps within the regular educational institutions so

that they, in their turn, may give the adequate professional help to the educators and teachers of these

children in regular education institution.

61

NAME OF MODULE: SPECIAL PEDAGOGY NAME OF COURSE: Differential Pedagogy ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar /practicum/ Conditions: none Examination: written and oral Content:

- From the pedagogy of averages to individuality – survey of doctrines, - Theories of individuality and their pedagogic application, - Theories of multiple abilities and the pedagogic implications, - Functions of individualisation in modern school and education dependant of personal needs, - Professional development and differential predispositions of individuals, - Motivation and mutation of personal predispositions, dispositional capacity, - Basic elements of differential pedagogy, - Models of differential pedagogy and management, - Individual strategy of ability development and learning, - Parents, school and strategies of social competence development, - Characteristics of differential model of curriculum, methods of performance, - Differential pedagogy and educational functions of teaching, - Gifted children and supporting of self-defined development, - Variables and methods of differential activity in teaching, - Coordinated team activity and work methods of teachers - differential synergy.

Literature: Basic:

1. Legrand, L. (1972), La diferenciation de la pedagogie, Paris, Scarabee. 2. De Paretti, A. (1984), Les points de appui de l'seignant: pour une et pratique de la pedagogie

differenciee, Paris, INRP Recommended:

1. Gomez Mendoza, M.A. (2004), El modelo de la pedagogia diferenciala, Universidad Tecnologica de Pereira

2. Izbor priloga iz literature i periodike (npr. Ciencias Humanas, Revista i sl.)

62

General and specific competence: Teach the students to recognize theoretical and practical consequences of personal differences, various kinds and level of ability of each and every individual pupil the modern pedagogy acknowledges. Let the students enter the field of discipline and ensure them insight into and make them recognize professional consequences of differential approach and develop ability to evaluate success of ever greater number of various pedagogy theories and practical axioms that, uncritically and unverified, are being offered to modern pedagogy practice.

63

NAME OF MODULE: SPECIAL PEDAGOGY NAME OF COURSE: Pedagogic Diagnostic ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: elective Form of tuition: 2 hour lectures and 2 hour seminar Conditions: none Examinations: written and practical work Content: Models of diagnostics in pedagogy and didactics. Models of pedagogic and psychological diagnostics (medical, interactional and environmental-phenomenologic). Functions of pedagogic and psychological diagnostics (selective, modification and stimulating). Characteristics of pedagogic diagnostics. Diagnostic competence of teacher as the basis for pedagogic activity in teaching. Developments of the young, pedagogic diagnostics and process of education and teaching. Zone of future development as diagnostic means. Taxonomy of knowledge and evaluation of the pupil’s work. Summation or formative evaluation. Criterion texts. Evaluation of teacher’s work. Criteria of good teaching. Evaluation of school achievements. International evaluation of knowledge, learning and quality of school and teaching. Literature: Basic:

1. Kleber, E. W. (1992), Diagnostik in pädagogischen Handlungsfeldern – Einführung in Bewertung, Beurteilung, Diagnose und Evaluation.

2. Leutner, D, (1998), Pädagogisch-psychologische Diagnostik. In: Rost, D. (Hrsg.) (1998), Handwärterbuch Pädagogische Psychologie. Weinheim: Beltz, 1998, S. 378-386.

3. Wild. K.-P.&Krapp, A. (2001), Pädagogisch-psychologische Diagnostik. In: Krapp, A.&Weidenmann, B., Pädagogische Psychology., Weinheim: Beltz, S. 513-566.

4. Weinert, F. E. (Hrsg.) (2001), Leistungsmessungen in Schulen. Weinheim und Basel:Beltz. Recommended:

1. Mužić, V. (2002), Uvod u metodologiju odgoja i obrazovanja, Educa, Zagreb. General and specific competence Students will get to understand the subject, characteristics and models of pedagogic diagnostics and acquire elementary diagnostic skills.

64

NAME OF MODULE: SOCIAL PEDAGOGY NAME OF COURSE: Basics of Social Pedagogy ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: elective Form of tuition: lectures and seminar Conditions: none Examination: oral (+ seminar tasks) Content: Education as social nature and mobility of an individual with the social structure. The place of social pedagogy in the system of pedagogy disciplines: subject, content, area of activity, methodology and work methods. Social pedagogy in the system of open communication. Subsidiary and social forms and occurrence of educational activity in the family, school, local community, free time, peer groups and public institutions. Behavioural disorders of school children and adolescents. Anti-pedagogy and pedagogic victimology in education: excessive work load on the pupils, school phobias, absences from classes, violence, aggression, bullying at school – causes, consequences, prevention and therapy. Addiction behaviour of the young: actions and processes of pedagogic prevention. Literatura: Basic:

1. Durkheim, E. (1996), Obrazovanje i sociologija. Societas, Zagreb. 2. Gruden, Z. (1989), Psihoterapijska pedagogija. ŠN, Zagreb. 3. Marburger, H. (1979), Razvoj i koncepti socijalne pedagogije. Fak. za defektologiju, Zagreb. 4. Uzelac, S. (1995), Socijalna edukologija. Sagena, Zagreb.

Recommended:

1. Bratanić, M. (1990), Mikropedagogija. ŠK, Zagreb. 2. Gudjons, H. (1994), Pedagogija – temeljna znanja. Educa, Zagreb.

General and specific competence:

Getting to know about social conditioning and treatment of different pedagogic occurrences, practice and consequences in educational activities. Analysis of social relationship in typically pedagogic circumstances. Understanding the inter-independence of social and pedagogic communication in the synthesis of internal and external man’s nature. Synthesis of individual education and socialisation of an individual by institutional and non-formal forms of pedagogic activities.

65

NAME OF MODULE: SOCIAL PEDAGOGY NAME OF COURSE: Pedagogy of Free-time ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: lectures, seminar, practice Conditions: none Examination: written and oral, report from practice Content: Free time as an occurrence: social, economic and cultural aspects. Interdisciplinary approach in interpretation of free (spare) time and culture of the young: styles, places and ways of spending the time. Structure, content and places of spending free time - children, the young, adults and the elderly – pedagogic implications. Free time as a system of open social and cultural communication. Extra-curricular and out-of-school activities in pupil’s free time. Tourism and free time: learn travelling. Pedagogy of free time as a scientific discipline: subject, methodology, content and methods of practical activity. Literature: Basic:

1. Despot, B. (1976), Plaidoyer za dokolicu. Mladost, Beograd. 2. Huzinga, J. (1987), Homo ludens. Matica Hrvatska, Zagreb. 3. Janković, V. (1976), Slobodno vrijeme u suvremenoj pedagoškoj teoriji i praksi. PKZ, Zagreb. 4. Krippendorf, J. (1986), Putujuće čovječanstvo: za novo poimanje slobodnog vremena i

turizma. Liber, Zagreb. 5. Previšić, V. (1987), Izvannastavne aktivnosti i stvaralaštvo. ŠN, Zagreb.

Recommended:

1. Martinić, T. (1987), Slobodno vrijeme i suvremeno društvo. Informator, Zagreb. 2. Plenković, J. (2000), Slobodno vrijeme mladeži. Sveučilište u Rijeci, Rijeka.

General and specific competence:

Getting to know pedagogic aspects and implications of free (spare) time as social occurrence;

theoretical approaches and interpretation of free time, its place in the system of education and subject

structure of this discipline. Methodically directing students to concretize practical activities in free

time.

66

NAME OF MODULE: SOCIAL PEDAGOGY NAME OF COURSE: Pedagogic Re-socialization ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar (field work-tuition) Conditions: none Examination: oral Content:

• Place of pedagogic re-socialisation in the framework of social pedagogy – concept,

significance, historical and modern determinants.

• Education and socialisation in the family, peer groups, educational institutions, professional

and work socialisation, re-education and re-socialisation.

• Causes and consequences of violence among the young: socially unacceptable, deviation,

marginal and addictive behaviour of adolescents.

• Penology treatment and pedagogic re-socialisation of the socially unacceptable behaviour:

forms, content, factors, measures, procedures – correctional institutions.

Literature: Basic:

5. Gudjons, H. (1994), Pedagogija - temeljna znanja. Educa, Zagreb. 6. Mehringer, A. (2003), Mala specijalna pedagogija, Educa, Zagreb. 7. Uzelac, S. (1995), Socijalna edukologija, Sagena, Zagreb.

Recommended:

4. Gruden, Z.(1989), Psihoterapijska pedagogija. Školske novine, Zagreb. 5. Miliša, Z., Perin, V. (2004), Rad – odgojna vrijednost u komunama za ovisnike, Digital point,

Zadar.

General and specific competence:

General: make the students be able to, by independent and critical study of literature, by studying chosen examples and field work/tuition, master basic conceptions of significance of pedagogic re-socialisation, foundation, basic conceptual defining and acting immediately. Specific: realisation of the course content should ensure complete and systematised insight into essential segment of social pedagogy.

67

NAME OF MODULE: SOCIAL PEDAGOGY NAME OF COURSE: Pedagogic Prevention of Behavioural Disorder ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: elective Form of tuition: lectures, seminar Conditions: none Examination: oral (practical tuition duties) Content: Defining the concept of behavioural disorder. Theoretical differences in professional terminology, understanding of content and practical treatment of different forms of behavioural disorder. From preventive, curative to therapy conception and relations to associal aspects. Repressive and permissive approach in continuum of interventions. Anti-pedagogy of school work: from the educational policy, overloaded programs and manuals to “personal equation” of the teacher; from child’s hyperactivity, pupil’s absences from school obligations, different phobias, school terrors, over verbal aggressiveness and violence and bullying among pupils. Partner and collaborator relations of different factors in the process of attenuating and removing of various forms of behavioural disorder. The role of pedagogy and pedagogues in prevention of pre-educational and re-socialisation activities vs. disorders in child’s behaviour, that of the young and adults. Literature: Basic:

1. Ajduković, M. ( 1988), Samoiskaz delikventnog ponašanja. Fakultet za defektologiju, Zagreb. 2. Olweus, D. (1998), Nasilje među djecom u školi. Školska knjiga, Zagreb. 3. Previšić, V. (1999), Pedagoško-socijalna obzorja nasilja (i agresivnosti) u školi. U:

Agresivnost i nasilje u školi, HPKZ, Zagreb. 4. Uzelac, S. (1995), Socijalna edukologija. Sagena, Zagreb.

Recommended:

1. Buljan-Flander, G., Kocijan-Hercigonja, D. (2003), Zlostavljanje i zanemarivanje djece. Zagreb.

2. Krneta, Lj. (1978), Pedagogija mladih sa poremećajima u društvenom ponašanju. Defektološki fakultet, Beograd.

General and specific competence:

Get to know the roots, causes, occurrence, types and consequences of behavioural disorder of people with special emphasis on children and young people. Students should be able to identify pedagogic and social aspects, determine on prevention and therapeutic activities in various instances of occurrence of socially unacceptable behaviour: in the family, pre-school institutions, schools, free time, peer groups, homes and other places where there is a possibility of victimisation.

68

NAME OF MODULE: PEDAGOGY – DIDACTICS - CURRICULUM NAME OF COURSE: Theories of Curriculum ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: lectures, projects-tuition (cooperative studying, researching) Conditions: none Examination: written and oral Content:

1. Leading theoretical and methodological approaches in the development of curriculum (conceptual defining, curriculum conceptions, ways of legitimising and types of curricula).

2. Social and political, economic, cultural and legal founding and legitimising of curriculum. 3. Permanent innovating, i.e. development of curriculum as the answer to new tendencies in the

world of labour and culture (comparative analysis on global vs. national level). 4. Methodology of planning and forming of curriculum (theory of objectives, models of

formulating, models of legitimising learning goals, criteria of selecting content and methodology of didactic forming of the content, planned implementation, criteria and ways of evaluating educational results).

Research topics: Methodology of researching hidden curriculum.

Analysis of the curriculum of selected teaching or education areas

Problems of relation between: didactics and curriculum theories

Models of legitimising open curriculum

Literature:

Basic:

1. Marsch, J.C. (1994.) Kurikulum: Temeljni pojmovi, Zagreb:Educa 2. Didaktičke teorije (1992.) (ured. Gudjons et.al.), Zagreb:Educa

Recommended:

1. Moon, B.(2001). A Guide to the national Curriculum. Oxford, New York:Oxford University Press.

2. Ornstein, A.C.& Hunkins, F.P. (1998):Curriculum:Foundations, Principles, and Issues. Boston:Allan&Bacon piblishers

3. Hameyer, E. /Hrsg./ (1983.) : Hdb. der Curriculumforschung, darin: Strukturtheoretische Konzepte

4. Schröder, H. (2002.) : Lernen, Lehren, Unterricht: lernpsychologische und didaktische Grundlagen. München: Oldenbourg

69

General and specific competence:

After the acquired insight into theoretical and methodological approaches to creating, developing and

researching a curriculum, student should be able to make independent researching, analysis and critical

consideration on curriculum as well as implement curriculum in an education institution.

70

NAME OF MODULE: PEDAGOGY – DIDACTICS - CURRICULUM NAME OF COURSE: National Curriculum ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: cmpulsory Form of tuition: 2 hour lectures and 2 hour seminar (practicum) Conditions: none Examination: written and oral Content:

- Theories of curriculum and their origins, - Development and civilisation epochs and programme articulation of tuition, - Characteristics of national curricula; sameness and differences, - Knowledge systems and centring of curriculum, - Functions and doctrinal defining of curriculum - Principles and conventions for creating methodology of curriculum making, - National standards of knowledge (survey and analysis), curriculum and evaluation, - Scientific basis of curriculum and changes in pedagogy, - Development of curriculum and theory principles, - Various expectations of schools and curricula – dynamic changes. - Kinds and types of curricula and their particularities, - Optimising of curricular variable and tuition, - Education relation in national curriculum, - Interpretation of curriculum tasks and creative field of teacher activities - Taxonomy, quality of knowledge, self-evaluation and internal evaluation of efficacy, - Curriculum and pedagogic innovations.

Literature: Basic:

1. International Journal of Educational Development, Pergamon ( www. sciencedirekt.com) – brojevi od 2000. godine nadalje (SNB – Zagreb),

2. Fullan,M.G. ( 1992), The New Meaning of Educational Chenge, Cassel Educational, London 3. Dalin, P. (1998), How School Improve, IMTEC, London

Recommended:

1. World Bank (1999), Knowledge for Development, Oxsford University , Press, Oxsford 2. Stenhouse, L. (1995), An Introduction to Curriculum Reasearch and Development,

Hainemann, London

71

General and specific competence:

Finding the way in most complex field of modern pedagogy which is complex in scientific as well as in practical sense. Developing the ability to use critical criteria, evaluation of curricular and interdependence of numerous resulting aspects for the present-day school of fast changing and continuous growth of new and various knowledge. Particularly develop analytic abilities to make the estimation of internal models of evaluation.

72

NAME OF MODULE: PEDAGOGY – DIDACTICS - CURRICULUM NAME OF COURSE: Didactics ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: elective Form of tuition: 2 hour lectures and 2 hour seminar Conditions: none Examination: oral Content: Philosophy of education. Didactics as implicit theory of education and theory of teaching (tuition). Theoretical approaches to teaching and education (speciocentrist, pedocentrist, rationalistic, emotional, working, emancipation, systematic, relative). Structural circumstances of tuition. Structuring of didactics. Common points in majority of didactics (goals, content, procedures, methods, means, evaluation, organization of teaching and other). Theoretical starting points and founding of didactics. Connection of curricular and didactic structures (systems). Theories of curriculum and its development. Making and managing curriculum. Orientation of curriculum (structural, discipline defined, scientific, taxonomic). Curricular didactics. Curriculum and its basic definitions (curricular circle, situation, goals, content, methods, evaluation). Literature:

Basic:

1. Bognar, L. i Matijević, M. (2002). Didaktika, Školska knjiga, Zagreb 2. Kyriacou, CH. (1991. i daljnja izdanja). Temeljna nastavna umijeća, Educa, Zagreb 3. Jurić, V. (1979). Metoda razgovora u nastavi. Zavod za pedagogiju Filozofskog fakulteta

Sveučilišta u Zagrebu/HPKZ, Zagreb

Recommended:

1. Jelavić, F. (1995). Didaktičke osnove nastave. Naklada Slap, Jastrebarsko 2. Marsh, C. J. (1994). Kurikulum: temeljni pojmovi. Educa, Zagreb 3. Poljak, V. (1991. i daljnja izdanja). Didaktika, Školska knjiga, Zagreb,

General and specific competence:

This course in its final part of studies enables connecting of theories of curricula and didactic

theories, the purpose being the identification of different theoretical starting point and criteria

significant for creating of theoretical models. Furthermore, it enables student to independently “build”

models with the critical relation towards them as towards the already known ones.

73

NAME OF MODULE: PEDAGOGY – DIDACTICS - CURRICULUM NAME OF COURSE: National Curriculum ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar (practicum) Conditions: none Examination: written and oral Content:

- Theories of curriculum and the starting point, - Developmental and civilisation epochs and programme articulation of teaching,, - Characteristics of national curricula, sameness and difference, - Knowledge systems and centring of curriculum, - Functions and doctrinal defining of curriculum, - Principles and conventions for curriculum creation methodology, - National standards of knowledge (survey and analysis), curriculum and evaluation. - Scientific basis of curriculum and changes in pedagogy, - Curriculum development and principles of theory, - Variety of expectations from school and curriculum – dynamic changing, - Kinds and Tapes of curriculum and their particularities, - Optimising curricular variables and tuition - Education relations in national curriculum, - Interpretation of curriculum tasks and field of creation in teaching activity, - Taxonomy, quality of knowledge, self-evaluation and internal evaluation of efficacy - Curriculum and pedagogy innovations. .

Literature: Basic:

4. International Journal of Educational Development, Pergamon ( www. sciencedirekt.com) – brojevi od 2000. godine nadalje (SNB – Zagreb),

5. Fullan,M.G. ( 1992), The New Meaning of Educational Chenge, Cassel Educational, London 6. Dalin, P. (1998), How School Improve, IMTEC, London

Recommended:

1. World Bank (1999), Knowledge for Development, Oxford University , Press, Oxford 2. Stenhouse, L. (1995), An Introduction to Curriculum Research and Development, Hainemann,

London

74

General and specific competences: Finding one’s way in most complex field of modern pedagogy, which is equally complex in scientific and practical sense. Developing ability of forming criteria for critique, evaluation of curriculum and inter-depending of numerous aspects originating from it for the present-day school of fast changing and constant growth of new and varied knowledge. Developing particularly analytic abilities to evaluate internal models of evaluation.

75

NAME OF MODULE: PEDAGOGY – DIDACTICS - CURRICULUM NAME OF COURSE: Theories and Methods of Teaching ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: Lectures and practical work (exercises) Conditions: none Examination: written Content: Connection of didactics and methods. Defining the spheres of concepts of general, particular and special didactics. Theoretical basis of methodics as a connection of subject substratum and didactic model. Macro, meso- and micromethodics. Methodics as subject defined didactics (didactics of teaching subject). Methodics of degrees, method areas, methodics of teaching subjects, methodics of media. Methodics as concretisation of didactics. Eclectic concept in methodics vs. closed one. Didactics of mathematics, natural sciences and techniques (methodics of mathematics, physics, information and communication etc. Methodics of mother tongue and foreign languages. Methodics of educational areas. Nucleus curricular methodics as orientation frame for all methodics. Literature: Basic:

1. De Zan, I. (1999). Metodika nastave prirode i društva. Školska knjiga, Zagreb

2. Marinković, J. (1983).Metodika nastave filozofije. Školska knjiga, Zagreb 3. Peko, A., Pintarić, A. (1999). Uvod u didaktiku hrvatskoga jezika. Pedagoški fakultet, Osijek 4. Strmčnik, F. (2001.). Didaktika – osrednje teoretične teme. (poglavlje: Odnos med splošno in

posebno didaktiko, str. 37-55), Znanstveni inštitut Filozofske fakultete u Ljubljani, Ljubljana

Recommended:

1. Jurić, V. (1993). Odnos didaktike i školske pedagogije, Život i škola, 5 (42), str. 453-458. 2. Kubale, V. (1996). Pomen razvoja specialne didaktike v sodobni šoli. Založba, Maribor 3. Rosandić, D. (2000). Od curriculuma do meodičkih sustava u nastavi književnosti. Metodika,

1 (1), str. 91-102. General and specific competence: On the assumptions of early knowledge of didactic structures, students get to know vertical – the inductively ascending as well as deductively descending (from teaching reality, over manual material for tuition, course methodics to didactics and vice versa).

76

NAME OF MODULE: PEDAGOGY – DIDACTICS - CURRICULUM NAME OF COURSE: Basic Teaching Skills ECTS- credits: 5 (2 ECTS credits as elective course – didactic module/teaching competence) Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: lectures and practice (exercise classes) Conditions: none Examination: written (and own portfolio) Content: Models of relations of theory and practice in pedagogy. Relation of theoretical knowledge and practical skills. Criteria of good teaching. Basic teaching skills. Professional competence of teacher. Health of teacher in view of “salutogenesis”, Sources of stress in teacher’s work and ways to fight stress. Pedagogic media. Understandable expression and understandable texts. Interest for teaching and motivation to learn and how to stimulate them. Teacher’s behaviour and tact in teaching. Literature: Basic:

1. Kyriacou, K. (1997). Temeljna nastavna umijeća. Zagreb: Educa. 2. Langer,I./Schulz von Thun, F./ Tausch, R. (2003), Kako se razumljivo izražavati.

Zagreb:Erudita. Recommended:

1. Hilbert, Andreas/Schmitz, Edgar (Hrsg.): Psychosomatische Erkrankungen bei Lehrerinnen und Lehrern. Ursache- Folgen-Lösungen. Stuttgart: Schatauer 2004.

2. Seibert, Norbert/Serve, Helmut/ J. (Hrsg.) (2003): Prinzipien guten Unterrichts. Kriterien einer zeitgemäsigen Unterrichtsgestaltung. PimS. /. Auflage

3. Neill, S.(1994), Neverbalna komunikacija u razredu. Zagreb: Educa. General and specific competence:

Student will get to meet the models of relation of theory and practice in pedagogy and didactics, and

develop basic teaching skills, i.e. professional competence of a teacher including, among other things,

behaviour and tact in pedagogic communication with pupils (and) in teaching.

77

NAME OF MODULE: PEDAGOGY –DIDACTICS – CURRICULUM NAME OF COURSE: Comparative Pedagogy ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar Conditions: none Examination: oral Content: Comparative pedagogy – basic concepts, semantic and syntactic structural differences of conceptual defining, approaches, dynamism, diversification and universalism of comparative pedagogy – “interdisciplinarity “. Historical survey of comparative pedagogy development – paradigmatic changing, development of organizations and institutions connected with comparative pedagogy. Methodology of comparative researching – methods, statistic trends and interpretation, level of comparison. Comparative analysis of national education systems – selected examples of particular countries. Comparative analysis of particular aspects of different national education systems – legislature, management, private and state school system, curriculum, integration and differentiation in secondary schools education, strategies of educated teacher, efficacy. Thematic comparative analyses on the sample of selected countries: participation in EU programmes (Comenius, Erasmus, Lingua etc.), PISA program – results and implications, education of minorities, education of persons with special needs, higher education – specificity and transformations through Bologna process. Literature: Basic: 1. Anweiler, O. (ur) (1997): Bildungssysteme in Europa. Weinheim: Beltz. 2. Schriewer, J. (ur) (2000): Discourse Formation in Comparative Education. Frankfurt: Lang. 3. Walford, G. (1992): Privatne škole: iskustva u deset zemalja. Zagreb: Educa. 4. Antić, S. (ur) (1993): Školstvo u svijetu, Zagreb: HPKZ. Recommended: 1. Kodron, C. (ur) (1997): Comparative Education: Challenges-Intermediation-Practice. 1 i 2. Köln: Böhlau. 2. Lauterbach, U. (2002): Vergleichende Berufsbildungsforschung. Baden-Baden: Nomos. 3. Tekuće godište različitih časopisa iz područja komparativne pedagogije. 4. Odgovarajući izvori na webu.

78

General and specific competence:

This course will ensure the clear insight to students into basic concepts and crucial issues of

comparative pedagogy. Analysis of recent circumstances and problems of education in Croatia and

other different countries of Europe and the world will help student to understand and make critical

judgments on the status and constant changing in various aspects of education systems and the

growing internationalisation.

79

NAME OF MODULE: PEDAGOGY – DIDACTICS - CURRICULUM NAME OF COURSE: Systems of Knowledge ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: elective Form of tuition: lectures and practicum Conditions: none Examination: written and oral Content:

- Development epochs and pertaining systems of knowledge, development of science , technique and technology,

- Technology and life quality – new knowledge profile, - Epistemology of academic and post-modern systems of knowledge and their further

development, - Pedagogy as futurology science – constitution of knowledge market, - Dynamics and direction of complete development as determinant of new knowledge systems, - Past, present-day and future knowledge systems – basic characteristics, - Disciplinary and inter-disciplinary knowledge systems, - Life-long learning as a new knowledge system, - Configurations of academic knowledge and their structuring, - Dynamics of changes in the structure and validity of knowledge, - Competitive knowledge systems and intellectual capital assets, - Levels of acquiring and using of knowledge, - Knowledge of problem algorithms and creative knowledge, - Various kinds of knowledge, skills and developments of abilities, - Individual knowledge systems and profiles, knowledge as a process.

Literature: Basic:

1. Choo, C.W. & Bontis, N. (2002) The Strategic Management of Intellectual Capital and Organizational Knowladge , Oxford University Press

2. Conway, S. & Sligar, C. (2002) , Unlocking Knowledge Assets, Microsoft Press Recommended:

1. Bryson, J.R. (ed.) (2001), Knowladge, Space, Economy, Routledge 2. Levesque, H.J. & Lakemejer, G. (2001), The Logic of Knowledge Bases, MIT Press Odabrani članci i prikazi preko The Knowledge Management Forum

80

General and specific competence:

Instructing students about analytical procedures on defining knowledge and theoretical basis by which

the process is objectively made. On concrete and hypothetical models of the system knowledge enable

student to make evaluations on particular system and its evaluation for the actual knowledge market.

Develop methodology for dynamic evaluation of knowledge system as the basic assumption for

increasing competitiveness of national economy and national science.

81

NAME OF MODULE: INTERCULTURAL PEDAGOGY NAME OF COURSE: Inter-culturalism and education ECTS-credits: 5 Language: Croatian or English Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar (lectures, analysis of text, Internet searching, role playing, discussion, field work – researching) Conditions: none Examination: field researching and the written exam Condition to sit for the exam is to have the report of field research accepted. Content: The subject of the course deals with the development of idea, policy and practice of interculturalism, i.e. interculturalism and the impact on changing of goals, contents and education methods. The following topics are covered: cultural differences, cultural pluralism and interculturalism: explanation of concepts, theories and policy of identity: from assimilation to culturally plural society; managing culturally plural societies: international, European and national standards; rights of minorities among rights on protecting collective identity and cultural rights of every individual; interculturalism/multiculturalism as the strategy of adapting: American and European approaches; negotiating over differences and limits to interculturalism/multiculturalism nation-states, racism, damaging cultural practice and freedom of speech; intercultural discourse and changes of education: intercultural literacy, intercultural sensibility and intercultural communication; critique of models of intercultural education, cultural pluralism and development of intercultural education in Croatia: legal and political assumptions. Literature: Basic: 1. Katunarić, V. (ur.)(1998) Multicultural Perspectives in Croatia. Zagreb: Intercultura.

2. Spajić-Vrkaš, V.(1996), Antropološko konstruiranje etniciteta. Društvena istraživanja: 5, 3(22), 273-291.

3. Spajić-Vrkaš, V.(2000) Pluriculturality and education: Beyond the folklore of separation and the rhetoric of integration. U: Bayer-Allen, S. i Čućić, Lj. (ur.) The Challenges of Pluriculturality in Europe. Baden-Baden: Nomos Verlagsgesellschaft u suradnji s Europskim domom Zagreb, 155-166.

4. Spajić-Vrkaš, V.(2004), The emergence of multiculturalism in education: From ignorance to separation through recognition. U: Mesić. M. (ur.) Experience and Perspectives of Multiculturalism: Croatia in Comparison to Other Multicultural Societies. Zagreb: FFPress i Croatian Commission for UNESCO, 87-101.

On-line časopis Stina

82

Recommended:

1. Spajić-Vrkaš, V.(1997) Cultural discontinuity and search for identity: The case of post-communist

Croatia (Kulturni diskontinuitet i traženje identiteta: Slučaj post-komunističke Hrvatske). U: Kukoč, M. i Polokhalo, V. (ur.) Ukraine and Croatia: Problems of Post-communist Societies. Zagreb: Croatian Commission for UNESCO, 103-114.

2. Spajić-Vrkaš, V. (ur.) (2001) Obrazovanje za ljudska prava i demokraciju: Međunarodni i domaći dokumenti. Zagreb: Hrvatska komisija za UNESCO i Projekt ‘Obrazovanje za mir i ljudska prava za hrvatske osnovne škole’

3. Spajić-Vrkaš, V.; Kukoč, M i Bašić, S.(2001) Obrazovanje za ljudska prava i demokraciju: Interdisciplinarni rječnik Zagreb: Hrvatska komisija za UNESCO i Projekt ‘Obrazovanje za mir i ljudska prava za hrvatske osnovne škole’.

General and specific competence:

General: acquiring basic concepts and principles of interculturalism and the application in the analysis

of social life.

Specific: understanding differences in the concepts of “cultural differences”, “cultural pluralism” and

“interculturalism”; knowing international and domestic legal prerequisites of interculturalism;

developments of intercultural sensitivity, multiperspective; mastering of critical approach to cultural

occurrences; accepting the principles of cultural pluralism as social value..

83

NAME OF MODULE: INTERCULTURAL PEDAGOGY NAME OF COURSE: Basics of Intercultural Pedagogy ECTS- credit: 5 Languages: Croatian Duration: 1 semester Status: compulsory Form of tuition: lectures Conditions: none Examination: written and oral Content: Theoretical starting points of anthropologic, sociologic, demographic, cultural and politologic approaches to multicultural occurrences. Interculturalism in the direction of post-modern and globalisation trends and changes. Interculturalism and identity (I – we –them) – prejudice, stereotypes, distance: historical, national, religion, linguistic – between pluralism, isolation and assimilation. Education in multicultural societies: formal institutions, media, free time, tourism, business communications and so on. Intercultural education as plurality understanding, respect, tolerance, friendship, peace and right of citizenship. Intercultural education and communication in conflict and asymmetric relationship. Intercultural harmonisation of European education. Intercultural pedagogy as education theory and concept of transcultural pedagogy. Intercultural status and perspectives of Croatian education system. Intercultural curriculum as the strategy of educational practice: methodology and structure. New profile of teacher: intercultural mediator and social integrator, Literature: Basic:

1. Izazovi interkulturalizma. „Društvena istraživanja“, br. 25-26, 1996, Zagreb. 2. Kalanj, R. (2004), Globalizacija i postmodernost. Plotička kultura, Zagreb. 3. Katunarić, V. (1994), Bogovi, elite, narodi. Antibarbarus, Zagreb. 4. Multicultural Reality and Perspectives in Croatia. Ed. V. Katunarić, Interkultura, 1997,

Zagreb. 5. Perotti, A. (1995), Pledoaje za interkulturalni odgo i obrazovanje, Educa, Zagreb. 6. Previšić, V. (1994), Multi- i interkulturalizam kao odgojni pluralizam. U: Pluralizam u odgoju

i školstvu, Katehetski salezijanski centar, Zagreb. Recommended: 1. Kalanj, R. (2004), Globalizacija i postmodernost. Plotička kultura, Zagreb. 2. Spajić-Vrkaš, V. (1997), Globalna etika, kulturni pluralizam, demokracija. U: „Odgoj i

obrazovanje u demokratskom društvu“, HPKZ, Zagreb.

84

General and specific competences:

Get to know about multi- and inter-culturalism as social occurrences: the genealogy, post-modern

stimuli and globalisation impact, expanding, controversy, resisting and perspective of multi- cultural

democracies. Critical testing of social implications of inter-culturalism in educating.

Students are to get a good insight into the subject, content and methods of work in the field of inter-

cultural education and pedagogy.

85

NAME OF MODULE: INTERCULTURAL PEDAGOGY NAME OF COURSE: Rights of Childen in Education

ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar Conditions: none Examination: written Content: History of childhood and rights of the children Concept of children’s rights Convention on the rights of children and other international instruments regulating the rights of man/child Kinds of rights: the right of survival, development rights, protection rights and rights of participating Status of rights of children in the world Parents and teachers in the protection and promotion of the rights of children Education as human right for all children Quality education – inseparable part of the rights on education in international and domestic documents Democratisation of education and rights of children. Family literacy and satisfying child’s needs for reading and information Child’s right to information from different sources Child’s rights and responsibilities within the education system Child’s right to participate and give his own opinion Degree of acceptance of children Active methods of work in schools – path of education to active participation From learning on his own accord to an educated citizen Education in human rights/right of children Right of child to protection against violence Ombudsman in protection of children’s rights Literature: Basic:

1. Leach, P. (2003) Prvo djeca. Zagreb: Algoritam 2. Maleš, D.; Milanović, M.; Stričević, I. (2003.) Živjeti i učiti prava. Odgoj za ljudska prava u

sustavu predškolskog odgoja. Zagreb: Filozofski fakultet Sveučilišta u Zagrebu – Istraživačko-obrazovni centar za ljudska prava i demokratsko građanstvo, 298 str.

86

3. Maleš, D. i Stričević, I. (priredile) (2003.) Mi poznajemo i živimo svoja prava. Priručnik za odgoj i obrazovanje o pravima djeteta u osnovnoj školi. Zagreb: Školska knjiga, 299 str.

4. xxx (1999) Nacionalni program odgoja i obrazovanja za ljudska prava. Zagreb: Vlada Republike Hrvatske.

Recommended:

1. Flekkoy, M.G.; Kaufman, N.H. (1997) The Participation Rights of the Child. London: Jessica Kingsley Publication.

2. Hart, S. Et al. (eds.) (2001) Children's Rights in Education. London: Jessica Kingsley Publication.

3. xxx (1999) Nacionalni program odgoja i obrazovanja za ljudska prava. Zagreb: Vlada Republike Hrvatske.

4. Poimanje djeteta i percepcija dječjih prava u Hrvatskoj (2000). Zagreb: Filozofski fakultet Sveučilišta u Zagrebu

Časopis Dijete i društvo. General and specific competences:

General: understanding the concept of the rights of the child, understanding the importance of enjoying the rights and protecting children’s rights, recognizing the situation of endangering of these rights and building up the awareness of personal and professional responsibility in the case. Specific: skills to identify the problem, knowing the mechanisms of protecting child’s rights, critical approach to issues on children’s rights in educational system, accepting the right of a child to enjoy the rights as a path to developing democratic society.

87

NAME OF MODULE: INTERCULTURAL PEDAGOGY NAME OF COURSE: Education on human (civil) rights and citizenship ECTS- credits: 5 Language: Croatian or English Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures i 2 hour seminar (lectures, text analysis, Internet search, discourse, team work) Conditionsi: none Examinationt: Methodological elaboration of a chosen topic and written exam. Condition to sit for the exam is accepted written task. Content: This course is to introduce to students the principles, policies and practicing of education turned to the needs of the pupil – a citizen of a democratic society. Understanding of basic concepts and theoretical perspectives, analysing adequate policies, learning different programme solutions and main social acting parties, becoming aware of the significance of active citizenship for development of democracy and laying foundations of active citizenship based on civil rights and freedoms, students acquire knowledge and skills to introduce adequate topics into existing teaching programme and make special education programmes themselves. Topics that are promoted: development of policy, theory and practice of human rights, citizenship, democracy; international, regional and national system of human rights; challenges to human rights and democracy; right to education and development of human rights education; relations between human rights education, citizenship education, peace education, intercultural education, global education; designing programme: choice of subjects, methods and strategies of applying them, ensuring of resources, cooperation of schools and civil social organizations, collaboration of international level in implementation of programmes, evaluation and ensuring of quality in civil rights education and active citizenship. Literature: Basic: 1. Duerr, K.; Spajić-Vrkaš, V. i Ferreira Martins, I. (2002), Učenje za demokratsko građanstvo u

Europi. Zagreb: Centar za istraživanje, izobrazbu i dokumentaciju u obrazovanju za ljudska prava i demokratsko građanstvo Filozofskog fakulteta u Zagrebu.

2. Spajić-Vrkaš, V.(1999), Globalizacija i izobrazba: Apokalipsa raja ili rajska apokalipsa, Društvena istraživanja (Zagreb): 8, 1999, 4, 579-600.

3. Spajić-Vrkaš, V.; Stričević, I.; Maleš, D. i Matijević, M. (2004), Poučavati prava i slobode: Priručnik za učitelje osnovne škole s vježbama za razrednu nastavu. Zagreb: Istraživačko-obrazovni Centar za ljudska prava i demokratsko građanstvo Filozofskog fakulteta u Zagrebu.

88

Recommended: 1. Birzea, C. Education for Democratic Citizenship: A Lifelong Learning Perspective. Strasbourg,

Council of Europe, 2000, doc. DGIV/EDU/CIT (2000) 21.

2. Spajić-Vrkaš, V. (2002) Odgoj i obrazovanje za demokratsko građanstvo u Hrvatskoj: Izvješće. Zagreb: Centar za istraživanje, izobrazbu i dokumentaciju u obrazovanju za ljudska prava i demokratsko građanstvo Filozofskog fakulteta.

3. Spajić-Vrkaš, V. (ur.) (2001), Obrazovanje za ljudska prava i demokraciju: Međunarodni i domaći dokumenti. Zagreb: Hrvatska komisija za UNESCO i Projekt ‘Obrazovanje za mir i ljudska prava za hrvatske osnovne škole’.

4. Spajić-Vrkaš, V.; Kukoč, M i Bašić, S. (2001), Obrazovanje za ljudska prava i demokraciju: Interdisciplinarni rječnik Zagreb: Hrvatska komisija za UNESCO i Projekt ‘Obrazovanje za mir i ljudska prava za hrvatske osnovne škole’.

5. Wintersteiner, W.; Spajić-Vrkaš, V. i Deutch, R. (eds.) (2003), Peace Education in Europe: Visions and experiences. Münster/New York/München Berlin: Waxmann.

General and specific competences: General: understaning the significance of education on promoting human rights and active citizenship as well as learning how to create and implement adequate programmes. Specific: learning and understanding the key concepts, theoretical approaches and programme models, understanding of connection between human rights, citizenship, democracy, education and social development on different levels, development of analytic and critical skills, interdisciplinary approach, mastering the creation of adequate programmes using new information and communication technologies, accepting and supporting of human-legal dimension of active citizenship as the basis of school life.

89

NAME OF MODULE: INTERCULTURAL PEDAGOGY NAME OF COURSE: European Education ECTS-credts: 5 Language: Croatian /English Duratoin: 1 semester Status: compulsory Form of tuition: 2 hour lectures i 2 hour seminar (lecture, discussion, simulation, working in rather small groups, project studying) Conditions: none Examination: project using new information and communication technologies. Content: The course is about political, legal, economic and pedagogic dimensions of building European system of education. Students are helped to understand sources, directions and contents of the changes and identify challenges and obstacles to European integration in education. Topics particularly inform on: Europe between Schuman’s Declaration and European Union Constitution. Changes of European priorities in education and introduction of European dimension: role of Council of Europe, European Union and OESS; Europe as knowledge society, European education systems, resourses and institutions; Goals and elaboration of Lisboan Agenda with particular reference on development of key European areas of education, European directions for teacher education; Educational dimension of political criteria from Copenhagen and obligations of Croatia: Examples of good practice. Literature: Basic: 1. Ibanez-Martin, J.A. i Jover, G. (ur.)(2002), Education in Europe: Policies and Politics. Dordrecht:

Kluwer Academic Publishers.

2. Perotti, A. (1995) ,Pledoaje za interkulturalni odgo i obrazovanje, Educa, Zagreb.

3. Prema društvu koje uči: Poučavanje i učenje: Bijeli dokument o obrazovanju. Zagreb: Educa, 1996.

4. Spajić-Vrkaš, V. (1999), Međunarodna polazišta razvoja odgoja i obrazovanja. U: Mijatović, A. (ur.). Osnove suvremene pedagogije. Zagreb: Hrvatski pedagoško-književni zbor, 1999, str. 615-638.

5. 10 lekcija o Europskoj uniji. Zagreb: Ministarstvo Odabrane publikacije Ministarstva za europske integracije i Europskog pokreta – Hrvatska.

Dokumenti, studije i dr. materijali o europskom obrazovanju na webu (Europska unija, Vijeće Europe, Eurydice, Eurobarometar)

90

Recomended: 1. Mali leksikon europskih integracija. Zagreb: Ministarstvo za europske integracije, 2004.

2. Spajić-Vrkaš, V. (ur.) (2001), Obrazovanje za ljudska prava i demokraciju: Međunarodni i domaći dokumenti. Zagreb: Hrvatska komisija za UNESCO i Projekt ‘Obrazovanje za mir i ljudska prava za hrvatske osnovne škole’.

3. Spajić-Vrkaš, V.; Kukoč, M. i Bašić, S. (2001), Obrazovanje za ljudska prava i demokraciju: Interdisciplinarni rječnik. Zagreb: Hrvatsko povjerenstvo za UNESCO.

General and specific competences: General: understanding the role of education, nature of changes and obligations of Croatia within

European integration processes and development of knowledge Europe.

Specific: Understanding the concepts, directions and programmes essential for the development of

European education, learning competence for analytic and critical and interdisciplinary approach to the

field of programme, skills in participating in discussions and using new information and

communication technologies in learning about Europe and for Europe, accepting and promoting the

idea on long-life and continuity of learning of everybody as key assumptions for European economical

and social development.

91

NAME OF MODULE: INTERCULTURAL PEDAGOGY NAME OF COURSE: Intercultural Curriculum ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: elective Form of tuition: 2 hour lectures and 2 hour seminar Conditions: none Examination: written and oral Content:

• Basic starting points of intercultural education. • Different concepts and models of intercultural education and teaching in modern didactic

theory and practice. • Starting points, approaches and content of intercultural curriculum. • Educating teachers for intercultural education. • Intercultural curriculum and education of minority members: status and perspectives.

Literature: Basic:

1. Hrvatić, N. (2000), Novi pristup obrazovnoj tehnologiji u interkulturalnom obrazovanju, U: Rosić, V. (ur.) Nastavnik i suvremena obrazovna tehnologija, (str. 142-150), Filozofski fakultet u Rijeci, Rijeka.

2. Perotti, A. (1995), Pledoaje za interkulturni odgoj i obrazovanje. Educa, Zagreb. 3. Previšić, V. i Mijatović, A. (ur) (2001), Mladi u multikulturalnom svijetu: stavovi

srednjoškolaca u Hrvatskoj, Zagreb, Interkultura. 4. Spajić-Vrkaš, V., Stričević, D., Maleš, D., Matijević, M. (2004), Poučavati prava i slobode,

Filozofski fakultet Zagreb, Zagreb. Recommended:

1. Hrvatić, N. & Posavec, K. (2000), Intercultural education and Roma in Croatia. Intercultural Education, 11, 1, pp. 93-105.

2. Katunarić, V. (Ed.) (1997), Multicultural Reality and Perspectives in Croatia. Interkultura, Zagreb.

3. Mijatović, A. i Previšić, V. (ur) (1999), Demokratska i interkulturalna obilježja srednjoškolaca u Hrvatskoj, Interkultura, Zagreb.Zagreb.

92

General and specific competences:

General: learning basic concepts and principles of intercultural curriculum within the subject of

intercultural pedagogy.

Specific: realisation of the programme should offer to students a complete and systematic insight into

starting points, approach and ways of founding/creating intercultural curriculum.

93

NAME OF MODULE: EDUCATION MANAGEMENT NAME OF COURSE: Management and Autonomy of Schools ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: Lectures and practicum Conditions: none Examination: written and oral Content:

- Efficiency and supporting pupil's development – new determinants of pedagogy, - Different approaches and efficacy critiques, quality of education, - Centralised and administrative system of management; inefficiency and irresponsibility, - National and internationl systems of educational quality evaluation, - Management – basis for qualitative realisation of planned tasks. - Theories on management and organisation of modern school with adequate autonomy - Managing autonomus systems, degrees of autonomy, organisation, curriculum and evaluation, - Autonomy of school – somewhere between local, standardised and global, - Aspects of autonomy conditioning management, - Autonomy and self-adapting; high common standard and variety of realisation approaches, - Teachers in schools of high autonomy – the higher the autonomy the greater responsibility, - Autonomy of school and function of parents in school management, - New approaches to professional ethics and new professional codex. .

Literature: Basic:

1. Rotterdam Conference on School Autonomy; Schooling for Tomorrow, OECD 2. Glenn, Ch. & De Groof, J. (2002); Freedom, Autonomy, and Accountability in Education, UK,

Lema 3. West, E.G. (2001) School Autonomy and Perental Choice, Australien, Educational Monitor 4. Fidler , B. (1997), Choice for Self-Managing School:Autonomy and

Accountability,www.amazon.com Recommended: Odbrani članci iz recentne literature, periodičnih izdanja i publikacija Vijeća Europe

94

General and specific competences:

Acquiring of elements and various aspects in the approaches to managing school system and the

school itself, getting to know about actual researching that shows higher level of efficacy of schools

coupling the higher level of autonomy; enabling students to make various evaluations of contextual

variables defining transparently the autonomy of school as priority direction of management. Letting

the students acquire knowledge of various aspects of autonomy, changes to be made in present-day

centralised forms of administrative management and advantages of managing autonomous systems.

95

NAME OF MODULE: EDUCATION MANAGEMENT NAME OF COURSE: School and Class Management ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminare (practice-exercising) Conditions: none Examination: oral Content: Basic determinants of management. Communication aspect of management. Specialised ways of managing educational institutions.Organisation management, management of human potential, management of levels; goals, long-term planning and organisation, control of operative procedure and support programmes to goals, inerpretation of goals, strategic management (long-term) and function management. Management function; plans, strategies, good organisation, quality management and successful control. Particularity of leading and managing of the form-master and teachers, pedagogic role of form-master in leading and managing, administrative tasks, planning and programming of the team-leader (form-master), preparing and leading the council session, collaboration with other members of the council, collaboration with parents. Knowledge management and globality of knowledge market. Styles of leading the school management. Competences for management in schools. Head-master, school pedagogue and form-master as managers. Literature: Basic:

1. Jurić, V. (2004). Metodika rada školskoga pedagoga. Školska knjiga, Zagreb 2. Jurić, V. (2004). Pedagoški menadžment – refleksija opće ideje o upravljanju. Zagreb,

Pedagogijska istraživanja, vol. 1 (1), 137-147. 3. Silov, M. (2001). Suvremeno upravljanje i rukovođenje u školskom sustavu. Persona, Velika

Gorica

4. Staničić, S. (2001). Kompetencijski profil školskog pedagoga. Zagreb, Napredak, vol.142, br. 3., str. 279-295.

Recommended:

1. Brajša, P. (1993). Menedžerska komunikologija. Društvo za razvoj informacijske pismenosti, Varaždin

2. Srića, V. (1994). Inventivni menedžer. Croman & M.E.P. Consult, Zagreb 3. Srića, V. i dr. (1994). Menedžer i informacijski sustav. Poslovna knjiga d.o.o., Zagreb

96

General and specific competence:

Based upon basic conceptions developing skills of managing various pedagogic processes in school

using the simulation as well as organised school practice. Getting to know numerous instruments of

follow-up and how to use them. Simulating various styles of leading and managing, particularly

human potential. Introducing examples in various directions and levels of management and make

students use them.

97

NAME OF MODULE: EDUCATION MANAGAMENT NAME OF COURSE: Partnership of Family and Educational Institution ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminar (field work and tuition – 10 hours) Conditions: none Examination: oral Content: Education – common interest of family and society. Evolution of the idea on the need of collaboration between family and school – from not-worded support to partnership, Scientific starting points of establishing partnership with parents, Legislature in RC and possibilities of parent participating in the working of the institution, Role of parents in the educational institution (kindergarten, school), Roles and challenges of the institution personnel, Introduction into case method: position of pupils, Forms of communication between family and institution, Obstacles in establishing the partnership between parents and professionals (different scales of value and expectations, communication; attitudes and prejudices …), Strateges of improving the collaboration between family and educational institution, Cooperaration with parents in special circumstances, Evaluating the cooperation, Strengthening of pedagogic competence of parents, Role of the pedagogue in working with parents (work with parents and pedagogues). Literature: Basic:

1. Brajša, P. (1996) Umijeće razgovora. Pula: C.A.S.H. 2. Brdar, I. i Rijavec, M. (1998) Što učiniti kad dijete dobije lošu ocjenu? Zagreb: IEP. 3. Maleš, D. (2003) Afirmacija roditeljstva. U: Nacionalna obiteljska politika. Zagreb: Državni

zavod za zaštitu obitelji, materinstva i mladeži, str. 275-302. 4. Milanović, M. (ur.) (1997) Pomognimo im rasti. Zagreb: Ministarstvo prosvjete i športa RH.

Recommended:

1. Henry, M. (1996) Young children, parents and professionals. London and New York: Routledge.

2. Hornby, G. (2000) Improving Parental Involvement. London and New York: Cassel Education. 3. Milanović, M; Stričević, I; Maleš, D.; Sekulić-Majurec, A. (2001) Skrb za dijete i poticanje

ranog razvoja djeteta u Republici Hrvatskoj. II. neizmjenjeno izdanje. Zagreb: Maba-com.

98

General and specific competences:

General: acquiring knowledge on theoretical starting points (developments, social and cultural, psychologic, political), on the importance of establishing partnership relations between educational institution and family as well as possibilities of establishing communication with parents. Specific: mastering basic communication skills (listening, verbal and non-verbal espressing and giving informative responses) as well as skills of establishing interpersonal relations with parents and other adults in educational institutions (pre-school, school etc.).

99

NAME OF MODULE: EDUCATIONAL MANAGEMENT NAME OF COURSE: Professional and Development Service and Management ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: 2 hour lectures and 2 hour seminare Conditions: none Examination: oral (or written) Content: Basic functions of developmental pedagogic activity (operative, study and analytical, information and documentation, instructive, counselling, therapeutical and supervison, research and normative). Fields of developmental pedagogic activity (preparations for realisation of plan and programme of educational institution, general planning and organisation of work, planning and programming for implementation, realising the conditions for realisation of the programme, direct participation in educational process, introducing new programmes and innovations, follow-up and performing of educational tasks, work with pupils with special needs, counselling and work of profesional co-workers, analyses, research and evaluation of the process and results, information library and documentation acitivity, development pedagogic acitivities of: assistants, pedagogue, psyschologist, special educator (therapist), social worker, librarian. Literature:

Basic:

1. Jurić, V. (2004). Metodika rada školskoga pedagoga. Školska knjiga, Zagreb 2. Resman, M. (2000). Savjetodavni rad u vrtiću i školi. HPKZ, Zagreb 3. Staničić, S. (2001). Kompetencijski profil školskog pedagoga. Napredak, Zagreb, 3, 279-295.

4. Staničić, S. (1992). Razvojno-pedagoška djelatnost u osnovnoj školi. Napredak, Zagreb, 3, 314-316.

Recommended:

1. Mušanović, M. (2000). Teorijska polazišta razvojne pedagoške djelatnosti. U: Pedagozi i stručni suradnici u inovacijskom vrtiću i školi, Hrvatski pedagoško-književni zbor, Zagreb, 19-28.

2. Mušanović, M., Staničić, S., Lavrnja, I., Drandić, B. (1992). Koncepcija razvojno-pedagoške djelatnosti u institucijama odgoja i obrazovanja. Napredak, Zagreb, 2, 189-194.

General and specific competences:

Introduce the professional competence of school pedagogue to students. Develop the sense for team

work and cooperation in general. Practice planning and programming in different areas of school

pedagogue work. Laying particular emphasis on the research competences as the hypothesis of

studious approach in the work of a pedagogue.

100

NAME OF MODULE: EDUCATIONAL MANAGEMENT NAME OF COURSE: Pedagogic Counselling and Professional Orientation ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: elective Form of tuition: 2 hour lectures and 2 hour seminar Conditions: none Examination: written and oral Content: Counselling and pedagoigc dimension of counselling work, Relation of pedagogic counselling work, pedagogic leading and therapeutic activities, Essence, specifity and assumptions of pedagogic counselling work Possibilities and limitations of pedagogic counselling work, Knowledge and skills for pedagogic counselling, Counselling work phases, pedagogic diagnosis, Ways to finding solutions to problems, Activities and roles connected to pedagogic counselling, Individual pedagogic counselling, Group pedagogic counselling, authority and responsibility, Relations in the counselling process, Direct and indirect counseling work, Methods and techniques of counselling work, Specificities of pedagogic counselling in work with children and adults, Pedagogue and pedagogic counselling Professional orientation – compulsory part of school education, Professional information giving, professional counselling, Professional follow-up. Literature: Basic:

1. Janković, J. (1997) Savjetovanje - nedirektivni pristup. Zagreb: Alinea. 2. Juul, J. (1995) Razgovori s obiteljima – perspektive i procesi. Zagreb: Alineja. 3. Resman, M. (2000) Savjetodavni rad u vrtiću i školi. Zagreb: HPKZ.

Recommended:

1. Geldard, K.; Geldard, D. (1998) Counselling children. London: Sage Publication. 2. Manthei, R. (1997) Counselling: The skills of finding solutions to problems. London:

Routledge. 3. Reardon, K.K. (1998) Interpersonalna komunikacija. Zagreb: Alinea.

101

General and specific competences:

General: getting to know key concepts, theories and theoretical tenets of pedagogic counselling work, understanding and accepting counselling work as part of preventive work of the pedagogue. Specific: development of analytic skills and skills of critical thinking: mastering the skill of individual and group counselling work with pupils, parents and other adults in educational institution: acquiring skills of informing and counselling in professional orientation.

102

NAME OF MODULE: EDUCATIONAL MANAGEMENT NAME OF COURSE: Managing Knowledge ECTS- credits: 5 Language: Croatian Duration: 1 semester Status: elective Form of tuition: lectures and practicum Conditions: none Examination: written and oral Content:

- Philosophical, social and pedagogic explanation of knowledge during history and today, - Individual, corporation and national knowledge in the global world, - Knowledge of managing and managing knowledge, knowledge management, - Legality of the increase and multiplying of information and knowledge, - Knowledge management; selection, systematisation and knowledge managing, - Knowledge society and economy based on knowledge, knowing about knowledge, - Knowledge as a substance of sustainable development and natural limitations, - Knowledge as capital asset; creating and spending of human resources, - Knowledge as new area of enterprising and knowledge management. - Engineering of knowledge and new profile of the professional (engineer) for knowledge, - Reachable, authorised and out-of-reach knowledge, systems of knowledge production, - New world elite – professional in knowledge management, profile of competence, - Institutional real and virtual education as part of knowledge management, - Evaluations of the level and quality of productive knowledge management.

Literature: Basic:

1. Morey, D. ( 2001), Knoweadge Management, MIT Press

2. Investigation Knoweadge Management, Beekman Publ. 2001.

3. Bahra, N. (2001), Competitive Knowladge Management, St. Martin Press

4. Von Hoffman, C (2001), Do We Know How to Do That ? Understanding Knowledge

Management, Harvard Business School Press

Recommended:

1. Knowledge Management Case Book (2002), John Wiley & Son

Članci i prikazi prema Knowladge Menagament Resource Center

103

General and specific competences:

Learn basics of theoretical starting points and practical methods for managing creation procedures,

adding and renewing knowledge in different age groups. Develop ability to turn directly to basic

problems of modern knowledge as well as to management procedures in the process of knowledge

creation in systems of education. Adopt basic ability of configuring knowledge systems and form the

structure for various occasions of usage as well as on various levels of needs.

104

NAME OF MODULE: TEACHER COMPETENCE GENERAL EDUCATION BLOCK NAME OF COURSE: General Pedagogy ECTS- credits: 3 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: lectures and seminar Conditions: none Examination: written Content: The subject of General pedagogy. Differential pedagogy or the system of pedagogy disciplines. Relation of pedagogy and other sciences. Basic pedagogy concepts and categories. Basic forms of pedagogic acitivity. Forms of knowledge and concepts on education (pictures, concepts, models and theories). Educational institutions and systems of education. Modern pedagogy and curriculum. Professional competences of a teacher. Modern challenges in pedagogy (e.g. alternative or/and anto-pedagogy, intercultural education; globalisation). Literature: Basic:

1. Mijatović, A. (ur.) (1999), Osnove suvremene pedagogije (Odabrana poglavlja). Zagreb: HPKZ.

2. König, E,/Zedler, P. (2001), Teorije znanosti o odgoju. Zagreb:Educa. 3. Gudjons, H. (1994), Pedagogija. Temeljna znanja (Odabrana poglavlja). Zagreb:Educa.

Recommended:

1. Schulz von Thun, F. (2001), Kako međusobno razgovaramo 1. Smetenje i razjašnjenja. Zagreb: Erudita.

General and specific competences:

1. Students will get to know about the subject, sub-disciplines and categorical apparatus of General Pedagogy,

2. also acquire elementary skills in learning pedagogy theories and 3. develop skills in basic forms of pedagogic activity.

105

NAME OF MODULE: TEACHER COMPETENCES GENERAL EDUCATIONAL BLOCK NAME OF COURSE: General Didactics ECTS- credits: 3 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: plectures and seminar Conditions: none Examination written (and the task portfolio) Content: Didactics and Curriculum. Systems of knowledge and education. Relation of General didactics and subject didactics (methodics). Division of general didactics (theoretical, empirical and pragmatic). Didactics as theory of education. Didactic models and/or theories. Basic didactic concepts (and their relations), models and operations. Didactic reconstruction, reduction and transformation. Professional competences of teacher. Concepts of planning, organizing and teaching. Criteria for good teaching. Teaching as the act of balance. Models of diagnostics and evaluation in general didactics. Modern trends in General didactics. Literature: Basic: 1. Terhart,E. (2001), Metode poučavanja i učenja. Zagreb:Educa. 2. Meyer, H. (2002), Didaktika razredne kvake. Zagreb: Educa. 3. Gudjons, H., Teske, R., Winkel, R.,(ur.), Didaktičke teorije. Zagreb: Educa: 1994. Recommended:

1. Kyriacou, K (1997), Temeljna nastavna umijeća, Zagreb: Educa. 2. Apel, H. J. (2003), Predavanje. Uvod u akademski oblik poučavanja. Zagreb: Erudita. 3. Peterßen, W. H. (2003). Unterrichtsvorbereitung. München: Ehrenwirth. 4. Peterßen, W. H.(2001), Lehrbuch Allgemeine Didaktik. München: Ehrenwirth.

General and specific competences:

1. students will get to know about the subject of General didactics and practical questions regarding the preparation, realisation and (self)evaluation of teaching with didactic themes,

2. acquire elementary skills in applying didactic theories and/or models and 3. develop skills in (reflected) planning, actual teaching and evaluation of teaching.

106

NAME OF MODULE: TEACHER COMPATENCES GENERAL EDUCATIONAL BLOCK NAME OF COURSE: Communicating in Teaching ECTS- credits: 2 Language: Croatian Duration: 1 semester Status: elective Form of tuition: lectures and seminar Conditionai: none Eamination: written (and task portfolio) Content: Metacommuniation level: What is communication? Verbal, non-verbal; digital and analogue communication. Characteristics of teaching communication. Role of teacher as agent and model of communicational behaviour of pupils. Communication level: Methods and techniques of successful communication: active listening, conversation, role playing, pedagogic psychodrama, moderated discussion. Non-verbal communication in teaching (meaning of body messages, movements, gestures). Actual topics: Intercultural communication in teaching. – Communication at distance. – Virtual communication. Literature: Basic:

1. Langer, I., Schulz von Thun, F., Tausch, R.(2003): Kako se razumljivo izražavati. Zagreb: Erudita.

2. Heinz Klippert (1996): Komunikations-Trening.-Muenchen. 3. Schulz von Thun, F. (2002): Kako međusobno razgovaramo (1-3), Zagreb:Erudita. 4. Hans Juergen Apel (2003): Predavanje uvod u akdemski oblik poučavanja. Zgareb:Erudita.

Recommended:

1. Brajša, P. (1994): Pedagoška komunikologija. Zagreb: Školske novine. 2. Bratanić, M.. (1993) Mikropedagogija - Interakcijsko-komunikacijski aspket odgoja (3.izd.).

Zagreb:Školska knjiga. 3. Neill, S. (1994). Neverbalna komunikacija. Zagreb:Educa.

General and specific competences

1. acquire basic knowledge on teaching communication and role of teacher as agent and model of communication behaviour of pupils

2. make students aware of relation of communication and forms of communication among pupils and developing communication competences of pupils

3. get to know and practice methods and techniques of successful teaching communication.

107

NAME OF MODULE: TEACHING COMPETENCE GENERAL EDUCATIONAL BLOCK NAME OF COURSE: Interests in Teaching ECTS- credits: 2 Language: Croatian Duration: 1 semester Status: elective Forms of tuition: lectures and seminar Conditions: none Examination: written (and task portfolio) Content: Historical understanding of interests in pedagogy and pedagogic theories of interest (Dewey, Kerschensteiner, Herbart). Munich Theory of Interests (Krapp and Schiefele) and its relation to motivation theory of self-defining (Deci and Ryan). Kinds of interests. Life interests. Development of cognitive interests during life-long education. Interests as condition, goal and result of teaching process. Interests and discipline. Educational teaching and development of interests. Stimulating and developing interests and motivation for learning in teaching. Literature: Basic:

1. Palekčić, M./ Müller,F. (2005), Uvjeti i efekti interesa za studij i motivacije za učenje (motivi za

izbor studija i motivacijski regulacijski stilovi) kod hrvatskih i njemaökih studenata,

Pedagogijska istraživanja, 1, 2, 159-195.

2. Palekčić, M., Radeka, I., Petani, R.& Müller, F. (2004), Interes za studij, Napredak, 145(4), 389-

404.

3. Deci, E. L.& R. M. Ryan (Eds.) (2002), Handbook of self-determination research. Rochester:

University of Rochester Press.

Recommended:

1. Palekčić, M. (1985), Unutrašnja motivacija i školsko učenje. Sarajevo: Svjetlost.

2. Krapp, A. & M. Prenzel (Hrsg.) (1992), Interesse, Lernen, Leistung Münster: Aschendorff.

3. Hoffmann, L./A. Krapp/ K. A. Renniger (1998), Interest and learning.Kiel: IPN.

4. Dresel, Markus: Motivationsförderung im schulischen Kontext. Göttingen:Hogrefe 2004

5. Krapp, A. (1998). Entwicklung und Förderung von Interessen im Unterricht. Psychologie der

Erzihung und Unterricht, 44. Jg., 185-201.

108

General and specific competences:

1. students will get to know about theories of interests and empirical researching on interests and 2. acquire essential skills for stimulating and developing interests and motivation to learn in

teaching.

109

NAME OF MODULE: TEACHING COMPETENCES METHODICS BLOCK NAME OF COURSE: Methodics of Teaching Pedagogy ECTS- credits: 12/6 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: lectures and seminar Conditions: passing the exam for the course Didactic theories, Didaktics Examination: written Content: Teaching strategies adequate for the high-school age (text analysis and examples from teaching practice, discussions, arguing). Consistence of application of didactic axioms and/or methodic variations in specific pedagogic content. Methodics of teaching pedagogy as methods of methodics. Methods of teaching and learning – independent work of pupils. Evaluating teaching forms in harmony with adequacy to high-school pupils. Organisation of teaching with emphasis on free and open teaching.

Literature:

Basic:

4. Gudjons, H. (2003). Frontalunterrcht – neu entdeckt. Klinkhardt, Bad Heilbrunn.

5. Terhart, E. (2001.) Metode poučavanja i učenja. Educa, Zagreb

Recommended:

Desforges, Ch. (2001). Uspješno učenje i poučavanje. Educa, Zagreb

General and specific competences:

Due to specificity of methods of teaching pedagogy students will learn about discussions on levels of

methodics (macro, mezo- and micromethodics) and considerations arising vertically from the relation -

from practical pedagogy to metatheory level.

110

NAME OF MODULE: TEACHING COMPETENCES

METHODIC BLOCK NAME OF COURSE: Methodics practicum ECTS- credits: 8/4 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: practicum Conditions: passing exam on the course Didactics theories, Didactics Examinationt: evaluation of preparing, practical teaching or simulation

Content:

Designing of the class teaching – simulation. Function of preparation and particularity of preparing

pedagogical content for teaching. Analysis of content – chrestomatia articles. Textual material and

content analysis.Teaching means and aids in education goals function. Independent work on pedagogic

documents. Analysis of teaching performance (didactic and methodic aspects of analysis, analysis

steps – final evaluation) Comparative constructions in projecting teaching and mutual evaluation.

Literature

Basic:

1. Terhart, E. (2001). Metode poučavanja i učenja. Educa, Zagreb.

2. Klippert, H. (2001). Kako uspješno učiti u timu, zbirka praktičnih primjera. Educa, Zagreb.

Recommended:

1. Ryan, K. i Cooper, J.M. (1988). Those Who Can, Teach. Houghton Mifflin, Boston

General and specific competences:

Students will have learned from didactic theories and didactics, general forms of teaching process,

and, in methodical practicum, applied the knowledge as well as knowledge obtained in methodics of

teaching pedagogy. Emphasis is given to skills and acquiring of early experience in teaching

performance which is to be the basis for student discussion on quality of performance and

confirmation or questioning different models and concepts of teaching.

111

NAME OF MODULE: TEACHER COMPETENCES METHODIC BLOCK NAME OF COURSE: Practice ECTS- credits: 10/5 Language: Croatian Duration: 1 semester Status: compulsory Form of tuition: sprofessional practice Conditions: passing of exam on the course Methodics of teaching pedagogy Examination: attending demonstration classes, public lecture Content:

Student practice is organised in secondary school in which pedagogy is figuring as the subject of the

curriculum. Students are attending observation classes of the mentor, choosing later the topic (teaching

unit), preparing, planning and performing public lecture in the presence of mentor and other students.

In the same group the analysis and presentation of teaching class is made in order to, from the didactic

and methodic standing point, reconstruct the performance of the teaching in the class (by writing notes

and protocole of recording the teaching perfrmance). By application of knowledge of the methodics of

teaching pedagogy, but also of general didactic knowledge, students start evaluating the analysis of

elements of teaching class (goals, process, methods and strategies and achievements).

General and specific competences:

Develop and check teaching competences of students as well as emphasise critical relation towards

theoretical models of teaching performance and their application in teaching.

.